Behaviourist And Cognitive Approach To Learning Theories

Behaviourist And Cognitive Approach To Learning Theories The two main influential learning approaches are the behaviourist and the cognitive approach to learning theories. This report critically evaluates how learning theories are applied in the 14-19 Applied Science classroom. It examines how behaviourism, although an outdated theory, is still relevant in the modern classroom and is still used in developing the rewards and sanctions policies of the modern school. The impact of Piagets theory of cognitive development is evaluated and what possible difficulties might arise if they were applied exactly as Piaget dictated. The impact of adhering rigorously to Piaget maturational stages is criticised and how it might not be possible to adhere to set ages for progression in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and shown that, when applied to a motivated class they work as they were originally intended and yet when applied to a more disaffected class, they arent as easily applied. The science classroom is an inherently dangerous place for students to work in (Frost, Turner 2005, p.168). It is therefore necessary to instil a level of discipline in the students, to ensure they minimize the dangers to themselves and others in the science classroom. It is necessary to condition (Child 1997, pp.114-121)the students to behave when certain commands are issued. Behaviour theorists believed that the mind was a blank slate tabula rasa and that we could observe the response to stimulus that happened to an organism. Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced.(Child 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child 1997, pp.114-121) When discussing learning theories, its necessary to mention Pavlov due to the importance held in his work, even if it doesnt really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child 1997, pp.116-118). Pavlovs work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment. During my lessons I tried to implement Watson, Thorndikes and Skinners theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking quickly enough. If the class stopped talking quickly, they would be rewarded wit h praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect.(Child 1997, pp.115-121) McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al. 1969). Banduras Social Learning Theory would say that the students were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom.(Atherton 2009) By the end of the six weeks, the students were starting to respond to the successive approximation as described by Skinner (Child 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they much preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton 2009a)and had given up on being able to change the lesson by negative behaviour. Due to the need to provide a safe working environment in the classroom, I also worked on the class responding to the command STOP when they were carrying out laboratory work. The idea being that if STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are important or safety related. In the early stages of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link.(Child 1997, p.119) The difficulties whilst trying to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, it could ultimately end up with dire consequences in an emergency situation. The STOP command in particular was a difficult one to implement due to its infrequent use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its importance as something serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued. Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor inconvenience of the negative reinforcement if they get the attention time from the teacher. (McAllister et al. 1969) Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week. Behaviourism is evidently still relevant in the modern school (McQuillan 1998), even if it is a somewhat outdated theory. Schools still have their sanctions policies based around Operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as policy makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all very unique in their personalities and show completely different ways of learning. To say that the learning processes they go through are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom. Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as it is known now to the science community in 1978. (Solomon 1994, p.3)They stated what was previously an inaccessible theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive Development is applied. Piaget observed that children go through four distinct stages of cognitive maturation (Burton 2001, pp.237-239) Stages of Cognitive Development (Atherton 2009b) In the 14-19 classroom, according to Piagets theory, all the students have reached the Formal Operational stage of cognitive development and are capable of developing hypothetical situations and understand abstract concepts. Students should be able to apply their understanding of a situation and in theory be able to hypothesise what would happen in a given event. (Child 1997, pp.191-207) From experience it is clear that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up boundary is not as clear cut as that (Child 1997, p.202-203). Within my Year 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and moment of a force and applying their knowledge and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both assimilate and accommodate (Child 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete. With the Year 10 Applied Science class only a small portion of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept step by step (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated calcium carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema. Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage. Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a childs Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more competent (Kozulin 2003, p.20) person guiding them.(Chaiklin 2003, p.43) Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge flexibly to new situations (Karpov 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves. Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before returning to the now new concrete experience,.(Burton 2001, p.246) Similarly Bruner theorised that students built on their past experiences and that by applying a spiral curriculum, they would able to return to subject areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, leading the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton 2001, p.241) When applying these theories it is important to be aware that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding. With the KS3 class the students were all in the 5-7 range for target grades, therefore it was a lot easier to plan how they were going to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets formal operation stage and were able to develop their knowledge independently. With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit. Finding the middle ground, where the higher attaining students wouldnt be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons. It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move forward in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle. With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process; the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. Therefore it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step. Within the GCSE class there were several students who were classed as having Special Educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students. Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little disruption to the other students. They had the extra help required and were catered for in examinations and course work; they were effectively being included. The students who were listed as having SEBD on the other hand, would have appeared to an outsider to relish in the opportunity to be able to disrupt learning; they spent more time being removed from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning. Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to disruptive behaviour. This leads to the question When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer. In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based. When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly below the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government.(Peacey 2001). The only viable option would be to group classes closely by attainment level as opposed to age, which is unlikely to happen. Word Count = 3,283

Benefits of Sports

Should students be involved in sports during their busy academic life? I  believe  so,  there are three  major benefits that i believe are the most important reason to start a sport: They are   Health, helps build good values, and are just all in all fun. I encourage students to take up sports. Even  though I’m a student myself and i know how busy we get from homework and test, but sports can help relieve stress and make school more fun.A report from the United Nations Inter-Agency Task force on sports for Development and Peace stated that young people can benefit from physical activity as it contributes to developing healthy bones,  efficient  heart and lung function as well as improved motor skills and cognitive function. Physical activity can help to prevent hip fractures among women and reduce the effects of  osteoporosis. Remaining physically active can enhance  functional  capacity among older people, and can help to maintain quality of life and   Independence. Sport teaches many good values that one can use in sports and their daily  life.Honesty,  disciplined  respect, and many others are just some of the values that sports teach us. A student can use these  values  in their daily  routine. Sports can help a student learn about arriving on time, setting  priorities, and to  encourage  team work. The key to creating and sustaining values based on sporting is Living Values: living values in  everything  you do, every time,  every day. Sports can be really fun and exciting. I  practice  Taekwondo and its exiting being put up  against  a bigger, faster, and stronger  opponent. It’s a very rewarding experience to see how much hard work pays of in combat and it can be applied in school.You may not see the results running and  practicing  everyday but once you get in to battle it shows, and it’s the same for school you may not see the results of  content  studying until you t ake an exam. It’s very exciting and I recommend all students to try sports it is very fun. In conclusion I believe students should start a sport since it offers many benefits Like: health benefits, good values, and it’s fun. I encourage my fellow students to join a sport It really makes the learning experience more enjoyable, and I believe it prepares us for success.

Why Is Janie Crawford From Their Eyes Were Watching God

If you’ve ever seen Pixar’s Up, read Night by Elie Wiesel, or heard of Allen Ginsberg, you’re already acquainted with some perfect examples of Maslow’s Hierarchy of Needs. This means you’ll also understand why Janie Crawford from Their Eyes Were Watching God by Zora Neale Hurston is such a relatable character-- she’s trying to claw her way through the Hierarchy, just like the aforementioned examples, and just like the rest of us. Maslow’s theory is presented in the form of a pyramid which illustrates the point that â€Å"people are motivated to achieve certain needs and that some take precedence over others† (McLeod). Within the five sections of the pyramid are three groups of needs: basic needs, psychological needs, and self-fulfillment needs.†¦show more content†¦She had glossy leaves and bursting buds and she wanted to struggle with life but it seemed to elude her† (Hurston 11). Janie wants to be able to  "struggle with life† and find her place in the world, which shows her entering the third level of the pyramid. In addition, we see her chasing after the second part of this level of the pyramid, which is love. â€Å"Through pollinated air she saw a glorious being coming up the road. In her former blindness she had known him as shiftless Johnny Taylor, tall and lean. That was before the golden dust of pollen had beglamored his rags in her eyes† (12). By emerging into this next level of needs, the way she views the world is changing, and she suddenly finds herself aware of her attraction to Johnny. In addition, she kisses him, which illustrates further how she tries to move from the second level, safety, to the third level, love and belongingness. After Nanny catches Janie kissing Johnny, her life changes dramatically. We see Janie unhappy in her first marriage and realizing that in this marriage, her love and belonging needs will not be met. When she meets Joe, she doesn’t see the pear tree, but she sees another way to achieve love and belonging, which is â€Å"the horizon.† She believes marrying Joe represents truly love, and she will finally achieve the third step of the pyramid. As we know, this does not turn out to be true. Joe forces her to tie up her hair, he refuses to let herShow MoreRelatedTheir Eyes Were Watching God1467 Words   |  6 PagesTheir Eyes were Watching God, the main character, Janie, faces an inner battle in her three marriages, to speak or not to speak, which manifests itself differently with Logan, Joe, and Tea Cake. In her first marriage to Logan Killicks, Janie has her idea of what a marriage should look like shattered, as she failed to fall into the romantic idea of love that she he ld dear (Myth and Violence in Zora Hurston’s Their Eyes Were Watching God). In her second marriage, to Joe â€Å"Jody† Starks, Janie buriedRead MoreAnalysis Of Their Eyes Were Watching God 1477 Words   |  6 PagesTheir Eyes were Watching God, the main character, Janie, faces an inner battle in her three marriages, to speak or not to speak, which manifests itself differently with Logan, Joe, and Tea Cake. In her first marriage to Logan Killicks, Janie has her idea of what a marriage should look like shattered, as she failed to fall into the romantic idea of love that she held dear (Myth and Violence in Zora Hurston’s Their Eyes Were Watching God). In her second marriage, to Joe â€Å"Jody† Starks, Janie buriedRead MoreTheir Eyes Were Watching God1195 Words   |  5 Pagesmeant to be? In the novel Their Eyes Were Watching God, heroine Janie Crawford struggles to discover love and self-definition. Janie was raised by her grandmother (Nanny) and therefor e had to deal with Nanny’s strict morals and opinions about the world. 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The Nature Of The Gods - 948 Words

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The gods’ human-like characteristics compare well to a subconscious being internally molding thoughts and desires into actions. This little push of encouragement is seen in Book Two when Zeus sent a dream to Agamemnon suggesting he should attack the Trojans immediately. This arrogant idea of attacking the Trojans immediately with little preparation isn’t too far-fetched from Agamemnon’s normal behavior. In Book One, Agamemnon went against warrior code of returning Chryseis, his war prize, after her father offered up a ransom for her return. This refusal results in ApolloShow MoreRelatedOf God and Nature940 Words   |  4 PagesGloria Omole 1. There are two books that give me my divine stance: the one God wrote himself (scripture) and the alternative for those who don’t seek the bible (nature). Those who have not seen his teachings firsthand know of him through his scripture. 2. 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Analysis Of Twelve Angry Men - 1758 Words

â€Å"Twelve Angry Men† is an American film in which one person – Juror No8 – was able to convince the other 11 Jurors to vote â€Å"not guilty† in a murder trial, although all jurors pre-voted otherwise in the first minutes of counseling. The speeches of Juror No8 can provide a valuable example of different effective negotiation techniques. Thus, the aim of this paper is to analyze negotiation strategies of Juror No8 and to show how they can be used in personal and professional life to reach a certain goal. The first technique applied by Juror No8 is imagining a situation from personal perspective. He started cautiously with referring to his own actions in similar situation and used such phrases as â€Å"I kept putting myself in the kids place†¦Ã¢â‚¬ , â€Å"If†¦show more content†¦In the movie, Juror No8 made other jurors consider the situation from two perspectives - assuming that the boy on trial is guilty (â€Å"Supposing he did kill his father†¦.†) and assuming that the boy is not guilty (â€Å"Supposing they [facts] are wrong†¦?†, â€Å"Supposing the boy is not guilty†¦Ã¢â‚¬ ) (â€Å"12 Angry Men†, 1957). Technique #2 can be effectively used in personal life in cases where you have to convince a member of your family or a friend to choose a vacation destination, a house to buy, or even choose a place to have dinner. To do that, you need to make your partner imagine a situation in which he/she is on vacation, in a house or a re staurant that you want. The strategy of Assumption can be effectively used in advertising in order to make consumers see how their lives will change â€Å"assuming† they have a product, for example, assuming how a woman would feel if she had an advertised brand bag or shoes. Advertising campaigns can also use Assumption strategy to compare two products – imagining using brand product vs the commonly used one. Generalization is another technique that helped Juror No8 to convince other jurors. It is a well-known Sherlock Holmes’ deductive method of investigation in which what is known to be true about all people is applied to a particular person. This strategy can also be called a rational–based approach in which the negotiator uses reason to convince the opponent (Lewicki et al., 2014). Juror No8 implemented this technique toShow MoreRelatedAnalysis on Twelve Angry Men1086 Words   |  4 PagesAnalysis on Twelve Angry Men The movie Twelve Angry Men portrays an array of group dynamics by including the structure and functioning of groups, as well as the different types of roles each character plays along with their conflicts. The film displays these elements through a jury deliberation and the joint effort and the functioning of several minds together to search for the truth. These are just a few characteristics of group dynamics at work that is seen throughout the film. Group Purpose andRead MoreAnalysis Of The Movie Twelve Angry Men 890 Words   |  4 PagesTwelve Angry Men Introduction The movie â€Å"Twelve Angry Men,† portrays the story of twelve jurors from different walks of life and how they came to a difficult decision regarding the life of an eighteen year old Puerto Rican defendant. The defendant is on trial for premeditated first degree murder of his father. 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Henry Fonda is the only one who voted the accused as not guilty because he doesnt want to send the defendant to the deathRead MoreAnalysis Of Twelve Angry Men By Reginald Rose2345 Words   |  10 PagesExtended Analysis Twelve Angry Men Justice is a concept that is crucial to a fair and just society. For hundreds of years, countries have developed constitutions and other documents in place to form justice for those within the country. In Twelve Angry Men by Reginald Rose, the idea of justice is bounced around by twelve men on a jury. These men have the unthinkable decisions of whether a suspected murderer is given the death penalty or able to walk free. The jury in Twelve Angry Men made the mostRead MoreLeadership Analysis â€Å"Twelve Angry Men† Essay2868 Words   |  12 Pagesï » ¿ Leadership Analysis â€Å"Twelve Angry Men† Olu Adewumi NCLC 375: Prof. Ampthor The movie â€Å"Twelve Angry Men† is about twelve male jurors, brought together in a deliberation room to decide whether a boy is guilty of killing his father. The deliberation starts with an 11-1 vote for guilty. As the movie progresses, the one man who had a reasonable doubt about the guilt or innocent of the young boy, convinces theRead MoreAnalysis of Conformity and Group Influence in Twelve Angry Men912 Words   |  4 PagesAnalysis of Conformity and Group Influence in Twelve Angry Men Introduction The film â€Å"Twelve Angry Men† directed by Sidney Lumet illustrates many social psychological principles. The tense, gripping storyline that takes place in the 1950s features a group of jurors who must decide unanimously whether a young man is guilty or innocent in the murder of his father. At the beginning, eleven of the twelve jurors voted guilty. Gradually, through some heated discussion, the jurors are swayed to a not-guiltyRead MoreAnalysis Of Twelve Angry Men By Reginald Rose754 Words   |  4 PagesThe statement â€Å"Drama reflects real life on a stage† is shown through the powerful dramatic play by Reginald Rose, ‘Twelve Angry Men’. Reginald rose through the effective use of characterisation, conflict and tension, symbolism, language and setting, Rose dramatically reflects human experiences with ‘Twelve Angry Men’. It is a play that directly appeals to our sense of justice and equality and questions audiences to contemplate the a rguments on a ‘fair trial’ in a judicial process when ‘reasonableRead MoreTwelve Angry Men Juror 8 Analysis1084 Words   |  5 PagesJustice or Freedom In the drama Twelve Angry Men by Reginald Rose, juror 8 does a good job in persuading the other jurors to listen and reconsider the evidence. He uses his rhetorical appeals to captivate the other jurors attention. He gains an authority towards the other jurors which makes them trust him more. Juror 8 deconstructs the testimony and evidence with his rhetorical appeal to make the other jurors consider the innocence of the defendant. First, Juror 8 establishes his credibility to

Information Policies in Organizations Free Essays

The information age has brought about rapid changes to the ways in which businesses conduct day to day operations. Although this move to electronic commerce has resulted in extraordinary advantages in terms of speed and cost-effectiveness of business, it also presents new challenges in the workplace. The information that is available to everyone on the internet, and more particularly to individuals within an organization is far greater now than it was just a few years ago. We will write a custom essay sample on Information Policies in Organizations or any similar topic only for you Order Now Despite the obvious advantages of this forward movement of technology, it creates a severe problem with control of information. Whereas organizational information in the past would typically follow a formal chain of command or an informal office communication network, it can now be passed around the world in milliseconds over the internet. Implementing and maintaining a set of checks and balances to ensure that e-mail and other means of electronic communication are used only in an acceptable manner can prove to be a difficult, time-consuming and costly endeavor. Therefore it is critical for any organization to establish policies and procedures for dealing with these problems in order to ensure the company is not faced with a liability problem for the distribution of indecent, harassing or protected information. A good starting point for an organization to try to minimize exposure to these sort of problems is by defining what is and what is not acceptable use of e-mail and other office communication systems. Policies and procedures can then be developed around this definition. Acceptable use is defined as the use of e-mail and other company information systems for business purposes. The policies and procedures regarding acceptable use must be in writing and be communicated to all the employees of the organization. A written policy should include some of the following the key elements which are necessary for a typical organization entering the information age. Define what is and is not appropriate use of company communication systems. This definition must be congruent with other company policies. For example, it should outline what is considered to be offensive or harassing material and the policy should clearly state that the company lines of communication are not to be used to distribute this sort of material. Furthermore, this definition should be all-inclusive in that it must cover all types of potential problems; from discrimination, to individuals personal information rights. The reason this is so critical is because this definition will form the framework of the company’s information policy and will therefore be the critical legal element which stands to prevent these potential problems and serves to protect the company from liability should problems occur regardless of existing policies. In order to protect the company further from exposure to legal action, the formal policy must also include the procedure that employees can follow should their rights be infringed upon. Not only should victims of e-mail harassment or discrimination be encouraged to come forward and report the problem, they must also be assured that the company will not let such action affect the employee in any negative way. Otherwise the organization is leaving themselves open to allegations of covering up or failing to follow through on employee complaints. The policy must state that such reports will be kept in the strictest confidence and that victim is free to report an incident to someone other than their direct supervisor if necessary. Generating the confidence necessary for someone to come forward with allegations of harassment involving misuse of company information systems can be improved by clearly stating in the company policy that each complaint will be investigated thoroughly. Although the previous policies may foster openness with regard to reporting problems in the organization, they do not do a great deal to prevent the problem. Therefore it is crucial that the policy state the legal implications for everyone involved in such an incident. This portion of the policy should state that victims will be free from retaliatory actions from management and other employees and that those responsible for investigation will keep all information as confident as possible and conduct the investigation as objectively as possible. Most importantly however, the consequences for those who are guilty of causing the problems must be clearly outlined. Prompt and decisive disciplinary action should be administered as soon as anyone in the company is found guilty of wrongdoing. It would be foolish for management to expect that such a policy would exempt the organization from minor complaints or even large scale law suits resulting from information systems misuse. It is necessary for organizations to educate their employees on the proper use company communication systems and it is best to do this at the initial orientation phase of an employees career. Since most companies hire on a continual basis, it would be tedious to train new employees using a standard lecture method. The use of programmed instruction and computer based training can help to alleviate this problem through the use of pre-programmed software specific to the companies needs. This sort of training would save time by introducing new employees to standard procedures such as logging on and conducting daily communications. Computer based training can also make reference to company policy and procedure including rights of victims and consequences of those guilty of misuse. A self-administered computer based training program can be developed using standard office applications such as Microsoft Office and can be generated by a knowledgeable user in just a few days. This type of training program must be supplemented by a hardcopy of standard rules and procedures for use of company e-mail and also include a copy of the company’s policy as previously outlined. Each new employee would be required to complete the self-administered training program and to sign a copy of the company’s polices and procedures before receiving e-mail authorization. Once in place, this programmed instruction can be further modified to include guidelines for storing classified documents and messages. Certain information that is passed through company information lines is not intended to go outside of the organization and it is important for management to make sure all employees are aware that they are responsible for protecting company information. Computer based training can also teach new employees how to manage their e-mail files so that important messages are stored in a received file in which only that employee can access with their personal password. It is very difficult to ensure all employees follow e-mail polices and procedures, particularly if the company’s computers have internet access and can sent e-mail to outside organizations from within the company. Periodically reminding staff about the sensitive nature of company information and frequent changing of passwords can help to prevent distribution of important information to those with no need or right to the information. In the case of highly sensitive documents, it is possible to arrange communication networks so that the important documents or data can only be accessed on certain computer terminals. This will allow the company to install firewalls, which can be useful for guarding the integrity of the information. How to cite Information Policies in Organizations, Essay examples

Green Ocean Strategy Case Study - Lenovo United Kingdom

Question: How Green Ocean Strategy is Helping in Better Customer Retention and Customer Loyalty? Answer: Chapter 1: Conceptual framework 1.1 Introduction The market is growing with the increase in competitions, it has assessed that the customers has become more familiar environmental friendly product and services. Most of the business entities have becoming more conscious in respect of environmental attributes and elements to be engaged in the p-production of their goods and services (Mei, 2013). The green ocean strategy is adopted by the business entities for creating business opportunities by contributions in environmental developments. As per the assessment, Green ocean strategy solutions provide new conceptions for segmentations, market focusing, business territory evaluations with sustainable development and innovations (Green, 2010). In then analysis, the strategic approach is focused on transforming determinations of business more to customer service than product orientations. It helps to engage sustainable innovations and development in the product and services so that nit can able to enhance the market share of business organ izations. Sustainability, innovations and design enhances the product durability quality and performance by which the organisations able to create proper customer base and loyalty. As per the analysis the implications of the green ocean strategies the market analysis and segmentations are based on the customer needs and requirements. The research proposal is based on providing a critical and detailed analysis on the impact of green ocean strategies to create proper customer retention and customer loyalty for the UK based company Lenovo. With the engagement of research proposal, a proper learning and knowledge on the impact of green ocean strategy can be evaluated for enhancing the customer base and customer loyalty for the particular product or service. 1.2 Aims and objectives As per the selected topic, the aim of the research will be to focus and analyze elements and factors of green ocean strategy that can enhance the customer retention and customer loyalty of a business organization. Then particular topic will engage a brief study on relationships within the strategic approach of Green ocean and elements that enhance the customer retention and loyalty. The researcher has selected a case study of multinational computer technology and electronic gadget manufacturing comp-any Lenovo operating in United Kingdom. The engagement of different model, theories and approaches help to define the extent of Green Ocean strategy to enhance the customer base and customer loyalty for the company. For further penetration of the research, researcher based on the aim of the study has framed the objectives. The objectives for the research study have been framed as following: To analyze the role of Green Ocean strategy in increasing innovations and development of product or services To analyze the significance of Green ocean strategy in Lenovo To investigate the element of green ocean strategy in increasing customer loyalty of Lenovo To evaluate relationship between customer retention and Green ocean strategy of Lenovo 1.3 Research Question Based on the aims and objectives the researches questions are prepared to make more detailed analysis and evaluations on the research topic are framed as following: What is the role of Green ocean strategy to increase innovations and development of the product and services? What is the significance and use of Green oceans strategy in business operations of Lenovo? How elements of Green Ocean strategy can increase customer loyalty of Lenovo? What is the relationship between customer retention and green ocean strategy of Lenovo? How factors of green ocean strategy can increase customer retentions in Lenovo? 1.4 Rationale of the study As per the rationale of the study, the topic has been selected to analyses and evaluates the extent of impact of the Green Ocean strategy in increasing the customer loyalty and retentions. The Green ocean strategies is been used by most of the business entities to enhance high sustainable development and creativity in the product and services (Leavy, 2009). In the analysis, the strategy is more focused on the services quality and critical thinking on enhancing the customer base of business organizations. As per the assessment, with the engagement of this research study critical analysis and evaluations on the factors, approaches, conceptions and applications of Green Ocean strategy to be assessed (Taylor, 2013). It enhance knowledge and learning on the factors of this strategy increasing more quality based and sustainable service and impact of this sustainability and innovations can provide customer base and loyalty to a business organizations. Implications of the research help to ev aluate the factors of this strategy hat create relationship and influence customer attaint ion towards the product and service been introduced by the company (Kerton et al. 2013). However, the study provide positive implications of the green ocean strategy thus will not cover the overall impact of particular strategic approach on the business operations and increasing customer base, retention and loyalty. Chapter 2: Theoretical Framework 2.1 Theories of Customer retention and customer loyalty As per the standardizations of service quality theory, the customer retention is based on the loyalty and satisfactions of the customer. The customer retentions are been evaluated and assessed by evaluating the quality and experience level of customers to repurchase the product by repeated times (Nili and Keramati, 2012). In the theoretical approach of standardized customer service, the customer retentions evaluators long term attachment possibilities of customers with the particular product or brand in the market place. In the model of customer retention, it is been formed by brand image, customer value, customer experiences, product or service quality and loyalty of the customers (Tsao, 2012). Figure 1: Customer Retention (Source: Morton, 2013, pp- 75) In the other hand, the customer loyalty theory is based on believe and perceptions of the consumers on quality, benefits and features of the product and service been introduced by the business organizations in the market place. The analysis assess the loyalty of the customers are evaluated on the decision making procedure of the customers. As per the target market theory, the customer loyalty is based on the needs perceptions and expectations to be met by the organizations continuously (Olson, 2008). 2.2 Green ocean strategy The Green Ocean Strategy evaluates the sustainability and innovations in the product to enhance its quality relevancy and presentations in the market place. In the analysis the scope of the strategic approach of green ocean providing and changing trend to the lifestyle that has been accepted by the customers (Mei, 2013). As per the analysis, the customers are more conscious and depend on the environmental friendly and healthy products leaving which is accepted by the market. The theory of sustainable growth and development of the business defines; green ocean strategy is able to create more value concern to product and customer service. As per the analysis the implications of green ocean strategy drives the product orientations more towards providing sustainable service which create customer base and satisfaction level more efficiently (Kerton et al. 2013). In the analysis, the strategic approach of Green Ocean establishes a different and more critical targeting of the market. The implications of the green ocean strategy are based on the carbon emissions, environmental resource implications and minimizing pollutions. In other manner, the green ocean strategic approach creates proper corporate responsibility that enhances the customer attentions towards environmental friendly product introduced by the company (Nili and Keramati, 2012). Figure 2: Elements of Green Ocean Strategy (Source: Kerton et al. 2013, pp- 860) 2.3 Impact of Green ocean strategy The red ocean strategic approach enhances proper competitive advantage and edge for the market and Blue Ocean provides innovations and creativity to product or service to enhance its quality and presentations (Taylor, 2013). The green ocean strategic approached is the hybrid of Red Ocean and blue ocean strategy. It engages competitions and innovations in the production make it more durable and sustainable in the market place. As per the analysis, the green ocean strategy provides competitive edge and creativity to the product that makes the product more service oriented and attractive to the customers (Morton, 2013). Implications of this strategic approach in the business decline the wastage and cost of product that help the company to maintain standard pricing of product as per customer perceptions. The business entities able to provide more creative inventions in product or service with new technologies that are able to create opportunity of business in the market place (Olson, 2008). Innovations creativity and competitive advantage of the product create proper sustainability and durability formed by green ocean strategy. Implications of the strategic approach enhance the customer attraction, satisfaction and retentions with the product and services as consumer seek for innovative quality and standard price product in the market (Green, 2010). Chapter 3: Methodological Framework 3.1 Research Strategy and methodology The primary research data collection method is raw data collections from the participants on a particular research topic (McNiff and Whitehead, 2006). As per the analysis the primary data are been used to enhance practical information and data which focuses on the requirement and need of the study. In the other hand the secondary data is also used to gather theoretical conceptions and application to provide more better and clear understanding on the topic (Harrison and Reilly, 2011). In the particular research, the primary data sources were to be used for interaction with the customer and managers of Lenovo Group Limited. It will help to gather information as per the framed objectives of research. Figure 3: Data collection sources and technique (Source: Toloie-Eshlaghy et al. 2011, pp- 110) The random sampling technique has been used to select 50 customers and 5 managers of Lenovo to gather information by sample questionnaire. In the analysis, qualitative data technique has been used to evaluate narrative and theoretical information from the managers of company (Saunders et al. 2006). In the other hand with the help to survey questionnaire, a statistical information been gathered from the customers of the company. In the research a mixed approach has been used developing qualitative and quantitative information on tureen ocean strategy impact on customer retention and loyalty. 3.2 Logistical and Ethical Considerations As per the logistical considerations, the researcher wills appointments with the managers of Lenovo Group Limited United Kingdom and makes a telephonic interview to gather qualitative data on the topic. In relationsto the customers, an online interview via Facebook will be conducted with the distribution of sample questionnaire for gathering information on the research topic. There are some basic ethical considerations to be adopted and maintained by the researcher while conducting the particular research study (Magilvy and Thomas, 2009). As per the assessment, the information gathered on the topic to be used for the research only and cannot be shared with third individuals not related to research. The respondents are not to be pressurized for providing responses on the questions designed by researcher (Truscott et al. 2010). The respondents information need to be confidential if it is been requested and there should not be any external pressures to be made on the respondents for participating in the research. A Gantt chart has been designed to provide information on flow of research as per the time scheduling assessed (Collis and Hussey, 2009) (with reference to appendix) Chapter 4: Analytical Framework 4.1 Outcomes and findings As per the expected outcomes and findings, that will be extracted from the primary data collection provide critical evaluation on green ocean strategy impact on customer loyalty and retention of Lenovo. The evaluation and learning provide brief evaluation on factors and approaches of green ocean strategy that helps to make sustainable development of the product and service of organisation. It will also help to extract positive and negative impact green ocean strategy in enhancing the customer retention and loyalty. Qualitative and quantitative research results enhance factors elements and relationships between strategic approach of Green Ocean and customer retention and loyalty. The expected finding of research will also provide information on use of factors of green ocean strategies to sustainably grow market demand and attractions of the customers. 5.0 Conclusion The dissertations will provide critical evaluations and analysis of impact and significance of green ocean strategy for enhancing better customer retention and loyalty. In the particular study, the researcher focuses on factors and elements of green oceans strategy in prospect of chosen organizations Lenovo Group Ltd, UK. With the implications of primary data analysis, the researcher will able to extract information on better customer retention and customer loyalty of company through green ocean strategy. List of References Books Collis, J. and Hussey, R. (2009) Business Research, A Practical Guide for Undergraduate and Post Graduate Students, London: Palgrave, McNiff, J. and Whitehead, J. (2006) Action Research, London: Sage Mei, Z. (2013). On the Green Wave in Weibo Ocean. Kbenhavn. Morton, L. (2013). Strategy and Command. Greenock: 232 Celsius. Saunders, M. et al (2006) Research Methods for Business Students, Harlow: Prentice Hall. Taylor, P. (2013). The Thirty-Six Stratagems. Oxford: Infinite Ideas. Journals Green, J. (2010). Ocean tides and resonance. Ocean Dynamics, 60(5), pp.1243-1253. Harrison, R. L. and Reilly, T. M. (2011) "Mixed methods designs in marketing research", Qualitative Market Research: an International Journal, 14(1), pp. 7 26 Kerton, F., Liu, Y., Omari, K. and Hawboldt, K. (2013). Green chemistry and the ocean-based biorefinery. Green Chem., 15(4), p.860. Leavy, B. (2009). The green imperative: innovation opportunity. Strategy Leadership, 37(1). Magilvy, J. K. and Thomas, E. (2009) A first qualitative project: Qualitative description design for novice researcher, Journal of the Society for Paediatric Nurses, vol. 14, no. 1, pp. 298-300. Nili, A. and Keramati, A. (2012). Customer Retention Programs of CRM and Customer Retention in E-Banking. International Journal of E-Entrepreneurship and Innovation, 3(1), pp.18-32 Olson, E. (2008). Creating an enterprise level green strategy. Journal of Business Strategy, 29(2), pp.22-30 Toloie-Eshlaghy, A., Chitsaz, S., Karimian, L. and Charkhchi, R. (2011) A Classification of Qualitative Research Methods, Research Journal of International Studies, 20, 106-152. Truscott, D. M., Smith, S., Thornton-Reid, F., Williams, B. and Matthews, M. (2010) A cross-disciplinary examination of the prevalence of mixed methods in educational research: 1995-2005, International Journal of Social Research Methodology, 13(4), pp. 317-328 Tsao, H. (2012). Budget allocation for customer acquisition and retention while balancing market share growth and customer equity. Mark Lett, 24(1), pp.1-11 Appendix Table 1: Gantt Chart