A Critique on Sharon Beatty’s Essay Free Essays

In her essay, Sharon Beatty provides useful insights for the dissertation supervisor as well as the doctoral student with respect to the nature of the supervisor-student relationship, the dissertation process, and early career development in publishing. The topics discussed in the said paper includes: (1) preparation for the dissertation in the American Education System; (2) Getting started; (3) stages of research; (4) supervision during the process; (5) the study and getting closure; (6) moving dissertation to journal articles; (7) dealing with the submission and review process; and (8) the next step. In the introduction, Beatty noted that the dissertation process can be enjoyable when all the ingredients are present and all procedures are followed to a T. We will write a custom essay sample on A Critique on Sharon Beatty’s Essay or any similar topic only for you Order Now She stresses the need for a positive attitude while undergoing the dissertation process and she shares her views on this matter based on the experiences she has gained as a member oh at least 14 doctoral dissertations on marketing. As a critique, I would have to say that Beatty covered the aspects of writing dissertations very well. Special mention should be made to the fact that Beatty imparted useful and interesting advice with respect to how the relationship between doctoral supervisors and students can evolve and grow in the process. Needless to say, the supervisor and the students should harness a symbiotic relationship along the way to ensure the success of the dissertation. How to cite A Critique on Sharon Beatty’s Essay, Essays

Social Etiquette Medical Marketing & Media

Question: Discuss about theSocial Etiquettefor Medical Marketing Media. Answer: Introdcution It is important for every person to behave in a way that is responsible in a way that is acceptable in the society. Everyone should avoid people around them not to feel embarrassed due to their bad behavior. Some embarrassing behaviors that should be avoided includes illogical or irrational behaviors in the public. Social etiquette is therefore basically what makes human beings to be different from the rest of the animals. According to Wang (2015), human beings are social animals and it is very crucial for them to behave appropriately by behaving in a socially responsible manner. If one observes people out there in their daily activities, they are likely possible to find individuals who do not have etiquette. Having etiquette can also be referred to as having good manners which is essential for any civilization (Bashe, 2008). As earlier stated, the foundation of social etiquette is all about having behavior that is acceptable to the community, that is, professional, social and polite (Klie, 2016). This includes both in family and professional situations (Wang, 2015). Good manners can mean the difference between failure and success in most of the life aspects. Social etiquette has its foundation in family set up. This is the place where everyone ought to have social etiquette. This is the best way to start off with social etiquette. For instance, when one gets married, they start to think of how they are going to get along with the new in-laws. It is also important that in-laws also show good manners to the new family members. Still in the family, using words such as please and thank you are part of having social etiquette (Shuling, Cindy Yunhsin and Meng-chen, 2016). This is better off than when people use language of issuing orders and refutation. Children in the family should also be taught how to have social etiquette so that they take it out to the world. According to Abrutyn and Carter (2014), family etiquette is the foundation of social etiquette for children are taught how to behave to the rest of the world. Some of the simple things are basically taught in the family unit. They include behaviors like how to respect the belongings of others at home, respecting each others personal space, not interrupting people when they are talking, chewing with ones mouth when its closed, avoiding to speak to people on phone when at dinner and so on. Children learn this at home and this determines how they would behave when they are in the public, with strangers and friends, at someones place or even in hotels (Croom and Davis, 2006). If one treats the others with respect, then the person is likely to remain on their list of the persons they trust. They are the ones who would be invited to parties and they would be cared for. Social etiquette saves one from embarrassments by behaving in a way that is offensive or unbecoming. This is no exclusion of social media which can magnify peoples behavior. There are basic unwritten rules of social etiquette. Some of them include keeping time when going for meetings, get-togethers or even dates. Arriving late is a sense of disrespect for the other persons time (Ankeny, 2011). One should never interrupt another while they are talking. Most importantly one should keep eye contact when they are conversing. It is also important for one to give or receive compliments graciously (Croom and Davis, 2006). Etiquette also includes holding doors for anyone who seem to be struggling such as the disabled, the aged, parents and children. Also, refusal to gossip with and about friends is equally important in social etiquette. Social etiquette also extends to letting the other person know when one is contagiously sick and may involve postponing and rescheduling plans. Sharing and tipping friends when one is invited to a place is also a sense of social etiquette. Failure to do so may mean that one may not be invited somewhere again. In the social media one should never post things that are not appropriate for the world to see (Croom and Davis, 2006). People should respond to posts and give praise when needed for there are other people who require attention such kind of attention (The etiquette of offering help, 1996). When one makes mistakes on social media, they should own them and offer sincere apologies appropriately. Most importantly everyone should follow the rules of the kind of social media they are using. All this means that an individuals has the acceptable social etiquette. Both business side and ones personal life has guidelines and rules for how to behave and it leaves most people unaware of how they are supposed to behave in new environments. One of the most important things to do is making sure they are prepared before making a social mistake. There are several reasons why social etiquette is important (Golman, 2015). One of the reasons is that it makes an individual to be well cultured in the society and leaves a mark behind wherever they go. Social etiquette teaches one the way to walk, talk and above all it helps one to understand the best way to behave in the society (Adhere to Social Etiquette, 2004). It is social etiquette that determines the first impression one can make after meeting someone. The way a person communicates with their parents, superiors, friends, fellow workers can tell a lot about their personal personality and determines the first impression they create when they meet new persons (Wood and Warin, 2014). Having social etiquette is important because it enables one to be respected and appreciated in the society (Arnold, 2008). This is because no one would want to talk to a person who does not know how to behave or speak in the society. Having social etiquette inculcates a sense of loyalty and trust in people. This is because the person becomes more mature and responsible (Saurisse, 2013). Relationships are also greatly based on social etiquette. There are several other reasons why social etiquette is important in that it enables one to be comfortable with themselves because of knowing how to behave and react to a particular situation. Social etiquette plays a part in making clear conversation due to breaking down of all barriers that may occur rather than raising them (Saurisse, 2013). Other peoples feelings are protected by practicing proper social etiquette. This is because persons who have proper social etiquette do not point the errors and mistakes with others or draw attention to the errors and mistakes. In the work settings, an employee who has proper social etiquette is seen as more professional, more capable and more intelligent than those that have improper code of conduct. Peoples culture and the society at large are changing fast and this has led to difficulties in keeping the rules of social etiquette. Social etiquette is meant to be guideline rules to be followed but not a set of strict rules (Walmsley, 2009). The reason why most people today do not have social etiquette is because they were never taught at home when they were at a young age. Parents have failed to play their role in teaching teenagers and children about etiquette (Golman, 2015; Pr, 2013). It is difficult for children who were never been taught social etiquette to practice it when they are adults. However, it is good for people with problems of having social etiquette to start practicing it privately. It can be difficult to switch to our good behavior when one feels like (Loguercio, 2012). Our best behavior should be shown to people we love most. There are people who argue that they want to learn etiquette. However, such people question why some things are appropriate in one country and not acceptable in another not understanding that different cultures determine the etiquettes in those regions. There has been some truth that some gentlemen learnt their proper social etiquette from their mothers. Being aware of importance of etiquette is becoming more necessary as the rules in social etiquette guide a person through a situation in todays changing and shrinking world. In the recent years, people will wonder if there is the possibility of advancing the Marxist theory of etiquette or a Marxist strategy of subversion (Lee, 2005). It is clear that people in the upper classes, according to Marxist by the way their system of etiquette is codified. Max says that there is space for vulgarity that is licensed even in aristocratic estates (Golman, 2015). The theory holds that etiquette entails private and public distinction which is the subject of Marxist. It is important to note that there is a complex relationship between etiquette and morals. For example, one can refer to manners being morals but again when someone eats with their mouth open it cannot be referred to as immoral but r ather lack of etiquette. People in the middle class have established their own manners and etiquette in attempt to follow their aristocratic civility to homely words such dirtiness and swearing. They justify themselves with religious ideology. To them, vulgarity is attributed to people in the working class (Bzdega, 2006). It is not only the working class that always existed as a mode of resistance and survival to impositions. Working class manners have been defined in reaction in contradiction to other systems of etiquette (Croom and Davis, 2006). To have social etiquette, the little things matter. An etiquette guide cannot take care of every situation that is possible as one move through life. Social etiquette comprises of many different life situations, each of which depends on the cultural values of people living in that nation. However, acceptable social etiquette is standard in every cultural region. Every small act can improve the life of an individual and pass it to some else. So every individual ough t to show some kindness to others. In conclusion, everyone should avoid making people around them from feeling embarrassed due to their bad behavior. This can be through behaving illogically or irrationally in the public. Social etiquette is therefore basically what makes human beings to be different from the rest of the animals. Human beings are social animals and it is very crucial for them to behave appropriately by behaving in a socially responsible manner (Croom and Davis, 2006). Having social etiquette is important that it enables one to be respected and appreciated in the society. This is because no one would want to talk to a person who does not know how to behave or speak in the society. The reason why most people today do not have social etiquette is because they were never taught at home. Parents have failed to play their role in teaching teenagers and children about etiquette. References Abrutyn, S. Carter, M. (2014). The Decline in Shared Collective Conscience as Found in the Shifting Norms and Values of Etiquette Manuals. Journal for the Theory of Social Behaviour, 45(3), 352-376. https://dx.doi.org/10.1111/jtsb.12071 Ankeny, J. (2011). 'The new social etiquette', Entrepreneur, 39, 1, p. 119. Arnold, M (2008). 'Social Etiquette', Medical Marketing Media, 43, p. 9 'Adhere to Social Etiquette' (2004). Beijing Review, 47, 25, p. 4 Bashe, G (2008) 'Social Etiquette', Medical Marketing Media, 43, 10, pp. 43-45, Business Source Complete. Bzdega, S (2006). 'Social Etiquette 101', Des Moines Business Record, 24, 35, p. 39 Croom, L. Davis, B. (2006). It's Not Polite to Interrupt, and other Rules of Classroom Etiquette. Kappa Delta Pi Record, 42(3), 109-113. https://dx.doi.org/10.1080/00228958.2006.10516445 Etiquette' (2009). Turkey Country Review, pp. 110-113 Golman, R. (2015). Good manners: signaling social preferences. Theory and Decision, 81(1), 73-88. https://dx.doi.org/10.1007/s11238-015-9527-7 Klie, L. (2016). 'Social Community', CRM Magazine, 20, 6, pp. 24-27 Lee, Ce. (2005). 'The New Social Etiquette: Friends Don't Let Friends Dial Drunk', New York Times, 30 Loguercio, M (2012). '"Social" Etiquette', Insurance Advocate, 123, 5, pp. 8-14, Business Source Complete, EBSCOhost, viewed 9 October 2016. Pr, N (2013). 'National MyLife Survey Reveals Lack of Social Etiquette -- "Lurking," "Vaguebooking" and "Sharenting" Alive and Well', PR Newswire US Saurisse, P. (2013). Sculpting Etiquette: Gilbert and George's Radical Good Manners. Visual Culture in Britain, 14(1), 101-114. https://dx.doi.org/10.1080/14714787.2012.748587 Shuling, L, Cindy Yunhsin, C, Meng-chen, L. (2016). 'The Effects of Motivation Triggered by Social Presence Cues on the use of emoticon in Social Network Service', Proceedings for the Northeast Region Decision Sciences Institute (NEDSI), pp. 1-36 The etiquette of offering help' (1996). CQ Researcher, 6, 47, p. 1112 Walmsley, A (2009). 'A point of social etiquette', Marketing (00253650), p. 12 Wang, B. (2015). Culture and Aesthetic Choice of Sports Dance Etiquette in the Cultural Perspective. Asian Social Science. https://dx.doi.org/10.5539/ass.v11n25p160 Wood, P, Warin, J (2014). 'Social and emotional aspects of learning: Complementing, compensating and countering parental practices', British Educational Research Journal, 40, 6, pp. 937-951

Model the Me in Leadership Healthcare System

Question: Discuss about the Model the Me in Leadership? Answer: Critical Commentary To me Leadership for healthcare system was an opportunity to accumulate great experience. The practical work, design, and the overall content helped me to understand the concept in a better way. Throughout the work, I learnt about the practical application of the module. This model helped me to enhance the boundary of my knowledge in such a way that I can use this knowledge further in my life in order to build my career as an efficient health care provider. This module was above my expectation. This experience helped me to uncover dynamics and insights, which were beyond my expectation. The experience I gather from this assignment increased my curiosity about the health care profession. The height of learning I received from this work generates motivation for me to gather more knowledge, work more on this topic and become a better person in this profession. From the beginning of the task, I was too much dedicated to learning more about this subject. The level of learning which I rece ived from this module infused enthusiasm within me to learn more, do more and become more. Right from the beginning, I was enthusiastic to put in my best efforts in this module, and consequently, I worked very hard for it. I gave my best effort in this module and worked hard to meet the expectations of my professors. I not only focused on the learning concepts of this assignment but also made sure that I should participate rigorously and dedicatedly in different class activities as well as group projects, which were conducted in the Institute. I emphasized on active participation as I learned that these activities are helpful to develop my leadership skills in the health care system. As per my consent, the course was designed to meet the students need as well as enhancing their utility. I have pondered upon my learning and how this section has contributed towards improvement of leadership qualities by reflecting upon a variety of theories. I have also mentioned regarding the aspects of my personality which I must improve, so that I can create my reputation in the job market. Furthermore, I have also specified what did not go well for me in this module and what I propose to follow in the future. First of all, I discovered that this assignment proved as the finest channel in order to improve my knowledge and develop my characteristics to become eligible in the job market. This module helped me to realize the importance of health care sector in my life and the utmost significance to provide the best service. I found that the health care profession is very dynamic, and health care professionals are designated with extreme imperative accountability to the society as well as to the patients (Swayne, Duncan and Ginter 2012). The module helped me to develop awareness within me and promoted me to be a health care professional. In this scenario, I have to admit that the class activities proved as beneficial to gather pre-experience as a health care professional did. In addition, I also need to admit that the widespread health care system in the United Kingdom astonished me. After going through the course, I believe that the knowledge of leadership I have managed to accumulate from th is opportunity helped me to develop the base of my career, which I want to accomplish in my homeland. According to Trait Theory, certain characteristics which are essential to a person are termed as Central Traits; though, secondary traits are those which are more nonessential in nature. This theory states that traits are comparatively constant over time and can be a source to influence behaviour among individuals. When the professional training is coupled with clinical experience, it helped to establish systematic approaches that engaged to evaluate different situations that could be faced in the healthcare (Berwick and Hackbarth 2012). According to Porter (2010), the central traits could be defined as different characteristic, which is observed as "basic" to an individual. On the other hand, the secondary traits emphasize those characteristics, which are very rare or peripheral. According to this theory, the traits are constant with the time and are found to play a key role to inf luence people. During this assignment, I evaluated myself in order to find out my potentiality as a leader and the qualities or characteristics of a leader. I assessed myself using the "16 personality test" (Edmonstone 2011).The module helped me to discover the leader within me by considering the theories of leadership, these theories focus on the study of specific behaviors of a leader. The behavior of a leader is the best predictor of his influences regarding the leadership and hence as a result is the best determinant of his success as a leader and encouraged me to exercise my leadership style, which is helpful to build my career in a better manner. However, sometimes I felt difficulties in understanding certain theories in leadership. All these experiences did not only harness my strategic capabilities, but also inculcated moral obligations within me. Now, I am fully conscious of my moral and ethical values as a healthcare professional. Communication was an additional platform which was provided by the module, and was assisted through group activities. Group activities are also known to facilitate peer learning and assessment (Boud, Cohen Sampson, 1999, pp.413-426). It gave an opportunity to discuss various academic issues and helped in formation of a relaxed environment, which made learning easier and interesting to grasp. Group-based activities facilitated inter-personal interactions which I believe harnessed my critical thinking abilities. When we were asked to discuss various case studies or to present in a group, many a times I found myself leading the group. This increased my self-confidence as a leader. Also, due to this I was able to discover different management styles practised by others, conflict management, decision-making and teamwork. Lichtenstein (2005, pp.341-356) proposes that groups are like teach communities that can positively affect academic and social outcomes as well as student achievements. The modes of learning organized in the module also fascinated me. I was astonished by the impact they had on me. For example, many a time we were required to engage in practical work where we had to deal with diverse people in changeable situations. The supreme significance connected with practical experience remains unquestionably a foundation venue of learning and must be encouraged (Shi Singh, 2010). Although the course structure was informative, the classroom activities helped me to increase my practical knowledge in this professional field. They provide me a venue in order to explore myself and the leadership skill, which was buried within me. I always tried to observe my friends performance so that I can evaluate my eligibility as well as educate myself. I looked forward to listening to the opinions from my friends and their debates on certain topic, which was helpful to open the new window of ideas so that it can be beneficial for me in future. . Such classroom activities were actually promoting the communicative approach among us and facilitate "joint management" of learning. The classroom activities are also allowed to achieve a fuller comprehension of practical and theoretical aspects of this study (Porter 2010). These activities prepared a base, which helped me to evaluate myself and learn about myself. I found, the Johari window illuminated many things that were beyond m y knowledge previously. I discovered that this self-awareness tool is not only helpful to know myself in a better way but also controlled the motion of my energies towards a positive direction. It has helped me to gain confidence and implement all the procedures to enhance my leadership skill. In this context, I have to accept that the Johari window truly helped me evaluate as well as explain different dimensions of my personality. It has played a vital role in enhancing my overall personality (Currie and Lockett 2011). Another aspect that was illuminated in this module was the emotional experiences, which I was never fully aware of. This module helped me to deal and manage the clinical concept of transference. Transference can be defined as the incidents that take place every day in social interaction. In this process, the generic rules of processing social information are followed. This module taught me how to identify the signs that can trigger as well as direct the transference in order to promote adaptive responding from my patients. This module was helpful to identify the redirection of feelings and emotions towards patients can that result in adverse effects (Slavkin 2010). This was something new to me, and I tried my best to learn self-control to advance my career as a health care professional and discover ways to help the individuals. . I think this module gave us enough insight, information and opportunity which facilitated me to engage in reflective learning. Likewise, another method empl oyed by our tutors whom I admired the most was demonstrating a variety of real life examples and sharing the details with us. I was drawn towards these examples as I felt an association because I knew that these examples represent situations which I would be dealing with, therefore, examples were always every engaging and impelled involvement and concentration. Interaction was the platform that was offered by the module and it was facilitated through group activities. Group activities are found to facilitate assessment as well as peer learning. It provided an opportunity to discuss different academic issues. It is also helped in the formation of relaxed environment that make the learning more interesting and easier to grasp. It is observed that group-based activities enhanced inter-personal interactions that tied together my abilities to think critically (Souza and Pidd 2011). I enjoyed group activities the most, as it gave me chance to learn through my peers and showcase my skills too. Moreover, the role played by my tutors is also noteworthy, without their dedication and constant support; this module would have been incomplete. In most of the cases, when I gave a group presentation or discussed different case studies, I found myself in the position of a leader, who is leading the group. This step helped me to enhance my self-confidence to increase my confidence level as a leader. Besides, I explored different management styles that are practiced by others such as decision-making, conflict management, and teamwork. Many researchers showed groups could be considered as "learning communities" that can have a direct impact on the student's achievement as well as social and academic outcomes (Best et al. 2012). The researchers also proposed that group based activities can enhance internationally achieved and shared cognition (Kakuma et al. 2011). The learning modes showed in the module also captivated me. The experience I gathered from this module was amazing. For instance, our teachers always encouraged us in our practical courses where we were subjected to deal with various people in different situations. The dominant importance, which I found, is associated with practical experience remains a core venue of learning. This learning action was not only extremely insightful but also helped me to develop faster thinking and making right decisions in demanding situations. The module helped me to train myself to be a leader. I think this module helped me to ascertain the leader within me and also gave me plenty of opportunities to implement my leadership. Primarily, there were certain theories which were difficult to comprehend, but I managed to cope up with the pace. This module exercise was helpful in offering me an opportunity to reflect on my knowledge, which I gathered throughout the course. According to the researchers, ref lect is a tool that not only helped the tutors to learn about the depth of the knowledge but also helped them to identify the methodological issues. According to my perception, this module provided me enough opportunity, knowledge and insight that facilitated me to connect with a reflective learning. On the other hand, there was another method, which was implemented by other teachers and what I admired the most is the demonstration of various real life examples. Moreover, tutors shared details about the subject with us, which was very helpful to get an overview of the study. When I looked behind, I found myself satisfied, in fact, overwhelmed with the module structure and the help from the organization. In this module, the significance of the leadership was highlighted. On the other hand, I became eligible to assess myself in a different context. This module helped me to point out not only my strengths but also my weaknesses. This module offered me the opportunity to get significant feedback from my tutors as well as fellow mates, which helped to develop my judgment. Apart from the educational course formation, I consider that classroom activities played a noteworthy role in contributing towards my acquaintance base. They provided a place to explore ones self and also to analyze others in similar situations. I was always enthusiastic to observe how my fellow mates act in response and partake because then I was able to assess and instruct myself. I intend to extend my knowledge and mental horizons and would continue pursuance of medical experiences, so th at whatever I have learnt in this module does not go worthless. I looked forward to learn from my colleagues during class activities because at times, hearing to diverse viewpoint led to opening of novel mental windows. I am pleased to learn the practical application as well as the theoretical frameworks in health care systems. Different issues like leadership style, decision-making and management have significant importance in the setting of modern health care system. These factors are considered as the major factors to maintain the quality care and drive the health care facilities. Most of all I enjoyed the group activities as through group activities which in turn helped me to demonstrate my skills in front of others. This module made me recognize that inappropriate redirection of emotions or feelings towards patients can have adverse effects. This was a new learning for me and I aim to practise self-control in my medical career. In this context, I have to admit that the effort put by my teachers to develop my skills was also note worthy. With out a constant support and complete dedication from my teachers, the module would not touch its mark. The relationship with my tutor was valuable and significant as they were always accessible and always motivated me towards my career. Therefore, I intend to increase the boundary of my knowledge and continue to pursue my success in the chosen career so that I do not let my teachers down or their expectations from me. There are different aspects that I think I could deal with more effectively. At the beginning of this paper, I mentioned that I had many issues regarding the application of different theoretical frameworks. After that, I realize that I need to focus more on the details of the work and the assessment of myself to keep pace with the highly competitive atmosphere. Now I realize that I should maintain it from the beginning my course work. However, now I have realized that I have several weaknesses. To overcome my weaknesses I took help from my mentors and mates. I also read many books to expand my knowledge boundary and update myself about the theories, which were very confusing at the beginning. On the other hand, I also learned to control my demonstration of views and judgments. I came to know that being logically correct is also considered as one of the best qualities of a leader that I need to develop inside me. I understand that having a realistic view can also make me reliable as a future leader. I intend to widen my knowledge and mental horizons and would continue pursuance of medical experiences, so that whatever I have learnt in this module does not go in vain. Overall, I have to admit that I am pleased to state that the experience and learning I have gained from this module and entire course work are momentous nature for me essentially that in turn helped me to advance my career. The knowledge I gathered from this module encouraged me more to gather utmost knowledge in this subject and apply my knowledge in the field work of health care system. The learning outcome of this module not only boosts my knowledge and enhances my professional career but also helped me to increase the overall quality of the healthcare organizations. Overall, I am pleased that I can articulate that the knowledge and experience that I have attained from this module are of significant nature for me essentially as well as for my profession. The information attained from this module has exposed new heights for me to accomplish now. Not only will this learning reinforce my professional career but I believe it is a big opportunity to augment the overall value of health care system. This module has prepared me with the understanding of such management related issues and academic frameworks which I had not known formerly. So apart from increasing my knowledge base, this module has also enhanced my creative thinking skills, management approaches, problem solving and strategic qualities and expertise as a health care professional. Reference: Berwick, D.M. and Hackbarth, A.D., 2012. Eliminating waste in US health care.Jama,307(14), pp.1513-1516. Best, A., Greenhalgh, T., Lewis, S., Saul, J.E., Carroll, S. and Bitz, J., 2012. Largeà ¢Ã¢â€š ¬Ã‚ system transformation in health care: a realist review.Milbank Quarterly,90(3), pp.421-456. Currie, G. and Lockett, A., 2011. Distributing leadership in health and social care: concertive, conjoint or collective?.International Journal of Management Reviews,13(3), pp.286-300. de Souza, L.B. and Pidd, M., 2011. Exploring the barriers to lean health care implementation.Public Money Management,31(1), pp.59-66. Edmonstone, J., 2011. Developing leaders and leadership in health care: a case for rebalancing?.Leadership in Health Services,24(1), pp.8-18. Kakuma, R., Minas, H., van Ginneken, N., Dal Poz, M.R., Desiraju, K., Morris, J.E., Saxena, S. and Scheffler, R.M., 2011. Human resources for mental health care: current situation and strategies for action.The Lancet,378(9803), pp.1654-1663. Porter, M.E., 2010. What is value in health care?.New England Journal of Medicine,363(26), pp.2477-2481. Porter-O'Grady, T. and Malloch, K., 2011.Quantum leadership: Advancing innovation, transforming health care. Burlington, MA: Jones Bartlett Learning. Slavkin, H.C., 2010. Leadership for health care in the 21st century: a personal perspective.J Healthcare Leadership,2, pp.35-41. Swayne, L.E., Duncan, W.J. and Ginter, P.M., 2012.Strategic management of health care organizations. John Wiley Sons.

The Information Processing Theory

In the early 1990s, many scholars of developmental psychology, disenchanted by the antimentalistic and biases of behavioral psychology and shortcoming of Piaget’s theory, shifted to cognitive psychology and computer science to seek new thoughts and insights about children’s thinking.Advertising We will write a custom research paper sample on The Information Processing Theory specifically for you for only $16.05 $11/page Learn More Computer systems that rely on mathematically programmed operations to offer solutions enabled these researchers to formulate a framework for information processing perspective that could explain cognitive development (Shaffer and Kipp 58). According to information processing theory, the human mind is like a computer storage on which information is stored, operated on and converted to answer and solutions to problems. Proponents of this theory assert, using computer analogy, that human mind is a hardware comprising of the brain and nerves as peripherals, and that the mental processes are software. The software exhibits themselves in form of attention, memory, perception, problem-solving and critical thinking strategies (Shaffer and Kipp 58). The theory suggests a connection between biological and cognitive development. Unlike Piaget’s theory, which was vague about this link, information processing theory contend that brain maturation and the nervous systems allows children and adolescents to process information quickly (Shaffer and Kipp 58). Therefore, developing children are able to sustain attention, recognize and store relevant information, and execute mental programs that enable them to process what has been stored to provide solutions to problems.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Information theorists are alive to the fact that strategies that children develop for processin g information are significantly influenced by the experiences presented to them-that is, they are influenced by the nature of problems presented to them, instructions, and the cultures-specific information they get (Shaffer and Kipp 58). The theory of information processing, like Piaget’s theory, construe that children’s thinking is controlled by internal (biological) systems, as well as culturally specific information. However, proponents of this theory suggest that external elements are more influential than internal systems (Seigler, DeLoache and Eisenberg 265). They contend that biological systems are essential information processing systems that depend on external forces, which are instructions and information obtained or gathered from culturally oriented learning environments (Taylor 89). For this reasons, these theorists believe that natural or biological components, which consist of the brain and the nervous systems, should be secure and functional to gather, s tore, and operate on information and produce desired outcomes. The theory of information process asserts that cognitive development is a continuous process, and is not stage-like. Ideally, the theory postulates that the strategies we adopt to collect, store and operate on information are evolutionary. They change over the course of childhood and adolescence (Taylor 89). As a result, information-processing theorists believe that cognitive development is a gradual quantitative changes rather than large qualitative changes.Advertising We will write a custom research paper sample on The Information Processing Theory specifically for you for only $16.05 $11/page Learn More The theory construes cognitive development as constructive waves that overlap, as opposed to a sequence of distinct stages of development. Children’s thinking is a process that incorporates progressive changes in learning strategies. For example, children learning mathematics use st rategies such as finger counting, Min counting strategy, and oral counting. They move from these easier, but less efficient approaches to complex, but efficient, approaches (Taylor 89). The theory suggests that children’s thinking is marked by a slow quantitative change in cognitive development. This means that children’s cognitive development grows from one stage to the other in a uniform manner. As a result, information-processing theorists assert that this process is continuous rather than dramatic shifts. The process does not happen or occur in a bang, but children’s comprehension of the environment follows a sequence of events, including growth of biological components and experiences presented. According to this theory, cognitive abilities of children are task-specific rather than general. Like computers, children’s mind is able to process information based on specific instructions, which provide outputs (memory, attention, problem-solving skills) t hat are specific. Unlike Piaget’s theory, information-processing theory contends that where vague instructions are provided, no accurate solutions can be arrived at. Children’s thinking is governed by several domains that are able to gather, store, operate on, and process information. However, the theory acknowledges that no single domain works in isolation, but as an organized system of dependent variables.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Instructions should be such that they address specific cognitive skills (McDevitt, and Ormrod, Ellis 145). For example, instructions given for mathematical additions cannot be similar to those provided for language skills. Individualized domains are capable of processing incoming information to yield solutions to problems presented to children (Taylor 89). The theory has a huge bearing on how educationists should proceed to formulate school or learning and teaching curricula to match the needs of different children. Since the theory suggests that information processing is domain-specific process, educators should design curriculum instructions that are specific, rather than general (Seigler, DeLoache and Eisenberg 265). In addition, instructions should be given continuously to enable learners to make sense of the problems that are presented with in their daily lives. The curriculum should also begin with simple, yet inefficient methods and proceed to complex and efficient strategies that build upon each other. This means that learning strategies should not be discrete, but rather continuous to help learners to relate complex problems with simple problems (Shaffer and Kipp 58). Information process theory has had a significant impact on how educators and developmentalists view the thinking process in children. This theory supports rigorous research methods, which have helped teachers to understand how children approach various challenges and reasons why they may make errors as they search for solutions (Taylor 26). Since teachers are aware of how and why children are unable to solve mathematical problems, they are able to develop alternative strategies that can improve the performance of children. Conclusion Although theorists of information processing differ with other theories such as Piagetian thinking, they contend that intellectual development of human mind is influenced by nurture (experiences that children interact with in the environment) and nature (bio logical factors such as maturation). While this theory has been criticized where critics contend that, the framework undermines the diversity and richness of human cognition. Notwithstanding its criticisms, information-processing theory can be used to shape the perception of educators and help in developing relevant curriculum instructions. Works Cited McDevitt, Teresa M., and Ormrod, Jeanne Ellis. Child Development and Education, Upper Saddle River, NJ: Prentice Hall, 2012. Print. Seigler, Robert S., Judy S. DeLoache., and Nancy, Eisenberg. How Children Develop, New York: Worth Publishers, 2010. Print. Shaffer, David R, and Katherine, Kipp. Developmental Psychology: Childhood and Adolescence, Belmont, CA: Cengage Learning, 2010. Print. Taylor, Laura M. Introducing Cognitive Development, Hove, U.K: Psychology Press, 2005. Print. This research paper on The Information Processing Theory was written and submitted by user Karlee O. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

USTDA1 essays

USTDA1 essays After going to the Tradeport website, I have decided to do my paper on a US federal government agency. I explored a few of the agencies and decided to choose the US Trade and Development Agency. The US Trade and Development Agency (TDA) is a small independent agency. It is comprised of about forty-one people. The director is Mr. J. Joseph Grandmaison, who was nominated by President Bill Clinton. The TDA with the help of the Trade Promotion Coordinating Committee works with the Department of Commerce, the Export-Import Bank, the Overseas Private Investment Corporation, and other agencies to advance American business interest in other countries. They are primarily involved in the agriculture, energy, environment, health care, information technology manufacturing, mining and mineral development, telecommunications, transportation, and water resources areas. This is the TDA Mission Statement: The U. S. Trade and Development Agency assists in the creation of jobs for Americans by helping U.S. companies pursue overseas business opportunities. Through the funding of feasible studies, orientation visits, specialized training grants, business workshops, and various forms of technical assistance, we enable American businesses to compete for infrastructure and industrial projects in middle-income and developing countries (1). The TDA funds project planning activities which directly influences the decisions related to major industrial projects. In other words, these are projects that represent millions of dollars in US export potential. TDA works to ensure that the services and products needed for projects will be stamped Made in the USA (How TDA Operates 1). An example of some of the goods and services are radar for airports in Asia and process controls for refineries in Latin America. The TDA is active in over forty countries throughout the world. Sometimes, however, statutory, and policy restraints e...

Social penetration theory Essay Example | Topics and Well Written Essays - 2000 words

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