Japanese Women in Meiji Period Essay Example | Topics and Well Written Essays - 3000 words

Japanese Women in Meiji Period - Essay Example Meiji era represents an age in Japanese history in which one substantial reform was carried out after the other for the progress of the Japanese society. Historians agree that the Meiji era in Japanese history presented a succession of large reforms that were to bring about an improvement in Japanese society. It appears that, although, the Meiji government did try to improve the situation for women in Japan, it could not alter fundamental influences. Thus, despite a movement towards emancipation, greater equality and freedom for women in Japan was to wait until the end of the war. It is clear, that although remnants of the Tokugawa thinking and fundamental influences from old Japan continued into the Meiji period, processes of reform and efforts for change accelerated into the Meiji era. A certain movement towards the greater emancipation of women in the Japanese society of the Meiji era is apparent. However, a pronounced change was only possible after the war when Japan was to surrender. Despite the reforms of the Meiji era, exploitation based on class differences, economic poverty and the inequality of the sexes had continued in Japan. A country in an era that had seen poor peasants selling their daughters to brothels without state intervention could not be an egalitarian society. Thus, a combination of factors related to tradition, economic inequality and class differences had resulted in a certain rebellion amongst some quarters. Although the Meiji government did try to improve the situation, it could not radically alter the inequalities in the society or change the Japanese mentality. Only a major revolution after the war made it possible for further positive change to occur.

Behaviorist and Learning Aspects of Personality Research Paper

Behaviorist and Learning Aspects of Personality - Research Paper Example Extinction is a characteristic of classical conditioning in which the association between the stimulus and learned response is weakened every time the stimulus (triangle) is presented without the associated unconditioned stimulus (loud noise). However, the persistence of learned fear makes it unlikely that it will dissipate over time due to the self-strengthening mechanism described above. To treat learned fear and phobias, extinction must usually be employed in a behavioral therapy paradigm. A process known as systematic desensitization is one of the most successful and commonly used procedures for treating phobias. These intense and irrational fears can take many forms (fear of dogs, snakes, open spaces, cheese) and are quite resistant to natural extinction effects. Along with the self-sustaining theory, phobias may retain their power because people tend to do everything they can to avoid the eliciting stimulus. Extinction cannot occur without exposure to the stimulus. Systematic d esensitization addresses these issues directly. In order to allow extinction to occur, systematic desensitization ensures exposure to the unpaired conditioned stimulus, but does so in a gradual manner to minimize the fear response and eliminate self-sustainment of the phobia. The process is carried out in three parts (Foa, 2010). First, a fear hierarchy is constructed, listing situations related to the phobia in increasing intensity of discomfort. Next, the patient is trained in progressive relaxation (or deep muscle relaxation). This training will allow the patient to induce a state of calm through relaxation of specific muscle groups. Achieving the intended level of calm takes about twenty minutes, after which exposure to the fear-eliciting stimulus can begin. The typical fear hierarchy is made up of 10 to 15 steps, and begins with the least fear-evoking scenario that was established in the first step of systemic desensitization. The patient is instructed to imagine the scene, fol lowed by a pause where the patient is told to use the relaxation technique that was learned in step two. This process is repeated until the patient reports no fear to the scenario. At this point, the next situation in the hierarchy is confronted. The process can continue, usually through multiple sessions, to gradually extinguish the fear in a step-by-step process (McNally, 2007). The approach can be augmented to use humor instead of relaxation in the second step, or by implementing virtual reality technology to assist with realism and precision. Modeling is an alternative approach to treating phobias or fears that are the result of conditioning. In this technique, patients watch a model (usually on video) that is shown interacting with the fear-causing stimulus. The intensity of the scene is increased as the patient observes. According to modeling theory, the likelihood of performing an act increases when a model is observed doing that act. Observing a model gradually influences th e subject to partake in activities that involve their phobias, leading to the extinction of the fear. This approach has several advantages to systematic desensitization. The video aspect is more appropriate for young patients who may not be able to use their imagination properly and requires less instructor time. References Foa, E. B. (2010). Cognitive behavioral therapy of obsessive-compulsive disorder. Dialogues in Clinical Neurosciences, 12(2), 199-207. McNally, R. J.,

Qualitative Research on How We Know the City

Qualitative Research on How We Know the City How do we come to know the city? A city can be defined in a number of ways (Parr, 2007): firstly, in a physical sense of the territory it occupies (Smart, 1974); secondly, by its population size (Newling, 1996; Eeckhout, 2004); or alternatively, by the area dedicated to urban activities (Hall Hay, 1980). All of these interpretations of the meaning of a city have come about from different perceptions of certain cities, which can be researched using various qualitative methods. The qualitative methods that will be discussed in this essay include ethnography, participant observation, interviewing, and focus groups, arguing that a combination of approaches should be taken to reflect the dynamism of cities. Thus, this essay will examine how we come to know a city, taking a particular focus on Newcastle, located in North East England (Miles, 2005). The city is a taken-for-granted concept, frequently used unthinkingly in everyday life (Cloke et al., 2005). We live in an increasingly urbanised world (Hamnett, 2005), with 60% of the global population expected to be housed in cities by 2030 (United Nations (UN), 2016). However, trends of rapid suburbanisation and counter urbanisation have been witnessed since the 1980s, particularly in developed countries such as the UK, in which the city of Newcastle is located (Champion, 1989; Cheshire, 1995). In some cities, this suburbanisation is coupled with inner-city decline, subsequently followed by gentrification and city centre regeneration (Ley, 1996; Peach, 1996; Smith, 1996). Thus, contemporary cities are often characterised by growing inequalities, social segregation and socio-spatial unevenness (Hamnett, 2003; Knox Pinch, 2010). As Geographers, it is important to know how these cities are changing, both in terms of their economic foundation and social structure (Hamnett, 2005). Thi s can be done using qualitative research methods, which examine the ways in which different social groups visualise, feel and know the city, through a multitude of senses, rather than merely sight (Cloke et al., 2005). Therefore, a multiple-method approach is most desirable in order to know that there is more to a city than its physical existence and material construction (Elwood, 2010). Unlike quantitative research methods, qualitative methodologies do not begin with the presumption that there is a pre-existing world that can be known; instead, we see the world socially, as a construct that is constantly changing (Limb Dwyer, 2001). The emphasis, therefore, is to understand the meanings of everyday experiences of the cities (Limb Dwyer, 2001). Ethnographies are one of these such methods, which are characterised by in-depth approaches (Watson Till, 2010), rather than aiming to necessarily produce statistical data. This method involves living and working within a community to understand how people experience their everyday lives, and thus the city (Cook, 2010). Participant observation is a research method heavily emphasised by ethnography. It enables investigation into behaviours and socio-spatial interactions (Cloke et al., 2004) in a more natural setting, therefore producing more reliable responses as participants feel at ease (Western, 1992). Although this method does provide the researcher with a greater depth of understanding as they come to know the participants on a personal level, the research is based upon a very small sample size, which raises questions over to what extent reliable conclusions can be drawn (Limb Dwyer, 2001). Thus, it is important to use other methods, such as interviewing different groups of people, in order to overcome the temptation of generalising. Furthermore, it can be difficult for the researcher to detach themselves and remain an outside observer, as one becomes an intimate member of the group, often over a prolonged period (Chrisman, 1976). Overall, participant observation as a part of ethnographic resea rch produces tacit knowledge of peoples interactions with the city (Stake, 2005), thus aiding in explanation of how we come to know the city. Defined as a conversation with a purpose (Bingham Moore, 1966), semi-structured interviews are one of the most commonly used qualitative methods in social science research, and Human Geography in particular (Crang, 2002; Longhurst, 2003; Kvale, 2007). Despite often mistakenly being criticised for not being representative or scientific, as Valentine (2005) outlines, an interview enables the researcher to understand the mental world of individual people (McCracken, 1988), and how they experience and make sense of their own everyday lives, and thus, how they come to know the city. Interviewers tend to loosely base their questions on an interview schedule, which consists of memory prompts and key topics of discussion (Keats, 2000; Bryman 2004), however, this is often deviated from due to the fluid nature of this methodology (Limb Dwyer, 2001). Time consuming. Cultural and historical knowledge. Another qualitative research method that can be used to investigate how we come to know the city is focus groups. These usually consist of a one-off meeting among five to eight individuals (Limb Dwyer, 2001) where they are often presented with a set of small tasks, such as watching a short video (Goss, 1996). For the researcher, this is an efficient way of gaining an insight into the ways in which people come to know the city (Krueger Casey, 2015), by getting participants to share their personal experiences and argue for different points of view (Barbour Kitzinger, 1999). Rather than interviewing on an individual basis, which can create disproportional power relations (Smith, 2006), the focus group context shows the researcher how certain individuals interact with each other, allowing conversations to develop in arguably a more common social situation (Lunt Livingstone, 1996). However, if the group are not interested in the topic, it can be very difficult for the researcher to ge t the conversation to flow (Agar MacDonald, 1995). Furthermore, it is important to be aware of high dropout rates, and factor this in when planning research using this method (Limb Dwyer, 2001). For this reason, focus groups tend to be used in conjunction with other methodologies, such as interviewing, rather than as a stand-alone approach (Frey Fontana, 1993). Produces practical, context-dependent knowledge (Starman, 2013). Knowledge. Several misconceptions, such as that knowledge is only gained through observation of the world (Sayer, 1992). (Law, 2005). According to Sayer (1992), knowledge is in fact gained through a common language, interaction with other people, and the use of shared resources. Different types of knowledge are appropriate to different functions and contexts (Sayer, 1992). The city looks and feels different, depending on the perspectives of those inhabiting the space (Law, 2005). Dominant way of looking in Geography normalised as white, heterosexual male. (Rose, 1993; Rose, 1997). Excludes viewpoints of people from different races, sexualities, genders, and abilities (Law, 2005). Marginalisation of deaf and blind people, etc. in the city until the turn of the century (see Kitchen et al., 1997). These people are likely to have different experiences of the place. In terms of gender, women can find streets lined with trees intimidating at night as they reduce the visibility of being see n (Valentine, 1989). To others, it feels natural and seems aesthetically pleasing, particularly during the day. The city looks and feels, and is therefore known as, being different, depending on the perspectives of those inhabiting the urban space (Law, 2005). Mixed methods. Historically, Geography has been understood as a visual discipline. However, as Rodaway (1994) highlights, we come to know a city through a variety of senses: smell (Porteous, 1985), sound (Ingham, 1999; Smith, 2000), touch (Podock, 1993), taste. Cosgrove (1998) further recognises this in our association between the visual world and the production of reliable knowledge, with little consideration of other sense. If we rely only on vision as the best way of knowing a city, we, as Human Geographers, consequently only research the remarkable and elite landscapes (rather than the everyday) that are often theoretically only seen from above, rather than below (Law, 2005). If we mimic the position of urban planners in only seeing the city from above, we risk fixing its meaning, and thus denying its complexity (Law, 2005). Thus, it is important to take a multiple-methods approach in order to come to know the city through all of our senses In conclusion, this essay has argued that the city can become best known through a multiple-method qualitative research approach, incorporating a combination of ethnographies, participant observation, interviews and focus groups. It is important not to over-emphasis on visual sight, but also consider other, less-appreciated senses that contribute to our overall knowing of the city.

The Bluest Eye :: essays research papers

The Bluest Eye is a brilliantly written novel revealing the fictional trauma of an eleven-year-old black girl named Pecola Breedlove. This story takes place in the town of Lorain, Ohio during the 1940’s. It is told from the perspective of a young girl named Claudia MacTeer. She and her sister, Frieda, become witness to the terrible plights Pecola is unintentionally put through. Pecola chooses to hide from her disabling life behind her clouded dream of possessing the ever so cherished â€Å"bluest of eyes†. The Breedlove’s constant bickering and ever growing poverty contributes to the emotional downfall of this little girl. Pecola’s misery is obtained through the touch of her father’s hand and the voice of her community’s struggle with racial separation, anger, and ignorance. Her innocence is harshly ripped from her grasp as her father rapes her limp existence. The community’s anger with it’s own insecurities is taken out on thi s poor, ugly, black, non-ideal, young girl. She shields herself from this sorrow behind her obsessive plea for blue eyes. But her eyes do not replace the pain of carrying her fleeing father’s baby. Nor do they protect her from the shady eyes of her neighbors. Though this book discuses negative and disturbing situations, it teaches a very positive lesson. The theme of The Bluest Eye is that of depending on outside influences to become aware of one’s own beauty and to fabricate one’s own self image can be extremely damaging. I feel that Toni Morrison showed this through each of her characters especially the obvious, Pecola Breedlove. One incident, for example, is when Claudia, Frieda, Pecola, and Maureen Peal, a well-loved â€Å"beauty† of Lorain, are walking home from school. As the girls saunter down the street, they begin to bicker. The conversation ends with Maureen stomping away and establishing the fact that she is indeed â€Å"cute†. Claudia then thinks to herself, â€Å"If she was cute--and if anything could be believed, she was--then we were not. And what did that mean? We were lesser. Nicer, brighter, but still lesser. Dolls we could destroy, but we could not destroy the honey voices of parents and aunts, the obedience in the eyes of our peers, the slippery light in the eyes of our teachers when they encouraged the Maureen Peals of the world. What was the secret? What did we lack? Why was it important? And so what?. . . And all the time we knew that Maureen Peal was not the Enemy and not worthy of such intense hatred.

Neo Behaviorism

Consumer behaviourFrom Wikipedia, the free encyclopediaJump to: navigation, search This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (April 2011) Psychology Outline History  ·Subfields Basic types Abnormal  ·Biological Cognitive  ·Comparative Cultural  ·Differential Developmental  ·Evolutionary Experimental  ·Mathematical Personality  ·Positive Quantitative Social Applied psychology Applied behavior analysis Clinical  ·Community Consumer  ·Educational Environmental  ·Forensic  ·HealthIndustrial and organizational Legal  ·Military Occupational health  ·Political Religion  ·School  ·Sport Lists Disciplines  ·Organizations Psychologists  ·Psychotherapies Publications  ·Research methods Theories  ·Timeline  ·Topics Psychology portal v  ·t  ·e Consumer behaviour is the study of individuals, groups, or organizations and the processes they use to select, secure, and dispose of products, services, experiences, or ideas to satisfy needs and the impacts that these processes have on the consumer and society. [1] It blends elements from psychology, sociology, social anthropology and economics.It attempts to understand the decision-making processes of buyers, both individually and in groups. It studies characteristics of individual consumers such as demographics and behavioural variables in an attempt to understand people's wants. It also tries to assess influences on the consumer from groups such as family, friends, reference groups, and society in general. Customer behaviour study is based on consumer buying behaviour, with the customer playing the three distinct roles of user, payer and buyer. Research has shown that consumer behaviour is difficult to predict, even for experts in the field. 2] Relationship marketing is an influential asset for customer behaviour analysis as it has a keen interest i n the re-discovery of the true meaning of marketing through the re-affirmation of the importance of the customer or buyer. A greater importance is also placed on consumer retention, customer relationship management, personalisation, customisation and one-to-one marketing. Social functions can be categorized into social choice and welfare functions. Each method for vote counting is assumed as social function but if Arrow’s possibility theorem is used for a social function, social welfare function is achieved.Some specifications of the social functions are decisiveness, neutrality, anonymity, monotonicity, unanimity, homogeneity and weak and strong Pareto optimality. No social choice function meets these requirements in an ordinal scale simultaneously. The most important characteristic of a social function is identification of the interactive effect of alternatives and creating a logical relation with the ranks. Marketing provides services in order to satisfy customers. With th at in mind, the productive system is considered from its beginning at the production level, to the end of the cycle, the consumer (Kioumarsi et al. 2009). Contents [hide] 1 Black box model 2 Information search 3 Evaluation of alternatives 4 Purchase decision 5 Postpurchase evaluation 6 Other influences 7 See also 8 References 9 Further reading 10 External links [edit] Black box modelENVIRONMENTAL FACTORS BUYER'S BLACK BOX BUYER'S RESPONSE Marketing Stimuli Environmental Stimuli Buyer Characteristics Decision Process Product Price Place Promotion Economic Technological Political Cultural Demographic Natural Attitudes Motivation Perceptions Personality Lifestyle Knowledge Problem recognition Information searchAlternative evaluation Purchase decision Post-purchase behaviour Product choice Brand choice Dealer choice Purchase timing Purchase amount The black box model shows the interaction of stimuli, consumer characteristics, decision process and consumer responses. [3] It can be distin guished between interpersonal stimuli (between people) or intrapersonal stimuli (within people). [4] The black box model is related to the black box theory of behaviourism, where the focus is not set on the processes inside a consumer, but the relation between the stimuli and the response of the consumer.The marketing stimuli are planned and processed by the companies, whereas the environmental stimulus are given by social factors, based on the economical, political and cultural circumstances of a society. The buyers black box contains the buyer characteristics and the decision process, which determines the buyers response. The black box model considers the buyers response as a result of a conscious, rational decision process, in which it is assumed that the buyer has recognized the problem. However, in reality many decisions are not made in awareness of a determined problem by the consumer. edit] Information searchOnce the consumer has recognised a problem, they search for informat ion on products and services that can solve that problem. Belch and Belch (2007) explain that consumers undertake both an internal (memory) and an external search. Sources of information include: Personal sources Commercial sources Public sources Personal experience The relevant internal psychological process that is associated with information search is perception. Perception is defined as â€Å"the process by which an individual receives, selects, organises, and interprets information to create a meaningful picture of the world†.Consumers' tendency to search for information on goods and services makes it possible for researchers to forecast the purchasing plans of consumers using brief descriptions of the products of interest. [5] The selective perception process Stage Description Selective exposure consumers select which promotional messages they will expose themselves to. Selective attention consumers select which promotional messages they will pay attention to. Selective comprehension consumer interpret messages in line with their beliefs, attitudes, motives and experiences.Selective retention consumers remember messages that are more meaningful or important to them. The implications of this process help develop an effective promotional strategy, and select which sources of information are more effective for the brand. [edit] Evaluation of alternativesAt this time the consumer compares the brands and products that are in their evoked set. The evoked set refers to the number of alternatives that are considered by consumers during the problem-solving process. Sometimes also known as consideration , this set tends to be small relative to the total number of options available.How can the marketing organisation increase the likelihood that their brand is part of the consumer's evoked set? Consumers evaluate alternatives in terms of the functional and psychological benefits that they offer. The marketing organisation needs to understand what benefits con sumers are seeking and therefore which attributes are most important in terms of making a decision. It also needs to check other brands of the customer’s consideration set to prepare the right plan for its own brand. [edit] Purchase decisionOnce the alternatives have been evaluated, the consumer is ready to make a purchase decision.Sometimes purchase intention does not result in an actual purchase. The marketing organisation must facilitate the consumer to act on their purchase intention. The organisation can use a variety of techniques to achieve this. The provision of credit or payment terms may encourage purchase, or a sales promotion such as the opportunity to receive a premium or enter a competition may provide an incentive to buy now. The relevant internal psychological process that is associated with purchase decision is integration.Once the integration is achieved, the organisation can influence the purchase decisions much more easily. There are 5 stages of a consumer buying process [6] they are: The problem recognition stage, meaning the identification of something a consumer needs. The search for information, which means you search your knowledge bases or external knowledge sources for information on the product. The possibility of alternative options, meaning whether there is another better or cheaper product available. The choice to purchase the product and then finally the actual purchase of the product. 6] This shows the complete process that a consumer will most likely, whether recognisably or not, go through when they go to buy a product. [edit] Postpurchase evaluationThe EKB (Engel, Kollat, Blackwell) model was further developed by Rice (1993) which suggested there should be a feedback loop, Foxall (2005) further suggests the importance of the post purchase evaluation and that it is key because of its influences on future purchase patterns. [edit] Other influencesConsumer behaviour is influenced by internal conditions such as demographi cs, psychographics (lifestyle), personality, motivation, knowledge, attitudes, beliefs, and feelings.Psychological factors include an individuals motivation, perception, attitude and belief, while personal factors include income level, personality, age, occupation and lifestyle. Behaviour can also be affected by external influences, such as culture, sub-culture, locality, royalty, ethnicity, family, social class, past experience reference groups, lifestyle, market mix factors. [edit] See alsoFood and Brand Lab Consumer socialization Art ; Copy Window shopping Consumer confusion [edit] References1. ^ Kuester, Sabine (2012): MKT 301: Strategic Marketing ; Marketing in Specific Industry Contexts, University of Mannheim, p. 10. 2. ^ J. Scott Armstrong (1991). â€Å"Prediction of Consumer Behavior by Experts and Novices†. Journal of Consumer Research (Journal of Consumer Research Inc. ) 18: 251–256. http://marketing. wharton. upenn. edu/documents/research/Prediction%20of%20 consumer%20behavior. pdf. 3. ^ Sandhusen, Richard L. : Marketing (2000). Cf. S. 218 4. ^ Sandhusen, Richard L. : Marketing (2000). Cf. S. 219 5. ^ J. Scott Armstrong and Terry Overton (1971). â€Å"Brief vs. Comprehensive Descriptions in Measuring Intentions to Purchase†. Journal of Marketing Research 5: 114–117. http://marketing. wharton. upenn. edu/ideas/pdf/armstrong2/brief. df. 6. ^ a b Khosla, Swati (2010). â€Å"Consumer psychology: The essence of Marketing†. International Journal of Educational Administration 2 (2): 220-220. http://web-l4. ebscohost. com. ezproxy-f. deakin. edu. au/ehost/detail? vid=5;hid=106;sid=4657a35a-29b0-4753-b833-46a39c374718%40sessionmgr113;bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh;AN=60641974. Retrieved 2012-05-16. [edit] Further readingBlackwell, Miniard and Engel (2006). Consumer Behaviour (10th Ed. ). Thomson Learning. Deaton, Angus; Muellbauer, John, Economics and consumer behavior, Cambridge ; New York : Cambridge University Press, 1980.ISBN 0-521-22850-6 Foxall, G. (2005. ) Understanding Consumer Choice. Baingstoke. Palgrave Macmillian. Howard, J. , Sheth, J. N. (1968), Theory of Buyer Behavior, J. Wiley ; Sons, New York, NY. Kardes, Frank R. ; Cronley, Maria L. ; Cline, Thomas W. , Consumer Behavior, Mason, OH : South-Western, Cengage Learning, 2011. ISBN 978-0-538-74540-6 Laermer, Richard; Simmons, Mark, Punk Marketing, New York : Harper Collins, 2007. ISBN 978-0-06-115110-1 (Review of the book by Marilyn Scrizzi, in Journal of Consumer Marketing 24(7), 2007) Loudon, D. L. 1988), Consumer Behavior: Concepts and Applications, McGraw Hill, London. McNair, B. (1958), Retail Development, Harper ; Row, New York, NY. Packard, Vance, The Hidden Persuaders, New York, D. McKay Co. , 1957. Schiffman, L. G. (1993), Consumer Behavior, Prentice Hall International, London. Schwartz, Barry (2004), The Paradox of Choice: Why More Is Less, Ecco, New York. Shell, Ellen Ruppel, Cheap: The High Cost of Discount Culture , New York : Penguin Press, 2009. ISBN 978-1-59420-215-5 Solomon, M. R. (1994), Consumer Behavior, Allyn ; Bacon, London. edit] External linksThe Society for Consumer Psychology [hide]v  ·t  ·eConsumer behaviour Concepts Consumption (economics)  ·Consumer spending  ·Autonomous consumption  ·Induced consumption  ·Consumer debt  ·Consumer economy  ·Consumer culture theory Research types Consumer behaviour  ·Consumer sovereignty  ·Marketing research  ·Consumer neuroscience  ·Consumer choice  ·Consumer product  ·Consumer economics  ·Consumer basket  ·Consumption function Consumer attributes Consumer confusion  ·Consumer's risk  ·Consumer confidence  ·Consumer socialization  ·Consumer ethnocentrism  ·Cultural consumer  ·Homo economicusProcesses Consumer cooperative  ·Consumer-to-business  ·Factory-to-consumer  ·Consumer service  ·Consumerization Retrieved from â€Å"http://en. wikipedia. org/w/index. php? title=Consumer_behaviour&oldid =532422664† Categories: Consumer behaviourMarketing analyticsHidden categories: Articles needing additional references from April 2011All articles needing additional referencesNavigation menuPersonal tools Create accountLog inNamespaces ArticleTalkVariantsViews ReadEditView historyActions Search Navigation Main page Contents Featured content Current events Random article Donate to Wikipedia InteractionHelp ï » ¿Neo Behaviorism Neo Behaviourism is a branch of psychology that draws its principles from behaviourism. Neo Behaviourism is a more flexible concept and seeks to analyze and understand phenomena that cannot be measured or observed such as stress, love, trust, empathy or personality. â€Å"Neobehaviorism departs from classic behaviorism in that while the latter is concerned exclusively with observable behaviors, the former acknowledges the importance of also understanding elements that are internal to the individual. Thus, whereas classical behaviorism is only concerned with the environment as a determinant of behavior, neobehaviorism stresses the interaction of the individual and environment.†Neo Behaviorism: Tolman and BanduraNeo Behaviorism – Transitional group, bridging the gap between behaviorism and cognitive theories of learning.Tolman’s Purposive BehaviorismPurposive Behaviorism:it is also been referred to as Sign Learning Theory and is often unite between behaviorism and cognitive theory. Tolman believed that learning is a cognitive process. Learning involves forming beliefs and obtaining knowledge about the environment and then revealing that knowledge through purposeful and goal directed behavior.Tolman’s Key ConceptLearning is always purposive and goal- directedCognitive MapLatent LearningThe concept of interesting variableReinforcement not essential for learningALBERT BANDURA’S SOCIAL LEARNING THEORYSocial Learning Theory focuses on the learning that occurs within a social context. People learn from one another such as observational learning, imitation and modeling.GENERAL PRINCIPLES OF SOCIAL LEARNING THEORY1. Learn by observing. 2. Learning can occur through observation alone, without a change in behavior. 3. Cognition plays a role in learning. 4. Transition between behaviorism and cognitive learning theory.ENVIRONMENT REINFORCES MODELINGIn several Possible ways:By the model.By the third person.By the imitated behavior itself pro duce satisfying.By the vicarious reinforcement.Contemporary Social Learning Perspective of Reinforcement and PunishmentContemporary Theory purposes that reinforcement and punishment have indirect effects on learning.Reinforcement and Punishment influence the result of individuals’ behavior that has been learned.The expectation of reinforcement influences cognitive processes.Cognitive Factors in Social Learning TheoryLearning Without PerformanceCognitive Processing DuringExpectationsReciprocal causationModelingConditions necessary for effective modeling to occurAttention.Retention.Motor reproduction.Motivation.

Personal Values in the Work Place

The ten values (both work and personal) that I have chosen are adventure, affection (love and caring), creativity, excitement, friendships, having a family, quality relationships, religion, status, and wealth. Adventure is a component of a valued way of life for me because I feel most alive when I’m taking risks. Bold and risky undertakings are fun. Taking chances and daring yourself to push your limits are good for the soul. Creativity is the ability to transcend traditional ideas to create meaningful new ideas! It’s important to me to feel inspired. In the work place, if you use your imagination, you could solve problems that were impossible to solve before. Having a family is a personal value that most people strive for. Families are supportive and will help me in my career. My elder relatives are wise and would advise me in any career move and my younger siblings could cheer for me on the sidelines. Religion does not belong in the work place. However when I spend time in prayer I feel inner peace, which in turn effects my work overall. Religion is a form of mediation for me. Spiritual-mindedness in my personal lives helps me in the work place. Wealth is something from the workplace that will greatly effect my personal life. With a plentiful amount of wealth, my family can feel secure and will be able to focus on other things in life. I don’t want lack of money to prohibit anything in my life.

R-rated movies essays

R-rated movies essays R-Rated Movies Are Not Meant For the General Public The government has decided that R-rated movies are not appropriate for viewing by people under the age of 17. Cable television is viewed by a majority of the entire population. With such a diverse audience of cable television viewers, uncut R-rated movies should not be shown on cable, because of the probability of an R-rated movie being viewed by an inappropriate audience. R-rated movies often contain foul language, nudity, and excessive violence. Components of R-rated movies are at the center of controversial disputes such as pornography on the internet, and violence on television and in video games, and cable providers have been pushing the issue of what they can show on television for years. As of right now, edited R-rated movies are fair game on television, because the foul language, nudity, and some of the violence have been cut out. This eliminates some of the offensiveness, but it doesnt compensate for the adult themes and innuendos. As it is, much of society objects to what is currently being shown on television, and would be outraged if uncut R-rated movies were permitted. Ratings for movies were made to determine which movies are appropriate for which audiences. A movie given the rating of R has been determined to be inappropriate for audiences under the age of 17. Movie rental stores and theatres refuse to sell these movies to individuals under the age of 17. Not only have R-rated movies been deemed inappropriate for those under 17 years old, many adults have found these movies to be so offensive, that they refuse to watch them. For social, religious, or moral reasons, many adults have chosen not to watch R-rated movies, and to prohibit their children from watching them. Permitting cable providers to show uncut R-rated movies on their basic programming would undermine the authority and beliefs of these people. Realistically, cable television ...