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Infancy, Toddlerhood and Attachment

PART 1 Please watch the following video Circle of Security Video and answer the 3 questions below by number. https://www.youtube.com/watch?v=1wpz8m0BFM8 1. Your reaction to the idea that “when a child misbehaves, the cause is often rooted in how safe or secure they are feeling”. Is this a different way of thinking for you? If so, how? 2. Can you relate to the Circle of Security personally–that is, can you use it to think about your own self care? 3. How do you imagine that these concepts of temperament and attachment will inform the way you think about the kids you work with and affect the way you work with them? PART2 – ELEMENTARY YEARS #2 –ANSWER THE FOLLOWING QUESTION BY NUMBER 1. You are all into the PA State Mandated Reporter Training. Given all that we know about infants, toddlers, and both groups of middle years, do you have any new thoughts on child abuse? Does understanding child development more deeply help you to understand the impact of child abuse more deeply, or differently? If so, how? Share your thoughts in 2-3 sentences. 2. Are you having any emotional reaction to either the PA State Training, or to the materials in class? If so, what has impacted you and how? How are you taking care of yourself? 2-3 sentences. 3. How do you imagine using books like “Invisible String” or “Don’t Flip Yo Lid” or the Storytelling Game would go if you were working with a child who is/was being abused? Write 3-5 sentences here. PART3 – ELEMENTARY YEARS Watch the following video: https://www.youtube.com/watch?v=he-fW9_3egw Another resource for working with kids this age is writing a social story. I usually will write these by myself for kids, and if we work together longer, will them include them in writing another. Read through this article on “How to Write a Social Story” https://www.encourageplay.com/blog/how-to-write-a-social-story. You can also look at one of mine: The New Student. https://docs.google.com/presentation/d/1jnrCuBY1fLGvFbj5gNYL5hoBek16QZjrbT8iBPFtMbg/edit#slide=id.p This was from my work in school setting and was very helpful for one child in particular. You can make and use even simpler stories, for a child who doesn’t like shots, for a child who is scared of school, for a child who doesn’t like to try different foods, etc. Now Answer these questions by number: 1. Actually use both of these with another person–a child if possible, but if not, an adult. Show them the video and see what they think. Next, try to write a simple social story, either for a child who you know that has a particular difficulty, or for an adult. Please do not copy one from the internet, use your own imagination. 3-4 sentences 2. Can you imagine using either of these in your future work? What do you anticipate going well? What challenges do you anticipate? 3-4 sentences.

Social Cognitive Theory in Triadic Interaction Essay

Social Cognitive Theory in Triadic Interaction Essay. Introduction Psychologists have formulated various theories to explain how human beings acquire complex and diverse attributes throughout their lifespan. Albert Bandura formulated one of these theories; the social cognitive theory, based on early works of social and behavioral psychologists. This theory seeks to explain the psychosocial development process and other integral factors in development of human behavior. The social cognitive theory postulates that, “human behavior is a triadic, dynamic, and reciprocal interaction of personal factors, behavior, and the environment” (Stone, 2003, p. 2). To the behavioral theory, Albert Bandura added cognitive component as it plays an interacting role in mediating stimulus and response during the formation and development of any behavior. Therefore, cognitive processes regulate the interaction of environment, personal factors, and behavior in a triadic reciprocal determinism. However, ethnocentric attitudes limit the social cognitive theory in cultural interaction because different people believe in different things shaped by environment, culture, and personal behavior amongst other factors. Person-Behavior Interaction In triadic reciprocal determinism, personal factors influence the formation and development of behavior throughout the lifespan of human beings. Personal factors such as thoughts, affect, beliefs, actions, and biological factors interact with behavior thus shaping behavior of an individual. “Expectations, beliefs, self-perceptions, goals and intentions give shape and direction to behavior as what people think, believe, and feel affect how they behave” (Bandura, 1989, p. 3). Cultural beliefs and values affect the way people of a certain culture behave. Given the social cognitive theory and diversity of the cultural beliefs and values in the world, the behavior of an individual in a certain culture will reflect their cultural beliefs and values. Hence, the diversity of cultures and values in the world would result into diverse behaviors that affect cultural interaction. Hindrance to effective cultural interaction results from varied cultural beliefs and values that shape the behavior of an individual and the society. The interactive relationship of personal factors and their behavior have significant effects in determining the ultimate behavior. In the reciprocal interaction of personal factors and behavior “the behavior that is carried out will then affect one’s thoughts and emotions … also accounts for biological personal factors, such as sex, ethnicity, temperament, and genetic predisposition and the influences they have on behavior” (Stone, 2003, p. 3). The ethnocentric limitation of the social cognitive theory emanates from the influence of cultural and ethnical beliefs that structure the behavior within a given society. The ethnocentric perspective of different cultures due to people’s beliefs complicates cultural interaction of individuals. Person-Environment Interaction Reciprocal interactions of personal and environmental factors result into comprehensive development of behavior relative to certain cultural environment. According to Bandura, “human expectations, beliefs, emotional bents and cognitive competencies are developed and modified by social influences that convey information and activate emotional reactions through modeling, instruction and social persuasion” (1989, p. 4). In a cultural environment, there are social factors such as sex, race, age, size, and physical appeal, which influence the behavior development. For instance, personal attributes and cultural influences make an individual to conform to a given cultural set up. For there are diversified cultures, each culture shapes its members according to their cultural set up and ultimately, diverse and unique behaviors emerge in the society, which affect effective interaction of cultures. In the view of the fact that every culture is proud to uphold its beliefs and values for posterity, cultural influences enhance ethnocentric attitude. Personal and cultural factors nurture ethnocentric attitude in the society because cultural beliefs and values reflects social environment, which in turn determines individual’s behavior and capacity to interact within various cultures. “Although people are endowed with the receptive and expressive capacity for vicarious arousal, social experience largely determines the level and pattern of emotional activation,” (Bandura, 1989, p. 30). Consequently, the vicarious affective learning in response to the cultural environment elicits cultural responses that enhance the ethnocentric attitude. In a cultural society, where cultural environment dictates the development of behavior, it is quite hard to develop harmonious society where diverse cultural values cannot feature in any human behavior or character. The social cognitive theory favors ethnocentric development of behavior in the society for it dictates cultural environment to interact with personal attributes during the process of developing behavior. Behavior-Environment Interaction This is another factor in triadic reciprocal determinism, which underscores the reciprocal interaction between environment and behavior. During the process of behavior development, human beings strive to alter environmental conditions and concurrently conform to the environmental conditions they create therein. In the case of cultural environment, human beings have been shaping cultural destiny throughout the centuries and conforming to it, thus reciprocal effect of behavior and environment determines human behavior. Stone argues that, “…people are both products and producers of their environment because a person’s behavior will determine the aspects of their environment to which they are exposed, and behavior is, in turn, modified by that environment” (2003, p. 3). Therefore, if members of a certain cultural group are ethnocentric, then, they influence their cultural environment to ethnocentric, and subsequently, the environment pushes the entire society to nurture ethnocentric attitudes. Therefore, the resulting condition enhances ethnocentric culture that affects effective cultural interaction. Social cognitive theory views environment as a dynamic entity that has significant effect on the development of behavior. Given the fact that cultural environment has overwhelming influence on the members of any society, the effectiveness of interaction among diverse cultural groups reflects their background values and beliefs, which affect behavior. The belief of ethnocentric and strong attachment to cultural beliefs and values determines cultural behavior. For example, a cultural environment that is ethnocentric coupled with members’ willingness to conform to the same environment would result into ethnocentric society. Bandura argues that, “people tend to select activities and associates from the vast range of possibilities in terms of their acquired preferences and competencies” (1989, p. 4). Therefore, in a cultural set up, members of a certain cultural group would acquire ethnocentric attitude, which is a limitation of the social cognitive theory. Conclusion According to the social cognitive theory, development of human behavior depends on the triadic factors that interact in a reciprocal manner. The triadic factors are behavior, environment, and personal factors. Cognitive processes mediate and regulate these triadic factors objectively in order to develop a certain behavior. From cultural perspective, social cognitive theory elicits ethnocentric attitude, which affects effective interaction of diverse cultural groups. Based on the cultural values and beliefs that have overriding effects on the behavior of the respective members of the various cultural groups, there is a tendency for members to nurture ethnocentric attitude due to their cultural environment. Hence, ethnocentric limits interaction of diverse cultures. References Bandura, A. (1989). Social Cognitive Theory. Annals of child development Journal, 6, 1-60 Stone, D. (2003). Social Cognitive Theory. Psychological Theory Journal, 1-6. Social Cognitive Theory in Triadic Interaction Essay

Holocaust and the suppression of the jewish people

online dissertation writing Holocaust and the suppression of the jewish people. Paper details Section One – Short form (mandatory): I. Choose TWO of the following questions in this section and answer in at least TWO paragraphs for each question.: 1. We studied the play OUR CLASS and in that session Pawel Lukasciewicz, our guest speaker, Director of Engagement for the Taube Center in Poland, came to explain the ongoing life that Poles and Jews lived with each other for approximately 1,000 years up through the time of the Holocaust. Also we see the pictorial posted on our D2L Content section the Lvov Pogrom (massacre) of 1941 in the Ukraine/Polish territory, showing how Jews were treated by their neighbors (see article about Jan Gross’ historical book about Jedwabne titled “Neighbors” posted in Content of D2L) when the Nazi arrival was imminent. Give TWO good examples from OUR CLASS showing how Jews were treated by the local townspeople in the town of Jedwabne, and why from what is articulated and then demonstrated in the play. Also include some of the historical context that Pawel supplied, about how Jews were seen in Europe. 2. Using TWO of the following themes (below) give TWO good examples of how EUROPA, EUROPA tells a unique story about the Holocaust. Make sure you include what the filmmaker Agnieszka Holland wants to do with the film and tell how she succeeds or doesn’t. Themes: a. Memory b. Identity c. Seeing d. Hiddeness e. Brokenness f. Subversiveness g. The Body h. Bearing Witness 3. Using TWO of the following themes (below) show how IDA tells a unique story about the Holocaust. Make sure you include what the director, Pawel Pawlikowsi, does in his cinematography and how he portrays the characters, Ida and Wanda. Themes: a. Memory b. Identity c. Hiddeness d. Brokenness e. Subversiveness f. The Body g. Questioning h. Bearing Witness II. Section Two – Long Form Essay (mandatory) Choose ONE of the three below and write the fullest answer possible: 4 In studying the Holocaust in theatre and performance we may have a way to understand racism and prejudice today. Using the themes from below give THREE examples of your choice from THREE works we’ve studied this quarter and relate them to the issues of anti-semitism, racism, xenophobia, gender-phobia, etc. in society today using the themes below: a. Memory of oppression b. Identity c. Outsiderness d. The rise of nationalistic supremacism e. Resistance 5. INGLORIOUS BASTERDS by Quentin Tarrantino and EUROPA, EUROPA by Agnieszka Holland (from Solomon Perel’s memoir) both portray absurdity, even as they show the extent of the Holocaust and how it was a “War Against the Jews” (Lucy Dawidowicz) separate from the military war waged between the Allies and the Axis. • Give THREE examples from EACH film of that war waged towards the Jews, how resistance is shown, and how they are in a film aesthetic made to seem absurd. Finally, do you think they succeed in portraying the Holocaust truthfully or is it misappropriated? 6. IDA directed by Pawel Pawlikowski tells a fictionalized story culled together from truthful accounts by Jews and Poles. The core is Ida and Wanda’s journey together. At the end they must grapple with: a. secrets and hiddeness about being Jewish b. how Polish Catholics lived with the memory of Jews before, during and after the war c. how they move on to the future d. Coming to terms with, even questioning, forgiveness and the search for meaning (collective? personal? both?). • What are the secrets they learn and how does each grapple with them to move on? How does this relate to forgiveness and whether that is, in reality, possible? See below for some encapsulated references (I’m sure there are more and other interpretations) which you can refer to (or not) about forgiveness from Christian and Jewish perspectives, to inform your answer. • Christianity puts an emphasis on forgiveness as a way for those who have been victimized to let go of the pain and trauma of that hurtful event and even to show love for the ones who have done them wrong. Christian religious practice is in effect, to forgive the sinner and to aspire to (not always attaining) unconditional love. Prayer is also a core part of that practice towards forgiveness; and those who have been victimized or their loved ones (community), pray for the one who perpetrated the harm and it is hoped that God will become part of the guilty victimizer’s life, so they become penitent in order to be granted atonement for their sins. In this way they can then accept Jesus as their savior (Christ) who embodies love, forgiveness, and ultimate salvation in the next world. Ultimately it is about forgiveness, love, and redemption for salvation in the next world. • Judaism puts the emphasis for forgiveness in a ‘this-worldly’ context, initially putting the onus on the wrong-doer and not the victim, whether it is forgiveness for murder, unethical actions, or emotional hurt done to someone like through gossip and slander (the loose or wicked tongue). The wrong-doer must first make an equitable recompense (either in property, in the legal system, or going about repairing the damage done like in slander or all of aforementioned) and then they can ask for forgiveness from the one(s) they have wronged. At that point the victimized may forgive, if they are so moved. But God does not grant atonement or spiritual repair until those tangible actions occur and the one(s) wronged feels moved to forgive. If the don’t want to grant forgiveness then the wrong-doer must wait , maybe a year or more (before Yom Kippur, the annual Day of Atonement (doing teshuvah) is a typical time) – and then they can ask again. If they aren’t forgiven by the one who was wronged, then they must let more time pass and ask again. It is only after equitable restitution/reparations and they have been asked these three times, in the most sincere and penitential ways — if they then don’t receive forgiveness from the one(s) wronged, they can ask God for spiritual atonement (see Maimonides on ‘Forgiveness’). Ultimately it is about actions leading to compensatory reparations which are equitable; the potential of repair in relationships; and justice in this world. I suggest pick the movie options. It’s the easiest and you can google whatever information you need for them.Holocaust and the suppression of the jewish people

American University Implementation of Agile DevOps Paper

American University Implementation of Agile DevOps Paper.

Assignment 2: Moving to Agile/DevOps
Introduction
You are in the DevOps group at a company that provides logistics and transportation services. It relies heavily on custom developed software to run its business, including many Web-based applications across the organization. They maintain their own data center. They are also looking at moving many of their applications to the mobile platform to enable remote access by their hundreds of truckers.
They have a long running application development team (an IT manager, 2 Analysts, and 8 coders) who maintain the existing software and develop new applications using a modified Waterfall approach. A separate Operations team (a System Manager and 3 operators) manage the hardware and software that is deployed and upgrade the infrastructure on a 90-day schedule.
Major Issues
The business managers in the company are increasing frustrated with the internal software process, in particular:

It is taking too long to field new/modified software to meet the changing demands of the business, meaning they are losing business to their competitive;
Because of the lead time between specifying the requirements and the availability of the system for operational use, the new software is often out-of-date as requirements have changed;
Applications are often slow, and the lead time for upgrading hardware to improve performance is very slow, usually more than 30 days;
The software often has bugs and this has resulted in major operational problems for the logistics and trucking personnel in the company, resulting in them having to revert to slow, manual processes which limit their effectiveness;
Deadlines for new software are not being met as IT staff are too busy fixing bugs and maintaining existing software; and
In today’s networked world, particularly with the move to trucker’s mobile access, security and privacy is a concern and does not seem to be a priority with the development and operations teams.

Possible Solutions
The CIO recognizes that there has to be changes to the development and operations process otherwise the CEO will outsource the development processes. He has talked to other CIO in the transportation industry and many of them have said that they have moved, or are moving to, Agile/DevOps and he thinks that is a viable option to improve the performance of the development process.
Your Task
The CIO is tasking you to research this option and has asked you to produce a short report (2 to 3 pages) showing the pluses and minuses of Agile/DevOps to be circulated to the CEO and the business managers, who have little or no IT expertise.
In particular, he has requested the report should include:

A non-technical summary of Agile and DevOps methods and contrasting with the existing techniques in use
Examples of major corporations that have moved to Agile/DevOps and the benefits they have found (provide links to the articles you are cited)
How the existing process will change, including the effect on the business people and their increased engagement in the process
Examples of training needed for the IT staff
How and why this approach could solve the major issues cited above
Possible new issues with the adoption.

American University Implementation of Agile DevOps Paper

MGT 322 SEU Lean and Integrated Manufacturing Strategies Questions

MGT 322 SEU Lean and Integrated Manufacturing Strategies Questions.

I’m working on a management question and need an explanation to help me understand better.

Assignment 3undefinedDeadline: 10/4/2021 @ 23:59undefined Course Name: Logistics Management Student’s Name: Course Code: MGT322 Student’s ID Number: Semester: II CRN: Academic Year: 1441/1442 H undefinedFor Instructor’s Use onlyundefined Instructor’s Name: Students’ Grade: Level of Marks: undefinedInstructions – PLEASE READ THEM CAREFULLY undefinedThe Assignment must be submitted on Blackboard (WORD format only) via allocated folder.Assignments submitted through email will not be accepted.Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.Students must mention question number clearly in their answer.Late submission will NOT be accepted.Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions. All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).Submissions without this cover page will NOT be accepted. undefinedundefinedLogistics ManagementundefinedASSIGNMENT -3undefinedSubmission Date by students: Before the end of Week- 12th undefinedPlace of Submission: Students Grade Centre undefinedWeight: 5 MarksundefinedLearning Outcome: undefined1. Ability to explain and distinguish between the concepts of logistic system operations using logistic systems, time based management and lean thinking.undefined2. Analyze and identify challenges and issues pertaining to logistical processes.undefinedAssignment Workload:undefinedThis assignment is an individual assignment.undefinedCritical ThinkingundefinedThe global marketplace has witnessed an increased pressure from customers and competitors in manufacturing as well as service sector (Basu, 2001; George, 2002). Due to the rapidly changing global marketplace only those companies will be able to survive that will deliver products of good quality at cheaper rate and to achieve their goal companies try to improve performance by focusing on cost cutting, increasing productivity levels, quality and guaranteeing deliveries in order to satisfy customers (Raouf, 1994). undefinedIncreased global competition leads the industry to increasing efficiency by means of economies of scale and internal specialization to meet market conditions in terms of flexibility, delivery performance and quality (Yamashina, 1995). The changes in the present competitive business environment characterized by profound competition on the supply side and keen indecisive in customer requirements on the demand side. These changes have left their distinctive marks on the different aspect of the manufacturing organizations (Gomes et al., 2006). With this increasing global economy, cost effective manufacturing has become a requirement to remain competitive.undefinedTo meet all the challenges organizations try to introduce different manufacturing and supply techniques. Management of organizations devotes its efforts to reduce the manufacturing costs and to improve the quality of product. To achieve this goal, different manufacturing and supply techniques employed. The last quarter of the 20th century witnessed the adoption of excellent, lean and integrated manufacturing strategies that have drastically changed the way manufacturing firm’s leads to improvement of manufacturing performance (Fullerton and McWatters, 2002).undefinedConsult chapter 7 of your textbook or secondary available data through internet and answer the following questions.undefinedQuestion:undefinedWhy Companies adopted Lean Thinking and JIT model? (1.5 Mark)Discuss major types of Waste, companies has to keep in mind during production. (1.5 Mark)Due to pandemic COVID 19 emergency, do you think agile supply chain is the right concept in this kind of situation? Give reason with example. (1.5 Mark)Reference(0.5 Mark)undefinedThe Answer must follow the outline points below:undefinedEach answer should be 300 to 500 range of word counts.Lean Thinking and JIT ConceptAgile Supply chain Their Main functionsReasons with suitable ExamplesReference use APA style of referencing
MGT 322 SEU Lean and Integrated Manufacturing Strategies Questions