Electronic communication and its impacts on the organizatio Research Paper

Electronic communication and its impacts on the organizatio - Research Paper Example Nevertheless, the paper will discuss issues related to electronic communication, by defining it, comparing it to traditional forms of communication, discussing its impact on the workplace, and its impact on the customer and organization relationship. The definition of the electronic communication excludes the wire and oral communication as it is defined in the Tile III, from communication tracking devices, paging devices, and electronic funds transfer information, which is stored by financial institutions in their communications system. Therefore, electronic communication is defined in different ways depending on the ways of information dissemination, the purpose of the information conveyed, and the information involved. In this case, the paper has provided an extensive definition of electronic communication, which has been derived from the State Acts concerning communication. Differences between Electronic Communication and the Traditional Communication One of the traditional forms of communication is face to face, and it is a most preferred form of commutation. The main difference between the electronic communication and this form of traditional communication relates to maintenance of personal connection. In this case, face-to-face communication facilitates maintenance of personal connection for the parties involved compared to communication via text messaging and emails. For example, people prefer holding a face-to-face meeting with the other members of the board instead of making a conference call for discussing same issues (Walther, Loh, and Granka 36). In fact, electronic communication denies the parties a chance to see each other’s facial impressions, which are highly pertinent aspects in the process of communication. The other difference between traditional communication and electronic communication relates to the way of interaction since each form determines whether the meeting will take place in a single location or through live interaction ove r the Internet by use of technology. Electronic communication involves technology that allow people to connect from multiple locations, thus creating the ability of getting together with colleagues, managers, and customers through a team building that facilitates achievement of organizational objectives. On the other hand, in traditional communication, a meeting can only be held in a certain location and the parties involved must be in the same location at a period for the meeting to take place. In addition, traditional communication involving the use of telephone allows verbal connection, providing non-verbal cues, which are based on the tone of the voice, pauses and variations. In electronic communication, there are tools such as Skype, which offer online phone connection that includes images and video, unlike the traditional communication. Impacts of E-Communication on the Work Place Communication Electronic communication has made a significant contribution to workplace collabora tion, expansion of globalization and distribution of work team members during the twentieth century. This is essential for sharing of information and communication related to various projects through the Internet, email, social media and virtual team rooms, which are applied as the tools of electronic workplace collabo

Politics Essays Charismatic Politics Leader

Politics Essays Charismatic Politics Leader Charismatic Politics Leader Charismatic Leadership and its Effect on Politics in History The role of charismatic leadership in modern political history can be considered a controversial topic. The subject has most recently come about in regards to Democratic Senator Barack Obama, and his campaign for the American Presidency, but can also been seen in smaller contexts globally. In some respects, charisma seems difficult to define or explain. In theory, it would seem that if one should implement the appropriate policy and make difficult decisions at the right time, they should succeed in politics. It appears that this is not always the case, and that charisma does play a vital role in politics. Robert A. Caro said in his biography of Lyndon Johnson, â€Å"You only have to look at the crucial moments in the history of our time to see how crucial it was to have a leader who could inspire, who could rally a nation to a standard, who could infuse a country with confidence†¦Ã¢â‚¬ . (Caro) It seems that charisma is an important aspect of being a political leader, yet defining and explaining exactly what makes the person so appealing, inspiring and trustworthy is not easily delineated. Early sociologist Max Weber defined charisma as one of the three â€Å"ideal types† of authority, and rested upon a kind of magical power and hero worship. This definition was considered unsuitable for modern times, and its use became metaphorical – ultimately becoming a synonym for heroic or popular (Zernike). This leads us to the questions examined in this paper; to what extent is charisma necessary in politics and what are the positive and negative effects of a leader holding charisma as a political figurehead? It is the belief of some that there is a high risk of charismatic leaders to be all talk and no real answers of substance. The charismatic leader seems to thrive in times of crisis or national hardship. Arthur M. Schlesinger referred to a â€Å"new mood in politics† in the 1960’s, in which there was dissatisfaction with official priorities and concerns with the character and objectives of the nation. It appears that this is the very same climate that supporters of Barack Obama feel now. It is here that the proposed negative effects of a charismatic leader come into play. Some feel that Obama’s messages of hope and change are only talk, and lack serious substance and real answers on policy changes that would be required to make said transformations. â€Å"He speaks loudly and clearly and crowds flock to him like bees to honey. Many blindly follow a man who will lead them to dangerous waters. They fall for his words and not the policies he is going to use to run the nation† (Woerner). Since charismatic leadership typically results in strong, unchallenged levels of obedience, there is also the risk of weak minded individual followers that do not employ their individual thought processes and are blindly agreeable (12-Manage). This can manifest into a more serious problem and can result in â€Å"group think†, especially in politics, where there is the need for constant re-evaluation and challenging of ideas. In politics, it is imperative to examine all angles constantly, as major decisions made for a country can be life or death and have an impact on the citizen’s lives directly. On a smaller scale, the recent provincial election in Alberta exhibited some key issues pertaining to charismatic leadership. Alberta has been a strong Progressive Conservative province, in which the party has held power uninterrupted since 1971. The most recent reign of leadership has been under Ralph Klein, who was Premier of Alberta from 1992 through 2006. The retirement of this long standing leader has brought about some issues pertaining to charisma and their place in politics. Ralph Klein was an outspoken leader, who eventually developed an overwhelming rapport with Albertans, his approval rating being 77% at the end of his run as Premier (Markusoff). The eventual devotion and loyalty of Albertans to Klein brings forth the issue of emotions and feelings of the voters towards the candidate superseding the importance of being informed about current issues and platforms being addressed by the candidate. Thomas Lukaszuk, Conservative MLA commented on this issue You know, strong feelings in politics are dangerous, You want rational voters to vote on policies and on merit, not whether they hate or love an individual in a party or a leader (Markusoff). This leads us to the question of whether the majority of voters are actually informed on current issues, or if they tend to cast their ballot based on their personal feelings of the candidate. The Progressive Conservative party, currently headed by Ed Stelmach, won by an impressively substantial amount in the recent election that occurred in Alberta on March 3, 2008. Many felt that the new candidate held little charisma or ground-breaking ideas compared to his predecessor, Klein. Dave Khalon said of Stelmach Everythings just formatted. I see him on TV, and he just reads off the script. But nobody else seems to stick out, either. Khalon admitted that he planned to vote Conservative in the election because of family tradition and his fondness of the party’s prior leader, Klein (Markusoff). This leads us to consider that it is a very real possibility that Ed Stelmach’s win had little to do with his abilities and ideas as a candidate, but the charisma of the prior leader and the lack of other inspirational candidates as alternatives. A major problem in current politics is voter apathy, which could be partly attributed to a lack of inspirational candidates. This said, too much emphasis on the charisma of candidates can be viewed as a downfall in politics, leading to uninformed voters. Some voters seem to be placing a great deal of weight on the personality of the candidate rather than the campaign platforms and plans, which, in theory, should be the backbone of the campaign. The largest risk is posed by what is sometimes referred to â€Å"the black hat of charisma†. What this essentially encompasses is the use of charismatic power for self-serving purposes. The more charisma a potentially dangerous leader possesses, the greater the risk to society. This is emphasized because the base for charisma is emotional rather than logical or rational (Daft). Jerry Wofford says of this risk â€Å"If a person’s values are destructive, insane, then the more charismatic the leader, the worse off you are† (Tenenbaum). Unfortunately, these types of leaders have existed throughout the history of politics and continue to exist in present day. Adolf Hitler’s reign as fuhrer of the German Reich is a prime example of what can happen when power is in the wrong hands, and the accelerated negative effects that can occur if that person exhibits any sort of charisma that has the potential to be used for the wrong purpose. As mentioned, charismatic leaders seem to come about in times of crisis, as was the case with Hitler. Germany’s economy was in a precarious position after World War I and Hitler â€Å"wooed† the German people with his charisma, promising to fix the problems and make everything better. Meanwhile, he had his own agenda, which was elimination of all people he didn’t think met the criteria of â€Å"ideal† (Shay). This turn of events ended up being one of the greatest tragedies in modern history. More recently, charismatic leadership was exhibited in Osama bin Laden and his terrorist group al-Qaeda. In this case, the group was considered more of a cult, where brainwashing tactics were used. Charismatic power was used at the forefront, during recruitment of members to the group. The recruits were usually young idealists, recruited under the facade of â€Å"liberation† and â€Å"Islamic beliefs†, initially unaware of the real commitments of the group. The underlying concept that is common of those falling under the category of cults, or alternately â€Å"the black hat of charisma† is when a charismatic leader increasingly becomes an object of worship as the general principles that may have originally sustained the group lose their power (Ross). This leaves the dangerous charismatic leader to their own agenda. The values that the people originally stood for become irrelevant and the situation becomes personality driven. Ultimately, it is a risk that will always be prevalent pertaining to charismatic individuals. This risk is driven even higher with an uninformed, easily influenced society of voters. The only possibility of mitigating this risk is for each individual to stay as informed as possible and look for the warning signs of a leader that possesses ulterior motives. Charisma can be seen as an ingredient in a recipe for disaster, based on the charismatic leaders that have been prevalent in recent history. The other side of this story starts with uninformed, uninspired citizens. It is the view of some that these individuals need a charismatic leader to light a fire under them and get them believing that the political process is not just a big waste of time. This is especially prevalent in America’s youth, in which approximately a quarter of the eligible population actually makes it out to vote (Dashek). Even if a candidate has a strong position and ideas, they may be viewed as the typical uninspiring politician if they do not have the charisma to bring their campaign and ideas to life and get the general public excited about the proposed changes. Barack Obama and rival democratic candidate Hillary Clinton have the similar stands on a large portion of their policies. Gabe Pressman says â€Å"She claims experience. He promises change. As the race for the Democratic nomination for president intensifies, the differences in policy between Hillary Clinton and Barack Obama seem less than the images they project and their shortcut slogans.† (Pressman) It seems then that it comes down to charisma as a deciding factor in what will set them apart, and the ability to reach and inspire those that most need inspiration. It is the belief of some that Barack Obama will be able to provide a balance of substance and inspiration to the American people. Tom Butcher, a sophomore at the University of St. Louis says â€Å"In contemporary politics, it is not enough to have merely style or substance alone. Mere substance will have no one caring about your policy (think Al Gore). Style alone leaves the vacuous impression of an incandescent bubble. Obama is in the unique position of offering the combination† (Butcher). From the views examined above, the conclusion can be reached that charisma is a necessary element in politics, but can be extremely dangerous in the hands of the wrong leader. It has been noted that the general public needs to be aware of the substance behind the charisma in order to cast an informed ballot. It is also crucial that voters separate their personal feelings of the candidate from the facts behind the policies in order to make an informed decision. Skepticism is actually an important quality for voters to bring into play to ensure the initial issues are being focused on, and that the leader is not shifting the focus to ulterior motives. Finally, it was noted that although charisma brings about many risks, it is necessary in a political figurehead in order to inspire the people. Encouraging the people to get involved and believe in something is the only way to avoid voter apathy in a political environment where democracy is undeniably underutilized. Works Cited 12-Manage. Charismatic Leadership (Weber). 3 March 2008 . Butcher, Tom. Charisma in Politics: Not an Empty Promise. Student Life 27 February 2008: 1. Caro, Robert A. The Path to Power. New York: Alfred A. Knopf Inc., 1982. Daft, Richard L. The Leadership Experience. Mason, OH: Thomson South-Western, 2005. Dashek, Ryan. Apathy is Unacceptable for American youth vote. The Daily Cardinal 18 February 2008: 1. Markusoff, Jason. Charisma Gap mires parties. Edmonton Journal 20 February 2008: 2. Pressman, Gabe. Gabes View: Will Charisma Carry the Day? WNBC 18 February 2008: 1. Ross, Rick. Cult Education and Recovery. November 2001. 9 March 2008 . Shay, Virginia. The Virtual Voice. 6 March 2008 . Tenenbaum, David. The Character of Charisma. 15 July 2004. 20 February 2008 . Woerner, Tom. Helium.com. 3 March 2008 . Zernike, Kate. The Charisma Mandate. The New York Times 17 February 2008: 2.

Yanomamo Tribe :: Yanomamo Indians Culture

The Yanomamo My name is Eric Dunning and this is my proposal to go and study the Yanomamo tribe in the rain forests of Brazil. I have compiled a historical outline of the Yanomamo tribe and some of their religion and culture, ranging from marital status to the type of food they eat. I have chosen this tribe because according to many anthropologists the Yanomamo are perhaps the last culture to have come in contact with the modern world. The Yanomamo people of Central Brazil are one of the oldest examples of the classic pre-Columbian forest footmen. The Yanomamo live in almost complete seclusion in the Amazon rain forests of South America. The Yanomamo live in small bands or tribes and live in round communal huts called shabonos, which are actually made up of individual living quarters. The Yanomamo language consists of a variety of dialect, but no real written language. Clothes are minimal, and much of their daily life revolves around gardening, hunting, gathering, making crafts and visiting with one another. These small tribes hold their men in high ranks. Chiefs are always men who are held responsible for the general knowledge and safety of the group's women. The men are able to beat their wives if they feel the need to and are able to marry more than one woman at a time. This loose form of polygamy is a way of increasing the population of the tribe. Yanomamo people rely heavily on a system of political alliances based upon relationship. As part of that system, they have incorporated a complex feasting and trading system into their culture. One of these methods of forming political alliances is feasting. Feasting is when one village invites another village for a feast or dinner. During the feast there is a lot of social activity. The Yanomamo dance and mingle with each other along with eating a different variety of foods. The only catch is the other village must reciprocate a feast by one village. This feast is more like an American dinner party in which members of family or social group invite others to attend. A feast however can be dangerous and or fatal for those who attend. The Yanomamo can be very conniving and deceiving. They pretend to be loyal friends and invite the other village for a feast. The other very village very trustfully attends the feast not knowing that this might be their last meal.

Mental Status Exam

The mental status examination or mental state examination, abbreviated MSE, is an important part of the clinical assessment process in psychiatric practice. It is a structured way of observing and describing a patient's current state of mind, under the domains of appearance, attitude, behavior, mood and affect, speech, thought process, thought content, perception, cognition, insight and judgment. [1] There are some minor variations in the subdivision of the MSE and the sequence and names of MSE domains.The purpose of the MSE is to obtain a comprehensive cross-sectional description of the patient's mental state, which, when combined with the biographical and historical information of the psychiatric history, allows the clinician to make an accurate diagnosis and formulation, which are required for coherent treatment planning. The data are collected through a combination of direct and indirect means: unstructured observation while obtaining the biographical and social information, focu sed questions about current symptoms, and formalised psychological tests.The MSE is not to be confused with the mini-mental state examination (MMSE), which is a brief neuro-psychological screening test for dementia. Theoretical foundations[edit] The MSE derives from an approach to psychiatry known as descriptive psychopathology[4] or descriptive phenomenology[5] which developed from the work of the philosopher and psychiatrist Karl Jaspers.From Jaspers' perspective it was assumed that the only way to comprehend a patient's experience is through his or her own description (through an approach of empathic and non-theoretical enquiry), as distinct from an interpretive or psychoanalytic approach which assumes the analyst might understand experiences or processes of which the patient is unaware, such as defense mechanisms or unconscious drives.In practice, the MSE is a blend of empathic descriptive phenomenology and empirical clinical observation. It has been argued that the term phenome nology has become corrupted in clinical psychiatry: current usage, as a set of supposedly objective descriptions of a psychiatric patient (a synonym for signs and symptoms), is incompatible with the original meaning which was concerned with comprehending a patient's subjective experience.ApplicationThe mental status examination is a core skill of qualified (mental) health personnel. It is a key part of the initial psychiatric assessment in an out-patient or psychiatric hospital setting. It is a systematic collection of data based on observation of the patient's behavior while the patient is in the clinician's view during the interview. The purpose is to obtain evidence of symptoms and signs of mental disorders, including danger to self and others, that are present at the time of the interview.Further, information on the patient's insight, judgment, and capacity for abstract reasoning is used to inform decisions about treatment strategy and the choice of an appropriate treatment sett ing. [9] It is carried out in the manner of an informal enquiry, using a combination of open and closed questions, supplemented by structured tests to assess cognition. [10] The MSE can also be considered part of the comprehensive physical examination performed by physicians and nurses although it may be performed in a cursory and abbreviated way in non-mental-health settings.[11] Information is usually recorded as free-form text using the standard headings,[12] but brief MSE checklists are available for use in emergency situations, for example by paramedics or emergency department staff. [13][14] The information obtained in the MSE is used, together with the biographical and social information of the psychiatric history, to generate a diagnosis, a psychiatric formulation and a treatment plan.

Theroies of Child Development

Professor:Linda Derscheid, Ph. D. Office:Wirtz 160Fax: 753-1321 Office Phone:753-6341 with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100 E-mail: [email  protected] edu; Blackboard: http://webcourses. niu. edu n development. Thousand Oaks, CA: Sage. Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development (5th ed. ). Boston, MA: Pearson Education, Inc. READINGS:Other assigned readings will be placed on Blackboard e-reserve from the NIU library. COURSE DESCRIPTION: Analysis of the major theories of chilfor syllabus and assignments; computer help email: [email  protected] du Office Hours:Open: M noon-1 p. m. ; Adv. : TTh. 1 2 p. m. & Fri. 11-noon or by appointment REQUIRED TEXTS (These are typed in APA 6 style except they need to be double spaced): Salkind, N. J. (2004). An introduction to theories of humad development and their implications in working with young children. PRQ: FCNS 230, FCNS 280, and at least junior standing. OBJECTIVES: 1. St udents will be able to identify and compare and contrast (in-depth) theories of child development. (Activities: 1, 2, 4, & 5) 2.Students will apply some of the knowledge acquired about theoretical approaches to practical issues in child development using technology. (Activities: 1, 2, 4, & 5) 3. Students will evaluate the contributions and limitations of the major theories of child development. (Activities: 1, 2, 4, & 5) Family and Child Studies (FCS) B. S. Program Obj: Graduates of the FCS program will be prepared for successful professional careers serving children, families, & individuals throughout the lifespan by demonstrating: 1) use of self-understanding for personal & professional development (Obj. ); 2) use of a variety of theoretical & scientific approaches used to study & work with children, individuals, & families (Obj. 1-3); 3) application of methods for affecting change in family and social systems through empowering intervention strategies (Obj. 2); 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2); 5) professional communication skills & use of technology (Obj. 1,2); and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. ). Early Childhood Studies Conceptual Framework: The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary Early Childhood Professionals. EVALUATION: (Grades are based on the 90%, 80%, 70%, 60% scale. ) Undergraduate students 4 Exams (10% each) =200 pts. (50%) 2 Short Papers (10% each) =100 pts. (25%) Quizzes & Question Sets 100 pts. (25%) 400 pts. (100%) Note: Incompletes given at the end of the semester, will only be given if the form has been signed by you and your instructor by the last class period.See your NIU student handbook for approved reasons. Note: Both undergrad and grad students ’ assignments and grades are posted under the same Blackboard posting, so all points will be displayed. Just figure your points according to the above points. 1. Exams: The exams will involve multiple choice questions that will cover the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given after 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late; you will miss the quiz. No Make-Ups for quizzes.Leave only when exam is completed; during exams and quizzes, no hats with brims may be worn; no cell phones or other technology equipment; no cheating. Students are expected to arrive for exams and quizzes on time. No student will be allowed to take an exam if s/he arrives after the first student has completed the exam and left the room. If quizzes are given in class, you must be present when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be re turned to the instructor before the student leaves class. A student who removes an exam from the classroom will be given an F for that exam.Bring a #2 pencil. Also refer to #5 and Grading Criteria below. Make-up Exams: Make-up exams will be allowed only when prior notice is given with an approved excuse with proof. Make-up exams are scheduled on Friday afternoons at 1:30 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar): In these papers (4-6 text pages in length), you will be required to integrate, apply, and communicate the appropriate theories. All papers must be typed and written in APA style (with cover page, citations in your text, including citing all theoretical constructs (see end of this syllabus for citation info. , & reference page). Turn in & submit on Blackboard’s Assignments button. Re-do of these papers are available for those achieving a 70% or better. 3. Question Sets (5 Take Home Mini-Exams for study guides): These will be available on Blackboard. Type in your paraphrased responses to each question with the text page number and submit via Blackboard through the Assignments button by 9:15 a. m. Tuesday morning. Late question sets & those with quotes will be given a 0. Typos, spelling, grammar, and punctuation will be factored into your points (1 pt. /error after 2). So proof read!!!Think of these as study guides for yourself, so be thorough and accurate. Check the chapter lecture outline that is on Blackboard for helpful tips if you can’t find the info in the textbook/s. 4. Class Policies: a. Class Participation: Participation is encouraged and appreciated! Each week you will be assigned readings from the text and/or articles. You are expected to have read or skimmed these assigned readings before class in order for you to participate meaningfully in class discussions and small group exercises. It is important we have a safe atmosphere for discussion and learning.Unprofessional class conduct that impedes oth er class members’ learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, cell phone use, sleeping, etc. ) while others (including the professor) are talking or watching videos will result in the lowering of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if attending the whole class period. More than 2 weeks missing class will lower your final grade at least one grade. Students must ask the professor’s permission before any guests can attend class. b. Americans with Disabilities Act.Any student who, because of a documented disability, may require some special arrangements in order to meet course requirements should contact the professor as soon as possible to make necessary accommodations. c. All written assignments must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard copy of all written assignments when you submit them. Save your files in multiple places. d. Professional behavior. You are in college or graduate school because you plan to be a professional (or are enhancing your professional status).Part of what you are here for is to learn/enhance your professional skills. If at work you don’t show up, or come in late, or exhibit grossly unprofessional behavior, you will be fired. Please use this class, and all your classes, as places in which to learn and practice professional behaviors! Then on your own time and when work is done, party hearty! e. Do not bring electronic devises to class. If your beeper/pager goes off or your cell phone rings during class, you will be asked to leave and you will be considered absent for that class period. Refer to the Judicial Code for details. ) If a pager or cell phone is required for your job, please inform the professor PRIOR to class. In this instance, the pager/cell should be on vibrate mode. Any cell phone t hat is out &/or used during a quiz or exam will be confiscated and you will receive an F on that quiz or exam. f. Confidentiality: Students are expected to be professional. One of the issues that you will face when you enter the workforce is the issue of confidentiality. All written work is confidential. During discussions, personal information may be shared with the class.It is expected that what is said in the context of class discussions will be given the confidentiality it deserves. Because some of the topics discussed may touch on personal issues, you are encouraged to regulate how much you decide to share based on your comfort level. Should issues arise as a result of class discussions, please inform the professor. Names of children will not be used in class discussions. g. Contacting your professor: You have several ways to contact me. I check email several times a day every week day and at least once on weekends.There is never an excuse for not being able to contact me. I am available before and after class, by email and phone. Common sense says if you leave me a message and I do not respond within 24 hours, contact me again. I will never accept that a student did not know something, do something, etc. because he or she could not find me. If students need something from me, it is the student’s responsibility to locate the professor. It is not the professor’s responsibility to find students and ask if they need something! Students are professionals and can take responsibility for themselves and their needs.Contact me only after checking your syllabus & assignments first! Do not email me about grades after posting because grades cannot be discussed via email. SHORT PAPERS’ GUIDELINES: There will be two short papers. The 1st paper will include analyses using a social and emotional theories; the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your exper iences with appropriate theoretical content from the class sessions. You will be given a choice of paper topics, which will be handed out later.Your papers will be graded with A–F (on a % basis). All papers must be TYPED. They should each be 4-6 text pages (not including title and reference pages) long with citations included, double-spaced in APA 5 style with title and reference pages. Turn in one hard copy & also submit on Blackboard using the assignment button. Any paper with more than 7 typos past 2 per page will be failed. After 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In other words, take the time to proof read and follow directions! GRADING CRITERIA: A† PaperYour ideas are well organized and presented clearly. Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. Relevant examples are included. â€Å"B† PaperThe course material may be either acc urately or thoroughly presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated clearly. â€Å"C† PaperOverall, the coverage is not integrated and incomplete or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be basically a simple repetition of readings and/or class discussions and/or personal experiences with little integration. There is little analysis, and/or there are some inaccuracies. â€Å"D† PaperThe course content is presented in an incomplete and isolated manner, with basic misunderstandings of course material. Examples, if presented, are fragments. â€Å"F† PaperThe paper is irrelevant to the course or demonstrates plagiarism. Note:Late papers will not be accepted unless arrangements for an extension are negotiated between student and professor prior to the due date.Reminder: Students guilty of or assisting others in either cheating or plagiarism on an assignment, quiz, or exam may receive a grade of â€Å"F† for the course and may be suspended or dismissed from the university. Refer to the University Undergraduate or Graduate Catalog and the Student Judicial Code. Early rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE COURSE OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Overview of terms & Theories of DevelopmentChap. 1 & 2 (w/o pp. 34-38) Sept. 1Sigmund Freud's PsychoanalysisChap. 5 Sept. Life Stages Approach: Erikson's Psychosocial Chap. 6 Perspective Ques. Set #1 Due 9/8 Sept. 15 Exam 1 over Chap. 1, 2, 5, & 6 minus pp. 34-38Ethology w/ AttachmentChap. 4 Sept. 22Sociobiology & Ecological TheoryChap. 4 & Chap. 2 pp. 34-38; Reading #1 Short Paper #1 Due 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 Behavioral Model: Basic Assumptions & CCChap. 7 Oct. 6Behavioral Analy sis – Operant ConditioningChap. 7 Ques. Set #2 Due 10/6 Oct. 13 Social Learning Theory Chap. 8 Oct. 20Exam 3 over Chap. 7 & 8; PiagetChap. 9 Oct. 27Cognitive-Developmental Approach-PiagetChap. 9; Wadsworth Chap 1-2 Ques. Set # 3 Due 10/27Nov. 3Cog. -Dev. – PiagetWadsworth Chap. 3-6 Nov. 10Vygotsky Chap. 10 Nov. 17Information Processing Reading #2 – Reserve Ques. Set # 4 Due 11/17 Nov. 24 NeoPiagetians & Theories of Moral DevelopmentReadings #3 Short Paper #2 Due –11/24 Dec. 1Theories of Moral Dev. ; Eval. of Dev’al TheoriesWadsworth (ends of Chap 3-6 & pp. 160-161) & Chap. 11 Quest. Set #5 Due 12/1 Dec. 10FINAL EXAM: Thursday Dec. 10 at 10-11:50 a. m. over content since exam 3 E-Reserve Readings found on our Blackboard site: #1. Thomas, R. M. (2005). Ecological psychology, (Ch. 11). #2. Thomas, R. M. (2005). Computer analogues and the self, (Ch. ). #3. Thomas, R. M. (2005). Kohlberg’s moral developmental model, (Ch. 14). FCNS 432 References (APA 6 references are double-spaced) Aldridge, J. , Sexton, D. , Goldman, R. , & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student Journal, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of working memory: Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early attachment: Discussion and future directions. Monographs of the Society for Research in Child Development, 64(3), 172- 192. Blair, C. , Peters, R. , & Lawrence, F. (2003). Family dynamics and child outcomes in early intervention: The role of developmental theory in the specification of effects. Early Childhood Research Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sorting task. Child Developme nt, 72(2), 535-548. Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their elationship to behavior in middle childhood. Journal of Emotional and Behavioral Disorders, 13(2), 113-124. Chen, Z. , & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers’ and older children’s thinking. Monographs of the Society for Research in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? Definition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood curriculum: Practical principles and activities. (pp. 35-51). New York: Teachers College Press. Dilg, M. (1999). Why I am a mu lticulturalist: The power of stories told and untold. In M. Dilg (Ed. ), Race and culture in the classroom: Teaching and learning through multicultural education. (pp. 99-107). New York: Teachers College Press. Draghi-Lorenz, R. , Reddy, V. , & Costall, A. (2001). Rethinking the development of â€Å"nonbasic† emotions: A critical review of existing theories. Developmental Review, 21(3), 263-304.Edwards, S. (2005). Constructivism does not only happen in the individual: Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. Ethridge, E. , & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal, 32(5), 291-296. Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development. Child Development, 71(4), 850-853. Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 85 4-856. Gilbert, J. L.Getting help from Erikson, Piaget, and Vygotsky: Developing infant-toddler curriculum. U. of Kentucky. 12 pages. Accession No: ED457968. Golbeck, S. L. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S. L. Golbeck (Ed. ), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice. (pp. 37-63). NJ: LEA. Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-173. Harwood, R. L. , Miller, J. G. , & Irizarry, N.L. (1995). Culture and attachment: Perceptions of the child in context. NY: The Guilford Press. Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. Monographs of the Society for Research in Child Devleopment, 66(3), 115-126. Lally, J. R, Lerner, C. , & Luire-Hurvitz, E. (2001). National survey reveals gaps in the public’s and parents’ knowledge about early childhood development. Young Children, 56(2), 49-53. Martin, A. , & Oliva, J. C. (2001). Teaching children about money: Applications of social learning and cognitive learning developmental theories.Journal of Family and Consumer Sciences: From Research to Practice, 93(2), 26-29. Parent, S. , Normandeau, S. , & Larivee, S. (2000). A quest for the Holy Grail in the new millennium: In search of a unified theory of cognitive development. Child Development, 71(4), 860-861. Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds. ), Readings on the development of children (pp. 25-33). NY: W. H. Freeman and Company. Piaget, J. ; Smith, L. (Trans. ). (2000). Commentary on Vygotsky’s criticisms of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology, 18(2-3), 241-259.Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenge d. In J. P. Isenberg & M. R. Jalongo (Eds. ), Major trends and issues in early childhood education: Challenges, controversies and insights. (pp. 75-89). New York: Teachers College Press. Rothbaum, F. Pott, M. , Azuma, H. , and others. (2000). Trade-offs in the study of culture and development: Theories, methods, and values. Child Development, 71(5), 1159-1161. Smetana, J. G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M. A. (2000).The social-emotional and cultural contexts of cognitive development: Neo- Piagetian perspectives. Child Development, 71(4), 846-849. Vondra, J. I. , Hommerding, K. D. , & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample. Monographs of the Society for Research in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Dev elopment, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on â€Å"Reinforcement in Developmentally Appropriate Early Childhood Classrooms. Childhoood Education, 77(2), 64-67. Note: To cite within your text, remember there are 3 ways: (a) a quote (only 3 per short paper), then put author's or authors' last name/s, year, page # in ( )s, e. g. , â€Å"†¦ † (Salkind, 2004, p. 34); (b) paraphrase, then put author's or author's last name/s and year in ( )s, e. g. , †¦ (Vondra, Hammerding, & Shaw, 1999); and (c) paraphrase after saying, According to Martin and Oliva (2001), †¦. If you use 4 or more words in a row from an author you must quote them and use example â€Å"a† above for proper citation; otherwise, you are plagiarizing =; F for a grade.Not citing any theoretical construct is also plagiarizing even if you paraphrase/put in your own words. These theoretical ideas/concepts/constructs are not yours originally! It is best to cite each se ntence that contains an idea that is not yours. One citation at the end of a paragraph with lots of sentences with ideas that are not yours is not enough! Each idea must be attributed to a source, if it is not a general idea. If all the ideas in a paragraph come from 1 source, you can wrap the paragraph by citing at the beginning of the paragraph (or end of the 1st sentence) and then at the end of the paragraph.Note: All papers must include a typed cover/title page & a reference page when appropriate using APA style. All papers will be graded on accuracy and thoroughness of responses. Note: Your grade will be lowered at least one grade for late work. Note: Come to class with your rough drafts or email them to me so that your questions about accuracy of your responses can be answered. Save your work in multiple places, e. g. , jump drive, email it, etc. Note: All papers are considered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the begi nning of class. STUDENT ACKNOWLEDGEMENT FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (please print entire name) Theories of Child Development for fall 2009. My signature affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My signature also affirms that I have been given an opportunity to discuss questions regarding the syllabus and class outline during the first class session, and that I understand that it is my responsibility to seek the professor’s assistance if I have further questions. (student’s signature)(date)