Network effect Essay Example for Free

Network effect Essay Network effect is seen as a phenomenon where a network service (SNS or PNS) becomes more valuable as the number of users increase. This phenomenon encourages continually increasing membership within the network. This can happen when a user adopts a network service initially to connect with current users, or later, when â€Å"everyone† is using the network service. Although there may be a larger increase in new membership for SNS’s, it is stated throughout the LinkedIn case that new membership for PNS’s is likely to be more valuable to users because of the nature of the connection. Many people will not want to change PNS’s because they will lose their multiple connections already created (Yoffie et al. , 2009). The case examines the likelihood of SNS’s overlapping and taking over PNS’s. This outcome seems unlikely. By examining Exhibit 6 (Yoffie et al. , 2009, p. 16), the correlation among factors such as age, income, college education, and position within an organization sets LinkedIn squarely within its target market. Also, Yoffie et al. indicates the distinct uses of professional and social apps on Facebook. The multitude of users who use social apps vs. lower use of professional apps shows that Facebook users are less likely to make their profiles into professional networking tools, leaving PNS’s like LinkedIn for leveraging their professional careers (Author, p. 14). Question #2 Emerging companies need to generate new dynamics that are modernized, innovative, and easily adaptive to survive in this world. The new dynamics should be economically viable for the industry because they affect issues of whether to pursue a build or a buy approach to expand globally. LinkedIn Corporation, a PNS, is used by professionals globally to interact professionally. Uses include recruiting, getting expert advice, group collaboration, and more. Differentiating strategies were adopted by LinkedIn in order to separate itself from competition and answer the uestion of whether to utilize a build or buy approach. A build approach involves both monetary and other resource investments from the company. For LinkedIn, Investments in certain professional apps such as conference calendar, a tool used to indicate when certain conferences will be coming up, and which of a user’s connections will be attending, are examples of utilizing the build approach. The buying approach is where the company buys/merges with an existing SNS/PNS and integrates it within the existing systems. Although this expands a company, it constrains the ability of a company to customize the existing network with its own. Therefore, a company amp; its procedures need to adapt to the technology it buys. If they use a build approach, the company can build to their own specifications differentiating itself from existing networks (No Quote, Does not answer question). Question #3 LinkedIn’s strategy is straight to the point, be the best in the market of professional networking services (PNS). By focusing on providing a â€Å"virtual platform for professional interaction† (Yoffie et al. , 2009, p. 2), LinkedIn would provide various productive services to its users. Services provided include professional search, reference checking, recruiting, advice search, job searching amp; posting, and workgroup collaboration, which were successful because they allowed their users to become more effective in their professional careers. Also, its success was accounted for being involved with countless industries, rather than focusing on a specific industry like other PNS providers. Within its strategy, LinkedIn encompassed three premises which attributed to LinkedIn being the best in PNS, â€Å"remain a strongly differentiated category from SNS,† â€Å"maintain a hold on professional users for reasons both positive and negative,† and â€Å" embrace establishments rather than fight them† (Yoffie et al. , 2009, p. 3). LinkedIn’s success strongly accounts for maintaining a quality PNS by providing a productive atmosphere, which involves being separated from SNS. It is important for LinkedIn to remain separate from SNS capabilities in order to maintain its high PNS quality and core values. The risk of inheriting this strategy’s premise involves losing the users that want a network that hosts both professional and social networking capabilities. LinkedIn could potentially lose users to SNS businesses, like Facebook, who are starting to provide PNS services in its SNS atmosphere. In the second premise for its strategy, holding its users for positive and negative reasons also brings both success and risk. The positivity hold, having users create positive professional identity, is a success because it is a competitive advantage over SNS providers who only provide social identity or cannot separate the two. But holding onto its users for negative reasons promotes the similar risk as mentioned in the first premise. When users think to switch from LinkedIn to a SNS that provides both SNS and PNS capabilities, LinkedIn banks on the fact that they believe users would not put losing its contacts in jeopardy. This negative hold on LinkedIn users is a risk because it is quite possible that sooner or later SNS companies that promote both PNS and SNS capabilities will also have relatively the same contacts as LinkedIn. It is risky to assume that LinkedIn can keep users based on the premise of this assumption. Lastly, the third premise for its strategy brings on success. Having companies embrace the concept of LinkedIn in the end creates more users. LinkedIn is designed so that professionals will be more productive and more effective in their careers. If LinkedIn does eventually provide SNS qualities in its service, this could pose as a risk. Companies might not want to promote a network that could waste work time with their employees playing games and spending time on personal social interaction on the network. Therefore, companies would end up fighting LinkedIn. LinkedIn has always incorporated a control over its network as part of its strategy. Keeping out non-professional information and photos helps keep the quality of its PNS professional and on top. It also embeds value propositions for its professional users as well as its corporate users which revolve around a simple user interface. Although this is what maintains its quality’s success, it also brings a risk by shying away companies who do not want to be part of a network that they cannot control. Lastly, LinkedIn is successful because of its strategy of how to obtain its revenues. Its five sources of revenue include advertising, subscriptions, job postings, corporate solutions, and primary research that evenly contribute to its earnings. If one of the sources does not do as well as expected, LinkedIn has the other four methods to rely on. Question #4 Companies implement strategies to achieve a target or reach a goal that may e becoming the market leader of the industry, increasing profits by a certain percent, or even attracting new members to use a professional network service. As mentioned in the second week of classes, a company may choose one of the four Porter’s generic strategies that include differentiation, overall cost leadership, focus differentiation, and focus low cost to achieve competitive advantage (Kumar, 2010, p. 24). LinkedIn’s strategy is a focus differentiation since it was first founded, and its strategy has helped the company to become a leader in the PNS market. The differentiation strategy involves constant innovation and providing users with what they need and want in a new or better manner than what competitors can provide. Therefore, LinkedIn and many companies in other industries may ward off its competitors through innovation, quality, and reputation although overlapping products may be present. While Facebook may present threats to LinkedIn with the intent to blur the distinction between SNSs and PNSs, LinkedIn would still maintain a competitive advantage in the PNSs. LinkedIn has always focused on differentiating itself in the PNSs by providing users a different degree of privacy, standards, and quality tools to â€Å"†¦find job candidates for position in their company, to reach out to experts around the world in order to get advice and  make better decisions† (Yoffie et al. , 2009, p. 4). LinkedIn differentiates from Facebook and other SNSs not only on the type of service that is provided, but also on the value it adds to the professional identity of each user, and the reputation it maintains. SNSs such as Facebook and MySpace may be very popular and well known around the world for the types of applications available, the connectivity advantages, and the numbers of users within the network. However, the SNSs have presented privacy issues as well as reputation issues. As mentioned in class by Professor Kumar and Mehdizadeh (2010) in her article, SNSs provide a self-presentation characteristic of low self-esteem and high narcissism users. Alternately, LinkedIn targets a long-term goal in the attempt to create a different type of environment, a â€Å"professional ecosystem† with the addition of applications and modules to help users increase efficiency in their work and portray the professional self. The existence or emergence of other PNSs would increase competition for LinkedIn; however, LinkedIn already has a well-established professional networks composed of top executives, CEOs/CFOs, and other important professionals that attract individuals who seek advice or just the possibility to connecting professionally. LinkedIn’s users may have difficulty and a cost to switch networks, but they also find value in the services available. The continuous promotion of the benefits that can be obtained and the innovation of new modules such as LinkedIn news and customizable settings will help the company ward off competitors. Question #5 Question # 5a The distinction between social and professional is clear. This distinction likens LinkedIn to the Wall Street Journal â„ ¢, and SNS’s to publications like Peopleâ„ ¢, indicating that creating a more social aspect to LinkedIn will depart from the needs and wants of their target market. The expansion by Facebook into an open platform allowed third parties to develop social apps and created a â€Å"viral [spread]† across the network. Hoffman (Yoffie et al. , 2009, p. 7) stated that he wanted to prevent this within the LinkedIn network, instead insisting on stringent protocols and reviews of all new apps, so as to provide professionals with â€Å". . . the right sort of tools to interact with their network. † Maintaining a walled garden, as opposed to an open platform, is critical to continuing LinkedIns success. Like stated before, its strategy is based around being the best PNS in the industry. Users flock to this website because of how LinkedIn keeps the network professional, promotes productivity, and enables users to advance their careers success. Keeping this prestige will conserve LinkedIn’s quality and continue to attract its target market, professional users. Question # 5b LinkedIn should not broaden the scope to include elements of social networking. LinkedIn began and still operates since 2003 as a PNS. This strategy has allowed it to flourish, generating a customer base of 75 million users spreading around 200 countries, which includes professionals from all fortune 500 companies (Yoffie et al. 2009). This growth can be attributed to its departure from obtaining the majority of its revenues from advertising, like SNS’s, and creating a focused concept that does not necessarily remove innovation within the network, but instead indicates a policy of professionalism throughout with the controlled inception of professional applications. Different from SNS, of which the majority of revenue is from advertising, LinkedIn has framed its revenue model on five sources: (1) Advertising, (2) Subscriptions, (3) Job Postings, (4) Corporate Solutions, and (5) Primary Research. Steve Sordello, CFO for LinkedIn, stated â€Å"This model gives us a lot of sustainability, even if one of those revenue streams doesn’t succeed as we expect, we have others† (Yoffie et al. , 2009, p. 6). In order to sustain a competitive advantage, in 2007, LinkedIn change a policy to accommodate users who wished to upload a single professional head shot for identification. In 2008, LinkedIn launched a product called Company Groups that brought all LinkedIn users who worked for an organization into a closed forum which provides a collected, protected space for employees to talk to each other, as a part of application program interfaces (API). Other launches included Conference Calendar, as stated above (Yoffie et al. , 2009). Question # 5c LinkedIn has created a successful user base in foreign countries. This growth is attributed to LinkedIn’s concept of build not buy, using an organic growth model, giving it a competitive advantage over its main foreign rival Xing. This advantage is through LinkedIn’s ability to control segments of its business outside the U. S. , separate from Xing who buys outside networks limiting its control, in addition to Nye’s observation that â€Å"being in English first† is an advantage.

Biodiesel vs. Ethanol Essay -- Compare Contrast Fuel Essays Papers

Biodiesel vs. Ethanol Both biodiesel and ethanol are derivatives of biomass that have been processed to create a liquid biofuel. Both types of biofuels have been touted as secure and environmentally safe alternatives to fossil fuels, however the research verifying these claims is extensive but often contradicting. In the following paper, the efficiency and quality of the two types of biofuel will be discussed. The effects of variables such as source materials and production techniques on efficiency and quality will be considered. Due to the limited scope of this paper however, only generalized net analyses of ethanol and biodiesel production will be considered. The production of ethanol requires one of two source materials, cellulose or sucrose, both of which are complex sugars. Currently, corn and sugar cane are the primary source materials for ethanol; however it can be produced from any plant cellulose. Ethanol is created using chemical and non chemical processes. These processes include liquefication, saccharification, fermentation, and distillation (Malca and Freire, 2006). Today, the world’s ethanol is primarily produced in Brazil using sugarcane. The second largest producer of ethanol is the United States, where it is created from corn. Ethanol has the largest production mass of all the biofuels (Powlson, Riche, and Shield, 2005). In 2003 Brazil produced 9.9 million tons, as compared to 8.4 million tons produced by the United States, and 1.75 million tons produced in Europe (Malca and Freire, 2006). Biodiesel is produced by subjecting the triglycerides found in vegetables oils and fats to transesterification, which is the exchanging of the alkoxy group of an ester compound by another alcohol. This creates an ox... ... dbio-ethyl tertiary butyl ether (bioETBE): Assessing the implications of allocation. Energy, 31: pp. 3362-3380. McCormick R, Graboski M, Alleman T, and Herring A. (2001). Impact of biodiesel source material and chemical structure on emissions of criteria pollutants from a heavy-duty engine. Environmental Science Technology, 35 (9): pp. 1742-1747. Pimental D and Patzek (2005). Ethanol Production using Corn, Switchgrass and Wood; Biodiesel Production using soybean and Sunflower. Earth and Environmental Sciences, 14 (1). Powlson DS, Riche AB, and Shield, I. (2005). Biofuels and other approaches for decreasing fossil fuel emissions from agriculture. Annals of Applied Biology, 146: pp. 193-201. Van Gerpen JV. (1996). Cetane number testing of biodiesel. National Biodiesel Board Reports Database, Liquid Fuels and Industrial Products from Renewable Sources.

Child development Essay

The following essay will examine factors that affect a child’s learning and development. All children are distinctive individuals and differ in pattern and timing of maturation, as well as individual personality, learning style, cultural and family background. Each child has its own varying strengths, weaknesses, specific needs and skills. The age of a child is an effective indicator to the sequence of stages of development; however, it is only an estimation of maturation, as the mentioned independent factors will differ from child to child. The stages of development in children aged one to five years include the prenatal period, infancy, toddler stage, and early childhood and cover a plethora of progress in all areas of development. Expected changes in growth take place in all areas of development, particularly in the early years, and these include physical, intellectual, language, emotional, and social development. The first five years of life are crucial for expanding the foundations for learning and development. Research has shown that the developing child is learning to discover, communicate, and extend ideas about how things work. Read more: Factors that influence child development essay The successful progress of these abilities and skills depend largely on a child’s early environment. Parents, teachers, and care providers promote development and learning when they provide experiences that build on and extend the child’s capabilities. However, it is clear from evidence on both sides of the argument that development and learning result from a contribution of both biological factors and environmental factors. Empiricists believe environmental influences shape learning and development, while nativists emphasise inborn, genetic characteristics influence development (Bee, 2006b). Development could be described as an interactive relationship between the inherited qualities of an individual and the external environment. A child’s emotional and social development is shaped by internal influences, for example, a child may be inherently shy or outgoing, however the environment will also influence the child’s social and emotional development, such as successful first relationships, cultural values and how family and peers interact with the child, i. e. the child’s immediate social environment. Cognitive development could be influenced by internal factors. Research has shown that teratogens (legal or illegal drugs), smoking, alcohol consumption can have adverse affects on cognitive development (Bee, 2006 a). A study by Monuteaux, (2006) shows the negative effects of smoking on the development of a child, and there is speculative study that maternal diet and smoking could be causal factors of ADHD (Bakker, 2003). Scarr (1983) summarises the internal and external influences on children’s development, â€Å"Both genes and environments are constituents in the developmental system, but they have different roles. Genes direct the course of human experience, but experiential opportunities are also necessary for development to occur† (Scarr, 1983, pp. 433). It is interesting to consider cognitive development in children and the subsequent affect on learning and behaviour. Piaget was an influential Swiss psychologist who researched cognitive development. Piaget believes cognitive development transpires through a combination of direct experience from one’s environment and an instinctive structure of biological maturation. Piaget suggested individuals are born with intellect to serve as a basic function that assists adaptation to their environment (Shaffer, 1989). His theory proposes that development proceeds through a set of four stages from infancy to adulthood. Piaget believed that the first stage of cognitive development is the sensorimotor stage; this occurs in the first two years of a child’s life and involves infants using motor skills and all the senses, sight, smell, touch etc to explore and gain an understanding of the environment. Preoperational stage progresses from the sensorimotor stage and includes the use of language to understand the environment, images and symbols are also used to represent the environment; this is from two to seven years of age. Piaget believed language is egocentric at this stage. The next stage is termed concrete operations and children begin to use logical thought processes to further their understanding and occurs from ages seven to eleven. Formal Operation is the last stage Piaget believes takes place in cognitive development and it involves the ability to use abstract thought processes. This is from eleven onwards (Shaffer, 1989). The central idea of Piaget’s cognitive theory is the attainment of schemas, and further assimilation and accommodation of these schemas constantly return the child to a state of equilibrium. A schema is any thought or object that one may have experienced and is then organised to aid coherence. Assimilation is the process of adding new information to enhance the understanding of an existing schema, and thus producing a new schema. Accommodation is the adjustment of an existing schema in order to include new information. Equilibration is the term Piaget uses to describe the balance a child reaches when it satisfied with a schema, new information places the child in a state of disequilibrium or imbalance, until, assimilation and accommodation allow equilibration to take place. As with all theories, Piaget was criticised for placing too much emphasis on environment and not considering social interaction as an impacting force (Cohen, 1993). It has also been suggested that children appear to have existing understanding of basic principles, e. g. a study by Gibson and Walk, used a ‘visual cliff’ where a checkerboard pattern continued several feet below a glass table. The test showed that infants as young as 5 months were able to perceive depth, and would not proceed when they reached the end of the ‘cliff’ (Bee, 2006b). This shows that many foundations of cognitive ability are already present and further learning will increase cognitive development. Vygotsky is another central figure in the domain of constructivist theory; however, he differs from Piaget in that Vygotsky places more emphasis on social learning and its effect on cognitive development. His theory focuses on a term he called ‘zone of proximal development’ and defined it as â€Å"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers† (Vygotsky, 1978, p. 86). Vygotsky believed that learning takes place in this zone. The idea of ZPD suggests that cognitive development is established by social learning with capable peers or adults and cooperative analytical skills. In contrast to Piaget, Vygotsky stated that development was an intricate lifelong process that could not be defined into stages, but instead is to be examined as a means of development rather than an end. Vygotsky’s theory reflects correlation between learning and development. Newborn children are constantly learning from their experiences and they form understanding from theses experiences, Vygotsky, believes this learning is directly linked to sociocultural perspective. As they grow older, infants readily learn from observation and cooperative learning with peers and adults (Moyles, Miller) The psychodynamic approach addresses children’s learning by focusing on internal mechanisms, such as instincts, conflicts and unconscious forces. A familiar idea of this theory is that unconscious as well as conscious forces regulate behaviour. Freud suggested three intuitive drives for survival, the sexual drive to reproduce the human race, hunger and pain trigger the instinct to preserve one’s life and aggressive drives are the third force. Freud’s theory is criticised on many accounts, mostly that he suggests the main underlying cause of problems are sexually related, and secondly it is scientifically difficult to measure the hidden unconscious of a being. Freud’s theory implies that children learn behaviour through the progress of three stages. The newborn and infant are driven by what he termed the id; this is an inborn instinct, which demands instant gratification. As the child grows older, it learns that it cannot achieve instant gratification all the time, and the ego develops as an intermediary pacifier, which takes social contexts into consideration and delays gratification. The superego is the higher form of moral reasoning and is often considered as a parental restrictor, this last stage develops much later in development (Bee, 2006b). It can be seen how Freud’s theory affects social and emotional development and behaviour in the first five years, as most children at this age are controlled by the id and the developing ego. Erikson’s theory is often viewed as an extension of Freud’s psychosexual theory of Development. Erikson suggests that development progresses over a lifespan and he portrays this in his theory of the eight stages of psychosocial development. His theory proposes that each stage has a conflict within it that must be resolved before proceeding to the next stage; each stage presents the opportunity for success or failure. The first three stages are relevant in the first five years of a child’s life and include emotional, social and cognitive development on behaviour acquisition. The first stage is trust versus mistrust and takes place in the period of the first two years of infancy; this stage propounds an emotional crisis in which the child must successfully develop trust and security and emotional well-being. If the care provider does not reciprocate emotional care positively the child becomes mistrustful. Once the child has learned trust, it advances to the next stage of autonomy versus shame, and approximately takes place in early childhood. This stage concentrates on the child’s ability to develop confidence and a sense of independence. Children at this age (approximately two to four years) begin to manage small parts of their lives, and Erikson suggests toilet training is a huge feat in establishing independence in a child. It also consists of decision-making and choice over things like food, clothes etc, if a child is unsuccessful in this stage then it leads to shame and a feeling of inadequacy. The third stage occurs from about three to five years of age, and incorporates the child’s ability to play and develop social skills of leadership or subordination, power and a sense of self. If the child cannot overcome the crisis then inhibition, fear and a prolonged development are the result. The successful child proceeds to the next stage and so forth (Brain 2005) The humanistic perspective argues that behaviour is subjective as individuals determine and control their own thoughts and actions. Maslow hypothesised a hierarchy of need, in which each level of the hierarchy had to be satisfied before the human need moved on to the next level. For example, according to Maslow’s hierarchy it is not perceived that an individual would desire the comfort of a spouse or children, if basic physiological needs such as food and water were not satisfied (Bee 2006a). Children develop and learn most productively in the environment of a community where they are safe and valued, and their emotional and physiological needs fulfilled. If physical nourishment is transpiring then Maslow’s theory depicts emotional well-being as an important factor, certainly all aspects of development are influenced by successfully accomplishing positive first relationships. This provides the constructive foundation for effective social and emotional development, which will inadvertently affect cognitive development as well. Skinner constructed a theory he termed operant conditioning, and based it on the notion that learning is a means of behaviour modification. His experiments show how he conditioned rats to pull a lever to release food, the incentive for the rats was the food and the required behaviour was pulling the lever. The theory illustrates that changes in behaviour are the consequences of an individual’s reaction to incentives that occur in any given environment; subsequently the reaction will produce an outcome. When a specific response is reinforced, behaviour is conditioned, and the individual will respond to a stimulus to achieve its incentive; the result will be consistent each time. The crucial aspect of Skinner’s model is reinforcement, a particular behaviour can be acquired through reward, and certain behaviours prevented through punishment (Brain, 2005). Skinner’s theory belongs to the Behaviourist approach and is effective in explaining some of the causes and modifications of behaviour; it is often used in schools to elicit particular behaviours from children (usually in the form of sweets or stickers). Social learning theory clarifies behaviour in terms of consistent equal correlation between cognitive, behavioural, and environmental influences. Social learning theory has four main components, attention, retention, motor reproduction and motivation, which cover physical, cognitive and behavioural development. Attention requires concentration so that the events are observed accurately. Retention includes the intellectual organization of information in order to store it effectively in the memory and remember the correct processes of events. Motor reproduction includes the physical ability to imitate the behaviour, for example, a human is not physically able to fly like superman. Motivation involves the child to be willing and motivated to imitate the behaviour. The observed consequences of a particular behaviour (whether punished or rewarded) may influence a child’s decision to imitate or not, Bandura called this modeling (Brain 205) One of the famous experiments conducted by Albert Bandura, known as the ‘Bobo doll’ experiment revealed that children imitated aggressive physical and verbal behaviour towards the dolls, exactly as they had observed, whereas the children who observed non-aggressive behaviour displayed practically no aggressive behaviour (Shaffer, 1989). Bandura suggests that social behaviour is learned primarily by observing and imitating the actions of others. Children are often observed imitating adults in role-play. Punishment and reward are also influences on behavioural development as mentioned in Skinner’s theory, for example, a child may observe a peer being rewarded with a sticker for tidying up and then learn that to obtain a sticker s/he must also tidy up. This theory facilitates an understanding of how behaviour is acquired and how it may be modified. John Bowlby developed attachment theory and he suggested that first relationships are the basis for young children’s development, predominantly their social and emotional development. Bowlby (1979: 129) states â€Å"†¦ attachment behaviour is held to characterize human beings from the cradle to the grave†; much of Bowlby’s work was on the maternal bond that develops with a child. He believed that the connection between mother and child, or caregiver and child has a basic gentle and evolutionary basis, in order for the child to receive appropriate care, protection and nourishment; it has a tendency to maintain nearness to the main caregiver. Bowlby maintained that a child displays attachment behaviour when separated from the main care provider, first as protest, then despair and finally as detachment. First relationships can be summarised as â€Å"a deeply rooted motivational system that ensures close contact between babies and adult caregivers who can protect, nurture, and guide their development† (Shonkoff, 2000, p 230). Bowlby expanded and utilised various research to support his theory, one of his early works included research on delinquent adolescents and discovered maternal deprivation to be a recurring matter. Michael Rutter (1981) criticized Bowlby’s theory, and suggested that early experiences cannot be held as direct underlying causes for later emotional distress, Rutter believed it is more significant how children are looked after in the period of severance not the actual severance itself (Cowie, 2002). Bowlby introduced three stages of attachment, during the first pre-attachment phase (0-2 months) babies do not develop a particular attachment, and are content to be cared for by anyone. In the second phase (2-7 months) babies show a firm attachment to the main caregiver and cling to this figure when in the presence of a stranger, Bowlby termed this ‘stranger fear’. The last phase is around two years of age and is labelled separation anxiety, the infant is confident to move away from the main caregiver provided they remain physically present for the child to return to Brain (2005). Bowlby suggested that constant loving care and nurturing was essential during the crucial phase between approximately 6 months and 3 years of age, maternal deprivation or separation from the primary caregiver would result in considerable detrimental effects on social and emotional development of the child (Cowie, 2002). Harlow and Harlow’s famous experiment on Rhesus monkeys provided support to Bowlby’s theory (Bowlby, 1973). In these experiments, young monkeys were separated from their mother shortly after birth. Two wire monkeys were substituted as artificial surrogate mothers. The first monkey was made of wire mesh and provided food; however, the second monkey was covered with foam and cloth and only provided comfort. The young monkeys nursed at the wire monkey but sought contact with the cloth monkey. The experiment showed that infants need a mother’s love and comfort, and it proved that infants prefer proximity and comfort from a mother, rather than just using the mother for nourishment. The young monkeys clutched to the soft cloth doll and explored more when in the presence of the soft cloth doll, and the doll seemed to provide them with a sense of security. Infants reared without normal social interaction with other monkeys, displayed either fearful or aggressive behaviour and the effects were apparent from two years of age, well into adulthood (Brain 2005). The experiment portrayed the importance of warmth, love and comfort that a nurturing mother or primary carer provides is essential for intellectual, social and emotional development. Mary Ainsworth’s research was based on an experiment to observe attachment behaviour between a child and the primary caregiver (usually the mother) the experiment is known as the strange situation. The procedure involves a child playing in a room, meanwhile the caregiver and stranger alternately enter and leave the room, the child’s play behaviour and responses to caregiver and stranger are observed. The experiment placed children in four categories of attachment, secure, insecure-avoidant, insecure-resistant and disorganized. Attachment theorists are realizing that children differ from birth, but individual personalities and development are influenced by social experience, environment, and the attachment relationship is affected by the characteristics of both child and caregiver (Parkes, 1993) Cultural differences in child-rearing practices have various implications and meanings across cultures. Culture defines a set of beliefs and patterns of behaviour; this can be in a social, religious, societal or ethnic context. Culture clearly has an influence on the development of children, Edwards and Gandini (1989) point out that culture organises and translates children’s behaviour and development (Hinde, 1993). â€Å"To understand development we must come to terms with the ways in which individuals, in developing their own self-concepts and participating in social relationships, both shape and are shaped by their social and cultural environment† (Hinde, 1993). In a research paper Reebye, (2006) found various studies on cultural differences in child rearing and the impact this had on child development. Chen et al. (1998) studied reticent behaviour in Chinese and Canadian children and the child-rearing attitudes of the relative mothers. The results showed that Chinese babies were significantly more withdrawn and shy than their Canadian counterparts, and the underlying cause of this behaviour difference lay in parental styles and attitudes. Taciturn behaviour was positively associated with the Chinese mother’s approval, whereas the Canadian mothers negatively received it, which implies a variation of the connotation of behaviour inhibition across both cultures (Reebye, 2006). Another example Reebye (2006) presents is a study conducted by Marcovitchet al (1997) which assessed the development, attachment and behavioural problems in adopted Romanian orphans between three to five years of age. The study revealed that children who had spent less time I institutional car displayed better development outcomes and more securely attached compared to the group of children who had spent more than six months in institutional care. The latter group were insecurely attached and scored less on development outcomes. The disadvantage of cross-cultural studies is the limitations of the range of studies in measuring attitudes, beliefs, cultural practices etc. Reebye (2006) continues to describe the importance of relationship development and its effects on affective, cognitive, social development and moral and ethical attitudes. Child-rearing practices and attachment directly influence these developmental factors, and it is important to remember that parenting practices are in turn influenced by social and cultural traditions. †The factors such as parental intuition, parental attitudes, attributions and beliefs, learned parenting skills, accepted cultural and societal parenting norms, family factors, and environmental factors such as extended family support, poverty or unemployment – are the most influential ones. Each of these or all collectively, can be considered from a cross-cultural perspective. † (Reebye 2006). In today’s modern and often changing world, many cultures also change and adapt, from generation to generation. Changes in societal norms, immigration and such alike affect child-rearing practice considerably, such single parenting is a common family structure, yet in the Victorian times was extremely rare and frowned upon, other changes include inter-racial adoptions, parenting by same sex couples, use of surrogate mothers etc. It can be suggested that children’s social, emotional and cognitive development is indisputably influenced by environmental factors, genetic compositions, attachment and first relationship, cultural traditions and this is reflected in their unique personalities and behaviour. â€Å"In general, there is a need to understand multiple outcomes of child development (cognitive, physical, social, and emotional) within the context of multiple factors (social, economic, cultural, and community-level)† (The National Institute of Health, 2006). The first five years are important to understand the influences and causal links of child development in the early years. This may facilitate children’s well-being and ensure that government policies regarding children are reflective of child development needs, in particular families living in poverty or deprived areas. For example, quality of schools and education will affect cognitive development, and racial, gender, and religious integration will have positive effects on social development. It can be inferred that positive emotional development underpins all other areas of development, and if emotional development is defective then it will be replicated across other areas of development. In essence, all areas of development are interwoven and interdependent. The first five years are crucial for positive development, basic needs such as food, sleep and safety ensures good physical development, providing love, comfort and positive first relationships and attachments is essential to assist emotional development, which will also helps social development, and the correct stimulation and interaction ensures healthy cognitive development. REFERENCES Bakker, S. C. Van Der Meulen, E. M. Buitelaar, J. K. Sandkuijl, L. A. Pauls, D. L. Monsuur, A. J. Vant Slot, R. Minderaa. R. B. Gunning, W. B. Pearson, P. L. Sinke, R. J. (2003) â€Å"A Whole-Genome Scan in 164 Dutch Sib Pairs with Attention-Deficit/Hyperactivity Disorder: Suggestive Evidence for Linkage on Chromosomes 7p and 15q† American Journal of Human Genetics, Vol. 72, pp. 1251-1260 Bee, H. (2006a) Lifespan Development, Boston, MA: Pearson Education, Inc Bee, H. (2006b) The Developing Child, Boston, MA: Parson Education, Inc Bowlby, J. (1973) Separation: Anxiety & Anger. Vol. 2 of Attachment and loss London: Hogarth Press; New York: Basic Books; Harmondsworth: Penguin Brain, C and Mukherjee, P. (2005) Understanding Child Psychology, Cheltenham: Nelson Thornes Ltd Cohen, D. (1993) The Development of Play, 2nd edition. London: Routledge Cowie, H. (2002) ‘Child Care and Attachment’ in Barnes, P (Ed), Personal, Social and Emotional Development of Children Milton Keynes: Blackwell Publishers Ltd Hinde, R and Hinde, J. (1993) ‘Perspectives on Attachment’ in Parkes, C. M. (Editor), Attachment Across the Life Cycle, Florence, KY, USA: Routledge http://site. ebrary. com/lib/uclan Monuteaux, M. C. Blacker, D. Biederman, J. Fitzmaurice, G and Buka, S. L. (2006) â€Å"Maternal smoking during pregnancy and offspring overt and covert conduct problems: a longitudinal study† Journal of Child Psychology and Psychiatry, Vol. 47, No. 9, pp. 883–890 National Institute of Health. (2006) The science and Ecology Of Early Development (SEED), http://grants. nih. gov/grants/guide/pa-files/PA-04-113. html Reebye, P. N, Ross. S. E and Jamieson. K (2006) A Literature review of the child-Parent/ Caregiver attachment theory and Cross-Cultural Practices influencing attachment, www. attachmentacrosscultures. org/research/#1: accessed on 19/12/2006 Scarr, S. , & K. McCartney. (1983) ‘How people make their own environments: A theory of genotype-environment effects’, Child Development, Vol. 54, pp 425-35. Shaffer, D. R. (1989) Developmental Psychology, Childhood and Adolescence, 2nd Edition, California: Brooks/Cole Publishing Company. Shonkoff, J. P. (2000) From Neurons to Neighbourhoods: The Science of Early Childhood Development. Washington, DC, USA: National Academy Press, http://site. ebrary. com/lib/uclan/ Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

The Combat For Women s Rights - 1181 Words

The Combat for Women s Rights Throughout the decades, women in the United States and all around the world have struggled to be considered equivalent to men, both at home and in the workplace. Women have struggled with voting rights, less pay, lower positions in the workplace, and responsibility of maintaining household chores. Though women have gained voting rights in the United States, women still struggle with the other gender inequalities. In today’s society, women are fighting with more diligence than before to end gender division. Women have made significant leaps and bounds of progress and are fighting to gain full equality. Society, however, still looks down on women and hands men power even with all the amount of progress women have made over the generations. Gender division is an issue that is important in our everyday lives and has momentous effects on the United States. Gender division can be seen through gender roles both in the home and positions and pay in the workplace. Women face several inequalities in the workplace and at home due to the perception of traditional gender roles or the responsibilities and behaviors considered gender appropriate by a society’s cultural norm. These gender roles are an enormous component of gender inequality today. Gender roles are learned and taught at an early age from surrounding influences, as well as from their culture and community, not inherited at birth. Those who foster and nourish, especially family, tend to have aShow MoreRelatedGender Roles Of Women s Roles971 Words   |  4 Pages In recent years, the roles of women have changed greatly in American society.   For example, women have earned more power in education, the workplace and especially the military (Cordes). Yet, when it comes to women being fully integrated in the military, many males still question female competency. 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Feminist believe that women and men should be treated equal to each other, neither sexRead MoreShould Women Be Allowed During Combat Roles During The Armed Forces?1326 Words   |  6 Pagesorg titled Should Women Be Allowed To Serve In Combat Roles In The Armed Forces? 71% of voters said yes while the other 29% said no. For this dispute majority rules is irrelevant, in fact minority rules and the 29% can tally up another vote and argue that no, women should not be allowed to serve in combat roles in the armed forces. Although there have been cases where women find themselves in a surprise firefight and are expected to pick up the weapon to their left or right and rightfully defendRead MoreWhat Can We Do About It?1467 Words   |  6 Pagesaren t good enough, women would most likely be taken away and are more likely to be tortured or raped. Women aren t meant for fighting, men are. If we enable the women from engaging in combat, we would have a safer country, and a happier life. I will be researching the following questions; What can we do about it? If we did this how would it affect us? Why don t we do this? Would/Are Women Treated Equally While in Combat? Background Information Women did engage in combat in WW2 and other warsRead MoreThe Training For Volunteer Emergency Service1570 Words   |  7 Pages In 1942, the United States Navy implemented what it considered an emergency program. The WAVES or Women Accepted for Volunteer Emergency Service was established to bolster the Reserve component with competent personnel. In 1948 women allowed permanent status in the Armed Services. The Armed Forces are now gearing up for the full integration of women into all aspects of the Armed Services by 2016. There are serious practical barriers, which if not approached in a deliberate manner, could adversely