Importance of Marketing and Advertising during Economic Recession

psyc 101 intro video review Essay

psyc 101 intro video review Essay psyc 101 intro video review Essay What does the word Psychology mean? Psychology is defined as a word about the soul or a word about the self-life. What does the word Theology mean? Theology is defined as a word about God. Why is the study of Psychology unique at Liberty University? It is unique because we always study psychology within the frame of reference of theology. Theology is the frame of reference for Psychology at LU. God is a God of revelation: He reveals Himself through: He reveals Himself through scriptures of the bible and the bible for us is truth. Everything we study passes through the filter of the scriptures. He reveals himself in the son, Jesus Christ, and also through creation, particularly through humanity and cosmos. When studying psychology it is always tied to theology by filtering any material learned about psychology through what God has revealed through scriptures, in the son, and in His creative work. Explain how Luke 21 relates to the study of Psychology. The scriptures reveal to us God mandates us to take possession of our soul, or another way of saying, take possession of ourselves for the purpose of the imitation of the Christ. Write out Ephesians 5:1 and reflect on is relationship to the study of Psychology. Be ye therefore imitators of God, as dearly beloved children. What is an existentialist view of psychology? The view of existentialists is concern for the development of spiritual dimension of persons. What is the study of cognitive psychology? The study of cognitive psychology is base upon the whole idea of thinking for oneself, how feelings affect our choices, and the human will to make choices. List three other views of psychology Dr. Hawkins discussed. Neuropsychology and how or why brain chemistry has anything to do with our choices. Evil is substituted for the word sin

The Success Story of Dell Essay Example | Topics and Well Written Essays - 2250 words

The Success Story of Dell - Essay Example So, we had to prove that what we had was better. And that forced us to invent a lot of new ways of doing things that delivered a lot better value. And so we looked all across the supply chain and the demand chain for innovations that would drive success for our customers (Michael Dell quoted at Holzner, 2005, 29). Dell, the world’s premier, and most profitable computer hardware technology company is engaged in manufacture and sale of a vast variety of IT related products including personal computers, servers, data storage devices, computer peripherals, laptops, notebooks, netbooks, network switches, displays, projectors, monitors, and televisions. The consumer class notebooks and desktops are sold under the brand names of Dimension, Studio, Inspiron, and XPS, while the commercial class desktops The product portfolio of Dell also includes software, managed services, professional services, and training and certification services. Besides, Dell provides services such as systems integration and infrastructure consulting. Dell Financial Services, a wholly-owned subsidiary of Dell provides financial services to business and individual customers. The company was founded by Michael Dell, with a start-up capital of $1000, while he was a student at the University of Texas, at Austin, in 1984. Its original name was PC’s Limited. Four years after its inception, the company went public in 1989, raising $30 million in its IPO, thus increasing its market capitalization to $85 million. By 1989, the US sales of Dell had touched $257.8 million. By 1990, the company had set up subsidiaries in Italy and France to cater to the markets of Europe, Middle East, and Africa. Dell has successfully implemented Just-in-time manufacturing to effectively curtail inventory overheads. In 1997, the company was placed in the fourth position after IBM, Hewlett-Packard, and Compaq, in the manufacture and sales of computers and related products.

Supply and Demand Theory Essay Example | Topics and Well Written Essays - 1750 words

Supply and Demand Theory - Essay Example Following an objective presentation of the Marshellian demand curve and consumer surplus, as presented in Marshall's Principles of Economics, this essay will present the critical analytical opinions which the aforementioned has generated. Integral to the comprehension and evaluation of the Marshellian demand curve and consumer surplus theory is Marshall's understanding of the implications of value and his classification of markets. Accordingly, this section will commence with Marshall's understanding of both of the stated, if only because they directly inform his supply and demand theory. Marshall claims that the notion of value is intimately connected with that of wealth. After noting, however, that for Smith the term value has two uses (as use and exchange value), he, without apparent justification, contends that it is inaccurate to use the term "value" to express the utility of an object. Accordingly, he uses the term value to connote the exchange value of one thing in terms of another at any time and place, contending that it "is the amount of the second thing which can be got here and then in exchange for the first." Hence, insofar as Marshall is concerned, the term value "is relative and expresses the relation between two things at a particular place and time" (Marshall, p. 51). In explaining exchange... Hence, the "ultimate regulator of all demand" is the consumers' demand" (p. 75). To explain demand, Marshall turns to utility. For him, utility is taken as a 'correlative" to desire or want. Desire, however, cannot be measured directly, only indirectly "by the outward phenomena to which they give rise" and, "in those cases, with which economics is chiefly concerned," the measure is "found in the price which a person is willing to pay for the fulfillment or satisfaction of his desire" (p. 79). In this respect, Marshall is evidently opting for a behavioralist conception of utility. Marshall proceeds to claim that there is a limit to each separate want, expressed as the "law of satiable wants or of diminishing utility:" The total utility of a thing to anyone (i.e., the total pleasure or other benefits it yields him) increases with every increase in his stock of it, but not as fast as his stock increases" (pp. 78-79). If the utility of his marginal purchase is the marginal utility, then the law just stated is, thus: "The marginal utility of a thing to anyone diminishes with every increase in the amount of it he already has" (p. 79). Marshall "translates" this "law of diminishing utility," following a behavioralist interpretation, in terms of price. If the price that a consumer is willing to pay for a good is called his demand price, then the law may be reworded as follows: The larger the amount of a thing that a person has the less, other things being equal (i.e., the purchasing power of money, and the amount of money at his command being equal), will be the price he will pay for a little more of it. In other words, his marginal demand price for it diminishes (p. 80) For Marshall, an

Problem Solving Essay Example | Topics and Well Written Essays - 250 words

Problem Solving - Essay Example Two rooms needed painting; I had problems with the kitchen plumbing and had electrical issues with the lighting in two rooms. A contractor came by and gave me an estimated of $3000 for all three jobs. I needed to find some ideas. A way to save money was to paint the rooms myself with the help of some of my friends. I could look in the yellow pages for the names of some handymen that might give me a lower estimate for the two remaining jobs. In order to raise money to pay the contractor or the handyman I could have a garage sale. I talked to three handymen and one of them gave me an estimate of $1,150. I decided on a date for the garage sale. I raised $650 in the garage sale. I spend $400 on the paint and paint tools. I call my three friends and separated two weekends to paint the rooms. I took out $500 from my savings account. I called the handyman and set a date for the repair work. Instead of $3000 I ended up spending $900 out of pocket expenses and the $650 from the garage sale. R eferences Mindtools.com (2011). The Simplex Process. Retrieved April 29, 2011 from http://www.mindtools.com/pages/article/newCT_10.htm

Long term sustainable approach to Forest Schools

Long term sustainable approach to Forest Schools The idea behind Forest Schools is that it is a long term sustainable approach to outdoor play and learning. Its about providing children with holistic development; it looks at every area in terms of their physical development, intellectual development and cognitive skills, also looking at their linguistic and language, both verbal and non-verbal. Forest Schools also looks at their emotional, social and spiritual development. Whats interesting about the culture in some Scandinavian countries is being in and outdoors are a part of how the family and culture works what? Sorry -I dont understand. But in Britain children are getting more and more isolated from the natural world. Forest Schools is very much about giving children the opportunity to learn in and from nature. Forest Schools is also about free play, its about self directed learning but its also about allowing the children to develop freedom and choice in order to be able to become competent and effective adults. In Every Chid Matters it states that every child should make an equal contribution. (Ref). The only way that children can do this is if they have sound self-esteem and sound emotional well-being and sound social skills and function in as many social situations as they choose. Forest Schools is about allowing children given their developmental dependant age the ability to be able to achieve social comfort. Forest Schools is an inspirational process that allows children to access outdoor space in order to grow and develop into successful, happy, rounded individuals. There is a misconception that Forest Schools is for Early Years; some of the most successful projects have been with older young people, adults with mental health problems and children in secondary education. (Ref). The ..?..about allowing children and young people to grow with a sense of value of who they are and giving a positive contribution. Its all about using nature as the teacher as opposed to being adult lead. LO5 Activity Plans and Evaluation. Plan (see appendix .), Rationale behind choice of activity and Learning Objective. This activity was chosen as the reception class were looking at the Handa Surprise book and focusing on healthy foods. The day the activity was carried out a new student was present with his mother which added extra pressure for all the professionals. The learning environment offered opportunities for the children to experience tasting different fruits as the kitchen area was adjacent to the table in which the activity was carried out. The setting also had a large copy of the story so all the children were able to see the story (for Communication, Language and Literacy) and had all of the elements needed to create the masks (Creative Development). I thought the topic would lend itself to the next days topic of healthy lunchboxes, which the whole school were focusing on. I chose to focus on any existing knowledge the children may have of different fruits and try and extend their understanding of why fruits are good for us. This leads into Early Learning Goal () of ..'(QCA, 2000). My main learning objective, therefore, was to introduce the children to new fruits and tastes, using language and listening to each other to find out what each child thought, in an accessible and enjoyable environment, so as to encourage respect for each others views and turn taking. What happened? The week before carrying out the activity, I prepared the resources needed in school and discussed the other activities that my fellow practitioners would carry out. This involved printing, cutting and laminating the necessary pictures and masks. Also finding all the different fruits that were in the story. I was unable to find one fruit in particular so I improvised with a fruit drink that was made from the fruit so at least the children were able to taste the favour. I carried out this activity with a mixed ability group of 9 children. I began by asking the children to wash their hands as they were going to be eating fruit. When all the children were back in their seats, I gave each of them a bowl and a cup. I asked the children if they could remember the fruits in the story of Hands Surprise which was read earlier. The children seemed to have a positive attitude about being able to remember. With a small copy of the book I asked the children which was the first fruit that the monkey took out of Handas basket. I then cut the banana in pieces and gave each child a piece and asked questions such as what does the banana taste like? How does it feel? Do you like the banana? The children gave mostly good descriptions of the fruit and used appropriate vocabulary such as creamy, slippery and lovely. I carried out the same routine of cutting the fruit into sections and passing a section to each child and asking them to describe what it tasted like and ho w it felt and whether they enjoyed it. With the Guava fruit (which was the fruit I could not purchase) I informed the children of the situation and showed them the picture of the fruit on the carton of juice. I gave each child a taste and asked their opinion, the overall opinion was that the fruit tasted delicious but one child said that they didnt like it. The most interesting discussion came when i asked the children what they thought the passion fruit would look like inside, one child said that it might look like an orange, the same child that said the banana was creamy (extension). Overall most of the children enjoyed the fruit tasting apart from one (standard) child who kept giving negative reactions to the fruit saying that he doesnt eat fruit at home. I was happy that at least he had tried some. While the fruit was being eaten I passed around picture cards of the fruit and asked each child in turn to pronounce the name of the fruit after me, most children had no problems with the pronunciations but one child struggled with avocado. I encouraged each child to have a little taste of each fruit and if they didnt like it then they didnt have to eat it and well done for trying was always encouraged. The extension child suggested that trying different fruits was good for us, as fruit was good for us. Which then led a child that was refusing to try a certain fruit to try it. At one point the dismissive child asked if we were finished and could he go and play. Once all the children had tried all the fruit and we had discussed them and I asked the final question which was everyones favourite and their least favourite, the overall result being orange best, avocado worst. I then told the children that they could go put their bowls in the sinks and wash their hands and go and play. Evaluation. I believe this activity resulted in all the children achieving the main learning objective of introducing the children to new fruits and tastes, using language and listening to each other to find out what each child thought and to encourage respect for each others views and turn taking. The idea that the childrens peer could influence the decision of another child .. An effective learning environment does not leave children entirely to their own devices, but builds on what they can already do and challenges them to try new things. The role of the practitioner is vital in this process and sits within the social constructivist approach to learning. This theory was popularised by Vygotsky (1978, in Smith, 1999), who identified the zone of proximal development, (ZPD) as being a reason why childrens learning can be helped by others. Smith (1999) explained: The ZPD is the distance between the childs developmental level and his or her potential level of development under the guidance of adults or more competent peers (Smith, 1999: 429). As this was a hands on activity, the children were taking an active part in their own learning progress. It was Piaget (1966, in Smith, 1999) who first postulated that the child is a lone scientist, processing information and constructing meaning through encounters with their world. Most of the children focused their attention on the fruits they enjoyed using positive language and engaging in using words to describe what something tasted like or felt. One child tried to extend the activity to see what the fruit sounded like when bounced on the table saying the orange sounded like a ball, this then encouraged the children to continue testing the sounds of fruit by knocking on them. The (extension) child asked if there was nothing in the fruit would it sound the same? The relative success of this activity highlighted that children of this age learn best through concrete experiences. When working with children of this age group it is preferable to adopt teaching strategies which allow for plenty of practical activities and exploration. The fact that one child lost interest in the activity, implies that I might need to develop this activity in some way to keep the attention of the less able or enthusiastic children. This was particularly noticeable when asking some children to use descriptive words to describe the fruit, as some children just repeated the word that their peer before them used. The language of one child was not as developed as the other children in the group, and this excluded them from full participation. On reflection, a different teaching strategy could have been employed to involve them more fully into the activity. It could be that they were more of a kinaesthetic do you know what this means?learner than the others, as he kept looking at the children playing, so maybe using an activity that involved movement may have kept his attention. Also the activity was extended longer than anticipated as I had to cut each individual fruit into segments. If this activity was done again in the future maybe cutting the fruit into segments before the activity took place would be a more successful approach. As a result of this evaluation, I would have changed my plan to include more opportunities for the children to be involved in the activity in a more physical way, perhaps by using safety acceptable knives the children could help me cut the fruit. This may help some of the children with their fine motor skills as well. Also another way of engaging less able children might include asking them to participate in the preparation of the resources by asking them to bring their favourite fruit from the story in so they feel they have a more personal involvement. Finally, the only thing I would change would be to ask the children to put on aprons, as it got very messy, including me, as I too got very messy. Conclusion In conclusion, recently there has begun to be a realization in the UK that play is important. There has been a surge of initiatives funded by government, such as Arts Council projects on creativity in schools and communities. The publication of Excellence and Enjoyment by the National Primary Strategy (DfES, 2003) puts a major emphasis on the importance of embedding the Foundation Stage and the Birth to Three Matters Framework in the work of local authorities across the maintained, voluntary and private sectors. Increasingly, research findings indicate the importance of the first years of education. Childrens ability to use spoken and written language fluently and with confidence and for a range of purposes enables them to access at an early age what education has to offer. The adults working in early years settings and classrooms have both the opportunity and responsibility to affect the future learning of their pupils in a far reaching and powerful way. Play is, it seems, about the universe and everything. It often has to function in a hostile environment, but when it is encouraged, supported and extended, it makes a major contribution to, and sophisticated impact on the development of individuals and humanity as a whole.

Loves Executioner, by Irvin D. Yalom Essay -- Literary Analysis, Yalo

In the story, â€Å"Loves Executioner†, Yalom treats and old woman named â€Å"Thelma† that is overly obsessed with her a former therapist from ten years ago named Matthew. Yalom feeling though that he is drawn to the facets of her dilemma decides to do everything he can to empower Thelma move past the obsessions that had been wrecking havoc on her mental health. Although Thelma’s love obsession with her therapist, and her subjective experiences on life of what is preventing her from living in the present, Yalom attempts to treat a 70-year-old woman only to learn that being love executioner more complicated as he had anticipated. First and foremost are Yalom and Thelma’s first meeting. In beginning, Yalom is intrigued with her love obsession with Matthew and couldn’t understand why her former therapist that was considerably younger would even want to have sexual relations Thelma as he describes her as, â€Å"a shabby old woman† (Yalom, 2000). The possibly of helping her move past her obsession to ease her suffering, were the reasons why Yalom ultimately decides to treat her. I thought that though Yalom had good intentions from the start to treat her, I think that he was thrown off by her demands as she tells him right from the start, â€Å"Eight years ago I had a love affair with my therapist. Since then he has never left my mind. I almost killed myself once and I believe I will succeed the next time. You are my last hope.† (Yalom, 2000 p. 18) A person that has been seeing therapists for over twenty years and be stuck on an obsession for ten, I thought, was rather intimidating and I think that Yalom did the best he could to remain optimistic. If I had a patient like Thelma that told me that I was her last hope and if I could not help her she wi... ...ought that in some ways Yalom lost his patience, but he was on time constraints had more time to work with Thelma, therapy may have turned out different. This was defiantly one most confusing and intricate stories I have read in Yalom’s book and that the overall take home message I took from this was that, love and obsessions are hard to intellectualize and understand objectively as much as we would like to. Although what may be logically the best decision, love is not based on logic and that the only loves executioner cannot come from the suggestions of another person or therapist, but more from themselves and within. I think this quote states the story best, â€Å"Love and Psychotherapy are fundamentally incompatible. A good therapist fights darkness and seeks illumination, while romantic love is sustained by mystery and crumbles upon inspection† (Yalom, 2000 p. 17)