Case Study - The Integumentary System Essay Example | Topics and Well Written Essays - 1000 words

Case Study - The Integumentary System - Essay Example Next comes the dermis, which is considered the â€Å"true skin† (Willis, 2010). Unlike the epidermis, the dermis is made up of numerous blood vessels and nerves. The nerve endings found in this layer particularly the Meissner corpuscles sense touch, the Ruffini corpuscles sense pressure and the Pasinian corpuscles senses both pressure and vibration (Prater, 2009). Last but not the least comes the subcutaneous layer or subdermis which attaches the skin to the muscles. These particular skin layers are composed of loose connective tissues and adipose fat. The loose connective tissue links the dermis and the subcutaneous layers, while the adipose fat act as a reservoir for energy supply (Willis, 2010). The glands – Sebaceous (oil glands) and Subdoriferous (sweat glands) are located in the dermis and subcutaneous layers of the skin. The sebaceous glands secrete sebum to keep skin and hair lubricated while the sweat glands or the subdoriferous glands keeps the body from getti ng too hot and brings out small portions of waste by sweating (Willis, 2010). As people grow old, the entire integumentary system normally changes and losses efficiency making the elderly more prone to acquiring skin problems that they did not experienced before. Skin deterioration is determined by the following factors: 1) heredity (genes), 2) diets, and 3) personal habits (like smoking/drinking). The drying of the skin is a normal occurrence in the elderly because the oil glands do not produce sebum as well as when the individual was younger. Dry skin usually lead to itching, flaking and sagging (Maji, 2010) making older people’s skin break easily. Regular and prolonged exposure to the sun dries up the skin, and together with the ultraviolet rays that penetrate deep into the skin layers, irreversibly damages the collagen and elastin fibers; thus creating loose sagging skin and wrinkles (Mayo Clinic Staff, 2010). In relation to the case study, since Florence Lee engaged in p rior activities like surfing and lawn bowls, the suns heat and UV rays accelerated the breakdown of the collage and elastin fibers which keeps her skin intact. Additionally, the oil glands ceased to produce sufficient lubrication to keep her skin elastic making her skin excessively dry and sensitive; so when she scratches an itch the skin easily cracks and bleeds (Mayo Clinic Staff, 2010). Florence also has the habit of smoking. Smoking irreversibly hastens the body to age prematurely and permanently damages the collagen and elastin fibers resulting to formation of early wrinkles (Barrymore, 2011). This in addition to her previous activities contributed greatly to her current dry skin condition. Florence cannot tolerate hot weather or warm temperatures primarily because her skin became much thinner as she aged (LSUAgCenter.com, 2010). She cannot endure hot climates or temperatures because it either causes heat rashes that are itchy and painful; or because she may be suffering from à ¢â‚¬Å"hyperthermia†. Hyperthermia is a term that comprises a mixture of heat associated illnesses like: heat fatigue, heat stress, heat exhaustion, heat cramps and dizziness (heat syncope) (LSUAgCenter.com, 2010). Hand washing is the most basic way of eliminating germs and bacteria that can cause infection. Florence must wash her hands after toileting to remove the germs she acquired

Analysis of the market for Beats Essay Example | Topics and Well Written Essays - 1500 words

Analysis of the market for Beats - Essay Example The product has been featured in numerous music videos and ad campaigns that have created a very high profile image for the brand and its products (Libby, and Tregarthen 34). The numerous endorsements by celebrities have made it very glamorous to be associated with the brand. That explains the large number of young people wearing the headphones and earphones around their necks. School going children and young working adults all possess or wish to own a pair of Beats headphones or earphones. Other than the popularity that the product has gained from celebrity endorsements, the brand produces high-quality products. The sound quality of the audio devices is much higher when compared to the competitor products. The bass produced by the earphones is appreciated by music lovers of specific genres such as hip-hop, dance and electronic music. The market in the United Kingdom is promising for products produced by Beats. In fact, the BPI released statistics that suggest that companies dealing with technology would enjoy transacting business in the United Kingdom. The UK has 64.1 million resident citizens. Of this population, 12% are young adults who are between the age of 16 and 24. This accounts for 7.1 million young adults which are the target market for beats. In the past five years, according to BPI, there was an increase in sales made by the technology sector accruing to $11 billion. The sales in smart-phones and tablets accounted for the majority of growth in the technology sector. Music was among the key driving factors for this massive growth in sales. This is because the United Kingdom was found to purchase more music related products than other first world countries by approximately 25%. All these facts indicate that Beats doing business in the United Kingdom would be a profitable endeavor. Beats  is  a household name in every country on the globe. However, this does not mean that it is the only producer of quality audio devices; especially in the United

Rational Choice Theory Essay Example for Free

Rational Choice Theory Essay â€Å"Man is a rational animal who always loses his temper when he is called upon to act in accordance with the dictates of reason. † As seen from Oscar Wilde’s famous quote, rationality is one of the most crucial and controversial subjects in studying human behavior. To study and examine this rationality, numerous scholars have tried to establish their own theories and generalize their explanation with empirical evidences from real world, which ultimately produces so called, the theory of rational choice. Rational Choice Theory is an approach to understand human behavior. The approach has long been the dominant paradigm in economics, but in recent several decades it has become more widely used in other fileds such as Sociology, Political Science, and Anthropology. The main purpose of this paper is to provide an overview of rational choice theory and briefly discuss its basic assumptions, critiques, political implication, and alternative explanations of individual choice mechanism. First of all, historical backgrounds of rational choice theory and its transition from the field of Economics to that of Political Science will be elaborated. Next, various definitions and meanings of the rational choice will be discussed. The basic assumptions of the rational choice approach with political implication will be followed. Several issues raised by rational choice theory will be followed after this discussion. This paper will suggest some of the main criticisms that have been levied against the rational choice approach. Limited empirical validity of rational choice theory and methodological individualism, which reveals innate problematic nature of the theory, will be discussed. Finally, alternative explanations of individual choice mechanism will sum up this discussion. Before elaborating its theoretical discussion, it is necessary to discuss historical backgrounds of rational choice theory. In the article, â€Å"A Genealogy of Rational Choice: Rationalism, Elitism, and Democracy†, Maloy introduces Skinner’s analysis of behaviorism as fundamental background for the discussion of rational choice theory. He argues that, â€Å"Skinner’s analysis deserves the attention of the recent debates around rational choice ecause it calls attention to the ineluctable ideological features of methodological debate† (Maloy 751). According to Maloy, Skinner could â€Å"clarify the sorts of normative force which attach to empirical theories in social sciences by a close textual analysis of some leading contributions to the behaviorist debate†, which ultimately enables the discussion of rational choice to be furthered applied into different fields of study (Maloy 751). Milton Freidman is another crucial figure that provides profound theoretical base for discussing rational choice theory. In â€Å"The Methodology of Positive Economics†, Friedman argues that people and firms make decisions that can maximize their profit under perfect information. He defended rational choice model by arguing that, â€Å"a theory should be judged by its predictive accuracy, not the realism of its assumptions† (Friedman 10). His argument provides theoretical foundations of rational choice theory in Economics, even though it is often criticized by later scholars because of its weak empirical validity and ceteris paribus nature. While rational choice theory has been dominant paradigm in Economics, it has become â€Å"adapted and adjusted in a number of ways to fit† different fields of study such as Political Science; Maloy explains that â€Å"the distinctiveness of the rational choice approach among political scientists consists, in general terms, in the use of economic models to explain and predict political behavior (Maloy 753). Maloy points out three prominent figures, Arrow, Downs, and Olson as rational choice founders especially in the field of political science. According to Maloy, Arrow’s work focuses on so called, â€Å"collective rationality whose underlying purpose is to measure collective choices using standards normally applied to individual choices (Maloy 753). Down uses Arrow’s collective rationality as the starting point of his study and â€Å"aims to articulate a behavior rule for democratic governments so that they could be included in economic theories of general equilibrium, alongside non-state agents like private firms and consumers (Maloy 754). Finally, Olson’s analysis has taken â€Å"the key elements of Arrow’s and Down’s constructs and applied them to a narrower field†; He argues that â€Å"as long as the service provided by a voluntary association is a public good on which an individual can ride-free, there is no incentive actually to take on the costs associated with joining, membership and participation, unless the marginal contribution of that individual appreciably advances the organizational cause† (Maloy 754). All three choice founders’ works have enabled rational choice theory to be in the central place of political discussion in â€Å"the creative and cross-disciplinary ways† (Maloy 755). By arguing that voting results have no specific social meaning, voting has no individual efficacy, and participation in interest group activity has no special individual efficacy, these rational choice founders could criticize unrealistic and irrational assumptions and norms of traditional democratic system and bring rational choice model to the place of political discussion from the field of Economics (Maloy 755). Rational Choice Theory generally starts with consideration of the choice behavior of individual decision-making units, which in economics are often consumers and firms. The theory suggests that the individual decision-making unit is certain larger group such as buyers or sellers in a particular market. Once individual behavior is set up, the analysis generally moves on to examine how individual choices interact to produce outcomes. Then, what does it mean by arguing that a choice is rational? In rational choice theory it means that an agent’s choices reflect the most preferred possible alternative among given opportunities. In other words, choices must reflect utility maximization. Elinor Ostrom defines rational choice theory as a guide to â€Å"understand humans as self-interested, short-term maximizers† in his work, â€Å"A Behavioral Approach to the Rational Choice Theory of Collective Action† (Ostrom 2). In the article, â€Å"The Political Psychology of Rational Choice Theory†, William H.  Riker also suggests that â€Å"the rational choice model begins with the assumption that actors know what they want and can order their wants transitively† (Riker 25). â€Å"Transitively† here means that an agent of rational choice model can do so called, â€Å"a transitive ordering†; â€Å"To know what one wants requires one to choose the best from among several goals and, failing to attain it, to choose the second best, etc† (Riker 24). This formulation of ordering enables an agent to pursue the best option with given constraints that limit choices he or she can have. In their work, â€Å"Rational Choice Theory†, Coleman and Fararo define rational choice sociologically as they use the term, â€Å"models of purposive action†, rather than rational choice; â€Å"These models rest on the assumption that actors are purposive which means they act in ways that tend to produce beneficial results† (Coleman and Fararo 21). These several definitions point out that choices pursuing utility maximization and outcomes made by these choices are key elements in rational choice theory. Then how is different when rational choice theory is applied into the field of Political Science instead of other fields of study such as Economics and Sociology? According to Riker, Economists’ main concern for rational choice is â€Å"the process and outcomes produced by voluntary exchange, where of course, all participants benefit. On the other hand, â€Å"Politics mainly concerns processes and outcomes produced by group decisions which are practically binding on those who cannot resign from the group. Thus, there can be losers and winners in politics according to Riker’s argument (Riker 24). Although Rational choice theory has long been the dominant paradigm in Economics and other fields of study, it has been subject to vigorous criticism. In â€Å"Pathologies of Rational Choice Theory†, Don Green and Ian Shapiro raises several empirical problems that rational choice theory possess; they â€Å"conclude that a number of methodological deficiencies plague empirical applications of rational choice models. They argue that, â€Å"fundamental and recurrent methodological failings rooted in the universalist aspirations that motivate so much rational choice theorizing† (Freidman 59). According to Green and Shapiro, â€Å"these mistakes stem from a method-driven rather than a problem-driven approach to research, in which practitioners are more eager to vindicate one or another universalist model than to understand and explain actual political outcomes† (Friedman 59). Green and Shapiro’s argument can be summarized into three propositions; â€Å"there is a list of methodological characteristics that are undesirable in an empirical science and are thus to be avoided. † â€Å"Empirical applications of rational choice theory are more likely to commit these mistakes than other types of empirical analysis in political science. â€Å"These pathologies are not due to and historical coincidence, but are rooted in fundamental characteristics of rational choice theory, especially its universalist aspirations and the lack of specificity in the rational actor assumption† (Freidman 60). These propositions suggest that rational choice theory has its empirical limit for testing and predicting actual political outcomes. In detail, Green and Shapiro point out several problems of rational choice theory that possibly undermines the empirical validity of the theory itself. Post hoc theory development† known to statisticians as â€Å"curve fitting† is one of these problems that rational choice theory contains. Green and Shapiro â€Å"contend that rather than formulating bold predictions that are falsifiable by empirical evidence, rational choice theorist tend first to look at the empirical evidence, then design a rational choice model that fits it† (Friedman 5). Another problem raised by Green and Shapiro is rational choice theorists’ engagement in â€Å"arbitrary domain restriction† (Friedman 5). As discussed earlier, certain restrictions or constraints enable â€Å"a transitive ordering† in rational choice theory. Green and Shapiro argue that these constraints and restrictions are defined in ambiguous ways in rational choice model, which ultimately makes the empirical validity of the theory weakened. Green and Shapiro’s examination of the phenomenon of voting behavior is another major example that shows these problems rational choice theory innately possesses. â€Å"In a real-world election with a large electorate, it is instrumentally irrational for anyone to case a ballot, since no single vote has more than an infinitesimal chance of deciding the outcome. Whether one favors selfish or selfless ends, virtually any activity in pursuit of those ends would be more effective than the time spent on voting and on educating oneself about candidates and issues. Yet hundreds of millions of people do vote. For rational choice theory, this would appear to be a gigantic anomaly† (Friedman 6); As noted earlier, rational choice theory presumes that an agent of the model seeks best possible outcomes to maximize his or her utility in given constraints. However, according to Green and Shapiro, in a real-world voting behavior does not confirm this assumption of rational choice theory where voters cast a ballot without having enough time to assess or predict its possible outcome and realizing whether his or her action of voting maximize benefit or not. Another issue raised by Green and Shapiro is free riding problem; While voters can easily pursue a free riding action on the efforts of others to help the cause succeed, there is no need for people to devote resources of time and money to cause desired results. In other words, â€Å"rational choice theory would seem to be refuted not only by people who vote, but by those who contribute small amounts of money to political campaigns, attend rallies, and engage in other forms of collective action designed to secure goals whose achievement is independent of the efforts of any single participant† (Friedman 7). As seen from Green and Shapiro’s founding, most criticisms of rational choice theory seem to be that the assumptions of the theory are not literally and completely true. No model can pass such a test, as all theories abstract from reality in certain way. Determining the empirical validity of a model would therefore seem to involve an examination of both feasibility of assumptions and conformity with real-world data. The most basic assumption of rational choice theory is that the primary unit of analysis is the individual decision-maker. Those who believe that groups are fundamental have criticized this assumption. This issue of so called, â€Å"methodological individualism† are dealt in many contexts in the social sciences. In the book, â€Å"Rational Choice Theory: Advocacy and Critique†, Coleman and Fararo argues that models of purposive action or rational choice model can be useful in explaining and predicting human behavior. They further their argument by saying that â€Å"because the values and beliefs of individuals are shaped primarily by the socializing influences of society, especially as mediated through social relationships with significant other, an understanding of the culture and structure of societies and of the positions of individuals within them is necessary† (Coleman and Fararo 22). According to Coleman and Fararo, major problem for applying rational choice model particularly into Economics and Political Science, in which the primary interest has been in aggregate level outcomes, â€Å"is that the postulate of purposive action has been linked to arbitrary and narrow assumptions about what individuals value and believe† (Coleman Fararo 33). Also the assumption that human behavior is narrowly self-interested and the use of the term rationality to refer to the efficient pursuit of economic benefits has often produced incorrect assumption that rational choice model are innately egoistic; â€Å"that they regard individuals as calculating the expected benefit to themselves of alternative lines of action and acting accordingly (Coleman and Fararo 34). Recent empirical evidences suggest that human beings are capable of acting in ways for the interests of others or the social group above their self-interest, which implies that the assumption of individual’s pursuit of self-interest does not match with reality. Coleman and Fararo further their discussion of this â€Å"methodological individualism† by arguing that a social norm can be one primary example, which refutes the basic assumption of rational choice model. According to Coleman and Fararo, â€Å"When a social norm is know to have been violated, some type of formal or informal sanction will result† (Coleman Fararo 35). Formal sanction like a legal code or a set of rules and informal sanction like a disapproval or social ostracism would affect individual’s choice making process. Therefore, unlike the basic assumption of rational choice model suggests that human behavior is oriented from self-interest, by the effect of social norms and values, individuals can consequently act in altruistic or selfless way for pursuing the interests of groups they are involved in. Because of its limit and problematic nature of rational choice theory, the need for alternative explanation has become necessary for many scholars who criticize the theory. Dennis Chong provides some insights for the possible alternative of rational choice theory in his article, â€Å"Rational Choice Theory’s Mysterious Rivals†. According to Chong, even though Green and Shapiro’s critique against rational choice theory has failed to provide complete form of alternative explanation, there are some theoretical debates and discussions that suggest possible theoretical replacement or revision. Chong argues that, â€Å"Green and Shapiro occasionally allude to the influence of social-psychological and moral factors† such as group loyalties, emotions, political identities, ideology, obligation, and altruism (Friedman 47). As found in Coleman and Fararo’s arguments that institutional or social factors can affect individual’s choice making process, many scholars further their discussion of this social motivation as the alternative of rational choice theory. In his article, â€Å"When Rationality Fails†, Michael Taylor argues that social identification and intrinsic motivation can explain some of significant social phenomenon and collective action that has been ignored by rational choice theory; â€Å"If a person defines herself as a member of a group, or if her membership in a group is made cognitively salient, then she is more likely to observe the group’s norms and cooperate with group members in social dilemmas† (Friedman 230). For intrinsic motivation, Taylor explains that there are some activities that are intrinsically motivating people to be participated such as interesting work, volunteering, and political activities. In this case the activity itself or enjoyment of that activity is the reward for people. When extrinsic rewards like money are introduced, intrinsic motivation would diminish (Friedman 231). By suggesting the concept of social identification and intrinsic motivation, problems of rational choice model for explaining some collective action can be resolved. In this paper, a sense of how rational choice theory works and of its methodological foundations has been introduced. It has also been noticed that rational choice theory is not an ultimate answer. The theory is subject to a number of criticisms, but there is no doubt that its influence in various fields of study have brought tremendous amounts of theoretical debates, and increased the depth of economic, sociological, and political discussions. It is impossible to attain complete knowledge about anything, especially social phenomena. However, it is certain that rational choice approach is one of most crucial theoretical resources for human beings to explore and examine to gain this ultimate answer. It can be useful or misleading, depending on how it is treated. It is responsibility of remaining and future scholars and people to correctly apply and use this theory with open-minded attitude.

Analysis of Non-steroidal Anti-inflammatory Drugs

Analysis of Non-steroidal Anti-inflammatory Drugs Analysis of non-steroidal anti-inflammatory drugs efficiency on the pain reduction for people with sciatica in clinical practise and patient centred care. Introduction Low back pain (LBP) is a common disorder in the western world, affecting about 80 percent of the general western world population at some point in their life.8 According to Australian Bureau of statistics (ABS) 2014-2015 National Health Survey (NHS) 16% of the Australian population experience low back pain.10 Moreover, LBP have effects on the functional capacity of people in the work environment, creating a large economic and social burden on society.2, 8 Sciatica forms part of the LBP group and is in the heterogeneous subgroup.2 Sciatica is a disorder that arise from pressure on the sciatic nerve root.3, ,9 Sciatica can be distinguish from LBP as radiating pain that follows a dermatomal pattern in the leg.6ÂÂ   Sciatica is therefore a term to describe a specific symptom of LBP and is not a diagnosis itself.2,5 The yearly estimated prevalence of sciatica is two percent up to fourteen percent.3 Out of every 1000 western world inhabitant 5-10 develop sciatica.12Sciatica also known by several synonyms in academic literature such as lumbosacral radicular syndrome, nerve root pain or nerve root compromise.3Causes of sciatica may or may not include trauma or injury to the spine, spinal canal narrowing and bone spurs.1-2 Most sciatica cases are self-resolved between six and twelve weeks from the onset of symptoms.9,12 However sciatica that does not resolve itself after a few weeks needs medical treatment.6,9Treatment of sciatica is primarily aimed at pain reduction either by reducing pressure on the nerve root or by pain relieving drugs.6 The most common pain relieving drug prescribed for the pain management of sciatica is non-steroidal anti-inflammatory drugs. 2,3 Non-steroidal anti-inflammatory drugs, reduce inflammation and swelling, relieve pain temporarily and lower a raised body temperature. In the systematic (Cochrane) review Non-steroidal anti-inflammatory drugs for sciatica a number of people with chronic, subacute (pain for less than twelve weeks) and acute sciatica (pain of more than twelve weeks) aged sixteen years and older were examined. A total of ten randomised controlled trials (RCTs) were identified as eligible to be included in the systematic review, involving 1651 participants aged sixteen to seventy five years of age.2 The aim for the review is to determine whether non-steroidal anti-inflammatory drugs have a pain reduction effect, whether it have an overall improvement and whether it have adverse side effects when compared to placebos, other non-steroidal anti-inflammatory drugs and other drugs in patients experiencing sciatica.2 What was found is that non-steroidal anti-inflammatory drugs have no adverse effects in pain reduction for patients experiencing sciatica when compared to the placebo and other drugs. Non-steroidal anti-inflammatory drugs shown a better overall improvement when compared to other drugs and the placebo. However, this must be treated with caution as the trial quality is low. Non-steroidal anti-inflammatory drugs also shown a higher risk of side effects when compared to the placebo.2 This summative article will analyse the implications of these findings for clinical practice and patient-centred care, it will also interpret the findings of the systematic (Cochrane) review and discuss a range of clinical opinions and recommendations for medical students and registered health care professionals. Discussion Based on the systematic review and previous studies it was found that there was a limited benefit from non-steroidal anti-inflammatory drugs.2 At the moment, there are a several treatment plans, apart from prescribing non-steroidal anti-inflammatory drugs on a chronic basis to reduce pain in patients suffering from sciatica.6,15 Health professionals should consider these other treatment interventions to non-steroidal anti-inflammatory drugs as long term usage of non-steroidal anti-inflammatory drugs cause adverse risk to a patient.1,2,3,19 Potential adverse risks may occur in the gastrointestinal (GI), renal, cardiovascular (CV), cerebrovascular, and central nervous system (CNS).2,19AlternativeÂÂ   professional interventions include manipulative therapy, like chiropractic or osteopathy exercise therapy, physiotherapy, epidural injections, and surgery as a last resort.9,15 Exercise therapy as a single treatment intervention compared to bed rest had little or no improvement at all for patients with sciatica. However prolonged bed rest have harmful effects for the patient.6,9,18 It may therefore be reasonable for a health professional to prescribe exercise therapy along with other treatment interventions to prevent breaching the ethical obligation non maleficence.9 Non maleficence may be defined as doing no harm to the patient involved or the society involved.13 Combining physiotherapy methods such as lumbar traction with other interventions seems to produce positive results in nerve root compression symptoms. Traction as a standalone intervention to date is not recommended as the most studies applied lumbar traction along with other interventions.8 Research into epidural injections, through a meta-analysis found that the injections had some improvements in pain reduction and disability scores in patients with acute sciatic.6,7 The same research reported that exercise therapy is no better than inactive therapy, such as bedrest. Although surgery do not improv e life quality and reduce the severity of sciatica symptoms evidence suggest that surgery is the best intervention to relieve pain fast in patients suffering sciatica.6,16 Surgery will relieve sciatica pain nine out of ten times. However, there is a change of one in twenty that the pain will return at a later stage. Surgery, is usually reserved when the compressed nerve causes a significant weakness like loss of bladder control or bowl control or when the pain progressively worsens or does not improve with other non-invasive therapies.17 Further studies conclude that there is no significant difference in the clinical outcome between conservative treatments (physiotherapy and pharmaceutical interventions) and the invasive treatments like surgery after two years in patients with sciatica.The literature is therefore not consistant regarding the best treatment intervention, the choice of treatment can be considered preference sensitive.14 The Dutch multidisciplinary sciatica guideline r ecommend that share decision making is implemented in consultations. In share decision making both the, health professional and the patient makes a decision together, weighting the best available evidence of different treatment options against each other.14,20 Patients are encouraged to consider between conservative treatment over a prolonged period and invasive treatments weighing the benefits and harm of each to select the best treatment for them.14 When making decisions about the course of clinical practice in a patient consultation, it is important to remember patients have a right to make a well-informed decision about their treatment option.22 It would be appropriate to disclose the findings of this systematic review to patients considering the use of non-steroidal anti-inflammatory drugs so that a patient can make an informed decision regarding treatment options. It is essential that patients seeking treatment for sciatica understand the true extent of the efficacy of non-steroidal anti-inflammatory drugs: that it only has minimal (if any) pain reduction effects when compared to a placebo or other drugs.2

Prefrontal Cortex :: Neurology Brain Medical Essays

Prefrontal Cortex The prefrontal cortex is the most anterior portion of the frontal lobe. It responds mostly to stimuli signaling the need for movement, however it is also responsible for many other specialized functions. It receives information from all sensory systems and can integrate a large amount of information (Kalat 2004). Studies have shown that the prefrontal cortex is responsible for working memory. Working memory is defined as "the information that is currently available in memory for working on a problem" (Anderson 2005). The prefrontal cortex (PFC) also controls behaviors that depend on context (Kalat 2004). For example, if my cell phone rings when I am at the mall or grocery store I would answer it. If it rings while I am at the movies or in class I wouldn't answer it. People with frontal lobe damage often exhibit inappropriate behaviors due to the inability to recognize context. Other studies indicate that the PFC is also responsible for regulating emotions and decision-making. A study was conducted in which participants were presented with three dilemmas. One dilemma was called the Trolley Dilemma: a trolley is headed toward five people standing on the track. You can switch the trolley to another track killing only one person instead of five. Subjects were asked to decide between right and wrong. Brain scans of the participants show that contemplating the dilemmas activates the prefrontal cortex and other areas that respond to emotion (Kalat 2004). Sustaining a lesion to the prefrontal cortex produces a wide variety of side effects. The effects range from minor to severe. You can get a lesion by head trauma or stroke (CJ Long 2005). Possible deficits associated with minor lesions of the prefrontal cortex: - Inability to respond quickly to verbal instructions - Speech dysfluency - Disturbances in understanding complex pictures or words - Difficulties with problem-solving - Deficits in complex tasks requiring inhibition of habitual behavior patterns With more extensive lesions the person experiences greater behavior deficits. These deficits include: perseveration, which is the inability to make behavioral shifts in attention, movement and attitude, decreased creativity, poor recall of verbal and nonverbal material, difficulty writing, and deficits in comprehension of logical-grammatical constructions (CJ Long 2005). Other effects of extensive lesions: - easily distracted - disturbances in memory - defects in time sense - decreased anxiety - less critical of oneself - difficulty with unfamiliar analogies - impulsivity

Michael E. Porters Five Forces In Pepsi :: Business Strategy

  Ã‚  Ã‚   Introduction The model of the Five Competitive Forces was developed by Michael E. Porter in his book "Competitive Strategy: Techniques for Analyzing Industries and Competitors" in 1980. Since that time it has become an important tool for analyzing an organizations industry structure in strategic processes.    Porters model is based on the insight that a corporate strategy should meet the opportunities and threats in the organizations external environment. Especially, competitive strategy should base on and understanding of industry structures and the way they change. Porter has identified five competitive forces that shape every industry and every market. These forces determine the intensity of competition and hence the profitability and attractiveness of an industry. The objective of corporate strategy should be to modify these competitive forces in a way that improves the position of the organization. Porters model supports analysis of the driving forces in an industry. Based on the information derived from the Five Forces Analysis, management can decide how to influence or to exploit particular characteristics of their industry.      Ã‚  Ã‚  Ã‚   The Five Competitive Forces The Five Competitive Forces are typically described as follows: 1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bargaining Power of Suppliers The term 'suppliers' comprises all sources for inputs that are needed in order to provide goods or services. Supplier bargaining power is likely to be high when:    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The market is dominated by a few large suppliers rather than a fragmented source of supply,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are no substitutes for the particular input,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The suppliers customers are fragmented, so their bargaining power is low,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The switching costs from one supplier to another are high,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is the possibility of the supplier integrating forwards in order to obtain higher prices and margins. This threat is especially high when  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The buying industry has a higher profitability than the supplying industry,  ·   Ã‚  Ã‚  Ã‚  Ã‚   Forward integration provides economies of scale for the supplier,  ·   Ã‚  Ã‚  Ã‚  Ã‚   The buying industry hinders the supplying industry in their development (e.g. reluctance to accept new releases of products),  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The buying industry has low barriers to entry. In such situations, the buying industry often faces a high pressure on margins from their suppliers. The relationship to powerful suppliers can potentially reduce strategic options for the organization.   2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bargaining Power of Customers Similarly, the bargaining power of customers determines how much customers can impose pressure on margins and volumes. Customers bargaining power is likely to be high when  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   They buy large volumes, there is a concentration of buyers,  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The supplying industry comprises a large number of small operators

Theories on Children’s Cognitive Development & Case Studies Illustrating Them

Gleaning insights proposed by the earliest psychologists like Jean Piaget, socio-cultural theorists like Lev Vygotsky, radical behaviorists like B. F. Skinner and other well-known psychologists like Howard Gardner, who challenged the earlier views on children’s cognitive development, can be very important. By drawing insights and gaining a better understanding of how children’s thought processes are formed, as well as the factors that influence them, and the overall impact on children, parents, caretakers, educators, and therapists find themselves in a better position to guide and help growing kids achieve their optimum potential. In most of the theories set forth , factors like genetics and the environment or outside influences come into play. Swiss psychologist Jean Piaget, who formed his theories after conducting actual observations of kids, opined, â€Å"The mind of the child is not that of a miniature adult†¦ the mind develops by forming schemas that help us assimilate our experiences and that must occasionally be altered to accomplish new information. In this way, children progress from the sensorimotor simplicity of the infant to more complex stages of thinking† (Myers 1989: 85). This theory, which presupposes that children’s cognitive skills develop spontaneously, is highlighted by the different developmental stages to which children’s learning must adjust. Most teachers rely on Piaget’s cognitive developmental theory which, in essence, maintains that â€Å"the reasoning processes of children at various ages†¦ cognitive development proceeds in four genetically determined stages that always follow the same sequential order† (Child Development Theories, n. d. ). The Piagetian theory boils down to the fact that children must not be forced to absorb concepts. Instead, knowledge and learning must take place at the designated time or age of the child. Even if they undergo the same stages – infancy, early childhood, adolescence, early adulthood, and so on, individuals, of course, exhibit varying capabilities or rate of cognitive development. Piaget presupposed that children gradually find out what there is to learn about the objects and people around them through a gradual learning process. Nothing must be foisted on young minds. Instead, the young mind should be allowed to form relationships and learn through a stage-by-stage assimilation of concepts and facts. The focus is on the knowledge learned, then. Most pre-schools find the Piagetian theory quite applicable and useful. In fact, the Piagetian theory has been widely used as underlying structure or foundation for child education & care in America and other parts of the world. There are some educators or schools, though, which combine the Piagetian concept on children’s cognitive development with other theories like the socio-cultural theory set forth by Russian developmental psychologist Lev Vygotsky, to let children realize their full potential. Vygotsky held that â€Å"cognitive processes are formed in the course of socio-cultural activities†¦ the individual comes into possession of a variety of cognitive processes engendered by different activities† (Kozulin, n. d. ) and with the guidance of a learned individual. â€Å"A knowledgeable person can help to add meaning to what is familiar to the child when he or she enters the child's zone of proximal development (ZPD), that place for learning located somewhere between the child's present understanding and potential understanding† (Steele 2001). Simply put, children’s cognitive skills are hastened when they come into contact with more knowledgeable elders, or more experienced, older mentors. There may be cases when even other kids of the same age but with greater intellectual capacity may help shape or form a slow-learning child’s understanding of basic concepts like music or the alphabet. The difference between the child’s own cognitive development and his potential to assimilate greater knowledge is the zone of proximal development. When schoolage kids interact and talk to and help each other learn, while also listening attentively to what their teacher says to them, they enter the zone of proximal development. In contrast to Piaget, Vygotsky laid greater emphasis in the way a child can utilize the joint approach or co-mingling with a well-informed adult in order to achieve full learning potential. Cases of teachers teaching young children to play a musical instrument like the piano may illustrate both the Piagetian concept of learning and Vygotsky’s socio-cultural theory. A child falling under the pre-operational stage, correlating to children in the age bracket of two to seven years, who is tinkering with the piano is still in the process of mastering symbols and will not really learn how to play the instrument well on his own. An adult’s expert guidance will jumpstart the child’s learning process. On the other hand, the piano teacher must prepare lessons that will suit the age of the child, or his developmental stage. Indeed, it can be noted that Piaget’s cognitive development theory has been used as jump-off point by his contemporaries and succeeding psychologists. One of those who challenged the Piagetian concept and maintained that a child’s cognitive ability is but one aspect of development is Howard Gardner. The latter proposed that individuals have â€Å"a number of domains of potential intellectual competence which they are in the position to develop, if they are normal and if the appropriate stimulating factors are available† (Gardner 2004: 287). Musical intelligence is one of the kinds of intelligence that Gardner said kids may cultivate. The example of a piano teacher giving a child his/her first set of piano lessons may encompass both the Piagetian concept, Vygotsky’s socio-cultural theory, and Howard Gardner’s theory on multiple intelligence. As far as Howard Gardner’s multiple intelligence theory is concerned, it runs counter to the Piagetian theory. Gardner believed in the vast potential each child has. He surmised that at any one instance, the well-nurtured child can be at different stages, honing his/her latent abilities – whether in spatial reasoning or body-kinesthetic or interpersonal skills, intrapersonal sensitivity, linguistic or musical inclinations. Even at a young age, children may nurture any of these multiple intelligences. A two-year-old child, for example, may be exposed to the piano playing of parents, and a couple of years later made to attend group lessons to observe, such that by the time the same child reaches the pre-teen years, he/she would have already developed a keen musical appreciation. Unlike the Piagetian method focus which tends to focus on test scores or the knowledge acquired per se, Gardner’s multiple intelligence theory focuses on forming â€Å"a strong, positive and attractive character† (Gardner 2004: 374). In the case of the child who grows up with musically inclined parents and eventually nurtures the talent , the resulting remarkable piano performance, is actually just a means to creating the child’s well-rounded character. Nonetheless, Piaget’s cognitive development concept has long been considered a universal learning theory which has found its way in numerous preschools all over the world. If most preschool classroom settings vividly illustrate Piaget’s cognitive developmental concept, particularly in the pre-operational stage, a clear-cut example of Vygotsky’s socio-cultural theory is the traditional education or cultural transmission taking place in most rural communities across the world. Let us take, for instance, the case of oral narratives about ancestral heroes and events transmitted by older males to their young in Ethiopian rural communities. â€Å"Children who sit patiently and silently on the periphery of the story-telling circle gradually absorb the cultural content and verbal technique (which) lasts for hours and constitutes an integral element of everyday life. † (Kozulin, n. d. ). By relying on their elders for their socio-cultural assimilation of ideas, the children very well mirror Vygotsky’s socio-cultural theory. An adult comes into the picture to impart greater learning at a quicker pace than if the children were to come across the same body of knowledge on their own. The traditional oral transmission of culture such as that perpetuated in the Ethiopian village, however, is no longer practiced in most other societies. Written records have supplanted the oral tradition. In his book, â€Å"Frames of Mind – The Theory of Multiple Intelligences,† Gardner cited numerous examples of people and situations affecting children’s cognitive learning skills. One of these is the structured method inspired by Japanese violinist Shinichi Suzuki to teach kids to learn music. Hinged on the basic principle that kids have an innate ability which â€Å"can be developed and enhanced through a nurturing environment† (The Suzuki Method 2005), the Suzuki Method lays emphasis on other intervening factors that may affect how young students learn music or instrument playing. These factors include starting lessons at an early age; recognizing just how important listening to music is; getting a first-hand grasp in learning how to play an instrument even before learning how to read; parental participation; well-trained teachers who instill quality teaching standard; realizing the importance of communicating and socially interacting with other children (The Suzuki Method 2005). Gardner also cited the method of imparting learning in traditional African bush society, wherein â€Å"the youngsters are divided into groups according to ages and aptitudes and receive instruction in the assorted lore of native life†¦particular stress on the historical background of the population as a means of stimulating group consciousness† (Gardner 2004: 343) is made. Gardner made the distinction of such ritualistic methods from more scientific ways of obtaining knowledge. â€Å"With formal schools, we behold a transition from tacit knowledge to explicit forms of knowledge† (Gardner 2004: 345). Such sensitivity to spoken knowledge displayed by native communities, when melded with modern methods of learning and technical requirements, may comprise what Gardner refers to as linguistic intelligence. When kids hailing from their native communities are absorbed in mainstream society, they are accorded the chance to fully develop this linguistic intelligence. Such language development also reflects or applies Vygotsky’s socio-cultural theory, which highlights the important role of language and social context in children’s cognitive processes. Language, in the case of African communities with an oral tradition of teaching kids, is used primarily to retain key concepts in the minds/memory of the youngsters. In such scenarios, children obtain greater understanding of their roots, including their ancestors, traditions, and culture as a whole, and piece together a logical picture in their minds by internalizing the various words and concepts articulated by knowledgeable elders. Vygotsky’s socio-cultural theory likewise finds itself applied in contemporary society. As an alternative to the Piagetian concept as well as to the behaviorist schools of thought which had theorists like B. F. Skinner postulating that mental processes or learning occurred as a consequence of the individual’s response to, or interaction with, the environment†¦ and with reinforcement and punishment playing a crucial part in molding behavior (Child development theories, n. d. ), Vygotsky’s socio-cultural theory articulated that learning is more of â€Å"a shared/joint process in a responsive social context† (Psychology applied, n. . ). Vygotsky debunked the view that learning depends or follows a child’s stage of development or maturation. Vygotsky veered away from the â€Å"biologically-based understanding of human behavior† or from the rewards and punishment concept set forth by behaviorists as main determinants of children’s thinking & behavior. Instead, he placed emphasis on the impact of social/cultural forces on human c ognitive processes and activity. He discovered the connecting links between socio-cultural processes taking place in society, and mental processes taking place in the individual† (Psychology applied, n. d. ). A modern example that applies in part Vgotsky’s learning theory of having a knowledgeable adult supervise the learning process and B. F. Skinner’s behaviorist approach is a structured skills-based tutoring service that offers individualized instruction to slow or advanced learners wishing to strengthen their foundation in key subjects like math, reading, and writing. Tutoring Club, one such company, has in its employ well-schooled and well-trained tutors who guide enrolled students who need to obtain better understanding of concepts in certain academic areas. The students work on modules of exercises designed to sharpen their cognitive skills, and every time they meet the desired output, an incentive (reward) comes in the form of a merchandise that they may get from a mini store inside the learning center, traded for chips which students accumulate for each module they complete. Another case in point is a modern-day Mathematics teacher who is instilling basic concepts to her students. An investigative research that zeroed in on a teacher who adopted the Vygotskian socio-cultural perspective in teaching Mathematics to her students showed how helpful it can be to encourage students to share their thoughts, ideas and assumptions with their peers under the teacher’s knowledgeable guidance and prodding. As the teacher opined, â€Å"Sharing clarifies their thinking. It lets them verbalize. nstead of just having it in their minds†¦ students become aware of how they think so that when they verbalized their thinking processes, she (the teacher) could help them with any difficulties they had† (Steele 2001). Based on the Vygotskian theory, language and communication – whether in remote rural communities or the contemporary setting, utilizes language and communication as essential tools to stimulate children’s cognitive development. The approach, of course, will vary depending on the physical state of each child. A different approach is taken for children with defects or physical impairment. Vygotsky may also be credited with tailorfitting the teaching method to the particular needs — as well as dysfunctions – of children. â€Å"Within his general theory of child development, (Vygotsky) created a comprehensive and practice-oriented paradigm of educating children with special needs (and) introduced the notion of `primary’ defects, `secondary’ defects, and their interactions in the field of psychopathology and different disabilities† (Psychology Applied, n. . ). Vygotsky believed that because cognitive development is hinged largely on stimulation of the senses, the physically and mentally impaired child is inhibited from obtaining knowledge at a generally accepted rate. More than the physical handicap of the special child, though, it is the â€Å"social consequences† (Psychology Applied, n. d) arising from that child’s impairment which must be gi ven focus. Cognitive developmental theories may be applied beyond the classroom, or in many other areas of children’s learning and lives. Various other factors that come into play which influence cognitive processes, like interactive media, also cannot be discounted. The condition of the child is likewise important in determining the right approach to inculcate learning. In any case, early cognitive developmental interventions, finetuned by succeeding theorists, serve not just to enhance academic outcomes but help shape the well-rounded personalities of today’s kids. Nowadays, the sound body of knowledge aimed at the workings of children’s mind continues to evolve and grow. In the end, it is up to parents, schools and other learning institutes, to determine which ones are truly suitable and will contribute in a healthy manner to the development of children’s cognitive skills. It can be seen that the pioneering works of such psychologists as Jean Piaget – who emphasized biologically-based or natural development of children’s cognitive skills — certainly provided good foundation or strong footing for succeeding child development theories to come out with improved concepts. Given the numerous cognitive development theories set forth and utilized for classroom teaching and/or child care, and the distinct differences and similarities in the main points of contention of the theorists laid out for people to grasp, which have undergone further study and enhancements and complemented by other theories throughout the years, parents and educators have been able to devise new and improved methods of enhancing children’s cognitive skills and potential.