Implementing Legal Requirements for Working with Children

Implementing Legal Requirements for Working with Children Nichola Chapman Summarise the current legal requirements for those working with children. This should include reference to the 6 learning goals and how they could be implemented in a child care setting. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The childcare Act 2006 was introduced as a key piece of legislation concerned with children falling into the Early Years age bracket (which spans from birth to the 31st August that falls after the child’s 5th birthday) this means that pre-school childcare providers, along with reception classes in primary schools, are governed by the contents of this act. The Early Years Foundation Stage (EYFS) sets the standards that all early year’s providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. â€Å"Maslows (1968) hierarchy of needs theory has made a major contribution to teaching and classroom management in schools. Rather than reducing behaviour to a response in the environment, Maslow (1970) adopts a holistic approach to education and learning. Maslow looks at the entire physical, emotional, social, and intellectual qualities of an individual and how they impact on learning†. There are 6 learning goals that need to be applied to every child, as set out in the Early Year’s Framework. Personal, Social and Emotional Development Gaining self-awareness is extremely important in a child. These activities explore their emotional boundaries, and help your child to feel safe and secure, and helping them to recognise their own personal characteristics and preferences. This activity Right and wrong, teaches your child about right and wrong, and what the consequences of certain actions might be, this can be achieved by simple activities such as, reading a story in which some characters break the rules. E.g. The Tale of Peter Rabbit by Beatrix Potter, or The rabbit that belongs to Emily Brown by Cressida Cowell. Discuss what happens to them because of their actions. Make a list of things that are right and things that are wrong. For example, stealing something that is not yours, giving something back that doesn’t belong to you. Understanding the world This activity will help your child develop their knowledge of the world around them. Cat and mouse helps your child to explore the space around them, whilst moving their whole body to show excitement, interest and amusement. You can create an activity to help the child understand. Tell the toddler that she/he is a cat and she is going to chase you, as you are a little mouse. Crawl quickly around furniture and in other rooms encouraging the child to chase you. When he/she understands the game then you can swap roles. Physical Development Physical development helps fine tune both your child’s gross, and fine motor skills. It is also very important in strengthening muscles, controlling the body and co-ordination. This activity Catching and throwing, helps your child increase their control over an object, and allows them to practice these skills by playing games. Provide your child with a large soft ball or beach ball. Get them to throw the ball to you. Catch it and throw it back. Get them to catch the ball. Talk about throwing and catching. Start to introduce a movement vocabulary such as stretch, copy, high, low. As they get more confident move further away when you throw. Mathematics This EYFS Mathematics activity focuses on teaching your child to use mathematical language in every day vocabulary. During a cooking activity or when working with your child in the kitchen compare the weight of some of the ingredients and try to use words such as lighter, heavier etc. Put some stones or weights into two bags. Ask your child which is heavier. Make two piles of sand the same size. Ask your child to make one smaller or bigger. You could also try this out with some water in a plastic see through container. Encourage your child to use comparison words during their role play. This would be particularly useful during pretend cooking or when they are playing in a pretend shop or cafà ©. Literacy This is a good activity and can incorporate mathematics aswell, this will help the child to gage with you and express their own views and opinion. Get a variety of fruit, choose different shapes, sizes and colours such as an apple, pear, banana, pineapple, avocado, strawberries. Let your child feel each fruit. Talk about how they feel, what colour they are and how they are different. Then cut up each fruit into pieces. Encourage your child to count how many pieces there are for each fruit. Then encourage them to try each fruit, talking about how each one tastes and how they are different. Write a label for each fruit and encourage them to read the labels. You could also ask them to draw a picture of the fruits. Expressive Arts and Design Encourage your child to create an autumn collage. Encourage them to explore the materials, talk about how they feel and what colours they are. Depending on their age, encourage them to cut the papers and use paintbrushes and crayons. This will help them to learn how to handle small tools. Try writing the names of colours down on the collage. Talk about what you see in autumn and encourage them to create this on their collage. 2) Explain what is meant by respecting and valuing individuality, and devise a plan of how this can be implemented in the child care setting. A table format may be used for this task. It is important to value individuality because it is an important aspect of teaching a person dignity and respect. It is crucial to see someone as an individual with his or her own unique qualities, character, skill and personality. Respect is a key step in building strong relationships. When it is absent or lacking, conflict or relationship breakdown often occurs. Absence or lack of respect can lead to problems for a child. Parents and care givers play an important role in assisting children and young people to build self-respect, and then through the childs personal understanding of that experience they develop the values and skills needed to express respect to others. This interactional process becomes a continuous cycle, as children with strong self-respect engage in constructive positive behaviours towards themselves and others, attracting praise and reinforcement, and build further self-respect and further facilitating the capacity to demonstrate respect for others. I have devised two charts which I feel would ensure a child is shown all aspects of respect and valuing individuality, it also integrates rewards, and punishment if necessary. Childs Name Respect shown in Group or Individually? How They Showed respect? What activity was they doing? Reward Activity Set? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Group or Individual Explain what activity the child was doing, how they showed respect Write on the child’s reward chart (These should be individual to the child) Set an activity by where the following can be adapted to show -Learning to share role play interaction Lunch together -Solve problems -Short talk on something they achieved. Name Of Child How they feel? Shown respect? How? Outcome? For example: Joe Smith Very quiet and reserved today, spent day not interacting with others. No (Lacks self-respect) Asked Joe if there was anything the matter, emphasised that he has friends here that he can play with. Asked if he would like to join in with music instruments, as he has shown great interest in this previously. Another example: Katy Nicholls Very excitable, happy as going on holiday tomorrow. Yes has told her friend that she is going to miss her. Also tried to get another child to come in the garden with her to play as he was on his own. Rewarded for showing empathy towards child. (the child should have a reward chart in place to show when they have been good and be rewarded for positive behaviour) Watson believed that all individual differences in behaviour were due to different experiences of learning. He famously said: Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and Ill guarantee to take any one at random and train him to become any type of specialist I might select doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and the race of his ancestors† (Watson, 1924, p. 104). This is why it is so important to install respect and individuality, as it is learnt behaviour from a young age that becomes part of us later on in life, we all as children learn in different ways but it is the foundations that are taught to us that stay, encouraging respect and individuality, learning different cultures, religions as a child makes us respect different ways of living early on. Evaluate the benefits of consistency with regard to positive and negative behaviour, and identify strategies that can be used to encourage positive behaviour in the child care setting. Consistency is vital to managing positive and negative behaviour in children, and this is learnt from a very early age. Children need strict boundaries in order to establish right and wrong and without these, things become confusing for the child. For example: A child hit another child at school and was asked to sit on the mat on their own and reflect on what they had done until he/she was ready to apologise for hurting another child. They then do this at home however this time it’s allowed, they then become confused as to what is right and what is not. It may be beneficial to access a copy of the care givers ‘behaviour policy’ this will then give parents an insight into what types of behaviour models are being followed which then can easily be replicated at home to ensure the consistency the child needs. If the child displays challenging behaviour then speak to the care giver to ask for strategies they use on their child if displayed at nursery/school. If your child is displaying challenging behaviour, then at times it can be difficult to remain focussed, especially if the behaviour is causing you upset/anxiety. Positive feedback is the best and most effective way to promote positive behaviour and minimise challenging behaviour and/or situations. Positive feedback and praise encourages the development of self-confidence and self-esteem. Children need to know they are getting it right by their parents using: positive and warm body language tone of voice physical touch praise and compliments encouragement attention Treats, rewards and privileges. When children are praised and rewarded for positive behaviour they are more likely to repeat the appropriate behaviour again and eventually it will become habitual. Sometimes it’s easy to focus on the negative behaviour rather than the positive. Although negative behaviour cannot just be ignored especially if they put themselves in danger. If they are regularly reprimanded for his/her behaviour, a child begins to feel they can never do anything right, and as a consequence can have a greater negative impact on their behaviour, as they know regardless of what they do they are told off. Trying not to use ‘NO’ when they are presenting negative behaviour, explain why you have said no, this helps the child to understand why you say no. 4) Describe the process involved in managing conflict between children and adults. You should refer to at least one behavioural theorist in your answer. Parents face many challenges in raising their children to be safe, happy, well-adjusted and able to deal with conflict and frustrations in non-violent and effective ways. Many parents are concerned about the amount of violence children are exposed to – at school, on the television, in video games, and in their communities. There is a risk that certain types and amounts of aggression have come to be accepted and expected as the solution to a problem. A common concern for parents is how to help their children deal with violence, and how to prevent their children from resorting to aggression or being involved in violence themselves. There are many causes of conflict in children, Needs that are not being met, children display a craving for attention due to unmet social, emotional, physical or intellectual need, and this can result in the form of conflict. This can simply be met by attending to all needs of this child. Selfish Behaviour at a young age, is quite common especially for families of only one child, to overcome this attending groups for mum and children, and express the importance of sharing. This will stop conflict later on in life. Other common conflicts are: Lack of Social Skills Lack of suitable role models Tiredness/Hunger Im Now going to explain the importance of teaching your child how to deal with certain conflicts, this does fall on the shoulders of parents and care givers/providers to teach and make our children understand the above common conflicts. Sigmund Freud believed that if we are in constant conflict at a young age (due to the above) this can then result in us being fixated at this stage, and unable to move on to the next stage. The Role of Conflict Each of the psychosexual stages is associated with a particular conflict that must be resolved before the individual can successfully advance to the next stage. The resolution of each of these conflicts requires the expenditure of sexual energy and the more energy that is expended at a particular stage the more the important characteristics of that stage remain with the individual as he/she matures psychologically. To explain this Freud suggested the analogy of military troops on the march. As the troops advance they are met by opposition or conflict. If they are highly successful in winning the battle (resolving the conflict) then most of the troops (libido) will be able to move on to the next battle (stage). But the greater the difficulty encountered at any particular point the greater the need for troops to remain behind to fight and then the fewer that will be able to go on to the next confrontation. Freuds theory of psychosexual development is one of the best known, but also one of the most controversial. Freud believed that personality develops through a series of childhood stages during which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behaviour. If these psychosexual stages are completed successfully, the result is a healthy personality. If certain issues are not resolved at the appropriate stage, fixation can occur. A fixation is a persistent focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain stuck in this stage. For example, a person who is fixated at the oral stage may be over-dependent on others and may seek oral stimulation through smoking, drinking, or eating. Now there were other theories that criticised this theory of conflict, but the foundations of his findings are quite accurate, and has helped many children and parents to overcome common conflicts in children, as a result has helped them move on to next psychosexual stages. References: http://www.simplypsychology.org/psychosexual.html#fix. 2008. Simply Psychology. [ONLINE] Available at: http://www.simplypsychology.org/psychosexual.html#fix. [Accessed 27 August 14]. http://www.simplypsychology.org/naturevsnurture.html. 2007. Nurture v Nature. [ONLINE] Available at: http://www.simplypsychology.org/naturevsnurture.html. [Accessed 27 August 14]. http://eqi.org/respect.htm. 2010. Respect. [ONLINE] Available at: http://eqi.org/respect.htm. [Accessed 29 August 14]. http://www.kidshelp.com.au/grownups/news-research/hot-topics/respectful-relationships.php. 2011. KidsHelpline. [ONLINE] Available at: http://www.kidshelp.com.au/grownups/news-research/hot-topics/respectful-relationships.php. [Accessed 29 August 14]. http://www.foundationyears.org.uk/eyfs-statutory-framework/. 2008. FoundationYears. [ONLINE] Available at: http://www.foundationyears.org.uk/eyfs-statutory-framework/. [Accessed 28 August 14].

Television and Media Essay - Daytime Talk TV -- Media Argumentative Pe

Daytime Talk Television      Ã‚   Daytime talk television is certainly controversial. There are those who find these types of shows informative and helpful. There are others who view these shows as pointless and inappropriate. I agree with the latter. Daytime talk television is pointless and it presents material that should not appear on television. I believe that some talk shows need to be removed from the airwaves and not seen again.      Ã‚  Ã‚  Ã‚  Ã‚   When looking at daytime talk television, once can see that there are two main styles, which are apparent when looking at the content and manner at which they are presented. There are show like Ricki Lake, Jenny Jones, and the infamous Jerry Springer who bring guests out onto the stage and exploit their problems and in no way try to help the guest through whatever is bothering them. These hosts have shows whose topics range from cheating spouses to homosexual crushes. Jenny Jones hosted a show in which a homosexual man confessed his interest in a heterosexual man. This turned out to be a homicide case, a couple days after the show. The conflict is rarely resolved and most of the times the situation is made worse and more complicated, as in the case of the homosexual's murder. These shows simply parade people with little shame for their behavior. These shows are out to be wild and crazy and make money, with no regard for those who help them achieve this . The other talk shows that appear on television, however, tend to be very positive and are working to some goal. These shows deal with people's feelings, conflicts and experiences and present them to the audience to help council them or guide them through common struggles that other people are dealing with . Oprah... ...It turns out that Oprah is one of the few positive talk shows on television. I believe that Oprah is trying to make life better for others and so I approve of her work. On the other hand, daytime talk television is only entertainment and a display of dirty values. It should not be allowed to portray several of the ideas that it does. As Merry Thomas states, "I would love to see new shows on television which are wholesome and appropriate for viewers of all ages." This is an excellent idea because we can all learn good things from good values.    Works Cited Gaines, Donna. "How Jenny Jones Saved my Life." The Village Voice 1995. Greene, Leonard. "Talk Shows Need to Take Responsibility for Content." The Boston Herald. October 30, 1995. Thomas, Merry. Telephone Interview. 27 Feb. 2002 Thomas, Rhett. Telephone Interview. 27 Feb. 2002   

“Death of Socrates” by Jacques-Louis David Essay

Behind every great piece of artwork lies a story. Each story told by art is defined by the era in which it was created. For one to truly comprehend what message an artwork conveys, one must be familiar with the historical context from which it was taken. One great example would be â€Å"Death of Socrates† by Jacques-Louis David. The meaning of the painting can only be derived from an understanding of the 18th century, an era where the Enlightenment occurred and Neoclassicism flourished. The painting â€Å"Death of Socrates† was created during the 18th century. Despite this, the artwork depicted personalities from ancient philosophy. One would be prompted to ask, â€Å"Why did the artist choose to paint figures from antiquity in an 18th century art piece? The answer lies in the historical period in which the artist was included. In 18th century, Europe was immersed in an era known as the Age of Reason or Enlightenment. During this time, reason prevailed in all aspects of human life. The dominance of reason altered the political and social landscape, as people began to challenge traditional institutions and beliefs. The Enlightenment was very influential in France, which is why it is no surprise that Jacques-Louis David had applied Enlightenment ideals in his paintings. It must be noted that the late 18th century was also known for the â€Å"renewed interest in classical antiquity† (Gardner, Kleiner and Mamiya 646). The revival of Greek and Roman culture was most apparent in Neoclassicism, a movement which borrowed the basic elements of classical art. Neoclassicism became evident in architecture, painting and sculpture; all these disciplines integrated the styles and themes of the ancient world. David was part of the Neoclassicist movement and became one of its most prominent painters. This was the reason he chose Socrates as his subject. Hence, David’s style and technique as an artist was shaped by the Enlightenment and Neoclassicism. The painting describes the last moments of Socrates (â€Å"Jacques-Louis David†). The philosopher is seated upright on a bed in the middle of the painting, surrounded by his companions. His left hand points in an upward direction, which is an indication of the ancient Greek belief in the transmigration of souls. According to this belief, the soul lives forever. This is the reason why Socrates is seemingly unconcerned with his impending demise and had freely accepted his fate. Meanwhile, his right hand reaches for the hemlock. The hemlock was placed in the middle because death is the central theme of the painting. One would wonder why David chose to depict Socrates with the physique of a young man when the philosopher was in his 70s. It must be noted that â€Å"Death of Socrates† is a Neoclassical piece, which means that David followed the style of ancient Greek art. Ancient Greek art is known for its ideal, perfect depiction of human beings. Compared to Socrates, the people who surrounded Socrates display a completely different attitude. The companions of Socrates are depicted as figures overwhelmed with anguish due to the philosopher’s impending death. The people on the right side of the painting are obviously distressed by death. They are depicted as excessively emotional, which rendered them remarkably distinct from Socrates. Only three figures in the painting seemed more in control of their emotions. The wife of Socrates, who is found in the left side of the painting, is leaving the prison with an indifferent facial expression. Crito is seated on a stool on the foot of Socrates’ bed, with his head down. Meanwhile, Plato has a firm grip on the leg of Socrates. Such action implies that Plato did not want his master to surrender to death. In this painting, the philosopher’s attitude and way of thinking becomes apparent due to the different reactions towards death as shown by the figures. While others mourn his last living moments, Socrates’ remain indifferent and unaffected. He accepts his death while keeping his beliefs intact. The philosopher has a more accepting perspective of death; instead of fearing death, he embraces it. David meant for the painting to be a reaction towards the political situation of France during that time. As a part of the French Enlightenment, he and his friends demanded change in the leadership of the monarchy. The painting was made prior to the French Revolution and the painter wanted his work to serve as an inspiration to those who would be involved. He sought to tell the French people about their duty to the nation. He wanted to convey the message that they must sacrifice for the good of the people and fight against unfair leadership. This was the reason why he chose Socrates as his subject. The Enlightenment called for freedom of thought. The era was about the transformation of society towards the truth. Socrates was a man who defended freedom of thought. However, he was killed by the Athenian government who wanted to diminish the doubt that his beliefs aroused. The death of Socrates was the death of truth. Through the painting, David criticized the French monarchy for suppressing the truth. Like Socrates who chose to defy the government and stay true to his beliefs, David wanted the French people to fight against unjust leadership and defend freedom of thought. The play of light and darkness in â€Å"Death of Socrates† helped showcase the message David wanted to express. For instance, the brightest part of the painting is in the middle, where Socrates was situated. Meanwhile, the darkest areas of the painting are on the sides. In the left side, there is the dark hallway as well as the staircase through which the wife of Socrates leaves the scene. The upper right hand side of the painting, the area which is found above the mourning people, is also rather dark. There is a reason behind such distribution in the painting. David envisioned Socrates to be a role model; the latter proved to be formidable figure that was not swayed by the coming of death. He was a man who willingly gave up his life and refuses to deny his ideals. This was the reason why the light was fixed upon him. Those who are situated the dark areas are the people David wanted to change. The darkness touches upon the weeping companions of Socrates, those people who surrender to grief when confronted with death. The wife of Socrates is depicted as fleeing from the scene, as if she cannot bear to deal with the philosopher’s demise. David wanted virtue and sacrifice from the people who are confronted with a revolution and those in the dark areas in the painting represent those who lack these notions. The movement of the figures is also instrumental in demonstrating the meaning of the painting. The viewer can clearly see the contrast between the stance of the philosopher and the stance of the people around him. On one hand, Socrates is in a straight sitting position; the painting makes him appear full of life and energy. It is also evident that he possesses self-control at that moment. On the other hand, the figures who surround him reveal lifeless body language. The philosopher’s companions are shown to be stooping, with their heads dropped. The posture of the figures alone highlights the difference between Socrates and his companions. The difference in posture contributes to the meaning of the painting because it asserts the position of Socrates as the one to emulate in the time of the French Revolution. David wanted the French people to be like Socrates, a man who stood by what he believed in and was not afraid of the consequences. All artworks have a story to share. The story behind an artwork can be best understood when one is familiar with the historical era from which it was made. In the case of â€Å"Death of Socrates† by Jacques-Louis David, one must know about the Enlightenment and Neoclassicism in the 18th century to know what the artist wanted to convey. David was an artist who was strongly influenced by the Enlightenment and Neoclassicism, so the only way to truly understand his work is to look through history. Works Cited Gardner, Helen, Fred S. Kleiner and Christin J. Mamiya. Gardner’s Art Through the Ages: The Western Perspective. Florence, Kentucky: Cengage Learning, 2005. â€Å"Jacques-Louis David: The Death of Socrates. † Boston College Web Site. 27 Nov. 2006. 31 March 2009 .

Billy Collins Introduction To Poetry Analysis - 715 Words

While reading the poem â€Å"Introduction to Poetry,† Billy Collins sends a message to the readers that they should be patient and impartial when it comes to analyzing a poem in order to see the true meaning behind the without being over analytical. There is a revieting situation that takes place because Billy Collins is delivering his message to all readers about the way that one should be able to read a poem. This poems educates the reader on how to be able to read and plunge into a poem, through using many techniques like mood, tone, and literary devices to do so. In the first two lines Collins demands that we tackle a poem with a invigorating eye. There should be an exploration of what the poem means to us. How does this poem apply to our†¦show more content†¦Often at times there are many voices in one poem. These voices represent the different views that come from the same material that are portrayed by the buzz that the bee elicit in the hive. The proposal that Collins is trying to exude is that there is never one way to read a poem. The type of approach will vary with reader and who they are, but by having a radical approach it will help to enhance our understanding of what the poem means. Collins wants the reader to feel free when analyzing a poem: â€Å"I want them to waterski across the surface of the poem waving at the author’s name on the shore.† As a teacher you try to pummel depth into your students’ minds and push them into the direction of understanding. The speaker declares that the grapple to illuminating meaning and the amount of time where the reader does not understand adds to the worth of the poem. The parallel to the surface of water, where you have not attained the depth even though you know it’s there is important to how much it takes to find the true meaning of a poem. While reading this poem it have the outlook on how poetry places more of aln emphasis on us to be able to pick apart the und isclosed meaning and essentially to be able to pull apart the poem without a fixed structure. By doing it this way it is able to help the audience to build upon skills to help interpret and understand, which substantially is important throughout any source of literature. WeShow MoreRelatedBilly Collins Introduction To Poetry Analysis751 Words   |  4 Pagesthat poem a good one. Some may say that Billy Collins poem â€Å"Introduction to Poetry† is a fantastic poem, while some may not like it at all. So, let’s find out why some think it’s a fantastic poem. While Collins brings meaning to the poem â€Å"introduction to Poetry† through the use of form, tone, rhythm, and irony. All poems have a way of being written known as the form. The poem â€Å"Introduction to Poetry† by Billy Collins is written in a metaphorical way. Collins used many different metaphors in his poemRead MoreAnalysis Of The Poem Billy Collins 1333 Words   |  6 PagesIntroduction to Poetry Billy Collins is known as one of the most popular, successful, and influential poets in American history. Collins is famously known for addressing his audience directly, mentally pulling them into the poem, and creating a temporary companionship with the reader. One of the prominent examples of this style of writing can be examined in his poem, Introduction to Poetry. In Billy Collins poem, Introduction to Poetry, he plays the role as a teacher, teaching the reader how toRead MorePoetry Analysis of Introduction to Poetry837 Words   |  4 PagesPoetry analysis of ‘Introduction to Poetry’ The Poem â€Å"Introduction to Poetry† is by Billy Collins, an English poet, and it is about how teachers often force students to over-analyze poetry and to try decipher every possible meaning portrayed throughout the poem rather than allowing the students to form their own interpretation of the poem based on their own experiences. Throughout the poem, a number of literary devices are used. For example: â€Å"or press an ear against its hive†. Using this metaphorRead MoreThe Poem By Billy Collins1652 Words   |  7 PagesThe poem â€Å"Introduction to Poetry† by Billy Collins, is about a teacher explaining to her students how to read and analyze poetry. Collins employs an abundance of figurative language, especially metaphors and images, to express the progressive steps taken to understand a poem for all that it encompasses. When beginning to read a poem, first we must look at the bigger picture, like we are working from the outside of the poem to the inside. Once we begin to understand the storyline, we must dive furtherRead More Reflective Essay on College Writing839 Words   |  4 Pagesanalyzed the many levels Conrad addressed in his story. I thought the endless paradoxes in the book, once brought to light, were actually very interesting. My favorite section, however, was the poetry unit. I really enjoyed the poem ?The Blues? by Billy Collins the most because of my respect for music. I think Collins really makes a point in his poem about just how important music is and how it allows people who are very different to connect on many levels. I also loved ?Love Calls Us to the Things of ThisRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages978-0-13-283487-2 ISBN-10: 0-13-283487-1 1. Organizational behavior. I. Judge, Tim. II. Title. HD58.7.R62 2012 658.3—dc23 2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and Individual Decision Making 165 Motivation Concepts