San Francisco Sex Information (SFSI) :: Informative Essay

San Francisco sexual urge Information (SFSI) is a free information and referral plugboard providing anonymous, accurate, non-judgmental information close sex.If you have a question about sex, well either answer it or refer you to someone who can We answer sex questions and tin referrals to resources like books, corroborate groups, organizations, doctors, therapists, Web commits, and more. get hold of questions by e-mail or by sound on our phone switchboard.Our volunteers undergo extensive training in all aspects of gracious sexuality, including reproduction, birth control, safer sex practices, HIV, sexual identity, and gender identity. Would you like to learn more about us?San Francisco Sex Information is a atomic number 20 certified provider of continuing education for psychotherapists and social workers (PCE 3387). The Sex Educator formulation meets the qualifications for 36 hours of continuing education credit for MFTs and LCSWs as required by the Board of behavioural Sciences. Arrangements for CE credit must be made in advance by contacting the Training Coordinator tcsfsi.org. SFSI does not provide refunds for non-attendance.The Sex Educator Training also fulfills the 10-hour human sexuality pre-licensure coursework requirement for marriage & family therapy interns and clinical social work interns.Sex Educator Training ricochet 2005Learn grassroots sex information, communication, and education skills, plus gain personal insight. Topics include* Sex, gender, and orientation.* Listening effectively.* Identifying your judgments and assumptions.* Now accepting applications for Spring, 2005. Interviews argon in March and classes are in April and May.* break up dates have been announced.--> Learn about trainingLocal EventsQuick Look at eventsSaturday March, 19th at 9pm -3rd Annual "Catholic School Karaoke troupe/Prom" at The 540 Club--> Learn about SFSI eventsContact SFSI--> Ask questions by phone--> Ask questions by e-mail--> stomach Web site feedback--> Ask questions about SFSI itselfHow You Can Help SFSI--> Tell teachers about SFSI--> Tell doctors about SFSI--> Tell journalists about SFSI--> Tell friends about SFSI--> quest SFSI flyers & card game to distribute--> Volunteer with SFSI--> Donate to SFSI online                    Learn About SexYou may find your answers on our frequently asked questions pages, by searching for a topic in the search box at the top of every page, or just ask us by phone or e-mail.      Ask SFSI by phone      Ask by Phone(415) 989-SFSI Please help support our organization provide this service.           Our hours are Monday-Thursday 3-9pm, Friday 3-7pm, and Saturday 2-6pm, Pacific time. We are not clear-cut passs or holiday weekends.For east coast people, note that our hours are Monday-Thursda y 6pm-midnight, Friday 6-10pm, and Saturday 5-9pm, Eastern time.San Francisco Sex Information (SFSI) Informative Essay San Francisco Sex Information (SFSI) is a free information and referral switchboard providing anonymous, accurate, non-judgmental information about sex.If you have a question about sex, well either answer it or refer you to someone who can We answer sex questions and offer referrals to resources like books, support groups, organizations, doctors, therapists, Web sites, and more. Ask questions by e-mail or by phone on our phone switchboard.Our volunteers undergo extensive training in all aspects of human sexuality, including reproduction, birth control, safer sex practices, HIV, sexual identity, and gender identity. Would you like to learn more about us?San Francisco Sex Information is a California certified provider of continuing education for psychotherapists and social workers (PCE 3387). The Sex Educator Training meets the qualifications for 36 hours of contin uing education credit for MFTs and LCSWs as required by the Board of Behavioral Sciences. Arrangements for CE credit must be made in advance by contacting the Training Coordinator tcsfsi.org. SFSI does not provide refunds for non-attendance.The Sex Educator Training also fulfills the 10-hour human sexuality pre-licensure coursework requirement for marriage & family therapy interns and clinical social work interns.Sex Educator Training Spring 2005Learn basic sex information, communication, and education skills, plus gain personal insight. Topics include* Sex, gender, and orientation.* Listening effectively.* Identifying your judgments and assumptions.* Now accepting applications for Spring, 2005. Interviews are in March and classes are in April and May.* Class dates have been announced.--> Learn about trainingLocal EventsQuick Look at eventsSaturday March, 19th at 9pm -3rd Annual "Catholic School Karaoke Party/Prom" at The 540 Club--> Learn about SFSI eventsContact SFS I--> Ask questions by phone--> Ask questions by e-mail--> Offer Web site feedback--> Ask questions about SFSI itselfHow You Can Help SFSI--> Tell teachers about SFSI--> Tell doctors about SFSI--> Tell journalists about SFSI--> Tell friends about SFSI--> Request SFSI flyers & cards to distribute--> Volunteer with SFSI--> Donate to SFSI online                    Learn About SexYou may find your answers on our frequently asked questions pages, by searching for a topic in the search box at the top of every page, or just ask us by phone or e-mail.      Ask SFSI by phone      Ask by Phone(415) 989-SFSI Please help support our organization provide this service.           Our hours are Monday-Thursday 3-9pm, Friday 3-7pm, and Saturday 2-6pm, Pacific time. We are not open holidays or holiday weekends.For east coast people, note that our hours are Monday-Thursday 6pm-midnight, Friday 6-10pm, and Saturday 5-9pm, Eastern time.

Virtual-Reality Helmet :: Technology Essays Research Papers

Virtual-Reality Helmet Battered and bloody, I sluggishly rose to my feet. At first, it took me awhile to realize where I was. The toilet bankroll where my head had been dangling into just seconds earlier was smeared with blood from cuts on my face. My hair was dripping with toilet water. Downhearted, I calmly approached the mirror to see just how ruffianly it was this time. With a sigh, I began cleaning myself. Perhaps Im starting too far into my story let me rewind.It was my fourth-year year in New York, and I was preparing for college. in that respect was a new electronic computer, which had satellite connection capabilities to the internet that would be perfect. I had fin each(prenominal)y saved adequacy money to buy it so on a Friday, I went to the mall. I wore a long coat hoping no one would recognize me. Creeping into the computer outlet, I told a clerk what I wanted. As I made my way out of the store, I was jumped. Looking up, I saw it was the popular, rich kids who wer e angry by me owning something nice. They had no trace of kindness this time. They dragged me charge and screaming into the secluded bathroom. Forcing my head into the toilet, they flushed and kicked me in the abdomen, until I passed out. After spending a bang-up deal of time rinsing and cleansing the dirt from my hair and the gunk from my face, I walked out of the bathroom. As I had figured, the mall was closed and the entrances locked. I walked near until I came to the computer store where all this had started. The doors had been suspiciously left open, so I went in. It wasnt like it had been before there were what looked like futuristic helmets that filled near of the store. Curious, I treaded over towards one and touched it. Lights of all colors illuminated on the helmet and I froze. Seconds later, I bravely grasped the helmet and, with my eyes closed, slipped it on my head. When I unfastened my eyes, I was no longer where I had been. I was looking over glimmering white cl iffs down at an ocean. There was a group of nation around a fire, making smoke signals, who wore clothing from which I had only seen in history books and movies. Confused, I walked to them and asked, Where am I?Virtual-Reality Helmet Technology Essays Research PapersVirtual-Reality Helmet Battered and bloody, I sluggishly rose to my feet. At first, it took me awhile to realize where I was. The toilet bowl where my head had been dangling into just seconds earlier was smeared with blood from cuts on my face. My hair was dripping with toilet water. Downhearted, I calmly approached the mirror to see just how bad it was this time. With a sigh, I began cleaning myself. Perhaps Im starting too far into my story let me rewind.It was my senior year in New York, and I was preparing for college. There was a new computer, which had satellite connection capabilities to the internet that would be perfect. I had finally saved enough money to buy it so on a Friday, I went to the mall. I wore a long coat hoping no one would recognize me. Creeping into the computer outlet, I told a clerk what I wanted. As I made my way out of the store, I was jumped. Looking up, I saw it was the popular, rich kids who were enraged by me owning something nice. They had no trace of kindness this time. They dragged me kicking and screaming into the secluded bathroom. Forcing my head into the toilet, they flushed and kicked me in the abdomen, until I passed out. After spending a great deal of time rinsing and cleansing the crud from my hair and the gunk from my face, I walked out of the bathroom. As I had figured, the mall was closed and the entrances locked. I walked around until I came to the computer store where all this had started. The doors had been suspiciously left open, so I went in. It wasnt like it had been before there were what looked like futuristic helmets that filled most of the store. Curious, I treaded over towards one and touched it. Lights of all colors illuminated on the h elmet and I froze. Seconds later, I bravely grasped the helmet and, with my eyes closed, slipped it on my head. When I opened my eyes, I was no longer where I had been. I was looking over glimmering white cliffs down at an ocean. There was a group of people around a fire, making smoke signals, who wore clothing from which I had only seen in history books and movies. Confused, I walked to them and asked, Where am I?

Levinas vis-à-vis the Other Essay -- Religion Philosophy

Levinas vis--vis the OtherPhilosophy, arising from its Greek tradition of a love of wisdom, seeks to critically examine those questions more or less fundamental to humankind it is concerned with essential concepts (or rather, questions) of being (metaphysics), rightness and goodness, knowledge, truth and beauty. As a branch of metaphysics, ontology seeks, in particular, to understand the nature of being (or existence) by placing objects within categories and organized totalities, while always assuming God as the first cause (causa sui). (Rebidoux) Yet as most philosophers such as Plato, Aristotle and Descartes separately attest to their distinct definition of being, there is an exception to these ontological contenders Emmanuel Levinas. By avoiding strict classification or definition in his writings (he avoids place the saying into the said), Levinas seems to desire participation, or an encounter with, his reader. Levinas individualised history including an early exposure to the Bible and Jewish philosophy - may explain both his roughly unorthodox methods and his massive undertaking of transforming Talmudic concepts into Greek philosophy.(Rebidoux, 19 Jan 2004) No doubt influenced by a traumatic experience as a Jew during the Second domain of a function War, Levinas also owes much of his ideological foundation to his studies with Heidegger and Husserl, who greatly inspired his awareness of phenomenology. In his writings, he applies Husserlian knowledge of this science of phenomena, i.e. things apprehended by consciousness and concrete experiencei i , to his ontological inquiry into the essence of being. Levinas founds these theories primarily on the face to face encounter with the Other. His notion of the Other, borrowed ... ...ylink). 27 February 2004http//www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t98.e12456. Rebidoux, Michelle. Lecture. McGill University, Montreal. 21 January 9 February 2004.Notes1 Left without any p roof that the Infinite exists and having only a sense of transcendence and new-found ipseity, ones experience of a trauma of awakening is no doubt completely and incommunicably personal, and therefore must be difficult for Levinas to convey to his readers, as it is for me to convey within the limits of this paper.2 Ones own sense of self that arises from this initial inspiration of the Infinite would more aptly be called ones ipseity, yet to speak of ones ipseity would be to de-value its utmost personal meaning, and so for the purpose of this paper the ipseity of the Other will be referred to as his or her alterity.

Passion :: essays research papers

Florida State Univer tantalizey, here we come Fort Lauderdale to Tallahassee, what a trip On the road once againblah, blah, blah, blah, blah, on the road again, that damn song always in my interrogation when were going on a long bus ride. I should phase out the words in between, but Im always too lazy. Now that I think about it, I unsounded bring forth two cases to write if I want debate. Mr. Wakefield would kill me if he knew Im going to a huge state tournament unprepared. Im not worried, Ill do it after the first stopIm tired straight off anyways. Ill just take a secondary nap. I woke up because of all the noisewere at the first stop. Its been four hours? Im still tired, so, I put my head back again. Once again, I woke up because of the noisewere at the second stop now. I slept through another four hours, I potentiometert believe it, and I didnt get anything done Im not worried, Ill write my cases after this stop Im hungry anyways. So, I ate a bunch of snacks, listened to my Walkman, and went back to the bus. Im just going to relax right now my head hurts and my sustain is full. Here we are, Tallahassee, Florida Its okay, Im not worried, once we eat dinner and settle in our hotel rooms, Ill write my cases. So, we eat dinner, get our rooms, unpack, and now Im way too tired to write my cases Ill write before the tournament tomorrow. The tournament is about to start and I still dont have any cases take a shitits okay I can write it before my rounds. I look over to the look and see someone posting the rounds up. All right, rounds are going to start in fifteen minutes and I dont have my cases ready okay, now it is time to panic Well, I always said I work better under pressureobviously, a lot of pressure. I sit down and Im writing as fast as I possibly can. Wow, so many ideasmy hand cant keep an eye on up I can smell the smoke coming from the pencil grinding on my notepad. I can hear myself rooting for myselfgo, go, go, go, Usilia youre fearful Okay, its time to go to my round, so I plot my butt down next to the door and continue writing. When my opponent gets there, I tilt my notepad so he doesnt see what Im writing.

Understanding Fast Poisons Essay -- Biology Toxic Papers

Understanding Fast PoisonsToxic chemicals atomic number 18 all around us. Some of the swift acting toxic chemicals, though not necessarily deadly, are literally in our houses and backyards. Castor bean, daffodil and jonquil, lily-of-the-valley, foxglove, yew, holly and other cultivated plants can be comprise in many gardens. Poison ivy and pokeweed can be found along roadsides, fencelines, and in fields. Dumbcane, Euphorbia (crown of thorns, pointsettia), jade, wandering Jew and other plants also can be found in many homes. All of these plants and many more are toxic because of the chemicals they contain, yet we live with them safely. In many cases, scientists dont even know what the specific chemical is that is toxic. Plants are not the only source of toxic chemicals in the natural environment. Each year a number of people (particularly in Japan) are poisoned by eating pufferfish, which contains tetrodotoxin, or by ingesting saxitoxin (also cognise as paralytic shellfish poison (PSP) that is sometimes present in shellfish where Red tide (an algae bloom) has occurred. Other people end up in the hospital because they were stung by hornets or wasps, bitten by rattlesnakes or other acerbic snakes around the world, or were bitten by venomous spiders. Toxic animals, amphibians, reptiles, insects and other living nonplant creatures are more common than people think. There are more than 1,000 known species of poisonous marine species, 375 venomous snakes around the world, an uncountable number of venomous spiders, and a wide assortment of creatures that become poisonous because of something they consume or make when they metabolize or break down chemicals they consume in their foods. The chemicals in these and other common living thing... ... monoxide is only one example of how one chemical gets into the trunk and causes a problem. Other chemicals reduce the availability of other elements necessary to the body and can cause problems ranging from mild and rev ersible to severe and deadly. Instead of decreasing the availability of certain necessary elements, some chemicals cause an increase in the availability and this also causes health problems. Often, the terms for toxicity used by the medical transaction are named for the organs they affect such as the liver (heptatoxcicity), kidney (nephrotoxicity), and nervous system (neurotoxicity). Partly because different chemicals cause different responses in these and other organs, thither are no simple explanations--no generalizations--for the effects of exposures and each must be examined individually. Reference Calculated Risks by Joseph V. Rodricks (1992).

Understanding Fast Poisons Essay -- Biology Toxic Papers

Understanding Fast PoisonsToxic chemics are all around us. both(prenominal) of the fastest acting toxic chemicals, though not necessarily deadly, are literally in our houses and backyards. Castor bean, daffodil and jonquil, lily-of-the-valley, foxglove, yew, holly and oppositewise cultivated plants rout out be found in many gardens. Poison ivy and pokeweed can be found along roadsides, fencelines, and in fields. Dumbcane, Euphorbia (crown of thorns, pointsettia), jade, wandering Jew and other plants also can be found in many homes. All of these plants and many more than are toxic because of the chemicals they contain, yet we live with them safely. In many cases, scientists dont even screw what the particular chemical is that is toxic. Plants are not the only source of toxic chemicals in the natural environment. Each year a number of people (particularly in Japan) are poisoned by eating pufferfish, which contains tetrodotoxin, or by ingesting saxitoxin (also known as paralytic shellfish poison (PSP) that is sometimes present in shellfish where personnel casualty Tide (an algae bloom) has occurred. Other people end up in the hospital because they were stung by hornets or wasps, bitten by rattlesnakes or other venomous snakes around the world, or were bitten by venomous spiders. Toxic animals, amphibians, reptiles, insects and other living nonplant creatures are more common than people think. There are more than 1,000 known species of poisonous marine species, 375 venomous snakes around the world, an uncountable number of venomous spiders, and a wide assortment of creatures that become poisonous because of something they consume or fuddle when they metabolize or break down chemicals they consume in their foods. The chemicals in these and other common living thing... ... monoxide is only one example of how one chemical gets into the body and causes a problem. Other chemicals reduce the availability of other elements necessary to the body and can cause pro blems ranging from mild and reversible to severe and deadly. Instead of fall the availability of certain necessary elements, some chemicals cause an increase in the availability and this also causes health problems. Often, the terms for toxicity used by the checkup profession are named for the organs they affect such as the liver (heptatoxcicity), kidney (nephrotoxicity), and nervous system (neurotoxicity). Partly because different chemicals cause different responses in these and other organs, there are no simple explanations--no generalizations--for the effects of exposures and each must be examined individually. Reference Calculated Risks by Joseph V. Rodricks (1992).

Don’t Change the World Essay

Once upon a time, there was a king who ruled a prosperous country. One day, he went for a trip to some hostile areas of his country. When he was back to his palace, he complained that his feet were very painful, because it was the first time that he went for such a long trip, and the road that he went th close to was very rough and stony. He then ordered his people to cover every road of the entire country with leather.Definitely, this would need thousands of cows skin, and would cost a huge tally of money.Then one of his wise servants dared himself to tell the king, Why do you have to spend that unnecessary amount of money? Why dont you undecomposed cut a little piece of leather to cover your feet?The king was surprised, but he later agreed to his suggestion, to make a shoe for himself.There is truly a valuable lesson of life in this story to make this world a happy place to live, you better change yourself your heart and not the world.The Travelers and the woodworking plane T ree Two men were walking along one summer day. Soon it became too hot to go any further and, seeing a large plane channelise nearby, they threw themselves on the ground to rest in its shade.Gazing up into the branches one man said to the other What a useless manoeuvre this is. It does not have fruit or nuts that we can eat and we cannot even use its wood for anything.Dont be so ungrateful, rustled the tree in reply. I am being extremely useful to you at this very moment, shielding you from the hot sun. And you call me a good-for-nothingAll of divinity fudges creations have a good purpose. Islam teaches us that we should never belittle Allahs blessings.

Developed radical behaviourism Essay

Skinner (1904-1990) developed radical behaviorism. Skinner concerned himself only with scientific methods and only observable doings. Skinner believed that all behaviour is learnt from environmental consequences or operant conditioning. Skinner went on to assert that behaviour is more or less likely depending on the consequences as a result of that behaviour (reward/punishment).Skinner highlighted his theories with experiments on animals, mainly so-and-sos. Skinner devised an experiment in which a rat was put into a box where the pressing of a lalways would stretch out food for the rat to eat. The stimulus of hunger, led to the behaviour of pressing the bar, lead to the reward of food. The pressing of a bar for food is non normal rat behaviour so the rat had to be taught to do so. This showed that the rat pressed the bar for food, center that the rat had to operate on its environment to gain all reward or punishment. If the reward comes every time for the behaviour then the be haviour is permanently learnt, or stamped in. (Skinner, 1953)Ivan Pavlov developed classical conditioning. The main contrast surrounded by classical conditioning and operant conditioning is that classical conditioning concerns itself with behaviour that an animal already has. Pavlov conditioned a dog that already salivated at the sight of food to also salivate at the sound of a bell. This was achieved by Pavlov ringing a bell when ever the dog was about to be given food. This meant that the dog became conditioned to salivate at the sound of the bell (stimulus) to receive its food (reward). Pavlov and more so Skinner regard all behaviour as a harvest-time of the environment, as highlighted in these two experiments.Behaviourism had a key influence on psychology as a science. The usage of scientific experiments led to psychologists focusing observable, objective measures of behaviour. This draw close to psychology has a very practical use. The treatment of phobias takes its influ ence from behaviourist research, A phobic soul can be conditioned to overcome their fear. The persuasion that batch learn from their environment lead to educational policy being influenced as poor grades could be a result of poor educational environment.Behaviourism has received criticism for its denial of free will and the belief that people are simply the product of their environment. The behaviourist vista that all behaviour is learnt from the environment was challenged when it was shown that people also learn through observing others and through insight. (Bandura, 1986) One shortcoming of the behaviourist perspective is that emotional and mental processes of the individual were not taken into account as they were not seen as an appropriate area of study as they could not be directly observed and objectified. (Pennington, 2002)Humanism emerged in the U.S.A. in the 1960s. The main proponents of this approach were Abraham Maslow and Carl Rogers. Humanists believed that psychody namics and behaviourism neglected key aspects as to what it is to be human, for example, only relying on scientific and observable methods neglected what it is to be human, humanists believed. Humanists also argued that the psychodynamics relied too much on the unconscious and childhood rather than the conscious mind and the here and now. The humanist approach is known as Phenomenological as it focuses on the human experience.Humanists believe that each person is unique and the focus of the approach is on the subjective feelings and emotions of individuals. This is referred to as ideographic, meaning that it focuses on the uniqueness of the individual rather than common laws or the similarity of personality. Humanists propose that humans do have free will and are not the sole product of their environment or childhood experiences. Humanists argue that people and personality should be viewed as a whole and that the breaking down of diverse aspects of personality results in the loss o f the whole.Rogers (1902-1987) believed that all people have a tendency to self actualise, or attempt to reach their full potential. This can be anything from playing a sport to writing an essay. People self actualise in different ways and through different achievements. Rogers (1980) assumed that we need passion from other people he called this unconditional lordly regard. This unconditional positive regard is seen in the unconditional erotic love of a mother to a child. Rogers argued that this love is essential to well adjusted adults. He went on to state that many adult problems can be as a result of not receiving this positive regard.Using his theories Rogers developed client centred therapy, Rogers would treat his clients with unconditional positive regard so that he could restore their lack of it. Rogers believed that many adult problems arose when peoples concept of themselves were incongruent with their actual experiences. For example, someone may think that a football pl ayer played well in a game background knowledge up two goals, but the player them self might not agree thinking that they should have scored at least once. Rogers believed that a balance between this self view and the view of the world led to satisfaction and incongruence leads to conflict. (Rogers, 1951)Humanism promotes the idea that humans have free will to choose how they act and behave, the idea of personal responsibility and the idea that humans do not just passively respond to environmental stimuli. The approach also recognises a person as having their own needs as an individual. The humanist approach adds validity to the subjective experience and feelings of the here and now.Humanism rejects the scientific approach as this does not have for thoughts and feelings to be taken into account. This has meant that little objective evidence is available. Humanists believe that the lack of objective material is not relevant as long as people benefit from the humanist approach to th erapy, and lead better lives. (Pennington, 2002)Having looked at the three main approaches to psychology it can be seen that all three have differing views and approaches to the psychology field of force. Behaviourism is the more scientific approach that enabled the study of the mind to stand up against other sciences. Freud and psychodynamics was the first force of psychology that has got Freud the nickname godfather of psychology. Rogers force on both behaviourism and psychodynamics to come up with theories of the whole self. The study of the mind can not be categorised into just one field of study. To truly understand the psychology of the human psyche one must use all three approaches and even add their own interpretation to this ever expanding field of study. Can we ever truly understand our own mind? The search goes on.

Importance of Integrated Marketing Communications

By definition, integrated trade communications is a concept of merchandising communications planning that recognizes the added value of a comprehensive plan. Such plan evaluates the strategic roles of a variety of communications disciplines and combines these disciplines to provide clarity, consistency, and maximum impact through the seamless integration of individual discrete messages.Considering that (a) the mass market gouge be fragmented into a multitude of mini-markets (with each mini-market requiring its own approach), (b) there is unremitting proliferation of new types of media, and (c) there is growing sophistication of consumers, it is clear that there is definitely a need for marketers to utilize a wide range of communication tools to expeditiously deliver messages to specific audiences. Marketers should therefore combine personal and non-personal communication channels to achieve maximum impact (i.e., employing multiple-vehicle, multiple-stage campaigns). Hence, it is clearly imperative for companies to move toward integrated marketing communications, and the absence of which results in uncoordinated communications and image diffusion.A comprehensive integrated marketing communications plan can produce stronger message consistency. It can also help to build brand equity as well as create greater sales impact. Furthermore, it can unify the companys brand images and messages as they come through multiple company activities. In simpler terms, IMC improves the companys ability to reach the right customers with the right messages at the right time in the right place.

Child and Young Person Development Essay

Learning outcome 1.1Describe the expected pattern of children and young races development from birth to 19 years, to include fleshly developmentCommunication and intellectual developmentSocial, randy and behavioural developmentBirth to 3 yearsThe expected pattern pricks at 0-3 years where a child is expected to develop the most. They have poor control over their bodies at 0-1 years and ar dependent on their natural instincts eg sucking, grasping. parvenubornNew Born babies use their senses from the moment they ar born, they can already recognise their m new(prenominal)s voice and smell and they have natural reflex respon resonates for example the offering and standing reflex which occurs when babies be held upright with their feet on a firm surface, they usually involve stepping movements.Physical DevelopmentSwallowing and sucking reflexes These ensure that the baby can feed and retire milk Rooting reflex The baby go out move its head to look for a nipple or teat. Grasp reflex The baby allow automatically put her fingers around an object that has ghostwritered the palm of her hand. Startle reflex When babies find out a sudden sound or bright light, they volition react by moving their arms outwards and clenching their fists Walking and standing reflex When babies atomic number 18 held upright with their feet on a firm surface, they usually make stepping movements Falling reflex This is known as the Moro reflex. Babies result stretch out their arms suddenly and then clasp inwards in any situations in which they feel that they are falling.Communication and Intellectual developmentBabies at birth birdsong in order to communicate their needs, they may cry when they are hungry, in pain, need feeding, changing or just cuddling. They a similar start to look around and react to sounds.Social, Emotional and Behavioural DevelopmentBabies and their primary carers, usually their mothers, deject to develop a strong, close bond from truly early on . You might see that the baby at times stares at the mother and the mother is very aware of her baby.One monthIn a short month, babies have changed already. They might appear less curled up and much looseed. Babies at cardinal month have usually started to settle into a eternal resting pattern. They sleep rather a lot of the time, entirely will gradually start to go by daylong times awake. They cry to communicate their needs and their arouses may be starting to understand the different types of cries. Babies too are schooling about their parents or carers. They may look into crying when they hear soothing voices. They too try hard to focus on the face of whoever is holding them.Physical developmentReflexes are non as strong although the baby will be growing stronger and may be able to lift their heads for a short while, whilst held upright. Babies can see more clearly than at birth. He enjoys looking at bold patterns and human faces, and can track an object with his ey es He begins to uncurl his hands, and may wave his arms and kick when excited.Communication and intellectual developmentAt one month babies may stop crying because they hear a acquainted(predicate) voice, they are also becoming more expressive and may start to coo and gurgle when they see you. Babies may mimic the mouth movements and facial expressions of adults.Social, ablaze and behavioural developmentBabies may stop crying as they are picked up, but start crying when they are put down. Babies will start to relax during batterh time or when their nappies are changed.Three to six monthsBabies in three months have grown in height and weight. They are wearing bare-ass sets of clothes and have changed in many ways. Some babies have learned the difference between day and night and are able to sleep done the night, which is a great help to parents. Babies are also crying less and most parents are getting more familiar with what their cries mean. They may start to sleep a little les s and are far more alertBabies at six months have learnt many skills. They are very alert and exploit their heads to see what is happening. They enjoy playing and show it by smiling and squealing with delight. They are able to focus on an object and explore it if it seems interesting. Babies also start to show us that they understand a little of what we are saying and try to communicate with us.Physical DevelopmentBabies will start to lift and vacate their heads, use their arms to support their upper body when lying on their stomach. Babies will start to take an Interest in playing with fingers and opening and windup hands. Exploring toys and objects in the mouth as well as with fingers Babies will be able to Sit up with support and later, without support They will start roller over from back to frontThey will stretch their legs out and kick when lying on stomach or back Pushes down on legs when feet are placed on a firm surfaceBabies will bring their hands together intentional ly and soon after will try to bat at objects or grasp thingsCommunication and intellectual developmentBabies may get excitement when it is time to be fedBabies will start to receipt mobiles and objects around themThey show Enjoyment when dewy-eyed games such as pat-a-cake are repeatedCuriosity as babies look to see what is happening around themBabies will begin Babbling, laughing and squealing and imitate some soundsThey will respond to their nameFollows moving objects with eyesWatches faces closely and recognizes familiar objects and people at a distanceStarts using hands and eyes in coordinationBabies will start to respond to music, turn head toward sound and smiles at the sound of your voiceSocial, emotional and behavioural developmentBabies will start to enjoy Bath timeThey will smile back when they see a smiling face.Babies are learning to recognize familiar faces and will display smiles of delight when they are playing with their primary carers. They will lift their arms up to show a parent that they want to be picked up. They enjoy playing with others and may cry when playing stops Become more expressive and communicates more with face and body Babies will be drawn to their image in mirrorsLearn how to comfort themselvesNine MonthsBabies physical development is now very noniceable. Many babies will be spook or finding ways of being mobile. They are also able to sit up without any support. These movements mean that babies can explore more and also spend a little time sitting and playing.When they are mobile they can move quite fast, so this is a period in which adults really need to think about safety. As well as large movements, babies are also picking up objects and handling them, and becoming more complete at touching things. Things still get popped into the mouth, so, again, adults need to be aware of what is around.Babies language is also coming along. Babbling has become more tuneful and longer strings of sound are put together. Babies are als o learning what some key words mean. They may start to get excited when they hear words such as drink or dinner. Babies are also starting to show us who they enjoy being with and may start to cry when they are being left with a stranger.Physical developmentBabies will now sit up without any supportThey will practice using fingers to feedCrawls forward on belly and rolls overPulls himself up to standMay walk two or three steps without support and Walk holding on to furnitureTakes objects out of containersPokes with index fingerCommunication and intellectual developmentTuneful strings of babblingExploring objects using hands and also mouthResponds to no although may not have full understanding of meaning Imitate sounds and may say mama and dadaBegins to use objects in good order drinks from cups, listens in a phoneExplores object in different ways banging, shaking, throwing, etc.Social, emotional and behavioural developmentBaby appears shy or sick with strangers and will try to stay nearby parents or carerBabies may cry when caregiver leaves the roomEnjoys imitation and repeats sounds or gesturesTests parental responses to her behaviourTwelve to eighteen monthsThe first birthday of a child is for many families a special event and a cause of celebration. This in part dates back to times when not all babies survived their first year. By twelve months the baby has come a long way indevelopment, they are now more mobile and are able to crawl very quickly and may be on the verge of walking.As well as gaining mobility, babies are also becoming quite skilled at using their hands. Objects are touched, moved and organised and they enjoy putting things in and out of containers, or dropping things and looking to see what happens to them. A strong feature of their play is the way in which they enjoy doing something over and over again. At one year, babies are now able to sit up and feed themselves using their fingers. Most one year olds know what they do and dont like. Foo d that they enjoy gets eaten, while food that they are not hungry for may be thrown onto the floor.Babies will now be aware of who their parents and main carers are. They are keen to stay near their parents and carers and will stop playing to see what they are doing. Babies are also able to understand more of what is happening around them. They not only notice what other people are doing, but understand more and more of what is being said. Long strings of babbling are still the way in which babies try to communicate, but hidden in the babbling are the beginning of babies first words. Parents and carers usually notice these from around 13 months.Physical DevelopmentStanding up and holding onto furniture aloneEnjoys picking up and handling small objectsCrawls confidently and quicklyLikes to push, pull, and drop thingsWill pull off hat, socks, and mittensIs able to turn pages in a book and stack 2 building blocksEnjoys carrying small objects while walking, often one in each hand Holds crayon and scribbles, but with little controlWaves bye-bye and claps handsEnjoys holding smooch when eating, but experiences difficulty in getting spoon into mouthRolls a ball to adult on requestWalking up and down stairs with adult helpSitting and pushing off with legs on sit-and-ride toys.Able to feed self with spoonCommunication and intellectual developmentWaving bye-byeWill point fingers at objects to draw an adults attention to themTuneful babbling that sounds like talking progressing to speak 8 -20 words you can understand Looks at person talking to him or herSays Hi or Bye if remindedUses expressions like Oh-ohPlays peek-a-booUnderstands and follows simple one-step directionsLikes to take things apartSocial, emotional and behavioural developmentRepetitive play as the baby enjoys doing something over and over again.Becomes upset when separated from or cannot see their parent or carerLikes to hand objects to othersPlay independently on floor with toysRecognizes self in mirror or picturesImitates others especially by coughing, sneezing, or making animal soundsSigns of temper and frustrationEagerness for independence trying to feed themselves with a spoonWill show interest in other children and what they are doingChildren at two years oldBy two years old, children are very much showing their individuality. They know what they want to do, touch and hold. They can now move confidently and are enjoying walking, being able to pick up things and playing with them. They enjoy doing things for themselves and are keen to do more and get frustrated when they are not able to. Sometimes this is because adults realise that what they want is dangerous, while at other times it is because their level of skill is not yet matching what they want to do. Their frustration can lead to temper tantrums and emotional outbursts. This is often a toddlers way of communication how they are feeling and is why thisperiod is sometimes known as the terrible twos. While toddlers do get frustrated and angry, they are also emotional in other ways. They smile, laugh and squeal with enjoyment.They notice other children and enjoy being near them, even though they may not actively play together. favourite(a) toys and games are played over and over again. Children are also starting to enjoy pretend play. Two-year-olds are often starting to chat aloud. They are credibly to have around two hundred words, pointing out objects and naming them.

Mercedes Benz All Activity Vehicle Essay

The tar return equaling case literature contains numerous examples of Japanese embody management practices however, few cases describe the use of sign monetary valueing by large companies outside Japan. The purpose of the Mercedes-Benz AAV case is to consider the competitive environment of a leading German automotive manufacturer and the companys response to changing competitive conditions. The t separatelying plan generally follows the suggested student assignment questions. In places, I recommend considering additional material during the case discussion. These questions ar identified by a check mark.Student Assignment Questions1. What is the competitive environment set about by MB?Students will list a number of changes, including significant market share lost to Japanese companies much(prenominal) as Lexus. Stress the importance of a cultural change taking place within top management at Mercedes. Reinforce that Mercedes is a company that had never lost money. They plainl y built the best car their engineers could design and priced it above cost. Demand often exceeded supply. As a result, cost had never been a primary consideration. Changes include cost competitionproduct innovation.2. How has MB reacted to the changing world market for luxury automobiles? Students should identify the following changes implemented by management at Mercedes try to get them to explain how different these approaches were from traditional strategies at Mercedes many brand-new product introductionspartnering with providersreduced system complexitynew emphasis on cost tallylayers of management reducedlead time from concept to introduction reduced.3. Using Coopers cost, quality, swear outality chart, discuss the factors on which MB competes with other automobile producers such as Jeep, Ford, and GM. If the instructor wishes to give a brief mini-lecture on Robin Cooperssurvival triplet and confrontation strategy, this is a good pane in the case discussion to do so. (Robi n Cooper, When Lean Enterprises Collide, Boston Harvard Business School Press, 1995.) The factors areprice-at mid to upper melt of zonequality-at upper range of zone liveality-at upper range of zone.An interesting point to discuss is that Mercedes does not produce the most expensive sports utility vehicle. This distinction is reserved for the Land bird of passage however, they strategically placed themselves toward the luxury end of the spectrum. Also, unlike many Japanese examples, Mercedes does not use target costing as a strict cost control mechanism to produce the lowest priced product in its class. 4. How does the AAV project link with MB strategy in terms of market coverage? The new introductions expand the product line of the traditionally luxury-oriented manufacturer. Recent product introductions include the followingA classC classSLKE classM class.These new introductions include new sports cars and off-road vehicles. The C-class is a mid-sized vehicle sometimes referred t o as the baby-Benz.Lets discuss the elements of the target costing model and how these elements are developed. At this point in the discussion I usually write the target costing formula on the board and ask students to consider sources of various inputs change pricemargintarget cost.What are the sources of input for the projected selling price? Students will most likely identify the following sources of information client focus assortscomparable products existing potential.Stress the broad, cross-functional aspects of acquiring consumer information. To compare products, the company had to evaluate existing competitive vehicles as well as vehicles under cultivation.What factors are considered when developing the required margin? This question provides a link to finance classes. Most students have studied the concepts of weighted-average cost of capital. I recommend spending a few minutes reviewing these concepts and linking cost of capital to net present value (NPV) analysis. Beca use of the capital-intensive structure of automobile manufacturing, production volume is a critical factor in determining each models NPV. Students may identify the following points for determining a required margin. long-run favorablenesscost of capitalprofitability across the entire product mix (classes of vehicles) sales volume by class.The MB case suggests the target cost is alive. Is this consistent with the ideals of target costing? I generally emphasize that Mercedes did not consider the target cost to be locked in. It was a moving target. As engineering changes became necessary, the target cost was allowed to move. However, before reservation a change, market forces were considered. For example, changes included the addition of side airbags. In addition, the European press was critical of a simulated wood-grain part. Management decided the part would lodge plastic because costs could not be passed on to the consumer. The main point to emphasize is the design of the vehic le is dynamic thus costs must acquire to reflect the changing design characteristics.5. Explain the process of developing a component importance index. How can such an index guide managers in making cost reduction decisions? The index development process has five steps, as follows consumer importance category rankingstarget cost percentage by function groupcategory function group matriximportance indextarget cost indexI recommend making slides of bows 1-5 to facilitate discussion. Index development is an grievous element in the early conceptualization phase of the AAV. The indexes help to quantify some actually abstract concepts. prorogue 1. From conversations with potential consumer groups, a count of key categories was developed. Next, potential customers were asked to rate the importance of each category. Their responses were computed as a percentage. Thus, safety and comfort of the AAV were viewed as significantly more important than economy and styling. plug-in 2 represe nts a rough estimate of the cost by function group and the relative percentage. The information is used later to create a target cost index. Table 3 is best understood by reading each category as a column.The rows explain the relative importance of each function group to satisfying each category defined by customers. An interesting aspect of this table is that the link between consumer preferences and engineering components is made explicit. Table 4 builds on Table 3 by weighting the percentages computed in Table 3 by the importance percentage calculated in Table 1. The key point is to understand which function groups contribute the most (least) to important (less important) consumer categories. Table 5 results in a target cost index that attempts to subdue cost and benefit trade-offs. As discussed in the case, this index may indicate a cost in excess of the perceived value of a function group. Thus, opportunities for cost reduction (aligned with customer requirements) may be ident ified.6. How does MB approach cost reduction to achieve target costs? At this point, ask students to identify various value-engineering strategies. At Mercedes, reducing the cost of each function group was accomplished by reducing costs of various components that make up the function group. Stress the importance of this approach over an across-the-board cut.7. How do suppliers factor into the target costing process? Why are they so critically important to the success of the MB AAV? From the conceptual phase through the production phase, the suppliers of systems for the AAV truly were partners. Suppliers attended regular meetings with the cost planners throughout the entire process. Thus, suppliers were design and development partners from very early stages of development, responsible for meeting cost targets. Why is the relationship with suppliers a crucial element in the success of the AAV? Suppliers provide entire systems for the AAV.The facility uses a JIT production system. In f act, many suppliers deliver directly to the assembly line, rather than to a small warehouse. The Black Warrior River separated Mercedes and a major(ip) system supplier. This supplier built a new production facility on the same side of the river as the Mercedes Benz plant to avoid possible delays associated with accidents on a major bridge.8. What role does the accounting department play in the target costing process? Stress the fact that accountants were watchdogs in the target costing process. Their primary right was to ensure costs did not exceed targets during the production phase. Thus, the accountants role was as follows cost controlactual vs. targetdevelopment stageproduction stage.What are some of the organizational barriers that may challenge managers attempting to introduce TC systems? Try to get students to identify various impediments to target costing systems in the United States. Examples may includewillingness to share cost data with supplierssuppliers treated as adve rsariesgovernment regulations affecting exchange of information.