The Zone of Proximal Development and Scaffolding

The Zone of Proximal Development and Scaffolding Can you imagine living your life all on your own, without ever communicating with other human beings? What would happen to you?Aside from the fact that you would literally be depressed due to the lack of company, all other aspects of your personality would be limited.You would not need to develop language, as there is no one to talk to, you would not have the option to develop your interpersonal skills, and even survival skills would not progress.This last one might seem like a stretch but it actually isnt.How come? Well, each person is born with a certain set of skills that are genetically and developmentally conditioned. This is true for intelligence and a certain set of other abilities.So why do we say that survival skills could be limited (think of the consequences)?If you were born with the ability to catch fish and for some reason, the rivers, and lakes close by were dried up rendering your ability mute, how much time would it take you to rewire your brain, and learn to hunt if there wasnt anybody to show you?And what would happen if there was someone around you who was born with the ability to hunt?Watching and communicating with that person would speed up the learning process and you would not be hungry for a long time.This is why it is said that people are social animals. We need the company of others not only for comfort and support but for learning as well.Throughout history, many thinkers and philosophers dabbled into the notion of social development and how it affects the formation of a person from an early age and throughout the whole life.There have been several theories, most of them are still recognized and used nowadays, regarding learning and education.We learn something new every day our entire lives, so these theories are important and can have significant implications in adults as well, not just the children.Observing children, however, is what led to the formation of a theory known as Zone of Proximal Development, suggested by Lev Vygotsk y, a Russian psychologist.We do not learn because we develop. We develop because we learn. â€" Vygotsky  THE SOCIO-CULTURAL THEORY OF DEVELOPMENTVygotskys theory builds up on the importance of social interactions mostly regarding the role that it has in the development of cognition.His main foci were children and the interactions with those around them in the development of their cognition and higher order learning.This theory relies on the notions introduced by Jean Piaget, with some differences.Namely, Piaget states that learning is best done independently and introduces steps on how each child acquires new knowledge.The main point of difference between Vygotskys Socio-cultural Theory of Development and Piagets theory is that interaction between the learner and the people around him/her.Why is social interaction important? Many studies show that children that had help in performing certain tasks in early childhood mastered those tasks better and faster than the children who learne d those same tasks on their own.Imagine learning how to walk or speak.A child will learn how to speak even if it is not directly spoken to.For example, it will pick up words by listening to adults speak, or by watching cartoons and listening to music.The main sense included, in this example, will be listening.   A child will also learn to walk on its own by holding onto the sides of a bed.However, if a parent (or another more knowledgeable individual) actively encourages a baby to speak, by focusing the baby on the sound and lip movement, more of the senses (sight, in this case) would be included, and the baby will retain information faster.It will try to repeat not just the sound but the lip movements as well, and will more quickly deduce what it needs to do to form a certain word.In the example of walking, if a parent helps a baby to stand up, and make the first step, walk alongside it while holding its hand, and later just being present around, the baby will sooner feel free to l et go and walk.Vygotsky states that babies are born with certain mental functions. He called them elementary mental functions-attention, sensation, perception, memory.Eventually, through interaction with their socio-cultural environment, these elementary mental functions are developed into more sophisticated and effective mental processes or strategies, and this is what we call higher mental functions-language, memory, voluntary attention, and perception.The higher mental functions are characterized by independent learning and thinking and can only be cultivated by elementary mental functions which we modify with the help of a tutor.According to Vygotsky, this type of social interaction involves cooperative and collaborative dialogue and that s what promotes the cognitive ability or development.This leads us to another important notion of Vygotskys theory, and that is language.He says that language is the main means by which adults transmit information to children, and it is also a very powerful tool of intellectual adaptation.He looked at the private speech, also called internal speech or egocentric speech. It is when people talk out loud to themselves. With what type of population is this most likely to happen?Do adults speak out loud to themselves a lot or do children? Well, it is actually children. Most children engage in private speech. Vygotsky sees this as a way for children to plan activities and strategies, and this aids in their development.He defines language as an accelerator for thinking and understanding.Children who engage in private speech are much more socially competent than children who do not use it that much. He believed that language develops from social interactions for communication purposes.Adults unconsciously do that too, though not as often as children, especially when the task at hand is on the difficult side.Adults vocalize their thoughts when solving difficult problems in order to engage other senses and other aspects of cognitio n for quicker and more effective problem solvingLater language ability becomes internalized as thought, which means that, as we grow older the private speech becomes inner speech, and t turns out that thought is a result of language.That ability to think for ourselves and develop that independence of executing skills comes from this importance of language, according to Vygotsky.In addition to the importance of social interaction, Vygotsky introduces two more key concepts More Knowledgable Other (or MKO), and Zone of Proximal Development (or ZPD).There is also a concept of Scaffolding that is linked to this theory; however, Vygotsky himself never used the term.He died very young (at the age of 38) and his theory was later further developed by other psychologists. The term Scaffolding was introduced by Wood, Bruner, and Ross.Those three concepts go hand in hand and are crucial for understanding the learning processes with young learners, as well as adults, in school and outside of it .MORE KNOWLEDGEABLE OTHERAn MKO is a person a child interacts with in order to learn.That person has a higher level of knowledge, understanding or ability with respect to the task that is at hand.Children learn from MKOs by repeating the actions they model, or following instructions.Who is an MKO? At the early development stages, and MKOs are obviously parents, later, they are teachers. An MKO does not necessarily have to be an adult.In regards to children, an MKO can be a more skilled peer (some psychologist even argue that learning with a peer is even more productive, as the action excludes fear form authority, and the child uses a language that is closer, and more understandable to the student) or even an older sibling.It is widely known that a younger child looks up to and imitates his/her older sibling, and this action makes the older sibling an MKO.In the following example, it is clear that an MKO is the boys classmate who is more knowledgeable at a task he is given. With the advancement of technology, an MKO can be a computer as well, as we can look for information there. Consider these examples of relations between a teacher and a learner.A boy wants to learn how to play chess. His grandfather takes up the responsibility of showing him and explaining the rules. In this situation, the Grandfather is an MKO.However, if that same grandfather gets a new Smartphone and he is not into technology, that same boy will show him how to use the phone. In this interaction, the boy would be an MKO.The interaction between the learner and an MKO results in learning, which leads to the formation of the higher mental functions.THE ZONE OF PROXIMAL DEVELOPMENTThe Zone of Proximal Development is a concept that came as a result of Vygotskys dissatisfaction with standardized tests.He thought that standardized tests were not capable of measuring the childrens ability to learn as they only rely on the childs existing knowledge disregarding the potential to learn further.He de fined the Zone of Proximal Development (ZPD) asThe distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. Vygotsky, 1978 Let us explain this concept more closely.Imagine the learning process in the form of three concentric circles. The inner circle is what a child or a student already knows how to do.The skills are already mastered, and the tasks are too easy, predictable, and tedious even. As a result, learning does not happen.For example, a child has already learned how to add numbers. Giving the child more tasks of this difficulty level leads to stagnation and boredom.The outer circle represents what a student cant do independently. The task at hand is way too difficult for the student to grasp it, solve it and understand it.Imagine giving a child that has just learned to add numbers an equation that in cludes all four mathematical operations.This kind of a task that is way too hard for the student leads to stress and frustration, the student becomes discouraged which can lead to the student giving up.This does not generate learning. The active learning happens in that inner circle that Vygotsky defined as Zone of Proximal Development.The difficulty level of tasks in this zone is just beyond the reach of students current knowledge, they may seem challenging and difficult but they are accessible, so the student can complete the tasks with the help of an MKO.This is the part where the most sensitive information and guidance should be given. We can say that the Zone of Proximal Development is a sweet spot for learning.This is where learning happens- in this area of being able to do something and not being able to do it.Let us go back to our student who has already learned addition. Imagine that a teacher wants to teach multiplication.The teacher may build up the knowledge by explainin g that 25 is actually 5+5, and guide the student to the conclusion by grouping ten pencils into two groups of five, and encouraging the student to count.After the student gets the help that he needs he should be able to do that task independently.The ZPD is not the same for each child/student at the same level of current knowledge.Also, the ZPD is not a static factor, as the child learns and progresses in acquiring a certain skill, the ZPD moves forward, opening space for further learning.Pay attention that we use the words guidance, help and encouragement, rather than just full assistance.Why is that? If an MKO simply does the task for the child, the learning process gets stunted, and the student can simply copy the teachers moves and instructions without actually learning a new skill, which is why Piaget argued that the knowledge we acquire through independent action and exploration is better retained than if we are taught something.However, assisting, rather than, completely taki ng over in the process of learning, enables a child or a student to spend less energy on finding the solution to the problem, but he still gets there on his own, just with a little nudge from an MKO.This leads us to the third concept.SCAFFOLDINGAs we already mentioned, scaffolding is a concept that was adjoined to Vygotskys theory much later, but it complements it and explains how the learning processes happen in the ZPD.The child learns in the Zone of Proximal Development with the help of a More Knowledgeable Other through Scaffolding.So, scaffolding is a tool for helping students learn, it is the support that an MKO provides the student within the ZPD to help them achieve their aims.It is defined as structurally supportive interactions that guide effective learning (through hinting and giving more options, rather than telling the solution).Scaffolding consists of a number of different principles. Firstly, building interest and engaging students’ attention by either making the ta sks interesting or eliminating outside distractions.Secondly, breaking the task down into smaller chunks that are more easily understood, and later using those smaller tasks as stepping stones to progression to the main task at hand.The student can safely progress to the next stepping stone when, and only when he has learned what was needed of him on that particular segment. (A baby learns to stand, then walk, then run and only later does it learn to dance the cha-cha. A baby cannot skip running and go straight to cha-cha.)You can also simplify the problem by using more appropriate language or giving instructions in a way more suitable to the child in question.You can also model the behavior, and do a task yourself but it is important that you closely watch the student in order to be sure that he has understood and is able to follow all the steps.What is left next is to gradually relinquish the control, and reduce the amount of help needed for the student to complete the task.Or, me taphorically, remove the scaffolding need for the construction.The aim of ZPD and Scaffolding is to teach students to think for themselves and solve problems individually. Imagine this entire process through an example of learning to swim. If a girl wants to learn how to swim, she will probably not be able to do it alone.Why? Because this is out of her current knowledge and is it too far that she will be frustrated while learning it? No. So, it is just out of her reach, in the ZPD, so she needs help from an MKO to learn how to swim.In the beginning, an MKO might opt to use tools like swimming floats, that would be a first stepping stone.As the child feels more comfortable, an MKO will remove the floats and hold the child while he tries to follow instructions on how to move his arms and legs.When the child has learned that, an MKO will choose to gradually let go of the child so he can swim independently, which, essentially, is the aim of the process.IMPLEMENTATION IN THE CLASSROOMHow can we use this theory and those key concepts?Hopefully, it is clear on how to use them on a one-on-one basis, however, what should you do in a classroom, or if you are a tutor of a group of adults?First of all, you should make sure that you pre-assess the knowledge of your students. This will give you a starting line on what your students already know and avoid those tasks in order to avoid boredom. This will also determine the ZPD of each individual studentWe already mentioned that the ZPD varies from student to student regardless of the fact that their existing knowledge is the same.This is why teachers should differentiate lesson plans and individualize them to fit all the students.A teacher, as an MKO, should be able to determine students capabilities and abilities, different learning styles and their aptitude for learning in order to make the best of their ZPD.In order to use this theory as much as possible, and employ more MKOs for different approaches, a teacher should, occ asionally at least, make heterogeneous groups of students.What does that mean?Learning in smaller groups can be beneficial for learners, however, if their abilities are on the exact same level, they will not learn.This is why each group should have a more knowledgeable peer to model the actions of other students, and a teacher should be present as well, to control and encourage all of them.TIPS FOR USING ZPD IN THE CLASSROOMDoUse identifiable language using the language appropriate to the childs/students level facilitates the understanding of a task and accelerates the progress.Use open-ended questions open-ended questions ask the student to think on its own and do not allow the repetition of what somebody else has previously said.DontDo not use complex language using language that is beyond the students ability to understand can cause issues even when a task itself can be done without any problems, just because the student did not understand the instructions. Simplify instead.Do not assume that students already know instead, ask them a question and if you see that they are already familiar with it, fast forward to the ZPD. Otherwise, you may find yourself in the outer ring of knowledge causing frustration.Do not give answers too quickly the aim of ZPD is to help students reach the answers themselves, not give them a ready-made answer. FINAL WORDVygotskys Socio-cultural Theory of Development is mostly applicable to early childhood development as well as in the education of both children and adults.As opposed to children, adults have already developed cognitive thinking, so this concept of the theory may not relate to them, however, the ZPD and Scaffolding, and MKO concepts are something that we are exposed to, more or less, every day since peoples nature is to thrive and learn through social interactions.

Sample Informative Outline On International Adoption

Example Informative Preparation Outline Template I. INTRODUCTION A. Gain the audience’s attention: Did you know statistics show that over 20,000 children are adopted into the United States annually. B. Thesis: (In one sentence, state exactly what the speech is about.) In today’s society more people have chosen to adopt from foreign countries. C. Preview of Main Points: (How many main points will you have and what exactly are they?) Today I am going to inform you about†¦. 1.The History of international adoption. 2.The process of international adoption. 3.Post adoption supervision. Now, let me elaborate on that first point I referred to in the introduction, the history of international adoption. II. BODY (NOTE: You may have fewer main points or sub-main points.) A. Main Point 1: Adoption from foreign countries, also known as international adoption started shortly after World War II. 1. Sub-Point 1: According to Kathleen Brumble and Charlene Kampfe, authors of the 2011 article â€Å"The History of adoption in the United States: A focus on the unique group of intercountry transracial special needs children† states that during the World War II era and all the devastations it brought made the American soldiers realize how many children were being left orphaned from the war. This soon started the adoption of European children. a. Supporting Material: In today’s society the number of international adoptions have continued to increase in the United States. This isShow MoreRelatedReview of Study: McSweeneys Hofstedes Model of National Cultural Differences and Their Consequences: A Triumph of Faith, A Failure of Analyses1463 Words   |  6 Pagesthat every nation holds its distinctive, describable and influential culture. According to McSweeney (2002), culture shapes every aspect of nature. The author discusses the foundation through which influential national culture exists. 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The Effect of Sleep on Face Recognition Memory - 561 Words

The Effect Of Sleep On Face Recognition Memory Sleep serves multiple purposes, ranging from restoring energy to maintaining homeostasis. Recent research has also shown that sleep plays a crucial role in memory consolidation (Scullin, 2013). There are two main types of long-term memory: explicit (declarative) memory and implicit (procedural) memory. Declarative memory is responsible for learning facts, events, and memories that can be consciously recalled, whereas procedural memory is the unconscious memory of motor skills and how to perform tasks. Several studies primarily in adults demonstrated that sleep improves procedural memory as well as declarative memory (Ellenbogen, et al., 2006). Declarative memory is important in school, work, and social settings. Early sleep and memory studies showed evidence that NonREM sleep improves performance on declarative memory tasks, such as recall and recognition. Decline in declarative memory consolidation is correlated with a decline in slow-w ave sleep. However, the effect of sleep on face recognition memory, a type of declarative memory, is relatively unstudied. Little do people know about how sleep affects memory for faces. The ability to recognize face is critically dependent on the medial temporal lobe of the brain (Squire, 2004). Learning and remembering new faces is a common, efficient, and socially important ability. Face recognition is almost indispensable in nearly all social interactions. Memory for faces isShow MoreRelatedRegulatory Behavior Paper1392 Words   |  6 Pagesin the field of medicine to this day do not have a â€Å"complete picture† of each of the working details of the human nervous system. Of these different mechanisms, perhaps the one most riddled with speculation, is the mechanism of sleep. In discussing regulatory process, sleep is perhaps one of the most essential to the healthy upkeep of the human nervous system. 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A Thousand Splendid Suns Analysis Free Essays

Create questions you would ask the author and at least one of the people in the book. Include why you would ask each particular question, and connect the question to a specific event (quote with page #) in the book. If I were to ask questions to the author and characters, they would be about their experiences. We will write a custom essay sample on A Thousand Splendid Suns: Analysis or any similar topic only for you Order Now The one question I would ask Khaled Hosseini is, All the characters in this book were granted poetic justice, but why not Mariam? Mariam did nothing monstrous to deserve execution; her act of killing Rasheed was done in self-defense and the defense of Laila. Nonetheless, she suffered the shame and punishment from the government under which she lived in. â€Å"Like a compass needle that points north, a man’s accusing finger always finds a woman. Always. You remember that, Mariam. †pg. 364 Even though Mariam’s execution was injustice in my eyes I believe that for Mariam her death sentence was an legitimate end to her life which had legitimate beginnings. Before her death sentence, she recites lines from the Koran asking for mercy and forgiveness which portrays her humbleness and her dedication to loved ones in her life. I would like to ask Mariam why she refused to call witnesses at her trial. Why did she not try to escape with Tariq and Laila? Calling witnesses to her trial could have proved to be beneficial to Mariam; she might not have been sentenced to death but she didn’t even try. â€Å"Remembering the last time she’d signed her name to a document, twenty- seven years before, at Jalil’s table, beneath the watchful gaze of another mullah. pg. 364 There was still a little hope left her, her dreams were to see Laila and Tariq happy and to watch Aziza and Zalmai grow but just like that she gave it all up. Her life had not ended but she still acted as if there was nothing that could be done; she herself gave up her hopes which contrasted her character at the beginning of the book. Lastly, I would like to ask Kh aled why was Laila not given a chance to attend university and complete her secondary education? It is obvious in the early stages of the book that her dream is be educated and educate others so that she can play a women’s worthy role in their society. Her young self is contradicting to what her character becomes. I wonder why after building her family and living in peace she didn’t have the desire to attend university. She had a good opportunity and I feel it would have benefited her and her family a lot. One question I would ask Laila is why she wanted to move back to Kabul? Wasn’t she done with all the suffering and painful memories she endured there? â€Å"†¦Where do we go from here, Tariq? How long do we stay here? This isn’t home. Kabul is†¦Ã¢â‚¬ pg. 390 I realize it was her homeland, she grew up there and the Kabul they left during the war was now half restored; though why would she risk the lives of her family members and their freedom they obtained in Murree. â€Å"It’s a good life, Laila tells herself, a life to be thankful for. It is, in fact, precisely the sort of life she used to dream for herself in her darkest days with Rasheed. † How to cite A Thousand Splendid Suns: Analysis, Papers

Neuro Linguistic Programming Essay Example

Neuro Linguistic Programming Essay History of Neuro Linguistic Programming Abstract This paper covers the history and development of Neuro Linguistic Programming in the field of psychology covering its techniques and its growth from behavioral modeling and the influences of Gestalt psychologists Fritz Perls; Virginia Satir, and Milton Erikson. Richard Bandler and John Grinder are considered the fathers of Neuro Linguistic Programming and this paper covers the skills they developed and their discovery of the ways to identify the representational systems someone uses even when that person is not talking, by recognizing eye movements that reveal that the person is making pictures, hearing sounds, or sensing feelings. NLP can be used in psychotherapy but also in many other fields such as management, sales, marketing, public relations, education, therapy, the military and police, sport, and personal development. History of Neuro Linguistic Programming Neuro-linguistic Programming (NLP) was first developed in the U. S. in the early 1970s from studying the thinking and behavioral skills used by particularly effective and successful people. It is the way of organizing and understanding the structure of subjective experience (Bandler Grinder 1975). Developed by a mathematician; Richard Bandler and a linguist John Grinder, NLP has been clinically demonstrated as a useful technology for generating change. We will write a custom essay sample on Neuro Linguistic Programming specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Neuro Linguistic Programming specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Neuro Linguistic Programming specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Together they studied the three most successful therapists at the time to uncover the structure behind their work. The three where the founder of Gestalt therapy, Fritz Perls; Virginia Satir, Mother of Family therapy and Milton Erikson, the pre-eminent hypnotherapist of the modern era (Tan REV) NLP grew out of the behavioural modelling activity of Grinder and Bandler in studying Virginia Satir, Fritz Perls, and Milton H Erickson. Richard Bandler (1949- ) enrolled as a psychology student in the University of California, Santa Cruz in 1970. John Grinder, (1940- ) was an associate rofessor of linguistics. Bandler joined the group of Grinder-followers and they became friends. Soon they were using Grinders linguistics to pursue Bandlers interest in the work and the success-rate of Virginia Satir (mother of Family Therapy) and Fritz Perls (founder of Gestalt Therapy). They analysed writings and tape-recordings to discover what accounted for the successful results achieved by Satir and Perl s. Later, through a friend of Bandlers, they got to know and became admirers of Gregory Bateson who, in turn, introduced them to the work of Milton Erickson. Using their studies Bandler and Grinder where able to develop skills to of modeling that allowed them to identify the structural elements of another individual’s behavior and teach that behavior to a third person (Dilts, Grinder, Bandler, Cameron Bandler Delozier 1980). Bandler and Grinder noticed that the words people use to express themselves are a literal description of their mental experiences and at the basic level of understanding, people input, process internally, and output information using one or more of the five sensory channels; visual, auditory, kinesthetic, smell and taste. The first three are the most important in day to day information processing (Andreas Andreas 1982). As they began to come up with ideas, insights, and techniques they tried them out on friends (including Robert Dilts, Judith DeLozier, Leslie Cameron Bandler, and David Gordon) who soon joined them in developing and extending the work. The enthusiastic and highly creative group grew and this was how Neuro Linguistic Programming was developed. NLP has acquired a reputation for enabling people to become mind readers; this is partly because of the work of Grinder and Bandler. They discovered that there are ways to identify the representational systems someone uses even when that person is not talking, by recognizing eye movements that reveal that the person is making pictures, hearing sounds, or sensing feelings. And out of this search came many of the methods that are still part of good Practitioner and Master Practitioner Trainings such as anchoring, sensory acuity and calibration, reframing, representational systems, and the two Language Models as well as many of the personal change techniques such as the New Behavioural Generator and Change Personal History. Using eye movements as a method of determining the preferred representational system Falzett (1981) found that a male and female interviewer where rated as more trustworthy by subjects when predicated systems where matched by the interviewer than when the interviewer used mismatching predicates in responding to a subjects verbalizations. The NLP model states that because of a specific neural wiring, humans move their eyes in predictable patterns when they are accessing representational strategies. Breathing rate can also be used, high in the chest with short choppy breaths is a visual access, low in the stomach with deep breaths in kinesthetic access and even breathing in the middle of the chest indicates auditory access. Other behavioral aspects are the positioning of the shoulders, posture shifts, skin color changes, heart rate and also body temperature changes. (Schaefer, Beausay Pursley 1983). NLP states that these accessing cues are the process where an individual modulates their neurology to access various representational that are necessary when trying to make sense out of their environment. During therapy, NLP is process orientated; it is directed at the production of therapeutic change by affecting formal strategies that a person constantly employs. Expanding and challenging theses strategies is performed with the use of anchors. An anchor is a specific word which represents behaviors classically conditioned to evoke a specific response. This response can be cognitive or behavioral. An anchor does not need to be to be reinforced with its response and it does not need to be conditioned over a period of time. Language is a common anchoring system. For example, the word dog will be an auditory anchor to an image of four legged animal that barks, an effective anchor with little cognitive effort. The smell of a hospital or a family member screaming in anger is examples of anchors that have been unintentionally installed and they operate out of an individual’s awareness and direct control. Neuro Linguistic Programming operates to install new anchors which work just as well as these unintentional anchors and work toward evoking a response that increases the behavioral flexibility of a person and it is through these anchors that changes can be made in the strategies of thought. Using NLP a therapist can establish a map of one’s cognitive representation of the world and place anchors that be established in a clients strategies that provoke responses that differ from those expected using their original strategy. It is now used internationally used by millions of people throughout the world in such diverse fields as management, sales, marketing, public relations, education, therapy, the military and police, sport, and personal development. (Schaefer, Beausay Pursley 1983). Grinder and Bandler proposed certain assumptions in their model of communications, NLP. They assumed that people, (a) organize experiences into representational systems reflecting one or more sensory modes, (visual, auditory and kinesthetic); (b) vary in tendencies to encode experiences primarily in one sensory mode or another; (c) express such individual differences through choice of verbal predicates and through eyes movements; (d) communicate best with others who use the same representational or predicate systems. (Fromme Daniell 1984) The sensory mode utilized and the sequences of modality utilizations are critical to the performance of any given task. A person who is skilled at a certain task will have a radically different processing sequence from someone who performs poorly at the same task. The systems are sensory specific, grounded in a definable sensory system that provides the material for the experience. A person who uses a visual preferred representational system (PRS) will primarily attend to images, facial expressions and colors. Similarly, an auditory PRS may focus on sounds, tones, and volume. The kinesthetic PRS will focus on bodily sensations such as proprioceptive information, tactile experience, and the experience of affect. Hossack,MClinPSycholStandidge1993) References Andreas, C, Andreas, S. (1982). Neuro-Linguistic Programming: A new technology for training. Performance Instruction, 21(5), 37-39. http://search. ebscohost. com, doi:10. 1002/pfi. 4170210519 Bandler, R Grinder, J (1975) Patterns of the Hypnotic techniques of Milton H Erickson MD, Vol 1 Cupertino, CA Meta Publications Dilts, R, Grinder, J, Bandle r, R, Cameron-Bandler, L DeLozier, J (1980) Neuro Linguistic Programming, Vol 1 Cupertino, CA: Meta Publications Einspruch, E. , Forman, B. (1988). Neuro-linguistic programming in the treatment of phobias. Psychotherapy in Private Practice, 6(1), 91-100. http://search. ebscohost. com Fromme, D. , Daniell, J. (1984). Neuro-linguistic programming examined: Imagery, sensory mode, and communication. Journal of Counseling Psychology, 31(3), 387-390. http://search. ebscohost. com, doi:10. 1037/0022-0167. 31. 3. 387 Gumm, W. , Walker, M. , Day, H. (1982). Neuro-linguistics programming: Method or myth? Journal of Counseling Psychology, 29(3), 327-330. http://search. ebscohost. com, doi:10. 1037/0022-0167. 29. . 327 Hossack, Alex, MClinPsychol, Standidge, Karen. (1993). Using an imaginary scrapbook for neuro-linguistic programming in the aftermath of a clinical depression: A case history. The Gerontologist, 33(2), 265. Retrieved October 7, 2009, from ProQuest Psychology Journals. (Document ID: 1649306). Helm, D (2003). Neuro Linguistic Programming: Deciphering the truth in the criminal mind. Education, 124(2), 257-260. Retrieved Octob er 5, 2009, from Research Library. (Document ID: 532771451). Krugman, M. , Kirsch, I. , Wickless, C. , Milling, L. , Golicz, H. Toth, A. (1985). Neuro-linguistic programming treatment for anxiety: Magic or myth? Journal of Consulting and Clinical Psychology, 53(4), 526-530. http://search. ebscohost. com, doi:10. 1037/0022-006X. 53. 4. 526 Schaefer, D. , Beausay, W. , Pursley, C. (1983). Neuro-linguistic programming: Introduction, assessment, and critique. Journal of Psychology and Christianity, 2(3), 2-13. Walter, J Bayat, A. (2003). Neuro-linguistic programming: The keys to success. Student MJ, 11, 252. Retrieved October 5, 2009, from Research Library. (Document ID: 373186041). Neuro Linguistic Programming Essay Example Neuro Linguistic Programming Essay History of Neuro Linguistic Programming Abstract This paper covers the history and development of Neuro Linguistic Programming in the field of psychology covering its techniques and its growth from behavioral modeling and the influences of Gestalt psychologists Fritz Perls; Virginia Satir, and Milton Erikson. Richard Bandler and John Grinder are considered the fathers of Neuro Linguistic Programming and this paper covers the skills they developed and their discovery of the ways to identify the representational systems someone uses even when that person is not talking, by recognizing eye movements that reveal that the person is making pictures, hearing sounds, or sensing feelings. NLP can be used in psychotherapy but also in many other fields such as management, sales, marketing, public relations, education, therapy, the military and police, sport, and personal development. History of Neuro Linguistic Programming Neuro-linguistic Programming (NLP) was first developed in the U. S. in the early 1970s from studying the thinking and behavioral skills used by particularly effective and successful people. It is the way of organizing and understanding the structure of subjective experience (Bandler ; Grinder 1975). Developed by a mathematician; Richard Bandler and a linguist John Grinder, NLP has been clinically demonstrated as a useful technology for generating change. We will write a custom essay sample on Neuro Linguistic Programming specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Neuro Linguistic Programming specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Neuro Linguistic Programming specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Together they studied the three most successful therapists at the time to uncover the structure behind their work. The three where the founder of Gestalt therapy, Fritz Perls; Virginia Satir, Mother of Family therapy and Milton Erikson, the pre-eminent hypnotherapist of the modern era (Tan REV) NLP grew out of the behavioural modelling activity of Grinder and Bandler in studying Virginia Satir, Fritz Perls, and Milton H Erickson. Richard Bandler (1949- ) enrolled as a psychology student in the University of California, Santa Cruz in 1970. John Grinder, (1940- ) was an associate rofessor of linguistics. Bandler joined the group of Grinder-followers and they became friends. Soon they were using Grinders linguistics to pursue Bandlers interest in the work and the success-rate of Virginia Satir (mother of Family Therapy) and Fritz Perls (founder of Gestalt Therapy). They analysed writings and tape-recordings to discover what accounted for the successful results achieved by Satir and Perl s. Later, through a friend of Bandlers, they got to know and became admirers of Gregory Bateson who, in turn, introduced them to the work of Milton Erickson. Using their studies Bandler and Grinder where able to develop skills to of modeling that allowed them to identify the structural elements of another individual’s behavior and teach that behavior to a third person (Dilts, Grinder, Bandler, Cameron Bandler Delozier 1980). Bandler and Grinder noticed that the words people use to express themselves are a literal description of their mental experiences and at the basic level of understanding, people input, process internally, and output information using one or more of the five sensory channels; visual, auditory, kinesthetic, smell and taste. The first three are the most important in day to day information processing (Andreas Andreas 1982). As they began to come up with ideas, insights, and techniques they tried them out on friends (including Robert Dilts, Judith DeLozier, Leslie Cameron Bandler, and David Gordon) who soon joined them in developing and extending the work. The enthusiastic and highly creative group grew and this was how Neuro Linguistic Programming was developed. NLP has acquired a reputation for enabling people to become mind readers; this is partly because of the work of Grinder and Bandler. They discovered that there are ways to identify the representational systems someone uses even when that person is not talking, by recognizing eye movements that reveal that the person is making pictures, hearing sounds, or sensing feelings. And out of this search came many of the methods that are still part of good Practitioner and Master Practitioner Trainings such as anchoring, sensory acuity and calibration, reframing, representational systems, and the two Language Models as well as many of the personal change techniques such as the New Behavioural Generator and Change Personal History. Using eye movements as a method of determining the preferred representational system Falzett (1981) found that a male and female interviewer where rated as more trustworthy by subjects when predicated systems where matched by the interviewer than when the interviewer used mismatching predicates in responding to a subjects verbalizations. The NLP model states that because of a specific neural wiring, humans move their eyes in predictable patterns when they are accessing representational strategies. Breathing rate can also be used, high in the chest with short choppy breaths is a visual access, low in the stomach with deep breaths in kinesthetic access and even breathing in the middle of the chest indicates auditory access. Other behavioral aspects are the positioning of the shoulders, posture shifts, skin color changes, heart rate and also body temperature changes. (Schaefer, Beausay Pursley 1983). NLP states that these accessing cues are the process where an individual modulates their neurology to access various representational that are necessary when trying to make sense out of their environment. During therapy, NLP is process orientated; it is directed at the production of therapeutic change by affecting formal strategies that a person constantly employs. Expanding and challenging theses strategies is performed with the use of anchors. An anchor is a specific word which represents behaviors classically conditioned to evoke a specific response. This response can be cognitive or behavioral. An anchor does not need to be to be reinforced with its response and it does not need to be conditioned over a period of time. Language is a common anchoring system. For example, the word dog will be an auditory anchor to an image of four legged animal that barks, an effective anchor with little cognitive effort. The smell of a hospital or a family member screaming in anger is examples of anchors that have been unintentionally installed and they operate out of an individual’s awareness and direct control. Neuro Linguistic Programming operates to install new anchors which work just as well as these unintentional anchors and work toward evoking a response that increases the behavioral flexibility of a person and it is through these anchors that changes can be made in the strategies of thought. Using NLP a therapist can establish a map of one’s cognitive representation of the world and place anchors that be established in a clients strategies that provoke responses that differ from those expected using their original strategy. It is now used internationally used by millions of people throughout the world in such diverse fields as management, sales, marketing, public relations, education, therapy, the military and police, sport, and personal development. (Schaefer, Beausay Pursley 1983). Grinder and Bandler proposed certain assumptions in their model of communications, NLP. They assumed that people, (a) organize experiences into representational systems reflecting one or more sensory modes, (visual, auditory and kinesthetic); (b) vary in tendencies to encode experiences primarily in one sensory mode or another; (c) express such individual differences through choice of verbal predicates and through eyes movements; (d) communicate best with others who use the same representational or predicate systems. (Fromme Daniell 1984) The sensory mode utilized and the sequences of modality utilizations are critical to the performance of any given task. A person who is skilled at a certain task will have a radically different processing sequence from someone who performs poorly at the same task. The systems are sensory specific, grounded in a definable sensory system that provides the material for the experience. A person who uses a visual preferred representational system (PRS) will primarily attend to images, facial expressions and colors. Similarly, an auditory PRS may focus on sounds, tones, and volume. The kinesthetic PRS will focus on bodily sensations such as proprioceptive information, tactile experience, and the experience of affect. Hossack,MClinPSycholStandidge1993) References Andreas, C, Andreas, S. (1982). Neuro-Linguistic Programming: A new technology for training. Performance Instruction, 21(5), 37-39. http://search. ebscohost. com, doi:10. 1002/pfi. 4170210519 Bandler, R Grinder, J (1975) Patterns of the Hypnotic techniques of Milton H Erickson MD, Vol 1 Cupertino, CA Meta Publications Dilts, R, Grinder, J, Bandle r, R, Cameron-Bandler, L DeLozier, J (1980) Neuro Linguistic Programming, Vol 1 Cupertino, CA: Meta Publications Einspruch, E. , Forman, B. (1988). Neuro-linguistic programming in the treatment of phobias. Psychotherapy in Private Practice, 6(1), 91-100. http://search. ebscohost. com Fromme, D. , Daniell, J. (1984). Neuro-linguistic programming examined: Imagery, sensory mode, and communication. Journal of Counseling Psychology, 31(3), 387-390. http://search. ebscohost. com, doi:10. 1037/0022-0167. 31. 3. 387 Gumm, W. , Walker, M. , Day, H. (1982). Neuro-linguistics programming: Method or myth? Journal of Counseling Psychology, 29(3), 327-330. http://search. ebscohost. com, doi:10. 1037/0022-0167. 29. . 327 Hossack, Alex, MClinPsychol, Standidge, Karen. (1993). Using an imaginary scrapbook for neuro-linguistic programming in the aftermath of a clinical depression: A case history. The Gerontologist, 33(2), 265. Retrieved October 7, 2009, from ProQuest Psychology Journals. (Document ID: 1649306). Helm, D (2003). Neuro Linguistic Programming: Deciphering the truth in the criminal mind. Education, 124(2), 257-260. Retrieved Octob er 5, 2009, from Research Library. (Document ID: 532771451). Krugman, M. , Kirsch, I. , Wickless, C. , Milling, L. , Golicz, H. Toth, A. (1985). Neuro-linguistic programming treatment for anxiety: Magic or myth? Journal of Consulting and Clinical Psychology, 53(4), 526-530. http://search. ebscohost. com, doi:10. 1037/0022-006X. 53. 4. 526 Schaefer, D. , Beausay, W. , Pursley, C. (1983). Neuro-linguistic programming: Introduction, assessment, and critique. Journal of Psychology and Christianity, 2(3), 2-13. Walter, J Bayat, A. (2003). Neuro-linguistic programming: The keys to success. Student MJ, 11, 252. Retrieved October 5, 2009, from Research Library. (Document ID: 373186041).

Country factor analysis-Argentina

Country factor analysis-Argentina Executive SummaryInternational business is of vital part for pharmaceutical company to expand business to catch more market of the world. Report reflects country's different factors related to business for pharmaceutical industry. Argentina was one of the wealthiest countries during 18th and 19th century, but due to political instability leads it to financial crisis. Legal system was not transperant.Economic developments were ceased. But after economic reforms and new constitution came in exist, again it shows the positive sign. Since last few years it is struggling for improvements in all sectors.GDP is improving slowly and steadily. Inflation is now comparatively under control. New constitution made legal system more transparent and laws regarding international investments are changing. Educated society and above average income of the people, encourages them to spend money on their health requirements. Overall climate is now showing positive sign for foreign investor.IntroductionIn ternational business is more related with the host country's economical factors, political situation, legal system, social and cultural system, religious environment and education factor.Countries in Latin America by date of independenceMaking profit is the main aim for the business firm. To make profit, Company has to first research costs and risk and benefit related to these factors .These factors must have to be carefully studied and understood. PRATEETI Pharmaceuticals pty. ltd looking for new market in Argentina for antibacterial medicines. Pharmaceutical industry is highly profit making industry among all. But without carefully understanding and studying different factors affecting international business it is not possible to success and survives. After care full study of the economical, political, cultural, religious, educational, legal factors with costs, risks and benefits of Argentina I have made a report for company for its future strategy and planning.Company ProfileName : PRATEETI Pharmaceuticals Pty Ltd.Firm Type: Private CompanyProduct: Drugs and medicinesProduct type: Antibiotic Medicines...

Basic French Politeness Vocabulary and Expressions

Basic French Politeness Vocabulary and Expressions After you master your French survival phrases, the very next thing you need to conquer in French is politeness. Do Smile in France You may have heard that it was not OK to smile in France. I dont agree. I am Parisian born and raised, then lived 18 years in the US, then came back to France to raise my daughter among my (also French) husband family. People smile in France. Especially when they interact, ask for something, are trying to make a good impression. In a large city like Paris, smiling to everybody may make you look out of place. Especially if you are a woman and are smiling to each guy that looks at you: they may think you are flirting.   However, that doesnt mean you shouldnt smile, especially when you are talking to someone.   Lots of French students are afraid to speak French, and therefore have a very intense facial expression: its not nice. So try to relax, breathe in, and smile! Tu Versus Vous - The French You There is MUCH to say on this subject which is deeply rooted in French history. But to sum it up. Use tu with one person you are talking to: a child, a close friend, an adult in a very relaxed setting, a family member, anyone who uses tu with you (unless they are much older than you).Use vous with everybody else you are talking to. An adult you are not close to, a colleague, a person much older than you... and with a group of several people (whether you say tu or vous to them individually. The choice between tu and vous also depends on social class (this is very important and the main reason why French people use tu or vous to talk to one person), geographic region, age, and... personal preference!   Now, each time you learn a French expression using you - youll have to learn two forms. The tu one and the vous one. French Politeness Essentials Monsieur - SirMadame - Lady, MadamMademoiselle - Miss, to be used with younger (too young to be married) women When addressing someone, it is much more polite in French to follow with Monsieur, Madame or Mademoiselle. In English, it may be a bit over the top, depending where you come from. Not in France. Oui - Yes.Non - No.Merci - Thank you.Bonjour - hi, hello.Au revoir - Bye.Sil vous plaà ®t - please (using vous)/  Sil te plaà ®t - please (saying tu)Je vous en prie - youre welcome (using vous) / Je ten prie (saying tu)Dà ©solà ©(e) - sorryPardon - sorryComment ? - Excuse me - when you couldnt hear someone.Excusez-moi (for vous) / excuse-moi (for tu) - excuse-me vos souhaits (for vous) / tes souhaits (for tu) - bless you (after someone sneezes) Of course, there is much more to say about French politeness. We  suggest you check out look at the  downloadable audio lesson on French Politeness to master the modern French pronunciation and all the cultural nuances linked to French politeness and greetings.