From the business idea (will upload the file), create a hybrid of Assignment

From the business idea (will upload the file), create a hybrid of ideas or compile a new idea then, document how the business mo - Assignment Example What makes the company success The sinner party company being a brand new service within the area of location, many people above eighteen years would be attracted to the services offered by the company. Many of the customers would be looking for a bar with lighting and logo placement which would help in overcoming the competitions by the other companies. Additionally, the Sinner Party Company has been strategically placed where the population is high hence more customers. The process layout of the company is very convenient to the customers hence their attraction to the company (Anderson, Narus & Van Rossum, 2006 pp. 90). Target customer The Sinner Party Company has no discrimination to customers. The company targets all kinds of customers at all age above 18 which is authorized by the law. The customer consideration by the company is the ability to make the payment of the services provided by the company. Additionally, they consider the customers attitudes and their behaviors during the party. For instance, the customers should be able to adhere to the company’s rules and regulations where they should not carry anything illegal to the party station (Winer, 2001n.p). In that case, the sinner party company gets attached well to their customer hence good relationship. The company’s relationship to the customers is pleasing and strong. For instant, the company offers the customers with two options; to provide private bar service for the customers at their own homes, to provide the customer with both the destination and the private bar services (Payne & Frow, 2005 pp. 168). Additionally, the company places the parties near to the customers where they are able to access the places at the right time. They also have the freedom offered by the company to choose the product they would wish to have during their function. In that case, the company’s relationship to the customers is strong enough (Payne & Frow, 2005 pp. 170). Macro environment The Sinn er Party Company has been net working economically, politically, socially, and technologically. Due to their social relationship with the Sydney people, they have been allowed to use the offices and the suburbs for their functioning. On the other hand, politically, Sinner Party has strictly adhered to the laws (Kirschbaum, 2005). They do not allow any customer who might bring illegal things in their company. In that case, the company has flourished without any government complains. On the side of economic, the sinner party company is a government revenue generating company. They consider the customers ability to make the payment according their charges. In that case, they make adjustments of their charges to equalize each customer and make everyone fit in to their rank (Kirschbaum, 2005). Due to the technology advancement in the company, the operations have been ease. The record keeping has become computerized where the company is able to record more than one thousand customers with their dates of functioning. Additionally, company has been able to bank their money hence safety. The sinner party company operates both daytime and night. In that case, the advancement of the technology has highly benefited the company. They have employed security maintainers who have been using technological tools to keep and ensure the customers safe both during the two sessions. Distribution channel The use of

Discrimination Against Homosexuals in the Military Essay Example for Free

Discrimination Against Homosexuals in the Military Essay Since 1993 more than 14,500 service members were fired under the law of †Don’t Ask, Don’t Tell† (sldn. org). In 1950, President Harry S. signed the Uniform Code of Military Justice, which set up the discharge rules for homosexual service members. People wanting to serve their country were being discriminated and discharged because of their sexuality. Then in 1982, Ronald Reagan proposed a defense directive that states â€Å"Homosexuality is incompatible with military service† and people who engaged in homosexual acts or stated that they were homosexual or bisexual were discharged. In 1992, Bill Clinton, as a presidential candidate, promised to lift the ban. Finally in 1993, when Bill Clinton was elected president, he proposed a compromise that he named â€Å"Don’t Ask, Don’t Tell†. This law issued a defense directive that military applicants should not be able to be asked about their sexual orientation (Washington Post). Homosexuals being discriminated in the military have grabbed the attention of people all around the world. The question on whether or not homosexuals should have the right to serve in the military was a hotly debated topic in politics for the past few years. Even after the repeal of Don’t Ask Don’t Tell, will our society be ready to accept others? The research started with searching â€Å"Homosexuals in the military†. Then â€Å"Don’t Ask Don’t Tell† and personal stories of gays in the military was found. Unfortunately, no books could be found on this topic, but articles from top newspapers became a valid choice. Documentaries and podcasts were also looked at. Good sources were easy to find because the topic was so controversial in the US, so the news articles came in handy. The repeal of â€Å"Don’t Ask Don’t Tell† was all over US news websites, and news clips from YouTube were found. Last fall, a pentagon study was released that said a majority of the US forces, more than 70%, said that serving with homosexuals would have no negative effect on them. Forces fighting in Iraq and Afghanistan had a different response. 58% of combat marines said that they would prefer not to serve with homosexuals. Since the repeal in late September, the effect has been positive on quite a lot of people. The main people who are opposed to the repeal are the military chaplains. The majority of the 3,000 active chaplains are conservative Christians. A retired chaplain, named Brigadier General Douglas Lee, is one of the 66 retired chaplains that wrote a letter to President Obama, urging him to not go through with the repeal. In a video showing the effects (positive and negative) of the repeal, shows Brigadier General Douglas Lee talking about Don’t ask, Don’t Tell. He says, â€Å"Homosexuality is one of a multitude of sins. Chaplains help people wrestle with the sins that bisect them and their lives. The problem with this repeal is that this particular sin is being legitimized as being normal and okay†. The problem with the non acceptance of the chaplains is that many and most conservative Christians believe that homosexuality, like all of the other sins in the bible, is a lifestyle choice (Pbs. org). According to another Pentagon Study, thirty-five other countries allow homosexuals to serve openly with no negative effect (Sldn.  org). Consider two men, both wanting to serve their country, one is gay and one is straight. They get all of the same test scores, and pass, yet only the straight guy is let in, not because of anything else other than his sexuality. If the same circumstances had happened, instead with a man and a woman, it would be sexist. If one was white and the other was black, it would be racist. All of the victims of these situations would have protection under the law and could sue, except for the homosexual. The homosexual has no legal protection from the government (Library in a book: Gay Rights). The repeal could be the first step to changing this. September 20th 2011, Obama stated, â€Å"As of today, our armed forces will no longer lose the extraordinary skills and combat experience of so many gay and lesbian service members. And today, as Commander in Chief, I want those who were discharged under this law to know that your country deeply values your service†(UStoday. com). Military bases around the US have been holding sessions for service members to educate them on the repeal of â€Å"Don’t Ask, Don’t Tell†. They say, â€Å"You are not expected to change your religious or moral beliefs, however you are obligated to treat all others with dignity and respect† (Pbs. org). It seems as though that our society has been coping positively since the repeal. There are always going to be some people who will not stray from their views, but the percentages are going up and more and more people are willing to except homosexuals serving freely in the US.

Vendor managed inventory in fmcg sector supply chain

Vendor managed inventory in fmcg sector supply chain Vendor Managed Inventory (VMI) is a planning and management system in which vendor is fully responsible for the replenishment of inventory based on timely point of sale information to the buyers (retailer) place. This concept helps increases the customer responsiveness by reducing the supply and demand gap thus giving the satisfaction to end customer by increasing availability of the desired product when customer wants it. Supply chain partners must share their vision of demand, requirement and constraint to set the common objectives (Guillaume et al; 2008). Quality of buyer supplier trust and relationship, quality of ICT system and intensity of information sharing has positive impact on VMI implementation (Marloes et al; 2008). Information technology combined with VMI offers a clear view of inventory holding location giving supplier better information for replenishment planning (Malla et al; 2007). Before implementation of VMI, analysis of the level of uncertainty of customer demand is needed as high uncertainty in demand negatively influences the performance attained through VMI (Kazim Sari 2007). Upstream data transferred to suppliers i.e. current inventory level and accurate sales forecast is the most important factor for the successful implementation of VMI (Astrid Vigtil, 2007). Benefits of VMI implementation depend on contextual factors surrounding the implementation and dyadic intentions (Jongk yung et al; 2009). Implementing VMI is not solo effort it can be beneficial if company wide effort is involved (George kuk, 2004). VMI supply chain has improved dynamic response which causes reduction in manufacturing on cost and transportation demand (S.M. Disney et al; 2003). VMI gives benefits to retailer as manufacturer stock more to reduce risk of stock out which in turn reduces retailer holding and shortage cost and increases its profit (Brendra k et al; 2004). Implementation of VMI in FMCG sector of Pakistan is a major challenge for the FMCG companies and the retailers both. Maintaining of high quality error-free service in the dynamic and uncertain environment of Pakistan with lack of ICT infrastructure (information and communication technology) is a huge pressure. Due to heterogeneous customer base complete VMI implementation in this scenario is not possible so FMCG companies need to carry out its operation in both the way i.e. for the both VMI and non VMI customers. For flexible and fast communication between FMCG producers and retail chains proper ICT infrastructure is mandatory. So companies need to invest web-based information transfer systems like EDI (electronic data interchange). Adoption of VMI is not an easy task for companies as it requires heavy investment and commitment of retailers that how much they are willing to share POS information. Before full and final implementation of VMI companies must need to find out the right re tailers to be served and the factors that are acting as a barrier from retailers side as the clear and fault free implementation will have a great influence on future business performance outcomes. Objective of this paper is to find out the suppliers/manufacturer perceived objectives, drivers, obstacles, performance outcomes for implementing VMI in FMCG sector of Pakistan. Organizational objectives => Lead-time reduction, improvement in forecasting accuracy, improvement in customer service improvement in profit margin, improvement in rate of return, increase sales, control of bullwhip effect, Strategic drivers => Competition, shorter product life cycle, global supply chain, corporate restructuring. Obstacles => Ineffective organizational structure, lack of suitable it infrastructure, improper decision-support tool, lack of trust and mutual understanding between supply chain partners, internal/external integration, Performance outcomes => Effective production planning, effective forecasting, effective replenishment, effective inventory control and management, effective logistics and distribution management This paper is organized in sections. Section 1 offers the introduction; section 2 presents the literature review on research practices on VMI; section 3 is comprised of methodology: section 4 consist of data analysis and section 5 draws the conclusion regarding the findings. LITERATURE REVIEW Jan Holmstrom (1998) studied a single case study to analyze the benefits of implementation of SAP R/3 in VMI between vendor and its wholesaler. It is found that administrative cost for vendor product is reduced with reduced delivery cost which in turn gives benefit to end customer through low prices. It is also found that demand variability, inventory level and order per delivery lead time also greatly reduces which give competitive advantage to both vendor and whole seller. It is suggested that full benefit can be attained if vendor extends its number of customers. Sila cetinkaya et al (2000) studied the inventory replenishment and shipment decision in VMI through analytical model. Manufacturer with random demand patterns and retailers dispersed in different geographical areas are taken into account. Manufacturer has the freedom of holding small sized orders and dispatches it until the consolidation volume gathers. It is found that inventory costs are reduced if the inventory and shipments decision optimally coordinated. Susan cohen kulp (2002) studied the impact of internal information (sales and inventory) accuracy and its reliability on supply chain profits in vendor managed inventory. Theoretical models of two system traditional and VMI are analyzed which indicates that the accurate information helps manufacturer to forecast the consumer demand accurately which increases manufacturer and retailer over all profits. Hypothesis was tested through survey of 53 divisions of manufacturers in the FCPG industry. Result shows that use of VMI increases with the detail and reliability of retailers internal information and wholesale prices are lowered with the extent of VMI use. It is suggested that VMI will lead to higher supply chain profits if retailer and manufacturer both are willing to share accurate information and use this information in taking inventory management decisions. Terrance et al (2003) identified the distinction between supplier managed inventory (SMI) vendor managed inventory (VMI) through theoretical framework. Economic value analysis (EVA) is used to determine the non financial benefits and burdens of VMI and SMI implementation and effect of VMI and SMI on enhancement of share holder value.it is suggested that EVA analysis will help manager to identify the opportunities to increase the share holder value across both firms S.M. Disney et al (2003) studied the effect of VMI strategies on transport operation and order batching activities. Three different scenarios traditional, internal consolidation and VMI are modeled through system dynamics methodology and tested through simulation. It was found that VMI supply chain has improved dynamic response which causes reduction in manufacturing on cost and transportation demand. Transportation cost saving in VMI is possible for long term and short term and this saving is not effected by escapable and inescapable cost. This paper may help in developing the policy regarding VMI and supply chain (distribution, production scheduling etc.). S.M. Disney et al (2003) investigated the comparison between VMI and traditional seriously linked supply chain in producing bullwhip effect. Different equations are developed and simulation model testing was applied. Four variables as a source of bullwhip; price variations, rationing and gaming, demand signal processing, and order batching, were tested in traditional and VMI supply chain scenarios. It was found that through VMI supply chain all the variables can be avoided through well designed system. Demand signal processing and order batching can only be eliminated through inventory holding in traditional supply chain. For future it is suggested that VMI would be of greater benefit if the supplier uses inventory and sales information in making production and inventory management decision process. George kuk (2004) investigated the determinants and outcomes of VMI in electronic industry through survey of 94 employees of 25 companies who fully implemented VMI. Four hypotheses were created having 3 independent variables: organization size, number of employees involved in VMI and type of logistic integration, 3 dependent variables: information quality enhancement, service quality improvement and cost reduction. Through ANOVA testing it is analyzed that large level of employee involvement, small size of organization and integrated logistics achieves more benefits of VMI. It is suggested that implementing VMI is not solo effort it can be beneficial if company wide effort is involved. Brendra k et al (2004) investigated how the substitution brand competition gives benefit to retailer in VMI. Two level supply chain is taking having one retailer and 2 manufacturer of competing substitutable brand and through analysis of mathematical model it is found that VMI gives benefits to retailer as compare to non VMI as due to increase competition manufacturer stock more to reduce risk of stock out which in turn reduces retailer holding and shortage cost and increases its profit. For future research it is suggested to include inter retailer intra brand substitution competition. Pamela danese (2006) identified the way to use extended vendor managed inventory (VMI) both upstream and downstream amongst various supply chain partners to organize the information and material flows. Case study analysis approach is used taking supply chain network of leading pharmaceutical company GlaxoSmithKline (GSK). Through collected data it is shown that Information flows among the supply network members, information systems and performance monitoring system are some of the requisite of extended VMI. In GSK Information flow is achieved by EDI system which enhanced the service level, production capacity, and the inventory management. Central information system helps in production planning and order cycle processes in up stream and downstream supply network. Performance monitoring system motivates and improves the performance and allows supply chain members to over come their reluctances to share information. It is suggested that collaborative planning, forecasting and replenish ment (CPFR) should be taken into consider future research on extended VMI. Yuliang Yao et al (2007) explored how supply chain parameters affect the cost saving in VMI and sharing of this benefit between buyer and supplier. Two level supply chain having single supplier and single buyer modeled. Through analysis of model it is found that inventory cost reduction greatly depend on ratio of order cost of supplier to buyer and ratio of carrying cost of supplier to buyer. Buyer takes all the benefits of inventory reduction whereas supplier inventory level may increased which may lead to high logistic cost to supplier side. So its suggested to have side payment arrangement between buyer and supplier to get VMI worked in long run. Malla et al (2007) investigated the impact of VMI model on organizations inventory associated cost. Case study of market leader of tyre manufacturer has taken which has which has largest distribution network across India, USA and UK. Through simulation of model it is found that integration of information technology provide a clear picture of inventory holding locations which helps supplier in planning and replenishment of inventory across supply chain, which reduces bullwhip effect, safety stock and W.I.P and improves customer service. Some of the limitations of this model are high initial investment cost and lack of integration of systems. Astrid Vigtil (2007) investigated the required information exchange in VMI with the support of five buyer-supplier pair in Norwegian geographic. Semi-structured detailed interviews were conducted with the representative of different companies having logistic managerial position or similar. It was concluded through interviews that flow of upstream data is more critical rather than downs-stream data. Visibility of current inventory status and sales forecast are most important factor for suppliers and there is different kind of information needed depends upon operational mode of buyer in make to stock and make to order. In future it is implicated that for the higher efficiency of VMI electronic integration and automatic data transfer should be priorities as it supports supplier in planning of replenishment. Kazim Sari (2007) examined the benefits of VMI in achieving the increased performance through different levels of outside supply capacity, demand uncertainty, and lead time. Data were collected through simulation model; Crystal Ball, an MS Excel add-in. After retrieving data statistical test MANOVA is applied and it was concluded that high uncertainty in customers demand has negative influence on the VMI performance. There is also a direct relationship between the manufacturing capacity of outside supplier and performance of VMI. As long as the ratio between retailer and supplier lead times remains constant the performance level of VMI remain unchanged. For future implication it is recommended that before taking any decision relating VMI implementation it is necessary to conduct cost-benefit analysis if upstream information sharing is poor or customer demand is highly uncertain. Mikael Stahl Elvander et al (2007) proposed the structure for the numerous setups that could be arranged while establishing a VMI system. Semi-structured interviews were conducted from 15 company of Switzerland. Six framework were prepared and tested against the focus group consisted of representative of nine different companies including suppliers and customers who already had implemented VMI, in workshop. Through workshop it was deduce that there are a number of different ways in which VMI system can be configured, that will limit a suppliers likelihood to employ the information made accessible through VMI. It is suggested that the challenges related to operation and management may differ in different VMI system configuration. This should be taken into consideration in order to find best optimal VMI system configuration. Atul B. Borade Satish V. Bansod (2008) studied motives, drivers, obstacles and benefits of VMI practices in e-environment. Key variables were compared between small and large Indian industry questionnaires were filled by 112 large companies and 86 small companies and hypothesis was tested through independent sample t-test. It was resulted that motives, drivers, obstacles and benefits are considerably different for small and large enterprises while adopting VMI. It was found that the major objective for SMEs is profit improvement and for large companies is improved customer service. Driver for SMEs is competition and for large companies it is global supply chain. Obstacle in implementing VMI for SMEs is lack of IT infrastructure and for large companies is lack of trust between supply chain partners. Objective for SMEs is profit improvement and for large companies is improved customer service. Benefits gain for SMEs is better forecasting and for large companies is improved logistic an d distribution management. It is suggested that IT can gives companies advantages to maximize end consumer value and reduce operating expense as it gives the real time information of marketing conditions. Guillaume Marques et al (2008) examined the integrated view of the VMI. Outside the short term pull system inventory replenishment, partners have to share their demand forecast, requirements and their limitations to fix middle/long term common objectives. In order to conduct the study 28 articles were review and it was concluded that there was no doubt about the real application of VMI in industry. What clearly is VMI and how can it be correctly implement in supply chain is not clear. It cannot be justify whether VMI is a model, a process, a strategy, a relationship, a link. Juhwen Hwang, Su-Hwa Wu and Yu-Yen Huang (2008) studied the supplier performance enhancement in term of total relevant cost/unit. Three different models were proposed for single supplier with heterogeneous retailers, one is uncooperative model with independent inventory management system, second model was VMI model in which supplier is responsible for inventory replenishment order cost and certain degree of holding cost and third model was VMI/CRE model, in which VMI is combined with CRE (common replenishment epochs) strategy. Data was analyzed through Algorithm and numerical experimental design and it was concluded that VMI and VMI/CRE results are significant for supplier performance as compared with uncooperative model. For the future implication it is suggested that the supplier are required to provide incentives such as price discounts to compensate the losses which are bear by retailers so that aligning ordering schedules with CRE. Marloes J. T. Claassen et al (2008) studied the perspective of buyer in term of benefit gained through VMI. Research model was formulated having four key variables; quality of ICT system, quality of information, intensity of information sharing and relationship quality. Sample of 64 Dutch buyer responded through email and model was tested through Partial Least Square (PLS) technique. It was resulted that the quality of the buyer-supplier relation, quality of IT-system and intensity of service level has an impact on buyer-perceived VMI benefits and it is not impacted by actual quality of the information shared. Furthermore three outcomes of VMI performance are higher customer service level, efficient control over supply chain and cost reduction to some extent. It is proposed that the primary benefit of VMI implementation is not cost reduction; it is high customer service level and supply chain control which can be obtained through better relationship with supplier and efficient IT inf rastructure. Jouni Kauremaa et al (2009) found out the types of benefits of VMI program and its sharing at the five levels (supplier vs. buyer). An exploratory multiple case study research methodology was used. Quantitative and qualitative data were collected through semi-structured interview from five operational levels. It is concluded that for buyer and supplier, VMI can lead to strategic and operational benefit both which is depending on pair intentions and contextual factors surrounding the given application. It is suggested that with the help of contextual factors VMI system can be designed with more accurate and perfect implementation targets. Kari Tanskanen et al (2009) investigated the challenges faced by the construction industry at corporate level to manage logistics and to evaluate VMI as a solution of logistics for small items. Three residential house construction companies were elected located in Helsinki, quantitative and qualitative data were collected through web cameras observations and interviews. Percentage analysis was applied on quantitative data and on the bases of outcomes it was concluded that VMI is a suitable solution for small item logistics for the construction companies. For future it is implicated to work on other industries located in different geographical location. Jongkyung Park et al (2009) investigated a framework for integrative SRM (supplier relation ship management) system by exploring broad approaches to overall SRM functions. Frame work includes five stages: Setting up of purchasing strategies, Selection of a supplier, Cooperation, supplier valuation and enhancement and endowment of continuous improvement. For this past studies related to SRM were examined and a framework for an integrative SRM system was recommended through which a case study was performed constructed on the systematic hierarchy procedure with a field survey. Results shows that the benefits of SRM can be obtained through the suggested framework and it is applicable to real fields through application case. It is recommended that this framework will help purchasing manager to analyze strategic features of SRM before and during the SRM system operation. Francesco Zammori et al (2009) identified the standard configuration of a vendor managed inventory (VMI) contract which will be a building block for the initial explanation of the agreement. For this study an Italian plant was selected as an ideal candidate because of complexity of its manufacturing process and the data in the form of the information flow and the technical specifics which are critical before any operational setup are recognized and discussed and formed as parameters for the explanation of the elementary frame of the agreement. It is revealed that VMI agreement should be organized into segments by having generic and legal sides and official aspects included in the annexes. This will increases the flexibility of agreement As VMI relationship progresses with the time.it is proposed that this flexible structure of VMI agreement can be easily implemented by several industrial fields. Atul et al (2010) studied the difference in the practices of VMI in small and large Indian industry. Key variables were objective, drivers, obstacles and impact of VMI in large and small Indian industries, questionnaires were filled by 98 large companies and 63 small companies and hypothesis was tested through independent sample t-test. It was resulted that objectives, strategic drivers, obstacles and affected operational areas are considerably different for small and large enterprises while adopting VMI. It was also found that the major objectives for adopting VMI are customer service and profit improvement. For future it is recommended that the research should be perform on more variables and for other geographical (culture) areas. METHODOLOGY Data were collected through primary source and research approach to be of qualitative in nature as the aim of this paper is to explore the supplier perception and opinion about implementation of VMI in FMCG companies operating in Pakistan. Exploratory semi structured interviews had been conducted with the key person of FMCG companies working in Pakistan. Then through the inductive reasoning observation will be analyzed and the theory is be generated.

Heroes in Wonderful Fool and The Sailor Who Fell from Grace with the Se

Expectations of Heroes in Wonderful Fool and The Sailor Who Fell from Grace with the Sea  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         In a human being's search for spiritual peace throughout life, he constantly turns to outside sources for the answers to his questions. Some people quench their curiosity in a god or religion; some find release through the use of foreign chemicals. Many people, however, turn to another person in their time of personal questioning, soliciting answers from their own pseudo-hero. This character is one who, by virtue of his exotic origin, is chosen by the person to fill a void or achieve a goal. The hero is expected to meet certain qualifications based on his devotee's heroic ideal. However, no one can successfully accomplish the objectives set for them by another person, especially when they are personally unaware of these goals. In many instances, this leads to disillusionment and bitterness in the person who has determined these goals. This is the case with the main characters in the novels Wonderful Fool and The Sailor Who Fell from Grace with the Sea. The "heroes" in these books, Gaston Bonaparte and Ryuji Tsukazaki, are constantly expected to fulfill the fancies of those who venerate them. The inability of both Gaston and Ryuji to automatically satisfy these expectations ultimately leads to a sense of indignation and betrayal in their respective devotees, Tomoe and Noboru. This disappointment is fueled not by the failure of Gaston and Ryuji to achieve the goals set for them, but rather by the arrogance assumed by Tomoe and Noboru in expecting their preset qualifications to be fulfilled. Shusaku Endo's novel Wonderful Fool is a work filled with characters who receive something contrary to their expectations. The... ...ed leveling of charges. However, there is one major difference. Tomoe, unlike Noboru, realizes her own hubris near the end of Wonderful Fool and feels as if it has been somehow defeated by having "lost out" to a fool: "This feeling of having been beaten was to Tomoe, who prided herself on being a very knowledgeable young lady, particularly disagreeable" (Endo 185). Noboru, on the other hand, takes his egotism to the extreme, using the crimes he has accused Ryuji of committing as sufficient reason to condemn him to death, in order to â€Å"make him a hero again" (Mishima 163). In each case, the arrogance assumed by Tomoe and Noboru is not realized in time to redeem their heroes, who in turn vanish from the lives of their devotees, never to return. Works Cited: Mishima, Yukio. The Sailor Who Fell From Grace With The Sea. Trans. John Nathan. New York: Vintage, 1994.

My Belief

Jounal What is My Belief? Belief is something inspirational that encourages others to progress and work towards self-improvement. That is especially important for today’s youth and can play an important role in shaping our society. Beliefs can influence a young one’s values, conviction, and attitudes, which will shape the person that one will grow to be. That has the ability to focus that efforts on others rather than on themselves and inspire others not only by their words, but more so by it actions that move us to do the same.Beliefs help others by offering good examples, by inspiring others realize the endless possibilities to reach our goals, and by moving others to be the best that I can be. In my opinion, parents are the most effective and influential role models in the lives of their children. The youth of society can learn from, and aspire to be like their parents as they are being reared in their childhood years. Fathers and mothers strive to teach their childr en important values and beliefs as well as demonstrate attitudes and behaviors considered appropriate and beneficial for society’s well-being.Something that has been the strong belief in my life is love of my parents as family. Because my role models are my parents and they possess the quality of good parents. I know they are not perfect, but they carry the virtue and quality of a parent that everyone could wish for. My parents are very responsible, good providers, committed to their duties and responsibilities, loving and determined in pursuing their plans to nurture us with good values and norms so that we will became responsible, well-disciplined, and God-loving. And they also taught us to love others, as we grow old.Now I want to explain several lessons about why the loves of my parents are strong belief to me. First of all, I remember when I was young, my parents made sure that they provided us with what we needed and they do their best, even in the midst of hardships. E specially, my dad has always taught me that I have to work my hardest for whatever I want in life. My dad had me with his wife, my mother, when he was twenty-five. My parents had very little money to raise me on their own, so my dad went to work right away to help support his family.He gave up all his freedom and the fun on a young’s life to help support his family. My dad has been working at least two jobs at a time since the age of twenty-five. They didn’t stop or even pause in fulfilling their duties and responsibilities as parents they always seek a solution or find ways to keep our life better and meaningful. Second, my parents always show and teach us the good values so that we can past it on to the next generation. They are always there to support us in our endeavor and in pursuing our dreams.They are very supportive especially when I need to decide on my own, they are always there on my side, not to be hindered in my plans but instead to give advice and support that I needed most. At a point when I was failing in a subject of 12th standard, third, as I was not very good in academics. My parent then had a long conversation with me about life; they told me that it would be smarter if I will study hard because it would be easier for me to get a job and earn more money, and that this was the best way I could help the family.They always tell us about what they went through because of not having the chance to concentrate on studies at all and â€Å"Only you can change your life. No one can do it for you†. By telling us this, they want us to take advantage of what we have to have a better future. But what got my parents to where they is today was not from being lazy by no means but working hard and driving himself to become something better than what they was and to achieve them dreams. My parents don’t only give advice about having a good future but also about morals.They always tell us that if I order for people to respect us, we have to respect them at all times. To him having good morals is really important because not only does it make us do the right thing but also they will help us succeed in life. Therefore, I should thank God for met my parents. Fourth, my parents are a real understanding person. they gives me the best advice I can get and that is why I think my parents have given me the best emotional support I can receive. My parents have also been the best role model for me.They have thought me not to worry about what others might think or say about me, as long as I’m doing the right thing. They have shown me that being humble and warm hearted could win more love then being filled with superficial materials. They also teach me to stand up for what I believe in no matter what the case is. They have though me that no mountain is high enough. Those are a few reasons why they are an excellent role model in my life. In conclusion, here are some of the reasons on how my parents have impacted my l ife and how the love made an impact in society too.My parents are my role model because I want to be like them, the way they nurtured me. And my parents have also taught me that to be a person in the future, it will give other the hope and desire by saying it ‘I can do it so you can’, my parents make sure that they are on my side in every step of the way of our life. To me the love of my parents are my strongest beliefs because I want to be like them, the way they nurtured us. Furthermore, they always tell me that if I order for people to respect us we have to respect them at all times. This saying always makes me strong.

Observation Report Essay

On the 7th of March 2013, I visited the Kogarah Court House for two hours. During this time period, I became particularly aware of the court’s role, purpose and place within the Australian legal hierarchy of courts rules and boundaries, set by adults and peers alike, that the children often encounter when attempting to frame their interactions in an acceptable way. To simply walk up to a group of children and ask them to play in a friendly manner represents only a miniscule factor of social development. As a child interacts, he or she must learn to interpret a wide variety of complex cues and requirements. Problems arise when separate requirements conflict with one another or with the child’s own perceived needs and, at times, it is difficult for the child to understand that these requirements even exist! The internalization of formal rules is one facet of social development to which adults assign great significance. Indeed, noncompliance is the â€Å"most frequent reason for psychiatric referral of young children† (Schaffer, 1999, p. 250). Self-control is important, of course. â€Å"Adults play a crucial part in helping children to achieve control over their own behavior; it is only through initial dependence on others that a child can develop autonomy† (Schaffer, 1999, p. 249). What many adults tend to overlook, however, is that children are sometimes trying to operate within several different â€Å"realities,† each of which sets forth an entirely different set of rules. For example, Turiel (cited in Schaffer, 1996, p. 268) notes that the requirements set forth by the family differ significantly from the requirements set forth in the â€Å"outside world.† Similarly, the objectives of the adults on the playground are very different from the objectives of one’s cohorts, and the child must find a way to interact that satisfies the rules delineated by both groups if he is to function successfully. Finally, the child must also learn the appropriate ways to meet his or her own needs. Thus, the process of moral development is far more complex than memorizing simple phrases such as â€Å"do this† and â€Å"don’t do that.† Several attempts have been made to construct a model that tracks the moral development of children. In this paper, I have found the work of Piaget, and Kohlberg to be the most useful references to explain the observations I made on Woodward’s playground. In some way, each of their theories assumes that moral development follows a pattern in which the child progresses from fulfilling the needs of the self to fulfilling the needs of the whole. It is important to note, however, that, like any form of development, the internalization of rules does not occur in a rigid, homogeneous pattern. I witnessed displays of egocentrism in children who, according to Piaget, should have moved well into the third stage of moral development by then. The concept of â€Å"soft assembly† (Thelen, 1994, p. 30) in the dynamic systems perspective provides a much better format for the progression of moral development. According to the dynamic systems perspective, there is no predetermined outcome. Rather, certain innate possibilities, such as the potential for various types of moral reasoning, that lay within the child are assembled in a malleable configuration when the environment for such growth is provided. A pattern of behavior emerges as the self-organizaition continues, becoming more and more stable over time (Thelen, 1994, pp. 30-31). In the example of moral reasoning, the child, recalling memories from each stage in his or her life, attempts to create a sensible â€Å"pattern† from these experiences. It is this pattern that leads to the internalization of a belief system, the belief that â€Å"this† is the way things â€Å"ought to be,† and therefore, this is what I â€Å"should† do in this situation. Everyone has a unique life experience. Therefore, it makes sense that some children may have had more opportunity than others to expand their realm of self-awareness into the more complete awareness of the whole. In this paper, I will explore different aspects of several experiences that I had with the children, attempting to make sense of their moral interpretations of each situation. I will use the theories of Piaget, Kohlberg, and Eisenberg to provide a loose context for their behavior, with the understanding that each child is different, and may not fit the profile set forth by each theory in other situations. On the playground, the children do not know that they are learning. Their behavior is, for the most part, purely spontaneous, and, sometimes, they happen upon a new form of successful interaction quite by accident. It is then up to them to remember this behavior, and to utilize it in future situations. * To protect their identities, fictitious names have been given to all children mentioned in this report. Observations Monday, April 16, 2001 Immediately upon entering the playground setting, I became engaged in an opportunity to define a rule for a group of children and apply its importance to a greater context. The discussion took place between myself and three little girls who were enthralled by my necklaces. The necklaces, I told them, came from my grandmother, and so they were pretty special to me. I then took the necklaces off to give them a closer look, and offered to let them wear one each for the duration of recess. I made it clear, however, that I needed them back at the end of the play period, assuming that they would understand that this deal was non-negotiable. The girls wanted to keep the necklaces for themselves, however, and seemed unable to comprehend that I had set this boundary because I had a â€Å"greater motivation† (i.e. I did not want to keep the necklaces simply because I liked them and was being â€Å"selfish,† but because they were from my grandmother and therefore had sentimental value). Instead, they were more focused on the immediate, tangible evidence, which to them implied that I should be more thoughtful of their needs. â€Å"Why should you get to keep all of them?† one of them asked me. I had several necklaces, they went on to explain, so why couldn’t I just give each of them one of mine and keep one for myself? When that didn’t work, they tried to show me how similar the necklaces were—I could give them that one and keep the one that looked just like it. When I held my ground, they resorted to bargaining: if they could make it all the way across the monkey bars, then would I consider relinquishing the jewelry? At this point I reminded them that gifts from relatives were very important to people, and that my grandmother would be hurt if she knew that I sometimes gave away the presents that she had given to me. I asked them how they would feel if somebody wanted to take a gift from their grandmothers. I also stressed that I had explained the conditions before I took the jewelry off. After this explanation, they seemed to be more thoughtful, and willing to accept the limitations of our agreement. At the end of the play period, each of them willingly sought me out and gave the necklaces back, asking if they could wear them again next time. Without guidance, these girls evidently operated within Kohlberg’s second stage of moral understanding, the instrumental purpose orientation. At this stage, children are able to understand individualized needs, but believe that each individual should and will act in his/her own best interest (Kohlberg, 1969, cited in Berk, 2000, p. 493). Accordingly, the girls formed the belief that they deserved to have the necklaces based on their personal desires, and believed that my desire to keep the necklaces were purely based on self-interest as well. This level of thinking coincides nicely with the â€Å"needs of others† orientation, which is the second stage in Eisenberg’s levels of prosocial reasoning. Without my guidance, they displayed limited perspective-taking skills, as they were unable to conclude on their own that I might want to keep the necklaces because they were a gift. Their interest was more focused on the concrete, material desire (Eisenberg, 1982, cited in Berk, 2000, p. 493). Once I pointed out that my grandmother would be hurt and discussed how they might feel if they were in my position, they were able to take a more empathetic perspective on the situation. In this situation, the girl’s thinking process coincided more effectively with Eisenberg’s level of empathetic orientation (Eisenberg, cited in Berk, 2000, p. 505), as Eisenberg was less concerned more with an empathetic understanding of rules than Kohlberg, who is more oriented toward a utilitarian ethical structure that focuses on punishment, authority, and the needs of society (Berk, 2000, p. 505). With my reminder, they were able to reflect hypothetically upon the situation and understand how they would feel if they were either in my situation, or my grandmother’s. While it is helpful to classify the children’s level of moral reasoning in order to understand that a progression did take place with the proper instruction, it is more important to understand that a child’s moral development is just that: a progression. With their life experience, the girls were not yet able to instantly consider how another person would feel, and based their demand on their immediate need. Here, the theory of soft assembly comes into play. They would be able to take this experience and apply it in the future, incorporating more and more experience into their moral development. Selman (1980) indirectly supports the theory of soft assembly through his model of children’s stages of empathy, by postulating that children begin upon the path to empathy by understanding the views of others as being highly individualized and flexible. Later, as their ability to think in more abstract terms develops, and as their experiences accumulate, they begin to consider the views of others simultaneously (Selman, 1980, cited in Schaffer, 1996, p. 173). Although the fact that they were unable to advance right away is partially due to their lack of sufficient cognitive development, empathetic reasoning is also hindered by lack of experience, and a sufficient â€Å"template† of the circumstances of others. I provided this template by describing my feelings and my grandmothers feelings, connecting both of our individual sentiments to the overall concept of sentimental value. When I reminded them to reflect upon â€Å"how they would feel,† they considered their own varied assortment of life experiences and applied certain experiences to the concept I had just explained, and were more capable of understanding why I had placed this limitation on their use of the necklaces. With clear and positive guidance, these third graders demonstrated that they were capable of developing a sense of empathy and understanding a standard in the spirit of its application, but only when they were provided with the opportunity to think about their actions. In order to facilitate this development, the authority figure can use several techniques. Each can have a different impact upon the way that a child processes information, and therefore each can lead to a different outcome in the development of a moral code. Hoffman (1977) hypothesizes that authority figures use three methods of discipline to show children the nature of their â€Å"moral mistakes:† love-oriented discipline (if you do/don’t do this, my opinion of you will be enhanced/lessened), power-assertive discipline (do/don’t do it because I said so), and inductive discipline (do/don’t do it for this reason) (cited in Schaffer, 2000, pp. 305-306). Hoffman’s research has shown that inductive discipline is usually the most effective, because it not only explains the rules, but also appeals to the child’s own emotions (Hoffman & Salzstein, 1967, cited in Schaffer, 2000, p. 306). This was the technique that I used, and it did indeed prove to be effective. Through this exchange, one can see the connection with the dialogue between the authority figure and the child described by Schaffer. With patience, the adult uses the child’s questions to provide feedback about important details in everyday life, and to establish and negotiate rules and boundaries (Schaffer, 1996, p. 261). I used the girl’s questions to talk about the relationship between grandparents and grandchildren, and the nature of giving gifts. By the end of the conversation, the little girls had a slightly deeper understanding of the concept of â€Å"sentimental value.† Thursday, April 19, 2000 Hoffman has found that, while most parents tend to use one of the three techniques more often than the others, parents usually end up using some combination of all three in order to gain compliance from their children emotions (Hoffman & Salzstein, 1967, cited in Schaffer, 2000, p. 306). I found that, in order to effectively maintain control over a larger group of children, I sometimes assumed the role of the enforcer, using power-assertive discipline along with inductive discipline. The first incident that illustrated this combination of techniques involved a small group of boys, both in the third or fourth grade, who were threatening to jump off of the swings. I told them that this might not be such a good idea, because, I explained, they seemed to be able to swing very high. They talked back, claiming that they would, and I told them that if they did, they would have to sit with me for the rest of the period. This assertion seemed to have the desired impact. The boys decided not to jump off of the swings. Later, however, it became apparent that my more authoritative instruction failed to instill a true sense of â€Å"playing safely on the playground.† This was illustrated five minutes later, when I turned around and saw that the boys were challenging the other children to walk between the swings without getting hit. Once again I informed them that their behavior was unsafe, but they continued to play in this manner until I stepped into the area between and physically stopped the swinging. â€Å"If you can’t play safely,† I told them, â€Å"You can’t play.† By assuming a more authoritative role, I was responding to two aspects of the situation. First of all, their behavior was dangerous, and there was a very real chance that one of the children running between the swings could have gotten hit at any moment. Secondly, these boys were responding in a very confident manner, and acting assertively was the only way I could get their attention. Actively stopping the swinging by itself without providing an explanation would have been a purely power-assertive role, however, because I provided the boys with feedback for why I was doing this (they were not playing safely and somebody could have been seriously injured) I was also using inductive discipline. However, there were drawbacks to my reaction, and, while it did keep them safe for the moment, power assertion is not the best way to instill an autonomous reaction to a rule. The rule came from the â€Å"outside,† and (fortunately) they were unable to witness the consequences of their actions. Piaget argues that the best way for children to obtain his highest stage of moral understanding, moral subjectivism, in which children recognize that rules are â€Å"arbitrary agreements† that are sometimes based on motivation, is to interact with their peers. He believed that â€Å"cognitive conflict,† which is the most powerful motivating factor in provoking change, can be caused most easily by â€Å"interpersonal conflict† (Piaget, 1932, cited in Schaffer, 1996, pp. 292-293). It is difficult for interpersonal conflict to emerge in a vertical relationship between a child and an adult, the one-way interaction wherein the adult sets aside his/her own needs in order to meet the needs of the child. In a horizontal relationship, however, which takes place between peers, reciprocal behavior is demanded by both parties, and conflict can easily begin if one party feels that his/her needs are not being met (as cited by Tan, 2001). It was not until I became involved in a more structured game, where adult rules were consistent and obvious, and the interactions of the children were cooperative and directed at meeting a wide variety of goals, that I was able to observe the scope of the variables in moral development. I also was able to compare the more flexible nature of the informal rules that emerge within a group of children without direct adult feedback. Thursday, April 26, 2001 The game that allowed such a rich opportunity for observation is called â€Å"Pom Pom Pull- Away,† and it is usually run by Mary, one of the head playground supervisors. The formal rules are quite simple: players run across the soccer field in order to avoid being tagged by the players who are â€Å"it.† The â€Å"its† are accumulated until one runner is left out. This runner then gets to choose whether or not he wants to be it for the next round. This game, I have found, is the most efficient way to observe the children’s behavior on their own terms, in â€Å"their world,† according to their own laws of social functioning. When the game runs smoothly, Mary and I are merely there to ensure that the game proceeds at a quick pace, and that the â€Å"chaos† remains ordered. The kids in this group are fourth graders, and they seem to be quite competent at following the simple structure of the game. According to Piaget, children of this age have generally entered what he calls the â€Å"cooperation stage† of the application of rules. At this age, winning is still the primary goal of playing the game, but by now the children have developed a â€Å"sense of mutual control, unification of rules, and agreement within a game† (Piaget, 1932, cited in Singer & Revenson, 1996, p. 99). The children tend to be â€Å"hyper-conscious† of the rules, and are quick to point out the mistakes of their teammates. Usually they try to direct Mary’s or my attention to the actions of the â€Å"culprit.† 9 Although their censure usually coincides with an action that has negatively affected their own performance in the game, their awareness demonstrates that they are beginning to internalize the need for the rules, and most of them understand that the rules do not merely exist because the adults â€Å"said so.† I am more interested, however, in the kids’ set of rules; they have their own â€Å"code.† Piaget accounts for this in his stages, stating that children at this level often retain individual interpretations of the rules (Piaget, 1932, cited in Singer & Revenson, 1996, p. 99). During the course of the game, it also became apparent that they had a separate understanding of the purpose of the game from the adults. Mary mentioned that she has them play this cooperative game because it helped them to function better as a group, and since they had started it she had noticed a significant improvement in their cooperative behavior at lunchtime. The children themselves, however, seem to play the game for various other reasons, especially status. The game becomes an excellent opportunity for the child to view his or her own behavior compared to other members of the group, and, generally, there is a firm consensus about what is acceptable to the group and what isn’t. For example, whiny or pouting behavior is tolerated far more easily by the adults than by the children, whereas, interestingly enough, the children seem to have a higher tolerance for aggression, unless it is directed at them. For example, I observed several particularly â€Å"rough† tags during the course of the game, but only the children at whom the aggression was directed would respond. However, when children resisted assuming the position of â€Å"it,† (and they often did) I would frequently hear comments from his/her peers such as â€Å"You are holding up the game!† Conversely, Mary and I are more likely to stop aggression, and we are far more sympathetic to tired or frustrated children, reminding them frequently that it is ok to take the option of resting on the side of the field. Nevertheless, it seems to be far more detrimental to one’s social status to break the code set forth by the children themselves than it is to break the rules set forth by the adults! This â€Å"code† is far more intrinsic in their behavior; it is simply expected that their standards (such as bravery or stoicism) will automatically be known. This higher expectation could be because they have yet to understand the situational nature of behavior—as stated before, â€Å"rules† are still rather rigid and universal before Piaget’s stage of moral subjectivism is reached. Also, the rules set forth by the adults represent a convention that shifts from situation to situation; the teachers in the classroom hold different expectations from Mary on the playground. However, at Woodward, the children’s group always remains the same—the same class has the same playground hours. Thus, they have more of an opportunity to observe one another, and they establish a more consistent code, which I will call the â€Å"code of social morality.† This code is intrinsic enough to be consistent with Turiel’s definition of convention versus morality, as described by Schaffer: â€Å". . . children learn to make the distinction between these two categories from a quite early age because of the different types of social interaction that they involve. Conventions are dogmatically taught, being handed down by authority. Initially, they may be regarded as universal; it does not take long, however, before children realize that the done thing in one’s own family is not necessarily the done thing in any other family. Moral principles, on the other hand, are acquired because children perceive that certain actions have consequences for other people that are intrinsically harmful: witnessing a younger child being hit is sufficient to show that such an act, in whatever social context, is undesirable. Thus children begin to construct two quite different domains of knowledge about the social world and its functioning† (Turiel, 1983, cited in Schaffer, 1996, p. 268). In this quote, the teachers play the role of the â€Å"family,† and the playground assumes the role of the â€Å"real world.† Here, the children have the opportunity to witness the actions that are intrinsically harmful within the social needs of their age group. Because they are less closely supervised on the playground, they are more likely to â€Å"be themselves,† and witness the consequences of their behavior firsthand. And, because status is so important, the requirements of the adults naturally become a second priority. One boy grew particularly angry at his peers during a hiatus in the game and a shoving match began. Later, I saw two children collide, and their immediate response was to ask one another if they were all right. Positive and negative responses such as these occur without any adult intervention, and it is the social outcome of these behaviors that catalyze the child’s formulation of a moral theory. Friday, May 11, 2001 Frequently, the children search for ways to â€Å"bend† the adult rules in order to advance their status. Most of the time, in this game, the key to status is to be tagged last, proving that they are faster and better athletes than their peers. Others resort to other methods, such â€Å"playing tricks.† This is usually amusing to the adults as well as the kids. They are permitted to take breaks that last one round, sitting on the sidelines when they get too hot or too tired. Several of the boys, however, simply began to walk across the field one day, stating that they could not be tagged because they were â€Å"on break.† For them, this was merely a strategy that would help them to avoid being tagged until they reached the other side of the field, at which point they would call â€Å"time in† again. When I reminded them that breaks could only be taken on the sidelines, they claimed that the rules stated that breaks had to be taken by walking across the field. I understood that this was not the case, and another supervisor supported me. At this point the boys laughed, and began to run again. It is amusing to fool the adults and their peers, and none of the children would ever label their own behavior as â€Å"cheating.† They are quick to recognize it in others when it interferes with their efficacy in the game, but they do not seem to realize that these rules can be applied to themselves as well. When they are labeled as â€Å"cheaters,† they will in fact say almost anything to defend their behavior, demonstrating that, while children of this age are just learning to understand the actual value of the rules as they apply to the group, they are simultaneously learning to view themselves as playing a functional role within this group. Although the boys were â€Å"breaking the rules,† Schaffer reminds us not to become worried by some demonstrations of noncompliance. Through simple tricks such as these, the boys were developing â€Å"social skills and strategies to express their autonomy in a socially acceptable way† (Kuczynski, Kochanska, Radke-Yarrow, and Girnius-Brown, 1987, cited in Schaffer, 2000, p. 251). They were tired, but they did not want to be removed from the game, and it was perceived as being more socially acceptable by their peers to walk across the field rather than to sit down. Furthermore, it is completely understandable that they would still demonstrate some egocentrism by believing that  the rules apply to others and not to themselves, for they are still forming their identities in a group context. Schaffer cites a study by Hartshorne and May (1928-1930) that found that children’s tendency to lie fluctuates depending on the situation with which they are confronted, and that a child’s tendency to lie is therefore not an innate characteristic (Schaffer, 2000, p. 301). It seems that, when children engage in behaviors such as bending the rules, they are in fact testing socially acceptable boundaries. Monday, May 14, 2001 I observed the most obvious struggle for status in a child whom I will call Justin (not the child’s real name). He did not seem to be as athletic as the other children, and many times he would accidentally collide with somebody, or trip, and then burst into tears. After falling, he would often blame the other child for his misfortune, and at times making an appeal to authority, telling me that he had been singled out by his peers, once more, as an object of their aggression. Early in the game, I observed that this was not the case; that the falls were all accidents, and Justin’s reactive behavior might be exacerbating his social situation. After one particularly bad episode, I decided to talk to Justin. As he collected himself, he began to tell me how he felt. He claimed that â€Å"Nobody ever left him for last,† meaning that he felt that his teammates were singling him out personally to tag first. Here, he demonstrated that he had a more egocentric interpretation of the social code. Like a younger child in Piaget’s egocentric stage of moral interpretation, his concept of rules was flexible, indefinite, and tailored to fit his individual needs (cited in Singer & Revenson, 1996, p. 98). At this particular moment, he firmly believed that one of the implied rules of the game was that he, as an individual, should not be tagged so often, even though, to an adult, it would seem that he did not get tagged any more often then the other children. This slight difference in maturity also affected his perception of the â€Å"social code,† and he eventually developed a tendency to rely upon me to enforce his current interpretation of the rules. For example, when we returned to the game, he expected that I would tell the other children that it was his turn to be â€Å"it.† According to Piaget, write Singer & Revenson, in the egocentric stage of social development, â€Å"[children] feel a communion with the abstract, ideal adult who epitomizes fairness and justice, but at the same time they may be inventing their own rules throughout the game† (1996, p. 98). Justin clearly hoped that I would intervene when it seemed that his peers were not treating him according to his perception of fairness, even though this perception would alter to fit the current situation. His style of interaction with me also often assumed the form of a â€Å"monologue,† which is Piaget’s stage of language development that coincides with the egocentric stage of rule development (cited in Singer & Revenson, 1996, p. 98). In the collective monologue, a group of children play together and speak, but the speech is often unrelated to what the others are saying or doing, and the purpose is rarely to exchange real information (cited in Singer & Revenson, 1996, p. 60). This immature style of communication may inhibit a child’s ability to communicate with more mature peers, limiting his or her opportunity to absorb the â€Å"code† set forth by the group. Shortly before Justin and I returned to the game, I tried to encourage Justin by stating that â€Å"everybody has different talents,† and that â€Å"some people are better at sports than others.† He comprehended my implication, and stated that he was good at playing tic-tac-toe. However, he then attempted to show me how to play the game by drawing in the dirt, when I needed to be with the other children, because the other playground supervisor had gone in. He did not seem to notice that I needed to be interacting with the other children, and showed little interest in the bigger game until he realized that he now had an opportunity to be â€Å"it.† â€Å"I want to be ‘it,’† he told me, but made no further comment when the other children protested. He simply looked at me and was apparently waiting for a response. Here, he relied heavily on our vertical relationship to ensure that he would be treated fairly. For him, it was perfectly natural to put the game â€Å"on hold† while he showed me his skill, and to expect me to help him to assume a leading role once he was finished. Unfortunately, this perception did not coincide with that of his peers, and Justin experienced even more trouble with acceptance as the game progressed. Later on, Justin did tag one of the bigger boys. This particular child, Alex, often displays reactive tendencies as well, but is far more athletic, and generally it seems that the other children leave him alone. I happened to be watching Justin, and thus happened to witness Alex’s immediate reaction as well. Immediately he turned around and leaned over Justin, who was a good head shorter than he. His eyes were wide and his expression was angry, and it seemed to me as though he was ready to push the smaller child. I yelled Alex’s name and told him that this action was not acceptable, that Justin had tagged him â€Å"fair and square.† This diffused the immediate conflict. Alex, however, continued to insist that Justin â€Å"always went after him,† and that â€Å"it wasn’t fair.† Once again, this illustrates how children have the egocentric tendency to alter their own rules to fit their needs during the course of a game. Alex did not want to be â€Å"it† anymore, and so he felt that he was justified in blaming Justin for tagging him â€Å"all of the time† so that he would not have to be. Perhaps he selected Justin because his peers were biased against Justin at the time, and would be more likely to accept his assertion that â€Å"Justin was acting out again.† In this instance, the â€Å"understood rules,† the intense desire for â€Å"fairness† that so often dominates the game, could have very well developed into a bully/victim dynamic should this aggressive pattern have been allowed to continue. However, in this early stage of the interaction, it was clear that Alex’s behavior was largely due to his perception of Justin’s intent. In late childhood, asserts Schaffer, children are more likely to link their behavior to the motivations of others (1996, p. 280). Alex also displayed some egocentric behavior, however. His actions, in this instance, can be linked to Kohlberg’s stages of moral understanding. By stating that Justin â€Å"always went after him,† he assumed that Justin (and probably others) was doing this in his own self interest, probably because it made Justin â€Å"look good† to tag one of the bigger boys. This fits nicely into Kohlberg’s instrumental purpose orientation, in which behavior is reciprocal, but each participant acts in his own self interest with the assumption that the other will do the same (cited in Berk, 15 2000, p. 493). This provides insight into the perspective that bullies often take when defending their actions toward victims. Because the aggressive child attributes his/her actions to another’s behavior, he/she is likely to believe that the other child â€Å"brought it on himself.† The aggressor’s assumption is precluded by another assumption, a moral belief that may lead to a bullying dynamic: that the victim should know that the bully will behave in a way that will further his own interests, and therefore, the victim should take the appropriate measures to protect himself. Fortunately for everybody, the need for social status also encourages prosocial behavior, especially in children such as Justin, who are having difficulty with acceptance from the group. This was certainly the case with Justin. The next observation I made of Justin’s interaction with his playmates had a far more positive outcome. Either somebody had been teaching him the benefits of prosocial behavior, or he had simply figured out that it is more beneficial to act in a manner that keeps the game moving â€Å"forward.† This time, around the beginning of the game, Justin entered late, when the team member who had been tagged last was trying to choose a partner who would be â€Å"it.† Justin asked rather brightly if he could â€Å"help,† and the other boy said that he could. Mary, Bill and I all acknowledged his contribution. The need for acceptance, however, is not the only motivation for internalizing the rules. I believe that, above all else, the children like each other, and participate in the game with the understanding that everybody should be having a good time. These children had moved well beyond the stage of egocentric empathy described by Hoffman (1987), and well into the stage of having empathy for another’s feelings. Schaffer expands upon Hoffman’s theory by stating that â€Å"it is . . . when confronted by another person’s distress that a child’s prosocial tendencies become most evident† (Schaffer, 1996, p. 271). Most of the children whom I have come to view as more confident and popular seem to have internalized the rules of empathy and are able to put them into practice during the appropriate times, indicating that they have improved their social skills with their peers, not simply their ability to interact well with adults. For example, during this game it is very likely that children will fall, and, while it is not very likely that the child is hurt, most of the kids demonstrate concern for their fallen peer. After one particularly rough collision, the boy who stood up first immediately and sincerely asked the other boy if he had been hurt. Replying that he wasn’t, the other boy reciprocated by asking his friend if he had been hurt. This demonstration of prosocial skills exemplifies the awareness that is required for successful peer interaction. Conclusion As time went on, it seemed that more and more of the children were truly integrating the various codes set forth by the different situations in their lives. They began to develop a sense of empathy necessary to understand the purpose of boundaries, and they began to internalize the real rules of the game and understand how the restrictions of the game applied to their group function. This is partially due to the modulation provided by the adults. For example, I indirectly talked with the three girls about empathy, and Mary continually stressed the importance of â€Å"keeping the game going,† and, eventually, they began to demonstrate their new understanding in several ways. For instance, they tend to argue less now when they are caught breaking the rules. During the beginning stages of the game’s development, they would become very argumentative when they ran â€Å"out of bounds,† which serves as the equivalent of a â€Å"tag.† Often, they would blame the person who was chasing them for â€Å"making† them run out of bounds. Now, however, they are far more good-natured. When a player runs out of bounds now, I am often amused to witness the realization spread over his or her face. Usually, they grin and shake their heads, make a comment such as â€Å"Oh, man!† and go to their proper place as a â€Å"tagger.† This slight difference in reaction illustrates a more mature interpretation of the rules. Children who react in this manner have made a connection between their realm of understanding and the realm of the adults; they realize that the rules do not exist in order to restrict them as individuals, but to keep the game going and to help them to function more smoothly as a whole unit. The interaction itself also gave the children feedback on how to play the game. By acting, and observing the acceptable and unacceptable interactions of their peers, the children first internalized the socially acceptable ways of responding and, in turn, began to view the rules in the spirit in which they were intended, instead of interpreting them as â€Å"moral realism,† the outside edict of an adult with the power to punish (Piaget, 1932, cited in Singer & Revenson, 1996, p. 101). Mary has noted that the game proceeds far more smoothly now, and the children seem to facilitate decisions more quickly about who will be â€Å"it† at the end of the game, when there is usually some confusion. Arguments about whether somebody was tagged or not are usually less frequent now, which tells me that the children have begun to apply the rules as â€Å"something built up progressively and autonomously,† thus eliminating the â€Å"need to quarrel† (Singer & Revenson, 1996, p. 100). This increase in cooperation signifies the gradual emergence into the â€Å"codification of rules stage,† the final shift into an adult decision-making system based on the needs of the group and the individual. It seems that, while this integration of social codes is a natural occurrence, that the opportunity to negotiate and interact in a cooperative setting provided the greatest environment for the children to learn about the value of rules. When the rule came as a command to â€Å"get off the swings,† for instance it was simply an inconvenient imposition. Provided with an in-depth explanation of how their behavior might affect others, however, as well as the opportunity to improvise and test new styles of interaction, the children grew remarkably quickly. They are indeed eager to learn the system as quickly as possible, and absorb information rapidly. It seems that a host of factors, such as a wide variety of new situations, appropriate feedback, and positive reinforcement throughout development all contribute to a child’s development, allowing him/her to flourish a thoughtful, attentive, and adaptable adult. References Berk, Laura E. (2000). Child Development.Massachusetts: Allyn & Bacon. Schaffer, Rudolph H. (1999). Social Development. Massachusetts: Blackwell Publishers. Singer, Dorothy G., & Revenson, Tracy A. (1996). A Piaget Primer: How a Child Thinks. New York: Plume. Thelen, Esther. (1994). The improvising infant: Learning about learning to move. A dynamic systems approach to the development of cognition and action. Cambridge, MA: MIT Press/Bradford Books. Tan, S.L. (2001, April 25). Lecture, Kalamazoo College.