Implementation of a Crisis Management System

Implementation of a Crisis Management System JAMES WALKER INTRODUCTION The implementation of a crisis management system is essential to the organization. Once the planning phases are completed, the implementation phases will include the resources and plans to address emergency response, communication, continuity, information technology, incident management and exercise/training. All aspects of the crisis management will be brought together for my organization (ATT). To be prepared for a crisis, the organization needs to have a preparedness plan and the right leadership to respond to the crisis. The SLP will involve detailed framework on ATT regarding assessing crisis management. Additionally, it will include organization and attributes, types of crisis, leadership needed for success, models and theories used, preparedness planning and development phases. ORGANIZATION AND ATTRIBUTES The organizations culture or attributes involves the values, beliefs, attitudes, and behaviors that employees share and utilize daily at work. It is all based on determination how they work to include understanding the business and how to fit into the business. The culture and attributes is the motivation to make decisions, take actions, and excel in performance for the organization. The culture of an organization is created by the consistent planning and action. If the organization and the people in it understand it, they will promote it or radiate it outward to make the organization successful. (ATT, 2017 and 2016) ATT has a legacy of giving the first responder and public safety organizations the support needed to handle a crisis. The attributes they possess are being trusted, experienced technicians and leaders, dedicated to the mission, and constant investing. ATT allocates many mission-critical abilities to the Federal, State, and Local governments. (ATT, 2017 and 2016) However, the organization must have a resilient and secure network that is joined with innovation leadership (ATT Labs and ATT Foundry). The within ATT represents the integration of a one ability plus another ability. Additionally, it represents the mission objective to give critical resources for the governments by providing the dexterity, experience, and dependability that is synchronized to the emergency responses so they can protect, work together, and respond. (ATT, 2017 and 2016) TYPES OF CRISIS It is important to identify types of crisis especially developing or assessing crisis management plans. Potential crisis is immense, but can be combined to make it bigger (snowball effect). Organizational crises are depicted as low-probability and high-consequence situations and are commonly categorized by uncertainty. The efficient management of an organizational crisis is reliant on leadership performance that reassures members to dynamically participate in knowledge acquisition and the devising of strategies to rectify the crisis. (Advameg, Inc, 2017) (James and Wooten, 2005) It is imperative that leaders foster a set of skills that will support in prevention and the efficiency to reacting to the crisis issues. Crisis leadership competencies are especially significant in dealing with the operational, strategic, and human resource functions and outcomes when crises transpire. Additionally, leaders need to be able to adapt and overcome these crises based off their training, knowledge, and experiences of past and present. (Advameg, Inc, 2017) (James and Wooten, 2005) The two most organization crisis that are face today are sudden and smolder crisis. Sudden crises are situations that happen without any type of warning and it is beyond the organizations control, such as organization related incidents and natural disasters. (Advameg, Inc, 2017) (James and Wooten, 2005) Smoldering crisis are serious organization issues that known within or without the organization. Additionally, they typically start out with minor internal issues that leaders can control (negligence) and can have a negative perspective coverage if it goes public, such as major controlling actions, government inquiries, customer and employee accusations, and media investigations. (Advameg, Inc, 2017) (James and Wooten, 2005) Smoldering crisis causes the most harm and destroys the reputation to the organization. Furthermore, it can be difficult to discover and try to resolve (egos and abilities) due to directly or indirectly involve management decisions. (Advameg, Inc, 2017) ATT has an all-inclusive response, recovery, and restoration program that supported by its internal processes that allow for minimal impact to the customers. (ATT, 2016, 2010, and 2005) ATTs IT Service Continuity (ITSC) is a resource that identifies and manages the IT service continuity risks. Furthermore, it safeguards and helps to minimize risk, cost, and duration of disruption to major sensitive service processes within and to their customers worldwide. (ATT, 2016, 2010, and 2005) Another resource utilized to restore normality from a crisis is the Network Disaster Recovery (NDR) team. It can provide quick recovery services for a broad range of disaster scenarios to include providing recovery over the global network. The main role of the ATT NDR is to recover the services of compromised networks and to take care of their assigned personnel on the team. (ATT, 2016, 2010, and 2005) The training plan for ATTs employees is very extensive. The managers, engineers, and technicians receive special types of training in physical recovery of the network and participate in recovery exercises annually to understand and practice the skills of the NDRs equipment and processes. Furthermore, the ensures that personnel know how to do the assigned tasks in case of an emergency or crisis. (ATT, 2016, 2010, and 2005) LEADERSHIP NEEDED FOR SUCCESS Effective leaders possess the same traits and characteristics such as effective communication, knowledge, experiences, and upbeat personality. The traits combine to shape the core of the most effective leaders. The traits are necessary and are important for an effective crisis leader. (James and Wooten, 2005) The following characteristics explain the top leadership characteristics needed for success prior, during, and after a crisis. Leaders need to have coordination to build team cohesion and integration. Effective leaders need to be able to define, analyze and understand the unique complexities of each crisis to make the right decisions. Leaders should be able to react efficiently under stress during a crisis. Additionally, being goal oriented to lay out the short and long term goals (setting objectives). (James and Wooten, 2005) Leaders need to be able to give information and have two way communications (active listening) to include interacting in an open and honest way with other people to the context of different perspectives to a crisis (team work). Leaders need to be able to think outside the box (open-minded and adaptive) when reflecting and understanding different solutions to a crisis. (James and Wooten, 2005) Leaders are always responsible and take ownership of resolving the crisis to include recognizing others if it was a team event. Leaders have the trait of prioritizing by having the sense of balance to recognize what issues need to be resolved first and what is the most important to resolving other decisions or solutions. Lastly, leaders need to be trained and prepared by being knowledgeable of the organizations contingency plans and recovery operations to include the skills, abilities and traits of the organizations members. (James and Wooten, 2005) ATTs business plan is a roadmap to the goals of ATTs business metrics, prioritization, imperatives, and capabilities among all the components within the organization. The success of leadership comes from the guidelines based in the business plan and they are aligned with what was mentioned above. The success of execution of ATT has leaders working together to capitalize on their competitiveness in the market. The leaders analyze the long term calculated risks and anticipate the mitigation to overcome the risks. (ATT, 2016, 2010, and 2005) The experience aligns participants to ATTs strategic direction and objectives, and enables them to develop and practice leadership skills that will support successful execution of the companys plans, including leading change. The participating leaders are committed to a personal action plan and drawing a line of sight from the companys strategic objectives to their day-to-day work. (ATT, 2016, 2010, and 2005) The plans focus on concrete actions that leaders would take to lead with distinction and accelerate execution of ATTs strategic imperatives. In addition, they provide a monetary profit improvement estimate. The leaders outline how their plan will serve to improve return on invested capital which is a long-term measure for the company (One ATT). To date, participants have targeted hundreds of millions of dollars of improvements aligned to the One ATT strategy. (ATT, 2016, 2010, and 2005) Moreover, the initiative has been credited with accelerating the formation of new workgroups and organization changes to support the strategy. The leaders are involved with the action plans and objectives in the daily operations. The plans focus on the leaders managing the execution of the strategic imperatives to include profit improvements and how to improve the plans. The right talent of leadership is needed to be committed to have constant innovation, motivation, and persistency. (ATT, 2016, 2010, and 2005) Furthermore, ATTs leaders are disciplined and focused so it reflects on the team and the markets. ATTs leaders must possess competencies to improve the structure and operations of the organization (positive intent, ability, shared respect, and the impact for trust-building). Additionally, the leaders go through a five phase concept such as signal detection (sense making), preparation and prevention (averting the crisis), containment and damage control (reputation), business recovery (normal operations), and learning (experience and opportunities). (ATT, 2016, 2010, a nd 2005) The main effort to save the reputation of ATT is to have a crisis communication plan. The effort to communicate to the public and the stakeholders when events occur is vital. The main things to discuss is the philosophy, assessing vulnerabilities, and to create a procedures to overcome. (ATT, 2016, 2010, and 2005) MODELS AND THEORIES ATT has models and theories that are associated with crisis management, just like any other organizations. The models and theories are as follows: crisis management strategy, crisis management model, crisis management planning, contingency planning, business continuity planning, structural-functional systems theory, crisis leadership, and social media and crisis management. (ATT, 2016, 2010, and 2005) ATTs crisis management strategy is intended to prevent crisis for following up the advancements of the organization. It projects the future ongoing monitoring of internal and external environment crisis as well as selection and implementation of the prevention strategy and management of operations (control and coping strategies). (ATT, 2016, 2010, and 2005) ATTs management model for a crisis is about leaders understanding how to handle a crisis before the occurrence, such as avoidance, mitigation and recovery. The phases involves diagnosis of imminent situations or signals, selecting the best improvement strategy, and implementation of the process and monitoring. (ATT, 2016, 2010, and 2005) ATT is like any other organization who doesnt look forward to dealing with crisis situations that can cause them to be distracted from their operations, especially the ones that deal with the media. Furthermore, the public enquiry can put a negative effect, specifically on financial, political, legal and government influences. In other words, the CEO of ATT is prepared and has a plan to deal with having the best response to a crisis, such as impacts and what they are doing about the situation (crisis management planning). (ATT, 2016, 2010, and 2005) Social media can have information become viral instantly. It breaks news faster than the traditional media, which makes managing a crisis difficult. ATT has mitigations dealing with social media situations and conducts training how to deal with the media. Furthermore, ATT has a policy in place to include social media tools for monitoring. (ATT, 2016, 2010, and 2005) The tools can also provide the crisis management teams access to real time information regarding the impacts of the crisis and who is impacted with their concerns. ATT has a planned approach created under their continuity and contingency plans on how information is released to the media. (ATT, 2016, 2010, and 2005) Additionally, the plans will have the reaction process that includes the crisis management team and other leaders. The leaders and the crisis management teams of ATT understand how to deal with the media and they are prepared based off training scenarios. (ATT, 2016, 2010, and 2005) ATT integrates contingency plans in the management planning process. The first step they take is to ensure the organization is prepared for any type crisis. The management teams train on scenarios and plan from it. The plan developed stipulates the procedures to include who would speak to the public regarding the crisis. Additionally, it is vital to have cooperation in any crisis and ATT assures questions are answered to include information to resolve the situation. (ATT, 2016, 2010, and 2005) ATT identifies the initial part of the crisis is the most crucial and speed and efficiency to resolve the situation is important, specifically having programs and communications quickly operational. ATTs contingency plan has the information and guidance to support the decision makers to deliberate short and long term effects of the decisions. (ATT, 2016, 2010, and 2005) ATTs continuity plan supports the disruptions and it identifies the vital functions and processes that are essential to the operations. Additionally, ATT develops this plan early. The plan is part of the impact analysis phase that discusses the organizations losses. The functions that are vital has their own contingency plans to mitigate the situation. (ATT, 2016, 2010, and 2005) Furthermore, the plan provides the mechanisms to allow resiliency and provide recovery assets. ATT stresses the importance of rehearsing the actions needed in exercises so the team members will act swiftly and effectively. Furthermore, the exercises provide a purpose to allow ATT to conduct debriefings to understand and document lessons learned (fictional to reality). To ensure effectiveness, ATT ensures the plan is reviewed and makes changes as necessary for validation. (ATT, 2016, 2010, and 2005) ATT provides information to their employees and other audiences. Structural-functional system theories are essential in an effective crisis management. It focuses on the information networks and command communications. Furthermore, it identifies the flow of information within ATT. (ATT, 2016, 2010, and 2005) ATT demonstrates leadership competencies that facilitate the recovery during and after a crisis. The organization builds an environment of trust to their customers and simultaneously improves their organization approach. The leaders identify the noticeable and unknown vulnerabilities and make wise and rapid decisions to mitigate risks to alleviate the crisis. (ATT, 2016, 2010, and 2005) Additionally, the leaders at ATT make a point to learn and develop tactics, techniques, and procedures to effect the change in the organization. The testing and validating the continuity and contingency plans support the validation of leadership during a crisis to include the structure. (ATT, 2016, 2010, and 2005) PREPAREDNESS PLANNING AND DEVELOPMENT PHASES During ATTs preparedness planning and developing phases, the organization identifies their mission critical functions to efficiently manage risks. The functions all the organization to give critical services, civil authority, safety to the public, and sustain economics. ATT takes a proactive approach to respond and the preparedness plans specify the redundant systems, back-up sites (telecommunications), employee communications, and alternate work sites if needed. Furthermore, the plans have customer communications instantly after the crisis. (ATT, 2016, 2010, and 2005) ATT leadership understand the importance of the impacts of any given crisis that could affect the national security, citizen services and economic well-being. In the end, the preparedness planning is essential to the operational functions across the comprehensive range of hazards and emergencies that could impact physical assets, buildings, and people. During the preparedness planning, ATT utilizes these planning princ iples to prepare for any type scenario of a crisis that could arise. (ATT, 2016, 2010, and 2005) ATT has a understanding of the functions that are vital to the organization and how the different situations of a crisis could impact operations, such as services and products (processes and impacts). Furthermore, the understanding of how the situations will impact leadership, abilities, security, and communications (mission-critical functions). In the end, by determining all that was mentioned will determine the type of response needed to mitigate the risks. Additionally, it will establish the authority and emphasis the resources to effectively help the response to any given situation. (ATT, 2016, 2010, and 2005) ATT finds it necessary to complete a functional risk assessment to address the critical functions and then make the suitable investments. Additionally, the assessment identifies the processes, resources, and suppliers which have a great impact to serving the customers to reach mission objectives. ATT can also identify the threats, the vulnerabilities and the probability that the threats will exploit the vulnerabilities based off the risk assessment. In other words, ATT can identify the relative risk exposure to the different elements and make fact based decisions on mitigation plans. (ATT, 2016, 2010, and 2005) The recovery strategies are a part of the preparedness plans and development phase. It allows for continuity strategies. ATT determines what it needs to perform and what options are available based off internal or external resources. Additionally, they can determine what to prioritize. (ATT, 2016, 2010, and 2005) ATT utilizes the risk assessment and recovery strategies to develop contingency plans to specific situations. Furthermore, the organization ensures the activities from the strategies are accomplished in a systematic and harmonious way to ensure validation of the plan and personnel to include the plan being practical. (ATT, 2016, 2010, and 2005) During the development phase and preparedness planning, ATT construct an all-inclusive plan and provision disaster recovery capabilities contingency plan to give the interoperable communication and continuity of essential operations with key stakeholders. An order that gives delegation to leadership is given so essential operations can continue if key leadership is unable to manage. (ATT, 2016, 2010, and 2005) ATTs contingency plans identifies incremental strategic and practical changes to the continuity plan to include identifying gaps in the abilities. Furthermore, it is essential to implement any new abilities prior to a situation occurring. It will allow for a success in the recovery stage, such as ATT fail over to Wireless Wide Area Network (WWAN) from wired networks. (ATT, 2016, 2010, and 2005) ATT are always testing, training, and conducting exercises to ensure the continuity plans are able to be implemented with or without warnings. The plans are tested on a methodical basis and as realistic as possible to ensure validation and effectiveness. (ATT, 2016, 2010, and 2005) It requires a development of tests for how they will operate from their abilities (emergency response). Furthermore, it includes recovery operations. ATTs emergency response teams (Network Disaster Recovery (NDR) Team) provide opportunities to obtain the required skills to execute their assigned roles in the response. Once testing, training, and exercises are conducted, ATT considers the changes based off the situations and adjust their preparedness plan so they can validate. The changes made reflect in the continuity plan and with their emergency response. (ATT, 2016, 2010, and 2005) CONCLUSION Based off the research and seeing how ATT prepares and develops their plans, it is essential to plan for the worse case scenario. ATTs ability to respond quickly and effectively is vital in protecting their staff, profits, reputation and the necessary operations. It requires an all-inclusive and cross organizational planning effort. (ATT, 2016, 2010, and 2005) Additionally, the plan is developed over a larger scale, global. By having a preparedness planning and development phase, it will support the mitigation of a crisis. (Pearson, 2002) To apply the preparedness phase, it will involve the development of each phase of the crisis management system. The planning gives the combined method and common terminology to the plan for all threats and hazards across all mission areas (Prevention, Protection, Mitigation, Response, and Recovery). (Pearson, 2002) The plans and processes need to be reviewed and supplemented accordingly to meet the analysis and assessments made from training and exe rcises. Additionally, the personnel in the organization need to know their roles. By having a proactive approach and the understanding of sensitive mission-critical functions, it will allow organizations to provide vital services, exercise civil authority, maintain the safety of their employees and the public, and to sustain its industrial or economic base. (FEMA, N/A) The risks assessments that are developed by ATT allow identification, assessing, and reacting to possible threats. With the existing vulnerabilities, the likelihood that a threat will utilize the identified vulnerabilities is probably imminent. (ATT, 2017 and 2016) Furthermore, the assessments allow to provide the adequate controls and risk mitigations, such as facilitate the planning, testing, investments, and actual recovery of IT critical infrastructure and applications. The mitigation of risks protects the overall integrity, reputation and brand to include controlling it, prioritizing it and organizing it quickly and efficiently. ATT considers the changes to any situation and environment that could affect preparedness. (ATT, 2017 and 2016) ATT validates the continuity plan that is implemented by conducting training, testing and exercises to ensure the plan works in the time of a disaster and if any improvement needs to be done to the continuity plan and the emergency response. (A TT, 2016, 2010, and 2005) ATTs response planning phases clearly define the use of resources from Federal Emergency Management Agency (FEMA) and can be utilized as a reference point for disaster and event planning. (FEMA, N/A) By having exercises to identify gaps, it will allow for assessing the impact of a disaster or crisis for the organization. Additionally, it will identify the gaps and risk that are not so obvious (small to larger events). (ATT, 2016, 2010, and 2005) Crisis communication is essential to withstand any crisis and may in the end rest on the effectiveness with employees, customers, suppliers, and any other interested stakeholders. The readiness to deliver the right message about the impacts is essential to both internal and external dependencies. (ATT, 2016, 2010, and 2005) In summary, the continuity plan, risk assessments, and the dependencies need to be communicated to the organization. Additionally, the organization needs to be able to foresee crises, distinguish crisis communications team, identify and train spokespersons, establish notification and monitoring systems, identify and know the stakeholders, create statements, evaluate the crisis, confirm and adapt significant messages, and analysis after the crisis. (ATT, 2016, 2010, and 2005) ATTs mission is to connect people with their world, everywhere they live and work, and do it better that anyone else. Were fulfilling this vision by creating new solutions for consumers and businesses and by driving innovation in the communications and entertainment industry. (ATT, 2017 and 2016) ATTs preparedness is proactive and is essential to maintain a reliable global network when a crisis strikes. BIBLIOGRAPHY Advameg, Inc (2017). References for Business, Crisis Management, Retrieved from: http://www.referenceforbusiness.com/small/Co-Di/Crisis-Management.html. James, E., Wooten, L. (2005). Leadership as (un)usual: How to display competence in times of crisis, Organizational Dynamics, 34(2), 141-152, Retrieved from: http://www.sciencedirect com.ezproxy.trident.edu:2048/science/article/pii/S009026160500015X. (TUI Online Library). James, E., Wooten, L. (2005). Linking Crisis Management and Leadership Competencies: The Role of Human Resource Development, Retrieved from: https://pdfs.semanticscholar.org /01e3/6a70c0952a465c99260c55da1b89ba6de3ee.pdf. ATT (2017). About ATT, Retrieved from: http://about.att.com/mediakit/vitalconnections. ATT (2016). Business Continuity Preparedness Handbook, Managing risk through proactive planning, Retrieved from: https://www.att.com/Common/about_us/pdf/business_continuity_ handbook.pdf, June 2016. ATT (2010). Successfully Mitigating Corporate Risk, Retrieved from: https://www.business.att.com/content/whitepaper/successfully-mitigating-corporate-risk.pdf, October 1, 2010. ATT (2005). ATT Network Continuity Overview, Retrieved from: https://www.corp.att.com/ndr/pdf/cpi_5181.pdf, January 25, 2005. FEMA (N/A). Business, Retrieved from: https://www.ready.gov/business. FEMA (N/A). Implementation, Retrieved from: https://www.ready.gov/business/implementation. Pearson, Christine (2002). Ivey Business Journal, A Blueprint for Crisis Management, Retrieved from: http://iveybusinessjournal.com/publication/a-blueprint-for-crisis-management/, January/February 2002.

The First World War (WWI) Essay -- World War 1 I One

On June 28, 1914, the heir to the Austro-Hungarian Empire, Archduke Francis Ferdinand, was assassinated along with his wife while touring the Bosnian capital of Sarajevo. The assassin was a student radical associated with a Slav nationalist terrorist group known as the Black Hand, which was fighting for independence from the Austro-Hungarian Empire for the empire's Slavic minorities. From the beginning, the Austrians suspected that Serbia, an independent and radically pan-Slavic nation bordering the Austro-Hungarian Empire, was behind the killing (they were right as it happened — the Serbian chief of staff had helped plan the crime). World Response Initial world opinion also believed Serbia was behind the assassination, and the initial world response condemned the act — a factor which reassured Austria that it could move to get revenge. But the Austro-Hungarian Dual Monarchy never operated quickly, especially since Austria could do nothing without being sure of German support. In the end, the Austro-Hungarian government waited too long — by the time they attacked Serbia, public opinion about the killing had already cooled. The Entangling Alliance Domino Effect Austro-Hungarian Empire: desperately wanted to get rid of Serbia, which had been behind most of their largest Slavic problems (Serbia had been a leader in the two Balkans wars, both of which had threatened Austro-Hungarian holdings). Biggest Fear: Russia (a Slavic country which might help their minorities if pressed). Needed: the Hungarians and the Germans to promise military support against Russia. Germany: promised the Austrians support in the event of a Russian attack: a "blank check" which allowed A.H. to move confidently against Serbia. Both Austria-Hungary and Germany believed they could do this in a limited way, and that Russia would stay out of it, as it had before. They were not looking to start a fight with Russia or any other major European power. Biggest Fear: That Austria-Hungary, their most important ally, would be seen as a useless, "paper tiger" if they didn’t act against the Serbians, and that the A.H.’s disintegration would leave them standing alone against France and Russia. Needed: A strong ally, a united front with that ally, a passive Russia, and a neutral Britain. Russia: The Austrians and Germans were counting on a repeat performance of Russia’s p... ...marked Europe after it helped set the stage for W.W.II. W.W.I was truly global in scope; it was devastating in terms of casualties. The old methods of fighting had met new technologies, and caught the military leaders off-guard. The scale of "The Great War" was truly unprecedented, as Europeans dragged their respective colonies around the world into it. New Weaponry: tanks, submarines, airplanes were all new in W.W.I — would become staples of war by W.W.II. One of most infamous weapons of W.W.I was banned afterwards: poison gas. Proof of the Failure of the Peace: W.W.II. The peace created by the Versailles Treaty did not last, and the world created by settlement quickly broke apart. Pro-nationalist statements made by European leaders, like the 14 Points, were taken seriously by various colonials, who looked forward to self-determination; they were disappointed that the treaty still left Britain, France, the US and Japan firmly in control of their own colonial regions. Tensions between European powers and their colonials were one source of instability in the interwar period; the domestic unrest and hostility between European nations sparked by the Treaty was another.

Acquiring the Human Language-Playing the Language Game

1.What arguments in support of language as an innate ability are brought up in the film? This video is about a great mystery; how do children acquire language without seeming to learn it and how do they do so many things with so little life experience. 2.Explain the ambiguity of the question asked by Jill de Villiers to both children and graduate students: â€Å"When did the boy say he hurt himself?† Why is this question ambiguous and why is it interesting to note that this question is ambiguous? Question was â€Å"When did the boy say he hurt himself?† and there are 2 answers to this question. If focus on When said, the answer is â€Å"in the bathtub.† However when it focus on When fallen, the answer is â€Å"climbing the tree† And it is very interesting because they found that children will give only 1 answer when given unambiguous sentence â€Å"When did the boy say HOW he hurt himself†, â€Å"in the bathtub.† By this experiment, we can conclude that a child must have some kind of knowledge of syntactic structure because nobody had ever taught the child about this. 3.List some of the fundamental questions regarding language learning/language acquisition that are discussed in the film and explain how are linguists trying to answer these questions. (What questions do linguists ask and what kind of evidence do they look for to answer them?) The original theory on how languages are learned was it is learned by imitation. However, linguists found that child not only imitate adult but produces brand-new sentences. And the fundamental questions were raised, if we don’t learn by imitation, how do we learn? So linguists try to prove that acquiring language is different from learning other things by some experiments. 4.Mention some of the evidence in the film presented as evidence AGAINST the imitation theory of language learning. Child can produce brand-new sentence and they make errors. They can understand quite complex sentence in early age. 5.The film (Chomsky) claim that acquiring language is different from kinds of learning. What does he mean? It means we seem to learn language with different say from leaning other difficult things such as playing the trumpet and riding bicycle. It is not learned by practice, or by imitation. 6.What proof is there that analogy is not the explanation for first language learning? With the sentence â€Å"I painted the red barn†, we can substitute color word, and it is acceptable. If we switch the last two words, it is still acceptable. So by analogy, child will extend this to other verb â€Å"see† and create new sentence. â€Å"I saw a read barn.† And a concept of analogy doesn’t work for switching last two words, since I saw a bard red is broken sentence. And also, with sentence â€Å"Taro ate† it means he ate something but this something is not his shoes or hat. Another proof that analogy is not the explanation of first language learning is the verb â€Å"grow† can mean differently in the sentence such as â€Å"John grows tomatoes† and â€Å"John grows.† Analogy is wildly broken and cannot explain first language learning. 7.Observe the details of the experiment with the 16-month old babies who are shown Cookie Monster and Big Bird. Explain the experiment’s design, including the question posed by the researchers and the conclusions they reach regarding children’s acquisition of syntax based on the results of this study. The experiment design is showing two films simultaneously to babies. And asks to find the same scene with the explanation, Cookie monster washing Big Bird and Big Bird feeding Cookie Monster. The questions behind the study was will the child look more at the screen that matches the language that they are hearing. And the result surprisingly show that they understand the order of the information. 8.An extended section of the film discusses how children learn new words. Explain the point(s) illustrated by the following examples: -The child who calls his own dog â€Å"Nunu†, then applies the word Nunu to several other things (another dog, cow, slippers, salad) : Overgeneralization – â€Å"The Gavagai Problem† (the big rabbit on a billboard) : Assumption – Child labeling an item a flimmick, a closed flimmick and a spud : Child expects object labels to refer to the whole object – Children discussing the meaning of the word â€Å"alive† and the one child deciding that a car must be â€Å"alive† A child picks out a category that is relevantly alike 9. The film moves to Papua New Guinea (home of 750 languages spoken by 3,000,000 people) and discusses language universals and then Universal Grammar. -What aspects of language are candidates for language universals? Subject, Object, Verb – What are examples are presented in the film as evidence of Universal Grammar? There are certain kinds of mistake that children never seem to make. (ex. What did you eat your egg and?) 10. Explain what Chomsky means when he says that â€Å"all children are pre-programmed in advance of experience; they know fixed, invariant structural principles of language†. Capacity to learn language is deeply engraved in the mind and children are not taught language, they just do it.

Attachment Theory Relationship Between Parent Or Other...

According to Susan Robbins (2011), attachment theory emphasizes the importance of the interaction between parent or other caregiver and the child. The child participates in the interaction, which results in emotional bonding. She argued that the basic principles of attachment theory state that a relationship exists between experience and being able to later bond with others, hence the importance of bonding. She also states that the behavior of the parent’s is complementary to attachment behavior. Successful attachment is dependent upon a secure base. Understanding a child’s attachment behavior and shaping their own behavior to unlay the child’s fears and anxiety and willingness to allow a child to explore which shows a respect for the child’s interest (Susan Robin, 2011). A secure attachment is necessary for healthy emotional development. It encourages exploration and the tolerance for separation without undue distress. Secure attachment fosters independe nce, mastery and a sense of self-regulation. It lets the child know she or he is worthy of receiving proper care and attention and develops a sense of self- worth and self- esteem ( Susan Robin, 2011). In Max’s case it seems like he did not have a successful attachment with his mother. According to the information provided, Max’s great Aunt, Agnes was the only one who tried to develop a secure attachment with Max. According to the information received, she was a very engaged caregiver, dressing, feeding, playing, singing,Show MoreRelatedThe Social And Emotional Development Essay1108 Words   |  5 PagesAttachment relationship is important for both child and parents/caregiver to develop because of social and emotional need. A child’s emotional and social development has significant impact for the social function of a child throughout their lives, education, friendships and employment. Research show that a child with no social and emotional development are at ve ry high risk of having poor relationships with peers, academic problems and can lead them into poor decision in life and crime. Many researchesRead MoreHow Does Attachment Influence The Social And Emotional Development Of The Child? Essay1378 Words   |  6 PagesHow does attachment influence the social and emotional development of the child? A child’s social and emotional development has significant implications for the social functioning of a child throughout their lives, in their education, friendships and employment. A child with poor or social and emotional development are at risk of experiencing poor relationships with peers, academic problems and can lead them into involvement in unsociable activities or crime. Research suggests the key to socialRead MoreThe Support Influence On Development Of Insufficient Parental Care1733 Words   |  7 Pagesseparated from their primary caregivers. (Barth, 2005) The quality of early attachment relationships is correlated with f uture personality and brain development. â€Å"The Attachment Theory is a foundation theory, developed by Bowlby. It focusses on the form, quality, and strengths of human attachments made in early life and their effects on development in pro social behaviors† (Tuner, 2011, p.30). Practitioners have found that the importance of forming a bond with a child from birth has the possibilityRead MoreThe Theory Of Attachment Theory1281 Words   |  6 PagesIntroduction Attachment theory centers around relationships and bonds formed between people. It generally focuses on long term relationships such as parents or caregivers and children. The theme of the theory is that if the primary caregiver is responsive to a child’s needs, then he or she will develop a sense of security. If a parent or caregiver does not provide this, a child will have trouble attaching and forming relationships in the future. There are theorists who have explored and researchedRead MoreAttachment Theory on Socio-Emtionals Development of Children1435 Words   |  6 PagesAttachment Theory: One of the most studied topics in today’s psychology is the attachment theory whose common references are from attachment models by Bowlby and Ainsworth. Since its introduction, the concept has developed to become one of the most significant theoretical schemes for understanding the socio-emotional development of children at an early stage. In addition, the theory is also developing into one of the most prominent models that guide parent-child relationships. Some of the keyRead MoreAttachment Theory : The Bond Between A Caregiver And A Child And How These Fragile Bonds1395 Words   |  6 PagesAttachment Theory Attachment theory focuses on the bond between a caregiver and a child and how these fragile bonds, if not made properly has effects on the child’s future. The attachment process itself responds to the developing identity of the child which is very dependent of the sensitivity and guidance of the caregiver. John Bowlby takes attachment theory in a more biological/ evolutionary perspective, in which he views these forming of bonds as a survival mechanism in which the infant insuresRead MoreThe Theory, Ego Psychology, And Attachment Theory1483 Words   |  6 PagesDrive Theory, Ego Psychology, Object Relations, Self Psychology, and Attachment Theory are different vistas from which we can observe and study human development. I have decided to explain mine from the perspective of Attachment Theory, whose main contributors include John Bowlby, Mary Ainsworth, and Mary Main. However, before doing so, it would be useful to outline a bony framework and define certain key concepts of Attachment Theory, which focuses on the relationships and bonds between people--particularlyRead MoreAttachment Is The Emotional Bond Created By A Child With Their Primary Caregiver1568 Words   |  7 PagesAttachment is the emotional bond created by a child with their primary caregiver, which is normally the mother. An example of attachment would be if the mother left the baby, and the baby cries from her absence. The connection normally begins when the child is around six months of age. It’s key for infants to develop. Babies aren’t comfortable away from their mothers. It varies around the world, but it is still very important no matter where the infant is from. It is mainly studied. (Child AdolescentRead MoreThe Theories And Principles Of Attachment Theory1621 Words   |  7 PagesExploration of Attachment Theory Fully describe the theory including the main concepts and principles Attachment theory is a concept that explores the importance of attachment in respect to direct development. â€Å"It is a deep and enduring emotional bond that connects one person to another across time and space† (Bowlby, 1969; McLeod, 2009). It is the relationship that develops within the first year of the infant’s life between them and their caregiver. The theory also relates to the quality of theRead MoreAttachment Theory Is Defined As The Emotional And Psychological1611 Words   |  7 PagesAttachment Theory is defined as the emotional and psychological bond between a child and their caregiver, which starts from birth and is believed to last a lifetime. (Arxcis, 2017). The first published works of attachment theory were done by John Bowlby, a child psychiatrist, in 1969, with Mary Ainsworth, a Canadian psychologist, later collaborating with Bowlby to include different attachment types. Bowlby’s theory, which was influenced from Konrad Lorenz’s idea o f familial imprinting, stated that