Porters Five Analysis of Honda

Porters Five Analysis of Honda Porters five forces is a framework developed by Michael E. Porter that we use to analyse the industry regarding the internal and external environment, competitors, and also better understand the industry context in which the firm operates. The aim of the five forces is to modify the strategy or just some rules in the firm favour in order to stay competitive, improve the position, and realize profit. Porters five forces is a very useful tool, since it helps us to understand the current position of the firm, and take advantages from the strengths of competition and also improve the weaknesses, and avoid taking a wrong strategy to do not stack in the middle, and lose position in the market. This framework is used to identify whether a product, service, business will be profitable, and also know the suppliers; power of buyers, substitutes, new entrants and competitors that will face the firm in order to stay attractive. Now we will see each force in more detail: Rivalry: this force shows the competition between existing firms that offer the same product or service, and even have the same strategy. If there is many competitors, then you should have a little power over them by adopting a strategy that may be based on price, quality, innovation, advertisement, like differentiation, cost leadership, or the focus on a narrow segment. Threats of new entrants: new firms entering the industry will bring new competition, in order to gain the market, and decrease profitability for existing firms, above all those firms who have little protection and barriers to entry, then expecting some firms to exit the market. Threats of substitutes: the ability of customers to find other alternative ways and products with lower prices and better quality that must satisfy the same needs. There is a product for product substitute, substitute needs and also generic substitute that relates to something that people can do without. Buyers bargaining power: determines the ability of buyers to impose pressure on the firm either by switching to another company or having other substitutes, or cutting down prices. They can also affect the conditions under which all the firms operate. Suppliers bargaining power: determines the ability of suppliers to drive up prices which put pressure on firms if there is a few number of suppliers, or by the uniqueness of their products and the control they have over firms. By analysing and understanding each force, and how it affects the strategy of the firm, it provides the opportunity to identify the strengths of the firm and the ability to modify some points of the strategy to make sustainable profits, and being successful in achieving and establishing appropriate strategies. Porters five forces on Honda Motors: Rivalry: competition in the automobile industries is very high, because there are many firms in this industry which offer many choices for the customers, so each firm try to do its best to make more profit than others, and make its products the more sellable in the market. Toyota, Ford, General Motors are the main competitors of Honda, so it should keep on innovating, improving, researching, and developing to stay effective in this sector. The degree of rivalry in the automotive industry is further heightened by high fixed cost associated with manufacturing cars and trucks and the low switching cost for consumers when buying different marks and models Source: http://www.scribd.com/doc/44521940/Tata Threats of substitutes: there is not a huge threat of substitute in the automobile industry that offers utility, independence and no wasting time, even if there is a large number of transportation. There are bicycles, subways, buses, trains and airplanes that could make our life easier, but that can be less convenience than automobiles. The price of fuel have a large effect on the consumers decision to buy vehicles, also the maintenance and the insurance of the car, but the automobile still has an important use in our personal and daily life. Barriers to entry: it is not easy for an entrant to enter into the automobile industry easily, because of the brand loyalty of the consumers. It is substantial for established companies to have barriers to entry to protect themselves, because some companies are entering into foreign markets by buying an existing company or either merging with it and then realising a huge profit. With local knowledge and expertise, companies have the potential to compete in the market in which they operate against the domestic firms. Honda took the risk of entering into a long and complex relationship during the 80s with a European company universally considered to be one of the least capable automobile manufacturers in the west British Leyland. Source: the case study of Honda Buyers bargaining power: consumers have many choices and brands, but the factors that affect more the consumer to buy a certain brand from another are: the appearance, quality, price, design. Consumers want always something new and nice looking with the latest technologies. The car had to be efficient, by saving fuel, protecting the environment, and running fast. Since there are lot of competitors, people have more choices to select the less costly, and better in quality, for being loyal to a certain brand, thats why Honda tries to make its cars unique. Honda has a history of delivering high quality and fuel efficient vehicles, so the consumers are seeking the best product for a good price. Honda has being a leader in producing fuel efficient and low emissions vehicles Hondas achievements on the technology front are well recognised, ranging from its cutting edge low pollution and low fuel consumption engine technologies. The CVCC engine attempts to reduce emission of the pollution and with less fuel used, while VTEC engines was fuel economy with more power Source: the case study of Honda Suppliers bargaining power: there are many suppliers in the automobile industry, and many suppliers rely on one or two automakers to buy a majority of their products. If an automaker decides to switch the supplier, it could be devastating to the previous supplier business. As a result, suppliers are extremely susceptible to the demands and requirements of the automobile manufacturer and hold very little power. Source: http://www.investopedia.com/features/industryhandbook/automobile.asp Honda relies on some main suppliers for the items and raw materials that uses in the manufacture of its products. Honda has only a handful of components makers that might be considered to belong to its suppliers family. Source: case study of Honda Porters Value Chain The value chain is a framework developed by Porter to describe the development of competitive advantage and the value of the business. It is a chain of activities for a firm operating in a specific industry. All organisations consist of activities that link together to develop the value of the business, and together these activities form the organisations value chain. Such activities may include purchasing activities, manufacturing the products, distribution and marketing of the companys products and activities. The value chain framework has been used as a powerful analysis tool for strategic planning of an organisation. Its aim is to maximise value creation while minimizing costs. Source: www.coursework4you.co.uk/essays-and-dissertations/value-chain-analysis.php Value chain represents the processes from getting raw materials and components until providing the whole product or service. In order to conduct a value chain analysis, the company is divided into primary activities and support ones. Primary activities are those related with production, and the cost of providing the product or service, while support activities are those that maintain and arise the effectiveness and efficiency of the firm to enhance the product value. Primary activities: inbound logistics, operations (production), outbound logistics, marketing and sales (demand); services (maintenance). Support activities: administrative infrastructure management, HRM, technology (RD), and procurement. Source: http://en.wikipedia.org/wiki/Value_chain Primary activities: Inbound logistics: it is related with bringing raw materials from suppliers, and handling them. Operations: it is related with the products and handling the raw material, to come up with the final means activities that transform the inputs into the output. Outbound logistics: it is related with activities of distributing the product. Marketing and sales: analyse the needs and wants of customers, creating awareness, advertisement, and sales promoting to attract people. Services activities are those that maintain and enhance the products value including customer support, repair service. Support activities: Procurement: purchasing raw materials for the companys operation at a high quality and low prices. Technology development: it is concerned with technological innovation, expertise and knowledge that lead the business to survive such as research and development. HRM: it is an important way of attaining sustainable competitive advantage by recruiting, training, motivating, and rewarding the workforce. Firm infrastructure: finance, quality management, RD. Lets now analyse Porters value chain on Honda Motors: Primary activities: Inbound logistics: Honda purchases the raw materials from a number of components and tries to gain advantages in quality and cost as much as possible. Both manual and automated assembly tasks to handle the components together to come up with the final product, and it also adopts an innovative strategy for the planning production called small batch production systems, in order to reduce costs and having a product variety. Operations: Honda has developed a small batch production system, in which same vehicles are sent down the assembly line in batches, and then workers execute the same task for each batch, then components are delivered to the assembly line in batches which exactly match the vehicle they will be fitted into. There is also the facelift that Honda applies to its cars; the components are then replaced by others more developed to come up with a new product. Honda designs models which are related to geographical dimension depend of different market segments. Outbound logistics: Marketing and sales: Honda expanded several products and models that customers could choose among them, and also it adopts a good production system that is related to its marketing and sales. Hondas strategy emphasizes the high technology build into all its products and it offers features like advanced engines as standards rather than optional extras, thus simplifying product variety within each model type, so that every customers could benefit from it whatever the model of the car. The alignment of output levels with customer demand tends to focus on sales strategy, so the production levels of particular models can be varied up or down as a function of demand. Services: Honda is aiming to improve their relational with the consumers, by being responsive to the service support throughout maintenance and repair, and adopting a high level of transparency with their customers. Support activities: Procurement: for a number of components, Honda arranges to purchase the raw materials gaining advantages in price and quality. It has also the possibility of purchasing raw materials from component makers located very long distance away to allow cheap labour sources in other regions, or purchasing them few square kilometres which is advantageous for just in time logistics. Technology development: Honda has technologically innovative products, developing new low pollution power sources for its vehicles such as CVCC and VTEC in order to have a good market positions, and also it gives to its models a cosmetic facelift every four years in order to gain competitive advantages. HRM: Honda praises the achievements of individuals, makes merit the key to promotion, and awards responsibility to younger employees across elder ones. Firm infrastructure: Honda had become well known in the business for the collective decision making process utilized by its top executives. Honda adopts too much dichotomies in their strategies management taking advantages from all. They also have a good research and development department aiming to improve the quality of the products and entering new technologies to gain sustainable advantages. The primary activities and the support ones are related to each other, one activity can affect the cost of another activity. Thus, the primary activity is related to the creation of the product by handling raw materials together and selling it, and the support activity is related to the competitive advantages that you gain from buying the components at a low cost and with a high quality and to the technology used in the product. So those linkages between the two activities added value to the firm, and can be a source for a sustainable competitive advantages. Reconciling dichotomies: This approach of reconciling dichotomies is used in a wide range of activities of Honda, and it represents the innovation strategy that seeks to adopt different ways and opposite polarities. Dichotomy means two contradictory polarities that do not fit together, and reconciling in this context, refers to an approach in which those two poles are somehow made compatible with each other. Hondas strategic thinking rejects the trade off, or to choose one strategy, however, Honda has mixed too many dichotomies to incorporate the best of both worlds, and this contributes to the success of its strategy. After Honda had selected its market and customers segments, it is time to decide how it wants to position itself within this segment.

Assessments for Early Childhood Programs Essay

William J. Wilson once said, â€Å"The person who scored well on an SAT will not necessarily be the best doctor or the best lawyer or the best businessman. These tests do not measure character, leadership, creativity, or perseverance†. Why do we test students? What is the purpose of assessments? Do these tests and assessments benefit the students? These are questions educators have been asking for years. It is impossible for one to determine a child’s academic abilities based solely on a test. Yet there still needs to be some form of assessments performed in order to evaluate the academic level each student has reached. But how much assessing is too much? How heavily do educators rely on the results of these assessments? The main issues, when it comes to assessing early childhood students, are the consequences of the assessment results and how they affect the child. According to The National Academies of Sciences, there are two key principles that support the success of assessment. The first is that the purpose of an assessment should be a guide for assessment decisions. The purpose for any assessment must be determined and clearly communicated to all stake- holders before the assessment is designed or implemented. Most important, assessment designed for programs should not be used to assess individual children. Because different purposes require different kinds of assessments, the purpose should drive assessment design and implementation decisions† (The National Academies of Sciences, 2008). The second principle is that any assessment performed should be completed in a â€Å"coherent system of health, educational, and family support services that promote optimal development for all children. Assessment should be an integral part of a coherent system of early childhood care and education that includes a range of services and resources† (The National Academies of Sciences, 2008). These two principles explain the main purpose of why assessing is important and how assessments should be conducted. After having an understanding of the purpose of assessments, why is it so important to begin evaluations at such a young age? What is the purpose of evaluating infants and toddlers? Author Sue Wortham explains evaluating toddlers and infants determine whether the child is developing normally or if they show any signs of delay and need assistance. All in all, the main purpose of assessment is to benefit the child (Wortham, p. 32). The NAEYC believes that during a child’s early years, evaluating and assessing their development should be the primary focus. They want to study how young children grown and learn. All the â€Å"results of assessment are used to inform the planning and implementation of experiences, to communicate with the child’s family, and to evaluate and improve teachers’ and program’s effectiveness† (Wortham, p. 4). Teachers also use assessment results to in order to plan their curriculum accordingly. So exactly do assessments search for? Assessments look not only for what the child is already capable of doing independently but also what they can do with the help of a teacher or another student (Wortham, p. 35). So how are they assessed exactly? There are many different assessments given to children across the U. S. everyday. These may be administered orally or as written works, such as questionnaires, surveys, or tests. These may include: standardized tests, observations, checklists, rating scales, rubrics, interviews, or portfolios. Each of these serve a different purpose in order to give different pieces of information needed to evaluate the child in question. Standardized tests, though many disagree with them, are meant to measure individual characteristics. Observations, on the other hand, are one of the most effective ways to measure students’ characteristics. When children are young, it can be hard at times to determine if there are any developmental delays (Wortham, p. 39). Developmental checklists, or scopes, are mainly used at all levels of education. These checklists are lists of the learning objectives that have been established by the teacher in order to keep track of their learning and development. Items on a checklist are rated with a negative or positive response from the teacher. Rating scales, unlike checklists, provide measurement on a continuum and are used when a collection of criteria is needed to attain specific information. Another form of assessment teachers commonly use is Rubrics. Rubrics were created to â€Å"evaluate authentic and performance assessments† (Wortham, p. 41). Rubrics, like rating scales, have a range of criteria that must be met. However, unlike rating scales, rubrics can be used to not only determine the quality of performance required, but are also used to assign grades. Rubrics make it easy for students to understand what is expected and is makes it easier for teachers to grade assignments. The final types of assessments that are most frequently used are performance and portfolio assessments. These evaluations might be administered through interviews given directly by the teacher in order to understand the child’s thinking and understanding (Wortham, p. 41). Teachers may present these evaluations through directed assignments, activities, or games. The performance results are typically kept in a student or teacher portfolio. These portfolios contain samples of student’s work and are used as a sort of progress report card. Keeping detailed reports of student’s work in the portfolios help teachers keep track of their student’s progress and help determine which areas of learning are lacking attention (Wortham, p. 41). Overall, according to Wortham, these tests, whether administered to an individual child or a group of students, are meant to determine a student’s â€Å"abilities, achievements, aptitudes, interests, attitudes, values, and personality characteristics† (Wortham, p. 9). Now having an understanding of the different types of assessments used to evaluate students and the purpose, let us turn to the negative and positive effects of these evaluations. It is crucial for educators to administer tests and evaluations carefully, because it they are poorly articulated, it can lead to decisions that are unfair or unclear, and they may do harm to programs, teachers, and, most importantly, children (Snow, C. E. & Van Hemel, S. B. , p. 341-342). Evaluations and assessments are not meant to punish a child, and therefore, should never be overseen lightly. It is important that the information gathered outweighs any negative effects. Editors of Early Childhood Assessment: Why, What, and How, Catherine E. Snow and Susan B. Van Hemel, explain that â€Å"although the same measure may be used for more than one purpose, prior consideration of all potential purposes is essential, as is careful analysis of the actual content of the assessment instrument. Direct examination of the assessment items is important because the title of a measure does not always reflect the content† (Snow, C. E. & Van Hemel, S. B. , p. 346). So what are some negative effects? Negative consequences of assessment findings may include program de-funding, closing a center, firing a teacher, mislabeling a child, or a reduction in program resources (The National Academies of Sciences, 2008). These effects, such as mislabeling a student, can follow students for the rest of their education career. Once a child is entered into a program, it can be difficult at time for teachers to look past that label. Children all develop at different his or her own pace. No one child will develop and learn the same way as another child. They all grow up and develop at different stages. Yet educational theorists have been able to observed and gather enough information to conclude that children, if divided in age groups, do tend to follow a certain development pattern. The problem is, it is hard to determine which children are the outliers in these results without carefully administering proper assessments. Assessments are not used to necessarily judge student or punish them. Their main purpose is to help students, teachers, and parents. So what are some positive effects of assessment and evaluations? Students that benefit from assessments and evaluations are those that are properly observed and tested. Teachers also benefit from the use of assessments because it helps them create an appropriate curriculum for their students. Evaluating children at a young age can have a positive effect if a delay or disability is in fact found, and because it was caught early, the student has a better chance of exceeding their potential in school. Catching developmental delays or disabilities at a young age is the same as finding cancer at an early stage in the sense that the earlier the cancer is found; the chances of survival are greater. Assessment results are used to plan for instruction, evaluate instructional programs, and report student progress. These are all positive results of assessments. Without the results of assessments and test, how can educators determine what to teach their students? Evaluations, if planned and administered properly, can be more beneficial than harmful. Unfortunately, not all teachers evaluate children fairly or appropriately. So it is important for parents to stay involved in their children’s education in the event that the results of an evaluation do not match the potential of their child. Parents should know the norms and abnormalities of their child’s behavior. Therefore, it is always beneficial to the child for parents and teachers to communicate. This way if a child is acting up in class, and the teacher notifies the parent, the parent may confirm any fears right away by simply saying, â€Å"that isn’t like him† or â€Å"he’s just nervous†. Avoiding drastic measures and not jumping to conclusions is the proper way to evaluate a child fairly. What are the predicted long-term benefits to Early Childhood Assessments? Are assessments and student evaluations accurate? Should teachers be required to assess and evaluate students as much as they already do? These are just a few of the questions that plagued educators for years. Too much assessing has placed so much pressure on students and teachers, inevitably taking away a child’s desire to learn for the sake of learning. The purpose of assessments and evaluations is a great concept, but placing too much pressure and emphasis on the test results is tainting the original purpose of learning.

Birth of a New Era Essay - 1488 Words

Birth of a New Era Despite the problems of the fourteenth century, it marked the beginnings of extraordinary changes in numerous facets of fifteenth century society. This astonishing revolution was coined the Renaissance, which meant â€Å"rebirth.† The Renaissance led to such literary pioneers as Niccolà ² Machiavelli. His work, The Prince, gave detailed instructions as to what qualities a perfect leader must possess and how to use these qualities. Machiavelli presented a thorough account of a perfect prince and how he achieved and maintained power. Machiavelli’s The Prince is a classic literary example of Renaissance writing in the ideas it conveys and how it conveys them. The Renaissance, a time of cultural achievements and†¦show more content†¦Each page contains a portrait of an individual, something unheard of during the medieval period because of the medieval period’s tendency to stress the group. Painters began painting realistically in the attempt to mirror reality and the wealthy hired painters to paint their portrait to immortalize a part of themselves in a depiction of their glory and accomplishments. The Middle Ages introduced the importance of education of becoming a civilized person, and learning was still an important aspect that continued into the Renaissance. The difference between the two periods was how scholars went about their studies of past literary culture. The Renaissance style of learning became known as humanism, or â€Å"new learning.† Humanists studied the Latin classics to learn about human nature and emphasized human beings’ achievements, interests, and capabilities. On the other hand, medieval scholars studied ancient works to understand God and interpreted them purely in a Christian sense. Although Renaissance humanists possessed strong Christian values, they studied the classics far differently than those in the Middle Ages. While medieval writers used the classics to reveal God and Christian ideas, humanists tended to look at the way these ideas were expressed rather than the ideas themselves. An interesting repercussion of the crisis of the fourteenth century was the economic prosperity that followed. Apparently the famine, plague, and numerous deaths of theShow MoreRelatedThe Birth Of A New Era1282 Words   |  6 Pages It’s the birth of a new era; the time when the individuals known as Generation X are slowly losing interest and significance in politics and society, yet also the time when the early Millennials are growing up, and are beginning to make their mark on society with their new ideas and philosophies. The Feminist Movement is in full swing, and making excellent points, one of the most controversial being about traditional gender roles, and how they were established. 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A Brief Biography of Edgar Allan Poe Essay - 1001 Words

Thesis Edgar Allan Poe was a fictional writer that astonished readers with his many mysterious poems and his tales of horror such as â€Å"The Raven†, â€Å"Annabelle Lee†, and â€Å"The Fall of the house of Usher†. Biography Edgar Allan Poe was born on January 19, 1809 in Boston Massachusetts. (A-1) His parents were English born actors Elizabeth Arnold Poe and David Poe Jr. (A-2) After his parents died he was raised by his godfather John Allen, a wealthy Richmond merchant. (B-1) The Allan’s took him to Europe where he began his education in schools in Scotland and in England. (B-2) He returned to the U.S. in 1820 and†¦show more content†¦Poe married his cousin Virginia Clemm in 1836,she was only 13, then in 1837 they went to New York there he published the narrative of Arthur Gordon Pym his only novel. In the summer of 1846 he moved with his wife to a cottage in what was a rural area in Bronx N.Y; she died there of tuberculosis in January of 1947.On Oc tober 3, 1949, in Baltimore a stranger found him delirious and in need of medical attention, a few days later he died at the age of 40 from unknown causes. Work Edgar Allen Poe is a fictional writer he wrote many weird and scary stories and poems, most of his poems mirrored bad things’ that happened in his childhood. In 1845, Poe wrote The Raven which is still one of his best known poems. It was first published in the New York paper. The Raven brought him fame in his lifetime but the fame didn’t bring him much joy. (D-1) Poe’s poems and stories usually had a symbolic meaning in them such as â€Å"The Raven† it stood for grief and sorrow that would never go away. He wasn’t just a poem and story writer he was also a critic. In 1838-1844 he edited Burtons Gentleman’s Magazines and in Grahams Magazine his criticism in these magazines and in the messenger was keen, direct, incisive and sometimes savage.(B-10) Some of Poes magazine stories were co llected as tales of the grotesque and arabesque he also began writing the mystery tales that earned himShow MoreRelatedA Brief Biography on Edgar Allan Poe Essay882 Words   |  4 PagesEdgar Allan Poe was born in Massachusetts, U.S. on January 19, 1809. Poe`s parents were Elizabeth Arnold Poe and David Poe Jr. Poe was named after a character in William`s Shakespeare King Lear. Poe was baptized at Episcopal Church in 1812.His mom was an actress and his dad was an actor. Poe`s dad abandoned the family in 1810. Poe had 2 siblings. His brother was named William Henry Leonard he was a writer, sailor, and poet. He was born in Boston on Jan 30, 1807. Poe`s brother died August 1, 1831Read MoreEssay on A Brief Biography of Edgar Allan Poe542 Words   |  3 PagesEdgar Allan Poe is best known today as one of the most intelligent and original writers in American literature. Many poets and story writers base their stories upon events and even aspects in their life. In the subject of this, it is so relatable to write about because there is some truth in the words. Edgar Allan Poe is said to be one of these people because his stories actually relate to his tragic, life. He was known for leading a very depressing life that was full of loss and grief of loved onesRead MoreEssay on A Brief Biography of Edgar Allan Poe617 Words   |  3 Pages Edgar Allan Poe Edgar Allan Poe was a famous author, poet, editor, and literary critic. Poe wrote Mystery, Horror, and detective fiction. Edgar Allen Poe had a difficult life; he had troubles with family, employment, and depression which ended his life. Edgar was born on January 19th 1809 in Boston Massachusetts. His mother died when he was 2 and his father abandoned him and his siblings as a child. After he was given up for adoption at a young age, soon was adopted by the AllanRead MoreA Brief Biography of Edgar Allan Poe Essay1192 Words   |  5 PagesKnown for his disturbing and sinister work, Edgar Allan Poe’s writing has captured the attention of readers for almost two centuries. His works and reputation were largely influenced by his childhood, education, adulthood, and struggles with his career, along with his legacy before and after his death. Edgar Allan Poe was born on January 19, 1809, in Boston, Massachusetts, as being David and Elizabeth Poe’s second child of three. 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Theories Of Management And Styles Of Leadership - 761 Words

According to Hanly (2016) many theories of management and styles of leadership exist. In the end, none of them are right and none of them are wrong. Different people respond better to different styles of leadership, however Hanly (2016) explains that to be a truly skilled leader a manager needs to be aware of the needs of their staff and adapt their leadership style to nurture the most productivity in employees. Riley (2016) describes three leadership styles and these are autocratic, paternalistic and democratic. However, Hanly (2016) expresses psychologist Kurt Lewin 1930’3 frame-work and it provided the styles autocratic and democratic but includes laissez-faire as the third leadership style. STEP 1. Managers need to identify their intrinsic leadership style. Autocratic leaders tend to maintain control and tell workers what to do. Democratic leaders support a sense of teamwork and listen to worker opinions before making a decision. 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Theories on Children’s Cognitive Development Case Studies Illustrating Them Free Essays

string(164) " attend group lessons to observe, such that by the time the same child reaches the pre-teen years, he/she would have already developed a keen musical appreciation\." Gleaning insights proposed by the earliest psychologists like Jean Piaget, socio-cultural theorists like Lev Vygotsky, radical behaviorists like B. F. Skinner and other well-known psychologists like Howard Gardner, who challenged the earlier views on children’s cognitive development, can be very important. We will write a custom essay sample on Theories on Children’s Cognitive Development Case Studies Illustrating Them or any similar topic only for you Order Now By drawing insights and gaining a better understanding of how children’s thought processes are formed, as well as the factors that influence them, and the overall impact on children, parents, caretakers, educators, and therapists find themselves in a better position to guide and help growing kids achieve their optimum potential. In most of the theories set forth , factors like genetics and the environment or outside influences come into play. Swiss psychologist Jean Piaget, who formed his theories after conducting actual observations of kids, opined, â€Å"The mind of the child is not that of a miniature adult†¦ the mind develops by forming schemas that help us assimilate our experiences and that must occasionally be altered to accomplish new information. In this way, children progress from the sensorimotor simplicity of the infant to more complex stages of thinking† (Myers 1989: 85). This theory, which presupposes that children’s cognitive skills develop spontaneously, is highlighted by the different developmental stages to which children’s learning must adjust. Most teachers rely on Piaget’s cognitive developmental theory which, in essence, maintains that â€Å"the reasoning processes of children at various ages†¦ cognitive development proceeds in four genetically determined stages that always follow the same sequential order† (Child Development Theories, n. d. ). The Piagetian theory boils down to the fact that children must not be forced to absorb concepts. Instead, knowledge and learning must take place at the designated time or age of the child. Even if they undergo the same stages – infancy, early childhood, adolescence, early adulthood, and so on, individuals, of course, exhibit varying capabilities or rate of cognitive development. Piaget presupposed that children gradually find out what there is to learn about the objects and people around them through a gradual learning process. Nothing must be foisted on young minds. Instead, the young mind should be allowed to form relationships and learn through a stage-by-stage assimilation of concepts and facts. The focus is on the knowledge learned, then. Most pre-schools find the Piagetian theory quite applicable and useful. In fact, the Piagetian theory has been widely used as underlying structure or foundation for child education care in America and other parts of the world. There are some educators or schools, though, which combine the Piagetian concept on children’s cognitive development with other theories like the socio-cultural theory set forth by Russian developmental psychologist Lev Vygotsky, to let children realize their full potential. Vygotsky held that â€Å"cognitive processes are formed in the course of socio-cultural activities†¦ the individual comes into possession of a variety of cognitive processes engendered by different activities† (Kozulin, n. d. ) and with the guidance of a learned individual. â€Å"A knowledgeable person can help to add meaning to what is familiar to the child when he or she enters the child’s zone of proximal development (ZPD), that place for learning located somewhere between the child’s present understanding and potential understanding† (Steele 2001). Simply put, children’s cognitive skills are hastened when they come into contact with more knowledgeable elders, or more experienced, older mentors. There may be cases when even other kids of the same age but with greater intellectual capacity may help shape or form a slow-learning child’s understanding of basic concepts like music or the alphabet. The difference between the child’s own cognitive development and his potential to assimilate greater knowledge is the zone of proximal development. When schoolage kids interact and talk to and help each other learn, while also listening attentively to what their teacher says to them, they enter the zone of proximal development. In contrast to Piaget, Vygotsky laid greater emphasis in the way a child can utilize the joint approach or co-mingling with a well-informed adult in order to achieve full learning potential. Cases of teachers teaching young children to play a musical instrument like the piano may illustrate both the Piagetian concept of learning and Vygotsky’s socio-cultural theory. A child falling under the pre-operational stage, correlating to children in the age bracket of two to seven years, who is tinkering with the piano is still in the process of mastering symbols and will not really learn how to play the instrument well on his own. An adult’s expert guidance will jumpstart the child’s learning process. On the other hand, the piano teacher must prepare lessons that will suit the age of the child, or his developmental stage. Indeed, it can be noted that Piaget’s cognitive development theory has been used as jump-off point by his contemporaries and succeeding psychologists. One of those who challenged the Piagetian concept and maintained that a child’s cognitive ability is but one aspect of development is Howard Gardner. The latter proposed that individuals have â€Å"a number of domains of potential intellectual competence which they are in the position to develop, if they are normal and if the appropriate stimulating factors are available† (Gardner 2004: 287). Musical intelligence is one of the kinds of intelligence that Gardner said kids may cultivate. The example of a piano teacher giving a child his/her first set of piano lessons may encompass both the Piagetian concept, Vygotsky’s socio-cultural theory, and Howard Gardner’s theory on multiple intelligence. As far as Howard Gardner’s multiple intelligence theory is concerned, it runs counter to the Piagetian theory. Gardner believed in the vast potential each child has. He surmised that at any one instance, the well-nurtured child can be at different stages, honing his/her latent abilities – whether in spatial reasoning or body-kinesthetic or interpersonal skills, intrapersonal sensitivity, linguistic or musical inclinations. Even at a young age, children may nurture any of these multiple intelligences. A two-year-old child, for example, may be exposed to the piano playing of parents, and a couple of years later made to attend group lessons to observe, such that by the time the same child reaches the pre-teen years, he/she would have already developed a keen musical appreciation. You read "Theories on Children’s Cognitive Development Case Studies Illustrating Them" in category "Papers" Unlike the Piagetian method focus which tends to focus on test scores or the knowledge acquired per se, Gardner’s multiple intelligence theory focuses on forming â€Å"a strong, positive and attractive character† (Gardner 2004: 374). In the case of the child who grows up with musically inclined parents and eventually nurtures the talent , the resulting remarkable piano performance, is actually just a means to creating the child’s well-rounded character. Nonetheless, Piaget’s cognitive development concept has long been considered a universal learning theory which has found its way in numerous preschools all over the world. If most preschool classroom settings vividly illustrate Piaget’s cognitive developmental concept, particularly in the pre-operational stage, a clear-cut example of Vygotsky’s socio-cultural theory is the traditional education or cultural transmission taking place in most rural communities across the world. Let us take, for instance, the case of oral narratives about ancestral heroes and events transmitted by older males to their young in Ethiopian rural communities. â€Å"Children who sit patiently and silently on the periphery of the story-telling circle gradually absorb the cultural content and verbal technique (which) lasts for hours and constitutes an integral element of everyday life. † (Kozulin, n. d. ). By relying on their elders for their socio-cultural assimilation of ideas, the children very well mirror Vygotsky’s socio-cultural theory. An adult comes into the picture to impart greater learning at a quicker pace than if the children were to come across the same body of knowledge on their own. The traditional oral transmission of culture such as that perpetuated in the Ethiopian village, however, is no longer practiced in most other societies. Written records have supplanted the oral tradition. In his book, â€Å"Frames of Mind – The Theory of Multiple Intelligences,† Gardner cited numerous examples of people and situations affecting children’s cognitive learning skills. One of these is the structured method inspired by Japanese violinist Shinichi Suzuki to teach kids to learn music. Hinged on the basic principle that kids have an innate ability which â€Å"can be developed and enhanced through a nurturing environment† (The Suzuki Method 2005), the Suzuki Method lays emphasis on other intervening factors that may affect how young students learn music or instrument playing. These factors include starting lessons at an early age; recognizing just how important listening to music is; getting a first-hand grasp in learning how to play an instrument even before learning how to read; parental participation; well-trained teachers who instill quality teaching standard; realizing the importance of communicating and socially interacting with other children (The Suzuki Method 2005). Gardner also cited the method of imparting learning in traditional African bush society, wherein â€Å"the youngsters are divided into groups according to ages and aptitudes and receive instruction in the assorted lore of native life†¦particular stress on the historical background of the population as a means of stimulating group consciousness† (Gardner 2004: 343) is made. Gardner made the distinction of such ritualistic methods from more scientific ways of obtaining knowledge. â€Å"With formal schools, we behold a transition from tacit knowledge to explicit forms of knowledge† (Gardner 2004: 345). Such sensitivity to spoken knowledge displayed by native communities, when melded with modern methods of learning and technical requirements, may comprise what Gardner refers to as linguistic intelligence. When kids hailing from their native communities are absorbed in mainstream society, they are accorded the chance to fully develop this linguistic intelligence. Such language development also reflects or applies Vygotsky’s socio-cultural theory, which highlights the important role of language and social context in children’s cognitive processes. Language, in the case of African communities with an oral tradition of teaching kids, is used primarily to retain key concepts in the minds/memory of the youngsters. In such scenarios, children obtain greater understanding of their roots, including their ancestors, traditions, and culture as a whole, and piece together a logical picture in their minds by internalizing the various words and concepts articulated by knowledgeable elders. Vygotsky’s socio-cultural theory likewise finds itself applied in contemporary society. As an alternative to the Piagetian concept as well as to the behaviorist schools of thought which had theorists like B. F. Skinner postulating that mental processes or learning occurred as a consequence of the individual’s response to, or interaction with, the environment†¦ and with reinforcement and punishment playing a crucial part in molding behavior (Child development theories, n. d. ), Vygotsky’s socio-cultural theory articulated that learning is more of â€Å"a shared/joint process in a responsive social context† (Psychology applied, n. . ). Vygotsky debunked the view that learning depends or follows a child’s stage of development or maturation. Vygotsky veered away from the â€Å"biologically-based understanding of human behavior† or from the rewards and punishment concept set forth by behaviorists as main determinants of children’s thinking behavior. Instead, he placed emphasis on the impact of social/cultural forces on human co gnitive processes and activity. He discovered the connecting links between socio-cultural processes taking place in society, and mental processes taking place in the individual† (Psychology applied, n. d. ). A modern example that applies in part Vgotsky’s learning theory of having a knowledgeable adult supervise the learning process and B. F. Skinner’s behaviorist approach is a structured skills-based tutoring service that offers individualized instruction to slow or advanced learners wishing to strengthen their foundation in key subjects like math, reading, and writing. Tutoring Club, one such company, has in its employ well-schooled and well-trained tutors who guide enrolled students who need to obtain better understanding of concepts in certain academic areas. The students work on modules of exercises designed to sharpen their cognitive skills, and every time they meet the desired output, an incentive (reward) comes in the form of a merchandise that they may get from a mini store inside the learning center, traded for chips which students accumulate for each module they complete. Another case in point is a modern-day Mathematics teacher who is instilling basic concepts to her students. An investigative research that zeroed in on a teacher who adopted the Vygotskian socio-cultural perspective in teaching Mathematics to her students showed how helpful it can be to encourage students to share their thoughts, ideas and assumptions with their peers under the teacher’s knowledgeable guidance and prodding. As the teacher opined, â€Å"Sharing clarifies their thinking. It lets them verbalize. nstead of just having it in their minds†¦ students become aware of how they think so that when they verbalized their thinking processes, she (the teacher) could help them with any difficulties they had† (Steele 2001). Based on the Vygotskian theory, language and communication – whether in remote rural communities or the contemporary setting, utilizes language and communication as essential tools to stimulate children’s cognitive development. The approach, of course, will vary depending on the physical state of each child. A different approach is taken for children with defects or physical impairment. Vygotsky may also be credited with tailorfitting the teaching method to the particular needs — as well as dysfunctions – of children. â€Å"Within his general theory of child development, (Vygotsky) created a comprehensive and practice-oriented paradigm of educating children with special needs (and) introduced the notion of `primary’ defects, `secondary’ defects, and their interactions in the field of psychopathology and different disabilities† (Psychology Applied, n. . ). Vygotsky believed that because cognitive development is hinged largely on stimulation of the senses, the physically and mentally impaired child is inhibited from obtaining knowledge at a generally accepted rate. More than the physical handicap of the special child, though, it is the â€Å"social consequences† (Psychology Applied, n. d) arising from that child’s impairment which must be gi ven focus. Cognitive developmental theories may be applied beyond the classroom, or in many other areas of children’s learning and lives. Various other factors that come into play which influence cognitive processes, like interactive media, also cannot be discounted. The condition of the child is likewise important in determining the right approach to inculcate learning. In any case, early cognitive developmental interventions, finetuned by succeeding theorists, serve not just to enhance academic outcomes but help shape the well-rounded personalities of today’s kids. Nowadays, the sound body of knowledge aimed at the workings of children’s mind continues to evolve and grow. In the end, it is up to parents, schools and other learning institutes, to determine which ones are truly suitable and will contribute in a healthy manner to the development of children’s cognitive skills. It can be seen that the pioneering works of such psychologists as Jean Piaget – who emphasized biologically-based or natural development of children’s cognitive skills — certainly provided good foundation or strong footing for succeeding child development theories to come out with improved concepts. Given the numerous cognitive development theories set forth and utilized for classroom teaching and/or child care, and the distinct differences and similarities in the main points of contention of the theorists laid out for people to grasp, which have undergone further study and enhancements and complemented by other theories throughout the years, parents and educators have been able to devise new and improved methods of enhancing children’s cognitive skills and potential. How to cite Theories on Children’s Cognitive Development Case Studies Illustrating Them, Papers

Precipitation Titration Mohr Method free essay sample

The chloride ion (Cl-) is an important anion found in solids and solutions. In this experiment, the amount of chloride ion in an unknown sample J (NaCl + KCl mixture) of water using the Mohr method is determined, which relies on the solubility differences of two anions and the titration endpoint of a precipitate. The net ionic reaction during the titration is as follows: Ag+ + Cl- AgCl(s) The Ksp for AgCl is 1. 8 x 10-10 and that for Ag2CrO4 is 1. 2 x 10-12. Thus, as silver ions are slowly added to solution, AgCl precipitates first, removing the chloride ions from solution. As can be inferred, Ag+ ions react with almost all chloride ions before precipitation of Ag2CrO4 begins. Thus, the secondary reaction is 2Ag+(aq) + CrO42-(aq) Ag2CrO4(s) and results in a color change from yellow to reddish-brown at the end point. Knowing the molarity of the titrant allows for calculation of the chloride concentration. We will write a custom essay sample on Precipitation Titration Mohr Method or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Materials: volumetric pipettes, tubes, 250 mL Erlenmeyer flasks, 50 mL buret, 16. g/1L of AgNO3, CrO4 solution. Weigh out the sample (NaCl + KCl mixture) into a dry tube in a range of 0. 150 g to 0. 250 g. Dissolve the salt with water to 10 mL/15 mL/20 mL. Pipette a 5 mL aliquot of diluted salt into a 250 mL flask and add distilled to 100 mL mark. Then, add 1 mL of CrO4 indicator to the solution. Titrate the sample with silver nitrate solution. The endpoint of the titration is identified as the first appearance re-brown color of silver chromate. Important details: Silver nitrate is obtainable in primary standard purity. It has a high equivalent weight and dissolves readily in water. The solid as well as its solutions must be scrupulously protected from organic matter and from sunlight. The reagent is expensive; every effort should be made to avoid waste. Unused solutions should be collected rather than discarded; similarly, appreciable amounts of silver chloride should be collected. Mohr titrations should be performed at room temperature. Data/Calculation Molecular mass AgNO3 = 169. 87 g/mol Calculation for tube 2 of unknown: Molarity of AgNO3 = (16. 7 g)/L? (1 mol)/(169. 7 g)= 0. 098 M AgNO3 0. 098 M AgNO3 ? 0. 0101 L = 0. 0009898 mol AgNO3 mol AgNO3 = mol Cl- at equilibrium point 0. 0009898 mol AgNO3 = 0. 0009898 mol Cl- Titrated solution: 100 mL Dilution Factor: 0. 05 (0. 0009898 mol )/((0. 1L)(0. 05)) = 0. 19796 M of Cl- (0. 19796 mol Cl)/L? (0. 015 L)/? (35. 45 g)/(1 mol Cl) = 0. 1052 g of Cl- (0. 1052 g Cl)/(0. 17 g of sample J)? 100% = 61. 92% of Cl- in sample J % Cl- in sample J = 52. 73 Â ± 0. 95 Table 1. Determination of Chlorine in original sample TubeGrams of sample JVolume (mL) of AgNO3 titrated % Cl- in original ample 20. 17010. 161. 92 30. 2109. 044. 67 40. 21010. 351. 12 50. 1909. 753. 21 Table 1 depicts the various volumes of titrant used to titrate sample J. Table 1 also shows the percent of Chlorine in the original sample. The percent of Chlorine varies based on the weight of the original sample and the amount of titrant used. Discussion The well known Mohr’s method in which alkaline or alkaline earth chlorides react with silver nitrate in the presence of 1 mL of Chromate as indicator is a simple and direct method for chloride determination. Since the solubility of silver chloride and silver chromate depend on temperature, all titrations were carried out at about the same temperature. Good stirring during the addition of the silver nitrate is also required for reproducible end point to ensure a homogenous mixture. Based on the color of the solution after titrating, it can be hypothesized that the equivalent point may have been surpassed due to the red color of the solution. My results are reasonable because of the percent of chlorine calculated are roughly 50% of the original sample.