McDonald’s quality service

McDonald’s quality service is very evident in every outlet it has all over the world. Arguably, serving its customers in an apt and courteous manner, each customer whenever not satisfied is aptly attended to. This is one standard protocol which is implemented in each McDonald’s restaurant. Each crew member is trained and oriented by the head store manager and its store area managers, in order to be efficient in handling the needs of its various customers. In able to make speedy service possible and to ensure accuracy and security, many fast food restaurants have incorporated hospitality point of sale systems (Ray Kroc, Grinding it out: The Making of McDonald’s, 1977). This makes it possible for kitchen crew personnel to screen orders place at front counter and drive through at the actual time. Wireless systems allow orders placed at drive through speakers to be taken by cashiers, as well as kitchen personnel. Drive-through and walk through configurations will allow orders to be taken at one register and paid at the succeeding window. Modern point of sale systems can operate on computer networks using a wide array of software programs. Sales records can be generated and remote access to computer reports can be given to corporate offices, managers, troubleshooters, and some authorized personnel. With this in mind, quality service at McDonald’s is assumed and secured for the betterment of its loyal customers and the company as well. While fast food restaurants usually have a dining area in which customers can eat the food on the premises, some orders are designed to be taken away, and traditional table service is rare. Orders are generally taken and paid for at a wide counter, with the customer waiting by the counter for a tray or container for their food. A â€Å"drive-thru† service can allow customers to order and pick up food from their cars. Nearly from its inception, fast food has been designed to be eaten â€Å"on the go† and often does not require traditional cutlery and is eaten as a finger food (Ray Kroc, Grinding it out: The Making of McDonald’s, 1977). Common menu items at fast food outlets include fish and chips, sandwiches, pitas, hamburgers, fried chicken, french fries, chicken nuggets, tacos, pizza, and ice cream, although many fast-food restaurants offer â€Å"slower† foods like chili, mashed potatoes, and salads. The quality service of McDonald’s doesn’t end there. The company gives a premium on each customer’s health in order to reciprocate the loyalty a customer gives to the company. Some of the large fast food chains are beginning to incorporate healthier alternatives in their menu as well. For instance, white meat, snack wraps, salads and fresh fruits are made available. However, some people see these moves as a tokenistic and commercial measure, rather than an appropriate reaction to ethical concerns about the world ecology and people's health. McDonald's announced that in March of 2006, the chain would include nutritional information on the packaging of all its products. Yet amidst the quality service that the company provides, some customers and lobbyists are not contented with what the prominent fast food chain does to suit the various needs of its customers. Because of commercial emphasis on speed, uniformity and low cost, fast food products are often made with ingredients formulated to achieve a certain flavor or consistency and to preserve freshness. This requires a high degree of food engineering, the use of additives and processing techniques substantially alter the food from its original form and reduce its nutritional value. Wal-Mart The Wal-Mart Neighborhood Market is chain of grocery stores launched by Wal-Mart in 1998. These stores are designed to be the opposite of vastly enormous superstores. These smaller stores are supposed to entice shoppers with easier parking, less crowded aisles and faster checkout.   Neighborhood Market stores offer a wide variety of products that includes a full-line of groceries, pharmaceuticals, health and beauty aids, photo developing services, and a limited selection of general merchandise. Generally, located in markets with Wal-Mart Supercenters, they supplement Wal-Mart's strong food distribution network. As of May 31, 2007, there were 118 Neighborhood Markets in the United States. Yet customer service has also gone downhill in a big way. For instance, a   customer waited over a half hour for someone to come and assist me in the bicycle department, finally leaving because no one could be bothered. One of the cashiers called and called for assistance to no avail. The woman in the infant department, which she believed to be the department head, that wouldn't even begin to try to get me a price on an unmarked car seat. She told the customer that it must be the same price as another seat which was nearby that was clearly a better quality, more expensive seat. The Customer feel like the people of this area are being taken advantage of and being treated poorly because of the fact that places to shop are so limited here. Half of the time some people can't find what they are supposed to be looking for, simply because it isn't in stock anymore. You can forget about finding any decent shoes. What has happened to the quality at Wal-mart? I know many people who share my feelings about the way Wal-mart has become, and many of us are considering paying a little more elsewhere to get the service and quality that we prefer. Furthermore, their idea of â€Å"merchandising† has increasingly gotten so cheap and sloppy. If you're looking for let's say sunglasses, don't dare imagine that they'd all be in the same logical area — they are scattered on strips hung at end of aisles in practically any department. How do they control their inventory? Now their inventory approach would be confidential and unpredictable, after all it is Wal-Mart, not Nordstrom's. The apathy at Wal-Mart is not proper. You are then left to â€Å"fend for yourself† at the â€Å"baggage carousel† and hope that you retrieved all your bags, as the next order is already hot on your heels. With this in mind, some customer would rather shop on Wal-Mart online. This gives the customers a convenient way of shopping with the use of the internet. It is practical for some people who spent most of their time at home. One simply can browse through the variety of products by choosing a category. For customers, this is a hassle-free and not time consuming at all. The customer spares himself from some obnoxious employees that cannot attend to you whenever you need assistance to find a certain product. Yet this is not a solution to the demands of customers. Quality service must be assured in every Wal-Mart store. The company must set standard protocols for an employee to perform their job in an objective manner. Perhaps, Wal-Mart is not even considering such yet they have quality assurance with the products that they sell. So, why not imply quality assurance with regards to employee-customer relationships? Wal-Mart is like the â€Å"McDonald’s† of department stores because they customer satisfaction and quality service are overlooked and not given proper attention by its company executives. For the employees to perform their job well, the company executives should not hire them simply for the sake of having personnel at their prominent department store. References: Ray Kroc, Grinding it out: The Making of McDonald’s, 1977 Wal-Mart 2006 Annual Report, 2006                        

Autism Awareness

Autism Awareness Angi Reid Sisk ESE Instructor Pillar October 24, 2011 Autism Awareness Autism is a disability that affects thousands of children today. The causes are yet to be known but there are many theories floating around as to how children develop this disorder. More importantly than how they have gotten the diagnosis, is what can be done do to help them thrive in their educational environment. Many of these children are staring school and are faced with an entirely new set of challenges other than adjusting to life in a home setting.There are many common characteristics that children with autism exhibit; educators must be aware of these traits and understand the best way to deal with them and other needs required by the students due to this disability. It is vital to be knowledgeable in the best teaching strategies and have access to support services and aids available to give children with this disorder the tools needed to achieve success along with their non-disabled peers. Autism has six distinct characteristics that involve students with the disability, (Turnbull and Wehmeyer, 2009).Several characteristics accompany students with autism that can drastically impact their progression in a general classroom environment. One common characteristic that children on the autism spectrum face is difficulty with speech. Children with autism are likely to develop speech more slowly than other children. In some children they may never start talking and with others they could develop speech and then lose it suddenly or over a period of time. Students with autism may experience the lack of social language skills; they can also exhibit lack of eye contact and unusual facial expressions.These deficiencies are not done intentionally, but because students with autism have an inability to communicate on the same level as their other peers, (Brittish Columbia; Ministry of Education, 2000). For the students who have developed speech it can differ in other ways such as o dd pitch tones or repetitive speech patterns. In the past studies were done and showed that only about fifty percent of individuals with autism would acquire full use of complete accomplished speech, (Turnbull and Wehmeyer, 2009).Today those statistics have drastically increased and show that with appropriate therapy including help from speech pathologists and other trained educators; the number of individuals that increase effective speech has grown to eighty five to ninety percent especially with early intervention. Speech therapists can help children with severe language impairments develop great communication skills and give them the needed skills to better communicate with their peers, (Powers, 2000). Social development is another common characteristic that students with autism share.Many find this characteristic to be the most alarming trait that children with autism share. Social interaction between autistic students and their classmates and teacher can be extremely difficult . This often occurs because these students may not have the ability to socialize well with others and could also exhibit other attributes like poor eye contact and can be resistive to comforting from others including their parents. Autistic students have difficulty understanding the feelings of others and how to distinguish that those feelings are separate from their own.They also have a hard time being empathetic and understanding the needs of their classmates and instructors, (Turnbull and Wehmeyer, 2009). Commonly children with autism can have a hard time establishing relationships in school settings because they tend to interact with others awkwardly and in a rigid manner, British Colombia: Ministry of Education, 2000). Most children with autism do not begin exhibiting the strong lack in social interaction until around the age of two years, (Powers, 2000).The progression that children make socially depends widely on their cognitive development; children who are less cognitively impaired ten to react better in social situations. Repetitive or stereotypical behavior is very common and can range from motor movements to repeated verbalizations. Autistic children can have very powerful interests and preferences that may be quite different from other students in their classroom. Sometimes distress can be caused accidentally by disrupting a student’s routine, (Powers, 2000).Unfortunately these behaviors can have a large impact on students learning process and the way that they handle themselves in a classroom. Situations or happenings that can seem insignificant to us can throw them completely off and impede their quality of learning. One reason for this is because students with autism can be insistent with routines being the same and can have obsessions with certain objects or belongings, (Turnbull and Wehmeyer, 2009). On many occasions autistic students will have a hard time with transition from their house to the school environment because of the urgenc y for the structured routine that they thrive on at home.This characteristic can display stereotyped behaviors such as lining up toys or objects or repetitive flapping of their bodies or toys. Students with autism also have challenges with sensory and movement behavior. Children with these issues can react very differently to their peers and various situations in the classroom. Children facing sensory problems may not respond the same to environmental stimuli. They may not have a reaction to something that is hot in the same way that a child without sensory problems would react.On the other hand they could over respond to the stimulant, (Autism Society of North Carolina, 2009). This characteristic could also cause students to exhibit hypersensitivity to light or certain taste, smells, or how objects feel, (Turnbull and Wehmeyer, 2009). Sensory issues can cause problems with intervention and teachers should always be aware of the risks that therapy can bring to students due to sensor y differences, (Volkmar and Weisner, 2009). Environmental stimuli can be very disturbing and even painful at time for children with autism.This can apply to limited types of sensory input or all forms of it; this can be caused by a disorder with the child’s sensory processing, An individual’s tactile system which includes the skin and brain allows a person to perceive and respond in the right manner to experiences in the environment, for example staying away from fire or snuggling up with pleasure in a cozy throw blanket. When autistic students have problems or disturbances in their tactile systems they may do the opposite. They may withdraw from trying to be comforted or from affection; this is called tactile defensive.These responses are a result of a tactile misconception and can lead to other behavioral problems. (British Colombia: Ministry of Education, 2000). Problem behaviors is a commonly shared by autistic children. This can be aggression toward oneself or oth ers. This happens more often when the student is frustrated or in a situation that cause over stimulation or confusion, (Autism Society of North Carolina, 2009). This can cause major disturbances in a classroom setting if the student shows violence toward the teacher or their other classmates. Even if he child is not aggressive toward others, there is the worry of them hurting themselves by biting, scratching, and in more severe cases head banging. Teachers can help to control these situations by modeling the appropriate behavior and helping the students with the right way to handle stress and positive reinforcers, (Turnbull and Wehmeyer, 2009). Student with autism that are entering the schools system have many needs and all of these factors should be taken into consideration for the optimal success of any child with a disability in a general curriculum classroom.One important need for a student is their physical space and how it is cohesive to their comfort ability. The environment where a child with autism learns is extremely important because students on the spectrum have a hard time regulating their focus and attention especially in complex classroom settings, (Volkmar and Weisner, 2009). The nature of the environment of a child’s classroom when faced with a disability can either help them progress or encumber their educational experience.It is important that the class be appealing for all of the students attending but equally as important that it not be distracting for a student with autism. Organization of the room is key in getting the child to engage with his or her peers and to do this in a manner that is comfortable to them. There should be a special place for the student to remove themselves if needed that has a serene and calming meaning it should be free from clutter and other things that could over stimulate. Obvious distractions such as computer screens should be kept out of eye sight so the focus can remain on the teacher.Predictability is also an important need to address with students with autism. A good way to address these needs is by having set routines where the student knows what to expect next. The teacher could use bells or timers to help the student know when to transition or to signal other daily reminders. Making transitions and moving from one exercise to another can be difficult and cause stress to the student which can be eased by incorporating simple techniques into the classroom which give the student a sense of security.Students with disabilities have a need for more one on one interaction in the classroom because they have hard time processing information as quickly as the other students. This need can be addressed by having a well trained para-professional that can help the student complete school work and other tasks assigned during the day. An aid can help the students to make the right decisions for positive behavior and can provide overall assistance in areas of need. Positive reinforcement is greatly needed on a daily basis and can be very encouraging to student with a disability.Focusing on the students strengths are a great way to motivate and help them excel in other areas. Collaborating with families is a good way to see what kind of methods work at home and then try to incorporate them into the classroom. Encouraging the student to participate in all of the activities along with the rest of their classmates will show that you believe in them and expect the best from them. A huge need for children with autism is help with social interaction. It is not that they do not want to make friend, it is that they do not possess the skills to know how.It is not an easy task to influence a child with autism’s social development. Social settings can cause distress so they need to be handled correctly and it helps to limit their social experiences to shorter time limits so that the experience does not become unpleasant, (Powers, 2000). When children have a good relation ship with their teacher they are shown to have better relationships with their peers, (Turnbull and Wehmeyer, 2009). Environmental stimuli have a large affect on the outcome that a student with autism has in the classroom.Teachers need to be aware of their responses to certain stimuli and learn what bothers the student and try to accommodate these needs whenever possible. Factors such as sound and lighting should be considered into the planning of the classroom and the configuration of the room. A need for extra time is a must for students with any type of disability. The teacher should always give the student extra time to complete assignments and class activities. The student may need extra time to process general information and request that you give them pertaining to instruction. Extra time will allow them to process the information more clearly.When children begin school especially primary grades after they have left preschool, they are faced with new challenges and expectatio ns based on increased â€Å"psychological and physical maturity†, (Volkmar and Wiesmer, 2009). Students are provoked to work more independently and there is much more self directed learning occurring in the classroom. It is possible and is happening more frequently now that students with ASD’S are functioning well in school with the help from all of the options available now. There are fully inclusive classes and programs that supply mainstream teaching along with special education services.When teachers make accommodations for students with autism it helps them to function on a more appropriate level. Students with autism can have a difficult time with various sounds and lights that they hear and see throughout the course of their school day. Ear plugs or noise cancelling headsets can be very beneficial in helping them eliminate some of these disturbing factors, (Stokes, 2011). When students leave the classroom to go to lunch or other activities they are introduced to sounds that they are not familiar with; these components will help in these situations.Another great tool and accommodation for students are visual or graphic schedules. These are good tools to let the students know what activity come when and in what sequential memory order they are to perform them in, (Powers, 2000). These schedules should be composed from left to right or top to bottom so they are not confusing to understand and have very clear graphics. Students with autism can become very involved in computers and it can give them a sense of calmness and really help to educate them on various subjects.Computers like visual charts give a clear and concise message for the activity being focused on. Computers can also be used as a reward and a bonus for good behavior. If the children are exposed to computers at home it gives them a sense of familiarity at school. Another way that educators can accommodate their students is by collaborating with the special education teacher on ti ps and strategies on the best methods to implement in the classroom and positive reinforcers that can help the teacher help the child to put forth their best effort.Special education teachers can also spend time with the paraprofessional or the aid to help them in specific instruction on how to help the students on individual learning skill sets. A crisis plan is a tool that all teachers who have students with disabilities in their classrooms need on file. These are put into place in case a child has an emotional outburst or some other type of emergency during the day that would call for immediate assistance, (Stokes, 2011). This plan should cover everything from sensory issues to obsessive compulsive factors and how to address them in the best possible way.This plan should be collaboration between the parents, administrative staff, the special education teacher, and the general classroom teacher. This plan could coincide with the IEP plan which addresses learning goals and outcomes . Both of these plans in conjunction with each other make a great tool for the teacher. Autism affects so many live today; almost everyone has contact with or knows someone affected with this disability. Education and early intervention is the key to giving students with this disability the best opportunity for success.Understanding all of the characteristics for this disability can greatly help the educator to understand and meet the needs of their students and achieve success. All students deserve the right to an education in the most least restrictive environment with the best services available. If educators use their resources and work in collaboration with the families and other support systems; their students will learn in a positive and stable environment.Reference Page Autism Society of North Carolina, (2011). Common Characteristics of Children with Autism Disorders. British Colombia Ministry of Education. Special Programs Branch, (2000). Teaching Students With Autism: A Re source Guide For Schools. Powers, M. D. (2000). Children With Autism, A Parents Guide. Second edition Stokes, S. , (2011). Interventions and Strategies for Success Turnbull, A. , Turnbull, R. and Wehmeyer, M. (2009). Exceptional Lives: Special Education in Todays Schools. Sixth Edition Volkmar, F. and Wiesnar, L. (2009). A Practical Giude to Autism: What Every Parent, Family member, and Teacher Needs to Know.

Banduras Theory

Albert Bandura became a significant icon in the field of experimentation on the aspect of behavioral patterns associated with aggression. In this perspective, Bandura created certain procedures to view how the behavioral pattern of aggression is related and developed in each individual through being exposed in the sociological aspect. In this experiment, Bandura employed the use of a Bobo doll as part of his techniques of displaying aggression on his chosen subject, which is a group of prepubescent child.His experimentation subject was particularly chosen as they have less social conditioning due to their young age and minimally developed behavioral patterns thus, achieving better observation results. From this experiment, Bandura has found that aggression is indeed communicated through exposure and imitation making the influenced subjects display the same aggressive behavioral pattern as they witnessed in the experiment.Relating to the same approach while developing a new experiment ation method, the author of this paper wishes to create an experiment displaying the influence of aggression in the behavioral pattern of the exposed individuals. In this experiment, children will likewise be used as subjects in the experiment, which will be classified under three groups namely the aggressive, non-aggressive, and the neutral. The first two groups will be further classified into two based on gender to determine if the gender factor will influence the transition in the experimentation.Each child will be separated individually in an isolated individual in which, they will watch a particular video of a either a man or woman based on the gender of the subject that fixes a particular problem with different approach. The aggressive batch will be shown a video of an aggressive approach of fixing the problem in the medium while the second will witnessed a non-aggressive approach. The video indeed in this experiment will be served as the model thus, also proving if aggressive behaviors depicted in modern communication can likewise influence the minds of the public.After the period of viewing, the subjects will be transferred into another room separated individually wherein they will perform the same task displayed in the video to observe whether the children will perform similarly to the approach displayed by their models. In this experiment, the significant influence of aggressive behaviors on the behavioral pattern of the child will be measured in their personal approach of performing the same tasks.In this experiment, it should be noted that one particular objective is inducing non-aggressive behaviors in the children. Expected prior to this experiment is that having model performing non-aggressive approach towards a certain tasks will significant influence the behavioral pattern of the children exposed to the said action. As such, this approach will be taken and implemented as a practical medium in a children institution to induce non-aggressive beh avior.Showing simple video or film characterized by non-aggressive approach can indeed be used as a practical medium of encouraging and inducing non-aggressive behaviors in the children in their personal tasks and social activities. Bibliography Bandura, Albert & Walters, Richard H. (1959). Adolescent Aggression: A Study of the Influence of Child-Training Practices and Family Interrelationships. Ronald Publication, New York. ISBN-10: 0826006876.

Asean Solution for Rohingya Plight Essay Example for Free

Asean Solution for Rohingya Plight Essay WHY is Asean silent on the issue of Rohingya Muslims, who have been suffering for centuries under the Myanmar army junta? Recently, they were told to leave the country to a third world nation willing to receive them. This is cruelty towards their own people and it seems that the world is just watching the injustice done to them, without any assistance, support or solution. In June 2012, over 2000 people were displaced in sectarian violence in Myanmar, in which most victims were Muslims. The government promised a full investigation. Representatives from different religions and minorities condemned the atrocities inflicted on the Rohingya Muslims which is a serious human rights violation that the United Nations should stop immediately. In June 2012, 11 innocent Muslims were killed by the Burmese Army and the Buddhist mobs after bringing them down from a bus. A vehement protest was carried out in the Muslim majority province of Arakan, but the protesters fell victims to the tyranny of the mob and the army. People were reported killed and millions of homes destroyed in fires as Rohingyas and Buddhist-ethnic Arakanese clashed in western Myanmar. Myanmar has a Buddhist majority. The Muslim minority in Myanmar are mostly the Rohingyas and the descendants of Muslim immigrants from India (including what is now Bangladesh) and China, as well as descendants of earlier Arab and Persian settlers. Indian Muslim were brought to Burma by the British to aid them in clerical work and business. After independence, many Muslims remained in the country. Over the years, thousands of Rohingyas have fled to Thailand. According to reports, there are roughly 111,000 refugees housed in 9 camps along the Thai-Myanmar border. In February 2009, there was evidence of refugees being towed to sea and abandoned and other reports of brutality by the Thai military in which Thailand’s then prime minister Abhisit Vejjajiva said that there were â€Å"some instances† in which Rohingyas were pushed out to sea. Will the present generation see the light of day? They are part of mankind, why then are we responding apathetically towards them? Asean must respond immediately to solve their issues. Please be sympathetic and empathetic towards the Rohingyas. Asean Solution for Rohingya Plight. (2018, Oct 30).

Organizational Rationalization Case Study Example | Topics and Well Written Essays - 1750 words

Organizational Rationalization - Case Study Example It is evident that many organizations use rationalization procedure to cut down their expenses. When a company, industry, or a system rationalizes, it becomes more efficient, usually by getting rid of excess staff members and types of equipment, which are not essential. This essay analyses the advantages and disadvantages, which Junction Hotel will experience from rationalizing its operations. Main features of a rational organization From a rational organization perspective, organizations are specially designed to obtain a certain goal (Scott p. 29). Some of the expressions used in this rational perspective are words such as efficiency, information, implementation, design, and optimization. Other â€Å"rational† rhetoric includes authority, rules, constraints, jurisdiction, performance, coordination, programs, and directives. The two main features of a rational organization are formalization and goal specificity (Morgan p. 13). Goal specifics- Organizational goals are tentativ ely described as an achievement of desired objectives. However, rational perspective hypotheses that goals guide decision making on how to design the organizational structure. The junction hotel should be goal specific in order to enable the management to come up with a more official organizational chart. Formalization- Formalization degree is the extent that responsibilities depend on specific individual attributes of the person occupying the responsibilities. Formalization tries to regulate and standardize behaviour. Formalization is also an effort to make the relationship structure more explicit and visible (Scott p. 31). Based on the Junction hotel perception, organizational structure should be a tool that can be amended to improve the hotel’s performance. According to Scott, a formalization is an option to the information structure (p. 33). It can separate people’s feelings between employees in work activities. Most early theorists stressed rational perspective an d described organizations as purposeful and deliberate. These rational theories were: Taylor and Scientific Management Taylor and his colleagues emphasized that it was easy to evaluate individual workers’ tasks scientifically in aid of discovering the procedures, which junction hotel should use to maximize the organization’s output under minimum resources and energies. Although Taylor concentrated on people, changes in personal level highly resulted in alterations at the structural level (Scott p. 34). This is highly evident in, Junction hotel, which has much personnel hence some of them do not know their exact responsibilities. This theory has changed management roles since the roles of both workers and managers were under scientific investigation. Taylor’s point of view was an amalgam of social Darwinism, protestant, and a primary view of individual actions founded on economic incentives (Scott p. 35). The junction hotel should apply such theory in order to co me up with significant management of roles for both workers and managers in the hotel. By doing this, the workers will be able to complete their responsibilities at the right time hence attracting more employees. Administrative Theory (Fall) Administrative theory stressed management roles and tried to generate wide management principle that would act as rationalization guidelines of organizational activities (Scott p. 36). Whilst scientific management rationalized from â€Å"bottom up†, administrative theory focused on productivity advancements from â€Å"top down†.  

PSYCHOLOGY 7.27.13 Essay Example | Topics and Well Written Essays - 1000 words

PSYCHOLOGY 7.27.13 - Essay Example Erikson’s Developmental Model qualifies Emerson and Hardaway for â€Å"young adulthood and middle adulthood†. The age interval for young adulthood ranges is from 19 - 40 years whereas middle adulthood is from 40 - 65 (McLeod, 2013). Supported by relationships, Young adulthood is classified as â€Å"intimacy vs. isolation†. At this stage warm meaningful relationships are shaped along with the increasing possibility of failure (McLeod, 2013). However, middle adulthood is classified as â€Å"generativity vs. stagnation† supported on parenthood and work. It is the time for transferring legacies and success to the next generation supported by significant accomplishments to help others (McLeod, 2013). The study involved college level students conducted for Adult Development (Vaillant,Soldz & Cui,1938) where college level students’ average age for freshmen is 18-19 whereas some unusual cases of non-traditional students ages 30 years & above. Given that, th is declaration fits Mr. Hardaway and Mr. Emerson for the study. The main focus of study is on the elements such as mental health, adaption to stress, alcohol abuse, physical disorders and morality. Daniel Levinson focused on positive facets that give a new turn to â€Å"Adult Development† perspective. Among the others there were four central sections according to his model such as directionless change, stasis, and decline (Boundless). Applying this model, Mr. Emerson falls in â€Å"decline stage† and Mr. Hardaway in the â€Å"positive adult development stage†. The category of positive adult development is subdivided into experience, hierarchical complexity, expertise, knowledge, spirituality and wisdom. Peck’s model concerning adult development is so far the shortest among other psychologists. His model comprises of: â€Å"Ego-differentiation vs. work-role preoccupation, body-transcendence vs. body-preoccupation, and finally ego-transcendence vs. ego-pre occupation† (Quizlet, 2013). Careful analysis ranks Mr. Emerson under body-transcendence vs. body-preoccupation while Mr. Hardaway under ego-transcendence vs. ego-preoccupation. Mr. Emerson suffers from a physical disability that limits him from being hopeful for the future. On the contrary, Mr. Hardaway has upholstered to make a lasting significant contribution to society even after his death. Mr. Emerson is a physically disabled ex-engineer who got injured in supervising project. His best friend Baily saved him from being killed. Mr. Emerson spoke of his great connection with parents while he was young and also a quality relationship with his best friend Baily. They motivated him to always do the best of his efforts. However, Mr. Emerson feels loneliness as he doesn’t have any children or siblings and his parents died 10 years ago. Mr. Emerson still feels loneliness even though Baily comes to see him often. He confessed his un-fulfillment of not becoming an engineer d ue to the accident that made him physically disabled. He hesitated in answering the question of grabbing the opportunity of becoming a consultant or the like; however his answer was on the negative end. Mr. Emerson evaded and drifted away from the subject based on the last part of his life. He drank as a minimum of three beers per day to cope up with

Home alone part 1 Essay Example | Topics and Well Written Essays - 750 words

Home alone part 1 - Essay Example It is on one morning he finds himself alone in the house, but the family did not leave him intentionally. His dream comes true, but, unfortunately, some thieves attempt to rob the house but they get arrested in the end. (Bettig, 145) In Home Alone movie, Kevin is struggling to get his freedom in this family full of bullies. He feels that he does not belong to the family and even he gets to a point whereby he wishes that he did not have a family at all. Kevin is left behind by the family after they are rushing to catch the aircraft to Paris for vacation. Kevin was left in his bedroom that is in the third floor because he quarrels with his brother. Unfortunately, he is forgotten and left him in the house alone. However, Kevin is very happy and feels free as he once wished. He feels very good to be alone, having all the pizzas for himself, messing around and also jumping and playing on his parent’s bed. Kevin family is seen to leave their home to Paris for Christmas holiday. As as result, he is left alone in the house unintentionally by his family that he wishes that he never had. Unfortunately, Kevin does not know the real importance of it, or he does not consider it important as the rest of the family members. It is because, even after he learns that he is alone, to him feels like an absolute relieves from his bullying family. Kevin finds his house a difficult place to leave because of his other siblings and cousins too. Kevin is bullied by almost in the house. For instance, he feels that his cousins are bullying him making him do things he does not want to do. On the other hand, Kevin was forced to stay in his bedroom because his brother and he had an argument. In this case he feels bullied. Another theme that evolves the entire movie is the aspect of injustice. For instance, Kevin is forced to go to his bedroom that is on the third floor. He feels that he is not treated equally as the other members of the