Business and Society Case Study Example | Topics and Well Written Essays - 250 words

Business and Society - Case Study Example Clean water supply is however a significant problem, in India and globally, and has been the center of focus for such organizations as the United Nations with such goals as reducing the percentage of people who cannot access sustainable clean water supply to 50 percent by the year 2015. Threat to this sustainability is significant as initiated water projects stall amid locals’ inability to assume responsibility over the projects but clean water supply remains a health and economic necessity. Commercial players have moved in to supply clean water in India while other socially responsible companies seek non-commercial solutions. Social responsibility that incorporate profit oriented and non-profit oriented objective promises a solution and tops Byrraju’s current considerations. The foundation’s SWEET water project begun in 2004 and charges consumers little fee that is used for operations and maintenance. Many of the target customers are however not willing to pay t he price despite affordability and their concerns include taste of the project water and preference for other needs. Establishing the water project requires collaboration between the community, contributing 75 percent of construction cost after application, and Byrraju foundation contributing through loaning. The community then runs the project put pays a percentage of revenues to the foundation for the advanced loan and maintenance. The current situation however challenges feasibility of the project prompting alternative measures that Hari is considering such as raising prices, selling the project, market expansion, grant application, and

Managing projects Essay Example | Topics and Well Written Essays - 3000 words

Managing projects - Essay Example Consequently, a new body of knowledge was evolved, which came to be known as Project Management. Over the years, the science of Project Management has developed enormously and many scholars and practitioners have introduced various tools and techniques to enrich it. Internet, computers, project management software etc have accelerated the pace of development of project management. Successful completion of project on time with the use of limited resources and minimum cost is the main objective of project management. But, project management in modern times is no longer possible by paying attention towards resources, cost and time alone. The project managers are forced to look beyond time, cost and resources. The traditional tools and techniques such as Gantt chart, PERT/CPM networks became powerless and attainment of project objective remained a dream for the competent project managers. A careful analysis has been made in various areas of project management and finally reached a way-ou t that project managers need to have a check on the rapidly changing environment in which the project needs to be materialized. The present essay looks on various aspects of project management and the intricacies of project management in the modern rapidly changing project environment. The term ‘project Management’ has been defined by authors in different ways. There is no unanimity among the academicians and practitioners concerning the activities and the scope of a project manager and hence, about definition. The following definition seems to be a typical one. â€Å"Project management is the process by which projects are defined, planned, monitored, controlled and delivered such that the agreed benefits are realized. Projects are unique, transient endeavors undertaken to achieve a desired outcome. Projects bring about change and project management is

Interviews in Social Work

Interviews in Social Work Simulated interviews reflection and approach work Part 1 The purpose of the interview was to explore the service users situation and investigate his needs and problems. When reflecting on the interview techniques I asked both open and closed questions, for example Do you want to tell me whats happened recently? I probed into his responses several times for example would you like to talk in more depth about that? These questions can promote client involvement, inviting the service user to talk in more depth. Using this technique shows that I listened by asking questions about points he had discussed. The service user mentioned that he felt I listened well to what he was saying because I asked him to talk about what hed discussed in more detail. I tried to use the non verbal attending SOLER techniques (Egan, 2007) these included facing the client squarely, having an open posture, leaning towards the service user and keeping good eye contact during the interview which when looking back at the interview I believe I did constantly. I did try one technique called scaling, upon reflection I concluded that it was not the correct time to use it. I think I was too eager to try too many techniques at once. Understanding this will help establish the correct skills to use in different situations. During the interview the service user was fidgeting, this may be a response to how he dealt with their anxieties and depression. However upon reflection I understand that anyone having an interview with a social worker could be nervous and fidget. Its unfair to conclude that it was his anxieties that caused him to fidget. Upon reflection I found that his answers were closed at first until I tried to make him comfortable, probing his responses until he felt more relaxed and happy that I was listening. He then became more confident at answering the questions and gave more in depth responses. However this may not have been because of the techniques I used. The service user has had dealing with mental health teams in the past. Having had experience of interviews he would find it easier to talk to a social worker and give answers out of habit. Mental health services have a habit to affect service users. Helping them in certain situations in the past, the service user will be used to worki ng with them in this setting and want them to help again so willingly involve themselves interviews. I tried to empathise with the service user when it was possible for example I can see things have been really difficult for you. I showed support when it was needed for example he knew what he did not want but not what he wanted in regards to having help. I explained that it was a good situation to be in and we can move on further from this. I believe I showed understanding and empathy towards his situation by using non verbal skills like smiling and nodding when he explained something Within the interview I was nervous and did not appreciate that this service user had previous experience of mental health services and already had strategies that enabled him to live with his mental distress. I focused solely on his mental health and this impeded my techniques and how I acted as the interviewer. I should have focused on the situation and asked him what his current situation was and why he was currently using mental health services. I did find out the main part of his situation, that he is about to be made homeless but I didnt explore it in depth after hed mentioned it. I just carried on with using techniques I had learnt and ignored the severity of his situation. I think my understanding of the purpose of the interview and the actual purpose had affected the way I acted and asked questions. Ignoring the whole reason why the service user was in crisis may have been due to my own personal experience of mental health. Understanding that my previous experience may impede my practice is something that reflection has uncovered. My age and gender may have affected the interview process. Being a young woman whos a social worker when my client is an older male with mental health problems understandably there are boundaries these may have affected how I asked questions and what I wanted to cover and how he answered questions. This man was not much younger than my father I may have ignored his most pressing problem because I associated him to a close figure that never has problems and always deals with things independently. Unconsciously I may have associated this and that may be why I ignored the severity of his imminent homelessness. I used a notebook throughout the interview. Upon reflection I believe I unconsciously used this as a barrier because of my own nerves and understanding of individuals using mental health services. I am rather disappointed in myself even if it was an unconscious action an individual using the mental health team needs a social worker who will not put up barriers that may suggest they want to distance themselves from the service user. Being aware of this will help me in the future when working within the mental health services. Biestek (1961) produced a set of values that social work is based on including individualisation and acceptance (Adams, Dominelli and Payne, 2009). I showed anti discriminatory practice by understanding that individuals should be treated as unique. You may already have previous experience of similar cases and already know what might work. However its important not to direct the service user but let them make their own decisions. Within the interview I believe I used this approach asking the service user What would you like us to do to help you? ensuring the service user makes the decisions. The social worker can safeguard the service user against making decisions for him by using reflection as a technique. Reflecting individually and being able to use your team to reflect upon what you as the social workers have done and why you have done. Colleagues may identify an important aspect which the social worker had not previously considered. During the interview I tried to keep my emotions controlled to make sure the service user was not affected. However whilst reflecting I feel emotional about the situation. I think its important to be able to feel emotions regarding the situation otherwise I may be more affected by the situation later on. Part 2 The service users situation is such that he will be imminently evicted and become homeless. As such the approach to take requires an intervention that will help and be effective in the short term. A crisis intervention and task centred approach helps people faced with sudden problems (Adams et al, 2009). When in crisis individuals find that they have no solutions, because of this may be more susceptive to outside help, in this case from mental health social workers (Roberts, 2000). These approaches would be the most effective in this situation as the service user is facing sudden problems. Crisis intervention uses elements of the psychodynamic approach and cognitive approach focusing on emotional responses to events and how to control them realistically. The task centred approach focuses on major continuing problems in life. Both improve the individuals ability to deal with their problems (Payne, 2005). There are different phases of crisis intervention, the beginning phase focuses on the situation but should look into his emotional state and well being. Using Roberts, 2000 seven stage crisis intervention model helps understand what this approach involves. The first stage is conducting the assessment. This leads to establishing rapport with the service user. Major problems are then identified and the causes of crisis are investigated to ensure these do not continue to affect the service user. The social worker helps the service user deal with emotions regarding the situation. The next stage involves the social worker and service user identifying different routes to take to ensure the service user is involved with decision making with regard to his plan (Roberts, 2000). I believe that this model is the most useful when understanding crisis intervention as during the fifth stage when they are looking at different routes to take they can look at the service users previous responses at c oping with difficult situations and how they had dealt with them then therefore focusing on strengths. During this stage the social worker could help the service user reduce the crisis into smaller manageable amounts this may decrease the service users level of anxiety. Helping involve him in coping mechanisms and decision making to develop and implement a plan. Firstly the social worker and service user must identify the crisis, assess the situation, explore strengths and the resources the service user may have and then implement a plan (Payne, 2005). Crisis intervention identifies practical tasks that the individuals need to readjust when crisis has occurred (Payne, 2005). This service users crisis has already been identified as his imminent homelessness. During the interview the situation was explored to find out other problems he is facing, he currently has depression and levels of anxiety and has had previous gambling problems. The strengths that the service user has are his commitment to want to work in the future and knowing he needs help but does not know what kind of help he needs. A major strength the service user has is his ability to form strategies to cope with his mental illness to enable him to live within society without difficulty until crisis had happened. From this initial interview further work would need to be done with the service user this would involve looking holistically, investigating his environment, familial relationships and other situations and find out any other needs which the service user may wish us to meet. Task centred intervention would be incorporated within this time whilst crisis intervention was ongoing. This is a practical approach and would be effective as it looks at his problems and why he might be facing crisis to try and prevent him facing crisis again. This is a short term problem solving approach using partnership and empowerment, building on peoples strengths. This approach focuses on the service users problems. Payne, 2005 explains that task centred looks at problems that the service user acknowledges and what they want to change. Task centred is effective when solving problems involving social relationships and decision making problems, both of which the service user has. The client identifies problems the tasks are then planned, these may involve small actions or involve different actions, for example in this case help with familial relationships and take part in gambling help. The tasks can be physical actions for example the service user is this case could call a gam bling anonymous helpline and ask for further help. These tasks are then evaluated to see if they have been achieved (Doel and Marsh, 2005). The purpose of task centred is to help resolve problems and give them capacity to deal with them in the future. Criticisms of both crisis intervention and task centred are that neither is effective when the service user is constantly facing crisis and some individuals may find it difficult to face their problems head on like in task centred. If timing was not a problem another approach which may have been useful would be Cognitive Behavioural Approach. This approach involves the application of the social learning theory and would help me as a social worker and the service user to understand how emotional and behavioural problems can arise and how they can then be maintained or changed. This theory was chosen as its one of the most effective treatments for conditions where depression is the main problem. It looks at triggers which might affect how the service user functions within society for example his gambling problems may have caused a difficult financial situation leading to his imminent homelessness (Westbrook, Kennerley and Kirk, 2007). Cognitive behavioural therapy focuses on client self determination, empowering the service user to make their own decisions and also boosts the service users confidence when making these decisions and avoids having a dependent service user. It encourages service users to reinforce desirable behaviours rather than punish those that are undesirable (Adams et al, 2009) (Westbrook, Kennerley and Kirk, 2007). Cognitive behavioural therapy is not a short process which is why it wouldnt be useful in this case. If further on when the crisis has resolved and the service user and social worker have built rapport it may be a useful approach to use when dealing with his other problems. The service user already had an idea of what cognitive behavioural therapy was as his psychiatrist has already referred him for short term cognitive behavioural work. Working with the therapist allocated to this service user may enhance his progress, if all professionals are working towards the same goal using the same approach it may be beneficial to the service user in the long run.

Christmas, Then And Now Essay -- essays research papers

Christmas As I slowly awaken from a deep sleep, cool air hits my squinting eyes and I have the feeling that this is not a normal day. I close my eyes again and ponder for less than a spilt second then realize that SANTA CAME LAST NIGHT!!! I throw back the covers, ignoring the cold that would have kept me in bed for hours later on a normal day, and run to the Christmas tree. Without any lights on I quietly examine everything placed under the tree. I notice that Santa had eaten my cookies and drank all my milk. This made me feel as if I had accomplished something more important than world peace; I had fed Santa. All my unwrapped gifts that had appeared only overnight had a special aura surrounding them. Something magical. With a perpetual smile I sit and enjoy the look of the tree and all m...

Overuse of Caesarean section Essay

Over the past 20 years the rate of Cesarean sections (C-sections) births has risen. In these past years the rate of women having C-sections is one out of three. And they are not all due to a medical reasons. The question that comes to my mind is why? Well there are several factors that play a part in answering this question. To touch on just a few; First, I believe that we have become a society of convenience. Women want to plan their deliveries so it can be worked into their schedules instead of natural childbirth. Some research suggests that the labor interventions that are widely used make a C-section more likely. Another factor would be high risk women, many women are not seeking the prenatal care they need to deliver healthy babies, they are either from low income families, or are very young and aren’t aware of the prenatal care that is required while pregnant. In either case the lack of care to the mother and unborn child causes health issues for both of them. Which leads to having a caesarean section. While these issues can cause an over worked medical staff it is also miss use for a medical procedure that puts the mothers and unborn child at high risk for future health risks. Such as: life threating complications can include excess bleeding, blood clots and can even cause a future pregnancy to develop outside of the uterus. Babies born by C-sections have a chance of being cut during the procedure, they are less likely to latch on to the mother for breast feeding, or the mother may not be able to breastfeed due to the drugs used during the C-section. While there are definitely some medical advantages for having C-section. Such was the case for myself. While pregnant with my first child I was very healthy during the beginning of my pregnancy and followed my doctor’s orders, it wasn’t until my doctor on a routine checkup realized that my reflexes were extremely slow to respond and my blood pressure was on a steady rise. I was at 361/2 weeks at the time of this diagnosis and was put on bed rest and a diet of no salt. I was schedule a follow appointment within 3 days. I met with my doctor three days later during my checkup they discovered my reflexes to be non-responsive and my blood pressure to be extremely high. I was admitted to the hospital that afternoon with a condition called Toxemia,  and was schedule to have a C-section first thing the next morning. There was no other option for me as my liver and kidneys were on the verge of failing and my unborn child was in distress. Having a C-section was an advantage to me and the medical staff. The team of nurses and staff of the hospital were aware of my condition before I arrive and were well prepared for me. Which I believed helped in giving me and my child the best care possible. I believe that if women are having C-sections for legitimate health reasons there are many advantages for the patients and the medical staff that will be treating them. However C-sections should not be used for the convenience of one’s own personal gains and reasons. It puts a burden on the hospitals and the medical staff that works in them.

Preschool Observation Essay

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller than the room on the right but they both had similar types of equipment and activities that children could join in on together. Both rooms were decorated with the colorful artwork of the preschool children, several tables and chairs were surrounding the indoor area, and there was an activity awaiting for kids in every corner; not one child was le ft with nothing to do. The outdoor environment is secured with a tall fence surrounding the outside area, along with a locked gate. The outdoors have many activities that encourage the kids to interact with one another. There are bicycles, a painting station, a mini-garden, a playground equipped with slides, a playhouse, large plastic blocks, and even a small stage for children to perform in dramatic play. The indoor and outdoor environment is secure for the children and encourages the children to interact with each other and play as well as learn. Tantrums were thrown, children disobeyed orders, but, the adults handled every situation presented with a calm voice and they let the children know why their action was wrong and what they can do to fix it. For example, Konnor threw a fit because there was no bicycle available for him to use, a teacher came by his side and leaned down to his level, allowing eye-to-eye contact, and talked to him about it. Konnor explained the situation through sobs, but the teacher showed no look of frustration and stood with Konnor until a bicycle was available again. The center was decorated with photos of diverse kids in  ethnicity and culture which is a eye-appealing way to teach kids about the diversity amongst each other. The Child Observed: Konnor is a 3 year and 8 month old male preschooler born on March 11, 2011. Konnor is lean with a fair complexion, blue eyes, a button nose and short blonde hair. He was wearing army pants, a gray t-shirt with a red and blue jacket, and gray sneakers. Konnor is of average height for a 3.9 year old at around 38 inches and weighs roughly around 30 pounds. Towards the beginning, Konnor interacted with many of his peers, he threw a tantrum, and even began to suck his thumb. Observing Konnor from the beginning, he reminded me of almost every topic discussed in class for his age group which made me choose him for the preschool observation. Biosocial Domain: Konnor jumps on the wooden stage in front of his peers and teacher and throws his hands above his head and into the air. With his legs in a straight position and slightly parted, Konnor leans down and places his hands onto the platform beside his feet. Keeping a firm, balanced position, he bends his elbows, places his head down, and tumbles his body over, creating a somersault. Konnor shows a growth pattern and according to Kathleen Berger, growth patterns are obvious with a comparison between a toddler and a preschooler, â€Å"The center of gravity moves from the breast to the belly, enabling cartwheels, somersaults, and many other motor skills† (225). Konnor shows a growth pattern because he was balanced when he leaned his body over in preparation for the somersault, and his hands and feet were placed firmly on the ground; he did not tumble over or stumble once. At 3 years and 8 months old, Konnor is within the norm for this growth pattern since it appears at 2 years old (Ch . 8 PowerPoint). Konnor begins to unstack the colorfully large, plastic Lego blocks. He grabs one blue block and places it to one side, and begins to do that with every other color presented to him. Konnor begins to stack up the Lego blocks separately according to the color; all the blue blocks were stacked neatly in a separate stack, as well as the red blocks and so on. Konnor shows maturation and according to Berger, maturation of the prefrontal cortex can be identified through observing children play certain games such as Simon  Says, and â€Å"the color game,† which was found that children were able to sort the cards out by their color. (234) Konnor shows maturation because he was able to unstack the uncoordinated colored blocks to color coordinate them, unlike a few children surrounding him who profusely stacked the blocks, regardless of the color order. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 234). Konnor picks up a tree branch that has fallen beside a tree, he stares at it and looks up at the tree and back at the branch. With the branch still gripped firmly in his hand, Konnor begins to lift his body to wrap his arms and legs around the tree. Hugging the tree with his body, Konnor begins to ease his way up the tree by pushing his legs up first to scoot the lower half of his body up, and then lifting his arms up further to scoot up his upper body as well. Konnor shows gross motor skills and according to Berger, gross motor skills are defined as, â€Å"physical abilities involving large body movements, such as walking and jumping† (145). Konnor shows gross motor skills as he lifts his body to meet the tree as well as scooting his legs and arms up the tree to move up further which requires the use of his large muscles in both his lower and upper body. At 3 years and 8 months old, Konnor is within the norm for gross motor skills as it appears 8 to 10 months after birth (Berger, 145), but, Konnor is not within the norm for an activity, such as climbing a tree, since it appears at 5 years old (Berger, 238). Cognitive Development: Konnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, â€Å"Hi, plant! How was your day?† as he begins to shake the plant for a response, Konnor responds to the tree branch that he, too, is having a good day. He sets the branch down back where he found it and says his goodbyes to the branch as he walks away. Konnor shows animism, which Kathleen Berger defines as, â€Å"the belief that natural objects and phenomena are alive† (259). Konnor showed animism because he began to have a minimal conversation with the tree branch and asking it how its day was as if it were animate. At 3 years and 8 months old, Konnor is within the norm for this development as it appears at 2 years old (Berger, 257). The teacher gives Konnor a cup and spoon like hers and asks Konnor to wait for further instructions. Konnor begins to stir the brown sugar that the teacher placed in his cup until it is well mixed like her mixture. The teacher pours some vanilla extract into her cup and then hands over the vanilla to Konnor and asks him to pour it into his cup full of brown sugar. Konnor does what he is told and waits for the rest of his teacher’s instructions; the teacher tells Konnor to stir the mixture once again just as she does hers until the caramel is formed. Konnor shows guided participation, which Berger defines as, â€Å"the process by which people learn from others who guide their experiences and explorations† (262). Konnor was able to make the caramel by watching his teacher do every step in making the dip along with her explaining to him verbally as to what to do in each step. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 262). Konnor holds the tree branch in front of his face while two of his peers surround him. He keeps a grasp onto the stem until the leaves on the branch begin to rustle against each other and Konnor opens his mouth in a form of an ‘O’ and raises his eyebrows up. Konnor turns to his friends and says, â€Å"Did you see the leaves move?! That means the plant is dancing and is happy to see me.† Konnor shows theory-theory, which Berger defines as, â€Å"the idea that children attempt to explain everything they see and hear by constructing theories† (266). Konnor must have seen leaves rustle in the trees previously and waited with his peers for something to occur with his branch. Konnor believes that when the leaves on a tree or a plant begin to move along with the wind, it means that the tree/plant is dancing because it is happy. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 267). Language: Konnor stands across his peer on the wooden play stage and lifts his arms up and roars like an animal. His peer proceeds to do the same, but Konnor stops and says to his peer, â€Å"you have to be louder; throw your hands up and roar!† His peer does what Konnor suggests and Konnor nods his head at him. â€Å"Now get on the floor and roar!† Konnor says as he shifts his body down on the wooden  platform so his knees and hands are placed on the floor. Konnor continues to roar along with his peer on the play stage and tells his peer to follow him just as he begins to circle his body around the stage. Konnor shows social mediation, which Berger defines as, â€Å"human interaction that expands and advances understanding, often though words that one person uses to explain something to another† (264). Konnor had to stop to explain and show his peer how to roar loudly like him by telling him how through a minimal conversation as well as demonstration. Konnor then instru cts him what to do next such as to get on the floor and to follow him and continue to roar. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 264). Konnor picks up a tree branch that sits beside a tree and he begins to feel the leaves hanging from the branch and curves his lips upwards. Konnor takes a deep breath and says, â€Å"Hi, plant! How was your day?† Konnor waits for a response while the branch is held in front of his face, then continues to talk to the branch by saying â€Å"I’m having a good day too, plant!† Konnor shows fast-mapping, which Berger defines as, â€Å"the speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning† (270). When talking to the tree branch, Konnor kept referring the branch to a â€Å"plant† because he believes that anything with wood and leaves is considered a plant. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at around 12 to 18 months (Berger, 270). Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to gasp and raise his voice at his peer. A teacher comes over to the two boys to see what the problem was and Konnor says, â€Å"teacher, he throwed the block and ruined this.† while referring to the now tumbled over stack. Konnor shows overregulation which Berger defines as, â€Å"the application of rules of grammar even when expectations occur, making the language seem more â€Å"regular† than it actually is† (272). Konnor shows overregulation by saying â€Å"throwed† instead of the proper past tense term â€Å"threw†. He believes it is the proper  term because he shows that he knows that the letters â€Å"-ed† create a past tense word. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at 3 years old (Berger, 272). Psychosocial Domain: Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes Konnor to gasp and raise his voice at his peer, asking him why he did that. A teacher comes over to the two boys to see what the problem and Konnor explains. Konnor shows emotional regulation which Berger defines as, â€Å"the ability to control when and how emotions are expressed† (289). Konnor shows this behavior because even when he expressed his feelings toward his peer by raising his voice, he knew not to overreact verbally or physically and asked his peer why he did what he did instead. At 3 years and 8 months old, Konnor is within the norm for this development since it appears between the ages 2 and 6 (Berger, 289). As Konnor finishes stirring his brown sugar and vanilla extract in the cup, he looks around the round table where a few of his peers surround them; he sees that they are still stirring their ingredients in their cups. Konnor curves his lips upwards, and raises his cup to his teacher and says, â€Å"look, teacher! I’m done!† the teacher responds with, â€Å"well done, Konnor! Wait for everyone else to finish their dip.† Konnor continues to curve his lips upwards and sits back in his chair while his peers finish mixing. Konnor shows pride which a very positive high concept and self esteem (Ch. 10 PowerPoint). Konnor shows pride once he realizes that he was the first to finish mixing the ingredients together and shows his teacher that he was already finished. At 3 years and 8 months old, Konnor is within the norm for this development since it appears at age 3 (Berger, 290). Konnor stacks the plastic Lego blocks on top of one another with a peer until their desired height. His peer grabs a blue plastic Lego block and throws the plastic block at the stack which causes the stack to tumble over and the blocks scattering around the floor. Konnor gasps and furrows his brow at his peer and says, â€Å"You are mean! I don’t like you!† Konnor shows  antipathy which Berger defines as, â€Å"feelings of dislike or even hatred for another person† (305). Konnor shows antipathy toward his peer right after his peer knocked over their stack of Lego blocks, which required much of their time, by furrowing his brow and raising his voice at his peer. At 3 years and 8 months old, Konnor is not within the norm for this behavior since it appears at age 4 (Berger, 306). Konnor stands beside the tree and watches his peers ride on the tricycles. Konnor furrows his brow and raises his voice saying, â€Å"I want to ride on one!† A teacher walks to Konnor, asking what’s wrong, and Konnor says, â€Å"I want to ride on a tricycle!† Konnor’s teacher explains to Konnor that they are all taken by his peers and that he would have to wait until one is available. Konnor stomps his foot on the ground, continuing to furrow his brow and says, â€Å"No, now!† Konnor walks over to one of his peers who is sitting on his parked tricycle and demands him to get off so he could ride it. His peer tells Konnor that he is riding it, which makes Konnor grasp onto one of the handles and pull it towards his body, causing his peer to raise his voice and call for a teacher’s help. Konnor shows instrumental aggression which Berger defines, â€Å"behavior that hurts someone else because the aggressor wants to get or keep a possession or a privilege† (306). Konnor shows this behavior because he kept raising his voice at his teacher and his peer in order to get what he wanted, which was to ride one of the occupied tricycles, as well as pulling a tricycle towards him from a peer who was already using it. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at age 2 (Berger, 306). Play!: Konnor and his peer get on their hands and knees in the sand and begin to shift their bodies to move around the play area. Konnor raises one hand in the air and sways it back and forth as he says, â€Å"roar!† His peer waits until Konnor finishes his ‘roar’ then proceeds to do the same and then continue to crawl around in the sand and raise their voices to, â€Å"roar† together. Konnor shows cooperative play which Berger defines as, â€Å"children play together, creating dramas or taking turns† (296). Konnor shows this behavior since he played with another individual in the act of being an animal and taking turns in roaring and swaying their arms around. At 3 years and 8 months old,  Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 296). Konnor stands across from his peer and throws his hands in the air over his head, furrows his brow and says â€Å"roar! I’m a tiger and I’m going to eat you!† his peer jumps, turns around, and proceeds to run around the play area while his mouth is open and his lips are curved upwards, he says â€Å"you can’t get me!† Konnor runs right behind him, his arms still rose above his head and continues to say, â€Å"Roar!† Konnor shows rough-and-tumble play which Berger defines as, â€Å"play that mimics aggression through wrestling, chasing, or hitting, but in which there is no intent to harm† (296). Konnor shows this behavior by acting like a preying tiger and telling his peer that he will eat him while roaring and then chasing him around the play area. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 3 years old (Berger, 297). Konnor stands across his peer on the wooden play stage and lifts his arms up and roars like an animal with his peer. Konnor throws his hands up above his head and lifts his knees up then stomps his feet across the platform and continues to roar and growl. Konnor stands across his peer and furrows his brow at him, which makes his peer do the same; Konnor then shakes his head from side to side, his arms still above his head and he roars once again. Konnor shows sociodramatic play which Berger defines as, â€Å"pretend play in which children act out various roles and themes in stories that they create† (297). Konnor shows this behavior since he and his peer began to pretend that they were animals on the wooden stage. He and his peer were roaring just as they have probably heard an animal do and also stomp their feet which mimics an animal pouncing. At 3 years and 8 months old, Konnor is within the norm for this behavior since it appears at 2 years old (Berger, 297). Though there was a painting station that gave children the opportunity to sit down and paint whatever they wanted to, Konnor did not take part in the activity during the time I observed him; thus, not showing the behavior of artistic expression. Artistic expression is defined as young children being  imaginative and creative and loving to show it in drawing, dancing and building without being self-critics (Berger, 242). Berger states that the norm for this behavior is 2 years old (242). Reflection: Significance and Application While observing Konnor, I had noticed that there were times that he was much like his peers in many behaviors, and also different than his peers in other behaviors. I believe the preschool has been a major influence on Konnor’s development because when there are acts of good behavior, he is praised and when there are acts of wrongdoing, he is informed of why that is and given time to reflect on his behavior. From the observation and from this assignment, what I’ve learned about child development is that no matter how any child is raised in their own home and environment, they all share many similar attributes behavior wise. Towards the beginning, I was overwhelmed when I saw all of the children running around freely; I didn’t think I could choose just one child, and if I did, I didn’t think that their behaviors and acts of play would suffice. Surprisingly, when observing Konnor and his peers that he would play with, I noticed that they are all much alike even if they show it just a little bit differently than another child. Kids will be kids, as they say.