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LEGAL DNA (WALL STREET
LEGAL DNA (WALL STREET JOURNAL 2002)
THE WORLD ECONOMY is putting modern capitalism through another stress test. Like tests that physicians do for people with heart disease, this one highlights the system’s weaknesses and brings forth various prescriptions for treating symptoms. But, just as with heart disease, the stress test raises intriguing questions about genetic advantages: Do some economies have institutions, laws and commonly accepted business norms that produce a stronger strain of capitalism, one better adapted to withstand shocks and improve its people’s prosperity?
Specifically, why do the U.S. and Britain have bigger stock markets and more shareholding citizens than Germany and France, and does that make their economies more flexible? Why do more companies go public in India than in Brazil? Why do American businesses use private arbitration more than others to resolve corporate disputes? Why are U.S. governments more comfortable settling trade disputes one case at a time than their Continental counterparts?
To a remarkable degree, the answers can be traced to the different legal traditions that emerged in England and France in the 12th century and spread through their colonies. Nine hundred years later, these traditions still influence business, investors and government. And as globalization steadily erodes national boundaries, the differences are causing unavoidable strains. WESTERN COMMERCIAL LAW comes from two traditions: the common law, with roots in England, and the civil law, rooted in ancient Rome and refined later by continental Europeans. Common-law countries, including the U.S. and other former British colonies, rely on independent judges and juries and legal principles supplemented by precedent-setting case law. In civil-law countries, which include much of Latin America, judges often are lifelong civil servants who administer legal codes packed with specific rules. Case law matters less. Civil-law countries distrust judges and arbitrators; common-law countries venerate and empower them. Rule-laden civil-law countries aren’t well-adapted to cope with change; the case-law approach makes common-law countries inherently more flexible. All this has long fascinated law professors. After the early failures at building capitalism in Russia following communism’s collapse, the issue also attracted a band of economists, led by Harvard’s Andrei Shleifer. They sought to identify conditions essential for functioning markets and private property. Whatever they were, Russia didn’t have them.
Examining 49 countries from Argentina to Zimbabwe, the economists discerned a distinct pattern in both rich and poor countries: “Civil-law countries exhibit heavier regulation, weaker property-right protection, more-corrupt and less-efficient governments and less political freedom than do common-law countries,” Mr. Shleifer puts it. As France well illustrates, civil law “more easily accommodates the expansion of government intervention in economic and social life.” Investors in civil-law countries, Mr. Shleifer and colleagues argue, are less certain that their property rights will be enforced. One symptomatic example: Civil-law countries more frequently require shareholders to attend meetings to vote instead of voting by mail. In these countries, few people own stock, bond and stock markets are smaller and more companies are controlled by a few big holders. In the past decade, this has proved a significant constraint on investment and economic growth. The law matters—and it matters a lot. AS FINANCIAL MARKETS outgrow national borders, economies built on different legal foundations are being forced to reconcile their differences. When shares of a French company are traded on the New York Stock Exchange by a Japanese brokerage house, there is pressure to agree on consistent accounting standards and a shared understanding of investor-protection rules. The trend is toward the U.S.-British approach, but the deep roots of the alternative explain the resistance in other countries.
Similar tensions appear in world trade disputes. The U.S. tends to be more willing to allow World Trade Organization arbitrators to make case law (particularly when decisions favor the U.S.) than Europe, which prefers clear rules. The old differences also inform some international environmental disputes: Civil-law countries, accustomed to well-articulated and rigid rules, are uneasy relying less on rules and more on tradable pollution permits. There remains a chicken-and-egg dispute about which came first: The law, as Mr. Shleifer and allies argue, or the rise of an independent business-investor class that demanded legal protection, as Columbia law professor John Coffee Jr. sees it. In either case, the lesson of history is sharp: Markets and the prosperity they can provide do not exist independent of the law and the institutions of government but are intertwined with them. Well-functioning financial markets, in particular, rest on clear and enforced protections for investors. And when a changing economy requires new rules—for auctioning radio spectrum, modernizing stock markets, regulating new financial products, enforcing intellectual property rights—it’s wise to remember that the economic impact is long-lived.
Learning Contract and Action Plan Report Management Skills BUMGT2601
Learning Contract and Action Plan Report
Management Skills – BUMGT2601
Tutor/Lecturer: Peter Osman
Due: September 15th, 2008
Student Name: Sally Jones
Student Number: 2764835
Executive Summary
A key factor for all managers is the ability to manage their time more efficiently. “The only way to create more time is to effectively become a manager of your own time” (Colwill & Birchall, 1992, p.243). The ability to manage your time has to come from the recognition of what your time is spent on; therefore completing activities such as a journal can assist in improving time management skills. (Whetten & Cameron, 1995) To improve time management skills, different theories are discussed and analysed in this report in relation to improving study time. The first theory tested was the Lakein ABC system, which requires tasks to be prioritised according to their importance and urgency.
The second theory discussed is Pareto’s 80/20 rule, which identifies that 80 percent of our activities are trivial and only provide 20 percent of the results that we desire, where 20 percent of our time is spent on vital tasks which is 80 percent of the results we desire (Hunsaker, 2005). Another theory called the biological prime time theory identifies that each person has a time of day in which they are more productive, the key is to discover this time and capitalise on it by assigning the most important and urgent tasks to be completed at this time of day. (DeJanasz, Wood, Gottschalk, Dowd & Schneider, 2006)
Another factor that can help to maximise time is the division of tasks; by dividing up large projects it helps to avoid feeling overwhelmed and it also helps to identify accomplishments. (Whetten & Cameron, 1995)
Time management theories also suggest that in organising you work space can assist individuals to maximise their time so it cannot rob you of time in two ways. One, to spend time looking for items and two, you are not interrupted or distracted. (Whetten & Cameron, 1995) The last theory explored is to make a list of discretionary tasks, which is the process of making a list of some five to ten minute tasks to complete in those spare times that occur throughout the day, being careful that these tasks do not consume time off the urgent or important tasks. (Whetten & Cameron, 1995)
These theories were tested and the results in the report have discovered ways in which time can be maximised through the study of time management theories to achieve a certain goal.
Contents
1.0 Time ManagementPage 4
2.0 Time recognitionPage 4
3.0 ABC SystemPage 4
4.0 Pareto’s 80/20 RulePage 5
5.0 Biological Prime TimePage 5
6.0 Division of TasksPage 5
7.0 Organisation Work SpacePage 6
8.0 Discretionary TasksPage 6
9.0 FindingsPage 6
10.0 ConclusionPage 9
11.0 ReferencesPage 10
1.0 Time Management
Managers need to “direct activities and control events so that goals are met within the appointed time frame” (Caroselli, 2000, p.72). In order to achieve this within the time frame, time management needs to be emphasised. Time management is defined by DeJanasz et..al (2006, p84) as “the ability to allocate our time and resources to accomplishing our objectives”. It refers to the way in which we manage our tasks and priorities. Time is a constant, there are always twenty-four hours in a day, the challenge for managers in to maximise time (Flanagan & Finger, 1998). The “only way to create more time is to effectively become a manager of your own time” (Colwill & Birchall, 1992, p.243). In managing your time, it enables you to prioritise and complete more goals and tasks. (DeJanasz et..al, 2006, p.84) Various theories can assist in achieving this.
2.0 Time Recognition
The only way in which to maximise time is to recognise exactly what our time is spent on, therefore completing activities such as a journal can assist in improving time management skills. This self-analysis alerts us of our tendencies to use time inefficiently (Whetten & Cameron, 1995). Whetten and Cameron (1995) argue that it is impossible to undertake time management or decrease time stressors unless you know what your time is spent on. It relates to self-analysing what we do and how we spend our time, the sudden realisation of how our time is spent can result in an incentive towards personal change. (Stewart, 1998) Therefore different theories can be put in place to assist managers and people wishing to use there time more efficiently.
3.0 ABC System
In order to use ones times more effectively, tasks need to be prioritised. This can be done using the ABC system developed by Alan Lakein. To apply this to everyday tasks each task receives an A, B or C. The letter the task receives depends upon the urgency or importance of the task, where A tasks are most urgent, B tasks are important but not urgent and C tasks are those that can be done after tasks A and B are completed. (Hunsaker, 2005) These tasks can further be prioritised, for example, ‘A’ tasks can be A1, A2, A3, etc. (Stewart, 1998) By making priorities and lists daily, although seemingly it is just common sense, enhances time management as memory is not solely relied upon. (Whetten & Cameron, 1995) Although whilst making these lists “avoid generating multiple lists, unmanageable numbers of priorities, items duplicated on several lists, and constantly changing priorities” (Stewart, 1998, p.27)
4.0 Pareto’s 80/20 Rule
Pareto’s 80/20 rule states “80 percent of our activities are trivial and only provide 20 percent of the results that we desire” (Hunsaker, 2005, p.139) where 20 percent of our time is spent on vital tasks which is 80 percent of the results we desire. Therefore we need to consider what is the best use of time right now and is this achieving maximum effectiveness? (Hunsaker, 2005) Therefore it is crucial to “analyse which tasks make up the 20 percent and spend the bulk of your time on that” (Whetten & Cameron, 1995, p.125) For this principle to work, the 20 percent of activities that are most important and provide the most pay off need to recognised. This is in comparison to the other 80 per cent, which tend to be time wasters. Once this is recognised, then more time needs to be allocated to these tasks and to further analyse if what we are doing is the most effective use of our time. (Hunsaker, 2005)
5.0 Biological Prime Time
By recognising your optimal work time, or also known as biological prime time, it allows you to “maximise use of this time by scheduling and doing demanding jobs during these peak periods” (DeJanasz et al. 2006, p.88) This ensures that the most important tasks receive the most effort. For managers, this technique could be critiqued to apply to all workers, if their prime time is known, then tasks which require a lot of effort and importance can be delegated to them at their peek times (Whetten & Cameron, 1995).
6.0 Division of Tasks
Large projects can be divided into smaller tasks to avoid feeling overwhelmed. This helps to identify accomplishments and avoids the feeling of being inundated, this then leads to procrastination as the individual is feeling overloaded. (Whetten & Cameron, 1995) This means that large or difficult tasks are broken down into stages or parts to complete one at a time, seemingly making the task smaller and more achievable. This can result in the individual feeling less stressed over the capacity of work to be completed and achieving these in stages results in more positive thoughts of success. (Worrall & Cooper, 2001)
7.0 Organisation Work Space
Organising our workplace can greatly assist our time management. In doing so, it cannot rob us of time in two ways. One, to spend time looking for items and two, you are not interrupted or distracted. (Whetten & Cameron, 1995) In order to be organised, critical factors such as location, comfort, having items readily accessible, establish a filing system, stick to one task at a time and clear the desk of all other tasks, this can assist in reducing time wasters such as searching for various documents (Flanagan & Finger, 1998) Distractions rob people of time. By having an area away from these distractions, or a set time of the day when no one is to disturb you, it can give the individuals time to concentrate on important tasks or just give them a time in which to relax and have time to think (Whetten & Cameron, 1995)
8.0 Discretionary Tasks
Making a list of some five to ten minute tasks to complete in those spare times that occur throughout the day can assist managers utilising their time. It is important to be careful that these tasks do not consume time off the urgent or important tasks. (Whetten & Cameron, 1995) This means those times throughout the day when waiting for a meeting, taking a phone call or for something to begin are not wasted and this time can be used more effectively maximizing time usage. (Whetten & Cameron, 1995)
9.0 Findings
These theories were all tested in relation to the aim of maximising time in order to increase at home study by thirty percent. By using time recognition, a journal was created to identify current level of study time, this concluded that ten hours per week was the current level and identified that to increase this by thirty percent would result in thirteen hours per week. This realisation came from a journal kept on week one, (Refer to Appendix A) which acknowledged four key areas on which my time was spent: work, university, study and T.V. The aim of the action plan was to increase study time, therefore it was noted that T.V needed to be decreased and spare moments throughout the day needed to be utilised in order to capitalise on study time. In doing this, I recognised that there were large chunks of time that were wasted throughout my week, although I felt as though I was constantly busy. This technique of keeping track of my time throughout my research provided both my post and pre test measures. I would also keep a journal every week to analyse progress using various theories.
In week two, the theory of making lists of things to accomplish that day was used along with the Alan Lakein ABC system (Hunsaker, 2005) to prioritise these tasks that were set throughout the day. In doing this, I made a draft list and then set priorities to each activity, then a final list was done with these in order containing an A, B or C next to each task so I recognised which tasks were most important to complete first, and B tasks would not be started unless all A tasks were either complete or at a stage in which no further work could be done on them. My expected outcome for this theory was that I would complete most tasks labeled A and B as I already make lists, but do not prioritise these, and that productivity would not increase dramatically. The actual outcome was a surprise. By making a list with priorities on them, I found that my productivity did increase as I was accomplishing tasks that were of importance, rather than doing the trivial tasks that looked good as I crossed them off the list. I found the theory of Lakein to be fairly straightforward, but did in fact help increase my study time, as study was a higher priority than doing the washing.
I also attempted to recognise my biological prime time in week two. This is to attempt to increase the amount of work done, as high priorities would be done in the time in which the body was more productive, hence being referred to as the optimal working time. (DeJenasz et al. 2006) I kept a chart where I rated my energy levels from one to ten each day to assess where my prime time stood, which I have highlighted peek times throughout the day where my energy levels were at its highest. (Refer to Appendix B) The expectation from this was that my ‘prime time’ would be later in the day, as I do not consider myself as a morning person, but in reality I found it was very difficult to recognise this time of day, as I found my energy levels each day changed, but the most common trend was to have my peek later in the day, from around 2 p.m. to 8 p.m. generally. This theory did not work as well as I hoped as although recognising this time proved difficult, actually being able to schedule activities in this time was close to impossible, as work hours would change, unexpected priorities would occur, and homework was slotted in at spare moments throughout the day, as my weeks are unstructured and vary, arriving at a certain time of day to complete study was not realistic at this point in time. I have concluded that this theory may be more useful when I start full time employment, as my week will be more controlled with less variables to juggle.
In this week, I also decided to try to organise my workspace. According to Whetten and Cameron (1995), a disorganized workspace can rob you of time in two ways. One, to spend time looking for items and two, you are not interrupted or distracted. I have a room in my house which is purely for study, therefore I already have a place which is away from distractions, although I removed my mobile phone, my MP3 player and all other non related university material. My desk however needed to be organised, I brought shelves and containers so that various documents were no longer lying around and cleared my desk of all clutter and mess so that my working environment was clean and organised. The anticipation of this theory was that the time I spent cleaning my desk would be a complete waste of time. However on reflection it was not, I did find that time spent looking for things was reduced dramatically if not distinguished. Also having a clear space to work in was more motivating, as I didn’t feel cluttered and stressed as much.
I then tested the 80/20 rule in week three. This proved to have similar results to the Alan Lakein ABC system (Hunsaker, 2005) as the most urgent tasks were more focused upon than the irrelevant tasks. The only difference was I was unclear on exactly how much percentage of my time was spent on urgent compared to trivial tasks, as I focused on the urgent ones, and once they were complete then moved onto the trivial tasks on my to-do list. Therefore I concluded that this theory although useful, did not present to be any more helpful than simply prioritising tasks.
It is very often that throughout my week I find myself very rushed and have the constant feeling of not having sufficient time, so Whetten & Cameron, (1995) suggested that in order to maximise time, discretionary tasks should be recognised in and completed in the small amounts of spare time that occurs throughout the day. This theory sounded good on the surface, but with my perceived lack of time, did not think that it would prove to be successful. On reflection, I did have spare moments throughout the day in which I never recognised prior to this activity. I made a list of a few quick tasks that could be achieved in ten to fifteen minutes for times throughout the day when I was waiting for something to begin. This proved to be quite helpful as in those spare moments little tasks that rarely were achieved got completed. Although in relation to my aim of increasing my study time, this theory did not have much effect, as the tasks I listed did not directly affect the amount of study time.
The last theory in which I tested was to divide up large projects to avoid the feeling of being overwhelmed. I did not have high expectations for this theory as I assumed that I would still feel quite overwhelmed with my workload, as I would know that I still had to accomplish all tasks even if they were broken down into smaller ones. On reflection of this, I was mistaken. By breaking larger tasks down and achieving small amounts at a time, it gave me a sense of accomplishment and kept me more motivated to complete extra tasks, therefore resulting in the large tasks being completed earlier. I felt less pressure to sit down and try to finish a whole assignment or a group of questions. This theory proved very useful as I could see “the light at the end of the tunnel” and I will continue to use this theory well into my working life.
10.0 Conclusion
From the analysis, which took place over a five-week period, the post-test results showed that in using time management theories, I was able to maximise my time use to exceed my goal of increasing my study time of thirty percent to actually achieving sixty percent for a total of sixteen hours per week. This was achievable due to putting in place these theories and finding which ones worked well with my schedule and daily life.
11.0 References:
Caroselli, M., (2000) Leadership Skills for Managers, United States, McGraw Hill.
Colwill, J., & Birchall, G., (1992) Practical Management: An Introduction to Management Skills, Australia, Longman House
DeJanasz, S., Wood, G., Gottschalk, L., Dowd, K., & Schneider B., (2006) Interpersonal Skills in Organisations, Australia, McGraw Hill
Flanagan, N., & Finger, J., (1998) Just about everything a Manger need to know, Queensland, Australia, Plum Press
Hunsaker, P., (2005) Management: a skills approach (2nd ed.) New Jersey, Pearsons Education
Stewart, D., (1998) Handbook of Management Skills, (3rd ed.) England, Gower Publishing Limited
Whetten, D., & Cameron, K., (1995) Developing Management Skills (3rd ed.) America, Harpers CollinsWorrall, L., & Cooper, C., (2001) Management skills development: a perspective on current issues and setting the future agenda, Leadership & Organization Development Journal 22(1) Retrieved September 4, 2008 from HYPERLINK “http://www.emeraldinsight.com” http://www.emeraldinsight.com
Learning and Memory
Learning and Memory
Name
Institution
Year
Table of Contents
TOC o “1-3” h z u HYPERLINK l “_Toc58020888” Introduction PAGEREF _Toc58020888 h 3
HYPERLINK l “_Toc58020889” The nature of memory and brain development PAGEREF _Toc58020889 h 4
HYPERLINK l “_Toc58020890” Impact of Environment on psychological development PAGEREF _Toc58020890 h 5
HYPERLINK l “_Toc58020891” Learning and Memory development PAGEREF _Toc58020891 h 7
HYPERLINK l “_Toc58020892” Relationship between learning and behavior PAGEREF _Toc58020892 h 9
HYPERLINK l “_Toc58020893” References PAGEREF _Toc58020893 h 11
Introduction
One of the key elements of growth identified in this documentary is the correlation between the value and nature of what people experience and its impacts on their cognitive development. The documentary brings new insights on how development and growth are at the center of the cognitive growth that a child attains over time. One of the most interesting ideas from the documentary is that growth is a process that is built around the environment that a person grows in and this determines their cognitive development. The article brings in new insights on the value and nature of what people experience and its impacts on their growth. The documentary sums up key aspects of brain development that define what and how a person perceives life. Learning as a lifetime process takes many forms and often triggered by the environment and the factors like the cognitive power. The environment plays key role in shaping how one develops ideas and thus redefies how learning takes placed in all aspects of life. The idea of having a strong learning process is always determined by the environment and thus the wholesome surroundings and the willingness to adopt new ideas. To make this easier, the value of learning in an integral environment demands that the mind must be triggered to take in new ideas. The speaker in the documentary notes that most people are able to make the right decisions and show good behaviour because they have learnt and exposed themselves to a positive environment. The mental aspects of learning in line with the derived values of cognitive development is a key part in assessing the way one acquires new ideas. The mind is the central pillar in the learning process and demands that the person must be inclined to adopting new ideas within the set environment. To add on this, the value of learning as a process must be hinged on the development of new frontiers in the idea generation and critical thinking. In a deeper outlook, the documentary is centered around the huma development and how the psychological growth is determined by the surroundings and experiences.
The nature of memory and brain development
The brain development is at the center of all psychological growth that a person attains in life and thus centered around the integral element of cognitive growth (Diaz, 2020). The documentary was very informative and well detailed as it brings insights that are deep and informative. Most importantly, the documentary creates the right tone and mood due to the speaker’s affluent and strong communication skills. One of the most clear thing about the documentary is that it does not only focus on the value of psychological and brand development but also shows the value and inclusive growth as part of the mental stability and ingenious ideas (Wijeakumar et al., 2019). The documentary touches on the value for a diverse and all-round psychological development that is rooted in the positive environment.
The documentary is well framed and planned to cover the main ideas and also carries the right ideas that point to what and how learning and brain development are correlated. The other major idea in the documentary is that the environment one is exposed to determines the way he or she learns and thus a key determiner of the modelling and inclusive brain development. The ideas raised in the documentary also depict that human behavior is a learning process that involves elaborate ideas and inclusive learning. To sum it up, the speaker seeks to clarify a very important idea related to learning and behavior. The documentary offers the book’s signature inclusion of human and non-human studies and full-color design and images.
The speaker is keen to underline the value of the physical environment to the growth of a person. The right approach to attain this is to have the right models that are viable and within the most appropriate context. learning and brain development are corelated and always related to what and how a person gains idea. Still, there is need to look at what and how learning is done in relation to the environment and the idea sharing. There is a great relationship between learning and brain development as already seen within the learning scope. The environment being a close value within the learning process has shown that there is need to have an integral value that comes with what one is exposed to during the development stages. For example, children who grow up in very congested neighbourhoods are likely to learn a lot of ideas that are contributed by the immediate environment. One of the most viable way to look at the environment and the learning process is to investigate how the cognitive development shapes one’s thinking and idea generation. Still, the need to assess the correlation between positive brain growth and mental capacity is vital when decoding the learning process. The documentary points to what the speaker refer to as a critical sate when the mind starts taking up key ideas and concepts. The speaker makes reference to what and how the brain is integrated to learn and take in new concepts. In a broader way the brain as the central learning part is responsible for what and where ideas are generated.
Impact of Environment on psychological developmentOne of the key aspects of development is related to the brain that determines the psychological aspect of growth. The environment plays a key role in the growth and development of the brain and thus a key part of a person’s growth (Gluck, Mercado, & Myers, 2016). Positive environment contributes to a strong mind and thus create the right outlets for ideas and good decisions. On the other hand, a negative environment that is not conducive for mental peace contributes to a weak memory and thus poor psychological development. The documentary points to a very distinct view by comparing how brain development and the psychological growth is rooted in the value and nature of the environment one grows in. In particular, the speaker narrates that the inclusive element of direct environment has a major impact on a young person. One of the most notable ideas raided in the documentary is that a positive environment triggers the brain to reflect and create that which is psychologically viable for positive ideas (Cassilhas et al., 2016). Through such positive impulses, the brain is strengthened to reason straight and thus key aspects of development are derived within the contemporal value for growth. The ideas raised in the documentary point to what scientists refer to as positive impulse triggered by what the brain is exposed to and the immediate environment.
On the other hand, the exposure to negative environment can harm the integral growth and development that is key to critical thinking (Wijeakumar et al., 2019). The speaker makes some comparison between the two types of environment where he points to what he refers to the direct impulse. The negative environment is hereby branded as a killer to the psychological growth and thus a bad energy to brain development. The documentary highlights some interesting views that shows that negative environment can harm the brain development mainly for a young person. The documentary sums up that the right environment is key to a strong psychological growth. In line with this observation, the speaker argues that the right environment is the root to good ideas, mature thinking, and strong decisions (Gluck, Mercado, & Myers, 2016). The documentary has well analyzed ideas that shows the comparison between the positive and negative environment and their effect on the psychological development.
The ability to generate new ideas and applying the new concepts form some of the most vital part of learning. The environment has a huge influence on the learning process that also shapes how people gain new ideas in life. Studies have shown that people are able to learn when they are in the conducive and right environment that shows that the surrounding have a huge influence in one’s life. Another perspective in the view of learning is the inclusive intake of ideas and applying the new concepts in life. To add on this, there is need to have an overall view of what and how the learning can be simplified. The overall goal of the learning process is to integrate the ideas within the most appropriate context. learning is thus a broad process that demand that all values are integrated within the right models. One of the most interesting ideas from the documentary is that growth is a process that is built around the environment that a person grows in and this determines their cognitive development. The article brings in new insights on the value and nature of what people experience and its impacts on their growth.
Learning and Memory development
The right memory is always the platform upon which learning takes place and thus cognitive growth. The documentary makes key observations that align with what he sees as direct correlation between the memory and ideas that surround what people build in their mind. The documentary is centered around the value for a good brain development to the inclusive value for what people can do to make sure that their memory grows strong and thus a positive psychological development (Dumontheil, 2016). In her view, the speaker narrates that the value of a good memory overshadows any obstacles as it only requires the person to induce the right thoughts and experiences to overcome any problem. The documentary has derived the right notions and ideas that show how good memory is the key to creating a strong learning process by acquiring ideas. The speaker shows that with good memory, one can induce the right learnings and thus able to remember things with ease. One of the key aspects of what people perceive is rooted in the value of good memory and thus the right thinking and idea development (Gluck, Mercado, & Myers, 2016).
The right memory development can only be proven through its ability to remember of generate ideas. One of the most notable ideas raised is the correlation between good thinking and the creative relationship between thinking and idea development (Kutlu & Gould, 2016). The documentary creates the right comparison by showing that ideas are generated from memories and experiences and this forms the root to what people generate as good ideas. The ideas raised in the documentary also depict that human behaviour is a learning process that involves elaborate ideas and inclusive learning. The documentary highlights some interesting views that shows that negative environment can harm the brain development mainly for a young person. One of the main ways to look at the effect of environment on learning process is to compare both positive and negative environment. The documentary points that the effect of environment begins right at an early age where an individual would have an incorporated values and ideas become memoires. The memory and ability to remember events and ideas is one of the most important part of cognitive development. The author shows that the brain as a core pat of the development has a key role to play in shaping one’s thinking capacity. In a broader view, the speaker has a well analyzed concept about the memory and idea development where the speaker compares different environments. The value to good growth and integrated elements of thinking and brain development are well decoded in the documentary. Still, the speaker makes an in-depth review of the impotence of good cognitive development in shaping how one thinks and generates ideas.
The core part is the relationship between positive thinking and broad idea generation that forms the liberal part of the thinking and memory. The documentary has bene framed to show how the brain is responsible to the creative values that define the one’s way of thinking and overall idea generation. In a broader outlook, the speaker argues that thinking and idea formation are the core part of what one forms as part of memories. The speaker even refers to the nature and impact of environment on the brain development and the ability of a person to learn new ideas. In a closer review, the documentary narrates the nature and value of positive environment in boosting fast and effective learning. Still, the speaker looks at the value and nature of learning process that is infeluce by how the person derives key ideas and concepts. The key value of the thinking process and memory retrieval shows that the mind is always active and its development is a continuous process. One of the core ideas raised by the speaker is that the mind as the centre of the thinking process is influenced by what and how the environment shapes one’s experiences. A conducive environment is the key to forming the right ideas and this also strengthens the mind to the right concepts. Still, the value of good memories and the inclusive ideas has shown that people tend to relate their experiences to what they come across and thus the mind takes that direction.
Relationship between learning and behavior
The learning concept as derived through observation and reading is one of the most viable tools for brain development. The behaviors that people adopt or portray are learnt over time and thus expressed through physical actions (Diaz, 2020). The speaker in the documentary notes that most people are able to make the right decisions and show good behavior because they have learnt and exposed themselves to a positive environment. Likewise, the value of learning and inclusive behavior expression is corelated and they influence the image of a person. One of the closest relations between learning and behavior is that the ideas gained through the process.
Additionally, the documentary offers elaborate explanations on why and how the mental strength should be rooted in a positive environment. The speaker is keen to underline the value of the physical environment to the growth of a person. The documentary brings in new ideas and shows the way the environment can determine how a child grows mentally and thus the overall psychological strength. One of the key ideas raised in the documentary is that learning and memory and inclusive and always determines the brain development. The speaker highlights very important ideas that are tied to the notion of a derived model that is common among many people.
One of the main rules highlighted by the author shows that memory learning is both derived from what people experience in their lifetime. As noted in the documentary, brain development is key to learning. The speaker makes a comparison between cognitive development and learnt behavior (Gluck, Mercado, & Myers, 2016). Additionally, the documentary shows that behavior learning takes time and is always tied to what people experience. One of the key elements of growth identified in this documentary is the correlation between the value and nature of what people experience and its impacts on their cognitive development. The documentary was very informative and interesting to watch as it brings insights that are deep and informative.
There is some considerable information but the speaker seeks to highlight in trying to show that behavior can be learnt directly or indirectly. The core part is the relationship between positive thinking and broad idea generation that forms the liberal part of the thinking and memory. The documentary has bene framed to show how the brain is responsible to the creative values that define the one’s way of thinking and overall idea generation. In a broader outlook, the speaker argues that thinking and idea formation are the core part of what one forms as part of memories. The other outlook is the way thinking is integrated to one’s experiences and environment thus forming the core part of cognitive development. The more one is exposed to positive environment, the brighter and stronger the thoughts and ideas. To broaden this concept, the speaker argues that memories are a reflection of what one has experienced and thus forms the core part of the broader cognitive pillar. The documentary sums up that the right environment is key to a strong psychological growth. The documentary has derived the right notions and ideas that show how good memory is the key to creating a strong learning process by acquiring ideas. The speaker shows that with good memory, one can induce the right learnings and thus able to remember things with ease.
HYPERLINK “https://www.youtube.com/watch?v=JbLAGpQ9RXg” https://www.youtube.com/watch?v=JbLAGpQ9RXg
Techniques to Enhance Learning and Memory | Nancy D. Chiaravalloti | TEDxHerndon
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Dumontheil, I. (2016). Adolescent brain development. Current Opinion in Behavioral Sciences, 10, 39-44.
Kutlu, M. G., & Gould, T. J. (2016). Effects of drugs of abuse on hippocampal plasticity and hippocampus-dependent learning and memory: contributions to development and maintenance of addiction. Learning & memory, 23(10), 515-533.
Wijeakumar, S., Kumar, A., Delgado Reyes, L. M., Tiwari, M., & Spencer, J. P. (2019). Early adversity in rural India impacts the brain networks underlying visual working memory. Developmental science, 22(5), e12822.