Q1]Long past refers to the fact that in the past psychology was part of philosophy

and was not considered a science. As part of philosophy, psychology has existed since
the time Plato, Socrates and Aristotle. Even in universities, Psychology was part of
department of philosophy up until mid 20th century.
Short history refers to the history of psychology from 1879 onwards. Wilhelm
Wundt founded first lab in Leipzig, Germany to do research in Psychology.

The statement "psychology has a long past but a short history” was made by
German experimentalist Hermann Ebbinghaus. The statement suggests that though
psychology is a relatively new formal academic discipline, the questions that
psychologists ask today have been pondered over by scholars for thousands of
years. Psychology historian Morton Hunt believes that the first psychology
experiment was carried out by the King of Egypt, far back in 7th seventh century
B.C. The aim was to test whether the Egyptian civilization was the oldest on Earth.
The King's idea was to raise children in isolation right from infancy and give them no
instruction in any language. The King hoped that the language the children
spontaneously spoke would be the language of man's original civilization -- hopefully,
Egyptian. Though the experiment was flawed, the king still deserves credit for his
idea that connected thoughts and language to the mind and for his ambition to test
an idea like that.
I think classical Greek philosopher Socrates had the greatest influence on the growth
of psychology. Socrates is considered to be one of the founders of Western
philosophy. Plato was a student of Socrates and was greatly influenced by him, and
it was Plato who later on taught Aristotle. The work of Socrates is an integral part of
the study of philosophy, even to this day. He is well known for his contribution to
ethics, and he also created the concepts of Socratic irony and Socratic Method. The
Socratic method is a commonly used tool in a wide range of discussions. It is a type
of pedagogy in which questions are asked in a series not just to draw individual
answers, but also to gain fundamental insight into the problem at hand.

Early Greek philosophers such as Socrates, Plato, and Aristotle explored topics such
as pleasure, pain, knowledge, motivation, rationality, and mental illness—topics often
discussed in psychology today.
• In the 17th century, French mathematician and philosopher René Descartes
theorized that the body and mind are separate entities. This concept came to
be known as dualism.
• English philosophers Thomas Hobbes and John Locke disagreed with the
concept of dualism, arguing instead that sensations, images, thoughts, and
feelings are physical processes that occur within the brain.
• Psychology became a self-conscious field of experimental study in 1879, when
German scientist Wilhelm Wundt founded the first laboratory dedicated
exclusively to psychological research.
• Edward B. Titchener expanded upon Wundt’s ideas to found the theory of
structuralism, which attempted to understand the mind as the sum of varying
underlying parts.
• Functionalism, founded by William James in the late 19th century, offered an
alternative to structuralism by focusing largely on the functions of the mind.
2) psychology has appeared as a major applied science
Applied psychology is the use of psychological methods and findings of scientific psychology to
solve practical problems of human and animal behavior and experience.
The founder of applied psychology was Hugo Münsterberg. He came to America (Harvard) from
Germany (Berlin, Laboratory of Stern), invited by William James, and, like many aspiring
psychologists during the late 19th century, originally studied philosophy.
Mental health, organizational psychology, business management, education, health, product
design, ergonomics, and law are just a few of the areas that have been influenced by the
application of psychological principles and findings.
Some of the areas of applied psychology include clinical psychology, counseling psychology,
evolutionary psychology, industrial and organizational psychology, legal psychology,
neuropsychology, occupational health psychology, human factors, forensic psychology,
engineering psychology, school psychology, sports psychology, traffic psychology, community
psychology, and medical psychology

Early emphases in applied psychology included vocational testing, teaching methods, evaluation
of attitudes and morale, performance under stress, propaganda and psychological warfare,
rehabilitation, and counseling.
Educational psychologists began directing their efforts toward the early identification and
discovery of talented persons. Their research complemented the work of counseling
psychologists, who sought to help persons clarify and attain their educational, vocational, and
personal goals.
3) negative and positive motivation

Motivation can be defined as a willingness to expend energy to

achieve a goal or reward”
Positive motivation is the type of motivation a person feels when he expects a certain reward. An
example of Positive motivation is when a father tells his sun, "if you studied well and got high
grades i will buy you the new play station".
Negative motivation is the type of feeling a person gets when he expects punishment. An
Example of negative motivation could be telling your child "if you didn't study, i wont let you travel
this summer"

The difference between positive and negative motivation Both positive and negative motivation
could lead to the same result however on the long run the overuse of negative motivation may
result in problems like hating the person who uses it against you. For example a boss who
always uses negative motivation to motivate his employees is most likely going to be hated.

So The difference between positive and negative motivation is that positive motivation doesn't
have side effects on the long run while negative motivation may have some.

when to use negative motivation?

Negative motivation is only recommended when proper escapement channels are available. For
example a parent must not threaten his little child to get high grades until he makes sure that he
has the correct books and that he knows where to start from.
Another example, a boss should never shout at his employees when they make mistakes without
first showing him how to do things correctly or how to improve their performance. If the person
knows how to escape the punishment then negative motivation is certainly going to be effective.

This explains why some people become depressed when they face a problem while others never
experience depression on facing the same problem.
The first group of people had no place to escape because they didn't know what to do in order to
solve the problem and that's why they got depressed. For the second group the problem created
negative motivation but because they were aware of the actions they should take they didn't
become depressed.
Using positive and negative motivation together

Should you use the stick or the carrot?In fact you should use both together!
Its advised that you use positive and negative motivation together whenever possible because it
has been proven that people become more motivated that way.
1.Positive Motivation
This type of motivation has a lot to do with visualization. In the case of positive
motivation, you’re motivated by a reward that lies in the immediate or distant future.
The expectation of that reward, and visualizing yourself when you have the reward, is
what motivates you.For example, when I worked in sales I was motivated by the
commission that I’d earn each month by hitting my targets. I’d work out what I could
earn by going over target and I’d visualize what I could do with that money, such as
buying clothes, traveling, and saving for Christmas presents, etc. I wasn’t picturing
myself in a Ferrari or anything — everything I visualized was achievable — and that
motivated me even more.

However, when it comes to long term goals, it can be tough to maintain motivation
when the rewards are so far away. This is why it’s important to break your long term
goals down into short term actions, i.e things that are easily achievable and will give
you a more immediate sense of accomplishment.

Those short term actions also have another name; your to-do list.

The to-do list plays a fundamental part in how we manage Projects here at Buckets.
Checking items off a to-do list each day provides that much needed satisfaction you
get from ‘getting something done’, even if you’re facing a mammoth project with a
lengthy timeline. Each time you complete an item on your to-do list, you’ll be
motivated to move on to the next, and so on. It’s a great way to give yourself some
positive reinforcement throughout the day!

2.Negative Motivation
Negative motivation is the other side of the coin. This occurs when an action is taken
to avoid experiencing pain or failure. So, going back to my sales job; my negative
motivation would have been the threat of losing my job if I didn’t hit the targets.

Granted, that kind of motivation can absolutely work now and then, but it isn’t exactly
beneficial to your morale or your well-being in the long run and it’s not really a long
term solution. After all, the whole premise of negative motivation is that it forces you
to find a way out of your situation; but what if you can’t? Then, you’re stuck (and kind
of screwed).

You’ll always do a better job when you’re working towards something you want (i.e.
positive motivation), rather than working to avoid something youdon’t want. If you’re
stuck with a task that you absolutely despise, then you just need to get your thinking
cap on — because there’s usually a way to find something good about a task that you
really dislike. And if you can focus on that one thing, you can approach the task more
positively.

The Real Answer? Do What You Love And

Love What You Do
When it boils down to it, the best way to get motivated to do something is tobe
passionate about it. You don’t have to love every single part of your job and you
don’t have to wake up every morning thinking ‘hell yeah! It’s 5am and I’m going to
work!’. But if you’re passionate about what you do, those early starts will be much less
of a hindrance and more of a stepping stone on your way to success. Just think of the
reward, i.e. all of the lie ins you’ll get when you’re rolling in $$$!
Q6)
A) Selection and sources of recruitment
https://www.slideshare.net/bobbykalluri1/sources-of-recritment-selection-and-selection-
process
 b) types of training
1. Induction or Orientation Training
2. Job Training
3. Safety Training
4. Promotional Training
5. Refresher Training
6. Remedial Training
7. Internship Training
8. Managerial Training
9. soft skills training
10. Product specific training PST

c) social psychology
Social psychology is the scientific study of how people's thoughts,
feelings, and behaviors are influenced by the actual, imagined or implied
presence of others.[

Social Psychology Key Figures

Allport (1920) – Social Facilitation
Allport introduced the notion that the presence of others (the social group)
can facilitate certain behavior.
It was found that an audience would improve an actors’ performance in well
learned/easy tasks, but leads to a decrease in performance on newly
learned/difficult tasks due to social inhibition.
Bandura (1963) Social Learning Theory
Bandura introduced the notion that behavior in the social world could be
modeled. Three groups of children watched a video where an adult was
aggressive towards a ‘bobo doll’, and the adult was either just seen to be doing
this, was rewarded by another adult for their behavior or were punished for it.
Children who had seen the adult rewarded were found to be more likely to
copy such behavior.
Festinger (1950) – Cognitive Dissonance
Festinger, Schacter and Black brought the idea that when we hold beliefs,
attitudes or cognitions which are different, then we experience dissonance –
this is an inconsistency that causes discomfort.
We are motivated to reduce this by either changing one of our thoughts, beliefs
or attitudes or selectively attending to information which supports one of our
beliefs and ignores the other (selective exposure hypothesis).
Tajfel (1971) – Social Identity Theory
When divided into artificial (minimal) groups, prejudice results simply from
the awareness that there is an “out-group” (the other group).
When the boys were asked to allocate points to others (which might be
converted into rewards) who were either part of their own group or the out-
group, they displayed a strong in-group preference. That is, they allocated
more points on the set task to boys who they believed to be in the same group
as themselves.
This can be accounted for by Tajfel & Turner’s social identity theory, which
states that individuals need to maintain a positive sense of personal and social
identity: this is partly achieved by emphasizing the desirability of one’s own
group, focusing on distinctions between other “lesser” groups.
Weiner (1986) – Attribution theory
Weiner was interested in the attributions made for experiences of success and
failure and introduced the idea that we look for explanations of behavior in the
social world.
He believed that these were made based on three areas: locus, which could be
internal or external; stability, which is whether the cause is stable or changes
over time: and controllability.
Milgram (1963) – Shock Experiment
Participants were told that they were taking part in a study on learning, but
always acted as the teacher when they were then responsible for going over
paired associate learning tasks.
When the learner (a stooge) got the answer wrong, they were told by a scientist
that they had to deliver an electric shock. This did not actually happen,
although the participant was unaware of this as they had themselves a sample
(real!) shock at the start of the experiment.
They were encouraged to increase the voltage given after each incorrect
answer up to a maximum voltage, and it was found that all participants gave
shocks up to 300v, with 65 per cent reaching the highest level of 450v.
It seems that obedience is most likely to occur in an unfamiliar environment
and in the presence of an authority figure, especially when covert pressure is
put upon people to obey. It is also possible that it occurs because the
participant felt that someone other than themselves was responsible for their
actions.
Haney, Banks, Zimbardo (1973) – Stanford Prison Experiment
Volunteers took part in a simulation where they were randomly assigned the
role of a prisoner or guard and taken to a converted university basement
resembling a prison environment. There was some basic loss of rights for the
prisoners, who were unexpectedly arrested, given a uniform and an
identification number (they were therefore deindividuated).
The study showed that conformity to social roles occurred as part of the social
interaction, as both groups displayed more negative emotions and hostility
and dehumanization became apparent. Prisoners became passive, whilst the
guards assumed an active, brutal and dominant role. Although normative and
informational social influence had a role to play here, deindividuation/the loss
of a sense of identity seemed most likely to lead to conformity.
Both this and Milgram’s study introduced the notion of social influence, and
the ways in which this could be observed/tested.