During The 1920s, A Biologist Named Jean Piaget Proposed A Theory Of C

During the 1920s, a biologist named Jean Piaget proposed a theory of cognitive development of children. He caused a new revolution in thinking about how thinking develops. In 1984, Piaget observed that children understand concepts and reason differently at different stages. Piaget stated children's cognitive strategies which are used to solve problems, reflect an interaction BETWEEN THE CHILD'S CURRENT DEVELOPMENTAL STAGE AND experience in the world. Research on cognitive development has provided science educators with constructive information regarding student capacities for meeting science curricular goals. Students which demonstrate concrete operational thinking on Piagetian tasks seem to function only at that level and not at the formal operational level in science. Students which give evidence of formal operational thinking on Piagetian tasks often function at the concrete operational level in science, thus leading researchers to conclude that the majority of adolescents function at the concrete operational level on their understanding of science subject matter. In a study by the National Foundation of subjects in Piaget's Balance Task were rated as being operational with respect to proportional thought development. In addition, seventy-one percent of subjects did not achieve complete understanding of the material studied in a laboratory unit related to chemical solubility. The unit delt with primary ratios and proportions, and when overall physical science achievement was considered, about forty-three percent of the formal operational studies were not able to give simple examples of the problem that were correctly solved on the paper and pencil exam (Inhelder & Piaget, 1958, p. 104). Piaget was primarily concerned with the developmental factors that characterize the changes in the child's explanations of the world around him or her. Piaget's early research showed three parallel lines of development. First, from an initial adualism or confusion of result of the subject's own activity with objective changes to reality to a differentiation between subject and object. Second, from a phenomenological interpretation of the world to one which is based on objective causality. Third, from a unconscious focusing on one's own point of view to a decentration which allocates the subject a place in the world alongside other persons and objects. In functional terms, these concepts are termed assimilation and accommodation in reference to interaction with the physical world, and socialization in reference to interaction with other people (Inhelder & Sinclair, 1974, p.22). Piaget's states many secondary level science courses taught in the past at the have been too abstract for most students since they are taught in lecture or reception learning format. Thus, students who only have concrete operational structures available for their reasoning will not be successful with these types of curricula. Programs using concrete and self-pacing instruction are better suited to the majority of students and the only stumbling block may be teachers who cannot understand the programs or regard them as too simplistic. Since the teacher is a very important variable regarding the outcome of the science, the concern level of the teacher will determine to what extent science instruction is translated in a cognitively relevant manner in the classroom. Educators who prefer to have children learn to make a scientific interpretation rather than a mythological interpretation of natural phenomena, and one way to introduce scientific interpretations is to analyze any change as evidence of interaction. One way in which this teaching device can function is if there is an instructional period of several class sessions in which the students are engaged in "play" with new of familiar materials; followed by is a suggestion of a way to think about observations; lastly there is a further extermination in which the students can explore the consequences of using their discoveries . Through the process of guided discovery, the student goes from observation at the beginning to interpretations at the end (Athey & Rubadeau, 1970, p. 245). In Piaget's study of the operations that underlie the system of scientific concepts related to number, measurement, physical quantities, and logical classes and relations, structural models were needed to explain the processes involved in the formation of these concepts (Inhelder & Sinclair, 1974, p. 23). The grouping of classes and relations describe the characteristics of the end product of process of growth as a particular system of mental operations. The logical

How NOT to Go Crazy or 7 Essay Writing Hacks You Need to Overtake

How NOT to Go Crazy or 7 Essay Writing Hacks You Need to Overtake How NOT to Go Crazy or 7 Essay Writing Hacks You Need to Overtake If you are searching for essay writing hacks on how to write a paper, then look over the tips below. This style of writing does not actually alter the writing you do, but rather, has an influence on the format of the final piece you write. If the piece you are writing is something scientifically based, something that is research heavy, then you will need the following sections: Hack #1: Do Your Abstract Last It is common to want to get the shortest part of the essay writing done first, but don’t. You will get the work done faster if you wait until the end. Remember, this is a short, 200 to 300 word paragraph that serves as a complete summary of the entire piece you wrote, with approximately one sentence for each of the main sections. Hack #2: Write an Introduction at the End of the Line Save your introduction until you have finished the body content. Believe us, it will be much easier to write it after you have all the aces in your hand. Hack #3: Use Only Relevant Data When you provide your reader with background information, make sure it is relevant and that you review things which they will need only in order to better understand your argument. Hack #4: Explain Your Research in Detail When writing the methodology, explain what you did in your research and how you conducted it. You want this part of the work to be so detailed that someone reading it could recreate what you did exactly and find the same results. Hack #5: Show the Bigger Picture When you present your findings/results, don’t just say what they are. Explain how it fits into the bigger picture. Hack #6: Thoroughly Check Your Formatting Make sure to properly format each area of the work. You will lose more points on papers for improper format and layout than you will for the writing itself. If your content is not research based, and is merely a creative writing piece, then you do not need any of these headings or subheadings and instead can just format the title page and references in accordance with the requirements. That means you need your title, your name, and your university in the middle of the title page, centered in the page. Overall, following these simple hacks will help you to get your papers written, and done well. You will avoid losing grade points and will be able to submit your work with pride.

Creating High Performance teams in the workplace Essay

Creating High Performance teams in the workplace - Essay Example A group of six to seven people does not comprise a team. Teams are a group of individuals within a group with a common goal (Griffin &Moorhead, 2011, p.268). Groups and teams are not the same as group is a collection of people who may not have the same goal but in team the goal remains the same for every team member (Griffin &Moorhead, 2011, p.268). In a team, the decisions are taken either by the group together or a single person who may have better skills and expertise (Katzenbach & Smith, 2001, p.8). In a team, there is a continuous and a rigorous assessment of the performance of the team members (Katzenbach & Smith, 2001, p.9). Team activities help a person to inculcate leadership qualities in his personality (Franz, 2012, p.5). Features and benefits of team working Collaboration- In a team, the members work together to fulfill the common goal. Effective team work can produce tangible and intangible benefits for an organization in the form of increase in the quantity of the produ cts and increased customer satisfaction (Parker, 2011, p.5). Communication- In a team work, communication plays a major role. The leader would communicate with his team members on a regular basis as a good team cannot be built unless there is proper orchestration or communication of thoughts (Pritchett, 1992, p.2). Reducing complexity- Any activity that is first sorted out within a team will help to reduce its complicity and chaos in the operation (Willcocks & Morris, 1997, p.8). Balance of individual contribution – In a team, every member contributes his knowledge and expertise. The dominant members also contribute their expertise but they do not suppress the opinion of the others (Clutterbuck, 2007, p.70). The team leader would try to ensure that there is no imbalance in this regard Mutual support- In a team, the members mutually supports each other and help in continuous improvement (Goethals, et al., 2004, p.1533). Mutual trust can help the team to establish a work climat e and a communication process (Barner & Barner, 2012, p.40). Effort- The effectiveness of a team performance is assessed by its efforts. The effort that a team might put in depends on the task which should be motivating for the team members (Parcon, 2006, p.92). Cohesion - Team cohesion describes the way the team comes together in a social work (Kornspan, 2009, p.57). There is a positive relationship between performance level and cohesion in a team (Jowett, 2007, p.95). Effective ways to create high performance teams There can be many ways and tactics to create a high performance teams. a few aspects like bonding pattern in newly hired team, removing low morale in the project team, the team fit , resolving conflicts and increasing participation and creativity in the team can lead to a high performing team. It is often observed that new recruits or people joining an organization in their teams face difficulty and are uncomfortable with the environment. Also, sometimes the people with in a team feel isolated due to the factors like loneliness, new environment etc. This can harm the productivity of the team to a great extent (Roussel, 2011, p.244). So, the manager needs to make the new recruit comfortable with the team. Organizations face problems where there is inconsistency in the fit amongst the workers. In a team, some people can be productive working in a traditional work environment but as the working environment changed, there may be situations where these workers may not be able to work with

Describe Maslow's hierarchy of needs Essay Example | Topics and Well Written Essays - 500 words

Describe Maslow's hierarchy of needs - Essay Example Human tries to first achieve deficiency needs than after he tries to achieve growth needs that are continually shaping behavior [Wikipedia]. Biological and Physiological needs: Physiological needs take highest priority, because it can control thoughts and behaviors causing people to feel sick, pain and discomfort. These types of needs mainly consist of air, food, drink, shelter, warmth, sex, sleep, homeostasis and excretion Safety needs: This need comes after the Physiological needs are met. This is a natural phenomenon that one moves next level after achieving one stage. Everyone wants to have safety and security. This may be for physical security, health security, employment security, revenues, property and resources security, moral and physiological security, family security, etc. Belongingness and Love needs: When physiological and safety needs are met than human want to have social needs that mainly involves emotionally based relationships. This type of needs is workgroup, supportive and communicative family, affection, relationships, Friendship, and sexual intimacy. A human nature needs to feel belonging and acceptances from social group or social connections and love and to be loved (sexually and non-sexually) by others. Absence of these needs can cause one to feel being alone and depressed. Sometime belonging and love need overcome the physiological and safety needs that depend on the strength of the peer pressure. Esteem Needs: According to Maslow, all humans have a need to be respected, to have self-respect, and to respect others. People need to engage themselves in order to gain recognition. People have an activity or activities that give the person a sense of contribution, to feel accepted and self-value, be it in a profession or hobby. Imbalances at this level can result in low self-esteem, inferiority complexes, and an inflated sense of

Illustrations of the text Essay Example for Free

Illustrations of the text Essay An impressive opening, a marvellous ending, an indifferent middle. Does this twentieth century comment represent to you a fair summary of Dr. Faustus? Support your views by detailed illustrations of the text. The narrative patterns of Dr. Faustus can be said to take on a loose, three-part structure, in which the first part involves the serious business of Faustus conjuring the devil, the middle involves trivial entertainment and the final section, in which the play reaches an intense poetic conclusion. It is arguable that compared to the high drama and passion evident at the beginning and end, the middle of the play has little to offer. However, despite the fact that in Faustus, Marlowe intended to portray the tragic downfall of a great man, he also included the apparently frivolous middle scenes for a specific purpose. The play opens with Faustus alone in his study, contemplating the direction in which he should take his future studies. This first speech is energetic and his words are those of a young man. As Faustus continues to reveal his dissatisfaction with the limits of human knowledge, rejecting each of the various scholarly disciplines available to him, the audience begin to become suspicious of his intentions. When Faustus proclaims that a greater subject fitteth [his] wit, and that the next step in his education must be necromancy, our worst fears are confirmed. It is important to note that whilst the modern audience may be only slightly shocked by this revelation, to Marlowes contemporaries it would have been horrifying in the extreme. In Elizabethan times, religion permeated all aspects of life, and the majority of people were devout Christians; such and explicit display of blasphemy would have been unheard of! The dramatic tension increases as the scene progresses, and Faustus arrogant proposal to try [his] brains to gain a deity confirms our opinion of him as a dangerous over-reacher. The entrance of the good and evil angels signals an opportunity for theatrical spectacle, which again helps maintain the tension of this impressive, dramatic opening scene. Faustus is seemingly unaware of these two characters (which perhaps suggests that they are rather states of mind than physical beings) but continues to rhapsodise on the varied ways he will use his power. Marlowe uses poetic language, and Faustus speech is more like a love song than a soliloquy: Ill have them ransack the ocean for orient pearl and search all corners of the new found world for pleasant fruits and princely delicacies. At this point, we are disturbed by Faustus behaviour; it is as though he is making extravagant promises to a beloved rather than seeking these things for himself. Faustus is eager to confer with his fellow scholars Valdes and Cornelius, who can be seen to represent the traditional tempters from earlier morality plays. Valdes astonishes the audience even further by promising that their satanic powers will canonise them. This implied holiness could not be further from the truth of their intentions. The first scene ends with Faustus feverishly impatient to conjure that very night. His last four words are dramatic and fearsome in the recklessness: this night Ill conjure, therefore I die. The contemporary audience, who would have believed in the immortal soul, would have been aware of the terrifying fact that if he were to die in the process of conjuring, he would spend an eternity in hell. Soon after, we meet Faustus again. The scene is pitch black and he has prepared a circle in which to conjure, and some kind of sacrifice. Marlowe uses atmospheric language such as the gloomy shadow of the earth and her pitchy breath, to evoke the tension and drama. This would have been particularly important for the Elizabethan audience who had to rely on their imaginations during the performance, rather than special effects. Faustus invocation is in Latin, which sounds powerful and sonorous. He uses a frightening mixture of the orthodox and the demonic, for example sprinkling the holy water whilst conjuring. All this convinces us that he is engaged in an extremely perilous undertaking. Some time later, once Faustus has conjured Mephastophilis, he must sign a contract which states that Satan can have his soul in exchange for 24 good years. From this point onwards tension mounts and actions follow in rapid succession until the end of the scene. Faustus must sign in blood, yet when he tries to do so it congeals, forcing Mephastophilis to go and fetch a chafer of hot coal to melt it again. This episode contributed greatly to the dramatic tension of the scene. The congealing of the blood is part literal, but part metaphorical in the sense that it is Faustus own body recoiling from the deed he is about to commit. The simple bringing of the coals in the smoking dish is also quite dramatic. The sight and smell of the flames remind the audience (and should remind Faustus) of the fact that the contract will result in his damnation in hell. The episode ends with Faustus proclamation consummatum est once he has signed. This startling blasphemy echoes Christs final words on the cross and Faustus is ironically identified with him. It is arguable that the impressive opening of the play and the dramatic scenes which follow soon after are balanced and complimented by its equally intense ending. Faustus encounters the old man when his 24 years are almost over, which signals that there is hope for his salvation, even at this late stage. It is important that the audience can still relate to Faustus and fell that he is able to make conscious decisions about his fate, all be they the wrong ones. Whilst we continue to be thus engaged with Faustus, every move he makes in this scene creates high tension and greatly enhances the dramatic quality. About half way through the scene, we witness Mephastophilis providing a desperate Faustus with a dagger to kill himself (suicide being an offence to heaven and an appropriate means of getting to hell). Although the old man talks him out of it, the audience is still wracked with suspense, particularly whilst witnessing Faustus ponder feverishly as hell strives with grace for conquest in [his] breast. However, Faustus soon reverts to his former, cowardly self when Mephastophilis threatens to tear his flesh. He instructs sweet Mephastophilis to punish the old man instead, ignoring his conviction that my faith, vile hell, shall triumph over thee. Following this episode, Faustus asks for Helen of Troy as his paramour, and speaks to her, where he advised the scholars strictly not to. We feel that Faustus must realise he has made a fatal choice -he knows that the image he sees before him is a spirit- and watch in compelling revulsion as he kisses the devil. The speech he makes is a rhapsodic love poem, which is stunning when we consider the harsh theatrical contrast between Faustus words (e. g. O, thou art fairer than the evening air clad in the beauty of a thousand stars) and the sight of the old mans flesh being torn to pieces on stage. Even more horrifying is the way in which the brilliant scholar uses the language of love poetry to damn himself, and yet the lyrical beauty of the verse remains. When he says her lips suck forth my soul, Faustus is not only using a rapturous metaphor: it is actually happening! By now, the tragedy is inevitable; Faustus has rejected all hope of salvation, and the audience wait for his impending doom with trepidation. The final scene, in which we witness Faustus death is both memorable and moving. His solitude at the end of the play compliments his solitude at the beginning, and the fact that he struggles alone maintains the dramatic tension right up until he is taken to hell. Marlowe purposefully ends the play with Faustus soliloquy, to vocalise his inner thought and emotional condition. His terror, frantic hopes and despair are all enhanced by the soliloquy, which gains dramatic power by its graphic, physical nature. In his fervour, Faustus actually tries to leap up to [his] God, but fails to do so because some infernal force pulls him down. It is a very tragic scene, particularly as Faustus in his desperation tries to conjure and command the earth to gape open but realises that o no, it will not harbour me. There is a poignant contrast between the disillusioned scholar we see here and the successful conjurer of the previous scenes. When the clock strikes to signal his final half hour, Faustus bargains frantically with God to let him live for a hundred, or even a thousand years in hell but still be saved. Upon the arrival of the devils he is seized by fear and panic, willing his soul to be changed into little water drops and imploring God to look not so fierce in him. His final desperate plea Ill burn my books is deeply moving considering the futile nature of the gesture. Whilst the tension of the final scenes is obvious, without some of the light-hearted episodes which precede it, much of the dramatic quality would be lost. For this reason, Marlowe includes a number of comic scenes to relieve some of the suspense during the middle section of the play. As well as providing entertainment and an opportunity for spectacle (for example, the slapstick comedy of the Pope scene, and the grotesque rhetoric of the seven deadly sins) these scenes also have several important points to make. A good example of this happens fairly early on in the play, where Wagner procures one of Faustus books and persuades the flea-ridden clown to become his servant. Marlowe is making the point that whilst these two characters may be banal and frivolous, they are just as capable of conjuring as Faustus! Wagner apparently has just as much success without selling his soul for the privilege. They also draw our attention to the contract which Faustus is about to make. When Wagner says that the clown would give his soul to the devil for a shoulder of mutton, though it were blood raw, we note that Faustus proposed contract amounts to something of similar value (i. e. it will gain him nothing). In this scene, conjuring is de-based so that even the illiterate clown is taught how to use black magic. This contrast with Faustus great learning demonstrates how little intellect really is needed for such pursuits. We soon witness a scene between another two comic characters, Robin the ostler, and his companion, Rafe. Robin has stolen one of Faustus books and wishes to use it to gain sexual experience. Whilst this amuses the audience, we are also reminded to reflect on the unfolding tragedy. Whilst the ostlers may be venturing in too deep, they are innocents and their desires amount to little more than a few silly capers. When we compare this to Faustus feverish necessity to push the boundaries of human knowledge we become aware of just how dangerous the situation is. As Faustus begins to age, he too appears to become aware of the consequences of his actions. The amusing trick he plays on the horse-courser in scene ten plunges him into a despondant mood, forcing him to reflect upon his fate. He is now using his powers on even lower forms of entertainment than he did by making a mockery of the Pope in scene seven. He realises that he has done nothing special and is yet but a man, which is enforced by the horse-coursers callous assumption that he is a horse doctor. In Elizabethan times, such a profession would not have been highly respected, and Faustus is outraged that this is how he is being perceived. In conclusion, I would say that although the main dramatic events of the play occur either at the beginning or at the end, the middle scenes also have value and interest. Whilst Marlowes main intention for the comic scenes was to provide amusement for the audience and some respite from the tension of the main plot, they also contribute significantly to some of the main themes of the play by comparing Faustus behaviour to that of his contemporaries, and thus drawing our attention to the gravity of his actions.

Botox Essay -- Fashion Health Appearance Botox Essays

Botox When people think of new fashion trends they normally think of clothes, but the newest beauty craze that has hit the middle age market is Botox. Botox injection therapy, although not completely new, has come out swinging since being approved for use in cosmetic improvements in 2002. Botox is used to eliminate the look of aging by reducing the appearance of wrinkles on the face, neck and hands. Most commonly, patients use Botox to eliminate crow’s feet around the eyes, wrinkles on the forehead, and frown or laugh lines. It has become such a popular and ‘user friendly’ alternative to traditional cosmetic surgery, many women and even celebrities host Botox parties to share the experience with their friends. Botox parties are held in private homes, in doctor's suites, at hotels and even spas. Celebrities such as Celine Dion, Cher, Madonna and even Sylvester Stallone are rumored to have gone under the Botox needle; but only a few such as Joan Rivers have credited Botox to helping their skin look younger. Although Botox has been promoted as the miracle cure for aging, for many people who suffer from debilitating disorders or chronic pain, it has proven to be a wonder drug. So, what is Botox? Botox is the market name for type A botulinum toxin which is a purified form of the toxin produced by the bacteria, clostridium botulinum. This bacteria is commonly associated with food poisoning and is lethal in large doses. The botulism toxin could paralyze vital muscles needed for breathing. Although related to botulism food poisoning, the amounts of Botox given are so minimal and localized, that the toxin will not spread to any other muscles in the body, thus making it a safe and harmless procedure. When used cosmetically, tiny amo... ...octor to go through voice therapy. The therapy was to help her extend the effects of injection as well as to give her control over her new voice. So although Botox may be the newest beauty craze sweeping Hollywood, it’s important not to overlook its importance as treatment for many illnesses and disorders. It not only has the ability to take years off someone’s face, but it can also save lives. Botox has provided relief for my mom from a disorder that was taking over her life and it has given her the opportunity to communicate again. The first time my mom was able to speak without any interruptions was a special moment; it brought tears to my eyes and it brought a brighter future for her. The ability to talk is something that most of us take for granted. Botox has allowed my mom to keep her job. Botox is a miracle drug and should be given the credit it deserves.

How Society and Culture Affect Friendship Essay

How society and Culture affect Friends and Social Activities The ‘social’ is an important concept to know to understand this topic. It is the totality of explanations describing how people interact and make meanings of their experiences. Culture, as should be known, is Shared, transmitted, learned, adaptive etc. Different cultures promote different relationships and can either hinder or encourage certain activities among its people. Friends that people make will differ based on their cultural views and belief. Example: Jamaica’s motto â€Å"Out of Many, One people† This implicates unity within our culture. Regardless of colour, religious belief or ethnicity people make friends and partake in the pretty much the same activities. Going to the movies, going to dances, parties, clubs, bars etc. While  In a country like Trinidad with segregated culture, you have people of different races separate and apart from each other. Religious backgrounds (whether Hindu or Christian) can form who you choose to be your friend and some activities are labelled generally white, or generally black, or generally Indian rather than having equilibrium between all races. Society – This is known sociologically as a group of people related to each other through persistent relations (usually sharing the same geographical location) Society has norms which is expected behaviour of each individual, thus it is an important factor in your activities and friend choice. It must be societally acceptable else you may be labelled deviant. Your general upbringing and status/class usually shapes who you make friends with. Example: People from ‘Uptown’ tend to make friends with those of a similar background, or financial status as them. Similarly people of limited means stick together and form friendships. However there are some exceptions, especially in more open society of today where there are friendships formed across classes due to similarity in personality or social activities. Society is more likely to expect that people from higher classes would partake in activities like theatre and go to exclusive parties. It is seen where today, especially in Jamaica, regardless of status, social activities are open to any and everyone.