Longitudinal study vs survey methods Essay Example | Topics and Well Written Essays - 1500 words

Longitudinal examination versus study strategies - Essay Example This sort of an investigation is exceptional in its inclination in that the scientist isn't required to meddle with the subjects of the examination yet, is required to utilize similar subjects in the direct of the few periods of the examination. Hence, a longitudinal report can set up a succession of exploration occasions during its lead. This type of study is extremely advantageous to a scientist as in one can distinguish the progressions or improvements in the qualities of the guineas pigs (test populace) either at the individual levels or at the gathering level. 1. Hutto, C.J., Yardi, S., and Gilbert. E., (2013). A Longitudinal Study of Follow Predictors on Twitter. CHI , 1-10. 2. Rajulton, F. (2001). The Fundamentals of Longitudinal Research: An Overview. Exceptional Issue on Longitudinal Methodology, Canadian Studies in Population , Vol. 28 (2), 169-185. 3. Precious stone, L. M. (2008). Female Bisexuality From Adolescence to Adulthood: Results From a 10-Year Longitudinal Study. Formative Psychology , Vol. 44 (1), 5-14. 4. Huesmann, L. R., Moise-Titus, J., Podolski, C-L., Eron, L. D., (2003). Longitudinal Relations Between Children’s Exposure to TV Violence and Their Aggressive and Violent Behavior in Young Adulthood: 1977â€1992. Formative Psychology , Vol. 39 (2), 201-221. 5. Farrall, S. (2007). ... The outline beneath shows a synopsis of the advantages and difficulties looked by this examination strategy as will be talked about later in the article. Section 3 Survey strategy is an exploration technique that reviews singular units that have been inspected from the fundamental populace just as the methods of the information assortment utilized in the overview, for example, the development of the polls. Thus, a study research strategy would investigate the precision of the review reactions just as the strategies that can be utilized to improve their number. Much of the time, the scientist embraces the studies in order to have the option to make measurable derivations with respect to the populace under investigation (Zikmund, 2013). The graph underneath shows a rundown of the advantages and difficulties looked by this examination technique as will be talked about later in the paper. Section 4 Longitudinal Research Method Survey Research Method Refers to an observational investigati on that is directed upon similar subjects or test through the social occasion of information more than once over some undefined time frame. This timeframe may reach out to even one year or past like 10 years Refers to an exploration strategy that reviews singular units that have been tested from the principle populace just as the procedures of the information assortment utilized in the overview, for example, the development of the polls. Advantages Challenges Benefits Challenges 1. It permits the analysts to effortlessly distinguish any progressions or advancements that may happen in the qualities of the objective or test populace both at the individual and gathering levels. 1. The perceptions by definition are not autonomous. As such the investigation should consistently represent the information reliance. 1. It is moderately simple to create and to control particularly when utilizing propelled study

Do males and females have different abilities when estimating size free essay sample

This review is to look into for people changed capacities of assessing size. The estimations were taken from a gathering of 20 guys and females with comparative ages. My theory was that women’s capacity of evaluating objects is superior to men, and the aftereffect of the analysis affirmed my speculation, in spite of the fact that not all ladies assessed superior to men. I will keep a similar disposition to maintain a strategic distance from visual mistake. It will help improving my examination and show signs of improvement data. At long last, I will make a finish of my trial. Presentation: This test is about whether guys and females have various capacities when assessing size. My speculation is that females can gauge superior to guys. So as to demonstrate this theory, we let various sets of young men and young ladies to appraise a few items. Research Methodology: We let 10 sets of understudies to figure 6 articles. The 6 items are 10 centimeters cup, 13 centimeters mobile phone, 29. Ten sets of understudies were standing 1 meter away from the items, evaluated the sizes and hollered the information while we recording them. The control factors are the measures of 6 items and variable components are estimations of understudies. Research Results: I make sense of the normal information of each objects’ estimations. For the 10 centimeters cup, the normal information of male is 12. 6 centimeters and 13. 9 centimeters for female. For the 13 centimeters wireless, the normal information of male is 13. 4 centimeters and 14. 4 centimeters for female. The normal information of male is 162. 1 centimeters and 163. 6 centimeters for female for the 163 centimeters individual. For the 78 centimeters table, the normal information of male is 73. 3 centimeters and 76. 7 centimeters for female. As the information appears, the normal information of female is a lot nearer to the real size, so female can gauge superior to male. Likewise, the normal information of female is consistently greater than male’s. The pattern is self-evident. Conversation: From the charts we can see that female’s gauge is entirely different with one another. My speculation is that female can evaluate superior to male, and the analysis totally bolsters my thought. I keep the separation of 1 meter from articles and understudies. In the wake of recording the information they shouted out, I made sense of normal information of each investigation, and afterward I looked at the normal information of female and male to the genuine size of items. I discovered that the vast majority of the normal information of female is nearer to the genuine size than male. Along these lines, my speculation is demonstrated. I asked 20 understudies who have comparable age. I likewise keep the number guys and females same to keep the information have less mistake. From my report, we can see when the separation is 1 meter, female can appraise more precisely than male when they see the things far away from them. Additionally, this analysis of my science report despite everything has a few angles to improve. For instance, I can attempt diverse separation, shading or shape. Perhaps they will impact the outcome. As I would see it, my overview is sufficient to find the right solution. The outcome reveals to us female can gauge superior to male, this is known as the various capacities among male and female. Actually, the examination can’t clarify the genuine article. Despite the fact that the outcome is same to my review, I think on the off chance that we need to find genuine solution, we need more data and correlation, possibly 3 to 5 investigations. It is difficult to stay away from mistake, however the appropriate response will be valid after a few examinations. My point is to show the various capacities among male and female. The outcome may impact our insight. A large portion of individuals believe that male can assess better since they are acceptable at strong geometry and spatial creative mind capacity. From my examination, the idea isn't right. As a rule, my examination can without much of a stretch show individuals the explanation, procedure and result. End and: taking everything into account, female can show improvement over male. This is inborn capacity. Likewise, when we are doing examination, we ought to do this multiple occasions, or we will get mistaken outcome. Attempt all factors that may impact the outcome. At long last, we will find right solution.

Theories of Intelligence and Students Achievements

Synopsis The article examines the pretended by verifiable speculations of knowledge in affecting the accomplishments of teenagers in science. This was done through two research examines that included various gatherings of young people. The main examination included 373 teenagers in seventh grade. This investigation had two factors: understudies who believed that insight could be effectively impacted, and understudies who accepted that knowledge was fixed and can't be altered.Advertising We will compose a custom research paper test on Theories of Intelligence and Students’ Achievements explicitly for you for just $16.05 $11/page Learn More The analyst tried the viability and impact of objectives and conviction on singular exertion. In the subsequent investigation, a gathering of 48, seventh graders was taken through a learning model that concentrated on progress of understudy inspiration with respect to their convictions. A benchmark group of 43 understudies was likewise includ ed as a feature of this investigation. In the primary investigation, the conviction that knowledge can be modified indicated an upward pattern in grades that understudies achieved inside the two years of the examination. The conviction that insight was fixed didn't show either an upward or descending pattern on student’s grades. The evaluations stayed unaltered for the time of study. In the subsequent investigation, the test bunch indicated an upward pattern in grades while the benchmark group demonstrated a descending pattern. These outcomes can be ascribed to the numerous formative changes that teenagers experience. These progressions decide their scholastic accomplishments relying upon how they influence their convictions. Thus, convictions on knowledge influence their evaluations fundamentally. For instance, understudies who accepted that insight was fixed performed inadequately in scholastics since they did not have the inspiration to deal with difficulties. Conversely, understudies who accepted that they could modify their insight, were persuaded enough to deal with difficulties without surrendering regardless of whether they fizzled. Furthermore, understudies in this gathering worked more diligently so as to expand their knowledge and achieve high evaluations. As per the discoveries of the examination, insight speculations can be controlled, in actuality, to adjust the results of circumstances. Response The examination has a few qualities that approve the discoveries. The foundation of control bunches assisted with confirming the discoveries of the trial gatherings. Furthermore, the quantity of members killed the chance of inclination. The main investigation included 337 understudies while the subsequent examination included 99 understudies. Then again, the main examination wiped out any uncertainty of the finding’s viability in showing the impacts of knowledge hypotheses on accomplishment since it was directed for a long time. At long las t, the investigation had the option to decide the impact of insight speculations on accomplishment dependent on the findings.Advertising Looking for explore paper on instruction? We should check whether we can support you! Get your first paper with 15% OFF Learn More It effectively demonstrated the connection between students’ accomplishments and their various convictions concerning insight speculations. The investigation had shortcomings as well. It included understudies from one school as it were. This could have presented some inclination in the discoveries. The examination ought to have included more schools to take out prejudice in light of the fact that each school has various components that either help or prevent students’ confidence in insight hypotheses. In the subsequent examination, the test bunch got extra preparing that could have presented some inclination in the discoveries. Furthermore, the length of study was not adequate to approve the outcomes. This was dissimilar to in the main investigation where understudies were followed for a long time. At long last, the investigation was uncertain in light of the fact that it didn't think about the impact of showing these hypotheses to understudies, which could adjust their convictions. It just considered the impact of students’ convictions on the hypotheses. This exploration paper on Theories of Intelligence and Students’ Achievements was composed and put together by client Rocco Thompson to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; be that as it may, you should refer to it in like manner. You can give your paper here.

Tips For Writing an Argumentative Essay

Tips For Writing an Argumentative EssayWriting an argumentative essay is not easy. As someone who has been writing essays since the fourth grade, I know that it is not for everyone. But with practice and a bit of determination, anyone can learn to write an argumentative essay.One of the most important things to remember is to have your essay ready when you sit down to write it. Although there are many online resources for help, I would not trust the opinions of others as I do not believe anyone is worth your time. Make sure that your essay is finished, your research is done, and that you are comfortable enough with the topic to go ahead and write. A poorly written essay will defeat its purpose of persuading someone to take your side, and your points of view will not be convincing.Your essay should be long but written with clarity. It should be thorough, and you should include your arguments in the body of the paper. If your writing does not offer a clear argumentative argument, you w ill not persuade anyone of anything.If you're planning on writing an essay, make sure you prepare well before writing. Some essays require you to spend much more time researching the subject than others. You should invest enough time in your research to give you a chance to write your essay well.An outline is not always required. However, if you can't write an argumentative essay by yourself, you should find an outline that will help you organize your thoughts and ideas. It should contain a lot of information, especially if you are writing an argumentative essay. The introduction, chapter one, chapter two, and chapter three should be written first. Once you get your first draft of the essay written, you can then move onto the next topics.Donot underestimate the importance of research. In fact, the more research you do for your essay, the better your argumentative essay will be. Although you should not begin an argumentative essay until you've done a good amount of research, it is a good idea to have a little research first. To make sure that you've gotten a good deal of research done, do some simple research using search engines.In summary, writing an argumentative essay is not hard. Writing one is difficult if you don't know what you're doing, and requires you to have your essay done by a professional. So before you write one, do a bit of research, plan ahead, and prepare an outline. This will ensure that you get the best result out of your effort.

Essay on Macbeth - 831 Words

Responsibility for the Tragedy nbsp;nbsp;nbsp;nbsp;nbsp;In Shakespeare’s classic tragedy of Macbeth the main character Macbeth is driven from his status as a well respected warrior and lord of not one, but two Scottish regions to a dishonest, unloyal murderer. Macbeth gets caught in a web of lies and vile acts of murder in which he brings about his own demise. His criminal actions lead up to his tragic ending of life. ‘ They have tied me to a stake; I cannot fly, But bearlike I must fight the course.’ His great ambition and gullibility of the witches predictions are two of the biggest factors of his downfall;however, Lady Macbeth was probably the biggest influence in the whole tragedy. nbsp;nbsp;nbsp;nbsp;nbsp;Early in the†¦show more content†¦Lady Macbeth played a large role as Macbeth’s seductress and brainwasher. Lady Macbeth persuaded her husband to kill the King not so that he would himself be King but so that she could be Queen.Although because of her involvement in this web of lies she felt guilty and drove herself insane worrying about what had happened and what would happen to her and her husband for being so dishonest. She was not responsible for the tragedy, she was only a manipulative factor in the scheme of things. Even though it does take two to tango, Macbeth tangoed on his own. nbsp;nbsp;nbsp;nbsp;nbsp;After the death of Duncan Macbeth begins to work on his own without the help of his wife. He plans the murders of Banquo and the heir to the throne, Banquo’s son Fleance. Although it does not turn out as expected Macbeth remains calm until Banquo’s ghost appears. ‘... and keep the natural ruby of your cheeks, when mine is blanched with fear.’ This was the turning point in the whole story because until this point everything was going great for Macbeth, he had power, fame and fortune, all you could ever want;however, when this ghost appeared Macbeth went on a little insanity trip. He, also like his wife was engulfed with guilt and unable to function properly anymore. This led to another visit with the witches. ShowingShow MoreRelatedMacbeth : Macbeth 1411 Words   |  6 PagesPeter Klimek Mrs. Moeller Macbeth Rough Draft 3/7/16 Ambitionz Az Macbeth Macbeth is a character in a play by Shakespeare with a tragic flaw. He had a quick rise to power and shortly after that a fall. Macbeth’s tragic downfall is a consequence of his vaulting ambition which is fueled by greed, fear and arrogance. Lady Macbeth and the three witches also have a major key in influencing his emotions. They manipulated the emotions he felt so he acted more rashly on them. Macbeth was a guy that couldRead MoreMacbeth Essays : Macbeth 1064 Words   |  5 PagesMacbeth Analytical Essay In life, there are two types of people: those who do the right thing and those who don’t. In the play Macbeth, by Shakespeare, the main character Macbeth is given a prophecy by three witches that says he will become king; however, there is no descending line of kings of his own blood. With the knowledge of the Witches’ prophecy, Macbeth’s ambition, and manipulation from his wife, Lady Macbeth, Macbeth is quickly dragged into a never-ending, bloody murder rampage to obtainRead MoreMacbeth - Imagery in Macbeth1331 Words   |  6 Pagesart of making images, the products of imagination. In the play Macbeth Shakespeare applies the imagery of clothing, darkness and blood. (listed from least to most), Each detail is his imagery, it seems to contain an important symbol of the play. Symbols that the reader must understand if they are to interpret either the passage or the play as a whole. Within the play Macbeth the imagery of clothing portrays that Macbeth is seeking to hide his disgraceful self from his eyes and othersRead MoreMacbeth864 Words   |  4 Pagesimagination. In any piece of literature, imagery plays a significant role in illustrating the characters. In the play, Macbeth, written by William Shakespeare, the characters of Macbeth and Lady Macbeth are developed through the use of clothing, sleep, and blood imagery. Through the use of clothing imagery, Shakespeare exposes and develops the character of Macbeth. In the beginning, Macbeth is seen as loyal soldier of King Duncan. When presented with the title of Thane of Cawdor, he says Why do you dressRead MoreMacbeth1700 Words   |  7 PagesThe Loyalty of Masculinity In William Shakespeare’s Macbeth the main theme of loyalty is explored throughout the play by main characters. Loyalty can be defined as faithfulness or unwavering devotion to a person or cause. Duncan, Banquo, Macduff and Macbeth are all essential characters who are given opportunities to express their loyalty, however it is the different ways in which these characters choose to be loyal or disloyal that shape the play as a whole. It is the character’s loyalty and/orRead MoreMacBeth867 Words   |  4 Pagesart, and Cawdor, and shalt be what thou art promised. Yet for I fear thy nature; It is too full o’th’ milk of human kindness to catch the nearest way† (Shakespeare 1.5.12-15). Lady Macbeth is the bad influence Macbeth has in his life that persuades him into killing King Duncan and rushes into being King. Before Macbeth became paranoid after the brutal death of King Duncan, he was a worthy captain of the kings army. â€Å"The service and the loya lty I owe in doing it pays itself. Your Highness’ part isRead MoreMacbeth1038 Words   |  5 Pageswith it?  Would you do  right or wrong? To ignore the premonitions  or to go ahead,  knowing that if you do go ahead you would  destroy the natural order? This is what Macbeth had to solve within himself,  his internal conflict. Ladies and Gentlemen, an overriding theme of conflict is established within William Shakespeare’s tragic play â€Å"Macbeth†. Conflict. What is conflict? We simply define conflict as the struggle between opposite forces or different opinions between people. Though it doesn’t always haveRead MoreMacbeth739 Words   |  3 PagesSynopsis Macbeth  is a play about a Scottish nobleman who learns, from a prophecy given to him by three witches, that he is to become king. When Macbeths ambition overcomes his moral judgement, he assassinates the reigning king and fulfils the prophecy. In doing so, however, he undermines his own rule with insecurity - insecurity he created when he upset the natural succession to the throne. Beheaded in battle, Macbeths death allows the rightful heir to reclaim the throne and order is restoredRead MoreMacbeth1388 Words   |  6 Pages Macbeth: Character Analysis The Tragedy of Macbeth, by William Shakespeare, is about a soldier, Macbeth, and his friend, Banquo, who meet up with three strange witches who share prophecies with the two men. Macbeth is told that he will become king someday and rule the land of Scotland. The rest of the play follows the actions of once a loyal soldier turned into a greedy king, who seeks to hold the crown forever no matter what the consequences may be. Throughout the play Macbeth displays himselfRead MoreMacbeth757 Words   |  4 Pagesat me† Macbeth to Banquo’s ghost. â€Å"This is the very painting of your fear† Lady Macbeth to her husband. â€Å"Double, double toil and trouble; Fire burn, and cauldron bubble†. Witches (4.1.1) Images of disguise and concealment (appearance vs reality): â€Å"Look like the innocent flower but be the serpent under’t† Lady Macbeth, 1, 5 â€Å"False face must hide what the false heart doth know† Macbeth, 1,7 â€Å"There’s daggers in men’s smiles. The near in blood, the nearer bloody† Donalbain 2, 3. Macbeth tells

Ww1 Technology Essay - 1526 Words

World War I, also known as the First World War, the Great War and the War to End All Wars, was a global military conflict which took place primarily in Europe from 1914 to 1918.[2] Over 40 million casualties resulted, including approximately 20 million military and civilian deaths.[3] Over 60 million European soldiers were mobilized from 1914 Ââ€" 1918.[4] The immediate cause of the war was the June 28, 1914 assassination of Archduke Franz Ferdinand, heir to the Austro-Hungarian throne, by Gavril Principe, a Bosnian Serb citizen of Austria-Hungary and member of the Black Hand. The retaliation by Austria-Hungary against Serbia activated a series of alliances that set off a chain reaction of war declarations. Within a month, much of Europe was†¦show more content†¦Many of the deadliest battles in history occurred during the First World War. Such battles include Ypres, Vimy Ridge, Marne, Cambria, Somme, Verdun, and Gallipoli. The combination of machine guns and barbed wire was responsible for the largest number of casualties during the First World War. Machine guns The machine gun is perhaps the signature weapon of trench warfare, with the image of ranks of advancing infantry being scythed down by the withering hail of bullets. The Germans embraced the machine gun from the outset - in 1904, every regiment was equipped with one machine gun - and the machine gun crews were the elite infantry units. After 1915, the MG 08/15 was the standard-issue German machine gun. Its number entered the German language as an idiomatic expression for dead plain. At Gallipoli and in Palestine the Turks provided the infantry, but it was usually Germans who manned the machine guns. The British High Command were less enthusiastic about machine gun technology, supposedly considering the weapon too unsporting, and they lagged behind the Germans in adopting the weapon. In 1915 the Machine Gun Corps was formed to train and provide sufficient heavy machine gun teams. To match demand, production of the Vickers machine gun was contracted to firms in the USA. By 1917, every company in the British forces was also equipped with four light Lewis machine guns, which significantly enhanced theirShow MoreRelatedWeapons And Technology Advancements During Ww1947 Words   |  4 PagesWeapons and Technology Advancements during WW1 World War 1(WW1) introduced many different types of machinery and weaponry to the world. It was known to be the greatest enhancements technological warfare. It introduced many different types of machinery and weaponry to the world. Some examples would include the first models of tanks, machine guns, airplanes and aircraft carriers(History 1). As the war progressed in years, the weapons and machines got substantially better. These improvements contributedRead MoreHow Did the Development of Technology Affect World War 1?1358 Words   |  6 PagesTechnology greatly affected the way in which wars were fought, especially in World War I. The inventions of the repeating machine gun, the development of poison gas, and the introduction of the first tanks caused armies to fight using the bunkering method. This allowed men to huddle in trenches along what are called skirmish lines and throw, lob, and fire by other means weapons to cause damage while men were protected by about 4 to 5 feet deep earth. This caused men to fight in rear or echelon columnsRead MoreWorld War 1 Essay921 Words   |  4 PagesArshdeep Singh 3/31/11 Mr. Rod 1st p WW1 Essay In the 19th century when WW1 ended with the signing of the Treaty of Versailles. It left many long term causes some of them being the Ottoman Empire, Germany, and the Austro-Hungarian Empire all fell. But due to their falling it lead to new colonies being made in their place by the people. The leading cause to all the demolition after ww1 and ww1 are Militarism and military plans, Alliance system, Imperialism, Mass Politics, Intellectual ContextRead MoreWorld War I And The Cold On The Western Front1189 Words   |  5 PagesWeaponry in WW1 was not only necessary in the field but also to slingshot the world into the future, along with bettering our tactics from deadly trench warfare all which would be tested in the upcoming WW2. WW1 would slingshot the world into a new era of warfare, the infantry and a rifle that has proven useful since its invention. The tactics that would either save or cost many soldiers their mental states or the physical. Also the artillery that would completely destroy an enemy s will and fightingRead MoreImpact Of The Great War On The World War I1140 Words   |  5 Pagesrole of Australia in the war and its impact upon the nation. In this assignment, key events and actions that lead to the outbreak of war and Australia’s involvement in the war will be talked about. A particular element of the First World War is the technology that was used. Weaponry, artillery, aircrafts and technological advances will also be mentioned. Outbreak of World War 1 The First World War killed millions of people. Over 9.8 million soldiers died and 20 million soldiers were injuredRead MoreWeapons of the First World War698 Words   |  3 Pages Research Overview of WW1 Weapons During World War I many new kinds of weapons and technology were invented and improved. Some of these weapons included tanks, chemical and biochemical weapons, grenades, and machine guns. Chemical Warfare was used for the first time on a large scale in World War I. There are two main types of chemical warfare, one affects the surface of the body they come in contact with and the other affects the nervous system. Almost all chemical warfare weapons needed to beRead MoreThe Defense Of The Suez Canal957 Words   |  4 Pagesnot print it out) that shows the battle. Include a visual representation of the battles. This can be a symbolic representation or an image of how you imagined the battle looked. This also must be created by you, not printed or photocopied. New Technology in Weaponry Choose 3 of the following weapons Answer the following questions for each: A) How was the weapon created? B) What battle(s) was the weapon first used in? C) How did the weapon change the nature of war? Is this weapon (or a versionRead MoreLesson 8.02: World War I: Causes and Alliances756 Words   |  4 Pagesthe rise of Nationalism combined to spark WW1 because Austria- Hungary, where he was from, declared war with Serbia, which are the people who killed him. I thought this was expected from Austria-Hungary. Especially back then if someone important was killed they would start a huge war over it, just to get justice. MANIAC Chart: Discuss two other main causes of World War I from the MANIAC chart and how they are connected. Two other main causes of WW1 from the MANIAC chart I saw was some jealousyRead MoreAll Quiet On The Western Front1445 Words   |  6 PagesAll Quiet On The Western Front is an account of WW1, from the perspective of a soldier named Paul Baumer. The author of the novel, Erich Maria Remarque, based the novel on his own life as he too fought in the war and was transferred to the Western Front. The war destroyed the men that took part in it. Simply put Remarque’s novel is an example of how the war has shaped history and if it were not read we would still be at war like they were in WW1, disoriented and unorganized. World War 1 was a historicalRead MoreWorld War One: Before, During, After1734 Words   |  7 PagesItaly. However, the main source of tension was not between the alliances, but between the powers that led them: Britain and Germany. It is arguable that this underlying tension may have been the indirect cause of conflict. Many attribute the spark of WW1 to be the assassination of Archduke of the Austro-Hungarian Empire, Franz Ferdinand. The assassination, which was a happy accident†, escalated. This event set off a chain reaction that resulted in Austria-Hungary, with German support, launching an

Cask Of Amontillado (1151 words) Essay Example For Students

Cask Of Amontillado (1151 words) Essay Cask Of AmontilladoSome people wonder is Montressor was insane in the short story of The Cask ofAmontillado. Well to me, he was. I say this because would a sane man wantrevenge on a person? Would a sane man want to kill someone in such a slow andpainful way? That is the idea that is going to be discussed in this essay. Imust not only punish but punish with impunity (p. 149) That line in itself justsays that he is not a normal thinking human being. This is when he starts tomake out his plan of retribution. During this time, Montressor was careful notto arouse Fortunatos suspicions. Neither by word or by deed had I givenFortunato cause to doubt my good will. I continuedto smile in his face, andhe did not perceive that my smile now was at the thought of his immolation (p. 149). Fortunato had a weakness, which Montressor thought could be good for hisimplementing his plan. Fortunato prided himself upon being a connoisseur of finewines. In this respect, they were both equals. So therefore, he knew that hewould catch on to the bait and fall into the trap. Montressor knew thatFortunato had been drinking and this was even more of a good thing for him. Hehad shown his gratitude for finding Fortunato because he had just purchased alarge cask of what he thinks in Amontillado, which is a dry sherry. Montressorhad his doubts about its authenticity and so didnt Fortunato. AmontilladoImpossible! And in the middle of a carnival! (p. 149). Montressor then told him that he also had his doubts, that he had already paidfull price and that he was sorry for not consulting with him first. He thentells Fortunato that he was on the way to Luchesis because he wanted to knowits authenticity. That was just a piece of the bait to make Fortunato come intothe trap. Fortunato was also placing himself in the trap by suggesting that theygo to their vaults to taste the Amontillado. Montressor plays like he doesntknow what he is about to do. Most insane people do that. He claims that he andFortunato shouldnt go because Fortunato has a serious cold. He insisted thathe stay behind because the dampness and the niter wouldnt be good for hiscough. Fortunato once again, took the bait and the plan was put into action. When they had arrived, there was no one there. All the servants were goneaccording to plan. Montressor kept insisting that they go back because of theniter and of Fortunatos cough. We will go back; your health is precious. You are rich, respected, admired, beloved; you are happy, as once I was. For meit is no matter. WE will go back; you will be ill, and I cannot be responsible. Besides, there is Luchesi (p.150). But once again, He wanted to taste theAmontillado and he was putting himself closer and closer to his own death. Theyboth kept walking and Montressor kept saying that they should go back. AndFortunato kept creeping closer to his death. The soon reached the room where theAmontillado was kept. At the most remote end of the crypt there appearedanother less spacious. Its walls had been lined with human remainsThree sidesof this interior crypt were still ornamented in this manner (p. 152). Thebones had been removed from the fourth wall and were scattered around the crypt. By doing this, there was an empty crypt in depth about four feet, inwidth three, in height six or seven. which had been created (p. 152). .ud2c873cc33ec58b0edd8e36f5c1fb5b3 , .ud2c873cc33ec58b0edd8e36f5c1fb5b3 .postImageUrl , .ud2c873cc33ec58b0edd8e36f5c1fb5b3 .centered-text-area { min-height: 80px; position: relative; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3 , .ud2c873cc33ec58b0edd8e36f5c1fb5b3:hover , .ud2c873cc33ec58b0edd8e36f5c1fb5b3:visited , .ud2c873cc33ec58b0edd8e36f5c1fb5b3:active { border:0!important; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3 .clearfix:after { content: ""; display: table; clear: both; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3:active , .ud2c873cc33ec58b0edd8e36f5c1fb5b3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3 .centered-text-area { width: 100%; position: relative ; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3:hover .ctaButton { background-color: #34495E!important; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3 .ud2c873cc33ec58b0edd8e36f5c1fb5b3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud2c873cc33ec58b0edd8e36f5c1fb5b3:after { content: ""; display: block; clear: both; } READ: The Secret Life of Bees by Sue Monk Kidd EssayFortunato was intoxicated at this point from all the drinks that Montressor hadoffered before. He then told Fortunato to enter where he then in a moment,changed him up to the granite. In its surface were two iron staples, distantfrom each other about two feet, horizontally. From one of these depended a shortchain, from another a padlock. Throwing the links around about his waist, it wasbut the work of a few seconds to secure it (p. 152). Fortunato was taken bysurprise but too intoxicated to resist. The Amontillado! Fortunato calledout. True, Montressor replied, the Amontillado (p. 152), As thosewords were spoken, Montressor was carrying out the last things of his plan. Under the pile of bones were some building stones and mortar. With these and histrowel, he started closing up the entrance to the crypt. During this time,Fortunatos intoxication started wearing off and he started to hear sloe moanscoming from inside. There was a long obstinate silence. I laid the secondtier and the third, and the fourth; and then I heard the furious vibrations ofthe chain. The noise lasted for several minutes, during which, that I might havehearken to it with more satisfaction (p. 152). Now how could a sane personkeep working while listening to the moaning and the movement of the chains? Howcould a sane person get a feeling of satisfaction from that? That is one of thethings that make Montressor insane before he commits the act of inhuman murder. Just as the wall was about chest level, Montressor peeks in and then hears theloud and shrill screams that came from Fortunato. For a short time,Montressor was frightened and he trembled, but he realized that no one couldhear him so he started re-echoing him. Then it grew quiet again. As the task wasalmost complete, a low laugh could be heard from the interior of the niche. Itwas accompanied by a somewhat sad voice. Ha! ha! ha! he! he! A verygood joke, indeedan excellent jest. We will have many a rich laugh about it atthe palazzohe! he! he!over our winehe! he! he! (p. 153). Montressorresponded and echoed Fortunatos laughter. Fortunato then reminded Montressorthat it was getting late, and that people would start looking for them. Let us be gone, Fortunato said. Yes, Montressor said,let us be gone. Fortunato cried out, For the love of God,Montressor! And he replied, Yes. For the love of God! (p. 152). Then there was a silence. Montressor then called out for Fortunato, butthere was no reply. He then again looked inside and he let the torch fall. There came forth in return only a jingling of bells. Y heart grew sick; itwas the dampness of the catacombs that made it soI forced the last stone intoplaceI re-ereceted the old rampart bones. For the half of a century no mortalhad disturberd them (p. 153). That last paragraph just shows that at thevery end, he felt a little guilt, but he was too rapped up in what it was donefor, that he found something else to blame for him feeling that way. This wholeessay explains that he was insane. It shows you the steps and the actions thatthis man had done just to get revenge. No sane man would plot this out so wellthat no mortal hasnt touched the grave site for a half of century.

Book Reviews On Politics In 17Th Century Europe Essays -

Book Reviews On Politics In 17Th Century Europe The two journals that I chose to use for my reviews were History and Theory: Studies in the Philosophy of History published at Wesleyan University, and Renaissance Forum. I will be looking at two reviews of historical Books written about two very different places and themes. The first Book entitled Marxist Historians and the Question of Class in the French Revolution by Jack Amariglio and Bruce Norton, looks at life before during and after the French revolution tries to explain the causes and Dynamics of the Revolution itself. The article evaluates the importance of the Classes in defining the revolution. The reviewer says that the book while taking care consideration to explain the nature of the revolution could have used a much more respectable and justified foundation for its research than Marxist theory. The reviewer states that the complexity of their explanations while admirable causes much confusion throughout the book. This complexity stems from their loose, multiple, and often contradictory notions of class influenced partly by Joseph Barnaves stage theory of pre revolutionary France and by Vulgar Marxism. This review would be useful in deciding whether or not the book is worth reading. It does not however, provide enough background or synopses of the book itself to be used as a research tool. The review of the Book Political Culture and Cultural Politics in Early Modern Europe, takes quite a different approach to the task of criticism. It gives a lengthy background on the book itself and provides in detail many of the theories upon which the book is based. The review breaks the book down almost by chapter and theory discussing each one for validity. The author of the review Mark Stoyle of University of South Hampton takes a fresh approach to the often-monotonous task of Book reviewing. His opening line Whenever I hear the word cultureI release the safety catch on my pistol is quite a unique way of grabbing the readers attention. This review would be quite useful in research due to the detail of the criticism. History Essays

Lab Report Acid Base Titration Essays

Lab Report Acid Base Titration Essays Lab Report Acid Base Titration Paper Lab Report Acid Base Titration Paper This allows for quantitative analysis of the concentration of an unknown acid or base solution. It makes use of the naturalization reaction that occurs between acids and bases and the knowledge of how acids and bases will react if their formulas are known. Acid-base titration can also be used to find percent purity of chemicals. When a weak acid reacts with a weak base, the equivalence point solution will be basic if the base is stronger and acidic if the acid is stronger. If both are of equal strength, then the equivalence pH will be neutral. However, weak acids are not often titrated against weak bases because he color change shown with the indicator is often quick, and therefore very difficult for the observer to see the change of color. The point at which the indicator changes color is called the end point. A suitable indicator should be chosen, preferably one that will experience a change in color (an end point) close to the equivalence point of the reaction. First, the burette should be rinsed with the standard solution, the pipette with the unknown solution, and the conical flask with distilled water. Secondly, a known volume of the unknown concentration solution should be taken with the pipette and placed into the Monica flask, along with a small amount of the indicator chosen. The known solution should then be allowed out of the burette, into the conical flask. At this stage we want a rough estimate of the amount of this solution it took to neutralize the unknown solution. The solution should be let out of the burette until the indicator changes color and the value on the burette should be recorded. This is the first (or rough) titer and should be discussed from any calculations. At least three more titration should be performed, this time more accurately, taking into account roughly where the end point will occur. The initial ND final readings on the burette (prior to starting the titration and at the end point, respectively) should be recorded. Subtracting the initial volume from the final volume will yield the amount of iterant used to reach the endpoint. The end point is reached when the indicator just changes color permanently.

HR Management Transformation Research Paper Example | Topics and Well Written Essays - 750 words

HR Management Transformation - Research Paper Example This can be explained with the help of an example. Business leaders would want to maximize their profits. The HR leaders may be honored if they are capable of explaining the business leaders of numerous ways to manage the people in the organization for maximizing their profitability. In order to develop a better organization, the leaders need to have lucidity in their thoughts as well as sense of directions. They need to have patience which seems to be the toughest stage. Since the HR managers needs to face the situations where negotiations are made, therefore, the HR leaders’ need to be self disciplined (Saha, n.d.) It can be mentioned that the history of the human resource management can be traced back to the 19th century during the existence of the welfare officers. It was the First World War that sped up alterations in the development of personal management where the women were recruited in order to fill up the gaps that were left by the men who were going to fight. It was during the Second World War, the concept of welfare and personnel work came into being. Further, during the 1960s and the 1970s the development of employment was evident. ... HR as a strategic partner can be understood as maintaining long-term relation with the organizational partners so that the common objectives can be achieved. The companies are capable of making the human resources as the strategic partner’s by delivering effective human resource services. The main reason behind the change of HR management from administrative and operational functions to the strategic partner is that there is constant change in the demands and trends of the organization triggering the need for new ways of thinking as well as operating. Such change necessitates the HR as well as the other professionals to alter their ways of looking at things. In order to add value to the organization, it becomes essential for the human resource professionals to play new roles and thus show broader competencies with the change in time. Furthermore, the companies require new model so that they can assist the decision makers at making sound decisions related to the human resource policies. The companies are capable of enhancing their competitive advantage by aligning the HR strategies to their business plan (Dye, n.d.). Ford Motor Company has changed it view from tough managerialism that can be described as a management philosophy based upon the rigid pursuit of tight control over its employees, to a strategy where the employees are encouraged to participate and involve themselves in the strategy building process. According to the views of the HR Director of Ford Motor Company, Mr. Patrick David, for the restructuring organizations the job of the human resource department comprises one of the challenging tasks. Since many years, human

Personal Development Plan Essay Example | Topics and Well Written Essays - 2000 words

Personal Development Plan - Essay Example An individual should critically assess if these objectives are attainable and realistic (Clarkson, 2001, p.14). Lastly, he/she should set objectives within a time frame (W. Hoeger & S. Hoeger, 2011, p.54). This paper highlights my personal resume. It also presents two to three theories discussed in class. This paper outlines Myers-Briggs test and MAPP career assessment as tools that describe my personality traits, strengths, weaknesses, and potentials. Lastly, it presents my SMART action plan and integration of theories that were discussed in class. 2.0 Brief Resume FATMA ABDULKAREEM HLWANI Personal Information Gender: Female Nationality: Arabian Date of Birth: June 6, 1986 Place of Birth: Jedah, KSA Education College: COLLEGE OF BUSINESS ADMINISTRATION IN KAAU Bachelor degree High school: JEDDAH K.S.A. Core Competencies Computer literate Possesses the ability to interact with people in different walks of life Capacity to lead Work Experience GNP GENERAL HOSPITAL Worked as an HR staf f 3.0 Personality and Career Assessment Researchers defined personality as a persistent pattern of interpersonal processes and behaviors (Burger, 2008, p.4; Hampson, 1988). Several researchers attempted to determine aspects of personality through various tests (Kaplan & Saccuzzo, 2008, p.18; Frick et al., 2009, p.22). Myers-Briggs test is a widely utilized personality test in the workplace. It is used to determine the different personality styles of employees. This test utilized three polarities namely, thinking vs. feeling, extroversion vs. introversion, intuition vs. sensation. Researchers added judgement vs. perception to these polarities. Carl Jung (as cited in Cohen, 2011) contends that each polarity is mutually exclusive from one another. Thus, individuals cannot process the world through thinking and feeling at the same time. A side of the polarity dominates the other (Cohen, 2011). Individuals who scored higher in thinking compared to feeling are commonly analytical and rati onal in making decisions. In contrast, feelers rely on circumstances and subjective evaluation in decision making (Wilde, 2008, p.16). Extroverts tend to prefer the company of others while introverts thrive in solitary activities (Wagele, 2006, p.109; Jung, 2006, p.44). Meanwhile, sensors prefer to process information through the senses and tend to rely on minute details. In contrary, intuitors heavily depend on insights instead of sensory data (Saklofske & Zeidner, 1995, p.215). Lastly, judgers prefer structure, planning, and predictability, while perceivers opt for flexibility, openness, and spontaneity (Cohen, 2011). Previous researches suggest that this test is a valid and reliable measure of an individual’s personality (Stern, 2007, p.286). Validity refers to a certain test’s ability to assess what it purports to measure. Meanwhile, reliability is primarily concerned with the extent that the test offers similar results each time (Bayne, 1997). MAPP career assessme nt is utilized to determine the individual’s strengths. It has undergone extensive reliability and validity testing. A study conducted in 1997 showed that it had similar validity with Strong Interest Inventory. The occupational matches of these two tests range from 50%-90%. The second validity study indicated that the validity of MAPP career asses

Piaget’s Cognitive development theory Essay Example for Free

Piaget’s Cognitive development theory Essay Jean Piaget and his theory of the stages of cognitive development have made significant contributions to a wide cross-section of disciplines including educational psychology and applied developmental psychology. Though his original theory has undergone some amount of changes, the basic tenets are still applicable in understanding how humans develop progressively from birth to adulthood. Several theorists have criticized Piaget’s theory and have proposed alternative approaches to explaining human development. Other theorists have espoused Piaget’s theory with few modifications or additions to the original theory. Nevertheless his theory of cognitive development has had a tremendous impact on developmental psychology and will continue to represent a valid theory in helping to understand the nature and stages of human development. The field of applied developmental psychology has and will continue to benefit from the views put forward by Piaget. Biography of Jean Piaget Jean Piaget was born in Neuchatel, Switzerland on August 9, 1896 to what he described as a ‘tumultuous family environment. From an early age Piaget showed signs of having superior intelligence and acquired an interest in several fields of study including psychoanalytic theory, philosophy, mechanics and natural history. At the very young age of ten he published a study on mollusks (malacology). Several years later, in 1917 he published a philosophical novel. His intellectual and research accomplishments thereafter are numerous. In 1918, at only 21 years of age he obtained his doctoral degree in Biology from the University of Neuchatel continuing his study of mollusks in his thesis. His interest in philosophy and psychology led him to Zurich where he worked with mental patients while studying psychoanalytic theory. His interest in child developmental psychology began in Paris with his work in a laboratory at a grade school. Here he worked along with Alfred Binet, who headed the laboratory, in standardizing reasoning tests for Paris children. He became curious about the thought processes of children that influenced them producing either the correct or incorrect answers. Piaget published a number of articles discussing the research he conducted here. In 1921 Piaget was made director of studies at the Institut J. J. Rousseau in Geneva. In 1923 he married Valentine Chatenay with whom he had three children. He continued his study of child psychology and later published five books on the topic. His background in Biology had a significant amount of influence in his research (Slavin, 2000). These publications subsequently distinguished him in this field of study. His academic and administrative appointments saw him working at the University of Geneva, the Sorbonne, the Institut des Sciences de l’Education, and the Bureau International de l’Education. He is also noted to have founded and directed a center for philosophers and psychologists called the Centre d’Epistemologie Genetique. He worked along with several other researchers including Alina Szeminska, Barbel Inhelder, and Marcel Lambercier. Among the research topics that he conducted extensive studies on have been noted the notions of number, physical quantity, and space; manipulation of objects; and the development of perception. These areas collaboratively contributed to his theory of cognitive development. His platform of study was both at the professional and personal level. It is widely known that he conducted detailed observations of his three children Jacqueline, Lucienne and Laurent throughout their infant and language development years. His wife, herself a psychologist, also worked along with him during his observations, recording the behaviors of their children (Fischer Hencke, 1996). Piaget’s contributions to the field of developmental psychological are indeed considerable and have been widely acknowledged. He was awarded the Distinguished Scientific Contribution Award in 1969 by the American Psychological Association for his contributions. At his death in Geneva on September 16, 1980, Piaget had written and published more than 40 books and over 100 articles or chapters dealing with the topic of child psychology. His earliest works include The Origins of Intelligence in Children (1936/1952), The Construction of Reality in the Child (1937/1954) and Play, Dreams, and Imitation in Childhood (1945/1951) (Fischer Hencke, 1996). To date his research is believed to have made the single most important contribution to developmental psychology (Slavin, 2000; Beilin, 1992) and to a large extent the field of cognitive development psychology was founded primarily on his work (Goswami, 2001, p. 259). Piaget’s theory of cognitive development Piaget sought to describe how development occurs from the moment of birth unto adulthood and the cognitive changes that occur as physical development takes place. Using his background in Biology and his knowledge of the way organisms behave relative to their environment, Piaget sought to explain how children think along these lines. Piaget’s position that children construct knowledge based on these processes was in antithesis to behaviorist orientation which suggested that behavior was molded exclusively by external environmental forces. Piaget’s theory was more constructivist in nature proposing that each child is actively involved in constructing his own reality. Construction of knowledge, Piaget argued, was facilitated via the interaction of the processes of adaptation, accommodation, assimilation and equilibration. Piaget commenced by proposing that children are born with a natural inclination to interact with and a need to understand their environment (Slavin, 2000). From the earliest stage children develop mental patterns that guide their behavior, what Piaget calls schemes. Schemes are used to â€Å"find out about and act in the world† (Slavin, 2000, p. 30). The goal of intellectual development, according to Piaget, was towards adaptation where existing schemes are adjusted in response to modifications in the environment. As new situations arise children either incorporate new objects or events into existing schemes through assimilation or they adjust existing schemes when new objects and events do not fit into those existing schemes in the process of accommodation. When unfamiliar situations arise a state of disequilibrium ensues and the processes of accommodation and assimilation facilitate the return to equilibrium where balance is restored between existing understanding and new experiences – the process of equilibration (Slavin, 2000). The dimensions of the theory Piaget believed that children passed through four different stages of development that are defined by different characteristic features from birth to adulthood. Piaget proposed that each child moves progressively through each of the stages of cognitive development as they mature physically. The four distinct stages of cognitive development that Piaget has specified are the sensorimotor, preoperational, concrete operational and formal operational periods. He also gives an estimate as to the age at which each child will enter either stage. Wakefield (1996) points out, though, that â€Å"the age range for each stage is only an average† a child may enter a specific stage earlier or later than that estimated by Piaget. However, each child, Piaget argues, must pass through each of these stages of development in the specified order and no child can skip a particular stage. It must also be noted here that his theory is necessarily universal as it examines only how all children will progress and does not seek to analyze individual differences among children. The sensorimotor period represents a child zero (0) to two (2) years old. The main aspects of this stage Slavin (2000) summarizes as where â€Å"infants learn about their surroundings by using their senses and motor skills†. Piaget believes that each child is born with some built in mechanisms and tendencies and these he labels as reflexes. Because a newborn child has not yet developed a concept of his environment, his initial response to this environment up to one month old is instinctive. These reflexes, however, soon become the basis through which the child acquires new perspectives and behaviors (schemes) in an attempt to learn about and understand his environment. From birth to one month children begin to establish schemes as they commence the processing of interacting with and understanding their environment. Initially displaying behaviors by simple reflex children soon begin to modify these reflexes. From one to four months children attempt to reproduce recurring themes in their schemas. Children later begin to establish repetitive patterns in behavior and to associate different behaviors with different schemes. Examples include an infant crying when hungry and laughing when happy. The period two to four months Fischer and Silvern (1985) notes as when the child is developing the ability to intelligently adapt individual actions such as grasping a rattle (p. 634). Between four and eight months children are more object-oriented paying more attention to objects in their external environment, becoming more observant and less preoccupied with issues related to themselves such as hunger and sleep. Children begin to display more coordination in their schemes. From eight to 12 months children become aware of what they want and begin to construct their own schemas in order to achieve their goals. Behaviors are now more deliberate, carried out with a particular purpose in view. From 12 to 18 months children they are exploring new possibilities with objects in their environment. A child’s action at this stage is very experimental using trial and error to discover new schemas. From 18 to 24 months children begin to transition from this stage to the second preoperational stage. They are developing the ability to function using symbolic representations. Of course a child at the sensorimotor stage may not necessarily be able to fully understand every new thing that he perceives in his environment. Wakefield (1996) comments that, even though a child is unable to perform some amount of logical thinking at this stage, there is still some attempt to understand his environment through the use of his sense perceptions and motor skills. The preoperational stage is between ages two and seven years approximately. At this second stage children begin to be able to use symbols to represent things mentally by associating those new things with objects they are familiar with. While they are a little more developed cognitively than the earlier stage they still have a very narrow view of their environment. Within this stage, from age two to four years a child is relatively egocentric believing that everyone else sees things from their perspective. They also possess some amount of animism, believing that objects have characteristics similar to living things such as the ability to move. From age four to seven children further develop their reasoning capacities even though their thought processes are not completely logical. They have difficulty, however, with the concepts of centration and conservation. Slavin (2000) explains these concepts by illustrating that in this stage a child does not understand that the amount of milk in a tall glass is the same when it is poured into a shallower container nor are they able to realize that an object painted a different color is still the same object. The third stage of cognitive development is the concrete operational stage which covers children aged seven to eleven. At this stage children, while experiencing difficult thinking in abstract, are able to form concepts and solve problems. Of course they must be able to relate such operations to already familiar objects or situations in order for them to function properly. They are now able to understand and apply the principles of conservation and centration. Their reasoning is also considerably more logical and can show interrelations between different objects and classes of objects. They are still limited, however, in that they are unable to reason in abstract terms but need concrete circumstances and examples as guides. A child in the final formal operational stage, lasting from age eleven (11) to adulthood, is now able to reason in abstract and to conceptualize situations beyond what they can see and touch. They have now developed the capacity to perform reasoning about events, actions or objects that they cannot see or that are strictly hypothetical and they are also able to use deductive reasoning. They begin to devise plans to solve problems and test their hypothesis against a variety of options. Piaget’s stratification of cognitive development into different stages has considerable implications particularly for educational goals. Because children are able only after having moved through certain stages, to manipulate certain tasks and to be effective in certain cognitive activities, learning situations must be structured so that they match the developmental stages. Education must therefore be developmentally appropriate to the abilities of the child and attempts should be made to help children, as they progress from one stage to the next, to manipulate the operations inherent at each stage. Piaget’s view of cognitive development has been quite formidable and influential in helping researchers understand the processes at work at different stages and ages. There have, however, been several criticisms of the model. One of the major criticisms has focused on the presumed universality of the stages that Piaget describes. He supposes that every child, irrespective of situational context, will go through these stages at a prescribed time and that the principles are therefore applicable to all children everywhere. Some researchers have noted, however, that the rate and stage of development is not at all universal. The ages that Piaget initially suggested as delineating each stage are therefore thought of as rough estimates and children can enter and exit each stage either earlier or later than initially prescribed. Another concern that was raised with regards to Piaget’s theory was that it suggested that as the child progressed through the stages that the abilities at the lower stage no longer become useful or necessary. Piaget later clarified, however, that the concrete thinking and other abilities at the lower stage are not only essential before a child is able to progress to more complex thinking but they are also persistent over time and that a child never loses the lower abilities. He suggests that over time certain tasks become automatic, almost instinctive, but they are still essential even in the later stages of development. Further Piaget’s original theory had not considered the potential impact that the environment may have in impacting behavior. His initial argument much to anti-behaviorist and thus the power of environmental factors to shape behavior was almost ignored. Even though he accounted for these influences in his explanations of the process of adaptation and equilibration, he did not focus much on this aspect. Researchers have found that various social and environmental factors can have a considerable impact on a child’s development. They propose that a child can enter a stage earlier and progress through that stage much quicker than others based on the stimuli available in his environment. Similarly a child’s development may be significantly retarded if adequate stimuli are not provided in the environment. A child would therefore progress through stages later and at a slower pace. The behaviorist position that the environment matters is therefore not completely invalid and their view of the potential influence of the external environment in shaping behavior has some merit. Despite this failure to fully acknowledge and explain the relevance and impact of environmental factors in facilitating knowledge construction based on reality and even though the theory seems to emphasize universal stages of development, Fischer and Hencke (1996) believe that Piaget with his cognitive development theory is notably still the most influential researcher and theorist on developmental that the twentieth century has seen (Fischer Hencke, 1996, p. 09). Current research Several theorists have arisen in more recent times to expand on Piaget’s original theory, to propose modifications on the areas of weakness or to suggest a complete new approach to understanding cognitive development. Among those worthy of mention are Robbie Case, Kurt Fischer, Michael Shayer and Juan Pascual-Leone. Robbie Case is a neo-Piagetian who agrees with Piaget’s general position that children go through developmental stages. Case also agrees with Piaget that each stage is delineated based on age and is representative of the changing ways that children are able to mentally represent reality and how they process information in their brains. Case also supports that cognitive development occurs in four stages commencing from when a child is around one month old until the period of adulthood. Within each stage he also recognizes substages of development postulating, like Piaget that each successive stage is a continuation or a building on to the former (Sternberg, 1987, p. 08). Beginning in the mid-nineteen seventies Case began to propose alternative interpretations of the stage development theory. He has developed some characteristics in his new theory that are not in complete alignment with original Piagetian thought. His first area of departure is with relation to the way that information is processed in the brain throughout the stages.

Prenatal Screening :: essays research papers

Prenatal screening Screening for Down syndrome is available to about 53.5% of mothers on a maternal age basis, and the remaining 46.5% of health boards provide serum screening for all ages. There are several methods used in prenatal screening, these are usually used separately, and a number of factors are taken into account to determine which method should be used. Amniocentesis has been around for 20 years and is probably the most well known screening method. It involves testing a sample of the amniotic fluid surrounding the foetus, ultrasound is used to guide a needle through the abdomen, into the womb and a small amount of amniotic fluid (20ml) is removed. The procedure is usually carried out at 14-16 weeks. Amniocentesis tests for chromosome disorders, and is 99.8% reliable for chromosome number, there is however a risk of miscarriage (usually 1/250 or less) after the procedure. This is one of the reasons why amniocentesis has only been offered to over 35's (since they have a much higher risk of having a Down syndrome child)(Webb 1990). Previous studies on amniocentesis concentrated on problems that might arise during pregnancy or immediately after, these studies found that children whose mothers had amniocentesis are more likely to have breathing problems in the first few days after birth. A study performed by Jo-Anne Finegan in Toronto followed 88 women who had, had amniocentesis, there was an increased incidence of ear infection in this group. Finegan tested the stiffness of the eardrum and found children in the amniocentesis group were more than three times as likely to have abnormal readings. It is thought that there is a disruption of the delicate balance of pressure across the eardrum when the amniotic fluid is removed, which could cause the problems(Webb 1990). Chorionic villus sampling is another form of sampling, it involves taking a small piece of placenta and genetic testing is carried out on it, there is a slightly higher chance of foetal loss with this procedure (Dick 1996). A more recent form of prenatal testing involves serum markers. Blood is taken from the pregnant women and the maternal blood is tested for three hormones, this test is called the 'triple screen' test. The three hormones tested are alpha foeto-protein (AFP), human chorionic gonadotrophin (HCG) and oestradiol (E3). AFP is based on the fact that Down syndrome foetuses tend to be smaller on average, have smaller placentas and thus secrete less AFP.

Nutritional Assessment Project

Nutrition is an essential part in everyone’s life. It helps us stay healthy and energetic, look nice and be in a good mood. It plays a great role for the overall condition. And there is a great difference what you eat and how many vitamins and useful elements every food item includes. The analysis of the daily nutrition record helps realize whether a person consumes the right food in the right quantity. A woman aged 40 years has the following characteristic: 5 ft 4 in and165 lb. These characteristic features are essential in the course of analyzing the nutritional data as they allow forming certain set of recommendations and diagnosing the errors and inconsistencies in the food choice. The activity level is sedentary. This means that a woman should reconsider her way of life and start go in for some kind of sport or at least take some walks in the evening. It is not only useful for health but also helps with digestion and metabolism. BMI is the next crucial point. It slightly exceeds the normal ratio. Besides, the woman gains usually 1 lb per week. This is a positive figure as the normal ratio amount not more than two lb per week. It is important first of all to analyze the correlation between the nutrient elements that were consumed by the woman in comparison with the dietary graph recommendations. It is obviously that she consumes too much fat, especially saturated one. It affects negatively not only her weight, but also her health in general. Besides, she consumes too little dietary fiber – it constitutes only 53%. It is desirable for her to increase the amount of consumed water as it comprises only 70% of the daily need of a person and to decrease the amount of protein consummation. The woman should start consuming more vitamins, especially vitamins D, E and A. Still such vitamins as B1 and B3 seem to be excessive to be consumed as an average daily amount. The best balance is achieved in consumption of vitamin B12 – it amounts to 99% and is very important as it regulates growth, maintenance, and reproduction of all of the cells, including nervous ones, and results in increased energy and improved overall condition (CyberRecovery, 2006). It is highly recommended for a woman to increase the amount of consumed calcium as it is only 34% of the daily norm while the use of sodium should be necessarily reduced at least in three times. It is necessary to analyze the products this woman usually eats. There are two days’ descriptions. She has for breakfast coffee and creamer, for lunch – cheeseburger, French fries and frozen dessert, then for dinner – fish and fried shrimps, and finally for supper – pop-corn and water. The other day she has the same breakfast while the lunch is larger and includes mashed potato with pork chops and sauerkraut, soda and water. Her dinner consists of mushroom turnovers, sandwich, steak and Tater Tots. She has a vanilla ice cream as a snack later and no supper. It is important to analyze the options the woman should increase in her daily diet. It is necessary to increase the consumption of dietary fiber that is included in the following products from the list: sauerkraut, mushroom turnovers, and in little quantity it may be found in Tater Tots and ice cream. So she should eat more vegetables to supply the organism with necessary amount of dietary fiber. To increase the amount of vitamin A, that one day is completely absent from her diet, the woman should eat more potato, carrot, greens, and especially liver as it is number one among the products that contain this vitamin (HealthAliciousNess). Apricots are also a good source of vitamin A. In order to increase the amount of calcium the woman should eat more meat – but not fast food. The best variant is steamed meat dishes. The fast food items should be excluded from the diet at all as they lack indeed useful and healthy elements though are abundant in harmful ones. One more essential aspect comprises obligatory use of fruit and vegetables. Regular grain consumption is also important. The woman does not follow these recommendations in her daily diet: there are at least some vegetables present, but there is complete absence of fruit. Protein consumption is enough, though the diary products are still needed. Green and orange vegetables are the best choice. Moreover, it is strongly recommended to reduce fats and sugar consumption as it interferes with the healthy diet approach. The presence of beans and peas is also essential. The question of consumed calories presents the following data: one day the calorie level amounted to 1993 calories while the other day presented the figure of 2773. The average figure is 2383 calories per day. The most caloric food item was cheeseburger (790 calories). The least caloric product except water and coffee with creamer was sauerkraut and then mashed potato (100 and 125 calories respectively). Thus, the woman’s average daily intake of calories is 2383 calories. The average daily intake of calories is supposed to be 2000 calories for a woman while for a man the figure is 2500 (NHSchoices). Though, this figure greatly depends upon the peculiarities of lifestyle and age. The conclusion is as follows: the average intake is not excessive, but the choice of food items should be carefully reconsidered taking into account the recommendations according to the reduction and increase rates in product list. References Cyber Recovery (2006). What does vitamin B12 do in your body? Retrieved from http://www.cyberrecovery.net/forums/showthread.php?t=317 HealthAliciousNess. Top 10 foods highest in vitamin A. Retrieved from http://www.healthaliciousness.com/articles/food-sources-of-vitamin-A.php NHSchoices (2012). What should my daily intake of calories be? Retrieved from http://www.nhs.uk/chq/pages/1126.aspx?categoryid=51

Educational Philosophy

An educational philosophy is a personal statement of a teachers guiding principles about big picture education-related issues, such as how student learning and potential are most effectively maximized, as well as the role of educators in the classroom, school, community, and society Each teacher comes to the classroom with a unique set of principles and ideals that affects student performance. A statement of educational philosophy sums up these tenets for self-reflection, professional growth, and sometimes sharing with the larger school community. An example of the opening statement for an educational philosophy is, I believe that a teacher should have the highest of expectations for each of her students. This maximizes the positive benefits that come naturally with any self-fulfilling prophecy. With dedication, perseverance, and hard work, her students will rise to the occasion. Designing Your Educational Philosophy Statement Writing an educational philosophy statement is often part of degree courses for teachers. Once you write one, it can be used to guide your answers in job interviews, included in your teaching portfolio, and distributed to your students and their parents. You can modify it over the course of your teaching career. It begins with an introductory paragraph summarizing the teachers point of view on education and the teaching style you will use. It can be a vision of your perfect classroom. The statement usually contains two or more paragraphs and a conclusion. The second paragraph can discuss your teaching style and how you will motivate your students to learn. The third paragraph can explain how you plan to assess your students and encourage their progress. The last paragraph summarizes the statement again. Educational Philosophy Examples As with your students, you may be able to learn best by seeing samples that can help inspire you. You can modify these examples, using their structure but rewording them to reflect your own viewpoint, teaching style, and ideal classroom. Teaching Philosophy Statement Examples: These four examples of the first paragraph of an educational philosophy statement can help you when you are developing your own.Educational Philosophy Sample: This full sample shows the structure of four paragraphs for an educational philosophy statement. Using Your Educational Philosophy Statement An educational philosophy statement is not just a one-and-done exercise. You can use it at many points in your teaching career and you should revisit it annually to review and refresh it. Your Teacher Application and Interview: When you apply for a teaching job, you can expect that one of the questions will be about your teaching philosophy. Review your educational philosophy statement and be prepared to discuss it at the interview or provide it in your job application.Preparing for the New School Year or a Classroom Change: How has your experience in the classroom changed your educational philosophy? Before the start of each year, or when changing classrooms, set aside time to reflect on your philosophy statement. Update it and add it to your portfolio.