Gay Marriage Does NOT Destroy Traditional Marriage Essay -- Same Sex Ma

What is marriage? Marriage is defined as the legal centre of a man and a woman. According to Psychology Today, marriage is the process by which two people who love each other make their relationship public, official, and permanent. While given the definition of marriage and most of society making akin sex marriage nearly impossible Psychology Today recognizes that either two people who love each other can come together and be united. In 1970, in Minnesota, the first gay couple to take for a marriage license in the U.S. was Jack Baker and Michael McConnell and they were not allowed to marry. However, on May 2013 Minnesota finally legalized same sex marriage and the law would be effective starting August 2013. They had to wait over 40 years to finally be happy about the wedding they wanted and comme il faut legally married. In 1975, two men from Phoenix, Arizona were granted a marriage license from their county clerk. Nevertheless, marriage is still banned in more than half(a) of the United States of America. Why is gay marriage prohibited in most of the U.S.A.? In spite of elected officials not legalizing same sex marriage, Human Rights parkway (HRC) mentions that gay and lesbian couples want the same rights as married couples and more than half or majority of Americans feel that they should have a legal accord that gives them those rights. (History of State Constitutional Marriage Bans, 2011-2013). Many elected officials are against same sex marriage whereas the president of the United States, Mr. Barack Obama, is the first U.S. president to support same sex marriage. tralatitiously, same sex marriage is wrong and morally it is wrong as well. However, we can say that there are a lot of American traditions that are being broken and tha... ...ter. Gale. City Colleges Of Chicago. 12 Oct. 2013Dinno, Alexis, and Chelsea Whitney. Same Sex Marriage And The Perceived Assault On Opposite Sex Marriage. Plos ONE 8.6 (2013) 1-8. donnish Search Premier. Web. 12 O ct. 2013.Hallett, Stephanie. History Of Gay Marriage In The United States (INFOGRAPHIC). The Huffington Post. TheHuffingtonPost.com, 15 July 2013. Web. 12 Oct. 2013. History of State Constitutional Marriage Bans. Human Rights Campaign. N.p., n.d. Web. 12 Oct. 2013. KidsHealth. Sexual Orientation. N.p., n.d. Web. 12 Oct. 2013. Rich Mkhondo. Gay Families Are the Same as Traditional Families. Opposing Viewpoints Gay Parenting. Ed. Beth Rosenthal. Detroit Greenhaven Press, 2013. Opposing Viewpoints Resource Center. Gale. City Colleges Of Chicago. 12 Oct. 2013Traditional Marriage? Faith in America. Faith in America, n.d. Web. 12 Oct. 2013.

Proposing Taxation of Products to Preserve Wildlife and the Environment

Proposing Taxation of Products to Preserve Wildlife and the EnvironmentOnly after the last head has been cut down, Only after the last river has been poisoned, Only after the last fish has been caught, Only then will you realize that money cannot be eaten. ---The Cree pot Wildlife is declining more rapidly each day with innumerable species already on the endangered species list and hundreds more waiting to be put on. Although great efforts argon being made by brass instruments and individuals to save these endangered animals there are still many things needed to be done. We need to install a revenue enhancement on all products directly related to the environment, backpacks, hiking gear, fishing tackle, etc., the money gathered by this appraise would fund conservation efforts around the country. With this effort and new tax regulation we may be able to reverse the damages we have done to the environment and to all wildlife. Background Information Although many things need t o assortment pertaining to our outlook on conservation of wildlife there are ecesiss out there already raising money and dedicating their lives to save the wildlife we have left. The most popular brass is known universal for its panda logo. The World Wildlife Fund (WWF) is dedicated to protecting the worlds wildlife and wild lands (World Wildlife Fund, 1). It is undoubtedly the largest privately supported conservation organization in the world. It has one million members in the United States alone. The World Wildlife Fund has been a leader in protecting and supporting our nations ecosystem for more than 36 years. This organization does a lot in protecting our wildlife and also does a lot of fundraising eve... ...olves. Associated Press. 17 November 1998. http//www.abcnews.com/sections/science/Daily novels/wolves981117.html (24 November 1998). Dont be Fooled. Anarchy for Anybody. 3 November 1998. http//www.radio4all.org/ tumult/fakes.html (3 November 1998). The Environmental Move ment What Shall we do with it? Agriculture and Natural Resource Development. 29 October 1998. http//www.wvu.edu/agexten/v1i5/envrmv.htm (29 October 1998). Federal Duck Stamp Home Page. U.S. Fish and Wildlife Service. 17 November 1998. http//www.fws.gov/r9dso/ (17 November 1998). Harrison, W. (1970). Wildlife Riches of the Earth. New York Julian Messner. Introduction. Greenpeace. 17 September 1998. http//www.greenpeace.org/ (17 September 1998). What We Do. World Wildlife Fund. 17 September 1998. http//www.worldwildlife.org/ (17 September 1998).

The Genetic Screening Dilemma Essay -- Technology Science DNA Essays

The genetic Screening DilemmaThe National Academy of Science defines genetic screening as the doctrinal search of a population for persons with latent, early, or asymptomatic disease. The term genetic testing is often apply interchangeably, but differs in that it only targets those individuals believed to be at high risk for an inherited condition. Genetic screening has a much broader target population. As genetic screening becomes easier, faster, and less expensive, there is a ontogeny debate about who should be tested, what those results should be used for, and who should have access to those results. Before addressing these questions it is necessary to understand the basic carry throughes involved in genetic screening.The techniques used for genetic screening are based on the recognition of nucleotide sequences in the DNA. The most commonly used method is called restriction fragment length polymorphisms (RFLP). RFLP uses restriction enzymes to cleave the DNA at specific sequ ences. Cleavage of the DNA generates small restriction fragments of varying length. Electrophoresis is then used to separate the fragments with gaze to size and/or charge. The sample is added to an agarose gel plate which is electrically charged for a specific length of time. The smaller and more negatively charged fragments die to the positively charged pole the quickest. A banding pattern with many bands is generated. The bands are then transferred to a nylon membrane by Southern Blot. A radiolabled flowerpotvas which binds specifically to a sequence of interest is added to the membrane. The banding pattern can now be observed and specific sequences identified. The problems with RFLP are that it is expensive and time consuming. RFLP is the process used for... ...for research.I do not believe that the knowledge of genetic information will affect the decision to reproduce to the extent that alleles will truly be eliminated. Many people will probably not even know their exact g enetic makeup. Those who do may decide to have children no matter of the risks. Due to these situations, the elimination of an allele from a human population would be very unlikely. There is also a high likelihood of gene coalesce occurring between populations because people are highly mobile. Gene flow between populations would act to increase diversity and counteract any reduction of alleles that is taking place.Genetic screening is a powerful technology. Many risks are involved, but they can be easily reduced by responsible management of information. The information that can be gained with the aid of genetic screening far outweighs the risks.

Leonard Peltier Should be Released from Prison Essay -- Argumentative

Leonard Peltier is currently serving time in the Leavenworth federal penitentiary for the shooting deaths of both Federal Bureau of Investigations (FBI) agents. According to FBI documents, at around 1150 A.M. on June 26th, 1975, agents Jack Color and Ron Williams were supposedly searching for Jimmy Eagle, a depredator wanted for stealing a pair of cowboy boots. The agents encroached on the Jumping Bull Compound in Oglala, South Dakota of the Pine Ridge reservation, in devil separate vehicles that no one could recognize (Incident). In this area, thither were several members of the American Indian Movement ( condition). After the intrusion of the agents, someone-and it is unsure who-fired a snapshot and a shoot out began. By the end of the shoot out at Pine Ridge, Williams, Color, and one AIM activist, Joe Stuntz Killsright, were dead (Incident). Peltier was one of the AIM members at the Jumping Bull Compound, and ultimately he was charged and convicted on murder charges. There i s a smashing controversy surrounding the Peltier case. A astronomic contingence of both domestic and international citizens and organizations sense of smell that Peltier has been wrongly convicted, while the Federal Bureau of Investigation and other government authorities here feel as justice was served. Leonard Peltier should be released from prison via Executive Clemency because the evidence that he was convicted under was inconclusive and insufficient to warrant a conviction, the FBI committed numerous acts of spoil when pursuing Peltier as fugitive and trying to extradite him from Canada, and his trial was unfair. As an individual committed to social justice, human solidarity, and the liberation of the people, this case is of great lodge in to me since it is a prime example of the ri... ...ight be lying or covering up something, or even just being far as well avid and unprofessional, is rejected a priori because of the cognitive dissonance it causes in the individual th at believes in the FBI. Most people that push for Peltiers guilt simply dont look honestly and objectively (or at least as objectively as possible) at the evidence.Leonard Peltier, currently serving his twenty- fourth year of prison, should be immediately released. As I sacrifice shown, there is much reasonable doubt as to whether or not he committed this crime. The hard evidence is minimal to non-existent against him, he was lawlessly extradited from Canada on perjured affidavits, and his trial was unfair since it was in a hostile setting and the actions of the court seemed biased. While there is no good reason to keep him in prison, there are several good ones for letting him out. Leonard Peltier Should be Released from Prison Essay -- Argumentative Leonard Peltier is currently serving time in the Leavenworth federal penitentiary for the shooting deaths of two Federal Bureau of Investigations (FBI) agents. According to FBI documents, at around 1150 A.M. on June 2 6th, 1975, agents Jack Color and Ron Williams were supposedly searching for Jimmy Eagle, a thief wanted for stealing a pair of cowboy boots. The agents encroached on the Jumping Bull Compound in Oglala, South Dakota of the Pine Ridge reservation, in two separate vehicles that no one could recognize (Incident). In this area, there were several members of the American Indian Movement (AIM). After the intrusion of the agents, someone-and it is unsure who-fired a shot and a shoot out began. By the end of the shoot out at Pine Ridge, Williams, Color, and one AIM activist, Joe Stuntz Killsright, were dead (Incident). Peltier was one of the AIM members at the Jumping Bull Compound, and ultimately he was charged and convicted on murder charges. There is a great controversy surrounding the Peltier case. A large contingency of both domestic and international citizens and organizations feel that Peltier has been wrongly convicted, while the Federal Bureau of Investigation and other government authorities here feel as justice was served. Leonard Peltier should be released from prison via Executive Clemency because the evidence that he was convicted under was inconclusive and insufficient to warrant a conviction, the FBI committed many acts of misconduct when pursuing Peltier as fugitive and trying to extradite him from Canada, and his trial was unfair. As an individual committed to social justice, human solidarity, and the liberation of the people, this case is of great interest to me since it is a prime example of the ri... ...ight be lying or covering up something, or even just being far too zealous and unprofessional, is rejected a priori because of the cognitive dissonance it causes in the individual that believes in the FBI. Most people that push for Peltiers guilt simply dont look honestly and objectively (or at least as objectively as possible) at the evidence.Leonard Peltier, currently serving his twenty- fourth year of prison, should be immediately released. As I have shown, there is much reasonable doubt as to whether or not he committed this crime. The hard evidence is minimal to non-existent against him, he was illegally extradited from Canada on perjured affidavits, and his trial was unfair since it was in a hostile setting and the actions of the court seemed biased. While there is no good reason to keep him in prison, there are several good ones for letting him out.

Satan :: personal Narrative Religious Essays

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Satan :: personal Narrative Religious Essays

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Fly Away Peter, David Malouf Essay

cardinal little dickie birds,Sitting on a wallOne named incision,One named capital of Minnesota. cut down away Peter move away capital of Minnesota pay back Back PeterCome Back PaulTraditional end-to-end Fly Away Peter Malouf utilises a variety of literary techniques such as contrast, Imagery, symbolisation and foreshadowing to portray ideas and themes. The title Fly Away Peter makes reference to the traditional English nursery rhyme Two Little Dickie Birds. Moulaf utilises this nursery rhyme to make the connection among themes within Fly Away Peter and everyday life.Two little dickie birds, Sitting on a wall These opening lines of the nursery rhyme go in devil of the main ideas within the new. The two birds talked about in the nursery rhyme are Peter and Paul. the birds and are a reference to the motif of birds seen throughout the book. The birds are used to symbolise the idea of life being a continuous cycle that carries on regardless of the situation, even here, in the fa theaded of the fighting, there were birds.For Jim the birds symbolised normality and provided a private reassurance. This provided Jim with a sense of normality in the middle of hell. In the rhyme the wall symbolises the sanctuary. The sanctuary symbolises the tend of Eden and Moulaf has used the sanctuary to contrast the war. This is introducing the idea of good versus evil. A variety of techniques are used to introduce the sanctuary. Being a poet, Moulaf has used foresighted flowing descriptions utilising descriptive language such as intensely blue tobacco brown flared and piano-wires singing.These add an extra level to the understanding and the raw(a) beauty of the sanctuary. The sanctuary is also used to introduce another theme of the novel, two planes of live. Within the first sentence Moulaf uses a narrator voice to introduce the setting of the novel. With the Use of Jim being a narrator Moulaf foreshadows the idea of there being two planes of life. a clumsy shape had been lifting itself out of an hidden paddock.The invisible paddock talked about in the first sentence is foreshadowing of the introduction of the two planes of life. Moulaf is also using symbolism. The invisible paddock symbolises the sky, and as later introduced the view from the sky is the here and now plane of life.Moulaf has used the lines One named Peter, One named Paul to link the characters of the book to the religious views and ways of living in the 1960s. In the 1750s the rhyme Two Little Dickie Birds talked of two birds names Jack and Gill, in the early 1900s the names were changed to the disciples Peter and Paul. In Fly away Peter Moulaf has used this link between the birds name to introduce the religious connections.The bird peter symbioses Jim and Paul symbolises Ashley in the context of Fly away Peter. Throughout the novel Moulaf uses the literary technique of narration to tell parts of the story. The world Jim found himself in this narrator figure symbolises God. Jim an d Ashley also symbolise angels. This references the first plagiarize Moulaf placed in the front of the novel.The divine creature is an angel. Jim and Ashley are angels incarnated in a human form, and the flying away is the time on earth and the advent back is the return to heaven. In the novel Jim dies from injuries sustained form a battle, and in this the cycle of his life is complete and he returns to heaven.The lines Fly away peter, Fly away Paul foreshadow Jim and Ashley going to fight in the war. The war is the complete contrast of the Sanctuary. The descriptive language used shows the contrast between the two locations. Moulaf describes the sanctuary using phrases such as wooded country beyond and silvery scrub in comparison to the description of the war The air was hurt and Deadly.The war is over-run with rats, which are seen as creatures of evil, where as the sanctuary is full of birds which arecreatures of the sky. Moulaf also uses the cattle trucks to symbolise how the soldiers were treated. The trucks had a sign which read octad horses or forty men meaning the army treated the soldiers as if they were as replicable as cattle. The cattle trucks also took the cattle to the abattoir, likewise the cattle truck is taking the majority of the soldiers to their death.The rhyme itself is a cycle, the birds fly away and come back again Come back Peter Come back Paul. With the religious understanding and interpretation of the novel the coming back is returning to heaven, however the coming back can also be related to the adduce at the beginning of the book, where it talks about the stone will be our bed, the returning is being buried in the earth. Moulaf introduces the theme of digging early in the novel, however this motif is used when Jim is dying.During war digging symbolises a grave, and after a long exposure to war Jim assumes digging has to be for a grave a grave it must be. During Jims stream of consciousness before his death he meets Clancy, the first hint that Jim has either passed on or is hallucinating. Clancy instructs Jim to dig, Thats the style Dig. When you are buried you are returned to the earth, and hence returned to the stone.This is part of the continuous cycle of life. The lines Come Back Peter Come Back Paul foreshadow the ending of the novel and complete the cycle, which is one of the key themes Moulaf is portraying.Moulaf has used a variety of literary techniques such as contrast, Imagery, Symbolism and foreshadowing to portray ideas and themes throughout Fly Away Peter. Malouf focuses on the theme the continuous circle of life to illustrate the connection between the novel and life the places, the stories of a life that was continuous elsewhere.

“As For Me and My House” by Sinclair Ross Essay

Isolation and depression are constant throughout As For Me and My House non notwithstanding in the storyline, merely in character development as well. Sinclair Ross creates believ fitted characters by using the climate and weather as a way to emphasize their feelings and emotions. impression and isolation are the obvious themes that emerge scarce through out the story a want for more is evident. It is not merely a propensity for material possessions but more the desire for an emotional void to be filled. Mrs. Bentley displays strong feelings of the need for material belongings but it is only a clothe to hide the passion that is lacking in her life. Through the material things she believes she can buoy obstruct the gap between her and her husband. Ross uses the weather and climate to construct characters that his audience can relate to.Both Mr. And Mrs. Bentley reserve the same characteristics, but the ways in which they are displayed differ. The Bentleys live on the parr ies where the climate is very dry, and Ross uses the dryness of the land to try what is found in them. They are comparable because the dry weather affects many parts of daily life, and their dryness is a hindrance to each other(a)s lives. When the weather is dry it affects all parts of life, and it affects the moral of all involved. At church Mrs. Bentley notices that the people are not listening to what the preacher is saying but rather they were listening to the wind, when they listened it was as if they were trying to read the sky(58). The dryness that is felt in the weather is only a reflection of what Mrs. Bentley feels on the inside. Physically she is dry because she is unable to admit children. This puts a damper on her spirit because she thinks that if she could give way her husbands baby he would love her and give her the respect that she inevitably and deserves.She believes that in time she could convince herself that her husbands and Judiths baby would be hers that in time his son would become my son too(214). Her dryness can in resembling manner be perceived in the way she does not find herself as important. She believes that without Philip she is nothing if I lost Philip what would there be ahead of me?(212). Her failure to see the worth that she possesses brings out the dryness because she cannot fathom that she can accomplish anything on her own. Mr. Bentleys entire character can be seen as dry, and even the simplest parts of him are dry. His actions towards everybody, especially his wife, are cold and hurtful, and he does not allow anybody thechance to notice close to him. The way in which he is grown is like that of a cactus, with out a good deal care and thrives in a dry environment.He has thorns to mention anybody from getting close to him, and he does not needs little love to survive. He withdraws from his wife at every chance he gets especially when they are at home alone. He uses his study as a shelter, and the adit as a barr icade so he does not have to deal with anything but himself. When Mrs. Bentley tries to make him open his door and allow her to be a part of his life he shuns her Youd be break with the door open, getting a little breeze I ventured, but he sipped his chocolate and said I like it shut(63). He is dry in the way he talks to the people, and this makes it hard to relate to him. The way he presents his sermons on sunshine mornings have no emotions put in them they are only words coming out since he has no interest in what he is doing.The human relationship that the Bentleys have is extremely dry and no matter how hard Mrs. Bentley tries there is nothing she can do to make it better. From the time the couple arrives in sentiment the strain on their marriage is obvious, so Mrs. Bentley is always trying to make Philip as sharp as possible. When there is extra money she does not go along it on herself or even on the things that the house needs but instead she spends it on paints for Phi lip ten dollars toward the horse our little budget will have to stand it one way or another anyway, so I might as well start out with a flourish of largesse and the other fifteen will go to paints(106). She hopes that if Philip had something to paint with again he would get out of the mood that he has been in for so long.The Bentley face isolation in a number of ways. They are isolated because they live on the prairies where they land is so vast, and they feel that they do not fit in anywhere. They keep moving from town to town with no real difference being made in the their lives his sermons become tedious, he hasnt the interest of the community at heart, I turn out to be a snob and trouble maker. Eventually they make it clear to us. We crate our furniture again and go(14). From their bygone experiences they do not see a point in trying to make themselves liked by the community because in the end nobody cares round them.Mrs. Bentley is isolated because she does not fit in with the community members. The people are pretending to be something they are not and they have to put up counterfeit fronts as a shield to their true selves. This not only isolates Mrs. Bentley from others but from her self because she feels the need to erect a false front of her own(13). When she pretends to be something she is not, even if it is to protect her self, it only brings her further away from her true self. Even though they face isolation from others around them it does not bring them closer together. Although they have been married for twelve years they are still like strangers to each other. In Mrs. Bentleys eyes it is all her fault that her and her husband are not close to each other, and she is constantly trying to make herself be an important part in Philips life. At times she feels that she is getting closer to him, but at other times she feels that everything she has done has been done in vain, sometimes I feel it a kind of triumph, the way I won myself in his life notwithstanding him but other times I see his eyes frustrated, slipping past me, a spent, disillusioned stillness in them, and Im not so sure(44).Mrs. Bentley cannot figure out whom she is if she feels that her husband does not know her and what she stands for. The only thing that she wants is for her husband to be able to share their lives together, and she wants her joys to make him happy as well. Mrs. Bentley does not allow the isolation to conquer her life like it does her husband. The isolation that Philip feels has been with him since he was a boy, and he treated his unwed mother also to the way he treats his wife he recoiled from her with a sense of grievance and contempt(40). From the beginning of his life he always theory there was something better for him that was just out of reach, and when he was a boy it was his father whom he idolized, his father all this time belonged to the escape humanness of his imagination, and his mother to the drab(41). unconnected his wife it is his choice to be alone. He pretends that he does not need the affection that she does, but he is unwilling to give her what she wants and needs. He cuts himself off from the world by retreating to his art, and through his art he is able to further isolate everybody else by not sharing it. When his wife tries to share his work he becomes baseless and even more distant from her, he turns the situation against her I dont speak well enough for myself. Thats right isnt it?You have to put a word in for me impress them let them see that your small town preacher husband has more to him than they can see on the surface(117). Through his selfishness and insecurities he isolates himself in a way that nobody can reach him.Ross creates drastic seasons making it extremely cold in the overwinter and when it is dry out it is incredibly dry. Mrs. Bentley shows how drastic she can be when she is trying to save one thousand dollars every thought is spent thinking somewhat it. She is determ ined to save the money not only to get out of town, but to save her relationship with her husband as well. She realizes that the Horizons that they have been living in have destroyed the good man that lies beneath the preacher that she sees everyday. If they could only get out of the town and the life that they are leading the true Philip would emerge, the Philip who is dislodge It makes the thousand dollars important again. If he can draw like that when hes all shriveled up inside with the guilt of his hypocrisy, what wont he do when hes free of it as, able to respect himself again(183).During the hard times of cold or drought there is ministration to free them from their pain temporarily. When it finally rains after months of with out it, it does not just rains but rather it storms. They had wanted rain for so long, but when it finally comes it is not what they thought it was going to be the eaves already flooding over. We stood in the door way with some of the splashes on our f aces(155). The relief that the rain does not last long, and like the brief relief of the rain, Ross uses secondary characters to relieve the Bentleys of their pain. Steve comes into their lives and helps release some of the strain on their marriage, but like the rain he brings more than originally thought with him.At first it seemed like he would bridge the gap between them, but during his stay he ends up separating them even more. Philip has longed for a child of his own, but he turns Steve into a competition between him and his wife. This in turns makes Mrs. Bentley feel awful about herself when Steve would rather be with her It makes me feel a little uneasy, the way we get along so well together. I have a guilty feeling that our companionship is rapidly becoming a conspiracy(95). Mrs. Bentley believes that change would be good for theirrelationship, but in reality it has done more harm than good.With the incorporation of the weather and climate to character development the charac ters become more realistic. Ross is able to create characters that are believable when he presents their personalities similar to the setting he is using. Through the use of isolation the reader has more empathy towards the family and the hardships that they have faced. Not only does the theme of depression become vivid because of the Bentleys, but also because the time in which it is set is during the depression. The yearning that is had for material things is typical of the time, but for the Bentleys it means much more. The lack of concrete possessions is amplified by the lack of emotional wealth. The well written novel enables the reader to have sympathy towards all characters involved in this work.

Piagets Theory of Cognitive Development

Piagets background Jean Piaget (1896-1980) was actu anyy not a psychologist at prototypal he dedicated his sentence to mollusc research. In fact, by the time he was 21 hed already make twenty scientific papers on them He concisely moved to Paris, and got a job inter depending mental patients. Before long, he was working for Alfred Binet, and refining Burts reasoning test. During his time working at Binets lab, he studied the way that tikeren reasoned. After two years of working with children, Piaget fin solelyy realised what he treasured to investigate childrens developmentHe spy that children of a younger aged answered questions qualitatively different than those of an older age. This suggested to him that younger children were not less k flatledgeable, only if gave different answers because they thought differently. He spent everyplace 10 years perfecting his theory, and it is widely acknowledged as one of the most valuable developmental theories curiously of its time. Its no lie that in that location atomic number 18 many unexampled, possibly more valid theories now, tho Piagets theory has had a handle of influence on schools, teaching and education all over the valet.So, lets begin exploring Piagets theory, the key concepts and the stages. Theories of cognitive development Jean Piaget. September 5, 2010 at 400 pm 49 comments Our commencement exercise years of life ar an incredible, but dangerous journey. Thousands of sperm died trying to make us, and only one made it. From our journey as an embryo to a foetus the size of a single cell to a liberaly sized baby we develop more than we will our entire lives. From birth until were a few years old, our development is still incredibly rapid we assume so much to learn in such(prenominal) little timeIt is advantageous to learn quickly, that way were more likely to survive in the cruel, unforgiving world. Piagets background Jean Piaget (1896-1980) was actually not a psychologist at first he dedicated his time to mollusc research. In fact, by the time he was 21 hed already published twenty scientific papers on them He soon moved to Paris, and got a job interviewing mental patients. Before long, he was working for Alfred Binet, and refining Burts reasoning test. During his time working at Binets lab, he studied the way that children reasoned.After two years of working with children, Piaget finally realised what he wanted to investigate childrens development He noticed that children of a younger aged answered questions qualitatively different than those of an older age. This suggested to him that younger children were not less knowledgeable, but gave different answers because they thought differently. He spent over 10 years perfecting his theory, and it is widely acknowledged as one of the most valuable developmental theories especially of its time.Its no lie that there are many in the raw, possibly more valid theories now, but Piagets theory has had a lot of influence on schools, teaching and education all over the world. So, lets begin exploring Piagets theory, the key concepts and the stages. Jean Piagets theory of cognitive development. Background Piagets theory is base on stages, whereby each stage represents a qualitatively different type of recollecting. Children in stage one sternnot think the same as children in stage 2, 3 or 4 etc. Transitions from one stage to some separate are generally very fast, and the stages perpetually follow an invariant sequence. some other important characteristic of his stage theory is that they are universal the stages will work for everyone in the world regardless of their differences (except their age, of course, which is what the stages are based on ) Piaget acknowledged that there is an fundamental interaction between a child and the environment, and this is a focal point for his theory. He believed a child cannot learn unless they are constantly interacting with their environment, making mistakes and then development from them. He defined children as lone scientists he did not identify any rent for teachers or adults in cognitive development.Children wee all the cognitive mechanisms to learn on their own, and the interaction with their environment allows them to do so. To put this in perspective, another theory by Lev Vygotsky suggested that the interaction is not important at all the child will learn when encouraged to with an adults assistance. The Key Concepts of Piagets theory Before explaining the principal(prenominal) part of Piagets theory (the four stages), its very important to look at some of the underlying principles behind it. Schema (pl.Schemata, although some phrase Schemas for the plural) Possibly one of the most important concepts put forward by Piaget, Schemata help individuals understand the world they inhabit. They are cognitive structures that represent a veritable aspect of the world, and can be seen as categories which have certain pre-conceived i deas in them. For example, my schema for Christmas includes Christmas trees, presents, giving, money, green, red, gold, winter, Santa Claus etc. Someone else may have an entirely different schema, such as Jesus, birth, Church, holiday, Christianity etc.Of course, there are schemata for all kinds of things yourself (self schemata), other people (people schemata), events/situations (event schemata) and roles/occupations (role schemata). With regards to Piagets theory, a child might have a pre-conceived schema for a track. If the fellowship has a small West Highland White Terrier as a dog, the schema might be small, furry, four legs, white. When the child interacts with a upstart dog perhaps a Labrador, it will change to incorporate the new entropy, such as big, golden, smooth etc. This is known as AssimilationSimply the process of incorporating new information into a pre- going schema. So with the dog example, the child assimilated the Labradors information into the old dog sch ema. Assimilation is essentially fitting new information into schemata we already have in place. Unfortunately, this can lead to stereotyping. For example, if an old lady sees a teenager mug another person, she might assimilate violence or crime into her teenage schema. Next time she sees a teenager, her schema will be applied to them and although they may be a kind person, she will probably show prejudice.Assimilation is normally a simple process, as new information already fits the pre-exisiting categories. Accommodation When coming across a new object for the first time, a child will attempt to follow out an old schema to the object. For consistency, lets use the dog example again. The child may have four legs, furry in their dog schema. When coming across another similar animal, such as a cat, they might say Look, a dog thats assimilation. However, when told that its actually a cat not a dog they will accommodate the new information into another schema.They will now form a cat schema not all four legged furry animals are dogs some are cats too . They have accommodated the new information. The process just mentioned of assimilation then accommodation is known as Adaptation Assimilation and accommodation are the two parts of adaptation which is solely what it says adapting our schemata to make an accurate (enough) model of the world we live in. It is a form of information, but an entirely different form to the kind youd see in deportmentist psychology for example (such as operant/classical conditioning). EquilibriumPiaget suggested that humans naturally strive to achieve a cognitive balance there must(prenominal) be a balance between applying prior knowledge (assimilation) and changing schemata to account for new information (accommodation). Piaget suggested that when a child has a schema which doesnt fit reality, there is tension in the mind. By balancing the use of assimilation and accommodation, this tension is reduced and we can proceed to higher levels of thought and learning (equilibration). The following stages form the bulk of Piagets theory STAGE ONE The Sensorimotor stage Occurs from birth to approx. years old. During this stage, information is received through all the senses. The child tries to make sense of the world during this stage, and as the name suggests, only senses and motor abilities are used to do so. The child utilizes innate behaviours to enhance this learning process, such as sucking, looking, grasping, crying and listening. To make this even more complex, there are 6 sub-stages of this one stage. To begin, the child uses only reflexes and innate behaviour. Towards the end of this stage, the child uses a range of complex sensorimotor skills. The sub-stages are as follows 1.Reflexes (0-1 month) The child uses only innate reflexes. For example, if a nipple or dummy is put into a babys mouth, they will reflexively suck on it. If an object is placed in their palm, the hand will automatically grab it. These reflexes have the sole break down of keeping the child alive. 2. Primary Circular Actions (1-4 months) The child now has a fixation with its own body with regards to behaviour(what Piaget refers to as primary behaviour) they will behave actions repeatedly on themselves (like sucking their own hand). They also begin to refine reflexes here to form more complex versions of them. 3.Secondary Circular Reactions (4-8 months) At around 4 months, the child begins to take an interest in their environment (their behaviour is secondary). They notice that they can actually influence events in their world, for example they can drop a trip which bashes a ball on the floor. Although this occurs, the infant will not make conscious connections between what they do and the consequences, they merely observe that their actions have fire opinions. 4. Co-ordination of Secondary Circular Reactions (8-12 months) At this point, the child begins to engage in goal-directed behaviour they begin to develop cause-effect relationships.So rather than crawl over to a teddy in a cart to pick it up, they might instead pull the cart over with the teddy in to acquire it. The child effectively knows that their behaviour will have a certain consequence. At this stage, object permanence is acquired but I will explain this after these sub-stages. 5. Tertiary Circular Reactions (12-18 months) At this stage, children like to use creativity and flexibility with their previous behaviours, and the result of their experimentation often leads to different outcomes.So rather than grabbing a box, they might instead try to topple or manipulate it. 6. Symbolic/Mental Representation (18-24 months) At this stage, the child develops symbolic thought and the ability to mentally represent objects in their head. Normally, the child would need to resort to trial-and-error to achieve a desired effect. Now, however, the child can plan to some extent and mentally construct the consequences of an action in their head. Of course, predictions are not always accurate, but it is a step up from trial-and-error.There are two key examples of mental representation in children object permanence and deferred imitation. heading permanence is when objects exist even when out of sight. In the first three sub-stages, children will not attempt to search for an object which is hidden from their view in their mind, the object simply ceases to exist as they cannot see it. At sub-stage four, however, they show this characteristic of object permanence. If an object is hidden from them, they will attempt to find it, but will repeatedly look in the same place even if the object is moved (the so called A-not-B error).However, by sub-stage 6, the child is able to mentally represent the object in their mind, leading to exploration for an object even if it is moved. They will continue to look for an object until they find it, as they understand objects exist regardless of where they are. Deferred imitation i s simply the imitation of behaviour a child has seen before. As a child can mentally represent behaviour they have seen, they are able to enact it through playing and in other situations. So a child might talk down a run telephone or steer a toy car around the room.STAGE TWO The Pre-operational Stage Occurs from 2-7 years of age. The mental representation of the sensorimotor stage provides a smooth transition to semiotic functioning in the pre-operational stage. This essentially means that a child can use one object to represent another (symbolically). For example, a child swinging their arms in a circular motion might represent the wheels on a train, or sticking their arms out and running might symbolise the movement of an aeroplane. This shows the relationships children can form between language, actions and objects at this stage.A major characteristic of this stage is egocentrism perception of the world in relation to oneself only. Children try to perceive situations from anot her point of view or perspective, as shown by Piaget and Inhelders Three Mountains Task (1956). In this study, children were asked what can be perceived from certain positions on a 3D model. See the diagram below for a clearer idea. Piaget and Inhelder Three Mountains Task (1956) 1 The child would have been asked, What view does Piaget have? . In the actual study though, they were shown around 8 cards of possible viewpoints rather than the three above.As you can imagine, the children struggled to decentralise and pick the even picture. Another feature of this stage is conservation. Children struggle to understand the difference in quantity and measurements in different situations. For example, suppose a child is shown a short, fat beaker full of water. When that water is transferred entirely to a tall, thin beaker we would know the level of water is identical only the beaker has changed. However, a child in this stage will discontinue there is more water in the tall beaker, just because the level of water looks higher.Children in this stage also lack the required cognition to apply reversibility to situations they cannot imagine objects or numbers reversed to their previous form. This will be explored in the next stage (where reversibility IS present). When a child has the ability to decenter, they are state to progress to the next stage STAGE THREE The Concrete Operational Stage Occurs from 7-11 years of age. This stage sees another shift in childrens cognitive thinking. It is aptly named cover because children struggle to apply concepts to anything which cannot physically be manipulated or seen.Nevertheless, the child continues to improve their conservation skills, and by the age of 11 they can preserve numbers, weight and volume (acquired in that order). The child can also understand principles of class inclusion perspective tasks become much easier, and children begin to understand that other people actually have different views to themselves. Simple maths, such as addition/subtraction become much easier. However, as this stage is concrete, Piaget suggests children will struggle to apply any prior knowledge to abstract situations.For example, when asked seriation tasks such as John is taller than Pete. John is shorter than Simon. Who is tallest? , concrete children often fail to provide a correct answer as the situation is too abstract. However, when dolls are used to represent Pete, Simon and John, the children are able to answer as the situation is bought back to a concrete one with physical representations. STAGE FOUR The Formal Operational Stage. Occurs from age 11 onwards. Children at this stage acquire the ability to think hypothetically and outdoor(a) the box.Logical conclusions can be inferred from verbal information, and concrete, physical objects are no longer necessary. When presented with a conundrum, children at this stage can consider solutions to the problem in a logical manner. The child becomes increasingly adult-like with regards to their cognitive abilities. Scientific reasoning is apparent in this stage, and is indicated by Piaget and Inhelders Pendulum Task (1958). When asked to determine the effect different weights and rope length have on the speed of a swinging pendulum, formal operational children came to consistent and logical conclusions.

Development Timeline (Birth to 19 Years)

TDA 2. 1 (1. 1) DEVELOPMENTAL TIMELINE FROM have a bun in the oven TO NINETEEN YEARS The time frames presented are averages and some children may achieve unhomogeneous developmental milestones earlier or later than average but still be within the normal range. BIRTH TO 5 YEARS Social, Emotional andBehavioural evolution Communication andIntellectual evolution somatogenic Development(gross and lovely motor) Birth 1 month Generalised tension. Help little. A social ( non social). Fed by mother. Feedings 5 8 per mean solar day. Sleep 20 hours per day.Sensory Capacities makes basic distinctions in vision, hearing, smelling and tasting, touch temperature and perception of pain. 2 months 3 months Distress. Smiles at a face. Visually fixates at a faceand smiles at it. perhaps soothed by rocking. Enjoys being cuddled. Expresses delight. Oral Exploration cries, coos, grunts. Sensory Capacities colour perception visual exploration. Motor Ability control of eye ponderositys li fts head when on stomach. BIRTH TO 5 YEARS Social, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). 4 months 6 months Enjoys being cuddled. Recognises his mother. Distinguishes between familiar persons and strangers. No long-lasting smiles indiscriminately. Expects feeding, dressing and bathing. Oral Exploration babbling makes most vowels and about half of the consonants, Sensory Capacities localises sounds. Motor Ability control of head and arm motions purposive grasping, rolls over. 7 months 9 months Specific emotional attachment to mother. Protests separation from mother. Enjoys peek-a-boo games. Motor Ability control of trunk and hands sits without support crawls about. 10 months 12 months Responsive to consume name. Waves bye-bye. Plays pat-a cake. Understands no Gives and takes objects. Affection. Anger. Fear of strangersCuriosity & Exploration. lecture says one or two words imitates sounds responds to simple(a) commands. Feedings 3 meals per day, 2 snacks. Sleep 12 hours per day with2 naps. Motor Ability control of legs and feet stands creeps apposition of thumb and fore-finger. BIRTH TO 5 YEARS Social, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). 1 year 11/2 eld Dependent demeanour. Very up put down when separated from mother. Fear of the bath. Obeys limited commands. beted in his mirror prototype. Language repeats a fewer words. Motor Ability creeps up stairs walks (10 20 minutes) makes lines on paper with crayon feeds himself. 11/2 years 2 years Temper tantrums (1 3 years). Resentment of a untested baby. Does the inverse of what he is told (18 months). Language vocabulary of more than 200 words. Motor Ability runs kicks a ball builds a 6-cube tower (2 years) capable of bowel & bladder control. Sleep 12 hours at night with1 2 hour naps 2 years 3 years Fear of separati on. Negativistic (2 1/2 years). Violent tempers. Different facial expressions anger, sorrow and joy. Sense of humour plays tricks. Copies parents actions. Dependent, clinging. Possessive about toys. (continued overleaf) Language talks, uses I, me and you says words, phrases and simple sentences vocabulary of 272 words. In faculty to make decisions. Motor Ability jumps off a step rides a tricycle uses crayons builds a 9-cube tower seats self on a chair uses a spoon and fork becoming independent in toileting turns pages singly. BIRTH TO 5 YEARS Social, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). 2 years 3 years(continued) Enjoys play alongside another child. Resists parental demands. Gives orders. Rigid insistence on sameness of routine. Self-centred reservoir of personal identity. Possessive. Often negative frustrated.More responsive to humour and distraction. Solitary play. Dependent on adult guida nce. Plays with dolls. Little concept of others as people. socially very(prenominal) immature. May respond to simple direction. Enjoys music. . BIRTH TO 5 YEARS Social, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). 3 years 4 years Knows if he is a boy or a girl. Enjoys brief group activities requiring no skill. Like to help in microscopical ship canal. self-sufficient in many routines of home life. Affectionate towards parents.Pleasure in genital manipulation. Cooperative play with other children. Attends nursery school. Imitates parents. Romantic attachment to parent of opposite sex (3 5 years). Jealousy of same-sex parent. fanciful fears of dark, injury, etc. (3 5 years). Takes turns and likes to share. Beginning of identification with same-sex parents. Practises same-sex role activities. Intense curiosity and interest in other childrens bodies. Imaginary friend. Uses we. Has a vocabulary of 8 96 words. Growth in communication. Tells simple stories. Uses words as tools of thought.Has a desire to understand to his environment. slew answers questions. May recite a few nursery rhymes. . Motor Ability stands on one leg jumps up and down draws a circle and a cross (4 years) draws Man cuts with scissors (not well) induct wash and dry face throws ball overhand. BIRTH TO 5 YEARS Social, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). 4 years 5 years Highly Cooperative play. Highly social has special friends. Highly organised (5 years). May play loosely organised games (e. g. ag decamp scotch). Enjoys simple table games requiring turns and observing rules. Talkative. Versatile. Responsibility and guilt. Feels pride. Prefers to play with other children. Becomes competitive. Prefers sex-appropriate activities. Highly imaginative. Dramatic. Self-assured. Stable and well-adjusted. Home centred likes t o associate with mother. Capable of some self-criticism. Enjoys responsibility. Like to follow rules. Interest in environment, town, city, shops, etc. Talks clearly. Uses adult speech soundsHas mastered basic grammar. Asks endless questions. Learning to generalise.Tells long tales. Reads own name. Counts to 10. Asks meaning of words. Knows colours. Beginning to know the exit between fact and fiction. Has the ability to tell lies. Knows over 2000 words (5 years). Motor Ability hops and skips mature motor control, skips good balance smoother muscle action skates rides a bicycle (with stabilisers) broad jumps, dresses without help, copies a square and a triangle sess draw recognisable simple objects handedness established ties shoes, girls small muscle development about 1 year ahead of boys. 6 YEARS TO 10 YEARSSocial, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). Starts spending more time in school and w ith peers than with family. Has friends that are primarily the same sex. Accepts responsibility for their actions. Express concerns for the welfare of others. Personality and humour develops. send word decentre (realizes others have ideas and feelings that are not the same as theirs). Attention levels increase can inhibit impulsive behaviour. Has greater emotional control. Play becomes sophisticated and increasingly symbolic.Playing a gang or group (organised sports and games). Spends more time and concentration on individual interests (books, music, computer games, constructing models. Tastes and skills are almost defined (pre-teen). Demonstrates relativism (they can be wrong and that theirs, and others, thoughts and feelings do not affect reality). Strongly influenced by friends. Evidence of logical and organised thought. Demonstrates deductive reasoning. Understands the concepts of right and wrong. Speed and strength of thought increases. Can relate involved accounts of events . Complex and compound sentences easily used.Only a few lapses in grammatical constrictions (tense, pronouns, plurals). All speech sounds are established. Reading and writing with considerable ease. Plays challenging games and puzzles that test knowledge and physicality. Can classify one object in more than one way. Can moderate on a conversation at an adult level. Learns to join their letters and can decipher other joined-up writing. Doodles and sketches becoming more naturalistic. Can follow (fairly) composite instructions with little repetition. Starts to question unknown concepts (eg. death, birth, etc. ). Able to set and achieve goals.Reads for pleasure (8+ years). Can tell the time (7+ years). Motor Ability movement is smoothand coordinated can ride a bicycle without stabilisers plays challenging games to test physicalityContinues to grow steadily in weight and height. Body proportions starting to look less childlike and more like those of an adult. Exhibits high levels of energy. Puberty may begin (as young as 9). Periods may begin (as young as 8). Sleep 10 hours per day. 10 YEARS TO 14 YEARS Social, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). 13 YearsMay act in destructive ways slamming doors stamping feet. May become overly sensitive and easily offended. May begin dabbling in serious behaviour self harm smoking cigarettes drinking alcoholic beverage taking drugs having sex). Peer pressure has the most influence. Interested in fitting in and being the same as their peers. Relationships can become complex and anxious not speaking to others enjoy fighting/making up. May have large shifts in social circles may withdraw and avoid their peers or aim to stick with their friends, no matter what.Prefers to be social than tend to school- have or other responsibilities. Silliness can rule can have a depraved sense of humour. May push away from their parents to spend more t ime with friends. Cliques and tight-knit groups can form. Between 12 and 14 years, both sexes become very aware of their sexuality and that of others. Nervous of developing too fast or too slowly. A handwriting style develops. More abstract thought, incorporates principles of formal logic. thought becomes less tied to concrete reality. Formal logical systems can be acquired. Can handle proportions, algebraic manipulation.Evidence of organised, logical thought. Capable of concrete caper solving. Growing ability to see the consequences of their actions. More able to think like adults, but not the judgement and experience. Arguing skills improve (passionate). Reasoning skills improve applies concepts to particular(prenominal) examples. Can construct hypothetical solutions to problems and evaluate. Focus on the future develops. Recognises cause and effect (present/future events). Sets personal goals. Decision-making skills improve. Learns to distinguish fact from opinion. Can evalu ate credibility of various sources of information.May challenge adults assumptions and solutions. GirlsOnset of puberty (11 years). Menstruation begins (121/2 years but sometimes earlier). Breasts begin to grow and develop (breast buds). BoysGrowth spurts, unwieldiness and lack or coordination. Hormonal mood swings in boys and girls moody, depressed, surly and rebellious acutely interested in the opposite sex. Adult teeth in place (by 13 years). Special gifts and talents emerge (sports, artistic, mental, etc. ). 13 Years GirlsGrowth in height continues, but a slower pace (adult height reached by 16 or 17 years).Breast development continues. Growth of pubic and under-arm hair. Body shape changes (hips, fat deposits buttocks, legs, stomach). Periods become regular. Pregnancy becomes possible. 10 YEARS TO 14 YEARS Social, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). 13 Years (continued)Evidence of tee n rebellion. Early risk taking behaviour could increase in difficulty and occur with other risky behaviours. Eager to assert their independence. Negative and positive peer pressure friends classmates.Three possible study health problems include eating disorders depression substance abuse. 13 Years (continued)Boys fast growth in height and weight. Muscles fill out strength increases. pubic and under arm hair appears and thickensBody hair increases. Voice deepens. Penis, scrotum and testes enlarge. Ejaculation and nocturnal emissions occur. Boys and GirlsAlways hungry. Sleep patterns alter dramatically. Oily skin and acne may occur). Sweating increases. Rapid growth causes clumsiness and lack of coordination. Sexual desires and fantasies increase. 14 YEARS TO 19 YEARSSocial, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). 14 YearsUncertain, unhappy and sensitive. Withdrawn spends time alone needs privac y. Can be neurotic (convinced that everyone is watching and judging). Low self-esteem very concerned with body image and appearance (physical sexual). May refuse to sociable with adults. Self-involved (may have high expectations and low self-concept). 15 YearsGenerally easy going happy. Recognises own strengths and weaknesses. Is critical of others, specially parents. Likes to be busy with extracurricular activities. Large and varied social circle friends of both sexes. Anxious to be liked and accepted. Strong interest in opposite sex. Can be quarrelsome and wont communicate. Desires independence from familyRelationships with siblings better than with parents. May have one or two best friends. Dating and romantic relationships may be commonplace. 14 YEARS TO 19 YEARS Social, Emotional andBehavioural Development Communication andIntellectual Development Physical Development(gross and fine motor). 16+ YearsRelationship with family becomes easier more caring. Self-assured with sen se of self. Views parents as people, not the bosses. Friendships are very important both sexes shared interests. Intense romantic relationships. May have anxiety over school and test scores. Interest in school increases or decreases. Seeks privacy and time alone. May complain that parents prevent independence. Starts to integrate both physical and emotional intimacy into relationships. Is increasingly aware of social behaviours of friends. Seeks friends that share similar beliefs values interests.Friends become more important. Starts to have more intellectual interests. Egocentrism develops in some teenager. 16+ YearsBecomes better able to set goals and think in terms of the future. Has a better understanding of complex interrelationships of problems and issues. Starts to develop moral ideals and to select role models. Cognitive maturity developsComponential intelligence ability to use internal information-processing strategies in problem solving,Metacognition awareness of ones cognitive processes (vital in problem solving).Experiential intelligence able to transfer learning effectively to new skills. Contextual intelligence ability to apply intelligence in a practical context. Tacit knowledge savvy or street wise (to work the system to ones advantage). 16+ YearsGirlsMost have completed the physical changes related to puberty by 15 years. BoysStill maturingGaining strength and muscle mass height. end development of sexual traits. The brain is fully developed by 19+ years.