Piagets Four Stages Of Cognitive Development Essays -

Piaget's Four Stages Of Cognitive Development Kristine Thornton Southern Technical College Dr. Andrea Goldstein Cognitive development : The process by which a child's understanding of the world changes due to their age and experience. Zone of proximal development : According to Vygotsky, the gap between what children already are able to accomplish on their own and what they are not quite ready to do by themselves. Puberty : The period at which maturation of the sexual organs occurs, beginning at about age 11 or 12 for girls and 13 or 14 for boys. Menopause : The period during which women stop menstruating and are no longer fertile. Developmental psychology : The branch of psychology that studies the patterns of growth and change that occur throughout life. According to psychologist Jean Piaget, children progress through a series of four critical stages of cognitive development. Each stage is marked by shifts in how kids understand the world. Piaget believed that children are like "little scientists" and that they actively try to explore and make sense of the world around them. Through his observations of his children, Piaget developed a stage theory of intellectual development that included four distinct stages: The sensorimotor stage, from birth to age 2 The preoperational stage, from age 2 to about age 7 The concrete operational stage, from age 7 to 11 The formal operational stage, which begins in adolescence and spans into adulthood. Jean Piaget was born in Switzerland in 1896. He published his first scientific paper at the tender age of 10 - a 100-word description of an albino sparrow in a naturalist magazine. Between the ages of 15 and 19, he published numerous papers on mollusks and was even offered a job as a curator at a museum, although he had to decline the offer since he still had two years of high school to complete. While he developed an interest early on in how people come to know the world around them, he didn't receive any formal training in psychology until after he had completed his doctoral degree at the University of Neuchatel. After receiving his Ph.D. degree at age 22 in natural history, Piaget formally began a career that would have a profound impact on both psychology and education. After studying briefly with Carl Jung, he happened to meet Theodore Simon, one of Alfred Binet's collaborators . Simon offered Piaget a position supervising the standardization of the intelligence tests developed by Binet and Simon. Piaget developed an interest in the intellectual development of children. Based on his observations, he concluded that children were not less intelligent than adults, they simply think differently. Albert Einstein called Piaget's discovery "so simple only a genius could have thought of it." Piaget's stage theory describes the cognitive development of children. Cognitive development involves changes in cognitive process and abilities. In Piaget's view, early cognitive development involves processes based upon actions and later progresses to changes in mental operations. Piaget's interest in child cognitive development was influenced by watching his 13-month-old nephew, Gerard, at play. By chance, Piaget observed the toddler playing with a ball. When the ball rolled under a table where the boy could still see it, Gerard simply retrieved the ball and continued playing. When the ball rolled under a sofa out of his sight, however, the child began looking for it where he had last seen it. This reaction struck Piaget as irrational. Piaget came to believe that children lack what he referred to as the object concept - the knowledge that objects are separate and distinct from both the individual and the individual's perception of that object. Jean Piaget set out to study his daughter Jacqueline as she developed through infancy, toddlerhood, and childhood. He quickly noted that during the early months of his daughter's life, she seemed to believe that objects ceased to exist once they were out of her sight. At nearly a year, she started to search actively for objects that were hidden from her view although she made mistakes similar to the one Gerard made. By 21 months, Jacqueline had become skilled at finding hidden objects and understood that objects had an existence separate from her perception of them. Piaget's

Brigadier General James Barnes in the Civil War

Brigadier General James Barnes in the Civil War James Barnes - Early Life Career: Born December 28, 1801, James Barnes was a native of Boston, MA.   Receiving his early education locally, he later attended Boston Latin School before commencing a career in business.   Unsatisfied in this field, Barnes elected to pursue a military career and obtained an appointment to West Point in 1825.   Older than many of his classmates, including Robert E. Lee, he graduated in 1829 ranked fifth of forty-six.   Commissioned as a brevet second lieutenant, Barnes received an assignment to the 4th US Artillery.   Over the next few years, he served sparingly with the regiment as he was retained at West Point to teach French and tactics.   In 1832, Barnes married Charlotte A. Sanford. James Barnes - Civilian Life: On July 31, 1836, following the birth of his second son, Barnes elected to resign his commission in the US Army and accepted a position as a civil engineer with a railroad.   Successful in this endeavor, he became superintendent of the Western Railroad (Boston Albany) three years later.   Based in Boston, Barnes remained in this position for twenty-two years.   In the late spring of 1861, following the Confederate attack on Fort Sumter and beginning of the Civil War, he left the railroad and sought a military commission.   As a graduate of West Point, Barnes was able to obtain the colonelcy of the 18th Massachusetts Infantry on July 26.   Traveling to Washington, DC in late August, the regiment remained in the area until the spring of 1862. James Barnes - Army of the Potomac: Ordered south in March, Barnes regiment sailed to the Virginia Peninsula for service in Major General George B. McClellans Peninsula Campaign.   Initially assigned to Brigadier General Fitz John Porters division of III Corps, Barnes regiment followed the general to the newly-created V Corps in May.   Largely assigned to guard duty, the 18th Massachusetts saw no action during the advance up the Peninsula or during the Seven Days Battles in late June and early July.   In the wake of the Battle of Malvern Hill, Barnes brigade commander, Brigadier General John Martindale, was relieved.   As the senior colonel in brigade, Barnes assumed command on July 10.   The following month, the brigade participated in the Union defeat at the Second Battle of Manassas, though for unrecorded reasons Barnes was not present.       Rejoining his command, Barnes moved north in September as McClellans Army of the Potomac pursued Lees Army of Northern Virginia.   Though present at the Battle of Antietam on September 17, Barnes brigade and the rest of V Corps were held in reserve throughout the fighting.   In the days after the battle, Barnes made his combat debut when his men moved to cross the Potomac in pursuit of the retreating enemy.   This went badly as his men encountered the Confederate rearguard near the river and sustained over 200 casualties and 100 captured.   Barnes performed better later that fall at the Battle of Fredericksburg.   Mounting one of the several unsuccessful Union attacks against Maryes Heights, he received recognition for his efforts from his division commander, Brigadier General Charles Griffin. James Barnes - Gettysburg: Promoted to brigadier general on April 4, 1863, Barnes led his men at the Battle of Chancellorsville the following month.   Though only lightly engaged, his brigade held the distinction of being the last Union formation to recross the Rappahannock River after the defeat.   In the wake of Chancellorsville, Griffin was forced to take sick leave and Barnes assumed command of the division.   The second-oldest general in the Army of the Potomac behind Brigadier General George S. Greene, he led the division north to aid in halting Lees invasion of Pennsylvania.   Arriving at the Battle of Gettysburg early on July 2, Barnes men briefly rested near Powers Hill before V Corps commander Major General George Sykes ordered the division south towards Little Round Top. En route, one brigade, led by Colonel Strong Vincent, was detached and rushed to aid in the defense of Little Round Top.   Deploying on the south side of the hill, Vincents men, including Colonel Joshua L. Chamberlains 20th Maine, played a critical role in holding the position.   Moving with his remaining two brigades, Barnes received orders to reinforce Major General David Birneys division in the Wheatfield.   Arriving there, he soon withdrew his men back 300 yards without permission and refused pleas from those on his flanks to advance.   When Brigadier General James Caldwells division arrived to reinforce the Union position, an irate Birney ordered Barnes men to lie down so that these forces could pass through and reach the fighting.          Finally moving Colonel  Jacob B. Sweitzers brigade into the fight, Barnes became conspicuously absent when it came under a flank attack from Confederate forces.   At some point later in the afternoon, he was wounded in the leg and taken from the field.   Following the battle, Barnes performance was criticized by fellow general officers as well as his subordinates.   Though he recovered from his wound, he performance at Gettysburg effectively ended his career as a field officer. James Barnes - Later Career Life: Returning to active duty, Barnes moved through garrison posts in Virginia and Maryland.   In July 1864, he assumed command of the Point Lookout prisoner-of-war camp in southern Maryland.   Barnes remained in the army until being mustered out on January 15, 1866.   In recognition of his services, he received a brevet promotion to major general.   Returning to railroad work, Barnes later aided the commission tasked with constructing the Union Pacific Railroad.   He later died at Springfield, MA on February 12, 1869 and was buried in the citys Springfield Cemetery.   Ã‚   Selected Sources Gettysburg: James BarnesOfficial Records: James Barnes18th Massachusetts Infantry

Understanding Jacklighting

Understanding Jacklighting Jacklighting is the practice of shining a light into a forest or a field at night, to find animals for hunting. This can be done with car headlights, spotlights, searchlights or other lights, mounted on a vehicle or not. The animals are temporarily blinded and stand still, making it easier for hunters to kill them. In some areas, jacklighting is illegal because it is considered unsporting and dangerous because the hunters cannot see far enough beyond the targeted animal. Laws Regarding Jacklighting Where jacklighting is illegal, the law has a specific definition of the prohibited activity. For example, in Indiana: (b) A person may not knowingly throw or cast the rays of any spotlight or other artificial light:(1) not required by law on a motor vehicle; and(2) in search of or upon any wild bird or wild animal;from a vehicle while the person possesses a firearm, bow, or crossbow, if by throwing or casting the rays a wild bird or wild animal could be killed. This subsection applies even though the animal is not killed, injured, shot at, or otherwise pursued.(c) A person may not take any wildlife, except furbearing mammals, with the aid of illumination of any spotlight, searchlight, or other artificial light.(d) A person may not shine a spotlight, searchlight, or other artificial light for the purpose of taking, attempting to take, or assisting another person to take a deer. In New Jersey, the law states: No person or persons while in or on a vehicle shall throw or cast the rays of any illuminating device including, but not limited to, a spotlight, flashlight, floodlight or headlight, which is affixed to a vehicle or which is portable, on or in any area where deer may reasonably be expected to be found, while having in his or their possession or control, or in or on the vehicle, or any compartment thereof, whether or not the vehicle or compartment is locked, any firearm, weapon or other instrument capable of killing deer. Additionally, hunting at night is illegal in some states, whether or not a spotlight is being used. Some states specify which types of animals may be hunted with spotlights at night. Also Known As: spotlighting, shining, lamping Examples: A conservation officer caught four men jacklighting in the state park last night, and cited them for violating state hunting regulations.

Service Ops Management Essay Example | Topics and Well Written Essays - 2500 words

Service Ops Management - Essay Example According to industry sales data, compiled by the International Sleep Products Association (ISPA), a bedding industry trade group, approximately 700 manufacturers of mattresses and box springs make up the domestic conventional bedding industry. They generate wholesale revenues estimated at approximately $4.7 billion during calendar year, 2002. The market for conventional bedding represents more than 85% of the entire bedding market in North America. Approximately two-thirds of conventional bedding is sold through furniture stores and specialty sleep shops. Most of the remaining conventional bedding is sold through department stores, mass merchandisers, and membership clubs. Sealy has the largest market share and greatest consumer awareness of any bedding brand in North America. It is believed to be the largest manufacturer of bedding in the world. Sealy employs more than 6000 individuals, has 34 plants, and sells its products in over 7,000 retail outlets in the United States, including furniture stores, leading department stores, sleep shops, and mass merchandisers. Sealy is also a leading supplier to the hospitality industry. Sealy Asia Limited is the regional office of Sealy Corporation, a bed sets manufacturer established in Hong Kong in 2001. It is one of the major mattress manufacturers in the world, and it would like to explore the Asian market in the forthcoming years. Sealy’s vision is to be first, best, most and continuously the most improved player in the Hong Kong market. In sum, we want to have our customers view Sealy as first in product quality and service, as best at meeting their needs, and as the resource that offers the most in every facet of our business relationship. We have a healthy dose of self-criticism, so we are driven by an honest and a critical self-assessment in our quest for improvement in all aspects of

The Psychology of Adult Learning Case Essay Example | Topics and Well Written Essays - 1250 words

The Psychology of Adult Learning Case - Essay Example I have selected this student for the case study because she is one of the most successful and influential models in my life. In contrast with most of the students her age in Saudi Arabia, KM loved going to school from the beginning of primary classes. In addition, KM, as was evident to those who have known her from her youth, has a strong character and power to change things she does not like. She loved working and helping other people, which has helped her to become a doctor in her future life. The theory of motivation is going to be applied to illustrate how it psychologically influenced KM to pursue this particular career. As such, the attached transcript (Appendix 4) will relate these issues to the existing theoretical position within psychology and adult education. In particular, this case study will investigate how these theories are related to the participant’s experience. The interview for this case study was conducted in the participant’s home on Sunday 31 December. Before this date, the interviewer sent KM an online copy form of the â€Å"invitation to be interviewed† and the â€Å"case study participation consent form†. After having a discussion about the issue online, the participant and the interviewer agreed that it would be better for both of them to meet at the participant’s home. The reason for this choice was that both sides would feel more relaxed and comfortable in a private and familiar setting as this would be more suitable within the culture of both the participant and the interviewer. In addition, this was where the participant studied and read during the period of her school and college attendance. The interviewing method was also chosen because it allows the participant to express her views in a free manner. It also allows the interviewer to gain first-hand information about the participant’s views towards a particular subject area.

Dance, the Art of Movement Essay Example for Free

Dance, the Art of Movement Essay Dancing is the rhythmical movement of the body, usually with music, to express an idea or emotion, to narrate a story or simply to enjoy and take pleasure in the movement itself. It can be traced that Dance as an art started from the moment it was harnessed to a rhythm, probably the stamping of the feet and clapping of the hands. Dance of the earliest times differ from those of the present times; the dances of the barrio folks differ from those of the city. There are primitive and non primitive dances. Indians dance to give thanks for a harvest, the Mexicans to celebrate a religious festival, teenagers dance at parties, both young and old go discoing and children everywhere dance because it is pleasurable to express joy through bodily movement or language. Origin and Function of the Dance Dancing has primitive beginnings. It can be deduced from the behavior of primitive tribes surviving today that the rhythm that spurred on the dances mostly came from the beat sustained through the stamping of the feet on the ground. Soon, dance was used for purposes of affecting the whole tribe; hunting dance to depict the capture or a prey or a warlike dance to show the defeat of enemy. There were dances of thanksgiving for a good harvest, good weather and wanted rain. Rain dances have survived in some parts of the world until today. In biblical dances, the Old Testament attests that Miriam, the sister of Moses, led the women in a dances of joy after Israelites escaped from Egypt. King David danced before the Ark of the Covenant to express thanksgiving. Psalm 149 says, â€Å"Let them praise HIS name in the dance. † The Bible tells us when people danced, but it does not tell how they danced. The Hebrew religion forbade the making of images. Thus there are no paintings or statues to help reconstruct the dances of Miriam or David. In earlier times, supplications t Gods was the beginning of the religious aspect of dancing. In the West, the most sophisticated of professional dancers put their art at the service of religion taking part in celebrations in great cathedrals or in humble churches. It is believed that the more grotesque kinds of dancing in plays and spectacles were developed by the Romans. In the East as well as in the West, dancing was developed as a social grace. Various kinds of religious, social and theatrical dances evolved slowly in the dances today. Generally, western dance techniques are based mostly on footwork, while the Eastern forms of art dance, depending upon footwork to sustain the rhythm, derive their greatest beauty and subtle meanings from the infinite variety of delicate movements of the upper part of the body, especially the head, neck and hands. In the East as in the West, dance was indigenous to religious ceremony, and was used for entertainment. Plato, the great Greek Philosopher demanded a place for the dance in his ‘’ideal republic’’ saying that it would help towards acquiring noble, harmonious and graceful attitudes. The implication is that dance was already appreciated for its own sake, as an expression of beauty and movement. The domination of the Roman Catholic Church in Europe, after the fall of Rome, virtually extinguished theatrical dance, but it was reborn together with other art of Italy.

Free College Essays - Enlightenment in Narcissus and Goldmund

Enlightenment in Narcissus and Goldmund Hermann Hesse's repeated themes of enlightenment through religion, self acceptance, love, and fate, surface in Narcissus and Goldmund, as Goldmund, a student at Mariabronn cloister, discovers his true calling as an artist and lover. Taking the advice of his diametric, the analytical, dark, and spare Brother Narcissus, a teacher at the cloister who recognizes Goldmund as "a dreamer with the soul of a child," Goldmund acknowledges his suppressed childhood and rediscovers the image of his mother. Leaving the cloister at Narcissus' advice, Goldmund becomes a wanderer of the medieval countryside, seducing the hearts of women, learning the art of sculpting and painting, and recapturing his childhood. Although she is not physically present at any time, Goldmund's mother plays a significant role in his discovery of himself. Through the revival of her memory in his heart, he is able to accept his life as an artist, not a thinker and give in to the temptations of love. "Mother had been a subject he was forbidden to mention-...

The Advantages and Disadvantages to Robotics

In this paper we will be talking about the advantages and disadvantages of robotics in the modern era. The use of robotics in the modern era has greatly increased since the prior era. I will explain how robots are used everywhere from industrial companies to medical facilities. The first thing that I will be discussing is the advantages of robotics. In 2006 a California based intuitive Surgical Inc. launched a new surgical system called â€Å"the da Vinci surgical system†. This is based from an article in the May 2010 edition of Yale scientific magazine this system was a major advantage for both doctors and patients going through major surgeries. One of the greatest aspects of this system is that its precise surgical tools are controlled by remote access. The surgeon, sitting at a console located several feet from the patient on the operating table, uses a hand and foot based control panel. This system has multiple arms with numerous tools like a scalpel, scissors. Also the system has a full 3-D stereoscopic vision of any and all procedures. The da Vinci System offers many advantages over open surgery for both the surgeon and the patient. For the surgeon, the robotic arms offer greater mobility since their range of rotation is not constrained like the human wrists. In other words while cutting off tissue this can be done in one swift movement instead of the Jerking and start stop movement.

Power Struggles in Society

Mills, Schudson, and Gitlin show different approaches to society and the role of mass media. Each approach helps illustrate a different focus on society. They each hold special relevance in a discussion of the history of societal beliefs. The Mass Society refers to the overall belief C. Wright Mills held in relation to the type of society he believed we live in.Mills began The Power Elite with a bold statement saying, â€Å"The powers of ordinary men are circumscribed by the everyday words in which they live, yet even in these rounds of job, family, and neighborhood they often seem driven by forces they can neither understand nor govern† (Mills, 1956, p. 3). This opening sentence helps describe the attitude and beliefs of the entire book. A â€Å"power elite† exists in a society that is made up of three spheres. They are divided into economy, political, and military, with the same group of people interchanging between the three.This large group of elite is at the top ma king all the decisions, while the masses are at the bottom, unaware of the process that molds public opinion. Masses within this view of society are irrelevant and do not have any type of influence. The media functions as an entertainment source, keeping the masses entertained while the elite is taking care of all the important matters. It helps keep the reality and truth of the world obscured from the masses.Mills explained what the media does for the masses as â€Å"they distract him and obscure his chance to understand himself or his world, by fastening his attention upon artificial frenzies that are revolved within the program framework, usually by violent action or by what is called humor† (Mills, p. 315). This helps illuminate how the mass media guides, tries to control, and manipulates the masses. Mills describes the effect of mass media as â€Å"a sort of psychological illiteracy† to the extent that we â€Å"often do not believe what we see before us until we read about it in the paper or hear about it on the radio† (Mills, p. 311).The masses â€Å"standards of credulity, standards of reality, tend to be set by these media rather than by ‘the masses' own fragmentary experience† (Mills p. 311). Mass media's role helps prevent the questioning of the elite. â€Å"Families and churches and schools adapt to modern life; governments and armies and corporations shape it; and, as they do so, they turn these lesser institutions into means for their ends† (Mills, p. 6). The family into which someone was born or marries into helps improve or decrease their social status. The school where one is educated or the church where one worships also plays a major role in the social standing.Schools teach skills to the masses that enable them to function in society. Institutions shape life and the masses adapt to what institutions create. The masses in the theory are very disorganized and not connected to others. An excellent way to describe to masses can be shown by watching The Twilight Zone movie. It is a state of total confusion for everyone, with each doing their own thing. The elite enjoy the state of confusion with the masses, because they are able to control the major decisions that must be made. They determine the policies and the people enlist in them.In the mass society, the elite control the policies and ways of thinking for the confused masses. Schudson approaches the nature of society in a much different way, through the idea of the democratic society. In Discovering the News, he discussed â€Å"an even distribution of income† and described the 1800's as â€Å"more people acquired wealth and political power ‘bringing' with them a zeal for equal opportunity that led to the expansion of public education† (Schudson, 1978, p. 44). When looking at society as a whole, you have them socially, economically, and politically integrated. Economic development was promoted and shared by ma ny rather than few† (Schudson, p. 45). The press does not cause, but picks up elements, reflects, and builds from a democratic society. â€Å"The democratization of economic life brought with it attitudes that stressed economic gain to the exclusion of social aims; business practice more regularly began to reward strictly economic ties over broader ones† (Schudson, p. 46). Schudson believed that society was grounded in the perception of society, with the middle class dominating and developing.Media's relationship with its audience helped sustain them, but it did not create the worldview. The media cannot be proven to have many effects on society, and the ones that exist have to do with advertising as a cultural institution. Advertising functions more as a way of celebrating products and buying. It functions to remind and refocus as it orients people to the world and let them know that others share the same views. Advertising reminds us of things in society and reinforce s some social trends. The trends and cultural symbols make us aware while reminding us of what we already know.Objectivity occurred in writings as a response to a problem, not as a correct way to see the world. â€Å"As our minds become deeply aware of their own subjectivism, we find a zest in objective method that is not otherwise there† (Schudson, p. 151). Objectivity developed in response to crisis, when journalism became so overwhelmed with subjectivity. There are three views in reference to objectivity. â€Å"The first view, then, holds that form conceals content in the news story. A second position is that form constitutes content, that the form of the news story incorporates its own bias.A third sees the form of a news story, not as a literacy form, but as a social form tightly constrained by the routines of new gathering† (Schudson, pp. 184-185). The â€Å"moral wars† in journalism showed each class held differing beliefs on what was acceptable. The Time s wrote a speech by Reverend Dr. W. H. P. Faunce saying: â€Å"The press engages in a fearful struggle, one class against another. On one side stands the reputable papers and on the other, is what calls itself the new journalism, but which is in reality as old as sin itself† (Schudson, p. 114).Class conflict was the main reason for problems inside the newspaper industry. Different societal classes produced different types of newspapers. Schudson tracks the middle class because he fells it is the most important. He said the press emerged to serve the middle class audience. Schudson said the political aspects of society went from public to private. Reality was public, but became more concerned with what the individual was thinking instead of what everyone was thinking. Voting was one area effected by this new political and reality change.People began to vote in secrecy, such as in the separate voting booth presently used. This new secrecy allowed people to make decisions on the ir own instead of relying on others. Gitlin discusses how many aspects of society are the result of hegemony, defined as â€Å"the name given to a ruling class's domination through ideology, through the shaping of popular consent† (Gitlin, 1980, p. 9). â€Å"Hegemony is a historical process in which one picture of the world is systematically prefered over others, usually through practical routines and at times through extraordinary measures† (Gitlin, p. 57). Society is maintained by hegemony instead of class structure. This type of society is possible because it has a common reality, shared language, common cultural forms like mass media, shared government, common education and religion, and common transportation. Hegemony says we live in a society where all ideas are not treated equally. As a result, we are predisposed to accept some views and slower to accept others. It is not a conspiracy theory but it holds that everyone is doing their job. The ideas of the dominan t in society are being told.If someone outside the dominate group feels their idea is right, they must do something out of the ordinary to get attention. The dominate class is not particularly the elite or the middle class, but it is the group whose ideas are most important to be heard in society. We grow up in a world that already has meaning; we must therefore decide where we belong. In return, society produces the kind of people it needs. Many people spend their lives trying to figure out where to belong. The routines of journalists are the main way standardized frames are put into reporting. These routines are structured in the ways journalists are socialized from childhood, and then trained, recruited, assigned, edited, rewarded, and promoted on the job; they decisively shape the ways in which news is defined, events are considered newsworthy, and ‘objectivity' is secured† (Gitlin, pp. 11-12). People think the world is being reported, but it is actually being create d. Mills, Schudson, and Gitlin share few beliefs in relation to the nature of society. Each believes that separate social classes exist and that each class relates to society in a much different way.They also agree that problems do occur within society and its current division, but at that point their beliefs begin to diverge. Mills and Gitlin are the most similar among the three. They both believe there is a separation between one dominate class and the masses. Mills believes the one dominate is the elite and Gitlin does not feel it is any particular social class. Schudson, on the other hand, believes there are separate classes with the middle the most important. The most persuasive is a combination of Schudson and Gitlin. Different times make the separation on which is most important.Schudson is correct in saying the media and society play off each other. Things which occur in society would not be made as important without the media stressing its importance and society tuning in t o hear the details. Gitlin is also very true in his beliefs of hegemony with a ruling class being dominate over society. The world in which we live is very centered around the fact that one group's ideas are heard through the media more often than that of others. The nature of society is explained differently when looking at Mills, Schudson, and Gitlin. Each person is very persuasive in the views they express.There are also weaknesses that exist in some of the views. Gitlin's hegemony comes across as the most persuasive of the ideas. It can explain most things in society that the other two cannot. Society is complex in every way, but hegemony helps make it more simple to understand. References Gitlin, Todd. (1980). The Whole World Is Watching. Berkeley: University of California Press. Mills, C. Wright. (1956). The Power Elite. London: Oxford University Press. Schudson, Micheal. (1978). Discovering the News: A Social History of American Newspapers. USA: Basic Books.

50 Problem Words and Phrases

50 Problem Words and Phrases 50 Problem Words and Phrases 50 Problem Words and Phrases By Mark Nichol Oh, what a tangled web we weave when first we practice to conceive written communication. So many pairs or trios of words and phrases stymie us with their resemblance to each other. Here’s a quick guide to alleviate (or is it ameliorate?) your suffering: 1. a while / awhile: â€Å"A while† is a noun phrase; awhile is an adverb. 2. all together / altogether: All together now â€Å"We will refrain from using that two-word phrase to end sentences like this one altogether.† 3. amend / emend: To amend is to change; to emend is to correct. 4. amount / number: Amount refers to a mass (â€Å"The amount saved is considerable†); number refers to a quantity (â€Å"The number of dollars saved is considerable†). 5. between / among: The distinction is not whether you refer to two people or things or to three or more; it’s whether you refer to one thing and another or to a collective or undefined number â€Å"Walk among the trees,† but â€Å"Walk between two trees.† 6. biannual / biennial: Biannual means twice a year; biennial means once every two years. 7. bring / take: If it’s coming toward you, it’s being brought. If it’s headed away from you, it’s being taken. 8. compare to / compare with: â€Å"Comparing to† implies similarity alone; â€Å"compare with† implies contrast as well. 9. compliment / complement: To compliment is to praise; to complement is to complete. 10. comprise, consist of / compose, constitute: Comprise means â€Å"include,† so test by replacement â€Å"is included of† is nonsense, and so is â€Å"is comprised of.† The whole comprises the parts or consists of the parts, but the parts compose or constitute the whole. 11. connote / denote: To connote is to convey (â€Å"Air quotes connote skepticism or irony†); to denote is to specify (â€Å"A stop sign denotes the requirement to halt†). 12. continual / continuous: Continual events are frequently repeated, or intermittent. Continuous events are uninterrupted, or constant. 13. credible / credulous: To be credible is to be authoritative; to be credulous is to be gullible. 14. deserts / desserts: If you eat only cake, pie, ice cream, and the like, you eat just desserts. If you have it coming to you, you get your just deserts as well. (However, the connotation is negative, so hit the gym.) 15. different from / different than: The former phrase is preferred in formal writing; but â€Å"differently than† is always correct usage. 16. discreet / discrete: Discreet means â€Å"subtle†; discrete means â€Å"separate.† (â€Å"He discreetly reminded them of their discrete meanings.†) 17. each other / one another: â€Å"One another† is preferred in formal writing when more than two of something are being discussed. 18. economic / economical: Economic refers to the science of economics; economical suggests frugality. 19. elemental/elementary: What’s elemental is essential or integral to nature; what’s elementary is basic. 20. ensure / insure / assure: To ensure is to guarantee, to insure is to indemnify, and to assure is to comfort or convince. 21. epidemic / endemic / pandemic: An epidemic is the outbreak of disease in a limited place and time; an endemic disease is a recurring one peculiar to a place or population; a pandemic is pervasive over a wide geographical area. 22. forgo / forego: To forgo is to go without; to forego is to go before (and is generally used only in the forms foregoing and foregone, which are themselves rare). 23. gibe / jibe / jive: To gibe (soft g, as in gym) is to taunt or insult (though jibe is an alternate spelling), to jibe with is to coincide or fit, to jive is to deceive. 24. historic / historical: Something historic is remarkable for its impact on history; something historical is simply an event in history. 25. home in / hone in: To home in is to close in; to hone in is to confuse one word for another. (â€Å"Hone in† has no meaning.) 26. jealousy / envy: Jealousy is resentment; envy is covetousness. 27. lay / lie: Lay is transitive, associated with a direct object â€Å"Lay that pencil down.† â€Å"Yesterday, I laid that pencil down.† â€Å"That pencil has been laid down.† Lie is intransitive, not so associated â€Å"Lie down.† â€Å"Last night, I lay down.† â€Å"It was my plan to have lain down already. 28. leach / leech: To leach is to dissolve by percolation; to leech is to remove blood with a leech or to exhaust; as a noun, it means a parasitic worm or the human figurative equivalent, or the edge of a sail (also spelled leach). 29. libel / slander: Libel is written defamation; slander is the spoken equivalent. 30. may / might: May refers to factual or possible; might is appropriate for the hypothetical or counterfactual. 31. nauseous / nauseated: To be nauseous is to cause sickness. To be nauseated is to feel sick. 32. notable / noticeable / noteworthy: Something notable is worthy of note. Something noticeable is capable of being noticed. Noteworthy is a synonym of notable, though the former implies the unusual and the latter the commendable. 33. partly / partially: Partly means â€Å"in part†; partially means â€Å"incomplete† or, rarely, is an antonym for unfairly. 34. peak / pique: To peak is to reach the pinnacle; to pique is to arouse interest or to bother. 35. people / persons: People has assumed primacy; persons is reserved mostly as a synonym for bodies (â€Å"those belongings carried on their persons†). 36. persuade / convince: To persuade someone is to motivate them to do something; to convince someone is to lead them to understand or believe. 37. predominantly / predominately: Both forms are correct, but predominantly predominates. 38. purposely / purposefully: What’s done purposely is done on purpose; what’s done purposefully is done with a purpose. 39. regrettably / regretfully: Regrettably is a synonym for unfortunately; regretfully means just that full of regret. 40. repetitive / repetitious: Both terms have acquired a negative connotation, but the former retains a more neutral meaning. 41. sensual / sensuous: Sensual has an erotic connotation; sensuous refers more neutrally to what is pleasurable to the senses. 42. since / because: Informally, these terms are interchangeable, but in formal writing, since should be used only to refer to time. 43. stationary / stationery: To be stationary is to stand still; stationery refers to letter-writing materials. 44. that / which: That is used restrictively (â€Å"The pencil that is sharp† among more than one pencil, the one with that characteristic); which is employed nonrestrictively (â€Å"The pencil, which is sharp† one pencil alone, possessing that characteristic). The distinction is rarely observed other than in American English. 45. tortuous / torturous: A tortuous experience is a winding one; a torturous one is painful. 46. transcript / transcription: A transcript is a thing; a transcription is the process of creating it. 47. verbal / oral: Verbal refers to both written and spoken communication, but oral is useful for distinguishing the latter from the former. 48. while / although / whereas: Informally, while is a synonym for the other two terms, but in formal writing it should be reserved for temporal connotations. 49. wreak / wreck: These terms do not share etymological origin; you wreck a party, but you do so by wreaking havoc. 50. whether / if: Both words are correct in expressing a choice, but the former is more appropriate in formal writing (â€Å"I can’t decide whether to go†), whereas the latter is better reserved for reference to possibility or probability (â€Å"I’ll go if you do†). Want to improve your English in five minutes a day? 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Would You Rather, an Icebreaker Game for Adults

Would You Rather, an Icebreaker Game for Adults This party game is perfect for use in the classroom, at a seminar or workshop, or any gathering of adults. Its easy and lots of fun. Would you rather be bald or completely hairy? Give your students impossible questions to answer and help them ease into learning together. Why Use Ice Breaker Games? Icebreakers are important tools for teachers of adults.  If youre teaching adults, you know they learn differently than children. They come to the classroom with a lot of life experience, some more than others, of course, and some of them bring wisdom, too, depending on their age. When you begin a new class or start a new lesson, an icebreaker game can help your adult students feel more comfortable participating by getting them to laugh, helping them to meet fellow students, and relaxing everyone. Have fun. People engage in learning more quickly when the experience is fun. Starting a session or a lesson plan with an icebreaker can help your adult students focus on whatever you have gathered to learn. Instructions The game takes 30-60 minutes, depending on the size of the group. Break large groups into smaller groups by counting off if you have less time for this exercise. Give the participants a minute to think of a Would You Rathe question. Give some examples. There are published Would You Rather books and game cards available for sale if you have the budget to purchase them, but once you get going, you can easily make questions up yourself. If your group does not seem creative at all, you can always print handouts with question ideas and let your students choose from the list. Introduce yourself and ask the first person your question. Example: My name is Deb, and I want to know if you would rather speak to a large group or hold a snake. After the person answers, he or she should give their name and ask the next person their question. And so on. Save time for laughter and explanations if appropriate! Depending on the purpose of your class or meeting, ask participants to come up with a meaningful or thought-provoking question. If you use this game as an energizer, encourage people to just be silly. Debriefing Is Not Necessary No debriefing is necessary unless you’ve asked the group to come up with questions related to your topic. If so, some of the choices probably inspired some remarkable responses. Choose a few to discuss further or to use as a lead-in to your first lecture or activity. This icebreaker game makes a good warm-up exercise for adult education lesson plans. Would You Rather Ideas If you need some questions to get the game rolling, start with these and see if they inspire others: Would you rather play Monopoly or chess?Would you rather have super hearing or x-ray vision?Would you rather be good at drawing or singing?Would you rather be a cat or a fish?Would you rather be Catwoman or Wonder Woman?Would you rather babysit a couples child or their dog?Would you rather go one year without TV or without reading books?Would you rather attend a big party or have an intimate dinner with a few friends?Would you rather lose your hearing or lose your sight?Would you rather be able to breathe underwater or fly?

Software Engineering and Novel Programming Essay

Software Engineering and Novel Programming - Essay Example After thorough research done by software engineers and some independent programmers some of the programming languages like BASIC, Pascal etc., were developed. After realizing the importance of using software technologies government agencies in collaboration with private sector companies started development research in programming languages. Companies like IBM, Microsoft, Apple, etc., realized very early what the future holds for them. They quickly grabbed the opportunity and invested heavily on software engineering research. The final result was huge. Many programming languages like C, FORTRAN, COBOL, etc., came into the picture. It's the research and analysis done by the scientists and programmers in software engineering yielded fruitful results in the development of different programming languages, which became more and more user friendly. The main purpose of these programming languages was to develop applications that could be used in everyday life. The researches involved finding potential problems in programming languages and resolving them. The researchers found the flexibility of a language enables it to be used by more clients. Another important factor probably the most important one is the cost. If the final product is expensive there will be only few takers for it. Therefore research has been done to create cost effective applications by using programming languages. ... It saves time and very cost effective. Another important feature developed by the researchers was reverse engineering. In reverse engineering the work is done from final stage to the initial stage. The main purpose of reverse engineering is to extract the code from the final product, working on the final product to the scratch. By using reverse engineering technique one can extract their competitors application and introduce own application in the market accordingly.Today programming languages are termed as procedural programming languages, Object-Oriented programming languages and visual programming languages. Procedural languages like C, FORTRAN etc. uses top down approach in programming. Microsoft Windows 95 and 98 were programmed in C. Visual programming languages like Visual Basic were mostly based graphical user interface (GUI). Since they were very user friendly they became very popular. Object-Oriented Programming languages (OOP's) like C++, Java etc., uses bottom up approach . Java is based on OOP's concepts. It uses bottom up approach. Sun Microsystems developed Java. The OOP's concepts are one of the important features of Java. These concepts are classes, objects, message passing, data encapsulation, data abstraction, polymorphism and inheritance. These are the result of research done by programming experts. Compared to C++, applications created by using Java runs very slowly. Because of the absence of pointers creating viruses in Java is not possible. Java can be simply described by Java buzzwords developed by the Java team. The buzzwords are simple, secure, portable, object-oriented, robust, multithreaded, architecture-neutral, interpreted, high performance,