Review Of The Treaty Of Versailles Essays - France,

Review Of The Treaty Of Versailles Studying the Treaty of Versailles form the side of the winning group may seem quite easy. Can a benefactor of the allied efforts actually review the fairness of the treaty in just and unbiased way ? This is what I hope to accomplish with my paper reviewing the treaty, and reparations held within. To start, I would like to review the sources I am currently using and their general ideas: The Treaty of Versailles: A Reassessment After 75 Years Boerneke, Manfred F., New York University Press, New York USA c. 1996 Mr. Boerneke starts his book with a straight review of the articles in the treaty and explains what each one of them means in general terms. After this review he gives yet another overview of the historical events which would later be affected by these articles; such as the massive increase in German nationalism under the Nazi regime and the German people's anger towards the loss of the ?corridor lands? along the border with France. As well, Boerneke talks about the ill effects of the treaty on Italy, after they lost land along the north they were promised in 1915. Overall this is a great book, and will be the primary source for my paper. The Failure of World War I Peace Blahut, Joseph, UNC Press, Chapel Hill, N.C. USA c. 1992 Mr. Blahut's review starts off with the general post-war standing of each nation , and the type of punishment they wish upon Germany. He talks more about Woodrow Wilson more than the rest of the allied leaders, discussing Wilson's poor efforts to find a point of compromise in the treaty, which in turn led to the massive emotional eruption in World War II. Most of his review covers the negativity which plagued Wilson throughout his journeys to and from Europe. His conclusion states that it was the American inability to find compromise in the treaty that eventually led to WWII through the increase of tension in Europe caused by the unfairness of Versailles. Frankfurt, Brest-Litovsk, Versailles: A Never Ending Story Broening, Michel Dusseldorf, Germany c.1992 Mr. Broening's paper reviews and compares the three major treaties in Europe involving Germany up until the beginning of World War II. The first two being treaties that Germany imposed upon other nations, and the latter of course being the major one imposed on Germany. Mr. Broening (a German) believes that the Treaty of Versailles was no more unfair to Germany (as passed down by the Allies) as the Treaty of Frankfurt was to France, and the Treaty of Brest-Litovsk was to Russia (as passed down by Germany). He also goes on to discuss how one must take into account the disappointment of the German people who were in most cases uninformed of the war due a de facto military dictatorship since 1917. Overall another source which supplies the necessary review of the ?justice? of Versailles,, but allows the reader to also understand how the roles were reversed for decades earlier. Treaty of Versailles: A Blue Print For War Anonymous - www.qt.org/worldwar/prelude/prelude1.html Although i was unable to find the author of this paper listed anywhere on the page, it still gave enough of an overview that I felt it was necessary to include. It is broken down into two sections. The first discussing the implications of the articles as they relate to Germany's ?war guilt? , which was a new idea there. Breaking down the reparations into statistics, this paper offered a purely economic and geographic review of what was gained and lost by both sides. It discussed the sacrifice of land, people, moneys, and pride (which of course isn't really a statistic, but still had a major role in affairs afterwards). The second section talked about the affects these reparation had on the Allied nations like France and England, and the possible effects on the Communist battle raging in the Soviet Union at the time. Overall, a fairly good source for statistical information, however on an instructional basis, it is quite weak. The Politics and Diplomacy of Peacekeeping: Containment and Counter-revolution at Versailles 1918-1919 Mayer, Arno J. Harcourt Press, New York, USA c. 1967 Out of all the books I have read through, this one is probably the most underhanded (if that is the right word). Most

20 Genetics Research Paper Topics on the Science in the 21st Century

20 Genetics Research Paper Topics on the Science in the 21st Century Research on genetics in the 21st century has led to many health advancements by sharing the wisdom and know-how of different areas of medicine. In this second guide, you will find 20 genetics research paper topics to give you an edge over your classmates. These topics are thorough, catchy and informative, which are necessary attributes of a topic in a research paper. If you haven’t read our first guide, 12 facts on genetics in the 21st century, then you should check that out first before reading further. We’ve also discussed how to write a research proposal on genetics in the 21st century in our third and final guide, where you’ll be able to sculpt and polish your research proposal and make it highly compelling to get that positive nod from your professor. Without further ado, here are 20 genetics research paper topics: How Genetic Factors Influence Behavior of a Person How We Can Improve the Personality of a Person Through Genetics The Vital Role of Genetics in Behavioral Studies Recent Advances in Genetics: Ray of Hope for Mentally Challenged Children The Correlation between Genetics, Child Psychiatry and Mental Retardation Research Role of Genetics in Cancer Diseases Helping Alzheimer’s Disease Patients through Genetic Tests How Genetic Effects on the Behavior of Investors Helping Rare Apes Survive Extinction through the Gorilla Genome Unraveling the Mechanisms of Asthma and Allergy through Genetics How ‘In Vitro Fertilization’ can Prevent New Born Babies from Inheriting Diseases or Genetic Defects Genome Studies on Pandoravirus Lead to NLF and 4th Domain’s Unraveling Research Getting Rid of Malaria through Genetic Mutation or Sickle Cell Anemia Specific Types of Genetic Mutation Can Help Patients of Osteoporosis Using Genetic Mutation to Increase Bone Density and Prevent Them from Fragility Why People Taste Bitterness in Brassica Genus Plants and What Role Their Genetic Makeup Plays in It How Genomic Hybridization Can Help Enhance Fruits and Vegetables Resisting HIV Virus through Extensive Research on CCR5 Delta 32 Genetic Mutation, Avalanche Research on Genetic Coding Can Lead to Immortality What are the Benefits of Research on Biological Dark Matter? An abundance of these genetics research paper topics will help you in choosing something which better resonates and appeals to your interests on the subject. You’ll also have an edge over your classmates and impress your professor, who will surely appreciate a stellar research paper from you. Below, you’ll find a sample research paper on genetics in the 21st century, which makes it even easier to write your research paper on the subject matter. Be sure to follow up with our third guide, which effectively demonstrates how to write a research paper on. Sample Research Paper Using Genetic Mutation to Increase Bone Density and Prevent Bones from Breaking When an athlete got into a car accident and it was found that he had no fractured bones, a research was conducted on his physical, biological and genetic behavior. It was concluded that this athlete had a bone density eight times higher than an average person, which was surprising and astonishing to researchers. After an avalanche of research, science has come up with a drug that can enhance bone density, a revolutionary medicine which can be improvised to treat diseases like osteoporosis. Even though humans have thrived off awe-inspiring research and development in the last few decades backed by science, still, very little is known about our biological makeup and there are many complications in our bodies that we simply do not understand. However, extensive research on genetics can reveal facts and figures that might lead to a problem-solving solution. Osteoporosis, one of the most common diseases that have affected hundreds of millions of lives, is like a kryptonite for humans. It causes bones to become brittle and fragile, which makes it easier for them to get fractured, in case of an accident. According to biologists, this ‘may be’ the cause of waning calcium and vitamin D levels or hormonal changes. However, they aren’t sure what it is that actually causes this condition. On the contrary, there may be a solution; Back in 1994, when an athlete was involved in a car accident, it was discovered that there wasn’t a single fracture in the man’s bones. This led Karl Insogna to an investigation, which resulted in a fascinating research on genetic mutation. In Western Reserve University, Matthew Warman and his team found a gene mutation which they named ‘LRP5 (LDL receptor related protein 5)’. The same gene mutation (LRP5) was discovered by Mark Johnson and his colleagues at ORC (Osteoporosis Research Center) at Creighton University. This confirmed that LRP5 was the real deal, which linked it to several other discoveries that could help develop treatments for osteoporosis and other skeletal disorders. The biggest discovery linked to LRP5 was the WNT signaling pathway that motivated other biologists to research this genetic mutation. This pathway is actually a cluster of molecules that are responsible for the development and growth of our tissues. What these investigators and researchers had hoped to discover at the time, is coming to life as we speak. Teriparatide, a drug manufactured by Eli Lilly Co. has helped decrease vertebral fractures by 90%. However, this drug is still insufficient to cure osteoporosis but is a good alternative to HRT (hormone replacement therapy). HRT is known to have severe side-effects that can lead to breast and endometrial cancer. In order to take full advantage of drugs like Teriparatide, which triggers genetic mutations to increase bone density and prevent osteoporosis, we need to research gene-mutation more extensively. Significant research on LRP5 can lead to other discoveries, which might help us in developing the perfect drug capable of curing bone-related diseases by triggering specific gene-mutations that enhance bone density, while making them more resistant to fracture and everyday wear and tear. You now have 20 topics to choose from and a sample paper to supplement your own research paper on genetics in the 21st century. References: Dr. Achim Regenauer, (1998). Genetics Basis for Medicine in 21st Century pg 5 Ober, C., Yao, T. C. (2011). The genetics of asthma and allergic disease: a 21st century perspective. Immunological reviews, 242(1), 10-30. Redfield, R. J. (2012). â€Å"Why do we have to learn this stuff?†- a new genetics for 21st century students. PLoS Biol, 10(7), e1001356 Hocker, T. L., Singh, M. K., Tsao, H. (2008). Melanoma genetics and therapeutic approaches in the 21st century: moving from the benchside to the bedside. Journal of Investigative Dermatology, 128(11), 2575-2595. Khoury, M. J., Burke, W., Thomson, E. J. (2000). Genetics and public health in the 21st century: using genetic information to improve health and prevent disease (Vol. 40). Oxford University Press, USA. Plomin, R. (2000). Behavioural genetics in the 21st century. International Journal of Behavioral Development, 24(1), 30-34. Hodapp, R. M., Fidler, D. J. (1999). Special Education and Genetics Connections for the 21st Century. The Journal of Special Education, 33(3), 130-137.

Strategic Communication Essay Example | Topics and Well Written Essays - 500 words

Strategic Communication - Essay Example However, the periodic reports target the management team as the main audience so that it can make informed decisions. The presentation of the periodic reports highlights four critical elements, namely a statement of significance, a statement of integrity, monitoring, and conclusions. Other types of reports are situational reports presented by different individuals within the organization concerning the progress of projects or after attending conferences. The presentation of situational reports depends on the purpose of the report. This is to mean that progress reports are different from conference reports. In other occasions, the organization mandates the preparation of investigative reports hen a problem or a situation deserving attention emerges. Usually, investigative reports begin by introducing the problem and then provide details of all the facts and findings surrounding the problem, and finally a summary. Other types of reports that I am familiar with include the compliance reports, prepared by the organization to demonstrate its adherence to the government regulations. The presentation of compliance reports includes detailed background information as well as a preview of all the sections included. After the preview, the report comprises of the content couples with data and figures and finally a summary, which highlights the objective of the report. My organization also prepares analytical reports such as research reports, recommendation reports, feasibility reports, and yardstick reports. Analytical reports have an introduction, which introduces the objective of the report and the findings follow. The finding section presents all the advantages and the disadvantages of each alternative. After the findings, a recommendation section follows, and finally the conclusion. In my opinion, an employee like Scott, who wants her company to consider funding the project mentioned, should present a proposal in writing. In the

The Clash of Science, Politics,and Medical Marijuana Essay

The Clash of Science, Politics,and Medical Marijuana - Essay Example Apart from that there is additional proof to support the utilization of marijuana for pain and nausea resulting from chemotherapy, as well as muscle spasticity linked with multiple sclerosis. Therefore, nurses play a crucial role being activists in encouraging elimination of obstacles to the use of medicinal marijuana. With the legalization of medicinal marijuana, nurses will be permitted to advocate for patient use of marijuana when it comes to medicinal purposes. This is possible through the coming together of a growing number of state nursing associations through the backing of therapeutic use of marijuana (Diana, 2011). What problems were encountered? Although medicinal marijuana has a number of benefits associated with it, marijuana has in most cases been flaunted as one of the harmless recreational substances available. Perhaps this is true considering that a number of reputable scientific studies concur that alcohol, cocaine, heroin, and even cigarettes tend to be more dangero us to the health of the user compared to marijuana. Apart from that, the celebrated pharmacological elements of cannabis have resulted in thirty-six states permitting its application as a curative drug for, amongst others, those agonizing from AIDS; a variety of painful, incurable, as well as debilitating illnesses; the dangerous consequences of cancer chemotherapy, along with glaucoma. On top of that, marijuana became used in the treatment of anxiety, as well as mental disorders (Diana, 2011). The most powerful argument against the marijuana use in the treatment of a medical condition is that marijuana might lead to the hastening or provocation of the same disorders it became applied to treat. Regular smoking of marijuana damages the cells within the bronchial passages that guard the body against breathed in microorganisms, while at the same time, decreasing the capability of the immune cells within the lungs in fighting off fungi, bacteria, as well as tumor cells. For those patien ts whose immune system became already weakened, this is an indication of increased possibility of risky pulmonary infections, consisting of pneumonia, which in most cases proves fatal in patients suffering from AIDS. The principal respiratory outcomes of regular smoking of marijuana tend to be pulmonary infections, along with respiratory cancer, whose association to marijuana application became resiliently suggested, yet not conclusively proven. These effects comprise of chronic bronchitis, lung inflation, impairment in the role of the minor air passages, the development of probably pre-cancerous abnormalities within the bronchial lining, as well as lungs, in addition to a reduction in, the abilities of a number of defensive mechanisms in the lungs (Diana, 2011). There is a perception that marijuana is at the source of a number of mental disorders, comprising of acute toxic psychosis, delusions, panic attacks, flashbacks, depersonalization, uncontrollable aggressiveness, hallucinati ons, depression and paranoia. Marijuana has for a long time now been known for prompting mental illness’ attack like bipolar (manic-depressive) psychosis, together with schizophrenia. This association with mental illness must assemble health

Reflective Diary Assignment Example | Topics and Well Written Essays - 1500 words

Reflective Diary - Assignment Example Day 1 Reflection DESCRIPTION What happened? I went to my work area as a customer service representative, where I realized that there was a direct association with resistance to change, specifically with my manager’s unwillingness to cooperate with the workers, even for smaller things, like changing a schedule. FEELINGS What were you thinking & feeling? This is aggravating when working and makes the job harder to complete. It reminds me of the square wheel demonstration where resistance from the manager creates frustrations and harder work for others involved. EVALUATION What was good & bad about the experience? BAD – The manager is inflexible and workers are unable to keep the needed pace because of what has happened, making both the employees and organization suffer. GOOD – I can recognize what the environment is and understand that there is a resistance to change from the manager. There is a direct recognition of Maslow’s matrix (Timm, 1993) with the man ager needing security of a job. ANALYSIS What sense can you make out of the situation? An organization can’t change unless the resistance from everyone stops. Top managers have to recognize the resistance and be pro-active in the change. CONCLUSION What else could you have done? The only thing employees can do is to try to initiate the change by stating the problem to managers. However, this requires a change in the organizational environment. ACTION PLAN If it arose again what would you do? I can respond by making a statement about the need to change. I can also consider talking to other managers about one or two situations that have arisen to grab their attention about the problem. Reflection Day 2 DESCRIPTION What happened? I have talked to other employees about changing managerial job descriptions. The conclusion which I have drawn comes from the horticultural application of the need to ‘make a change’ within the organization (Jenkins, 2006). FEELINGS What we re you thinking & feeling? Urgency first arises with the need to change the organization. This leads into pressure from the awareness of what might happen to my job if change doesn’t occur. I then feel a sense of urgency and begin to communicate with terms such as â€Å"We have to start making changes or the organization won’t grow.† EVALUATION What was good & bad about the experience? BAD – The feelings that arise from the need to change are never followed through. The same problems and sense of resistance within the organization continues to arise. GOOD –I can recognize the patterns that are dangerous to an organization, specifically which can help me in the future. ANALYSIS What sense can you make out of the situation? There is a strong difference between thinking about change and communicating with analysis, as opposed to actually going in and making the change. For the message to communicate to a team, each individual has to have the same resp onses and understanding. CONCLUSION What else could you have done? At this point, there isn’t anything that can be done to change the outcome of the work organization. ACTION PLAN If it arose again what would you do? If an action arose, I would be a part of the plan and make sure to help

Jean Piaget and Lev Vygotskys Theories on Cognitive Development

Jean Piaget and Lev Vygotskys Theories on Cognitive Development According to Meece (2002), Piaget and Vygotsky were two prominent scholars of cognitive development theories. Piaget was a biology, psychology and philosophy scholar while Vygotsky first received a degree in law, then a degree in psychology. Even with two very different backgrounds, both scholars took a constructivist approach to their research in cognitive development as they believed, children must construct their own understandings of the world in which they live (p. 121). This idea has been debated and discussed for years. Piaget and Vygotsky were two prominent scholars within the realm of cognitive development. Their theories of cognitive development have been influential in the development of theories of education. In Jean Piagets research, his main goal was to answer the question, How does knowledge grow? (Silverthorn, 1999). He did this through genetic epistemology which is the study of cognitive development in children. According to Meece (2002), there are four major cognitive stages in a childs cognitive development: sensorimotor, preoperations, concrete operations and formal operations. A childs thought process is different from other developmental stages and each of the stages has its own importance. Piaget believed that a child could not skip a stage because each one is necessary in the process of cognitive development. In accordance with Meece (2002) and funderstanding.com (2006) the four stages are described as such: Sensorimotor stage (birth 2 years old)The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where a child does not know that physical objects remain in existence even when out of sight (object permanence). Preoperational stage (ages 2-7)The child is not yet able to conceptualize abstractly and needs concrete physical situations. Concrete operations (ages 7-11)As physical experience accumulates, the child starts to conceptualize, creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible at this stage. For example, arithmetic equations can be solved with numbers, not just with objects. Formal operations (beginning at ages 11-15)By this point, the childs cognitive structures are like those of an adult and include conceptual reasoning. (p. 1) In Piagets research, these four stages are rather concrete. But, many current researchers do not completely agree with the exactitude and universality of these stages. Piaget also refers to three different types of knowledge. Physical knowledge is knowing the attributes of objects such as their number, color, size and shape (Meece, 2002, p. 122). Logio-mathematical knowledge involves the mental construction of relationships (p. 122). Social knowledge is derived in part through interactions with others (p. 123). Piaget focused on classification and relations, spatial relationships, time, movement, chance, number, conservation and measurement in concrete stages (Genetic Epistemology, 2006). Lev Vygotsky was more concerned with how a child interacts with his culture and society (Meece, 2002). Piaget viewed knowledge as individually constructed while Vygotsky viewed cognitive development as socially co-constructed between people as they interact (p. 155). Vygotsky believed that children are born with elementary mental abilities such as perception, attention and memory (Meece, p. 156). As children develop and interact socially with their culture and society, these innate characteristics are further developed. According to Vygotsky, one of the most important parts of cognitive development is language. Within this theory, language occurs in three stages: social speech, egocentric speech and inner speech. Social speech is just that: speech for the purposes of communicating. Egocentric speech is more intellectual and children use this by speaking out loud to themselves. Inner speech is used by children to think in their heads about the problem or task at hand, instead of verbalizing their thoughts in order to decide what to do next. According to the website funderstanding.com, the zone of proximal development explains that, a difference exists between what [a] child can do on [his or] her own and what the child can do with help [from knowledgeable peers or adults] (p. 1). For example, a young child may not be able to put together a complex puzzle by himself, but with the help of an older child or another adult, the young child could put together the puzzle correctly. Both Piagets and Vygotskys theories of cognitive development provide foundations for constructivist approaches to teaching and learning (Meece, 2002). Each of their theories concern qualitative changes within a childs cognitive process. They also have the same goal within the classroom, creating for students a community of learning. Even though both theories have a common goal, each of them has a different approach when dealing with children and education. For instance, Piagets theory can help educators understand how children react and learn according to their age while Vygotskys theory can help understand the role of society in childrens education. Piaget was a scholar of natural science who happened to discover a way to explain how children acquire knowledge as they develop in age. Piagets theory can be directly related to his traditional background as he tries to explain the major transformations that children go through while acquiring knowledge. Piaget strongly believed that each age group varied significantly not only in the individual and group aspect, but also in the cultural aspect as well. The stages that he created are the following: Sensorimotor, Preoperations, Concrete Operations, and Formal Operations. All of these stages are met when children manipulate objects. This manipulation allows the creation of mental representation of the world and it allows two-way interaction with the environment. Essentially, the goal is to allow a child the ability to create and understand his world in a logical way. All of these stages result from the childrens manipulation of objects that lets them create a mental representation of the world and act on and influence the environment they live in (and vice versa), so that learners gradually forego illogical ways of thinking. Piagets theory is about including spontaneous experimentation in a single and group basis, so that students can build their own understanding based on the experiences that they have. By setting up this system, the children are not only limited to the classroom setting, but they are more alert of their surroundings. This method leads them to learn about self-correction, self-instruction, and self-motivation because of its hand on experience approach. According to Piaget, the growth of knowledge is a progressive construction. Childrens logic and modes of thinking are initially entirely different from those of adults (Jean Piaget Society, 2006), believing that the acquisition of knowledge is a process of continuous self-construction (Silverthorn, 1999). In order to adopt the cognitive development following Piagets theory, the educator should organize the class time with spontaneous mental activities to let learners develop their own ideas and to construct a healthy learning environment. To achieve this, Piaget encourages teachers to provide a role for social interaction and communication by presenting appropriate materials, drills, so that children can actively learn how to confront their physical and social world by living their own experiences. According to Marcy Driscoll (1994), there are three basic instructional principles on which Piagetian theorists generally agree: Principle 1: The learning environment should support the activity of the child (i.e., an active, discovery-oriented environment) Principle 2: Childrens interactions with their peers are an important source of cognitive development (i.e., peer teaching and social negotiation) (Driscoll, 1994). Principle 3: Adopt instructional strategies that make children aware of conflicts and inconsistencies in their thinking (i.e., conflict teaching and Socratic dialog) All of these principles are meant to be used in such a way that children can relate and continue to build upon previously acquired knowledge. It is important and necessary that teachers play the role of facilitators and encourage dialog among students about things that they have discovered themselves, so that learning become an automatic and enjoyable process. Piaget has inspired major curriculum reforms, some of his major contributions to education are (Meece, 2002): Knowledge must be actively constructed by the child. Educators should help children learn how to learn. Learning activities should be matched to the childs level of conceptual development. Peer interactions play an important role in the childs cognitive development (p. 169). Although this method seems beneficial, the financial cost and time-consumption that is involved during the set-up cause this method to be less influential. When compared with Piagets theory, Vygotskys theory places a stronger emphasis on social interactions. According to Vygotsky, knowledge is not individually constructed, but co -constructed between people. For Vygotsky, language and communication play the most important role of cognitive development his primary concern dealing with nature, evaluation and the transmission of human culture. Vygotsky identified three stages in childrens use of language: Language is primarily used for communication (social speech). Children begin to use egocentric or private speech to regulate their own thinking. Children use inner speech or verbal thoughts to guide their thinking and actions. For Piagets theory, language did not play such an important role in childrens development; however for Vygotskys theory speech is an extremely important developmental phenomenon as he believed that children learn through conversations with adults as the need to communicate with them presses the child to seek for the adult meanings of things that are said (Mason Timothy, 2006). So learning becomes a result of mature thinking and behavior due to socio-cultural experiences. For instance, Vygotsky encourages collaborative process of learning between teachers and students in the going of social events in the classroom. Vygotskys term Zone of Proximal Development (ZPD) was used to refer the difference between what children can do on their own, and what they could do with the assistance of others (Meece, 2002). The ZPD indicates what a childs level of mental development is at a particular time (Galant, 2006). Vygotsky assumed that interactions with adults and peers in the zone of proximal development help children move to higher levels of mental functioning (Meece, 2002). Vygotsky believed that interactions with adults and peers in this zone helped children move to higher levels of mental functioning within the classroom. Vygotskys approach challenges traditional teaching methods, as he emphasizes the significance of cooperative thinking that take place in the decision making process. This involves having students paired together or in small groups in which the teachers task is to focus on maintaining students motivation in order to pursue the instructional goal. Vygotskys theory is about guided discovery by having the teacher offer, intriguing questions to students and having them discover the answers through testing hypotheses. The students are engaged in the discovery process; however, they are still receiving assistance from a more knowledgeable source (Sample, 2006). According to Meece (2002), some of the major Educational Contributions of Vygotskys theories are: Role of private speech in cognitive development. The importance of guided participation and scaffolding. The role of peer interactions in cognitive development (p. 159-161). This method is helpful because it encourages constant peer review. However, if not handled properly, it can bring up a common problem that students and teachers frequently face. This disadvantage would be when groups rely on one member to do all the work. Meece (2002) explains that Piagets cognitive development theory is based on a childs innate ability to productively think on their own. This cognitive ability allows them to move to the next cognitive stage as they mature biologically and adapt to their environment. Children assimilate and accommodate their current schema, or mental constructs, to fit the new information presented in the classroom. Cognitive development and social interaction feeds intellectual activity and learning. The classroom methods of instruction should match the level of cognitive development, facilitating the advancement to the next stage of cognitive development. The level of cognitive development for early childhood learners (2-7 years) is described by Piaget as the preoperational stage (Meece, 2002). At this stage intuition and language develop. Examples of instructional tools Piaget would recommend to describe objects they are experiencing include: concrete props, symbols, and visual aids such as drawings, usage of models or examples, lessons about the childrens world and their experiences, less paper-and-pencil tasks and more hands on learning, back-and-forth conversations with peers to develop skills for the next stage, and field trips. According to Piaget, logical and mental operations are part of the cognitive development of children in the elementary school years (7-11 years). A childs thinking becomes less rigid and more dynamic during this stage. Piaget called this stage the concrete operations stage (Meece, 2002). Huitt (1997) mentions these instructional tools that follow this theory: concrete props such as three dimensional science models, lab work with minimal steps, brief and well organized lectures, relate existing instruction into previously learned material, word problems in math, and problems which require logic and analysis to solve. The Math Forum at Drexel University (2006) explained math education using a Piagetian theory: Students need to construct their own understanding of each mathematical concept, so that the primary role of teaching is not to lecture, explain, or otherwise attempt to transfer mathematical knowledge, but to create situations for students that will foster their making the necessary mental constructions. A critical aspect of the approach is a decomposition of each mathematical concept into developmental steps following a Piagetian theory of knowledge based on observation of, and interviews with, students as they attempt to learn a concept (para.1). Piagets final stage in his theory of cognitive development covers the 12 year old and up group. This stage is called the formal operations stage. Huitt Hummel (2003) describe this stage as characterized by a shift in thinking from the real to the involvement of abstractions and reflections. In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35% of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood (page 1). Huitt (1997) suggests classroom practices such as these to best use Piagets theory: concrete operations stage type graphs on a more complicated scale, ask students to explore hypotheticals as they explore other worlds or complicated issues, encourage students to describe opposing viewpoints, have students describe how the solved the problem, teach broad but curriculum related concept s, and use materials and ideas relevant to the students to broaden their perspectives. Meece (2002) explains that Vygotsky did not believe an individuals thinking structure as innate, but cultural and social in origin and influence. Social and cultural interactions with knowledgeable peers and adults fuel cognitive development while improving the elementary thinking skills of the child (perception, attention, memory) to a higher level. Vygotsky might suggest Reciprocal Teaching in the classroom. This involves guided participation by a knowledgeable adult; with the students eventually taking over the learning activity. Egocentric speech was favored by Vygotsky. This is the thinking aloud speech children sometimes use to work through a problem. Vygotsky would not only encourage students to use this speech, but would demonstrate its use in practical settings. Collaborative learning activities would also be emphasized in the Vygotsky classroom. Learning is facilitated with meaningful discussions among students in a collaborative learning setting. Especially valuable are discussions with knowledgeable peers. Knowledgeable peers and teachers elevate a student beyond the students current capabilities, a place the student would not have achieved otherwise. It is absolutely possible to incorporate parts of both Piaget and Vygotskys theories in the classroom. Both theorists take a constructivist point of view and also believe that students are not passive in their knowledge (Meece, 2002). It is important for the teacher to be important organizers, stimulators, guides, and supporters of learning (p. 168). Piagets theory suggests that students need a curriculum that supports their cognitive development by learning concepts and logical steps. He also suggests that children are only capable of learning specific material in specific stages of cognitive development. Vygotsky would suggest more peer and cultural interactions in the classroom (funderstanding.com, 2006). He also believes that knowledgeable adults can help children learn even if they are not at the specific stage as Piaget suggests (Meece 2002). It is possible that while children are learning about concepts and logic, they can also interact with their peers and other adults by wor king on projects that relate the two together. It seems as though children may show some signs of specific development at specific times, but with help they can also excel at tasks they may not be able to do without help of others. Piaget and Vygotsky have differing views on cognitive development, but it is possible to incorporate parts of both theories when thinking about teaching strategies. Teachers must take into consideration the social and cultural background of the student before preparing the lesson plan. Using Piagets theory, the student must be at the correct stage of development in order use and understand the knowledge at hand. But, Vygotsky says that even if the child is not at the correct stage of development then a knowledgeable adult or teacher could influence the child and help him get to a level beyond what his level would otherwise indicate.

William Howard Taft Essay -- essays research papers

William Howard Taft William Taft was a nominated by his successor, Teddy Roosevelt. He was nominated for the Republican Party in the Presidential Race in 1908, in which he defeated William Jennings Bryant of the Democratic Party. He was called a â€Å"trust buster†, by people against his beliefs and decisions. In his Inaugural Address, he stated that many ideas in which supported Teddy Roosevelt. One, Interstate commerce railroads was a large element to the country and market of the railroad business. He wanted them to be more secure and have the Industry be more productive. Taft, in (1910) created the Mann-Elkins Act which strengthened Interstate Commerce Commission, made the original long-short haul clause more effective, and created more government control on railroad businesses. Taft wanted to reach a new efficiency and wanted to push his â€Å"successors† ideas. The 16th and 17th Amendments were passed during his Presidency to create an Income tax, and providing for the people of a state electing US Senators instead of the state legislature. Two states were also added to the Union. Taft commented about the revision of the Dingly Act. In 1909, he called a special session to create the Payne-Aldrich Tariff that seemed to be a protectionist measure and Taft calling it, â€Å"a really good bill†. The Payne-Aldrich Tariff was the first changes to the Dingley Act in which increased rates on manufactured goods and helped the Industrial Northeast but angered the Midwest. The Intervention...