Adolf Hitler Research Paper Example | Topics and Well Written Essays - 2000 words

Adolf Hitler - Research Paper Example Adolf Hitler Adolf Hitler was born to Alois Hitler and Klara Polzl on April 20, 1889 in a small Austrian village of Braunau Am near the German border. Alois was an illegitimate child of Maria Anna Schicklgruber. It is suspected that the father was a Jewish boy of the house where Maria used to work although there is no certain evidence to support this. This is important because Hitler would later in his life go on to start a campaign of eliminating Jews and their lineages, however remote they be. By the time Alois married Adolf’s mother, he already had two kids from previous marriages – a boy and a girl. Adolf was the fourth of the six children from this marriage, the previous three having died before reaching age 3 - so Hitler would get special attention from his mother due to her fear of losing him. Alois, a civil servant, retired after 40 years of service in 1896, the same year as Adolf started attending school at age six. Having been used to strict working life, Alois would often take out his frustration of retirement on the oldest boy in the household - Alois Jr., who was 13.He, however, ran away from home at age 14 which meant that Adolf, at age 7, would now be the subject of harsh words and beating from their father. At this time, the family moved to Lambach, Austria and then to Leonding, near Linz in 1898. Around this time, one day while rummaging through his father’s library, Hitler came across a book on the Franco-German war of 1870-71. He found the book very interesting and soon became more and more enthusiastic about anything related to war. In his memoires, Mein Kampf, Hitler recalls â€Å"It was not long before the great heroic struggle had become my greatest inner experience. From then on I became more and more enthusiastic about everything that was in any w ay connected with war or, for that matter, with soldiering.† When Adolf Hitler completed grade school, he wanted to become an artist but his father forced him to go to the technical school with the wish that Adolf become a civil servant one day just like Alois had been. Hitler did quite poorly in the first year as he wanted to show his father that he was unsuitable for technical school as he wrote in Mein Kampf (Chapter 2) "I thought that once my father saw what little progress I was making at the [technical school] he would let me devote myself to the happiness I dreamed of." But his father refused to listen and persisted with Adolf staying in the technical school which made Adolf perform badly in the school and indulge in various pranks and disobedience of his teachers. Then in 1903, Adolf’s father died of lung hemorrhage making Adolf the head male of the house. This also meant that his struggles with his father over the choice of career would come to an end and there would be no more harsh words or arguing with his father. In 1904, Hitler left the high school at Linz and moved to another one at Steyr, a town 25 miles from Linz. Here, Hitler lived in a small house with another boy and the boys would sometimes amuse themselves by shooting rats. During summer 1905, Hitler suffered from an inherited lungs disease. In September 1905, after passing an exam, Hitler and his friends celebrated it with drinks leading to him getting drunk and being woken up next day in the streets. After this incident, Hitler swore never to drink again. Using his poor health as an excuse, Hitler finally got rid of the school at age 16 and after spending some

Eco-tourism in China and France Research Paper Example | Topics and Well Written Essays - 3750 words

Eco-tourism in China and France - Research Paper Example Tourism is a rapidly growing industry in most countries in the world, including both developing and developed countries (Eijgelaar, Peeters, & Piket, 2008; Euromonitor International, 2011). Tourism as a business has grown approximately ten percent per year since the end of World War Two. (Matias, Nijkamp, & Sarmento, 2009) Much of that business is in the form of domestic tourism, but international pleasure travel does capture a significant portion of that market (Lohmann, 2004). The needs of the international tourist differ from the needs of the domestic tourist. Monitoring and forecasting the international tourism demand independently of the domestic tourism demand is vital in proper demand management. The analysis of tourism demand is the measurement of this growth; forecasting this demand is vital in managing it and profiting from it. However, an analysis of the tourism industry across the entire world is too large and is outside the scope of this research; instead, the focus is on one example of a developing nation though with a thriving tourist industry, China, and one example of a developed nation also with a very well-established tourist industry, France. A type of tourism common to both of these nations is eco-tourism, and so eco-tourism will be used as the model to compare management strategies between the two nations. Characteristics and Modeling of Tourism Demand Tourism demand can be measured in a variety of ways. The most commonly used benchmark for tourism demand is the number of tourists arriving in the country or to the location Chan, Lim, & McAleer, 2005). Another method, which is generally used for economic models, is the income receipt from those tourists. A combination of these measurements is considered best to get a true picture of the demand for tourism infrastructure: if there is a situation where a large number of tourists are arriving, but their expenditure while traveling is low, it would be more sensible to focus on budget vacations than on five-star facilities, for example. The two issues at hand, the number of arrivals and the money being spent, are separate; good modeling will involve consideration of them both as individual problems and as a a combination. A wide variety of models exist for forecasting and analyzing the demand of tourism and new techniques are constantly being introduced. No single modeling technique has been found to be the most accurate overall; the best choice of modeling technique seems to depend significantly on the situation (Song & Li, 2008). For example, travel motivation theory suggest that the reasoning behind the trip is the most important in predicting the demand for tourism to a specific location (Goh, Law, & Mok, 2008). Dynamic destination image indexes (DDII) are collections of news stories about a destination that can affect a consumer's choice of vacation destination, by adding a line of reasoning about recent events to the consumer's decision-making process (Stepchenkova & Eales, 2011). Using the DDII can be more helpful to managing demand in a nation that is frequently shown on the international news, but less so in a case where fewer people are aware of current events at that location. Scenario planning is used to predict events, both positive and adverse, that could effect tourism demand. Ideally, scenario planning will also forecast the magnitude of this effect .

Motivation Theories for Becoming a Teacher

Motivation Theories for Becoming a Teacher ABSTRACT This paper identifies some the motivating factors of selecting teaching as a career. An emailed questionnaire was conducted to identify the key motivating factors they chose to become teachers. A total of 100 questionnaires were sent out asking Why did you choose teaching as a career choice? Sixty-Three men and women that are either current elementary education majors or current elementary school teachers participated. The survey result concludes that the motivating factors included a variety of what individuals valued in a job and what they needed in their life at that particular time. Surprisingly, factors such as financial incentives, vacation, and holidays off were not high on my survey results as being the reason they choose teaching as a career. This study proves that there are individuals that choose to go into elementary school teaching to inform, to guide, to enlighten, and to inspire students. My survey participants made comments in their responses that teaching has many re wards but the most valuable one is that they directly affect the lives of the student they teach. INTRODUCTION The aim of this paper is for me to understand why so many chosen teaching as a profession when the appeal for teaching seems to decline year after year. My study involved undergraduates, postgraduates, and current elementary school teachers in the public and catholic school sector. To choice education as a career you must have some type of striving force behind it, such as motivation. Motivation in spending their day with other peoples children shaping their young minds for tomorrow and shaping a young mind is a challenging task and has always been a challenging task throughout the years. And the truth of the matter is the challenge goes beyond just the student, but the challenge also lies with dealing with parents, the other faculty, and all the problems that go along with student problems at home; such as abuse. Exploring how motivation plays a factor when choosing teaching as a career lead to three main areas from those who decided to make teaching a career. (1) Altruistic reason: a desire to help children succeed, (2) Intrinsic reason: having a special interest or expertise in a subject matter that you want to share or cover, and (3) Extrinsic reason: a person only is interested in the holidays off and summer vacations. My questionnaire results touches on all three reasons. MOTIVATION You must have motivation when choosing teaching in elementary schools as a career. Recto (2005) stated what motivates individuals to go into teaching is very crucial. Motivation is a vital force that drives ones behavior toward initiating and carrying out the tasks that go along with being a teacher. Peoples reason for joining the teaching profession can be explained through their motives to do so. Motivation and understanding the reasons why people enter the teaching profession and what makes them stay or leave is essential, particularly, if we want success in maintaining a stable teaching force that contributes to teacher education quality and excellence. (Soh, 2008). Motivation is the process that gives ones behavior and choice purpose and direction. With such direction, the attention of the individual is focused on a particular goal, which is persistently worked on until it is fulfilled. Real teaching requires having motivation because teachers are constantly asking students to take big risks or to try a new way of thinking. UNDERGRADUATES VIEWS OF TEACHING AS A CAREER OPTION An individual decision to go into teaching or not is believed to be influenced by what they value in a job. (Kyriacou and Newson, 2008). If we are able to identify those factors which individuals consider important in their choice of career, and highlight the factors in teaching which match these, then we might hope to persuade better qualified students to consider teaching. (Johnson and Birkeland, 2003). To help student make the choice of being a teacher should start in elementary school, high school, and in college; teachers should inspire their students so that the students want more than anything else to become a teacher. Teachers need to express to the students frequently that they love teaching. Teachers should also encourage students to become teachers themselves. Overall, teachers must encourage with example, and that example is showing that they love their jobs. Teachers should also encourage directly, suggesting that everyone at least consider teaching as a profession. Thes e were some of the components missing in my own educational career as I prepared as an undergraduate student to become a teacher. In my studies I came across several classmates that appeared to be natural leaders but they opt out of becoming a teacher because they didnt see any personal satisfaction. Its unfortunate that the teacher didnt work more with those individuals to put their talent to work in the classroom, rather than let them slip off and use those talents in a boardroom. Undergrads who start their studies to become teachers made the decision to train as teachers, and the image of teaching as a career has had some influence in their decision. In other words, the view undergraduate student have of what they want from a career and how they view teaching as a career may well differ from the views of those who choose not to enter teaching. If we are to get a clearer understanding of what attracts and motives certain people into teaching, we may find an answer to making the educational program a more successful one in recruiting student to take up teaching as career. If more well-qualified graduates are to be encouraged to decide to teach, we need to identify those factors which are important to them in choosing a career and then be able to persuade them that teaching offers what they are looking for. In general, understanding undergraduates views of teaching as a career option can useful when coming up with teacher recruitment campaigns to target the now shrinking world of teaching. Arellano (2004), stated that public dissatisfaction with schools included dissatisfaction with teacher education. In fact, education schools have been criticized as ineffective in preparing for their work and not responsive to new demands. This observation agreed with McCreights (2000) pointing out that one reason why teachers leave the teaching profession is their discovery that their teacher education program had not actually prepared them for the realities of teaching. I can relate to that statement by McCreight, 2000. At the Western Illinois University graduation in Macomb, Illinois speaker Dr. Marcus Dewitt, an educator for NASA, said Teaching is a way of shaping the young minds of today for tomorrow. Its a challenging task that you the graduation class of 1994 have chosen to make a career. I believe the challenge Dr. Dewitt was referring to was teaching the unteachable. As a 20 year old female coming out of college the challenge I was experiencing within was motivation on how t o get through to the young minds of today. The truth is, teaching was demanding back in 1994 and it still is today. No doubt the choice to become a teacher is a decision to make a significant impact on the future and no career is simply easy or has no problems. But in 1994 I lacked the energy and the conviction that was needed to make a difference in the classrooms. INTERVIEW RESULTS: INTRINSIC, ALTRUISTIC, EXTRINSIC REWARDS A total of 102 questionnaires of the 200 distributed were returned completed. After reviewing the 102 questionnaires: 15 of the sample were male teachers, and 75 were female teachers. Twelve were students at both University of Illinois in Chicago and DePaul University in Chicago. Five are studying Curriculum Arts subjects (such as English and History majors), and 7 are studying Curriculum Science subjects (such as Biology, Chemistry, and Mathematics majors). My results from that questionnaire will be classified into three categories, namely: (1) intrinsic, (2) extrinsic, and (3) altruistic. Intrinsic reasons dwells on the enjoyment of teaching and the school environment. Extrinsic reasons include the motivation behind ones liking teaching such as long summer breaks and holidays. Altruistic reasons include being concerned with opportunities for making a difference in the lives of young people. The result of my questionnaire overwhelming agrees that most people motivations for pursuing a career in teaching was due to the altruistic reward. On the contrary, only 7 were motivated by extrinsic rewards. Other important factors about my questionnaire was the fact that most participates commented that teaching as a career choice is something that they were told would be enjoyable. Interestingly a good starting base salary was said by all the undergraduate students I questioned. Particularly noteworthy in my study there were a number of individuals mentioned they have a desire to work with children, a job where I will contribute to society and a job which gives me responsibility. In my research, Harms, and Knobloch (2005), states that recruitment effort for future teachers should be based on intrinsic motivation. Teachers who chose formal education as a career had intrinsic motives, while those who planned to pursue non-formal education careers had extrinsic motives. Here are some of the other responses to my questionnaire that stood out and is worth noting: Altruistic answers included: 1) The ability to contribute to the development of every child that seeks my help. 2) Promote the value of education to not only kids but to the parents as well. 3) Touch the lives of a child and become part of their success. 4) To make our world knowledgeable. 5) The kids help me keep myself learning and abreast of what is happening in the world. 6) Give direction to our lost generation. 7) Be able to leave a lasting legacy in the world is my desire. 8) Be a role model to a nation of kids. Intrinsic answers included: 1) Enhance my communication skill in and outside the classroom. 2) Develop my self-confidence that I lack. 3) Develop my decision making skills for career advancement. 3) Improve problem-solving skills for my own kids. 4) Enhance my own personal thinking skills. 5) Give myself more leadership skills. 6) Practice my creativity. Extrinsic answers included: 1) Take advantage of an educational scholarship grant. 2) To become popular in the community. 3) To take long summer vacation trips. 4) Enjoy the 2 weeks vacation Christmas break for traveling. 5) Get employed immediately. 6) Being in a union. 7) Being able to enjoy the government and non-government perks of being a teacher. On final note that is worth mentioning in this study results is that none of my participates gave mention about the governments commitment towards education or the dealings with disruptive pupils or even the media images of teachers as a factor in their choice to teach. CONCLUSION Teachers overwhelmingly say they love what they do. They say it allows them to contribute to society and help others. And they would choose teaching again as a career, if they had the choice. If a person has a genuine interest in helping children realize their dreams, and want to play a part in improving our society, then those are enough motivating factors I realize in doing my study to teach. On a personal note just because I have been taught by many teachers does not mean I knew what it would take to be a teacher. The best thing for me was to learn more about the teaching profession, by asking a teacher I knew and admire about how he or she became a teacher and why.

Bureaurcracy Pathologies Essay -- essays research papers

There are many pathologies present in the American bureaucracy and bureaucratic agencies. The major pathologies are red tape, conflict, duplication, imperialism, and waste. Each of these pathologies had at least some sort of roots in the case of the 9/11/01 terrorist attack. Had these pathologies not been prominent in the pre-9/11 bureaucratic government, it is very likely that our intelligence communities would not have failed to detect the terrorists.   Ã‚  Ã‚  Ã‚  Ã‚  The first and quite possibly the most prominent pathology is known as the red tape pathology. Red tape results from all of the complex rules and procedures that must be done in order to get anything done. Although these rules and procedures are often necessary to maintain order and to keep the government running smoothly, they often hinder an agencies’ ability to carry out necessary action. Such was the case with the terrorist attack on 9/11. For example, the 9/11 Commission Report stated that the combination of an overwhelming number of priorities and an outmoded structure resulted in an insufficient response to the challenge of terrorism. Also, accessing information on specific persons posed as a problem. The procedure was very difficult, so if one wanted to investigate the background of a suspicious person, they would have to go through a lot of paperwork and permission would have to come from the government. Thus, due to red tape, agencies such as the F BI had to battle limited intelligence co...

Piagets Theory of Cognitive Development

Piaget’s 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 he’d 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 Burt’s reasoning test. During his time working at Binet’s lab, he studied the way that children reasoned. After two years of working with children, Piaget finally realised what he wanted to investigate – children’s 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 – e specially of it’s time. It’s no lie that there are many new, possibly more valid theories now, but Piaget’s theory has had a lot of influence on schools, teaching and education all over the world.So, let’s begin exploring Piaget’s theory, the key concepts and the stages. Theories of cognitive development: Jean Piaget. September 5, 2010 at 4:00 pm 49 comments Our first years of life are 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 fully sized baby – we develop more than we will our entire lives. From birth until we’re a few years old, our development is still incredibly rapid; we have so much to learn in such little time!It is advantageous to learn quickly, that way we’re more likely to survive in the cruel, unforgiving world. Piaget’s background Jean Piaget (1896-1980) was actually n ot a psychologist at first; he dedicated his time to mollusc research. In fact, by the time he was 21 he’d 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 Burt’s reasoning test. During his time working at Binet’s lab, he studied the way that children reasoned.After two years of working with children, Piaget finally realised what he wanted to investigate – children’s 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 it’s time.It’s no lie that there are many new, possibly more valid theories now, but Piaget’s theory has had a lot of influence on schools, teaching and education all over the world. So, let’s begin exploring Piaget’s theory, the key concepts and the stages. Jean Piaget’s theory of cognitive development. Background: Piaget’s theory is based on stages, whereby each stage represents a qualitatively different type of thinking. Children in stage one cannot think the same as children in stage 2, 3 or 4 etc. Transitions from one stage to another are generally very fast, and the stages always follow an invariant sequence.Another 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 interaction between a child and the environment, and this is a focal point for his theory. He believed a chil d cannot learn unless they are constantly interacting with their environment, making mistakes and then learning from them. He defined children as â€Å"lone scientists†; he did not identify any need for teachers or adults in cognitive development.Children have 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 adult’s assistance. The Key Concepts of Piaget’s theory: Before explaining the main part of Piaget’s theory (the four stages), it’s very important to look at some of the underlying principles behind it. †¢Schema (pl.Schemata, although some say â€Å"Schemas† for the plural) Possibly one of the most important concepts put forward by Piaget, Schemata help individuals understand the world they inhabit. They a re cognitive structures that represent a certain aspect of the world, and can be seen as categories which have certain pre-conceived ideas 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 Piaget’s theory, a child might have a pre-conceived schema for a dog. If the household has a small West Highland White Terrier as a dog, the schema might be â€Å"small, furry, four legs, white†. When the child interacts with a new dog – perhaps a Labrador, it will change to incorporate the new information, such as â€Å"big, golden, smooth etc. † This is known as: â € ¢AssimilationSimply the process of incorporating new information into a pre-existing schema. So with the â€Å"dog† example, the child assimilated the Labrador’s information into the old dog schema. 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 â€Å"violence† or â€Å"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 apply an old schema to the object. For consistency, let’s use the dog example again. The child may have â€Å"four legs, furryâ €  in their dog schema. When coming across another similar animal, such as a cat, they might say â€Å"Look, a dog! † – that’s assimilation. However, when told that it’s actually a cat – not a dog – they will accommodate the new information into another schema.They will now form a â€Å"cat† schema; â€Å"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 simply what it says – adapting our schemata to make an accurate (enough) model of the world we live in. It is a form of learning, but an entirely different form to the kind you’d see in behaviourist psychology for example (such as operant/classical conditioning). †¢EquilibriumPiaget suggested that huma ns naturally strive to achieve a cognitive balance; there must 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 doesn’t 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 Piaget’s 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 baby’s 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 function of keeping the child alive. 2. Primary Circular Actions (1-4 months): The child now has a fixation with it’s own body with regards to behaviour(what Piaget refers to as primary behaviour); they will perform 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 th ey can actually influence events in their world, for example they can drop a teddy 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 interesting effects. 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 differ ent outcomes.So rather than grabbing a box, they might instead try to tilt 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. Object 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 permanen ce. 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 â€Å"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 is 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 toy 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 essential ly 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 struggle to perceive situations from another point of view or perspective, as shown by Piaget and Inhelder’s 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, â€Å"What view does Piaget have? †. In the actual study though, they were shown around 8 cards of possible viewpoints rather than the th ree above.As you can imagine, the children struggled to decentralise and pick the correct 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 conclude 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 said to progress to the next stage STAGE THREE: The Concrete Operational Stage Occurs from 7-11 year s of age. This stage sees another shift in children’s cognitive thinking. It is aptly named â€Å"concrete† 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 conserve 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 â€Å"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 â€Å"outside the box†.Logical conclusions can be inferred from verbal information, and â€Å"concrete†, physical objects are no longer necessary. When presented with a problem, children at this stage can consider solutions to the problem in a logical manner. The child becomes increasingly â€Å"adult-like† with regards to their cognitive abilities. Scientific reasoning is apparent in this stage, and is indicated by Piaget and Inhelder’s 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.

Domestic Violence On Ray Rice Essay

For I would think that Ray Rice was waiting for the elevator as it opens, a woman shoots past me with cries, clear fresh opened scars on the face. I see an angry Ray Rice out of the elevator. I would respectfully ask him about the situation with the woman. The first thought in my head is domestic violence. I wouldn’t of reported it right away in his face, but I certainly would question him. After I get the answer I will seek out for the victim, call the local police and identify the man known as ray rice after confirming watching the tape. The societal impact would be tremendous. NFL superstar in a domestic violence case. The NFL should have an uprise on it’s domestic violence policy, it should not take a very graphic video to get the NFL to do the right thing. For too long in the NFL has had this form of playbook when it comes to players who commit domestic violence. For I would think that Ray Rice probably just lost his temper, as I saw it in his face. I also saw a fo rm of remorse at the press conference when he apologized. Did it really take a two game ban, suspension, and a release to feel some type of remorse? I don’t entirely agree. I think, I believe it was just a case of losing someone’s soul, Ray Rice snapped. In the 1990s, NFL players were charged with domestic violence more often than with any other crime. Yet again, the NFL took no action, and if players were cut by one team after being arrested, they were often quickly picked up by another. Some of these cases involved allegations. I’m sure the NFL has suspended indefinitely players who has a more cruel video tape of evidence. The NFL is in desire need of male leadership when it comes to violence against women. In the wake of the Rice video’s release, the owner of the ravens sent a letter to stakeholders that outlined mistakes, apologized and promised a better response in the future. In this society, we have to open our eyes think affect of long-term, in this case, domestic violence because we cannot let these situ ations get over hyped and out of control of the situation and the individuals involved as well. The short-term attention and never hinder the long-term effect on this society  on how it viewpoints an organization. Ray Rice can use this experience to help him as a spokesman for domestic violence cases when this situation goes down. Ray Rice was talking at the press conference about how he let his mom, wife, daughter, wife’s parents and teammates down. It was a big mistake for conflicting his anger on his wife on that night. He wanted to get some help on his actions. I think that he could of think first before he react to it. I think his fiancà ©e shouldn’t keep on provoking him and thinking that he wouldn’t do anything to her. In this situation, it should of have stopped from the beginning where they got into a huge argument. When you get into an argument, it can lead to another whole level. The only thing he can do right now is to fix himself together and realize how he took his rage on something where he could of told his fiancà ©e to slim down and let ’s work it out somehow. The law in this society is, do not put your hands on a woman. Because men are stronger than a woman. And there’s no reason to put your hands on a woman. When Ray Rice finished beating his fiancà ©e up, the elevator opens and you can see he drag his fiancà ©e out of the elevator, left her there and didn’t bother carrying her out of the elevator. So of course, when he went to court the judge will think he didn’t really care about her at all. Ray Rice didn’t acknowledge the fact that his way was drunk and she needed to cool down for a Sec. They should of taking this situation where they can solve it another way, then going to court, going to hail or even get suspended from the NFL. For each of the situation, I think they could put Ray and his fiancà ©e in a rehab or an anger management center so that it can help them out throughout the process. If you can tell how the judge and the NFL have taken it too far from the situation. Instead of him going to jail, he could’ve been on probation and learn from his mista kes. The NFL and the teammates can help him to accomplish his goals by talking to him, explaining how to not put your hands on any type of women, focus on his anger so that he can control it. Mange throughout the whole year without any domestic violence. Now he needs to learn that one day his daughter will find out the truth about how her mother and father got into an argument and it lead into a serious thing. She will think that her father and mother could of done something different to solve this issue. She might be scared of her father because of what he has done to his fiancà ©e from the past. Men shouldn’t put their hands on a woman and a women should put their  hands on a man. The whole purpose of this incident was to take control on everything. It doesn’t matter how mad you get or how bad the person you love gets you steaming hot. There shouldn’t be any domestic violence at all. When you notice that there’s any violence around, have you think that it will affect the other part in society as in little kids and at school. Society needs to understand on what should be done with domestic violence. What need to take care of so that society can be a better place.