Goes around comes around Essay Example | Topics and Well Written Essays - 500 words

Goes around comes around - Essay Example If we help somebody at some stages of our life, we will be rewarded for it in future. During my school days I often studied in schools far away from my home which forced me to stay in hostels. Once a strange fellow approached me and told me that his money was stolen by somebody while he was travelling in a train and asked me, 50 dollars to reach his home. Though I was suspicious, I gave him the money and have forgotten about that incident. After around 5 year time, the same thing has repeated in my life in another location in another train. This time the victim was I and the help was extended by a military personnel. â€Å"What goes around you comes around†. If we adopt false means to gain materialistic advantages, at some point of our life we will be a victim of same sort of actions from our surrounding. I have a friend in Dubai who is working as a sales manager in a printing company. Most of the other sales guys working in other similar companies were fed up with my friend because of the illegal methods, he adopted for grabbing business. My friend believed that any methods can be adopted in business especially in sales for getting business. Ethics and morality were unknown words for him. He quiet often showed high quality printing materials to the customers for taking the order and used cheaper materials in production. He has purchased a brand new television set of a famous brand from a shopping mall in Dubai, which offered high percentage of discount on every consumer goods purchasing. After the warranty period was over, he had some problems with the television set and the technician has informed him that the actual circuit board use d inside the TV was a cheaper, second hand, and repaired one. â€Å"What goes around you comes around†. Those who are taking the sword to kill innocent people will be killed by the same sword. Veluppillai Prabhakaran, the chief of Liberation Tigers of Tamil Elam (LTTE) has caught

Piaget and Vygotsky Essay Example for Free

Piaget and Vygotsky Essay In this Essay I will compare and contrast the theories of Piaget and Vygotsky. They both were influential in forming a more scientific approach to analyzing the cognitive processes of the child active construction of knowledge. They both developed their own ideas of child development and they believed cognitive development in children took place in stages. However they were distinguished by different styles of thinking. Piaget thought that children actively construct their own cognitive worlds and they adapt their thinking to include new ideas because additional information furthers understanding. He stressed that to make sense of our world we organize our Schemata or experiences. We connect one idea to another. We also adopt new ideas. Adaptation is by assimilation, which occurs when individuals incorporate new information into their existing knowledge into an existing pattern of behavior of schemata (example). Piaget refers to Schemata or schemas to the way we organize our knowledge. We can think our knowledge as units and each of them related to aspects of the world including actions, objects etc. (referencing ) Accommodation occurs when individuals adjust to new information. Piaget thought that equilibrium occurs when is a balance between assimilation and accommodation. He believed equilibrium schema is both the category of knowledge as well as the process of acquiring that knowledge. As experiences happen and new information is presented, new schemas are developed and old schemas are changed or modified. An example is, say a child sees a crow and a pigeon in the sky, and is told that they are birds. The child then forms a bird schema defined as something that flies. The next day, he goes out and sees a seagull, which easily fits into his existing bird schema. This is called assimilation, when we take new experiences/knowledge and put them in our existing schemas (or categories). The next day, a child goes out and sees a plane in the sky. Whilst this fits the definition of something that flies, it seems to be quite different than the other birds he has seen, and he is told that this is not a bird. To explain this, the child forms one large category of flying things, with two sub-categories; birds and planes. This process is called accommodation, where we change our existing knowledge structures to account for new information that doesnt fit. Piaget also believed that we go thought four stages in understanding the world. Each stage is aged related and consist of a distinct way of thinking, a different way of understanding the world. This theory is known as Piaget’s Stage Theory because it deals with four stages of development, which are sensorimotor, preoperational, concrete operational and formal operational. ( referencing ) On the other hand, Vygotsky believed that children actively construct their knowledge. He gave social interaction and culture far more important roles in cognitive development than Piaget did. Vygotsky socio cultural cognitive theory emphasizes how cultural and social interactions guide cognitive development. He portrayed the child development as inseparable from social and cultural activities. Vygotsky argued, learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function (1978, p. 90). In other words, social learning tends to precede development. He believed that the development of memory, attention and reasoning involves learning to use the inventions of society, such as language, mathematical systems and memory strategies.( referencing) Piaget believed that development had to come before learning; Vygotsky believed that development and learning worked together though socialization and language. Vygotsky gave language a huge role in development. For vygotsky Language plays two critical roles in cognitive development. First language is the main means by which adults transmit information to children. Secondly, Language itself it is a very powerful tool of intellectual adaptation. Vygotsky believed that language develops from social interactions, for communication purposes. Later language ability becomes internalized as thought and â€Å"inner speech†. Thought is the result of language. Piaget thought that there was a connection between biological and cognitive development. Vygotsky believed that knowledge from social interactions spurred cognitive growth and development. Even they had really big differences; they both believed that social interactions played an irreplaceable role in cognitive development. Piaget thought that cognitive development is influenced by social transmission (learning from others). Vygotsky believed that social interactions were an instrument in development and that it heavily influenced thoughts and language. Piaget strongly considered that the developmental ages of students determined where they should be in the learning process. Vygotsky took that idea further by comparing the learner’s actual development to their potential development. He called this area of â€Å" zone of proximal development. ZPD is the range of tasks that one cannot yet perform independently, but can accomplish with the help of a more competent individual. For example, a child might not be able to walk across a balance beam on her own, but she can do so while holding her mothers hand. Since children are always learning new things, the ZPD changes as new skills are acquired. Piaget stages are hierarchical. Each of Piaget’s stages must be complete before moving to the next one. Vygotsky’s theory does not depend on time. Piaget stages imply that children cognitively develop on their own, without the help of someone or something. Vygotsky concentrates more on social interactions and aide given to a child when develops. Vygotsky Scaffolding is the kind of help, assistance and support that enables a child to do a task which they cannot quite manage yet alone and which it will help them in the future to be able to make that task or similar on their own. For example: In a school laboratory science class, a teacher might provide scaffolding by first giving students detailed guides to carrying out experiments, then giving them brief outlines that they might use to structure experiments, and finally asking them to set up experiments entirely on their own. ‘What the child can do with assistance today she will be able to do by herself tomorrow’ (Vygotsky, 1978, p.87). Both these educators contributed to the present day ideas of constructivist learning. Both offer some incredible insight into possible ways children learn and byusing there theories it is possible to create a more conductive learning environment for the child.

Piagets Theory Of Child Development

Piagets Theory Of Child Development ‘Grand development theory: outline the strengths and weaknesses of Piagets theory of child development. Do you think that Piaget s theories still have an important place in modern psychology?’ Introduction In the 20s century, the first main theory of child development was established by Jean Piaget (Miller, 2011:649). Piaget’s contribution (1986-1980) has had great impacts on progress developmental psychology, particularly in the area of child and cognitive development. He also used a scientific method to understand developmental cognition among infancy and childhood (Oates Grayson, 2004: 14). Piaget tried to know the root of intelligence in infancy and the change of their knowledge which occur over the period of time. He thought children pass a series of cognitive phases in the same order (Bernstein Roy, 2008: 464). Although Piaget’s theory of cognitive development has criticized due to defect in some respects (Lourenco Machado, 1996), his notions about children and their cognitive development have significant effected on developmental psychology (Bernstein Roy, 2008: 464). This assignment firstly will demonstrate Piaget’s contribution in the field of child de velopment .it then it shows the weaknesses of Piaget’s theory about cognitive development among children. And it then describe Piaget’s theory and modern psychology. Piaget Contribution Piaget is a professional expert in the field of cognitive development. Beilin (1992: 191, cited in Shaffer Kipp, 2010: 278) put it, â€Å"assessing the impact of Piaget on developmental psychology is like assessing the impact of Shakespeare on English literature or Aristotle on philosophy—impossible†. Furthermore, another famous expert in the field of child development his name is Flavall also stated that â€Å"many of Piaget’s contributions have become so much a part of the way we view cognitive development nowadays that they are virtually invisible† (Flavell, 1996: 202, cited in Kail, 2012: 179). In terms of children’s thinking, Piaget revealed that children’s thinking is not as same as adults. Piaget emphasized that children require obtaining experience to learn. Then they can create their own plan and vary them in necessary time. This method to teach children was very diverse if comparing with other approach which had before him. Hence Piaget has a substantial effect on the education of children (Westman and Costello, 2011: 16). With respects of applying Piaget’s theory to educate children, the Piaget’s approach of education has had a profound effect on education process. Piaget’s developmental theory has had three major implications for educating children. Firstly, in terms of â€Å"readiness†, children have to be taught according to their ability particularly the teaching of science and mathematics. In addition, the tasks which are set by the teachers have to be appropriate to the level of children’s perception and cognition. Secondly, as regards curriculum, teaching recourses such as science and math should involve concrete materials which students can use them skillfully. Thirdly, children learn from self-activity and actions and teachers must understand every child’s requirements in order to build knowledge in terms of their needs (Gross, 2010: 538). Piaget transformed cognition into developmental science. Piaget proved that cognition is the main part of the science of cognitive development. He also demonstrated why the processes of cognition are the central of development psychology and offered some approaches which can be employed to test them (Kail, 2012: 179). Piaget provided the development psychology with a completely new notion about children’s nature, and the cognition of child development how and when occurs. Hence the role of Piaget in the development of cognition was as similar as Chomskys influence on the development of language (Flavell, 1996: 200). Piaget exposed the stages of cognitive development among children. Feldman (2013: 352) state that â€Å"No theory of cognitive development has had more impact than that of Swiss psychologist Jean Piaget† .He thought that children pass a series of four phases in unchangeable order. Piaget preserved that the cognitive stages vary not merely in the quantity of knowledge at each phases, however, in the quality of understanding and information as well (Feldman, 2013: 352). the weaknesses of Piaget theory Despite all of these Piaget’s contribution, his theory about the child development has been criticized by some psychologists in order to reveal some weaknesses. His theory has some shortcomings which including underestimate and overestimate child’s capacity, ignoring culture influence on child development and methodological limitations. Piaget underestimated and overestimated children capability. Underestimate of infancy and childhood’s competence and overestimate the capability of adolescents could be considered as a major defect in Piaget’s theory. The contemporary science of child development has exposed that toddlers and infants have capability more than Piaget’s expectation (Kail, 2012:180). Some skilled cognition among children appears earlier than Piaget realized and others emerge latter (Carpenter, 2011, cited in Santrock, 2011:50). As an example, evidences have been revealed that object performance in children start to develop 3 to 4 months earlier than he believed (Baillargeon, 2002; Wang, Baillargeon, Paterson, 2005, cited in Weiten, 2010: 456). This means infants have greater ability to understand objects than Piaget thought (Kail, 2012:181). However, some adolescent’s competence was overestimated by Piaget’s cognitive theory (Cacioppo and Freberg, 2013: 531). According to Piaget children in formal operation stage can understand the principles of math (Pastorino and Doyle-Portillo, 2013: 340). Nevertheless, Cacioppo and Freberg (2013: 531) state that Piaget was very wrong because of the level of children’s thinking is not fully mature, hence they cannot think logically. Piaget ignored cultural influence on cognitive development Another criticism which has directed Piaget’s theory is that the impact of social environment and cultural factors in child’s cognitive development were paid small attention by Piaget (Costello Westman, 2001:138). Cultural and life pattern has more effect than Piaget thought on cognitive development. As an example, nomadic tribe does not interest in counting objects. Thus nomadic children learn conservancy of figures later than in Western culture (Franzoi, 2011:237). Another illustration of this the children in Hausa tribe in Nigeria do not know about conservation principles, because families in this tribe send their children to the school in early age (Fahrmeier, 1978, cited in Martin, Carlson and Buskist, 1997: 513). Although the impact of cultural factors on the rate of cognitive development was admitted by Piaget, the contemporary science of developmental psychology has found that culture has a great role in child’s thinking as well (Gauvain, 2001; Rogoff, 1 998, 2003, cited in Shaffer Kipp: 280). At the same time Piaget neglected social interaction among individuals in cognitive development (Shaffer Kipp: 280). Interaction with peers, family members even whit teachers led to develop children understands. Piaget sometimes mentioned the influence of social environment and he did not ignore it at all (Kail, 2012:181). He believed that social interaction assists children to avoid egocentric tendency. However he did not find how social interaction assists child’s development (Fleming, 2004: 30) Methodological and approach barriers. Piaget’s theory has been criticized not only with regard to problem of estimate children ability but his theory has some problem in terms of the principles of developmental science. In terms of observe his infants; Piaget has not observed a great variety of children, Instead of Piaget examines 30 or 40 children in his research to find a respectable result he studied his own children at the â€Å"Rousseau Institute†. This means he has a small case study, the probability of biases in interpretable behavior of his own children, the difficulty in controlling environment and making his observation only in the laboratory (Miller, 2012, 85) Piaget usually utilized the clinical method. Employing clinical method to observe children might lead to give different questions to different children. However, uniform materials, instructions and measures of answer questions are the spine of experimental psychology (Miller, 2012, 85). Modern psychologists have been frustrated by Piaget’s reports of his experiment. Piaget did not mention bout the level of social economy of children, the number of participants, participant’s race and even he did not give us enough detail about his testing procedures as well. It might be difficult to decide whether Piaget is describing to children hypothetically or he really tested children. Piaget was poor in analyze of statistics. In his words, â€Å"Psychologists over-generalized their methods and arrived at delightful trivialities, particularly when an army of scientists translated their results into mathematical terms† (1918, p. 63). Furthermore, â€Å"acute observation, especially when made by [a good observer] . . . , surpasses all statistics† (1936/1952, p. 72, cited in Miller, 2012, 85-86). Statistical summaries were not given by Piaget about his discovery, he supplied a specimen protocols which are lengthy interpreted by Piaget. Therefore he read s frequently cannot understand Piaget’s themes easily (Miller, 2012, 85-86). Piaget and modern psychology Despite all of these shortcomings, Piaget has remained as a substantial character in the realm of cognitive psychology (Lourenco Machado, 1996, cite in Woolf, Namy, Lynn and Lilienfeld, 2011: 375). Nowadays, based on Piaget’s theory the science of cognitive development has been re-conceptualized by psychologists (Woolf, Namy, Lynn and Lilienfeld, 2011: 375). Moreover, according to Fleming (2004: 31) the influence of Piaget’s theories on cognitive development among children will probably continue for a long time. Piagets Theory of Child Development Piagets Theory of Child Development The first two years are very important in a child development. In this essay you will find the key concepts and theories of cognitive, social and emotional development in infancy. I am going to explain what cognitive development is and focus on cognitive theory of Swiss psychologist Jean Piaget and acquisition of language and perception. This essay will tell you what are the most common emotions of infants and what can causes it. Also, it will introduce you to psychoanalytical theories of a child development by Sigmund Freud and Erik Erikson and the differences between it. What is more, I will explain what attachment is and the importance of it, also, explain Bowlbys attachment theory and how attachment develops during the first two years. In this essay I will explain why social workers need to know child development theories and why they may come in contact with the infant and his or her family. Infancy. Infancy is the period of human development from birth to around 18 24 months. The period of infancy is loosely defined and depends on social convention. Infants depend on more mature caregivers to meet all their needs, who support their development (Davies, 2008). One of the main issues of development is nature versus nurture. The supporters of nature emphasize the importance of genes and biology. According to them, all normal children achieve the same development milestones at similar times and differences among children occur due to differences in genetic makeups. Meanwhile, nurture supporters emphasize environment-conditions and events outside the person (Sigelman, 1999). Cognitive development Cognitive theories emphasize mental aspects of development, for example logic and memory. Jean Piaget was one of the most influential theorists of development psychology. He had been studying childrens development of logical thinking for six decades (Boyd, Bee, 2009). The success of Piaget theory is largely due to accurate observations of his children at home (Slee, 2002). According to Piaget the childs ability to think, reason and understand the world is rapidly growing during the first two years of life. He or she is an active participant in growth process (Slee, 2002). Piaget claims that key elements in cognitive development are assimilation and accommodation. When a child incorporates new information into existing patterns of thought and behaviour assimilation occurs. Meanwhile, during accommodation the infant has to change an existing structure in order to deal with new information (Slee, 2002). Piaget believed that the process of learning is intrinsically satisfying to the infant. Moreover, the first 18 months of life represent enormous gains in the infants intellectual development. (Slee, 2002, p.143) Piaget divided cognitive development into four major periods. The period from birth to age 2 is called sensorimotor stage (Sigelman, 1999). Throughout this stage the infant is actively discovering about the world and his or her effects upon it. (Durkin, 1995) In this period intelligence is manifested in action (Mussen, Conger, Kagan, Huston, 1990). It is divided into 6 substages (Slee, 2002). During substage 1(0-1 months) reflexes, for example sucking, are being used in order to assimilate their experience of the world. During first month reflex, such as sucking, is modified and becomes more efficient. But not all reflexes change in this substage (Slee, 2002). According to Piaget in substage 2 (1-4 months), the key element is a repetition of movements, or primary circulation reactions. It involves only infants own body, for instance, infant finds having a thumb in mouth a pleasant sensation and if the thumb falls out, he or she will try to put it back (Slee, 2002). In substage 3 (4-8 months) the repetition of primary circular reactions acts on the world outside the childs body (Slee, 2002). By repeating some actions the infant tries to trigger reactions outside his or her body (Boyd, Bee, 2009). In substage 4 (8-12 months) the infant becomes capable of keeping a goal in mind and achieving it. The baby is able to combine two schemes in order to achieve his or her goal, for example moving aside a pillow in order to reach a toy (Boyd, Bee, 2009). Substage 5 (12-18 months) is a stage of tertiary circular reactions during which the infant is actively seeking novelty and the child experiments. (Slee, 2002) It is the time when the infant tries out new ways of playing and manipulating objects (Boyd, Bee, 2009). In the final substage 6 (18-24 months) the infant becomes able to manipulate mental symbols, such as words and images. Symbols start to represent objects or events (Boyd, Bee, 2009). Many studies have shown that Piaget have underestimated the cognitive capacity of children. Researchers discovered that infants better understand object movements, than Piaget suggested and imitation appears at younger age (Boyd, Bee, 2009). Language. Piaget did not focus much on the development of language. Even though, infants make a huge progress, starting with babbling to the earliest ability to understand the meaning of individual words, to first word at around 12 months of age (Wilson, et al., 2008). At the beginning infants can understand many more words than they can use in their own speech. The infant develops a wide range of communicative gestures, before using words (Lefrancois, 1999). At this time infants tend to learn words slowly, but from 16 months to the end of second year they start acquiring words much faster. By 24 months infants are able to use 300 words (Wilson, et al., 2008). There is also known that children begin to talk sooner, develop larger vocabularies if their parents talk to them often, read to them regularly and use wide range of words (Boyd, Bee, 2009). In general language acquisition follows a regular sequence, although, there are wide variations in the patters and speed of language. Some children start using individual words at 8 months, meanwhile others not until 18 months (Boyd, Bee, 2009). Speech delays can be an early indicator of the childs atypical development. (Wilson, et al., 2008) Perception. With the help of the various sensory modalities, like sight, hearing, taste and smell, infants pay attention to the changes around them (Slee, 2002). Early perceptual learning depends on experiences (Boyd, Bee, 2009). During first 2 months, babies are looking for meaningful patterns. Sharp-dark light contrast, which normally signals the edge of some object, stops babies scanning the world around them. Between 2 and 3months the infant starts paying attention to what the object is, rather than where the object is (Boyd, Bee, 2009). Babies are able to differentiate sound to an impressive degree. They can discriminate the loudness and pitch of sound. DeCasper and Fifer found that infant is capable to recognise mothers voice from another female voice, but not fathers voice from another male voice. Soon after birth infants are able to identify the source of odour and react to it, by turning towards or away from it. Infants show preference for sweet substances (Slee, 2002). Emotions Crying, smiling and fear reactions are the most popular emotions of the infant, according to the most of research .Gianino and Tronick argued that infants are capable to regulate or control their emotions, for example by turning away or sucking a thumb (Lefrancois, 1999). Infant crying, explain Pinyerd, is one the infants main ways of communicating both physiological and psychological distress. However, not all infant cries are cries of pain, hunger or distress. (Lefrancois, 1999, p. 161). Crying because of hunger or pain can be eliminated; meanwhile, unidentifiable cry is harder to stop. Constant crying can be highly annoying for parents and siblings (Lefrancois, 1999). Smiling and laughing is a core part of parent-child interaction. First smile can appear as early as two to twelve hours after birth, even though it is not a social smile, but rather a reflex. Social smile is a response to auditory and visual stimuli, for example response to a caregivers face. From 3  ½ month the infant is able to produce selective social smile. The infants react to social stimuli that are familiar (Lefrancois, 1999). According to Watson and Rayner, loud noises and sudden loss of support can cause the infants fear. To paraphrase Hebb, fear can occur then the infant develops certain expectations about the world and those expectations are violated (Lefrancois, 1999). Psychoanalytical theories Psychoanalytic theorists believe that development change happens because of internal drives and emotions influence behaviour. (Bee, Boyd, 2009, p. 27) According to this theory infants get more pleasure from mouthing objects than from manipulating them with other parts of their body (Boyd, Bee, 2009). According to Freuds personality development theory, at birth infants were equipped with biological instincts that demanded satisfaction, which was driven by self-presentation and procreation (Slee, 2002). Freud argued that there are three different levels of personality in human development: id, ego and superego (Lefrancois, 1999). The oral stage (0-1  ½ years). In Freuds theory, during the first year of life the psychic energy of the infant is focused on the mouth. Events surrounding the reduction of physic tension and attaining pleasure relate primarily to acts of feeding, such as sucking on a nipple or bottle. (Slee, 2002, p. 161) Freud argued that infant becomes focused on the person providing gratification and reducing the level of psychic tension. According to Freud, attachment is developing between the child and the person. He argued that the amount of gratification is very important in progressing to the next stage. To little or too much of gratification, would end in fixation at the oral stage. To paraphrase Freud it could as adults derive and undue amount of pleasure from mouth. Under gratification as adults may lead to depression, meanwhile, over gratification can cause adults to become excessively dependent upon others (Slee, 2002). During this stage the infants personality mainly consists if id. The infant is driven by an urge to seek immediate satisfaction of impulses. He or she does not know what is possible or impossible, has no sense of reality and conscience (Lefrancois, 1999). Many developmentalists fault Freud for proposing a theory without hardly any evidence to support it. His theory is difficult to test as it requires studying unconscious motivations and unseen id, ego and superego (Sigelman, 1999). On the other hand, his theories helped to alert parents and those working with children about the importance of the first years of life and rich emotional life. It helped Erikson and Bowlby to build on Freuds idea about the significance of the infancy for further development (Slee, 2002) According to Kegan, it is used in clinics and hospital by mental health practitioners (Lefrancois, 1999). Psychosocial approach. Erikson was inspired by Freuds psychoanalytical theories. But there are major differences between Freud and Erikson. Erikson concentrated on the importance of social environment; meanwhile, Freud emphasized the importance of sexuality and psychodynamic conflicts. Opposite to Freud, Erikson was concerned with the healthy personality (Lefrancois, 1999). According to Erikson there are 8 human development stages (Lefrancois, 1999). Erikson like Freud believed that every stage had crucial issue, which had to be dealt with before moving to the next stage (Slee, 2002). Basic trust versus (0-1  ½ years). According to Erikson, during this stage the main issue is the development of a sense of trust. The development of a sense of trust depends on the quality of care rather than quantity the infant receives (Slee, 2002). The infant is initially faced with a conflict between mistrust of a world about which little is known and an inclination to develop a trusting attitude toward that world hence mistrust. (Lefrancois, 1999, p. 35) At this point a primary caregiver usually mother, is the most important person. The relationship between caregiver and the infant determines the resolution of the conflict between trust and mistrust and realization that the world is predictable, safe and loving. There is a risk of the infant growing up mistrustful and anxious, if the crucial issue of the stage is not resolved (Lefrancois, 1999). Many people found Eriksons theory more acceptable than Freuds, as it emphasize the interaction of biological and social influences. At the same time, despite providing a useful description of human personality development, it still does not explain how this development comes about (Sigelman, 1999). Attachment An attachment is an emotional bond in which a persons sense of security is bound up in the relationship. (Bee, Boyd, 2009, p. 150) The infant forms a special relationship with caregivers and experiences pleasure and security in their presence, but anxiety and distress when they are gone (Bremner, Fogel, 2007). John Bowlby has developed the most influential theory of parent/child and other relationship attachment. His attachment theory was based on ethological and psychoanalytical theories and modern cognitive psychology (Sigelman, 1999). Bowlby argued that attachment to one or more caregivers is genetically programmed in everyone. According to Bowlby infants behave in a way to ensure the proximity of the caregiver. In order caregivers to respond, infants cry, cling, smile or babble. As a result of this behaviour, attachment gradually develops. This kind of behaviour is directed to a particular person, preferably to a mother, than strangers. Attachment starts to be organized some time during second six months (Slee, 2002). Bowlby divided infants development of attachment in 4 phases (Boyd, Bee, 2009): Nonfocused orienting and signalling phase (birth to 3 months). In order to draw the attention and signal their needs infants cry, smile and make eye contacts (Boyd, Bee, 2009). Focus on one or more figures phase (3to 6 months). Infants concentrate come here signals to people with whom they spend most of the time. Meanwhile, response to unfamiliar people becomes less common (Boyd, Bee, 2009). Secure base behaviour phase (6 to 24 months). The infants start to seek proximity by following and clinging to caregivers, especially when they are anxious, hungry or injured. This behaviour is directed to a primary caregiver and only others, if the primary caregiver is not available or not responding (Boyd, Bee, 2009). Internal model phase (24 months and beyond). Infants learn how an anticipated action might affect the bonds they share with caregivers (Boyd, Bee, 2009). To sum up, according to Bowlby attachment is a part of our evolutionary heritage. With the help of interaction of biological and environmental forces attachment develops during infancy. Later development and quality of relationship is determined by the first attachment relationship between the infant and the caregiver (Sigelman, 1999). Some theorists argue, including Piaget, that the infants relationships with peers are at least as significant as the parent/infant relationship. They argue that those relationships contribute differently to development (Sigelman, 1999). Social work with infants When we talk about social work with infants, the family of the baby is a part of it. Social workers safeguard children and prevent them from suffering. It is crucial for a social worker to know the child development theories in order to undertake assessments, which includes seeing, observing, engaging, talking and doing various activities with the child (OLoughlin, 2008). Social worker may come in contact with the infant and his family if the infant was damaged before birth (for example foetal alcohol syndrome), parents experience mental illness or misuse of alcohol or drugs. Due to issues that parents face, the infant may be harmed as the needs of the child is not met, for example not dressed properly, nappies are not changed, malnutrition, staying in a not safe environment. Due to these circumstances infants cognitive development might be delayed. Depressed mothers can interact with the child less or express anger, which may lead to insecurely attached children (OLoughlin, 2008). Some parents may be too immature or preoccupied by personal problems to give their child enough affection and care. In that case the infant is not able to develop a sense of trust and later, growing autonomy (Herbert, Harper-Dorton, 2002). When working with the infant and family it is not only important to assess the infant, it is also crucial to assess parenting capacity. Parents should be able access and provide for the childs physical needs. Family is responsible for childs safety. The infant should receive secure, stable and affectionate relationships with caregivers. They should promote childs learning and intellectual development through interaction, communication, talking and responding to the child. Parents are responsible for the infants ability to regulate his or her emotions and behaviour (OLoughlin, 2008). Conclusion An understanding of infant development patterns and concepts is necessary for parents and caregivers, as well as all professionals who may come in contact with the child. By knowing them parents can create nurturing, caring and safe environment. It is useful for social workers as well, as they can assess infant and ensure that all their needs are met. Knowing the importance of cognitive development allows caregivers to support it by encouraging exploration, thinking and leaning. By talking to children more often and reading them regularly, caregivers can improve their language skills. Failure to acquire language skills can be indicator that there might be development difficulties or lack of language stimulation. Attachment development is crucial during infancy as well, especially with the primary caregiver, usually mother. It provides healthy emotional and social development and determines later development and quality of relationship. Even though psychoanalytical theory of personal development by Freud is highly criticized, as there is no evidence to test it, it had a major impact on theories about childrens socio-emotional development.

The Signalman by Charles Dickens and The Red Room by H.G. Wells Essay

The Signalman by Charles Dickens and The Red Room by H.G. Wells 'To be denied of information as a reader is far more powerful than to know the truth.' In this assignment I will be looking at the two short stories written in the 1800’s: â€Å"The Red Room† by H.G.Wells where a man goes into an apparently haunted room and although he is warned by other old characters he does not listen and the tension builds up as he goes into the room where fear gets the better of him in a room which might not be haunted in the end. The other short story is â€Å"The Signalman† by Charles Dickens. In The signalman a man lives separated from the real world living a lonely life as a signal man at a train station and thinks he might be being visited by a spectre. I will examine the similarities and differences between them in content, style and language and I will say something about the influences of the writers’ backgrounds and will be comparing how each story creates suspense and tension within them. Both stories fit in to the Gothic genre with different elements associated with the conventions of a gothic genre. The gothic genre of stories was brought to life in 1764 with Horace Walpole's 'The Castle of Otranto' during the Victorian ages. It included the classic conventions in the setting, atmosphere and story line mainly to create an effect of suspense, tension and mystery used in the gothic genre since then. The Red Room is the more typical Gothic genre and Wells makes it clear how ancient and old fashioned everything is in the castle and includes spiral staircases, secret passages, a suspected ghost haunted room and an eerie atmosphere. Gothic literature attempts to terrify the reader and it nearly always involves the su... ...n The Signalman descends the cutting and when, looking at the signalman whose actions are very weird and in The Red Room how the old people warn the young man not to go in the room. Suspense is also created as the signalman tells the gentleman of the weird happenings recently and in The Red Room how tension is built while he stays in the room for longer. The settings are very mysterious and quite typical of the gothic genre and are even prone to unexplainable events happening. They use the characters' actions, language and the atmosphere in different ways to add to the suspense and tension. Dickens' story is based on a more contemporary idea. Both writers also include first person narrative adding up to make two suspense filled stories and keep the overall idea that: 'To be denied of information as a reader is far more powerful than to know the truth.'

How Sports Influenced Me

Fit For Life How Sports Influenced Me Winning athletes and top students share many of the same qualities. They are both hardworking, dedicated, and have the desire to be successful. But a student-athlete has all of these characteristics plus numerous others. Throughout high school, I played multiple sports and they each taught me something different, influenced my life, and helped shape me into the person I am today. A few things I learned include how important teamwork is and how critical it is to have a good work ethic.Playing high school level sports was an amazing experience, unmatched by any other. I will carry all the attributes I learned through my life. One of the most important things I learned as a high school athlete was how to work well with others. Teamwork creates a sense of unity within a group of people that leads to having a successful team. Playing a myriad of sports during high school made me understand that when a team works together, as one, they get the greatest results.Teamwork is also important in the classroom. I discovered that working side by side with my classmates not only allowed me to excel academically but I could also help my peers reach their greatest potential as well. The first thing athletes are taught is to always try their best, no matter what. If a team is down by 20 points, a dedicated athlete will give everything he/she has and never quit. If just one player quits, either mentally or physically, the rest of team gets dragged down too.Athletes are told to be players who always hold their heads high and never accept defeat. This is how I became a leader and developed an exceptional work ethic. These are both important qualities for any person to possess. After high school I will pursue a Master of Education degree with a focus on elementary education. I hope that when I become a teacher I am able to teach my students to live by the same virtues. How Sports Influenced Me Fit For Life How Sports Influenced Me Winning athletes and top students share many of the same qualities. They are both hardworking, dedicated, and have the desire to be successful. But a student-athlete has all of these characteristics plus numerous others. Throughout high school, I played multiple sports and they each taught me something different, influenced my life, and helped shape me into the person I am today. A few things I learned include how important teamwork is and how critical it is to have a good work ethic.Playing high school level sports was an amazing experience, unmatched by any other. I will carry all the attributes I learned through my life. One of the most important things I learned as a high school athlete was how to work well with others. Teamwork creates a sense of unity within a group of people that leads to having a successful team. Playing a myriad of sports during high school made me understand that when a team works together, as one, they get the greatest results.Teamwork is also important in the classroom. I discovered that working side by side with my classmates not only allowed me to excel academically but I could also help my peers reach their greatest potential as well. The first thing athletes are taught is to always try their best, no matter what. If a team is down by 20 points, a dedicated athlete will give everything he/she has and never quit. If just one player quits, either mentally or physically, the rest of team gets dragged down too.Athletes are told to be players who always hold their heads high and never accept defeat. This is how I became a leader and developed an exceptional work ethic. These are both important qualities for any person to possess. After high school I will pursue a Master of Education degree with a focus on elementary education. I hope that when I become a teacher I am able to teach my students to live by the same virtues.

Behavioral Change: Rubbing Snuff

Rubbing snuff, like other forms of tobacco use, is an addictive behavior that poses a serious challenge to individuals who want to change their habits. Perhaps an even greater challenge looms for those whose partners would like to change their behaviors! Paul’s habit of rubbing snuff is the ideal opportunity to enact a well-planned behavior plan intended to motivate lasting change. The specific targeted overt behavior is the act of swallowing tobacco juice. To understand this behavior, it’s important to consider the dimensions of the broader act of rubbing snuff.The frequency of Paul’s dipping is estimated around 5-8 times per day with the frequency of swallows much greater. Dipping is described as replacing or adding additional tobacco to the mouth. Intensity increases with the progression of the day, starting with smaller amounts in the upper lip and ending with larger quantities in the lower lip by nighttime. The intensity of swallowing also rises with this in crease in use. The duration of Paul’s tobacco use holds the greatest possibility for change.At baseline, he dips constantly from the moment of waking to seconds before retiring to bed. The latency of Paul’s dipping of additional interest in the development of an intervention. At baseline, he began dipping approximately 2. 5 seconds after opening his eyes in the morning. The latency of Paul’s first swallow of tobacco averages approximately 2 minutes after waking. The action of concern, swallowing of tobacco juice, is a behavior excess. Any swallowing greater than 0 times per day qualifies as the presence of this behavior in excess.The intervention selected to extinguish Paul’s swallowing behavior was the use of a pop bottle for spitting. Paul established a reasonable goal of less than 3 swallows per day for one week followed by less than 2 the next week. This decreasing trend would continue for several weeks until complete extinction is achieved. With the decrease in swallowing, it will be important to document the increase in spitting behavior. Paul will document the number of times he spits for two 30 minute intervals throughout the day.As he begins changing his behavior, it is hoped that increased spitting will aid the decrease in swallowing. A few ground rules will also be established to enforce the intervention. Paul should have his spit bottle, spittoon, and/or other spitting place on hand wherever he goes throughout the day. Along with targeting the decrease of swallowing tobacco juice, this intervention should also serve to increase the behavior of spitting. The reaction of poor Paul’s wife to this change is yet to be determined! The effectiveness of this intervention was assessed on a daily and then weekly basis.By the third week, Paul experienced complete swallowing cessation and had increased his frequency of spitting from relatively nothing to dozens of times a day. The result was the elimination of vomiting behavi or, a perceived increase in energy, and self-reported decreases in fatigue. According to subjective and objective reports, Paul accomplished significant behavioral change. To improve the likelihood Paul would maintain his behavioral change, one final reporting and documentation measure was used two months after the start of the intervention.Hidden cameras were placed in Paul’s home and place of work to record each and every time he demonstrated the primary target behavior (swallowing tobacco juice) and the secondary desired replacement behavior (spitting in the bottle). The results were encouraging. Paul had completely stopped swallowing, but had also decreased the frequency of his need to spit throughout the day. With careful review, this was related to a decrease in duration of Paul’s dipping habit during the day. Paul was on his way to rubbing snuff out of his life! Behavioral Change: Rubbing Snuff Rubbing snuff, like other forms of tobacco use, is an addictive behavior that poses a serious challenge to individuals who want to change their habits. Perhaps an even greater challenge looms for those whose partners would like to change their behaviors! Paul’s habit of rubbing snuff is the ideal opportunity to enact a well-planned behavior plan intended to motivate lasting change. The specific targeted overt behavior is the act of swallowing tobacco juice. To understand this behavior, it’s important to consider the dimensions of the broader act of rubbing snuff.The frequency of Paul’s dipping is estimated around 5-8 times per day with the frequency of swallows much greater. Dipping is described as replacing or adding additional tobacco to the mouth. Intensity increases with the progression of the day, starting with smaller amounts in the upper lip and ending with larger quantities in the lower lip by nighttime. The intensity of swallowing also rises with this in crease in use. The duration of Paul’s tobacco use holds the greatest possibility for change.At baseline, he dips constantly from the moment of waking to seconds before retiring to bed. The latency of Paul’s dipping of additional interest in the development of an intervention. At baseline, he began dipping approximately 2. 5 seconds after opening his eyes in the morning. The latency of Paul’s first swallow of tobacco averages approximately 2 minutes after waking. The action of concern, swallowing of tobacco juice, is a behavior excess. Any swallowing greater than 0 times per day qualifies as the presence of this behavior in excess.The intervention selected to extinguish Paul’s swallowing behavior was the use of a pop bottle for spitting. Paul established a reasonable goal of less than 3 swallows per day for one week followed by less than 2 the next week. This decreasing trend would continue for several weeks until complete extinction is achieved. With the decrease in swallowing, it will be important to document the increase in spitting behavior. Paul will document the number of times he spits for two 30 minute intervals throughout the day.As he begins changing his behavior, it is hoped that increased spitting will aid the decrease in swallowing. A few ground rules will also be established to enforce the intervention. Paul should have his spit bottle, spittoon, and/or other spitting place on hand wherever he goes throughout the day. Along with targeting the decrease of swallowing tobacco juice, this intervention should also serve to increase the behavior of spitting. The reaction of poor Paul’s wife to this change is yet to be determined! The effectiveness of this intervention was assessed on a daily and then weekly basis.By the third week, Paul experienced complete swallowing cessation and had increased his frequency of spitting from relatively nothing to dozens of times a day. The result was the elimination of vomiting behavi or, a perceived increase in energy, and self-reported decreases in fatigue. According to subjective and objective reports, Paul accomplished significant behavioral change. To improve the likelihood Paul would maintain his behavioral change, one final reporting and documentation measure was used two months after the start of the intervention.Hidden cameras were placed in Paul’s home and place of work to record each and every time he demonstrated the primary target behavior (swallowing tobacco juice) and the secondary desired replacement behavior (spitting in the bottle). The results were encouraging. Paul had completely stopped swallowing, but had also decreased the frequency of his need to spit throughout the day. With careful review, this was related to a decrease in duration of Paul’s dipping habit during the day. Paul was on his way to rubbing snuff out of his life!

Nuclear Fission Versus Nuclear Fusion

Nuclear Fission Versus Nuclear Fusion Nuclear fission and nuclear fusion both are nuclear phenomena that release large amounts  of energy, but they are different processes which yield different products. Learn what nuclear fission and nuclear fusion are and how you can tell them apart. Nuclear Fission Nuclear fission takes place when an  atoms nucleus splits into two or more smaller nuclei. These smaller nuclei are called fission products. Particles (e.g., neutrons, photons, alpha particles) usually are released, too. This is  an exothermic process releasing the kinetic energy of the fission products and energy in the form of gamma radiation. The reason energy is released is because the fission products are more stable (less energetic) than the parent nucleus. Fission may be considered a form of element transmutation since changing the number of protons of an element essentially changes the element from one into another. Nuclear fission may occur naturally, as in the decay of radioactive isotopes, or it can be forced to occur in a reactor or weapon. Nuclear Fission Example: 23592U 10n → 9038Sr 14354Xe 310n Nuclear Fusion Nuclear fusion is a process in which atomic nuclei are fused together to form heavier nuclei. Extremely high temperatures (on the order of 1.5 x 107 °C) can force nuclei together so the strong nuclear force can bond them. Large amounts of energy are released when fusion occurs. It may seem counterintuitive that energy is released both when atoms split and when they merge. The reason energy is released from fusion is that the two atoms have more energy than a single atom. A lot of energy is required to force protons close enough together to overcome the repulsion between them, but at some point, the strong force that binds them overcomes the electrical repulsion. When the nuclei are merged, the excess energy is released. Like fission, nuclear fusion can also transmute one element into another. For example, hydrogen nuclei fuse in stars to form the element helium. Fusion is also used to force together atomic nuclei to form the newest elements on the periodic table. While fusion occurs in nature, its in stars, not on Earth. Fusion on Earth only occurs in labs and weapons. Nuclear Fusion Examples The reactions which take place in the sun provide an example of nuclear fusion: 11H 21H → 32He 32He 32He → 42He 211H 11H 11H → 21H 01ÃŽ ² Distinguishing Between Fission and Fusion Both fission and fusion release enormous amounts of energy. Both fission and fusion reactions can occur  in nuclear bombs. So, how can you tell fission and fusion apart? Fission breaks atomic nuclei into smaller pieces. The starting elements have a higher atomic number than that of the fission products. For example, uranium can fission to yield strontium and krypton.Fusion joins atomic nuclei together. The element formed has more neutrons or more protons than that of the starting material. For example, hydrogen and hydrogen can fuse to form helium.Fission occurs naturally on Earth. An example is the spontaneous fission of uranium, which only happens if enough uranium is present in a small enough volume (rarely). Fusion, on the other hand, does not occur naturally on Earth. Fusion occurs in stars.