Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
2.1 DEVELOPING A STATEMENT OF YOUR PROGRAM’S CORE VALUESThe co.docxlorainedeserre
2.1 DEVELOPING A STATEMENT OF YOUR PROGRAM’S CORE VALUES
The core values of a program of early care and education express the foundational, essential beliefs thatguide every aspect of its operation. They should reflect the knowledge base, history, and traditions thathave shaped the field of early childhood education as well as the philosophy of teaching and learningand beliefs about the purposes of education embraced by the program’s sponsor, leadership, and staff.They must also respond to the needs and values of the community that the program serves.Core Values of Early Childhood Education
The process of developing a statement of the program’s core values begins by considering theprofessional core values of the field of early childhood education that are part of the National Associationfor the Education of Young Children (NAEYC) Code of Ethical Conduct (NAEYC, 2011). They provide afoundation for the commitments all early childhood educators make to the children and families theyserve, to each other, and to their communities:
· Appreciate childhood as a unique and valuable stage of the human life cycle
· Base our work on knowledge of how children develop and learn
· Appreciate and support the bond between the child and family
· Recognize that children are best understood and supported in the context of family, culture,1community, and society
· Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
· Respect diversity in children, families, and colleagues
· Recognize that children and adults achieve their full potential in the context of relationships thatare based on trust and respect.
A center working to identify the particular core values upon which its programming is based shouldbegin by affirming its commitment to these core values. It may then, after careful consideration, decide ifit is appropriate to add to, expand upon, or elaborate on them to reflect their particular center’sphilosophy of teaching and learning, their views about the purposes of education, and the needs andvalues of their community.Theories of Teaching and Learning
A center’s approach to teaching and learning is based on theories of child development. This knowledgebase guides teachers’ day-to-day interactions with children, families, and colleagues; its curriculum; andeach classroom’s layout, daily schedule, materials, and equipment.
While not all early childhood educators agree about which theories are most accurate, the field is unifiedin its belief, as expressed in the core values in the NAEYC Code of Ethical Conduct that teachers of youngchildren must be familiar with theories of child development and must understand how these theoriesinform their work.A Brief Review of Developmental Theories That Have Influenced Early Childhood Education
Theories of cognitive development that describe how children learn, and theories that explore children’ssocial and emotional development, are essential components of early childhood e ...
Lecture notes Week 1 What is child developmentMcDevitt et a.docxSHIVA101531
Lecture notes
Week 1
What is child development?
McDevitt et al. (2013, p. 4) claim that the 'field of child development seeks to identify and explain persistent, cumulative and progressive changes in the development of children and adolescents'. They write that a child’s development is 'guided by three factors: Nature or Heredity – the genetic inheritance with which the child is born; Nurture or Environment – the influence of the setting in which the child lives; and Agency – the child’s choices, mental processes, emotional responses and behaviors'.
Week 2
Cognitive development
Cognitive development looks specifically at the brain development of children from birth, examining how they think and understand at various stages of their lives. You may have already heard a little about the two major cognitive development theorists: Jean Piaget and Lev Vygotsky, who each have strong views about influencing factors on cognitive development. As you are working through the readings and videos below, consider the similarities and differences between each theorist and how this applies to education.
Online resources
Websites
Theories of cognitive development: Jean Piaget (Eddy, 2010a) provides an overview of the key concepts and stages of development that are core to Piaget's theory of cognitive development.
Piaget: Implications for teaching (Webb, 1980) discusses how Piaget's views are best incorporated into the classroom environment.
Videos
Piaget’s stages of development (Misssmith891, 2011) gives practical demonstrations of children at different stages of development.
Online resources
Websites
Theories of cognitive development: Lev Vygotsky (Eddy, 2010b).
Bridging developmental theory and educational practice in Barbarin et al. (2009) discusses how the Vygotskian approach might affect your teaching practice.
Videos
An introduction to Vygotsky's theory of cognitive development (Johnson, 2010).
Summary of cognitive development: 6-12 years of age
· From Child development: A practitioner's guide (Davies, 2010, p. 382)
· Increasingly accurate perception of reality (reality testing) (6+ years).
· Reversibility: systematic ability to analyse perceptions by thinking back over them (6-7 years).
· Improving understanding of cause and effect; decline in magical thinking (6-7 years).
· Decentration: decline in egocentrism and increase in decentred thought allow child to distinguish between subjective and objective reality (6-7 years+).
· Concrete operations: processes of logic and reasoning can be applied to understand immediate reality (6-7 years+).
· Developmental spurt in cognitive functions at about age 7: spatial organisation, visual organisational ability, time orientation, distinctions between parts and wholes, serration, auditory processing (6-8 years).
· Memory: improved registration and categorisation of memory contributes to mastery of academic tasks (6 years+).
· Executive processes: new skills in thinking about problem solving, sustaining attention ...
THEORIES OF INTELLECTUAL DEVELOPMENTPiaget’s TheoryWe begin wi.docxsusannr
THEORIES OF INTELLECTUAL DEVELOPMENT
Piaget’s Theory
We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber & Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as “blank slates” who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer & Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation.
In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking.
Piaget’s claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piaget’s stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield & Travers, 2000; Feinburg & Mindess, 1994; Santrock, 2008).
The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations.
Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality.
Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil.
Forum 4Based on what you’ve learned and your own experience.docxalisoncarleen
Forum 4:
Based on what you’ve learned and your own experience, how does pretend play contribute to a child’s development?
What qualities and skills do you think are important for academic and vocational success? How many of those qualities and skill are assessed by traditional intelligence tests? What advice would you give to parents and teachers who want to nurture creativity and special talents with children?
Cognitive Development (Piaget) and Intelligence
The topic for this week is cognitive development and intelligence from the perspective of Piaget and Vygotsky. Additionally, we will learn definitions of intelligence, the predictive value of intelligence tests, variations in IQ, the role of early intervention in intellectual development, and the development of creativity.
Topics to be covered include:
· Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives
· Role of Intelligence Testing in the Development of Educational Programs
· Case Studies Related to Intelligence
Cognitive Development
We will begin to examine cognitive development, or how the intellectual capabilities of infants transform into those of the child, adolescent, and adult. First, let us define cognition. Cognition refers to the inner processes and products of the mind that lead to “knowing.” In other words, how do we acquire, comprehend, and apply knowledge? What transformations must occur for individuals to develop increasingly sophisticated mental capacities?
JEAN PIAGET
You have likely heard the name of Swiss cognitive theorist, Jean Piaget. According to Piaget, people are not cognitive beings at birth; instead, they discover, or construct, all knowledge of the world through their own experiences. As they begin to construct knowledge, they refine and organize the information in order to effectively adapt to their environments. This theory of active construction of knowledge is known as the constructivist approach to cognitive development. This approach follows children through four invariant (fixed order) and universal (assumed to characterize all children) stages: sensorimotor, preoperational, concrete operational, and formal operational. Throughout these stages, infants’ investigative behaviors gradually transform into the abstract, rational intelligence of more mature individuals.
PIAGET'S STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR
PREOPERATIONAL
CONCRETE OPERATIONAL
FORMAL OPERATIONAL
Piaget identified specific psychological structures called schemes (organized ways of making sense of experiences) that change with age. Initially, schemes are patterns of action involving the senses and motor functions. For example, a baby may simply grab and release an object. As the baby gets older, this scheme becomes more deliberate, and she may begin to throw the object down the stairs, up in the air, or against walls. In other words, she is thinking before she acts. When there evidence of this, Piaget says the child has moved ...
Cognitive and social development are key areas of development WilheminaRossi174
Cognitive and social development are key areas of development since
how infants undergo these two areas of development play an important role in
determining their cognitive and social capabilities as adults. This essay
examines what is currently known about cognitive and social development,
how these developmental processes may differ in cultural contexts where
breastfeeding is more prevalent, and how studies can be conducted to
determine if these developmental processes occur at an earlier age or in a
different manner in such a cultural context.
Cognitive development focuses on how the processes involved in
acquiring, processing, and organizing information develop in humans (Oakley,
2004). The two most important theories of cognitive development are the
theories of Jean Piaget and Lev Vygotsky.
Jean Piaget stated that cognitive structures are modified through the
processes of assimilation and accommodation. Assimilation is the process
through which new information is incorporated into an individual’s existing
cognitive structures, whereas accommodation is the process through which
new cognitive structures are formed in order to fit new information that is
encountered (Altman et al., 2017).
Piaget also theorized that there are four stages of cognitive
development. The first stage is the sensorimotor period which starts at birth
and lasts until the age of 2 where infants are learning about the world through
their sensory and motor abilities. The next stage, the preoperational period,
occurs from ages 2 to 7 and it is characterized by increased abilities in
symbolic thinking and language use. The third stage is the concrete
operational period which occurs between the ages of 7 to 12 where a child’s
ability to reason about concrete ideas significantly increases. The final stage
is the formal operational period which occurs after the age of 12,
characterized by the ability to reason about hypothetical problems and the
ability to think abstractly (Altman et al., 2017).
In contrast to Piaget, Lev Vygotsky’s theory focused on the influence
that social interactions have on cognitive development. Vygotsky stated that
there are three factors that shape a child’s cognitive development: culture,
language, and the zone of proximal development (ZPD) (Oakley, 2004).
Vygotsky believed that culture is important in shaping cognitive development
since what knowledge a child acquires and how that knowledge is acquired is
determined by the culture that the child is a part of. Vygotsky stated that
language has an important role in cognitive development since the world is
understood and represented using language (Oakley, 2004). The third factor,
ZPD, is the distance between a child’s abilities on their own and a child’s
potential abilities that can be developed with some guidance and support
(Oakley, 2004).
Social development refers to the development of social understanding
and the acquiring of social skills. Two key areas of social development are the
devel ...
2.1 DEVELOPING A STATEMENT OF YOUR PROGRAM’S CORE VALUESThe co.docxlorainedeserre
2.1 DEVELOPING A STATEMENT OF YOUR PROGRAM’S CORE VALUES
The core values of a program of early care and education express the foundational, essential beliefs thatguide every aspect of its operation. They should reflect the knowledge base, history, and traditions thathave shaped the field of early childhood education as well as the philosophy of teaching and learningand beliefs about the purposes of education embraced by the program’s sponsor, leadership, and staff.They must also respond to the needs and values of the community that the program serves.Core Values of Early Childhood Education
The process of developing a statement of the program’s core values begins by considering theprofessional core values of the field of early childhood education that are part of the National Associationfor the Education of Young Children (NAEYC) Code of Ethical Conduct (NAEYC, 2011). They provide afoundation for the commitments all early childhood educators make to the children and families theyserve, to each other, and to their communities:
· Appreciate childhood as a unique and valuable stage of the human life cycle
· Base our work on knowledge of how children develop and learn
· Appreciate and support the bond between the child and family
· Recognize that children are best understood and supported in the context of family, culture,1community, and society
· Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
· Respect diversity in children, families, and colleagues
· Recognize that children and adults achieve their full potential in the context of relationships thatare based on trust and respect.
A center working to identify the particular core values upon which its programming is based shouldbegin by affirming its commitment to these core values. It may then, after careful consideration, decide ifit is appropriate to add to, expand upon, or elaborate on them to reflect their particular center’sphilosophy of teaching and learning, their views about the purposes of education, and the needs andvalues of their community.Theories of Teaching and Learning
A center’s approach to teaching and learning is based on theories of child development. This knowledgebase guides teachers’ day-to-day interactions with children, families, and colleagues; its curriculum; andeach classroom’s layout, daily schedule, materials, and equipment.
While not all early childhood educators agree about which theories are most accurate, the field is unifiedin its belief, as expressed in the core values in the NAEYC Code of Ethical Conduct that teachers of youngchildren must be familiar with theories of child development and must understand how these theoriesinform their work.A Brief Review of Developmental Theories That Have Influenced Early Childhood Education
Theories of cognitive development that describe how children learn, and theories that explore children’ssocial and emotional development, are essential components of early childhood e ...
Lecture notes Week 1 What is child developmentMcDevitt et a.docxSHIVA101531
Lecture notes
Week 1
What is child development?
McDevitt et al. (2013, p. 4) claim that the 'field of child development seeks to identify and explain persistent, cumulative and progressive changes in the development of children and adolescents'. They write that a child’s development is 'guided by three factors: Nature or Heredity – the genetic inheritance with which the child is born; Nurture or Environment – the influence of the setting in which the child lives; and Agency – the child’s choices, mental processes, emotional responses and behaviors'.
Week 2
Cognitive development
Cognitive development looks specifically at the brain development of children from birth, examining how they think and understand at various stages of their lives. You may have already heard a little about the two major cognitive development theorists: Jean Piaget and Lev Vygotsky, who each have strong views about influencing factors on cognitive development. As you are working through the readings and videos below, consider the similarities and differences between each theorist and how this applies to education.
Online resources
Websites
Theories of cognitive development: Jean Piaget (Eddy, 2010a) provides an overview of the key concepts and stages of development that are core to Piaget's theory of cognitive development.
Piaget: Implications for teaching (Webb, 1980) discusses how Piaget's views are best incorporated into the classroom environment.
Videos
Piaget’s stages of development (Misssmith891, 2011) gives practical demonstrations of children at different stages of development.
Online resources
Websites
Theories of cognitive development: Lev Vygotsky (Eddy, 2010b).
Bridging developmental theory and educational practice in Barbarin et al. (2009) discusses how the Vygotskian approach might affect your teaching practice.
Videos
An introduction to Vygotsky's theory of cognitive development (Johnson, 2010).
Summary of cognitive development: 6-12 years of age
· From Child development: A practitioner's guide (Davies, 2010, p. 382)
· Increasingly accurate perception of reality (reality testing) (6+ years).
· Reversibility: systematic ability to analyse perceptions by thinking back over them (6-7 years).
· Improving understanding of cause and effect; decline in magical thinking (6-7 years).
· Decentration: decline in egocentrism and increase in decentred thought allow child to distinguish between subjective and objective reality (6-7 years+).
· Concrete operations: processes of logic and reasoning can be applied to understand immediate reality (6-7 years+).
· Developmental spurt in cognitive functions at about age 7: spatial organisation, visual organisational ability, time orientation, distinctions between parts and wholes, serration, auditory processing (6-8 years).
· Memory: improved registration and categorisation of memory contributes to mastery of academic tasks (6 years+).
· Executive processes: new skills in thinking about problem solving, sustaining attention ...
THEORIES OF INTELLECTUAL DEVELOPMENTPiaget’s TheoryWe begin wi.docxsusannr
THEORIES OF INTELLECTUAL DEVELOPMENT
Piaget’s Theory
We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber & Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as “blank slates” who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer & Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation.
In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking.
Piaget’s claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piaget’s stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield & Travers, 2000; Feinburg & Mindess, 1994; Santrock, 2008).
The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations.
Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality.
Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil.
Forum 4Based on what you’ve learned and your own experience.docxalisoncarleen
Forum 4:
Based on what you’ve learned and your own experience, how does pretend play contribute to a child’s development?
What qualities and skills do you think are important for academic and vocational success? How many of those qualities and skill are assessed by traditional intelligence tests? What advice would you give to parents and teachers who want to nurture creativity and special talents with children?
Cognitive Development (Piaget) and Intelligence
The topic for this week is cognitive development and intelligence from the perspective of Piaget and Vygotsky. Additionally, we will learn definitions of intelligence, the predictive value of intelligence tests, variations in IQ, the role of early intervention in intellectual development, and the development of creativity.
Topics to be covered include:
· Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives
· Role of Intelligence Testing in the Development of Educational Programs
· Case Studies Related to Intelligence
Cognitive Development
We will begin to examine cognitive development, or how the intellectual capabilities of infants transform into those of the child, adolescent, and adult. First, let us define cognition. Cognition refers to the inner processes and products of the mind that lead to “knowing.” In other words, how do we acquire, comprehend, and apply knowledge? What transformations must occur for individuals to develop increasingly sophisticated mental capacities?
JEAN PIAGET
You have likely heard the name of Swiss cognitive theorist, Jean Piaget. According to Piaget, people are not cognitive beings at birth; instead, they discover, or construct, all knowledge of the world through their own experiences. As they begin to construct knowledge, they refine and organize the information in order to effectively adapt to their environments. This theory of active construction of knowledge is known as the constructivist approach to cognitive development. This approach follows children through four invariant (fixed order) and universal (assumed to characterize all children) stages: sensorimotor, preoperational, concrete operational, and formal operational. Throughout these stages, infants’ investigative behaviors gradually transform into the abstract, rational intelligence of more mature individuals.
PIAGET'S STAGES OF COGNITIVE DEVELOPMENT
SENSORIMOTOR
PREOPERATIONAL
CONCRETE OPERATIONAL
FORMAL OPERATIONAL
Piaget identified specific psychological structures called schemes (organized ways of making sense of experiences) that change with age. Initially, schemes are patterns of action involving the senses and motor functions. For example, a baby may simply grab and release an object. As the baby gets older, this scheme becomes more deliberate, and she may begin to throw the object down the stairs, up in the air, or against walls. In other words, she is thinking before she acts. When there evidence of this, Piaget says the child has moved ...
Cognitive and social development are key areas of development WilheminaRossi174
Cognitive and social development are key areas of development since
how infants undergo these two areas of development play an important role in
determining their cognitive and social capabilities as adults. This essay
examines what is currently known about cognitive and social development,
how these developmental processes may differ in cultural contexts where
breastfeeding is more prevalent, and how studies can be conducted to
determine if these developmental processes occur at an earlier age or in a
different manner in such a cultural context.
Cognitive development focuses on how the processes involved in
acquiring, processing, and organizing information develop in humans (Oakley,
2004). The two most important theories of cognitive development are the
theories of Jean Piaget and Lev Vygotsky.
Jean Piaget stated that cognitive structures are modified through the
processes of assimilation and accommodation. Assimilation is the process
through which new information is incorporated into an individual’s existing
cognitive structures, whereas accommodation is the process through which
new cognitive structures are formed in order to fit new information that is
encountered (Altman et al., 2017).
Piaget also theorized that there are four stages of cognitive
development. The first stage is the sensorimotor period which starts at birth
and lasts until the age of 2 where infants are learning about the world through
their sensory and motor abilities. The next stage, the preoperational period,
occurs from ages 2 to 7 and it is characterized by increased abilities in
symbolic thinking and language use. The third stage is the concrete
operational period which occurs between the ages of 7 to 12 where a child’s
ability to reason about concrete ideas significantly increases. The final stage
is the formal operational period which occurs after the age of 12,
characterized by the ability to reason about hypothetical problems and the
ability to think abstractly (Altman et al., 2017).
In contrast to Piaget, Lev Vygotsky’s theory focused on the influence
that social interactions have on cognitive development. Vygotsky stated that
there are three factors that shape a child’s cognitive development: culture,
language, and the zone of proximal development (ZPD) (Oakley, 2004).
Vygotsky believed that culture is important in shaping cognitive development
since what knowledge a child acquires and how that knowledge is acquired is
determined by the culture that the child is a part of. Vygotsky stated that
language has an important role in cognitive development since the world is
understood and represented using language (Oakley, 2004). The third factor,
ZPD, is the distance between a child’s abilities on their own and a child’s
potential abilities that can be developed with some guidance and support
(Oakley, 2004).
Social development refers to the development of social understanding
and the acquiring of social skills. Two key areas of social development are the
devel ...
please write a short essay to address the following questions. Lengt.docxDIPESH30
please write a short essay to address the following questions. Length: 500 word count to the minimum.
“Blogs, Twitter, Facebook, and a host of other news and social-media sites have allowed average citizens to become newsmakers. Is this a good or bad thing? Is the increase in citizen journalism leading to inaccuracies in reporting? Or can we trust that Americans will “consider the source” and verify any questionable information they read on a blog?”
Requirements:
1.Word count: 500.
2.Submissions must be in Word format (doc, docx) or Rich Text format (rtf). Attached file sent to my email will not be graded.
3.VeriCite has been activated to prevent plagiarism and no credit will be issued if Similarity Index points to 20% or higher.
.
please write a diary entry from the perspective of a French Revoluti.docxDIPESH30
please write a diary entry from the perspective of a French Revolutionary of the Third Estate (bourgeoisie, worker, or peasant), a member of the First Estate (clergy) or a member of the Second Estate (nobles). Your entry should have a well established mood, or writing that evokes certain feelings or emotions in readers through words and descriptions. Some examples of mood through setting, diction, and tone can be found
HERE
.
In addition, your journal should incorporate at least
THREE
of the following vocabulary terms:
Louis XVI
Estates-General
National Assembly
Tennis Court Oath
estate (First, Second, Third)
The Enlightenment
Great Fear
.
Please write the definition for these words and provide .docxDIPESH30
Please write the definition for these words and
provide two
examples
for each one
The definition should relate to “linguistic form“ / grammar
See attached file. you have
three hours and an half
to do the assignemnt
.
Please view the filmThomas A. Edison Father of Invention, A .docxDIPESH30
Please view the film:
Thomas A. Edison: Father of Invention
, A & E Television (New York, NY: A & E Television Networks, 1996); Available on the Hagerty Library catalogue at: http://records.library.drexel.edu/record=b2133926~S9
And discuss:
Edison is portrayed rather herocially in this film, what would you do to present a more balanced view of Edison the man and inventor? Based on my lecture, discuss why or why not Edison should be considered the creator of the light bulb?
.
Please watch the clip from the movie The Break Up. Then reflect w.docxDIPESH30
Please watch the clip from the movie "The Break Up." Then reflect who you think is most at fault and why.
Then I would you like to think about a conflict you have had and think about what could have been done differently to resolve it.
Write a one page paper (double spaced)
https://www.youtube.com/watch?v=_bqhVqTuFO4
.
please write a report on Social Media and ERP SystemReport should.docxDIPESH30
please write a report on Social Media and ERP System:
Report should be a detail study on social media, effects of social media on business.Use of ERP Systems in social media and its benefits.During presentatio the students should present the use of ERP Systems in the social media aspect.
pages: 15
font size: 11
spaces: 1.5
please see attached file
due date tomorrow, within 24 hour
.
Please write 200 wordsHow has the healthcare delivery system chang.docxDIPESH30
Please write 200 words
How has the healthcare delivery system changed?
For what types of patients and what types of care does each of the systems deliver? Would a patient have a need for more than one system? When (give examples and explain)?
What are the regulations related to the medical staff? What purpose do these regulations serve?
.
Please view the documentary on Typhoid Mary at httpswww..docxDIPESH30
Please view the documentary on Typhoid Mary at:
https
://
www
.
youtube
.com/watch?v=
Mc
8O9
EnAuLo
And read:
- Priscilla Wald, “Cultures and Carriers: "Typhoid Mary" and the Science of Social Control,”
Social Text
, No. 52/53,
Queer
Transexions
of Race, Nation, and Gender
(Autumn - Winter, 1997), pp. 181-214; Available in the Readings Folder and on JSTOR at:
http
://
www
.
jstor
.
org
/stable/466739
Then discuss:
Wald discusses how the concept of "social control" relates or is exemplified by the Mary
Mallon
ca
se
. Choose one of the aspects of Wald's argument and discuss how it relates to the Typhoid Mary documentary. Do these help us understand the significance the 'Typhoid Mary' case has for the history of medicine, or for the treatment of epidemics today?
.
Please use the two attachments posted to complete work. Detailed in.docxDIPESH30
Please use the two attachments posted to complete work. Detailed instructions, notes / additional information, links and some resources are listed therein.
#1. Discussion due Thursday 12/11/14 Noon
#2. Paper due Saturday 12/13/14 Noon
******12/11/14 Edit to add additional research sources for you if need for part2 of assignment.
Davidson, W. H. (1979). FACTOR ENDOWMENT, INNOVATION AND INTERNATIONAL TRADE THEORY.
Kyklos
,
32
(4), 764.
Handlin, A. H. (2011).
Government Grief : How to Help Your Small Business Survive Mindless Regulation, Political Corruption and Red Tape
. Santa Barbara, Calif: Praeger.
Warren, R. C. (2003). The evolution of business legitimacy.
European Business Review,
15
(3), 153. Retrieved from http://search.proquest.com/docview/225421529?accountid=8289
.
Please use the sources in the outline (see photos)The research.docxDIPESH30
Please use the sources in the outline (see photos)
The research essay is to be 12 pages, typed, double-spaced. 10-12 sources are to be used. It is to be on a social policy area and may focus on Canada, or Canada in comparative perspective.
1.
Discuss the National Child Benefit, introduced in 1997. Has this measure been effective in reducing child poverty? Can this measure be seen as the further extension of neoliberalism, or as a new form of state-provided social investment?
Please make a clear and wordy thesis (highlight this in red) use notions of this thesis throughout the paper please. Clear and concise english as this is a university level paper.
Please include your own ideas as well as recommendations.
if a point is made please provide proof with the sources or readings
Please use APA FORMAT.
Please ensure that the paper follows the format suggested in the outline.
.
Please submit a minimum of five (5) detailed and discussion-provokin.docxDIPESH30
Please submit a minimum of five (5) detailed and discussion-provoking questions based on the recent reading assignments, video clips and the other websites assigned.
Only complete questions will earn credit. Therefore, it is important for you to think carefully about formulating the kinds of questions intended to stimulate conversations. Ask detailed and specific, rather than broad, general questions. Do not ask, for example, ‘When was the first Mission established in California?’ Instead, ask something like ‘What is the ideological agenda behind maintaining figures like Father Junipero Serra as heroic in California textbooks?’
Other examples include:
Does recent news media coverage of the “riots” in Baltimore, Ferguson and other cities promote a message that is pro-police? If not, how does it engender understanding of the root causes of many of the frustrations of local residents?
In the film “Banned in Arizona,” why does Superintendent Tom Horne argue in favor of “individualism” and why does he say that the Mexican American Studies program encourages radical thinking? What, if anything, is radical about the way those courses teach students in Tucson, Arizona?
If the U.S. reinstated a Vietnam War era-like military draft instead of relying upon the current all-volunteer force, would current public support for war change at all? If so, how?
Please consider these guidelines in composing your questions:
1. Make certain to ask at least one question from each source.
2. Ask questions about things that interest you.
3. Write your questions as though you were asking them to the entire class.
4. Be sure to make specific reference to the readings in each question. Many good questions require at least two sentences.
5. Try and use the questions to critique the author's opinion.
6. These homework questions should attempt to raise larger issues and---when possible---to relate the readings to issues in our current world.
"This week, I want us to think about the concept of
bias
, and its application in the places we consume information. This is tricky territory because even the very presentation of this unit is fraught with bias—my personal bias, or frame of reference. I’m going to ask you to read a collection of articles that I think are important, but they all clearly have a perspective and an agenda that comes from a particular worldview. So let’s get that out in the open. Maybe nothing in your liberal arts education is free from bias, but that does not mean we shy away from considering the information, ideas, arguments and critiques.
What is bias? For the purposes of our consideration, bias is really just about a set of values that can color or distort fair judgment. We can sometimes recognize obvious bias in others, especially when people use overtly discriminatory or offensive language, or have a clear political or ideological perspective that makes everything they present go through that lens. But more than anything else, I want us to think a.
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please write a short essay to address the following questions. Length: 500 word count to the minimum.
“Blogs, Twitter, Facebook, and a host of other news and social-media sites have allowed average citizens to become newsmakers. Is this a good or bad thing? Is the increase in citizen journalism leading to inaccuracies in reporting? Or can we trust that Americans will “consider the source” and verify any questionable information they read on a blog?”
Requirements:
1.Word count: 500.
2.Submissions must be in Word format (doc, docx) or Rich Text format (rtf). Attached file sent to my email will not be graded.
3.VeriCite has been activated to prevent plagiarism and no credit will be issued if Similarity Index points to 20% or higher.
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please write a diary entry from the perspective of a French Revolutionary of the Third Estate (bourgeoisie, worker, or peasant), a member of the First Estate (clergy) or a member of the Second Estate (nobles). Your entry should have a well established mood, or writing that evokes certain feelings or emotions in readers through words and descriptions. Some examples of mood through setting, diction, and tone can be found
HERE
.
In addition, your journal should incorporate at least
THREE
of the following vocabulary terms:
Louis XVI
Estates-General
National Assembly
Tennis Court Oath
estate (First, Second, Third)
The Enlightenment
Great Fear
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Please write the definition for these words and provide .docxDIPESH30
Please write the definition for these words and
provide two
examples
for each one
The definition should relate to “linguistic form“ / grammar
See attached file. you have
three hours and an half
to do the assignemnt
.
Please view the filmThomas A. Edison Father of Invention, A .docxDIPESH30
Please view the film:
Thomas A. Edison: Father of Invention
, A & E Television (New York, NY: A & E Television Networks, 1996); Available on the Hagerty Library catalogue at: http://records.library.drexel.edu/record=b2133926~S9
And discuss:
Edison is portrayed rather herocially in this film, what would you do to present a more balanced view of Edison the man and inventor? Based on my lecture, discuss why or why not Edison should be considered the creator of the light bulb?
.
Please watch the clip from the movie The Break Up. Then reflect w.docxDIPESH30
Please watch the clip from the movie "The Break Up." Then reflect who you think is most at fault and why.
Then I would you like to think about a conflict you have had and think about what could have been done differently to resolve it.
Write a one page paper (double spaced)
https://www.youtube.com/watch?v=_bqhVqTuFO4
.
please write a report on Social Media and ERP SystemReport should.docxDIPESH30
please write a report on Social Media and ERP System:
Report should be a detail study on social media, effects of social media on business.Use of ERP Systems in social media and its benefits.During presentatio the students should present the use of ERP Systems in the social media aspect.
pages: 15
font size: 11
spaces: 1.5
please see attached file
due date tomorrow, within 24 hour
.
Please write 200 wordsHow has the healthcare delivery system chang.docxDIPESH30
Please write 200 words
How has the healthcare delivery system changed?
For what types of patients and what types of care does each of the systems deliver? Would a patient have a need for more than one system? When (give examples and explain)?
What are the regulations related to the medical staff? What purpose do these regulations serve?
.
Please view the documentary on Typhoid Mary at httpswww..docxDIPESH30
Please view the documentary on Typhoid Mary at:
https
://
www
.
youtube
.com/watch?v=
Mc
8O9
EnAuLo
And read:
- Priscilla Wald, “Cultures and Carriers: "Typhoid Mary" and the Science of Social Control,”
Social Text
, No. 52/53,
Queer
Transexions
of Race, Nation, and Gender
(Autumn - Winter, 1997), pp. 181-214; Available in the Readings Folder and on JSTOR at:
http
://
www
.
jstor
.
org
/stable/466739
Then discuss:
Wald discusses how the concept of "social control" relates or is exemplified by the Mary
Mallon
ca
se
. Choose one of the aspects of Wald's argument and discuss how it relates to the Typhoid Mary documentary. Do these help us understand the significance the 'Typhoid Mary' case has for the history of medicine, or for the treatment of epidemics today?
.
Please use the two attachments posted to complete work. Detailed in.docxDIPESH30
Please use the two attachments posted to complete work. Detailed instructions, notes / additional information, links and some resources are listed therein.
#1. Discussion due Thursday 12/11/14 Noon
#2. Paper due Saturday 12/13/14 Noon
******12/11/14 Edit to add additional research sources for you if need for part2 of assignment.
Davidson, W. H. (1979). FACTOR ENDOWMENT, INNOVATION AND INTERNATIONAL TRADE THEORY.
Kyklos
,
32
(4), 764.
Handlin, A. H. (2011).
Government Grief : How to Help Your Small Business Survive Mindless Regulation, Political Corruption and Red Tape
. Santa Barbara, Calif: Praeger.
Warren, R. C. (2003). The evolution of business legitimacy.
European Business Review,
15
(3), 153. Retrieved from http://search.proquest.com/docview/225421529?accountid=8289
.
Please use the sources in the outline (see photos)The research.docxDIPESH30
Please use the sources in the outline (see photos)
The research essay is to be 12 pages, typed, double-spaced. 10-12 sources are to be used. It is to be on a social policy area and may focus on Canada, or Canada in comparative perspective.
1.
Discuss the National Child Benefit, introduced in 1997. Has this measure been effective in reducing child poverty? Can this measure be seen as the further extension of neoliberalism, or as a new form of state-provided social investment?
Please make a clear and wordy thesis (highlight this in red) use notions of this thesis throughout the paper please. Clear and concise english as this is a university level paper.
Please include your own ideas as well as recommendations.
if a point is made please provide proof with the sources or readings
Please use APA FORMAT.
Please ensure that the paper follows the format suggested in the outline.
.
Please submit a minimum of five (5) detailed and discussion-provokin.docxDIPESH30
Please submit a minimum of five (5) detailed and discussion-provoking questions based on the recent reading assignments, video clips and the other websites assigned.
Only complete questions will earn credit. Therefore, it is important for you to think carefully about formulating the kinds of questions intended to stimulate conversations. Ask detailed and specific, rather than broad, general questions. Do not ask, for example, ‘When was the first Mission established in California?’ Instead, ask something like ‘What is the ideological agenda behind maintaining figures like Father Junipero Serra as heroic in California textbooks?’
Other examples include:
Does recent news media coverage of the “riots” in Baltimore, Ferguson and other cities promote a message that is pro-police? If not, how does it engender understanding of the root causes of many of the frustrations of local residents?
In the film “Banned in Arizona,” why does Superintendent Tom Horne argue in favor of “individualism” and why does he say that the Mexican American Studies program encourages radical thinking? What, if anything, is radical about the way those courses teach students in Tucson, Arizona?
If the U.S. reinstated a Vietnam War era-like military draft instead of relying upon the current all-volunteer force, would current public support for war change at all? If so, how?
Please consider these guidelines in composing your questions:
1. Make certain to ask at least one question from each source.
2. Ask questions about things that interest you.
3. Write your questions as though you were asking them to the entire class.
4. Be sure to make specific reference to the readings in each question. Many good questions require at least two sentences.
5. Try and use the questions to critique the author's opinion.
6. These homework questions should attempt to raise larger issues and---when possible---to relate the readings to issues in our current world.
"This week, I want us to think about the concept of
bias
, and its application in the places we consume information. This is tricky territory because even the very presentation of this unit is fraught with bias—my personal bias, or frame of reference. I’m going to ask you to read a collection of articles that I think are important, but they all clearly have a perspective and an agenda that comes from a particular worldview. So let’s get that out in the open. Maybe nothing in your liberal arts education is free from bias, but that does not mean we shy away from considering the information, ideas, arguments and critiques.
What is bias? For the purposes of our consideration, bias is really just about a set of values that can color or distort fair judgment. We can sometimes recognize obvious bias in others, especially when people use overtly discriminatory or offensive language, or have a clear political or ideological perspective that makes everything they present go through that lens. But more than anything else, I want us to think a.
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Please think about the various learning activities you engaged in during this unit.
write one page summarizing the following:
Multiculturalism plays an important role in many schools today.
How can this be incorporated into everyday lessons related to health, safety, and nutrition?
How has your school (or your children’s school) incorporated multiculturalism into their lesson?
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Please type out the question and answer it underneath. Each question should be about a page long DOUBLE SPACED and cited.
Please use the articles that I PROVIDE!
Due date is this Sunday the 14th.
First two articles answer the questions 1 & 2 , the last article answers question 3
PLEASE FOLLOW INSTRUCTIONS
.
Please use the following technique-Outline the legal issues t.docxDIPESH30
Please use the following technique:
-
Outline the legal issues that you are going to discuss in your answer
-
Define the legal rules that are relevant to the question
-
Apply the legal rules to the facts of the question
-
Formulate a decision of which party should be successful
The use of headings for each relationship discussed is suggested.
Application of legal principles to the facts is the most important and often the hardest step. I am more interested in how you arrived at your answer, than the actual conclusions that you draw. Having said that, the “kitchen sink approach” is not suggested – i.e. spilling all of your knowledge that is vaguely related to the issue raised into your answer.
Please do not simply say, “Andrew is liable for negligence.” You must go through the analysis for why or why not a particular tort claim will be successful.
Use the language of the question.
Be as comprehensive and thorough as possible when responding to each issue – canvas all possible answers. If you have considered the application of a particular contractual concept, but after analysis, you have decided that it is not applicable, please go through your analysis.
If any possible remedies are available to either party, please identify with supporting reasons.
Assume for each relationship that the matter is being litigated in court,
not
through alternative dispute resolution.
DUE: TUESDAY MARCH 24
th
, 2015 at beginning of class
No midterms will be accepted after this date.
Tort Law Problem
Andrew Black is the owner of Confederation Mall (“Mall”) located in New Minas, Nova Scotia. Mr. Black leases out many retail spaces in the Mall to a wide range of businesses. He prides himself as a local success story. The people of New Minas truly admire his entrepreneurial success.
George Orange, owner of Guppy World, a pet fish store, has been a long-time tenant of Confederation Mall. Colin and Darren work for Mr. Orange. Colin was repairing a ceiling fan when he asked Darren to toss him a screwdriver, as Colin was up on a step-ladder at the time. Darren, standing 15 feet away, underhand tosses the screwdriver to Colin. Darren overshoots the toss and the screwdriver shatters a glass fish tank containing a piranha fish. At the same time a customer, Sally, was walking towards the check-out to purchase fish food, when she slipped on the water from the broken tank, fell to the floor and fractured her wrist. She is also bitten on the ankle by the piranha. When Mr. Orange tried to assist Sally, he smelled a strong smell of alcoholic beverage coming from her mouth. Colin noted that Sally appeared to be staggering slightly before falling.
Sally was transported to the hospital by paramedics. The doctor determines that Sally’s foot needs to be amputated due to the piranha bite and she needs to wear a cast on her wrist for 6-8 weeks due to the fracture.
Word of the piranha bite spreads like wild fire throughout the Mall. Evelyn, who suff.
Please use from these stratagies This homework will be to copyies .docxDIPESH30
Please use from these stratagies
This homework will be to copyies with different stratgies !!11
Rubrics
Revising Reading
RAFT
Quick write
Learning loge
KAMAL
Gallery walks
Data charts
All about book
Cubing Clusters Authors chair
Words Walks
.
PLEASE THOROUGHLY ANSWER THE FOLLOWING FIVE QUESTIONS BELOW IN.docxDIPESH30
PLEASE THOROUGHLY ANSWER THE FOLLOWING
FIVE
QUESTIONS BELOW IN A 500 Word Count Discussion
Contrast the dynamics between dominant cultures and subcultures either in a work setting or in society.
Explain why it is important to understand the impact of culture.
Give an example where you demonstrated your awareness and or openness to understanding a cultural difference.
Explain how these differences underscore the need for understanding diversity.
From the information given, develop guidelines for embracing diversity.
YOU MUST USE ONE CITED SCHOLARLY SOURCE. PROPERLY CITED IN APA FORM WITH AN REFERENCE PAGE ON THE BOTTOM. DO NOT USE WIKIPEDIA, THESAURUS, OR ENCYCLOPEDIA (THESE ARE NOT CITED SCHOLARLY SOURCES)
DO NOT TURN IN A PLAGIARIZED PAPER, WE WILL REPORT YOU.....
THIS PAPER IS DUE TODAY 12/11/2014.... 8 HOURS FROM NOW MAX NO LATER....SERIOUS INQUIRIES ONLY...DO NOT TAKE THIS PAPER IF YOU DO NOT KNOW THE TOPIC.....
.
Please share your thoughts about how well your employer, military .docxDIPESH30
Please share your thoughts about how well your employer, military base, or home responds to environmental concerns. Provide examples of some types.
1.
Issue 4
-
Re-Wilding
a. Explain what re-wilding is and how it became an issue.
b. Outline and discuss three main areas of disagreement between Josh Donlan and Rubenstein et al.
c. Which side do you agree with? Explain your answer.
Your response should be at least 200 words in length. All sources used, must be referenced; paraphrased and quoted material must have accompanying citations.
Put citation under each answer please
1.
Issue 5
-
Military Training and the Environment
a. Explain the history of military training and the environment.
b. Outline and discuss three main areas of disagreement between Benedict Cohen and Jamie Clark.
c. Which side do you agree with? Explain your answer.
Your response should be at least 200 words in length.
All sources used, must be referenced; paraphrased and quoted material must have accompanying citations.
Put citation under each answer please
1.
Issue 6
-
Carbon Emission Restrictions
a. Explain the history of carbon emissions and why the debate over carbon emissions exists.
b. Outline and discuss three main areas of disagreement between Paul Cicio and Eileen Claussen.
c. Which side do you agree with? Explain your answer.
Your response should be at least 200 words in length. All sources used, must be referenced; paraphrased and quoted material must have accompanying citations.
Put citation under each answer please
1.
Explain in your own words the Section 2017 initiative which Jamie Clark describes on. Then describe how you think Benedict Cohen would respond to Jamie Clark's presentation of Section 2017. Your response should be at least 200 words in length. as source material for your response. All sources used, must be referenced; paraphrased and quoted material must have accompanying citations.
Put citation under each answer please
Explain carbon trading, carbon offsets, and cap and trade. How are each similar? How are each different? Your response should be at least 200 words in length. as source material for your response. All sources used, , must be referenced; paraphrased and quoted material must have accompanying citations.
Put citation under each answer please
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Please select and answer one of the following topics in a well-organized and thoughtful paper (a minimum of 10 pages in
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are to be followed.
1. If your employer's EMS is registered to ISO 14000, review the registration process. What were the most
difficult implementation activities? How long did it take? How easy was it to get worker buy-in and
participation? Cost? Others.
.
Please see the attachment for the actual work that is require. This.docxDIPESH30
Please see the attachment for the actual work that is require. This will be due on Sunday Nov 9, 2014.
THIS ISTHE CASE STUDY ATTACHED IS THE DIRECTIONS ON OW TO COMPLETE THE TASK.
Case Study Analysis
When it comes to planning events how many of us take the proper steps and put in the time and how many of us wait till the last minute to plan our event? What's the outcome of an event that has had the proper planning? Usually, a properly planned event is a huge success, and people leave-taking away information that will help them either improve, grow as a person or be successful at their job. People who try to plan events without taking the proper steps find themselves running into many problems along the way. Before they know it, they are out of time to fix any issues or problems that arise. Running out of time can lead to frustration, panic, and eventually the thought of “what am I going to do". Even though the steps to planning an event can be time-consuming, proper planning can ease frustration and anxiety, and lead to a successful event. Proper planning can eliminate the “What am I going to do” question.
Background
In the case study, Carl Robins did not plan for his event very well. He hired 15 new trainees and wanted to schedule a new hire orientation on June 15
th
. His goal was to have the new hires working by July. Carl had only been at his job for six months, and this was his first recruitment effort, so it is crucial for this event to work in Carl’s favor. Carl was contacted by Monica Carrolls, the soon to be Supervisor of the new hires, on May 15
th
. Monica was following up with Carl on how the planning for his orientation was going. She asked him about physicals, drug tests, the training schedule, orientation, manuals, and policy booklets. Carl told Monica that everything would be fine and ready to go in time for orientation. After Memorial Day, Carl finally decided to start planning for his event. Unfortunately; because Carl did not do any planning after hiring the fifteen new trainees and waited till the last minute to plan his event, he ran into multiple problems. When Carl finally decided to start planning for his event, he found that the training room where he was going to hold his orientation was booked for the whole month of June by a fellow associate named Joe. Joe was from technology services and needed the room for computer terminals. When he went to finalize the paperwork for his event, he found that some of the new hire trainees did not have completed transcripts or applications on file; nor had they gone to the clinic for their physicals and mandatory drug screenings. He then checked the orientation manuals and found that there were only three and that those three had missing pages. By now, Carl is very concerned, his anxiety is at a level high, and he is so frustrated that he sits with his head on his desk with the thought of “What am I going to do”.
Alternatives
At this point, Carl can .
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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For more information, visit-www.vavaclasses.com
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
Kimbrilee Schmitz To respond my opinion 8.1Consider the model.docx
1. Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding
the stages of cognitive developmental. Do these models suggest
a correlation between cognitive development and learning
development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at
their own pace so they fully understand what is learned and feel
accomplished when they master a task. If a person is pushed to
learn to fast, they feel defeated because they do not understand
the concepts. If a person is learning at a pace that is too slow,
they become bored. People also need to have time to learn,
reflect, and apply what they have learned (Mayhew, Wolniak &
Pascarella, 2008). Although some learning needs to be
structured so people learn the correct concepts, there needs to
be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant
that cannot recognize that they are separate from the world and
ends around age 11 where a child has a good concept of
themselves and the world around them (Malerstein and Ahern,
1979). Erickson’s stages of life development stretches from
birth to old age. Erickson believed that people had to complete
steps in one phase before entering the next stage. These stages
go from learning about one’s self and the world and end in
reflecting on life and making sure all questions are answered
(Ornstein, Cron & Slocum, 1989). Both of these models have a
correlation with learning development. People have to learn
certain things in each stage of their life. If they do not learn or
accomplish certain things it is difficult for them to move
forward in their life. Although there are age ranges set up with
the models of cognitive development not everyone reaches each
stage in the same time period. Just like learning development,
2. people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of
Cognitive Development and Adult Character Structure.
American Journal Of Psychotherapy, 33(1), 107. Retrieved
from:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-
live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008).
How Educational Practices Affect the Development of Life-long
Learning Orientations in Traditionally-aged Undergraduate
Students. Research in Higher Education, (4). 337. Retrieved
from:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=
eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage
versus career stage: A comparative test of the theories of
Levinson and Super. Journal Of Organizational Behavior, 10(2),
117-133. Retrieved from:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=psyh&AN=1989-31344-
001&site=eds-live&scope=site
Deborah Hill
2 posts
Re:Module 8 DQ 2
How has this course altered your perspective of human learning
and cognition? How might this altered perspective influence
your doctoral research? As a result of your learning in this
course, what new assumptions must you now address as you
begin your research?
This course has altered my perspective of human learning and
cognition by disclosing the roles of learning and behavior
3. through creativity, problem solving and decision making based
on awareness of intricate components in the learning process.
The basis for which creativity is presented as a by product in
the aftermath of positive and/ or negative affect ( Bledow,
Rosing, & Frese, 2013). For example, emotions of a painter
shows through the designs of his or her canvas which may
appear as an abstract or a an impressionist display of images of
the painter's ideas.
In addition, it has generated thoughts and ideas about learning
which shifted my delivery of teaching in the classroom. As an
adjunct instructor, I am more driven to support quality
education with better resources to course my student's
curriculum. These improved methodologies has promoted
activities and more action oriented approaches in the classroom
through group assignments, guest speakers, and scheduled
outings.
Bledow R, Rosing K, & Frese M. A Dynamic Perspective on
Affect and Creativity. Academy Of Management Journal [serial
online]. April 2013;56(2):432-450. Available from: Business
Source Complete, Ipswich, MA. Accessed October 31, 2015.
Deborah Hill
1 posts
Re:Module 8 DQ 1
Consider the models of Piaget, Erickson, and others regarding
the stages of cognitive developmental. Do these models suggest
a correlation between cognitive development and learning
development throughout the human lifespan? Why or why not?
Learning and development appears to be intermingled processes
which takes place through the course of a life span. Progress
whether mental or physical, demonstrates a significant factor
for increased knowledge, skills, and abilities combined with
individual experiences. The psychosocial protocol of Erickson's
stages of human development suggests that both mental and
physical parameters produce maturation as displayed through
4. human actions across advances in life from birth to death (
Nevid, 2013).
For example, cognitive progresses are identified from birth
where the oral stage shows recognition between trust vs.
mistrust. A child will remember the difference between a loving
parent to who cares for him or her and wants to be held, but
cries when a stranger tires to pick the child up. Each stage from
birth presents how internal constructs which appear from
external functioning, such as seen from the onset of the oral
stage- in muscular strength, locomotor, Adolescence, young
adult and middle adult, maturity shows how dependent learning
is shaped by development (Nevid, 2013).
Jean Paiget's theory outlines the processes of development such
that expectaions are suggested in an observable context from
internal to cognitive maturity. However, Piaget provides a
hierarchial approach limited from birth to 12 years of age. His
concepts begin with the emphasis of sensory and motor sense
organs such as sight take and touch provides a source for
memory and learning, continued by set quantified ranges from
birth to 2; Pre-operational -(2-7) language and word acquistion,
(7-11) Concrete operational functions - logical thinking
manifest concerning objects and events, (11 and above) Formal
operations - presents logical thinking concerning abstract and
hypothetical problems (Goldstein, 2011).
Piaget's approach relates to the school of cognitive theory
known as "cognitive constructivism" other scholars, known as
"social constructivists", such as Vygotsky and Bruner, have
emphasized more on the part played by language and other
people in enabling children to learn.
According to the correlations between advances in cognition
and the physical activities, it appears that performance does not
improve unless cognitive development takes place regardless to
age. The issue of age restricted progress, I beleive should be
approached with caution due to differences in maturation as
well as environment. While one child may be able to walk by 12
months another child might began at 16 months. Does this mean
5. that there is dsyfunction with the child or is there a maturation
function which pertains to other factors? pershaps social
interaction, lack of environmental nurturing?
References:
Goldstein, B.E. (2011). Cognitive psychology: Connection
mind, research and everyday experience (3rd ed.). Belmont, CA:
Wadsworth. ISBN-13:9780495095576.
Nevid, S. J. (2013). Psychology: Concepts and applications
(4th ed.). Mason, OH: Cengage Learning: ISBN-13: 978-1-
285922-16-4
UNIT 1- ANSWERSUNIT 1: TEXTBOOK PROBLEMSStanley
Thompson17-Jan-16CHAPTER 2: PROBLEM 1Current
Assets$7,300Net Fixed Assets$26,200Current
Liabilities$5,700Long-Term Debt$12,900Shareholder Equity
=$14,900Equity= Assets - LiabilityNet Working Capital
=$1,600WC = CA - CLCHAPTER 2: PROBLEM 2Income
StatementSales$675,300Costs$297,800Depreciation
Expense$45,100EBIT$332,400Interest
Expense$20,700EBT$311,700Taxes @ 35%$109,095Net Income
=$202,605Cash Dividends$62,000Addition to Retained Earnings
=$140,605Tax Rate =35%CHAPTER 2: PROBLEM 4Taxable
Income$315,000Table 2.3Taxable IncomeTaxable Income
(cont)Tax RateWorking Income Tax050,00015%Income
bandRateTax50,00175,00025%50,00015%7,50075,001100,0003
4%25,00025%6,250100,001335,00039%25,00034%8,500335,00
110,000,00034%215,00039%83,85010,000,00115,000,00035%In
come
Tax106,10015,000,00118,333,33338%18,333,334+35%Income
Taxes =$106,100Average Tax Rate =33.68%Marginal Tax Rate
=39%(Note: No formula needed. Just input the correct rate from
the Tax Rate column)CHAPTER 2: PROBLEM
5Sales$29,200Costs$10,400Depreciation
6. Expense$1,800EBIT$17,000Interest
Expense$1,050EBT$15,950Taxes @ 40%$6,380Net
Income$9,570Tax Rate40%Operating Cash Flow =$12,420OCF
= EBIT + Depreciation – TaxesCHAPTER 3: PROBLEM
2PercentageIn
DollarsDebtEquityAssetsDebtEquityAssetsDebt/Equity
Ratio0.6565%100%165%$552,500$850,000$1,402,500Return on
Assets9.80%Net Income / Total AssetsTotal
Equity$850,000Equity Multiplier =1.65Assets / EquityReturn on
Equity =16.17%Net Income / EquityNet Income
=137,445.00Return on assets * Total AssetsCHAPTER 3:
PROBLEM 6ROE16%Payout Ratio25%Retention
Ratio75.00%(Note: You must calculate the retention ratio first
then the sustainable growth rate)Sustainable Growth Rate
=12.00%ROE x (1 - dividend-payout ratio)
UNIT 2- ANSWERSUNIT 2: TEXTBOOK PROBLEMSName:
Stanley ThompsonMBA 601624-Jan-16CHAPTER 4: PROBLEM
2 (a thru c)A.B.C.Present Value3,2003,2003,200Interest
Rate6%8%6%Number of Years101020Future Value
=$5,731$6,909$10,263Future value = Present Value x (1+r)^Nr
= Interest Rate and N = number of yearsCHAPTER 4:
PROBLEM 3A.B.C.D.Future Value
=15,45151,557886,073550,164Interest
Rate7%9%14%16%Number of Years1281924Present Value
=$6,860$25,875$73,498$15,614Present Value = Future value /
(1+r)^Nr = Interest Rate and N = number of yearsCHAPTER 4:
PROBLEM 4A.B.C.D.Present Value
=21743241,00054,382Future
Value307896162,181483,500Number of Years3101326Interest
Rate12.26%7.57%11.16%8.77%r= ((FV/PV)^1/N ) -1CHAPTER
4: PROBLEM 5A.B.C.D.Present Value
=62581018,40021,500Future
Value1,2844,341402,662173,439Interest
Rate9%11%7%10%Number of Years (or
Periods)8.3516.0945.6121.91N = ln (FV/PV) / ln
(1+r)CHAPTER 4: PROBLEM 11Discount Rate5%13%18%Year
7. 1:$960$960$960Year 2:$840$840$840Year
3:$1,935$1,935$1,935Year 4:$1,350$1,350$1,350Present Value
@ 5%, 13%, and 18% =$4,458$3,676$3,291(Note: Use the
built-in NPV formula in Excel)CHAPTER 5: PROBLEM
2A.Settlement04/30/2007(Think of Settlement as the beginning
of the duration of the bond)Maturity06/26/2012(Think of
Maturity as the end of the duration of the
bond)Rate10%(Coupon Rate)YTM5%(Yield to Maturity or
Required Rate of Return)Redemption100(Bonds Face Value, Par
Value, or Fair Price; Note that is $100, not $1,000. You make
the adjustments by multiplying the answer by
10)Frequency2(Coupon payments are semiannual, so you put in
a 2. If they are annual, then you input a 1)Basis(Always leave it
blank)Bond Price122.46(The answer. But you need to multiply
it by 10 to get the actual bond price)Multiply by
101224.65(Microsoft gives the bond price in 2 digits. You need
to multiply it by 10 to get the actual bond price)CHAPTER 5:
PROBLEM 3Settlement12/30/09(Think of Settlement as the
beginning of the duration of the bond)Maturity1/1/15(Think of
Maturity as the end of the duration of the bond)Rate9%(Coupon
Rate)Pr$100(The bonds price per $100 face
value)Redemption$100(Bonds Face Value, Par Value, or Fair
Price; Note that is $100, not $1,000)Frequency1(Coupon
payments are semiannual, so you put in a 2. If they are annual,
then you input a 1)Basis:(Always leave it
blank)YTM9.00%CHAPTER 6: PROBLEM 2Dividend
Payment$1.99Dividend Growth Rate4.50%Required return =(
Do*(1+g)/P0 ) + gZYX Stock Price$31Required Return
=11.21%CHAPTER 6: PROBLEM 4Dividend$2.65P= D1/r-
gDividend increase per year4.75%Required Return (Return on
Investment)11%Stock Price =$42.40
UNIT 3- ANSWERSUNIT 3: TEXTBOOK
PROBLEMSCHAPTER 7: PROBLEM 1bProject AProject
BDiscount Rate15%15%Year 0($14,500)($9,800)Year
1$8,500$4,700Year 2$6,800$4,200Year 3$2,800$4,100NPV
=($125.87)$158.58(Note: You will choose the project that has
8. the highest NPV since it creates the most wealth)Project B will
be selected since it has a higher NPV.CHAPTER 7: PROBLEM
2YearA.B.C.0$3,200$4,600$7,9001$825$825$8251$825$8252$
825$825$8252$825$1,6503$825$825$8253$825$2,47510.54545
454554$825$825$8254$825$3,300$8255$825$825$8255$825$4
,1257.63636363646$825$825$8256$825$4,9507$825$825$8257
$825$5,7758$825$825$8258$825$6,600Payback Period
=0.000.000.003yrs 10month5yrs 7 monthsIt wont pay
backCHAPTER 7: PROBLEM 8YearProject AProject
B0($5,200)($3,600)11,8001,30023,2002,10032,2001,800IRR
=17.57%19.72%CHAPTER 7: PROBLEM 9Discount
Rate15%Year0 (Initial
Cost)($185,000)$185,000162,000262,000362,000462,000562,00
0662,000762,000First find the NPV$257,946(Use the built-in
NPV formula in Excel but exclude using the Year 0 cash
outflow)Now calculate the Profitability Index1.39(Use the
positive amount of the initial cost in cell C44 in the formula.
You would only accept the project if the Profitability Index is
above 1)The project will be acceptedNPV is
positive$72,946CHAPTER 8: PROBLEM 1Cost of Souffle
Maker$27,000($27,000)Economic Life6years# of Souffles
produced per year2,300Cost to make each Souffle$2Price of
each Souffle$7Discount Rate14%Tax Rate34%Step 1: First
calculate the Operating Cash Flow$9,120Step 2: Place the
answer you get for your Operating Cash Flow in the year 1 thru
year 6 cells belowYear 1$9,120Year 2$9,120Year 3$9,120Year
4$9,120Year 5$9,120Year 6$9,120Step 3: Now find the NPV.
Be sure to include the initial cost by using cell C58 as it is
negativeNPV =$8,465(You will accept the project if the NPV is
positive)The project will be accepted since the NPV is positive.
UNIT 4- ANSWERSUNIT 4: TEXTBOOK
PROBLEMSCHAPTER 10: PROBLEM 1Beginning Stock
Price$73Ending Stock Price$82Dividend$1.20Percentage Total
Return =0.00%CHAPTER 10: PROBLEM 12Stock Return the
past 5 years-18.35%14.72%28.47%6.48%16.81%Holding Period
Return for the Stock =0.00%(Note: Subtract your answer by 1 to
9. obtain the correct percentage answer)CHAPTER 10: PROBLEM
14Price of Preferred Stock Last Year$94.83Current Price of
Preferred Stock$96.20Preferred Stock Dividend4.20%Face
Value of Preferred Stock$100Total Return =0.00%CHAPTER
10: PROBLEM 15Stock Price 3 Months Ago$41.75Current
Stock Price$44.07First calculate the total return for the 3
months0.00%Then calculate the APR by multiplying the answer
in cell B35 by 40.00%EAR (Effective Annual Rate)
=0.00%CHAPTER 11: PROBLEM 2Stock A$3,900Stock
B$5,700Total Value of the Portfolio$9,600Expected Return on
Stock A9.50%Expected Return on Stock B15.20%Expected
Return on the Portfolio =0.00%CHAPTER 11: PROBLEM
12Beta0.85Expected Return on the Market11.50%Risk-Free
Rate3.40%Expected Return on the Stock =0.00%CHAPTER 12:
PROBLEM 1Beta1.21Risk-Free Rate3.50%Expected Return on
the Market11%Cost of Equity =0.00%CHAPTER 12: PROBLEM
5Common Stock weight70%Debt weight30%Cost of
Equity13%Cost of Debt6%Tax Rate35%WACC =0.00%
UNIT 5- ANSWERSUNIT 5: TEXTBOOK
PROBLEMSCHAPTER 16: PROBLEM
1Dividend$6.30Dividend Tax25%Stock Price$83Step 1:
Calculate the After-Tax Dividend$4.73Step 2: Ex-Dividend
Price =$76.70CHAPTER 16: PROBLEM 4 (a thru d)# of shares
of stock outstanding270,000Stock
Price$73A.$0.0053B.$0.0011.15C.$0.0011.425D.$0.0047CHAP
TER 16: PROBLEM 7Stock Dividend25%# of shares of stock
outstanding25,000Market Value Balance
Sheet:Cash$145,000Fixed
Assets$598,000Total$743,000Debt$127,000Equity$616,000Tota
l$743,000Find the market price of stock by using the equity and
# of shares outstanding$24.64New shares outstanding
=31,250New Stock price =$19.71CHAPTER 16: PROBLEM
16aDividend$2.05Payout Ratio40%Earnings Per
Share$6.20Adjustment Rate0.3Dividend 1 year from now
=$2.18
UNIT 6- ANSWERSUNIT 6: TEXTBOOK
10. PROBLEMSCHAPTER 18: PROBLEM 2Net
Worth$13,205Long-term Debt$8,200Net Working Capital
(Excluding Cash)$3,205Fixed Assets$17,380Current
Liabilities$1,630Cash =$820Net Working Capital (Including
Cash) =$4,025Current Assets =$5,655CHAPTER 19: PROBLEM
1 (a thru d)# of shares outstanding490,000Current Stock
Price$75# of new shares outstanding in the future (rights
offering)80,000Price of New Stock (or rights)$71A. New
Market Value of the Company =$42,430,000B. # of Rights
Needed =$6.13rights per new shareC. Ex-Rights Price
=$74.44D. Value of the Right =$0.56CHAPTER 20: PROBLEM
4aSpot exchange rate for the Canadian Dollar$1.046 month
forward rate$1.06U.S. Dollar$1.00One Canadian Dollar is
worth$0.9811(If amount is below 1, then the U.S. Dollar is
worth more and vice versa)CHAPTER 20: PROBLEM
5aJapanese Yen Exchange Rate=89=$1British Pound Exchange
Rate=1=$1.62Cross Rate in terms of Yen per Pound =$144.18