Should Student Loan Debt Be A National Crisis - 865 Words

Although many people are considering student loan debt to be a national crisis, we must understand the reality behind it. Unfortunately not everyone is fortunate enough to make it through college without accumulating debt. In Robin Wilson’s essay, â€Å"A Lifetime of Student Debt? Not Likely†, she makes a compelling argument that shows how students get involved with really high debt. She claims, â€Å"†¦the problem among students who go heavily into debt is that they are determined to attend their dream college, no matter what the cost (257).† It is a true statement because students want to turn their dream into a reality. All students can reach their goal of attending a dream college by first choosing a community college in order to decrease the amount of student loans. Many students plan to go to their dream college; however they don’t take into account if they will have a job that will pay them enough money in the future to pay off their loans. A c ommunity college would be beneficial because it will act as a gateway to direct students to a job before starting their dream college. That path would provide the student with an opportunity to save up money while being in school to pay off their student loans. Wilson has a similar argument stating, â€Å"Many borrowers who find themselves in trouble use options under the federal loan program that allows them to postpone repayments on their loans for years. The problem is that because interest keeps racking up during such a deferment and afterShow MoreRelatedStudent Loan Crisis Is A Crisis870 Words   |  4 Pagesthousand dollars in student loans. (Johnson, â€Å"Student Loans†) There is currently a debate about whether or not student loans are a crisis or if this crisis is just a myth. In the article, â€Å"Here’s Your Crisis: Student Loan Debt Isn’t A Myth,† it describes how student loans are a huge crisis, and the article, â€Å"The Myth of the Student Loan Crisis† is about how college students’ loans do not amount to a crisis. The student loan crisis is a legitimate problem, not a myth. College students do not realize theRead MoreFinancing For Loan And Debt Crisis1269 Words   |  6 Pagestoday, the total consumer debt was $11.52 trillion, and of that, student loans account for $1.08 trillion and that number is growing larger and larger every year (Hiltonsmith, Robert). A large portion of the population undoubtedly feels the burden of these statistics. Seven out of every ten college seniors has reported having to take out one or multiple student loans so that they can to afford to go to college (Hiltonsmith, Robert). The results of this outstanding amount of debt does not just affect theRead MoreThe Vicious Cycle Of Student Loans1576 Words   |  7 PagesCycle of Student Loans Student loans are one of the top three national debts in the United States. Total student loans have reached an outstanding of one trillion dollars and are still on going. It would take the United States hundred-fifty years, twenty million dollars a day to fully cover this national debt. Student loans are intended for students to go to college but they come with a rising social and economic cost. As the expectancy of high return and tuition are increasing, more students are endingRead MoreThe National Student Loan Debt1571 Words   |  7 Pagesjust added to the national student loan debt. According to the Consumer Financial Protection Bureau, college debt now ranks second in the greatest debt owed besides a home mortgage. Unfortunately, the affordability of obtaining a post-secondary education no longer exists. Americans are now faced with over $ 1 trillion dollars in student debt. With such a huge escalation in college debt, we are facing a generation where over 50% of graduates wi ll owe debt (McDaniel). While having debt after graduationRead MoreThe Nationwide Student Debt Crisis967 Words   |  4 PagesFact or Fiction: The Nationwide Student Debt Crisis In the United States, it is generally accepted that college (or any form of higher education for that matter) is a wise investment that each and every individual should strive for. Each and every year thousands of parents open college funds and future investment plans to ensure that once their child is of age he or she can participate in quality educational programs. While college attendance rates are at a positive all-time high, right behind itRead MoreMiddle And Working Class Family s Depend On Student Loans Essay1546 Words   |  7 Pages Initial Draft Student Loan Debts Terri Gray Chamberlain college of Nursing â€Æ' Prewriting Assignment What is your narrowed topic? Middle and working class family’s depend on student loans. Loans are the only way to an education for many families not only here in the USA. Also I find it interesting that most minority families do not understand the cost of education. Student loans are aver political issue and many polices and laws have been put in place for people to have access to education yetRead MoreStudent Debt Crisis And Its Effects On The Economy1586 Words   |  7 Pagesstudent debt crisis has reached an all time high with debt reaching a total of 1.3 trillion dollars across the United States.With tuition cost increasing,lack of scholarships and unpaid back loans,student debt will continue to increase even higher.The enormous amount of debt put upon each student creates the inability of those students to help the economy grow.Our economy as we know it is a loop and decreasing the student debt significantly will help the economy grow.Instead of putting that moneyRead Mo reWho Will Pay For Free Public Tuition1398 Words   |  6 Pagesthat Trump is president, however, educator Sajay Samuel provides a different approach to reforming the astronomical costs of higher education. The TED talk in which Sajay Samuel brings forth his ideas for addressing the student debt crisis, is labeled â€Å"How College Loans Exploit Students for Profit† (Sajay Samuel). Sajay Samuel believes if tuition was based on the income that the student’s family makes, studying what someone loves would be easier to achieve. Sajay Samuel’s aspirations for restructuringRead MoreSolving The Student Debt Crisis Essay1609 Words   |  7 PagesThe student debt crisis has reached an all time high with debt reaching a total of 1.3 trillion dollars across the United States.With tuition cost increasing,lack of scholarships and an increase of government loans,student debt will continue to increase.The enormous amount of debt put upon each student creates the inability o f those students to help the economy grow.Our economy as we know it is in shambles and decreasing the student debt significantly will help the economy grow.Instead of debt owersRead MoreStudent Loan Is A Terrible Idea1308 Words   |  6 PagesStudent loan forgiveness is a terrible idea. Sure, in an idealistic world it would be great if the country could forgive all student loan debt and thus bring relief to all students across the nation. Realistic? Not necessarily! Instead of the fairytale notion of student loan forgiveness being the answer to all the problems, America would fair better in taking the initiative in making reforms to the educational loan system that are a bit more realistic. Student loans are a massive predicament in the

Osmosis Concentration Free Essays

OSMOSIS and TONICITY IN POTATO STRIPS The purpose of this experiment was to make observations and conclusions about the ability of cells to adjust to varying chemical concentrations in the environment and to observe the effect of isotonic, hypotonic and hypertonic solutions on cells. Hypothesis If a solution is Hypotonic, then water will move from the beaker into the potato because water outside the cell will be in higher concentration than water inside the cell. If a solution is Hypertonic, then the solution will move into the cell from the beaker and water will move out of the cell into the water because of a difference in concentration. We will write a custom essay sample on Osmosis: Concentration or any similar topic only for you Order Now If a solution is isotonic, then the cells will remain the same because the solution concentration is the same as in the cell. Materials Fresh potato, knife or scalpel, three test tubes, test tube rack, dropper pipette, paper towels, electronic balance, timer, three provided solutions labeled A, B, and C. Procedure Obtain three test tubes and a test tube rack. Label the test tubes A, B, C using a wax pencil. Cut three French fry type strips of potato 7cm in length, no thicker than 5mm. Pat each potato with a paper towel. Measure the initial mass of each strip and record it before putting each in a test tube. Use a dropper pipette to cover the potato strip in test tube A with solution A, the potato strip in test tube B with solution B, and the potato strip in tube C with solution C. Place the tubes in a test tube rack and wait one hour. Remove the strips from the test tubes after one hour and pat dry with a paper towel. Measure the final mass of each strip and record it. 10. Examine each potato strip and observe any changes in texture. Results In Solution A, the potato slice in the water did not change, indicating the solution contained an equal amount of concentration. In Solution B, the potato slice in the water is larger, indicating that more molecules went into the potato than came out, because there was a higher concentration of water outside the potato. The potato slice from Solution C is much smaller indicating that more water molecules came out of the potato than went in because there was a higher concentration of water inside the potato. Conclusion In conclusion, the hypothesis was found to be correct. Solution A was Isotonic because the final mass of the potato slice was 2. 9 as opposed to 2. 8 at initial mass, which basically stayed the same. Solution B was Hypotonic because the initial mass for the potato slice was 3. 3 then expanded and weighed 3. 6 at final mass. Solution C was Hypertonic because the potato slice lost water and became much smaller in which the initial mass was 2. 8 and the final mass weighed in at 2. 2. In all three solutions, water is moving across the membrane to establish equilibrium. Based on the Diffusion-Osmosis Review on page 26, and not knowing the definite solution in each tube I am going to conclude that there was Saline in Solution A 0. 9% Sodium Chloride which makes cells neutral. In Solution B, therewas a small percentage of salt predicting . 9%. In Solution C, salt was higher than . 9%. All had salt in the tubes but different tonicity. The water could go in or out of the potato to equalize the concentration of salt in the solution. Based on this experiment and using this in real life, it taught me that when mixing the intravenous fluid for a patient to make sure only 0. 9 percent of salt is added in order for the saline to be isotonic to the red blood cells. If not, the red blood cells will expand and complications will arise. How to cite Osmosis: Concentration, Essay examples

The Poets Views of Love in Sonnet Essay Example For Students

The Poets Views of Love in Sonnet Essay Sonnets 43 and 29 are written by two women whose experiences in life have led to them having extremely different beliefs about love, and different attitudes towards it and how the concept of love has affected them personally.  Sonnet 29 is written by a poet to whom love has only brought pain, and it has a tone of sorrow as she repeats the phrase pity me not The things for which we should not pity her which she lists are all natural occurrences, like At close of day no longer walks the sky, i.e., night follows day, and the sun rises and sets. She goes on to describe other things which have a cycle, like the waning of the moon and the ebbing tide, and then says nor that a mans desire is hushed so soon, which gives us the idea that this too is an unconditional, natural and inevitable occurrence which will happen no matter what she does or how she feels. What the poet does want us to pity her for is her struggle to come to terms with the fact that she never learns from her heartbreak, and although her mind is fully aware that the man she is addressing no longer loves her You no longer look with love on me. This I have known always. her heart refuses to stop loving him and stop entering the continuous cycle of heartbreak that traps her. Her comparison between a mans love and his desire suggests that they are the same in that they are temporary, quickly satisfied and gone. This idea is also referenced in the inevitability of the natural routine the sun comes and goes, as does the tide, the growth of grass in a field, and a mans desire. The blossom which the wind assails shows an image of beauty, which is seemingly perfect and everlasting, but it is also delicate and temporary, destroyed by the wind and the changing seasons in the same way that the mans love for the poet is there and then gone. This destructive idea is mirrored in the change of tone after this words like wreckage, strewing and gales show us how the love has been destroyed and is in ruins. In contrast to this pessimistic depiction of love and lust, Sonnet 43 is the deeply in love poets attempt to contemplate the magnitude of her love for her husband-to-be, Robert Browning. The poem is a Petrarchan sonnet, which is traditionally arranged in an octave followed by a sestet the confinements of this structure are in contrast to the overflow of emotion and love that the poet is feeling. This structure is possibly also a comparison to the fact that her father did not approve of her marriage to Robert Browning, so the confinements of the poem struggling to contain the cascade of love that she is experiencing mirrors her father trying to stop her. Throughout the poem the poet uses various references to theological ideas, like Ideal Grace, praise and passion. This makes us wonder if she sees her love for her husband as divine, as it is too great to be contained by human thought or emotion, so it must be a spiritual thing. Similarly to Sonnet 29, references are made to physical manifestations involving the cycle of life sun and candlelight, i.e., day and night. However, these examples are used in a different way, to show the extent of her love her love for him is as inevitable and never ending as day becoming night. .u628e1debb834d60930c8cb7a20fed1ff , .u628e1debb834d60930c8cb7a20fed1ff .postImageUrl , .u628e1debb834d60930c8cb7a20fed1ff .centered-text-area { min-height: 80px; position: relative; } .u628e1debb834d60930c8cb7a20fed1ff , .u628e1debb834d60930c8cb7a20fed1ff:hover , .u628e1debb834d60930c8cb7a20fed1ff:visited , .u628e1debb834d60930c8cb7a20fed1ff:active { border:0!important; } .u628e1debb834d60930c8cb7a20fed1ff .clearfix:after { content: ""; display: table; clear: both; } .u628e1debb834d60930c8cb7a20fed1ff { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u628e1debb834d60930c8cb7a20fed1ff:active , .u628e1debb834d60930c8cb7a20fed1ff:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u628e1debb834d60930c8cb7a20fed1ff .centered-text-area { width: 100%; position: relative ; } .u628e1debb834d60930c8cb7a20fed1ff .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u628e1debb834d60930c8cb7a20fed1ff .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u628e1debb834d60930c8cb7a20fed1ff .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u628e1debb834d60930c8cb7a20fed1ff:hover .ctaButton { background-color: #34495E!important; } .u628e1debb834d60930c8cb7a20fed1ff .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u628e1debb834d60930c8cb7a20fed1ff .u628e1debb834d60930c8cb7a20fed1ff-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u628e1debb834d60930c8cb7a20fed1ff:after { content: ""; display: block; clear: both; } READ: What do we learn about British society in 1912 through the character in An Inspector calls By JB Priestly EssayThe overwhelming passion the poet feels is evident when she says that she loves him in my old griefs, and with my childhoods faith, because she had recently lost her mother and brother, and she is saying that all the emotion that it took to grieve for them has been converted to love. The passion could be another religious insight, referring to the passion of Christ she refers to her mother and brother as my lost Saints. She uses a lot of repetition in the poem to reinforce her powerful love, especially repeating the words I love three times, all emphatically plac ed at the beginning of three corresponding lines. The biggest idea about love expressed in Sonnet 43 is how ongoing and permanent it is, and how to every extent possible she will always love him to every confinement, the depth and breadth and height my soul can reach. At the end she even suggests that her love is so powerful that it will go on even after she dies. The poem gives a much more positive view of love than the one in sonnet 29, in which there is a sadder tone as the poet realizes that her heart will never learn that love, like lust, is not a permanent thing and comes and goes in a natural inevitable cycle. She suggests that a mans love is incapable of lasting forever.

Theories of Cognitive Development an Insight to the Theories of Piaget, Information-Processing and Vygotsky Essay Example

Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky Essay Theories of Cognitive Development: An insight to the theories of Piaget, Information-processing and Vygotsky How do we learn? How do we grow? Over the years, psychologists have studied to great lengths the processes that humans go through as they progress from infancy to adulthood. Several theories have emerged over time with three prominent ones. Jean Piaget and Lev Vygotsky produced two important and distinct theories. Another important theory, the information-processing theory, presents a completely different point of view. Each theory has is differences from the other and gives insight into the developing human mind. Jean Piaget believed that all children are curious and act as scientists in their never-ending quest to build understanding about the world around them. He theorized that children use schemes, which are constructs that children categorize events with. Examples of schemes would be â€Å"play things†, â€Å"things I eat† and â€Å"things I don’t like†. Piaget’s next term was assimilation, which is when children add things to one scheme or another, example, a child having peanut butter for the first time and placing it in â€Å"things I eat†. We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Accomodation is when a child modifies a scheme because they have assimilated something that requires the entire scheme to be slightly redefined i. e. when a child learns that certain objects needs to be grasped with two hands instead of only one. (Kail/Cavanaugh, 133) The focus of Piaget’s study was on the four main stages of development. He believed that an individual goes through four main changes/stages in their life at birth and ages two, seven, and eleven. The first stage is the Sensorimotor stage. From birth to approximately age two, children are highly aware of stimuli and begin to figure out how to recreate them and what each one means. Senses and motor reflexes begin development. Also, object permanence, the understanding that objects exist when they are not in sight, begins to develop in this stage. Until approximately month 8 children will see an object and react to it, but if it is covered, the child will think it has ceased to exist and find interest in something else. This is a prime example of the adage â€Å"Out of sight, out of mind. † From 8 months to about 12 months, if there object were to be covered, the child would then search for it, not understanding that it is simply under a cloth, thus making the game â€Å"Peek-a-boo† enjoyable for the child. Piaget states that it takes until about 18 months for object permanence to be established. Preoperational Thinking is the second of Piaget’s stages. This stage focuses mostly on egocentrism, which is a child difficulty to see situations for another point of view. Preoperational children simply do not comprehend that other people differ in their ideas, convictions, and emotions† (Kail/Cavanaugh, 135) During the Preoperational Stage, children may begin to project their feelings onto inanimate objects, which is referred to as animism. At approximately age 7, a child enters the Concrete Operational Stage. This stage marks the beginning of the recognition that people experie nce things in different ways, thus beginning to give the child a sense of individuality. Here, the child begins to use abstract thinking and making decisions rationally based on observed phenomena. The child is now able to understand 4 + 2 = 6 and 6 – 4 = 2, as they have the ability to reverse operational thought. â€Å"The limitation of the third stage of cognitive development is that operations are only carried out on concrete objects, and limited to two characteristics at the same time. † (Lin, 2002) The fourth and final stage of Piaget’s theory is the Formal Operational Period. This period lasts from around age eleven to the end of life. No longer a child, the adolescent is capable of complex abstract thought and logic. Concrete evidence is no longer necessary to base judgments and decisions. Complex algebraic manipulation is possible now, meaning the individual would understand a + b = c then a = c – b and a/b = c then ac = b. (Child Development Center 2008) The Information-processing Theory is based on the construct that the human mind contains Mental Hardware and Software. This mental hardware is the â€Å"wiring† of the brain. It is the structure and pathways built in that allow the brain to function. The software is in reference to â€Å"programs† that allow people to perform specific tasks. Supporters of this theory believe that children’s mental software continues to grow and develop thorough life, becoming more complex. Part of the Information Processing Theory is attention, which is a process that determines what sensory information receives extra cognitive processing. Over time, children learn to focus attention between orienting responses, which grab the attention, and tasks at hand. As development continues, attention span is developed and children become able to focus their attention on things for longer periods of time. Learning is another important part of the Information-processing. Learning occurs through the process classical conditioning, among others. In classical conditioning, one response is elicited be providing a stimulus that is produced by another stimulus. The ever-popular example would be Pavlov’s dog. In this experiment, dogs were trained to recognize that food, which caused salivation, would be given to them after a bell was rung. Eventually the dogs learned that the bell meant food was coming and began to salivate upon hearing the bell. â€Å"Young babies remember events for days or even weeks at a time. † (Kali/Cavanaugh, 149) Experiments by Rovee-Collier prove three things: 1. Babies remember past events, 2. These events are eventually forgotten, 3. Cues can remind the baby of the events. As the memory develops over the first two years, the memory center so the brain, hippocampus and amygdala, show growth and development. Autobiographical memory is also important. With parental encouragement and discussion of past events, children’s memory has shown to be richer and more vivid. Number skills are the last component to the information-processing theory. Infants are aware of ordinality, which is the fact that numbers differ in magnitude. By age three, children have mastered three principles. The first principle is the one-to-one principle. This principle refers to the idea that each number has an exact and unchanging quantity. The Stable-order principle is that numbers will always occur in the same order. The Cardinality Principle refers to the fact that when counting a quantity, the last number is the most important as it is the amount of whatever is being counted. Lev Vygotsky presented a fairly different approach to development. His theory, while not fully developed due to an early death, focuses on three main points of zone of proximal development, scaffolding, and private speech. Zone of proximal development is defined as the area between the level of performance a child can achieve when working independently and a higher level of performance that is possible when working under the guidance or direction of more skilled adults or peers. (Kali/Cavanaugh, 155) This is exemplified by the text’s example of children doing story problems. The children find themselves unable to complete the problem until directed by an adult who lays out the problem in steps for the child. Scaffolding is where teachers (of any manner) gauge how much assistance to offer based on how much help the student needs. Vygotsky states that only offering the correct amount of assistance and not â€Å"over-helping† promotes learning. Private speech, the final component of Vygotsky’s theory is speech by the child that is not intended for others. It is an undeveloped inner-monologue. Vygotsky called private speech a for of self-regulation. Inner Speech eventually develops and the child is able to self-regulate without verbal reminders from themselves. Each of these theories presents different yet valid points of view. Piaget presents a more â€Å"stepping-stone† point of view. Information-processing is more of an experiential learning track, whereas Vygotsky sees development as â€Å"as collaboration between expert and novice. † (Kali/Cavanaugh, 156) While none of these provide an exact and definitive answer into how he learn and grow, they give us an insight as to what is happening inside the human mind. Works Cited Kail, Robert V. , and John C. Cavanaugh. Human Development A Life-Span View. 4th ed. Belmont: Wadsworth, 2006. Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 15 May 2009 from http://chiron. valdosta. edu/whuitt/col/cogsys/infoproc. html Lin, S. (2002). Piagets developmental stages. In B. Hoffman (Ed. ), Encyclopedia of Educational Technology. Retrieved May 15, 2009, from http://coe. sdsu. edu/eet/Articles/piaget/start. htm Myers, Robert. Stages of Intellectual Development In Children and Teenagers, Child Development Institute. 15 May 2009. http://www. childdevelopmentinfo. com/development/piaget. shtml Theories of Cognitive Development an Insight to the Theories of Piaget, Information-Processing and Vygotsky Essay Example Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky Essay Theories of Cognitive Development: An insight to the theories of Piaget, Information-processing and Vygotsky How do we learn? How do we grow? Over the years, psychologists have studied to great lengths the processes that humans go through as they progress from infancy to adulthood. Several theories have emerged over time with three prominent ones. Jean Piaget and Lev Vygotsky produced two important and distinct theories. Another important theory, the information-processing theory, presents a completely different point of view. Each theory has is differences from the other and gives insight into the developing human mind. Jean Piaget believed that all children are curious and act as scientists in their never-ending quest to build understanding about the world around them. He theorized that children use schemes, which are constructs that children categorize events with. Examples of schemes would be â€Å"play things†, â€Å"things I eat† and â€Å"things I don’t like†. Piaget’s next term was assimilation, which is when children add things to one scheme or another, example, a child having peanut butter for the first time and placing it in â€Å"things I eat†. We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Theories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Accomodation is when a child modifies a scheme because they have assimilated something that requires the entire scheme to be slightly redefined i. e. when a child learns that certain objects needs to be grasped with two hands instead of only one. (Kail/Cavanaugh, 133) The focus of Piaget’s study was on the four main stages of development. He believed that an individual goes through four main changes/stages in their life at birth and ages two, seven, and eleven. The first stage is the Sensorimotor stage. From birth to approximately age two, children are highly aware of stimuli and begin to figure out how to recreate them and what each one means. Senses and motor reflexes begin development. Also, object permanence, the understanding that objects exist when they are not in sight, begins to develop in this stage. Until approximately month 8 children will see an object and react to it, but if it is covered, the child will think it has ceased to exist and find interest in something else. This is a prime example of the adage â€Å"Out of sight, out of mind. † From 8 months to about 12 months, if there object were to be covered, the child would then search for it, not understanding that it is simply under a cloth, thus making the game â€Å"Peek-a-boo† enjoyable for the child. Piaget states that it takes until about 18 months for object permanence to be established. Preoperational Thinking is the second of Piaget’s stages. This stage focuses mostly on egocentrism, which is a child difficulty to see situations for another point of view. Preoperational children simply do not comprehend that other people differ in their ideas, convictions, and emotions† (Kail/Cavanaugh, 135) During the Preoperational Stage, children may begin to project their feelings onto inanimate objects, which is referred to as animism. At approximately age 7, a child enters the Concrete Operational Stage. This stage marks the beginning of the recognition that people experie nce things in different ways, thus beginning to give the child a sense of individuality. Here, the child begins to use abstract thinking and making decisions rationally based on observed phenomena. The child is now able to understand 4 + 2 = 6 and 6 – 4 = 2, as they have the ability to reverse operational thought. â€Å"The limitation of the third stage of cognitive development is that operations are only carried out on concrete objects, and limited to two characteristics at the same time. † (Lin, 2002) The fourth and final stage of Piaget’s theory is the Formal Operational Period. This period lasts from around age eleven to the end of life. No longer a child, the adolescent is capable of complex abstract thought and logic. Concrete evidence is no longer necessary to base judgments and decisions. Complex algebraic manipulation is possible now, meaning the individual would understand a + b = c then a = c – b and a/b = c then ac = b. (Child Development Center 2008) The Information-processing Theory is based on the construct that the human mind contains Mental Hardware and Software. This mental hardware is the â€Å"wiring† of the brain. It is the structure and pathways built in that allow the brain to function. The software is in reference to â€Å"programs† that allow people to perform specific tasks. Supporters of this theory believe that children’s mental software continues to grow and develop thorough life, becoming more complex. Part of the Information Processing Theory is attention, which is a process that determines what sensory information receives extra cognitive processing. Over time, children learn to focus attention between orienting responses, which grab the attention, and tasks at hand. As development continues, attention span is developed and children become able to focus their attention on things for longer periods of time. Learning is another important part of the Information-processing. Learning occurs through the process classical conditioning, among others. In classical conditioning, one response is elicited be providing a stimulus that is produced by another stimulus. The ever-popular example would be Pavlov’s dog. In this experiment, dogs were trained to recognize that food, which caused salivation, would be given to them after a bell was rung. Eventually the dogs learned that the bell meant food was coming and began to salivate upon hearing the bell. â€Å"Young babies remember events for days or even weeks at a time. † (Kali/Cavanaugh, 149) Experiments by Rovee-Collier prove three things: 1. Babies remember past events, 2. These events are eventually forgotten, 3. Cues can remind the baby of the events. As the memory develops over the first two years, the memory center so the brain, hippocampus and amygdala, show growth and development. Autobiographical memory is also important. With parental encouragement and discussion of past events, children’s memory has shown to be richer and more vivid. Number skills are the last component to the information-processing theory. Infants are aware of ordinality, which is the fact that numbers differ in magnitude. By age three, children have mastered three principles. The first principle is the one-to-one principle. This principle refers to the idea that each number has an exact and unchanging quantity. The Stable-order principle is that numbers will always occur in the same order. The Cardinality Principle refers to the fact that when counting a quantity, the last number is the most important as it is the amount of whatever is being counted. Lev Vygotsky presented a fairly different approach to development. His theory, while not fully developed due to an early death, focuses on three main points of zone of proximal development, scaffolding, and private speech. Zone of proximal development is defined as the area between the level of performance a child can achieve when working independently and a higher level of performance that is possible when working under the guidance or direction of more skilled adults or peers. (Kali/Cavanaugh, 155) This is exemplified by the text’s example of children doing story problems. The children find themselves unable to complete the problem until directed by an adult who lays out the problem in steps for the child. Scaffolding is where teachers (of any manner) gauge how much assistance to offer based on how much help the student needs. Vygotsky states that only offering the correct amount of assistance and not â€Å"over-helping† promotes learning. Private speech, the final component of Vygotsky’s theory is speech by the child that is not intended for others. It is an undeveloped inner-monologue. Vygotsky called private speech a for of self-regulation. Inner Speech eventually develops and the child is able to self-regulate without verbal reminders from themselves. Each of these theories presents different yet valid points of view. Piaget presents a more â€Å"stepping-stone† point of view. Information-processing is more of an experiential learning track, whereas Vygotsky sees development as â€Å"as collaboration between expert and novice. † (Kali/Cavanaugh, 156) While none of these provide an exact and definitive answer into how he learn and grow, they give us an insight as to what is happening inside the human mind. Works Cited Kail, Robert V. , and John C. Cavanaugh. Human Development A Life-Span View. 4th ed. Belmont: Wadsworth, 2006. Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 15 May 2009 from http://chiron. valdosta. edu/whuitt/col/cogsys/infoproc. html Lin, S. (2002). Piagets developmental stages. In B. Hoffman (Ed. ), Encyclopedia of Educational Technology. Retrieved May 15, 2009, from http://coe. sdsu. edu/eet/Articles/piaget/start. htm Myers, Robert. Stages of Intellectual Development In Children and Teenagers, Child Development Institute. 15 May 2009. http://www. childdevelopmentinfo. com/development/piaget. shtml

Free Essays on Time Problems In Hamlet

In watching Hamlet or even reading straight from the novel, one may get a sense of time in that the play’s time and lines are directly related to real time, or one may feel that most time is summarized or disregarded to move things along. What many readers, including myself, fail to realize is the fact that Shakespeare, when writing Hamlet, actually went back and forth. In some scenes he skipped chunks of time while in others; time was constant thus making a little bit of confusion as to how to interpret the play itself. Kathryn Walls examines this through the 2004 issue of the Explicator by Marvin D. Hinten who, in turn, argues with Eric Sterling’s viewpoint fro the 2001 issue. In the 2001 issue of the Explicator, Eric Sterling made the statement that Hamlet purposely killed Polonius. His reason for this assumption; time was not permitting. As taken from the 2004 issue of the Explicator in an argument with Eric Sterling, Marvin D. Hinten states: According to Sterling, Hamlet would think it impossible for Claudius to finish praying in time to hide behind the arras before the prince meets with Gertrude. It is impossible, Sterling determines, because â€Å"a mere twenty four lines† occur between the praying and the slaying. Hinten argued that â€Å"live audiences don’t equate stage time with real time† and that Shakespeare assumed that those reading Hamlet would have left time to their imagination. Sterling argues that stage time and real time must correspond, thus supporting the fact that Hamlet would have known that in the mere time he took to get to his mother, King Claudius would not have been finished praying. Another instance of time distortion in Hamlet is in the beginning of the play where Bernardo and Horatio are talking about heading to bed at midnight, talk for a little, and then before you know it, within only fifteen minutes of stage time, morning comes and the sun rises. And lastly this article shows that... Free Essays on Time Problems In Hamlet Free Essays on Time Problems In Hamlet In watching Hamlet or even reading straight from the novel, one may get a sense of time in that the play’s time and lines are directly related to real time, or one may feel that most time is summarized or disregarded to move things along. What many readers, including myself, fail to realize is the fact that Shakespeare, when writing Hamlet, actually went back and forth. In some scenes he skipped chunks of time while in others; time was constant thus making a little bit of confusion as to how to interpret the play itself. Kathryn Walls examines this through the 2004 issue of the Explicator by Marvin D. Hinten who, in turn, argues with Eric Sterling’s viewpoint fro the 2001 issue. In the 2001 issue of the Explicator, Eric Sterling made the statement that Hamlet purposely killed Polonius. His reason for this assumption; time was not permitting. As taken from the 2004 issue of the Explicator in an argument with Eric Sterling, Marvin D. Hinten states: According to Sterling, Hamlet would think it impossible for Claudius to finish praying in time to hide behind the arras before the prince meets with Gertrude. It is impossible, Sterling determines, because â€Å"a mere twenty four lines† occur between the praying and the slaying. Hinten argued that â€Å"live audiences don’t equate stage time with real time† and that Shakespeare assumed that those reading Hamlet would have left time to their imagination. Sterling argues that stage time and real time must correspond, thus supporting the fact that Hamlet would have known that in the mere time he took to get to his mother, King Claudius would not have been finished praying. Another instance of time distortion in Hamlet is in the beginning of the play where Bernardo and Horatio are talking about heading to bed at midnight, talk for a little, and then before you know it, within only fifteen minutes of stage time, morning comes and the sun rises. And lastly this article shows that...

How Vacancies in the US Congress are Filled

How Vacancies in the US Congress are Filled The methods for filling vacancies in the U.S. Congress vary greatly, and for good reason, between the Senate and the House of Representatives.   When a U.S. representative or senator leave Congress before the end of his or her term, are the people of their congressional district or state left without representation in Washington? Key Takeaways: Vacancies in Congress Vacancies in the U.S. Congress occur when a senator or representative dies, resigns, retires, is expelled, or is elected to another office before the end of their regular term.Most vacancies in the Senate can be filled immediately through an appointment made by the governor to the former senator’s state.Vacancies in the House can take as long as six months to fill, because representatives can only be replaced through a special election. Members of Congress; senators, and representatives, usually leave office before the end of their terms for one of five reasons: death, resignation, retirement, expulsion, and election or appointment to other government posts. Vacancies in the Senate While the U.S. Constitution does not mandate a method by which vacancies in the Senate are to be handled, vacancies can be filled almost immediately through an appointment made by the governor of the former senators state. The laws of some states require the governor to call a special election to replace U.S. senators. In states where replacements are appointed by the governor, the governor almost always appoints a member of his or her own political party. In some cases, the governor will appoint one of the states current U.S. representatives in the House to fill the vacant Senate seat, thus creating a vacancy in the House. Vacancies in Congress also occur when a member runs for and is elected to some other political office before his or her term is over. In 36 states, the governors appoint temporary replacements for vacant Senate seats. At the next regularly scheduled election, a special election is held to replace the temporary appointees, who may run for the office themselves. In the remaining 14 states, a special election is held by a specified date to fill the vacancy. Of those 14 states, 10 allow the governor the option of making an interim appointment to fill the seat until the special election is held.   Since Senate vacancies can be filled so quickly and each state has two senators, it is highly unlikely that a state would ever be without representation in the Senate. The 17th Amendment and Senate Vacancies Until ratification of the 17th Amendment to the U.S. Constitution in 1913, vacant seats in the Senate in the same way Senators themselves were chosen - by the states, rather than by the people. As originally ratified, the Constitution specified that Senators were to be appointed by the legislatures of the states rather than elected by the people. Similarly, the original Constitution left the duty of filling vacant Senate seats solely to the state legislatures. The framers felt that granting the states the power to appoint and replace senators would make them more loyal to the federal government and increase the new Constitution’s chances of ratification. However, when repeated lengthy Senate vacancies began to delay the legislative process, the House and Senate finally agreed to send the 17th Amendment requiring the direct election of senators to the states for ratification. The Amendment also established the current method of filling Senate vacancies through special elections. Vacancies in the House Vacancies in the House of Representatives typically take far longer to fill. The Constitution requires that member of the House be replaced only by an election held in the congressional district of the former representative. When vacancies happen in the Representation from any State, the Executive Authority thereof shall issue Writs of Election to fill such Vacancies. Article I, Section 2, Clause 4 of the U.S. Constitution According to the U.S. Constitution and state law, the governor of the state calls for a special election to replace the vacant House seat. The full election cycle must be followed including political party nominating processes, primary elections and a general election, all held in the congressional district involved. The entire process often takes as long as from three to six months. While a House seat is vacant, the office of the former representative remains open, its staff operating under the supervision of the Clerk of the House of Representatives. The people of the affected congressional district do not have voting representation in the House during the vacancy period. They can, however, continue to contact former representatives interim office for assistance with a limited range of services as listed below by the Clerk of the House. Legislative Information from Vacant Offices Until a new representative is elected, the vacant congressional office cannot take or advocate positions of public policy. Constituents may choose to express opinions on legislation or issues to your elected Senators or wait until a new representative is elected. Mail received by the vacant office will be acknowledged. The staff of the vacant office can assist constituents with general information concerning the status of legislation, but cannot provide analysis of issues or render opinions. Assistance With Federal Government Agencies The staff of the vacant office will continue to assist constituents who have cases pending with the office. These constituents will receive a letter from the Clerk requesting whether the staff should continue assistance or not. Constituents who do not have pending cases but require assistance in matters relating to federal government agencies are invited to contact the nearest district office for further information and assistance.

U.S. Constitution In 1787 and Today Research Paper

U.S. Constitution In 1787 and Today - Research Paper Example In the United States, the senate voted for the change of rules that enabled the republican to prevent the president Barack Obama nominees for the top administrative posts (Abegg, 2013 p. 219). The senators approved the partisan measures that were to ban the filibuster so as to prevent the nominated personnel from being confirmed (Ford, 2013, p. 214). Harry Reid in his speech about supporting the measure, he accused the Republicans of preventing the nominees in the pursuit of unrelated legislative expectations or goal. Reid argued that the republicans used the filibuster laws weapon for preventing president Obama from choosing and appointing an executive representative and also, appointing the judges. The blocking of the filibuster law does seem constitutionally because, on the other hand, the filibuster acted as the weapon barrier to prevent the president from passing many bills, but they had a right to their opinion (Steffen, p. 202). After the law was blocked, the senator’s power was deducted from the senate to the president. The president was enacted with so much power than before the bill was changed in 2013. This law was mostly used by the republicans more tha n three times in November to block president Obama from confirming votes on the judges nominated to fill the vacancies on the United States for the Washington DC (The Guardian). Reid also argued that the Republicans objected the bills not because they do not have the qualifications, but just because they wanted just to undermine the government, they were elected to work for (Kenneth, 2013, p. 129). Senator Dan Coates reacted by saying he change of the rule was an idea of weakening the founding fathers of the democracy, and he said it was yet another power grabbing from the republicans. Senator Kelly Ayotte reacted to the rule by saying that the grab of the power is so much disappointing to all the republicans in the United State government, she said