Promoting Cognitive Development Essay Example for Free

Promoting Cognitive Development Essay The best thing my family said about me when I was young was how smart I appeared to be. I had been a participant in the elementary school science fair; it always takes place in the spring time of the school year in May- It is a traditional school event. I was only in third grade, I had to be creative and come up with a science project for the science fair. My teacher suggested that all of the students go to the library and research some science books to pick a project. I remember not having a lot of self-esteem, so I did not think I could accomplish the task. I found a short story in a book about a plant without a root, so I decided to grow a plant without a root in an egg shell, my mother helped me put the project together and she was very encouraging and helpful for my self-esteem. My science project was a success and I won first prize. This was one of the best days in my life and my family was so proud of me, they all told me I was very smart and to keep up the good work. They were especially proud because I found the book and made the decision on my own do the project that made me a winner. According to Vygotsky, education should focus on activities that involve interaction with others. Both child–adult and child–child interactions can provide the potential for cognitive growth† (Feldman, page 301). Children develop a sense of competence roughly around age 6 to 12, in their elementary school years; theorists Erik Erikson believes these years are the industry-versus-inferiority stage; these years are very important for children to understand concepts and challenges that are prepared for them by their peers, parents and school. My mother was the person that made me feel so great about myself, as she often did. She put my plant without a root science project on display in our home for all to see, and she just bragged to everyone that came to the house and she was calling people on the phone telling whoever called the house; she was would brag and tell them how smart I was and how proud she was of my winning first place in the school science fair. I had and still have the strangest nickname, my mother named me Toby Margo Barr. But my nickname is Trisha. The story behind having two real names is because my godmother wanted to name me Patricia. My mother decided that Trisha could be my nickname, she really liked Toby and she promised to name me after a Jewish woman that she knew way before I was conceived. She said the woman looked the spitting image of Elizabeth Taylor. I actually very much disliked the name Toby and wished my real name was Patricia; everyone thought Toby was my nick name anyway because it sounds more like a nickname. My family members never told me what I would end up doing or becoming, they valued the fact that I just had to work. My mother wanted me to have an office job, because I took up office practice in high school. I wanted to work in an office setting, but it was hard to accomplish in the small town I grew up and lived in. It was predominately white and there was a lot of prejudices in the town back them. My family would have described me as a good kid; I was mannerly and respectful to others, very disciplined as well when I was a child and adolescent. I remember being afraid a lot and having low self-esteem. I did not like being a dark-skinned person especially in an all white town and school- it also seemed if you were light-skinned life was a little better, I was bullied and teased by both blacks and whites. I started to rebel as a teenager and did what teens do when they are insecure, like smoking pot and cigarettes. This is when my parents would say I gave them grief. My family was concerned I would get in trouble and end up dealing with the law. Elementary-school-age children begin to follow the same sort of reasoning when they seek to understand how able they are. When they were younger, they tended to consider their abilities in terms of some hypothetical standard, making a judgment that they are good or bad in an absolute sense. Children begin to use social comparison processes, comparing themselves to others; Vygotsky‘s approach has been particularly influential in the development of several classroom practices based on the proposition that children should actively participate in their educational experiences. In this approach, classrooms are seen as places where children should have the opportunity to experiment and try out new activities.

DAD :: essays research papers

Let me start by saying straightforwardly that the meaning of God is God himself. We must look at the meaning of God in God himself, not "outside" him. God is the fundamental meaning for the existence of the Universe, the creator, the supreme One: that is why everything exists. Why is something there? How did this universe come to exist, or others that might be? Why do we exist? For most people in the world —scientists, philosophers, ordinary people, — the answer is because God-Existence is. If he had not existed neither anything else would. Of course, not everybody agrees that God is the origin of the universe. Although, because of our faith, there is no need of proofs of God's existence: if something exists, then it is because that God exists. God-Existence is an evident fact. What other theories affirm when they say that there is an eternal universe is, in fact, that God-Existence, I Am, has always been, which is true. The only difference would be to see this eternal Existence as Somebody, "personal," or simply as Something, impersonal. If we look at the Old Testament, the biblical God is a God, who plays an active and immediate roll in all the happenings of the world and in human life; a God who constantly intervenes and changes the laws of nature. In addition, if we look at the New Testament, the image of God is very similar to the Jewish conception of God. God is "inside" the world, not to make miraculous changes in it, but to give existence to it. He is involved in the whole creation and into human life, not to change the natural order or to "manipulate" the free will of men, but to keep everything existing, moving, alive and in order. A meaningful God does not mean that he will intervene in the physical and biological facts and processes of nature, or in the free actions of men. God does intervene for keeping them existing and acting, not to change them, at least ordinarily. God-Existence created, is always present and conserves the order, balance and harmony of the whole universe, human life included, for our welfare; we are the "beneficiaries" from this balance, order and harmony. God-Existence is the One who makes all these details of our senses and organs, of our mind and body —which we usually take for granted,— to function, and in a similar way He is the One by whom all these laws that govern the quantum, plants and animals, as well the stars and galaxies, never fail.

Earth Science Essay

– Discuss stellar evolution (describing each stage in brief). What forces are opposing one another throughout the life of a star and how do they influence the various stages in the life cycle of a star Stellar evolution stars exist because of gravity. The two opposing forces in a star are gravity (contracts) and thermal nuclear energy (expands). Stage 1 Birth is where gravity contracts the cloud and the temperature rises, becoming a protostar. Protostars are a hypothetical cloud of dust and atoms in space which are believed to develop into a star. Astronomers are fairly certain of their existence. Protostars are formed about a million years after a gas clump from an interstellar gas cloud has started to rotate and from a disk. The protostar is simply the core of the disk that formed from the clump of gas that was compressed inside the gas cloud. The star becomes a stable main-sequence star, which are characterized by the source of their energy. They are all undergoing fusion of hydrogen into helium within their cores. The rate at which they do this and the amount of fuel available depends upon the mass of the star. Mass is the key factor in determining the lifespan of a main sequence star, its size and its luminosity. Stars on the main sequence also appear to be unchanging for long periods of time. Any model of such stars must be able to account for their stability. Ninety percent of a stars life is in the main-sequence. A red giant is a luminous giant star of low intermediate mass that is in a late phase of stellar evolution. The outer atmosphere is inflated and tenuous, making the radius immense and the surface temperature low, somewhere from 5,000 K and lower. The appearance of the red giant is from yellow orange to red, including the spectral types K and M, but also class S stars and most carbon stars. The burnout and death final stage of a star depends on its mass. After a low mass star like the Sun exhausts the supply of hydrogen in its core, there is no longer any source of heat to support the core against gravity. Hydrogen burning continues in a shell around the core and the star evolves into a red giant. When the Sun becomes a red giant, its atmosphere will envelope the Earth and our planet may be consumed in a fiery death. Meanwhile, the core of the star collapses under gravity’s pull until it reaches a high enough density to start burning helium to carbon. The helium burning phase will last about 100 million years, until the helium is exhausted in the core and  the star becomes a red supergiant. At this stage, the Sun will have an outer envelope extending out towards Jupiter. During this brief phase of its existence, which lasts only a few tens of thousands of years, the Sun will lose mass in a powerful wind. Eventually, the Sun will lose all of the mass in its envelope and leave behind a hot core of carbon embedded in a nebula of expelled gas. Radiation from this hot core will ionize the nebula, producing a striking â€Å"planetary nebula†, much like the nebulae seen around the remnants of other stars. The carbon core will eventually cool and become a white dwarf, the dense dim remnant of a once bright star. Reference Lutgens, F. K. & Tarbuck, E. J. (2011). Foundations of earth science (6th ed.). Upper Saddle River, NJ: Prentice Hall ES 1010, Unit 8, Question 12 – How do we calculate or determine the distances to stars? What units do we use and what are the limitations (if any) of the method used for such calculations? Measuring distance to stars has been considered a very difficult task. Stellar parallax is a method used to determine distance, the extremely back and forth shifting in a nearby star’s apparent position due to the orbiting motion of earth. The farther away a star is, the less its parallax. The light year is a unit used to express stellar distance, which is the distance light travels in a year, which is approximately 9.5 trillion kilometers (5.8 trillion miles). The parallax angles are very small. Proxima Centauri is the parallax angle nearest to the star. It is less than one second or arc, which equals 1/3600 of a degree. A human finger is roughly 1 degree wide. The distances to stars are so large that conventional units such as kilometers or astronomical units are often too cumbersome to use. Some limitations are that parallax angles of less than 0.001 arcsec are very difficult to measure from Earth because of the effects on the Earth’s atmosphere. This limits Earth based telescopes to measuring the distances to stars about 10.01 or 100 parsecs away. Spaced based telescopes can get accuracy to 0.001, which has increased the number of stars whose distance could be measured with this method. However, most stars even in our own galaxy are much further away than 1000 parsecs, since  the Milky Way is about 30,000 parsecs across. Reference Lutgens, F. K. & Tarbuck, E. J. (2011). Foundations of earth science (6th ed.). Upper Saddle River, NJ: Prentice Hall

Sample Essay Online “Free Books or Author’s Rights What Is More Important”

The issue of copyright has been getting a lot of attention lately, because the easiness with which information can be copied makes the rights of authors too unclear. There is a good reason for students to know about copyright, its implications and views on it – so it is a good thing that you can sample an on-topic essay online free of charge, without worrying whether it is copyrighted or not. The Internet made information of all kinds unprecedentedly easy to acquire. Books, videos, articles, audio recordings – everything seems to be just a couple of clicks away when you are connected to the Net. Education seems to be especially flourishing under this conditions – it looks as if everybody is promoting free online education nowadays, with enormous repositories of knowledge at everybody’s fingertips. However, it doesn’t mean that books and other sources of information suddenly became free of charge just because it is so simple to copy them in a digital format. They are still getting published, publishers still spend resources to get through with it, authors still have to earn something through their writing to go on writing. Here we see a collision of interests. Books – especially new and popular ones – are quite expensive both to publish and to buy, and the ease with which they can be copied means that the choice between buying a book and pirating it is often a question of personal preference rather than that of possibility. Piracy is widely considered to be unethical, and this opinion is fervently supported by publishers – but in reality the issue is much more complicated. Few people know this, but this problem is much, much older than a few decades, as many today believe. The history of copyright goes back to the Middle Ages, and when we start examining it, we will see that there has always been some kind of establishment that opposed what was perceived as unlawful and unethical copying of books. First it was the Church, then the state, now it is mainly done by publishing corporations. It may sound absurd today, but there was a time when printing was considered to be an infringement of copyright law. It allowed to copy information quickly, cheaply and accurately (does it remind you of anything?) compared to manual copying of texts, and many arguments that has been used against printing, with some alterations, are used today against digital copying. This doesn’t mean that authors shouldn’t get paid and just be content to give their work away for free. It simply means that the issue is much more complicated that most of us were led to believe, and a much older one. One thing that can be said for sure is that it is useless to try and slow down the progress. Printing eventually became a natural part of our lives, and nobody in their right mind would say that by printing a book you infringe the author’s rights. Something along the same lines is bound to happen with digital copying – sooner or later. References Barker, E. and Harding, I. (2012). Copyright, the ideas/expression dichotomy and harmonization: digging deeper into SAS. Journal of Intellectual Property Law Practice, 7(9), pp.673-679. Borghi, M. and Karapapa, S. (2013). Copyright and mass digitization. Oxford, United Kingdom: Oxford University Press. Copyright in Europe: Twenty Years Ago, Today and What the Future Holds. (2013). Fordham Intellectual Property, Media Entertainment Law Journal, Vol. 23(503-524). Derclaye, E. (2009). Research handbook on the future of EU copyright. Cheltenham, UK: Edward Elgar. Hugenholtz, P. (2013). Fair use in Europe. Communications of the ACM, 56(5), p.26. Moser, D. and Slay, C. (2012). Music copyright law. Boston, Mass.: Course Technology, Cengage Learning. Waelde, C. (2016). Contemporary intellectual property. [S.l.]: Oxford Univ Press.