The Psychological World of the Artist Essay Example for Free

The Psychological World of the Artist Essay â€Å"Analyse the psychological world of the artist in relation to their artwork.† An artist’s psychological world can have a significant impact on their artwork, as is the case with many of the artworks done by artists such as Artemisia Gentileschi, Frida Kahlo and Andy Warhol. Artemisia Gentileschi’s psychological world was greatly affected by her experiences as a female living in the seventeenth century where she would have faced discrimination and sexual harassment because of her gender, in particular the incident in which she was raped by her drawing teacher, Agostino Tassi, which was made considerably more traumatic by the fact that it was she, the victim, who was made to undergo torture to see if her story remained the same. Many of her artworks are depictions of scenes from the Bible or mythology, a common theme for artists of that time. However, Gentileschi’s depictions of these scenes are slightly different to those of her male counterparts as she does not depict the women as passive ‘objects.’ This can be seen in the artwork ‘Judith beheading Holofernes’ which features a Judith who is sawing at Holofernes’ head quite savagely and is not meant to be conventionally attractive. This painting of a strong, brave woman triumphing over a man rather than the other way around, as was the norm for that time could be interpreted as what Gentileschi wished would happen to Tassi after he raped her, and it contrasts with depictions of this scene by male artists like Caravaggio, who depicts his Judith as being pretty and delicate-looking, with a horrified expression as she watches the blood spurt from Holofernes’ neck, as well as a blouse that was semi-transparent, showing a more traditional depiction of a woman whose main purpose in the artwork is to be gazed upon by men. Gentileschi’s psychological world is likely to have contained frustration at the objectification of women of her time, and her desire The psychological world of Frida Kahlo that is represented in her artwork was influenced by a bus accident she was in when she was young in which she sustained serious lifelong injuries, and many of the events that occurred later in her life, such as her tumultuous marriage to the unfaithful painter Diego Rivera, and her miscarriage. In many of her artworks, she depicts herself as scarred, or bleeding, symbolising both her physical and psychological pain. In her painting ‘Henry Ford Hospital’, Kahlo paints herself naked and bleeding on a bed, emphasising her psychological state after her miscarriage- she would have been feeling vulnerable and in a lot of pain, both emotionally and physically. Her artworks can be seen as a search for her identity, in the context of her culture, religion and life experiences, as many of them are self-portraits that feature her dressed in traditional Mexican clothes with colourful ribbons in her hair, and a lot of symbolism. An example of this is her artwork ‘Self portrait with thorn necklace and hummingbird’, where she again depicts herself as bleeding because of the necklace of thorns she is wearing, which could be seen as a Catholic symbol reminiscent of Christ’s crown of thorns as she came from a Catholic family, or maybe a reference to Aztec religious rituals involving self-mortification with thorns. She also has a monkey on one shoulder (a recurring symbol in eight of her self-portraits) which appears to be a pet or comforting presence because it is playing with the necklace. The black cat on her other shoulder is a more ominous, threatening presence as it looks as though it is about to pounce and its eyes are a cold, uninviting grey. The juxtaposition of colour, and playful images with symbols of doom or death, and a bleeding body is a common theme in many of Kahlo’s works and has been interpreted as Surrealism; however Kahlo denied this, saying â€Å"I paint my own reality.† Andy Warhol’s childhood played an important part in the formation of his psychological world and personality that led to him becoming a central figure in the Pop Art movement that took place in America in the 1960s. As a child, Warhol was diagnosed with St Vitus’ dance, which caused him to spend a lot of time bed-ridden with nothing to do but draw, listen to the radio and collect pictures of celebrities from magazines to stick around his bed. This constant exposure to popular culture would have been extremely influential in the development of Warhol’s later work, in which he depicted easily recognisable images in American culture, including celebrities like Marilyn Monroe and Elvis Presley, and everyday items like Campbell’s soup. In his artwork ‘100 Campbell’s Soup Cans’, he explores the idea of mass production that was becoming such an important part of American culture, but says that he chose Campbell’s soup because that was what he had for lunch for most of his life. Warhol’s psychological world which was influenced by his childhood was depicted quite literally in his artworks- images of celebrities and mass-produced products like Campbell’s soup played a larger-than-normal role in his childhood in particular. Warhol clearly had a great deal and admiration and affection for these things, even going so far as to say â€Å"I want to be plastic.† Though all of these artworks were done in styles that were gaining popularity in the time that the artist was working, it was the artist’s psychological world that ultimately motivated them to create most of their artworks.

Quantative analysis of caffeine content

Quantative analysis of caffeine content Caffeine was extracted from decaffeinated coffee and normal tea using DCM as the solvent and compared with prepared solutions of caffeine using reverse phase HPLC. The experimentally determined result was a caffeine concentration of 7.598?g/ml for decaffeinated coffee compared with 5.9?g/ml reference and 0.4049mg/ml for tea against 0.26mg/ml[1]*. Introduction Caffeine (1) is the most commonly consumed non-prescription stimulant. It is a member of the xanthine (2) family[1] and is structurally related to other plant alkaloids such as theobromine (3), commonly found in cocoa beans and chocolate. The average person in the UK drinks over thee cups of tea a day,[2] and so quantatively knowing the amount of caffeine that is contained in a cup of tea is particularly important. Caffeine acts on certain adenosine receptors in the brain[3], although there is evidence that action on these specific receptors may stimulate others such as dopamine receptors, commonly associated with reward[4]. More chronic effects of caffeine consumption include irritability, impaired concentration, muscle-aches, nausea, vomiting and blurred vision[5]. HPLC denotes high pressure liquid chromatography. In this experiment, reverse phase HPLC was used, meaning that partially polar organic solvents were used as a mobile phase against a non-polar stationary phase, in this case, octadecyl silane chains[6]. HPLC is a useful tool in analysing quickly and accurately relative abundances of various chemicals contained within a sample. The experiment was undertaken to evaluate the caffeine content in an average cup of tea and an average cup of decaffeinated coffee. Experimental The experiment was carried out according to the University of Bristol Second Year Laboratory Manual. Results were analysed by reverse HPLC using an isocratic solvent system consisting of 10 mM ammonium acetate, methanol and tetrahydrofuran at a ratio of 90:8.5:1.5. The non-polar phase featured octadecyl silane chains at a particle size of 5 ?m. The injection volume was 10 ?l, flow rate was 1.5ml min-1 with UV monitoring at 273nm. Preparation of Tea One tea bag was added to 200ml of boiling deionised water and boiled (ca. 10 minutes) with occasional agitation. Tea bag was removed and solution allowed to cool to room temperature. Sodium chloride (5g, 0.856moles) added with calcium hydroxide (1g, 0.0135moles) twice filtered by Bà ¼chner filtration. 20ml transferred to extraction funnel, extracted with DCM (20ml) three times. Magnesium sulphate added to dry DCM thoroughly of all water. Evaporated to dryness via rotary evaporation. Remaining solid dissolved in DCM and made up to 20ml. Preparation of Decaffeinated Coffee 1.50g of Decaffeinated Coffee granules was added to 200ml of boiling water and allowed to cool to room temperature. Calcium hydroxide added (1g, 0.0135moles) to decaffeinated coffee solution. Solution twice filtered via Bà ¼chner filtration. 20ml of solution transferred to extraction funnel and extracted with three equivalents of DCM (20ml). Magnesium sulphate added to dry the DCM, Bà ¼chner filtered and evaporated to dryness via rotary evaporation. Remaining solid dissolved in DCM and made up to 20ml. Results and Discussion The tea solution was originally brown and transparent, and the coffee was black. Addition of calcium hydroxide changed the colour of both solutions to an opaque dark brown. Tannins are precipitated by lime water, and so this is likely to be what precipitated out in the tea and coffee solution.[7] This precipitate was then removed by Buchner filtration. It was also found that both solutions, coffee especially, readily formed emulsions and bubbles in the extraction funnel, and so a large quantity of magnesium sulphate was needed to remove all water from the extractions. This may have interfered with the full extraction of the caffeine. The absorption intensity for Tea was 7108493 units. Substituting this into equation 1 allows us to calculate the caffeine concentration in Tea. The solved concentration is 0.4049mg/ml. The absorption intensity for Decaffeinated Coffee was 79233 units. Substituting into equation 1 allows us to calculate the caffeine concentration in decaffeinated coffee. The solved concentration is 0.007598mg/ml. Errors in solution concentration The error for the balance used to measure out the caffeine powder for the standard solutions was  ±0.00005g. The error for the 20ml volumetric flasks used was  ±0.1ml. Substituting these to find maximum and minimum values into the moles equation allows for accurate error analysis. Substituting these values into the data and plotting onto a graph grants the ability to draw the same graph above with error boxes. It also allows for maximum and minimum gradients to be drawn with the maximum and minimum values. From this information precise errors in the concentration of tea and decaffeinated coffee can be calculated. Substituting maximum values into a graph enables the gradient and intercept to be calculated, and hence the positive error in caffeine concentration of the tea and decaffeinated coffee solutions. The same can be done with minimum values. Substituting in values of absorbance for tea gives a maximum value of 0.4069mg/ml and minimum value of 0.4029mg/ml. For decaffeinated coffee the maximum value of 7.639?g/ml and minimum value of 7.558?g/ml. Literature values for the caffeine content of decaffeinated coffee are in the region of 0.5-1.5mg per 177.44ml1, which is between 0.0003-0.009mg/ml. This is close to the recorded value of 7.598?g/ml  ± . The literature values for the caffeine content in tea are 15-75mg/ml per 177.44ml, which is between 0.088-0.440mg/ml. This is close to the recorded value of 0.4049mg/ml  ± . Both of the obtained values are within the range given in reference; however both results are in the upper end of values that should be obtained. This could be due to poor measurement of either the reference caffeine peaks or instant coffee measurement. Conclusion The isolation of caffeine from tea and instant coffee was successful and the values obtained from the quantative analysis of a sample by reverse HPLC compared favourably to reference values. More accurate values for caffeine content could be obtained by larger quantities of instant coffee samples and by repetition of assays involving caffeine extraction from tea. The importance of defining the quantity of caffeine in decaffeinated coffee is important since the concentration must remain low. Acknowledgements I would like to thank my demonstrators Jack Davidson and Chun Zhu for helping me with the experiment and my lab partner Ben Gough. References B. A. Weinberg,B. K. Bealer, The world of caffeine: the science and culture of the worlds most popular drug, Routledge (2001) pp. 216. G. A. Spiller, Caffeine, CRC Press, (1998) pp. 38. U. Gupta, Caffeine and behavior: current views and research trends, CRC Press (1999) pp. 1. R. S. J. Frackowiak, Human brain function, Academic Press (2004) pp. 446. B. A. Weinberg, B. K. Bealer, The world of caffeine: the science and culture of the worlds most popular drug, Routledge (2001) pp. 304. University of Bristol, School of Chemistry, Level 2 Teaching Laboratory Manual 2009/2010. P. J. Van Soest, Nutritional ecology of the ruminant, Cornell University Press (1994) pp. 204-205.

Inclusion of Children with Autism Essay -- Teaching Education Schools

Inclusion of Children with Autism The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities. However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these 'disabled kids' can attend 'normal' classes with their non-learning disabled peers. By allowing all kids to feel 'normal' we, as a society, stand a chance of making prejudice which we associate the disabled under, cease to exist. Autism is a rare disorder that primarily affects the nervous system and psychic emotion system. It causes the abnormality or incapability to complete, on the normal level, skills in language, sensory, communicative, and social perspectives. Depending on the individual's severity, the disability can manifest itself in a very wide range of symptoms. One of the universal symptoms is an infatuation with inanimate objects or objects that spin. Although the disorder encompasses many different symptoms and effects, it is very common for children with autism to develop other disorders throughout their development. In many cases, children will develop hyperactivity, obsessive-compulsive disorder, and/or Tourette's syndrome. Autism is still a disorder that is under continuous study by many people in an attempt to determine exactly how the brain is being affected. The disorder is not a form of retardation, although some children with the disorder are born with mental retardation. Even tho ugh autistic children lack the normal skills in... ...ho has this disability? Kaplan, James E. & Moore, Jr., Ralph J, (2000), Legal Rights and Hurdles. (2nd ed.) Powers, Michael D. Ed., Children with Autism: A Parent?s Guide, Woodbine House Inc ?Explains inclusion and the testing aspects and how they determine if the students are hurting or benefiting all parts their schooling environment? Macarthur, Charles A., Rozmiarek, Daniel J., (1999), Full-Time Collaborative Teaching: Special Education in an Inclusive Classroom. Graham, Steve & Harris, Karen R. Ed., Teachers working Together, Massachusetts: Brookline Books. ?Discusses what and how inclusion works. Who is involved and how it effects both teachers and the students who partake? Guskin, Samuel L., Gottlieb, Jay, (1941), Attitudes Toward Children with Disabilities. Encyclopedia of Educational Research, New York: Macmillan Publishing Company, (Vol. 1).

Blood Red Horse Essay

When you think of advisors most people think of old nurse, Brother Randolph, and other found in the book Blood Red Horse bye K.M. Grant. However, most people don’t think about Baha Adin or Gavin de Granville. They might have not been such great advisors at first, but have became wonderful advisors later on. Many things in their life and what they went through must have had an effect on who they became. Gavin de Granville and Baha Adin both had many similarities. They both went through hardships. Gavin lost his arm, as stated in page 275, paragraph 2, and sentence 6.† With the loss of his arm†¦.†. Baha Adin went through hardships as well. He saw many of the Saracen soldiers killed and bloody, as stated in page 127, ending to page 128 beginning,†Baha Adin was standing by the flap, looking out at and listening to messengers. Wounded soldiers were streaming past.† Another similarity was that they were good advisors/supporting characters. Gavin was a good advisor to king Richard that, King Richard made Gavin count of Hartslove stated in page 275, paragraph 3, and sentence 3, â€Å"I also bequeath to my faithful councilor Gavin de Granville, now count of Hartslove†¦.†. Baha Adin was as loyal to Saladin as Gavin was to King Richard. As stated in page 71, paragraph 7, sentence 2, â€Å"†¦ By Baha Adin, a councilor whose advice Saladin particul arly valued†¦Ã¢â‚¬  . A big difference between Gavin and Baha was their religion. Baha Adin was a Saracen, as you can infer from this statement found in page 127, paragraph 4, â€Å"Only ten miles away in the Saracen camp, Saladin was striding around his tent angry and worried. Baha Adin was standing by the flap†¦.† . Gavin was Christian as you can infer from this statement in page 232, â€Å"the brothers embraced. God, the king and Hosanna, William whispered. Gavin tried to reply. He got far as god, the king but could say no more.† Gavin and Baha did show good advisory. Let’s see if they still share a good talent in the next book Green Jasper by: K.M. Grant.

Criminal Sentencing Essay

A basic question in criminal sentencing is â€Å"What are the purposes of criminal sentencing?†Ã‚   Scholars, too, reflect on the purposes of punishment. There are commonly four identified purposes: Retribution. The oldest but considered the most important purpose for sentencing is retribution, that is, inflicting on an offender suffering comparable to that caused by the offense. An act of social vengeance, retribution is grounded in a view of society as a system of moral balance.   When criminality upsets this balance, punishment exacted in comparable measure restores the moral order, as suggested in the biblical dictum â€Å"An eye for an eye.† While contemporary critics of retribution sometimes charge that this policy lacks the force to reform the offender, it still remains a strong justification for punishment. A second purpose for sentencing, deterrence amounts to the attempt to discourage criminality through punishment.   Initially, deterrence arose as the banner of reformers seeking to end what they saw as excessive punishments based on retribution.   Critics asked, â€Å"Why put someone to death for stealing if that crime could be discouraged with a prison sentence?†Ã‚   As the concept of deterrence in sentencing gained widespread acceptance, execution and physical mutilation of criminals were gradually replaced by milder forms of punishment such as imprisonment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are two types of deterrence, specific deterrence demonstrates to the   individual offender that crime does not pay while in general deterrence, the  punishment of one person serves as an example to others. Rehabilitation. The third purpose for sentencing, rehabilitation, involves reforming the offender to preclude subsequent offenses.   It resembles deterrence by motivating the offender to conform.   But rehabilitation emphasizes constructive improvement while deterrence and retribution make the offender suffer.   In addition, while retribution demands that the punishment fit the crime, rehabilitation focuses on the distinctive problems of each offender.   Thus identical offenses would call for similar acts of retribution but different programs of rehabilitation. Social protection. A final purpose for sentencing is social protection, or rendering an offender incapable of further offenses either temporarily through incarceration or permanently by execution. Like deterrence, social protection is a rational approach to punishment and seeks to protect society from crime.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   The different forms of sentencing used in different jurisdictions include institutional sanctions—time to be served in prison or jail; and noninstitutional sanctions—fines and forfeiture of the proceeds of crime, and service of the sentence in the community in the form of probation or parole. Recently the arsenal of punishments has been considerably enlarged by the creation of mixed sanctions and alternatives to either institutional or noninstitutional sanctions. The following are the variety of options for sentencing: Death penalty. In thirty-six states (as well as the federal courts), courts may impose a sentence of death for any offense designated a capital crime, for example, first-degree murder. Incarceration. The defendant may be sentenced to serve a term in a local jail, state prison, or federal prison. Probation. The defendant may be sentenced to a period of probationary supervision   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   within the community. Split sentence. A judge may split the sentence between a period of incarceration and a period of probation. Restitution. An offender may be required to provide financial reimbursement to cover the cost of a victim’s losses. Community service. An offender may be required to spend a period of time performing public service work. Fine. An offender may be required to pay a certain sum of money as a penalty and/or as an alternative to or in conjunction with incarceration. This leads us to the next question, â€Å"What are some reforms that have been proposed? A recent reform growing out of the victims’ rights movement in the sentencing process is the consideration of statements by the victim, known as â€Å"victim impact statements† (VIS). Twenty-six states have mandated the use of VIS in criminal cases, while another twenty-two states have adopted so-called â€Å"victim bills of rights† that include recognition of the right of a victim to present a VIS. In the VIS, the victim provides a statement about the extent of economic, physical, or psychological harm suffered as a result of the victimization. The victim also can make a recommendation about the type of sentence an offender should receive. Usually the VIS is incorporated into the pre-sentence investigation report written by the probation officer. Research has revealed that a judge’s choice of a sentence is influenced much more by legal considerations than by victim preferences in cases where VIS has been presented (McGarrell, 1999). The third reform proposal is â€Å"restorative justice.† Restorative justice has been a feature of justice systems for a long time, though it was little used until a group of criminologists in the United States and the Commonwealth countries brought the idea back to life. The term restorative justice was virtually unknown a decade ago, and it is still in search of a commonly accepted meaning. Yet, the literature related to this subject has grown rapidly, so that we venture to define it in terms offered by Howard Zehr, published in a symposium of The Justice Professional, entitled â€Å"Criminology as Peacemaking.† Zehr provides contrasting paradigms between the traditional, retributive sense of justice and the newly emerging (or reemerging) restorative sense of justice.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If the proposed reform of restorative justice were adopted, where would that leave us with respect to the traditional â€Å"aims† or â€Å"justifications† of criminal justice? As to retribution (or just desserts), we would still be limited to never imposing an obligation (sanction) that outweighs the harm done. As to incapacitation, even the staunchest advocates of restorative justice recognize that some offenders are far too dangerous to be returned to the community and that their separation from the community is necessary. But the prison population could be vastly reduced. As to resocialization or rehabilitation, the very idea is built into restorative justice, which aims at   Ã‚  restoring the community. Some of the current issues in federal sentencing according to the U.S. Sentencing Commission at https://www.ussc.gov. are the following: The issue on the amendment pertaining to offenses involving cocaine base (â€Å"crack†) and the amendment pertaining to certain criminal history rules, see 72 FR 28558 (May   21, 2007); 72 FR 51882 (September 11, 2007), should be applied retroactively to previously sentenced defendants. The issue of the Judicial Conference of the United States, the and the United States Sentencing Commission has decided to establish a standing victim’s advisory group pursuant to   28 U.S.C.  § 995 and Rule 5.4 of the Commission’s Rules of Practice and Procedure. It was stated that the purpose of the advisory group is (1) to assist the Commission in carrying out its statutory responsibilities under 28 U.S.C.  § 994(o); (2) to provide the Commission its views on the Commission’s activities as they relate to victims of crime; (3) to   disseminate information regarding sentencing issues to organizations represented by the   Ã‚  advisory group and to other victims of crime and victims advocacy groups, as appropriate; and (4) to perform any other functions related to victims of crime as the Commission requests. The victims’ advisory group will consist of not more than 9 members, each of whom may serve not more than two consecutive 3-year terms. The issue on New York’s Rockefeller laws to curb the drug trade – which directly contributed to a dramatic increase in the state’s prison population costing the state millions of dollars, but failing to impact drug trafficking. According to a New York   Times editorial, â€Å"New York has made incremental changes to the Rockefeller laws in recent years, but has stopped short of restoring judicial discretion.† A governor-appointed commission charged with studying state sentencing practices, however, has produced a report calling for the end of â€Å"indeterminate sentencing† – the process by which a judge imposes a minimum and a maximum sentence and the Parole Board decides when to release an offender. It further suggests that nonviolent offenders be considered for community-based treatment instead of prison. Finally, Gov. Elliot Spitzer’s commission recommends restoring prison-based educational and training programs as a means of helping to lower recidivism rates. The website of the Sentencing Project at http://www.sentencingproject.org. mission is to promote reforms in sentencing law and practice, and alternatives to incarceration through their advocacy and research. Moreover, the Sentencing Project provides defense lawyers with sentencing advocacy training and to reduce the reliance on incarceration. Hence, the Sentencing Project has become the leader in the effort to bring national attention to disturbing trends and inequities in the criminal justice system with a successful formula that includes the publication of groundbreaking research, aggressive media campaigns and strategic advocacy for policy reform. As a result of The Sentencing Project’s research, publications and advocacy, many people know that this country is the world’s leader in incarceration, that one in three young black men is under control of the criminal justice system, that five million Americans can’t vote because of felony convictions, and that thousands of women and children have lost welfare, education and housing benefits as the result of convictions for minor drug offenses.   Thus, the Sentencing Project is dedicated to changing the way Americans think about crime and punishment which coincide with the interests of the National Association of Sentencing Advocates. References   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   McGarrell, E.F. Restorative Justice Conferences.   Indianapolis, IN: Hudson Institute, 1999; Edmund F. McGarrell, â€Å"Cutting Crime through Police-Citizen Cooperation,† American Outlook, Spring 1998, pp. 65–67. The Sentencing Project at http://www.sentencingproject.org. U.S. Sentencing Commission Available at https://www.ussc.gov. Zehr, H.   Ã¢â‚¬Å"Justice as Restoration, Justice as Respect,†The Justice Professional 11,   Ã‚  Ã‚   nos. 1–2 (1998), pp. 71–87.

Nicole Sarah Calgary Wedding Photography

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Human Societies And Culture Along With Their Development...

Culture is a part of every nation and every society. Although it is found in every society, they all are different in their own respects. Some may have similar aspects, but no two societies are exactly the same due to what could be small variations or very drastic ones. Due to these discrepancies, this is where Anthropology comes into play. Anthropology studies and compares human societies and culture along with their development. Some anthropologist dedicates their whole bodies of work to one society because there is so much information that needs to be covered about the said group. Some topics that they look at are kinship, language, subsistence, political systems, and much more. James F. Weiner (1988) and Sir John Eric Sydney Thompson (1930) both look at all of these themes when conducting their ethnographic studies in Asia and Central America. James F. Weiner looked at the Foi people while Sir John Eric Sydney Thompson. When viewing these two cultures gender roles and subsistence seem to be the most interesting to compare. James F. Weiner (1988) studied and observed the Foi people in his ethnographic study. What he found was that the Foi are located in New Guinea on the border of the Gulf Provinces and the Southern Heights (Weiner 1988). This group of people is a very small collection of people, in the fact that there are roughly only 4,500 people in this society (Weiner 1988). All of their villages are near the Mubi River and they are separated from other societiesShow MoreRelatedGuns, Germs, And Steel, Diamond Chronicles History1728 Words   |  7 Pages Human cultures and societies have developed at various rates and achieved different levels of progress over thousands of years, resulting in some societies being labeled as more advanced than others. 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Investigation Of Children s Thinking Summary And Analysis

Investigation of Children’s Thinking Summary and Analysis Anna Huynh 12/1/15 Cognitive Development Dr. Tarver Introduction Jean Piaget is known for his theories in cognitive development theory. His theory is based on the idea that children constantly construct knowledge as they explore and mold their environment. There are four stages in Piaget’s theory, sensorimotor, preoperational, concrete operational, and formal operations, the stages also corresponds with how old the child is. Not every child will be in the stage that matches the child’s age because some children are exceptional. Piaget’s theory is based on the cognitive development of how the average child shows their learned behavior through performed tasks. As I went through the first interview, I realized that how the children came to develop their answers was what’s important about the assignment. each child with the Piagetian Task Kit, I started to realize The Piagetian Task Kit helped me examine and see where each child was at in their cognitive development level. Summary Victoria is the first child that I interviewed. She is 10 years old, in the 4th grade and attends Midland Academy. According to Piaget, she is in the concrete operational stage. In this stage, children’s reasoning becomes focused and logical. Task 11 and 12 focused on abstraction of class. In task 11, she knew there were circles in a row, the colors were all in a row, and immediately she knew the big blue circle wasShow MoreRelatedThe Increase Of Globalisation Over The Years Has Made Our World Increasingly Interconnected1195 Words   |  5 PagesCRITICAL ANALYSIS-VYGOTSKY THEORETICAL UNDERPINNINGS THERE IS A LOT OF WORK/LITERATURE IN REGARDS TO SOCIAL LEARNING. 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