The Articles of the Confederation and the American Revolution essays

The Articles of the Confederation and the American Revolution essays The Articles of Confederation and the American Revolution significantly changed the constitutional history of the American people. The American Revolution was based on the transition of the British colonists' to American citizens. The three challenges consisted of the cultural and political alterations needed by British Colonist's, apprehension of a new identity, and the formation of a new institution. The transition required the British colonists to change their way of thinking related to their cultural and political beliefs. The Colonist's always had a sense of their independence, but they were adapted to a controlled source of stability because they were under one ruler, allowing the feeling of safety. The continental congress represented the colonists' by ending his reign. Before the American Revolution, British colonists' did not accept the new found American Government in fear of losing legislative control. The King formally announced that he would no longer protect the colonies, leaving his people in danger in the midst of war, the delegates of the Continental Congress "brought about the end of British Government in the colonies." During the transition period, the Articles of Confederation held the states together until Americans were ready for a stronger, united union. The fear of a new lifestyle was extremely difficult for the Colonists'. The articles of confederation al lowed the thirteen colonies to maintain its dominion and all rights to govern, except the rights specifically granted to Congress, providing a sense of relief and eased the transition from British colonists' to American citizens. Between the years of 1763 and 1776, the British colonists' felt fairly untaxed, watched over like children, and ignored in their attempts to address their feelings of injustice and inequality. British Colonists' were taken advantage of, due to the Stamp tax, which placed a tax on everyday consumer goods. At this point, British co...

Cosmos Episode 12 Viewing Worksheet

Cosmos Episode 12 Viewing Worksheet In the spring of 2014, Fox aired the television series Cosmos: A Spacetime Odyssey hosted by Neil deGrasse Tyson. This amazing show, with solid science explained in a totally accessible way, is a rare find for a teacher. Not only is it informative, but students also seem to be entertained and invested in the episodes as Neil deGrasse Tyson narrates and gets excited. Whether,  as a teacher, you  need a video to show your  class as a reward or as a supplement to a science topic, or even as a lesson plan to be followed by a substitute, Cosmos has you covered. One way you can assess the students learning (or at the very least to keep them focused on the show) is to give them a worksheet to fill out during the viewing, or as a quiz afterward. Feel free to copy and paste the worksheet below and use it as the students watch Episode 12 of Cosmos entitled The World Set Free. This particular episode is also a great way to battle any resistance to the idea of global climate change. Cosmos Episode 12 Worksheet Name:______________ Directions: Answer the questions as you watch episode 12 of Cosmos: A Spacetime Odyssey What planet is Neil deGrasse Tyson talking about when he says it used to be paradise?How hot is the surface of Venus?What are the clouds that block the Sun on Venus made of?Which country landed a probe on Venus in 1982?What is the difference in the way carbon is stored on Venus and on Earth?What living thing created the White Cliffs of Dover?What would Venus have needed in order to store carbon in the form of a mineral?What on Earth primarily controls the amount of carbon dioxide in the air?What did Charles David Keeling manage to do in 1958?How can scientists read the â€Å"diary† of the Earth written in the snow?What major event in history is the starting point of the exponential rise of carbon dioxide in the atmosphere?How much carbon dioxide do volcanoes add to the atmosphere on Earth every year?How did scientists conclude the extra carbon dioxide in the air contributing to climate change was not made from volcanoes, but instead comes from burning fossil fuels?How much ext ra carbon dioxide are humans putting into the atmosphere every year by burning fossil fuels? How much additional carbon dioxide has been spewed into the atmosphere since Carl Sagan first warned about doing so in the original â€Å"Cosmos† television series in 1980?What do Neil deGrasse Tyson and his dog walking on the beach symbolize?How are the polar ice caps an example of a positive feedback loop?At what rate are the Arctic Ocean ice caps receding now?How is the permafrost near the North Pole melting increasing carbon dioxide levels?What are two ways we know that the Sun is not the cause of the current global warming trend?What amazing invention did Augustin Mouchot first display in France in 1878?Why was there no interest in Augustin Mouchot’s invention after he won the gold medal at the fair?Why did Frank Shuman’s dream of irrigating the desert in Egypt never come to be?How much of the wind’s power would have to be tapped in order to run all of civilization?The manned missions to the moon were a direct result of what period in the United State s’ history?Who were the first group of people to stop wandering and begin civilization by using agriculture?

Problems in Economic Development 's assignment Example | Topics and Well Written Essays - 500 words

Problems in Economic Development 's - Assignment Example b) The underlying tension in the developing world is the lack of antiretroviral drugs that can be used by HIV patients to reduce the multiplication of the virus in the body of those who are affected. This is different from the developed world in that the developed countries have enough of these drugs and can keep the level of HIV/AIDs as low as possible. 3. Health may create a poverty trap between generations because when one gets better health care, his or her level of productivity increases; hence, high level of income. On the other hand, the person from the other generation that gets little or no health care is less productive, and, therefore, earns very little. This change has one generation moving from low health care to high health care; hence, creation of the poverty trap between generations. 4. a) Conditional cash transfer refers to a condition whereby parents were being given cash transfer with a condition of sending their children to school and failure to do so, they would be forced to do it. b) The amount transferred varied based on the level of education and gender. Those who were in secondary schools were to be paid high amounts and those who took girls to school were also subject to high payments. This was to encourage further learning by the children in schools and also encourage girl child education and make girls go to school. c) No. Conditional cash transfers were found not to be more effective than unconditional cash transfers. This was because Malawi tried to use it, but it did not do better, and this suggested that parents should not be forced to send their children to school, but need to be helped

Introduction to Counseling Essay Example | Topics and Well Written Essays - 750 words

Introduction to Counseling - Essay Example This is what I call building. Yes, building or making my plans realized. Indeed, the choices we make affect our future. My decision today will shape my future. Before I have to make my choice of a course, and eventually a career that will accompany me for the rest of my earth's life, I have to get back to where I came from, of what led me to this institution to study. I can't think of any possible career. There is one story of my life however that is forever fresh in my youthful mind - a story of my childhood. Some humble beginnings nurtured my mind to an environment that values life above anything. I would prefer seeing people counseling others, giving them a touch of a loving hand, and young ordinary folks sacrificing personal happiness and pursuits for the service of people in the countryside, ordinary human beings who really come from the grassroots. Though I may not be them to the letter, I'll try to follow a path where my life will be focused of the goals set forth in my childhood - that of helping and counseling people. Most courses focus on improving. Improving ways to look for money. Improving or finding ways for fortune and fame. Others focus on serving not just with pay but with an enormous amount of pay. Simply put, they are not gratifying, albeit satisfying or comparable to helping people unselfishly by counseling them. What can be more rewarding than touching people and letting them feel that here's someone who cares, who prefers to listen rather than dictate. With my planned career of helping people I need to be more unselfish, to have a lot of sacrifices and concern. I have to be broadminded, and need to understand other areas of human relationship like the emotional, spiritual and social environment. On the other hand, I may further need a firm determination, lots of sacrifice, and some thought that by helping others I am making a profound difference on the life of another human being. This is a challenging and rewarding endeavor - to feel the needs of a patient, to listen and guide someone through a more secure and promising path through life. 3. My choice of my career is an extension of my personality What we want to be reflects what we always think of life, from the beginning when we build dreams and castles in the air, until we start a process of fulfilling those dreams. But these dreams and plans are usually influence by the environment, or how we were brought up, until we acquire a personality that we embrace all throughout. I have always planned of a helping career. My goal is to compassionately share my knowledge and resources to people in need of these resources. I have exhibited this since I was too young, and now it is high time that I start to frame and reflect what is really inside of me. 4. How an internship can help me develop as a professional Internship can help a lot because it is through this that I will be able to feel the real job of counseling, a true hands-on experience. It is like an on-the-job training that young graduates pass through before they go on with real work in the office or any workplace. I will be encouraged and challenged to work professionally, see for myself what really are the

The Code of Ethics for Nurses Essay Example for Free

The Code of Ethics for Nurses Essay This paper discusses the code of ethics of nurses. The nurses are sometimes found in very challenging situations that call for proper decision making. The action taken should not be against this code of ethics. Nurses are guided by a set of laws that are meant to assist them in their duties to offer medical services and at the same time satisfy their patient’s requirements. The code of ethics for the nurses rejects any attempt to perform activities that are contrary to the patient’s rights. These include the right to life, to self esteem and the right to respectful treatment (International Council of Nurses, 2006). In the case study situation the surgeon made a wrong recommendation for the patient. Mr. B was wrongfully scheduled for a tumor resection procedure yet the most appropriate course of treatment for him was a palliative treatment or limited intervention. Subjecting the patient to a tumor resection was an act that subjected the aged patient to a higher risk of postoperative recovery (Strang, Strang, Hultborn, Arner, 2004). With the problem of bed space the patient deserved to be treated equally with other patients despite his age, the health condition and his limited chances of survival. The human rights stipulate clearly that the life of one individual is equally important as the other and therefore should not be undermined (Tschudin, 2003). The nurses should have acted by the principle of the first patient to be admitted the first to be served and in that situation the other patients younger than Mr. B should have been directed to other facilities. By all ethical standards, nurses should always value the lives of their patients regardless of the situation since all the lives are precious and none can be substituted for another one.

For The Love Of The Fish An Es :: essays research papers

In the short story “The Third Thing That Killed My Father,'; Raymond Carver explores the life of the town outcast. Through the observations of a young boy and his father Carver tells the story of a man caught in himself, and captures the true essence of a mans character and his conflicts. Dummy the town outcast finds himself in a struggle to protect the one thing that makes him happy, a school of black bass. Carver comes up with three major conflicts, which include man verses society, nature, and himself. When Dummy gets his fish he further distanced himself from the community. He has always been made fun of by coworkers, and because he had no one to trust this gave Dummy a pretense for digging a deeper hole into his depression. "Well, it made them kid Dummy, the way he was always carrying everything. Carl Lowe, Ted Shade, Johnny Wait, they were the worst kidders of the ones that kidded Dummy.'; Another reasons for Dummy’s introversion was his wife. “ She was a women years younger and said to run around with Mexicans.'; The lack of love at home and negative attention at work caused Dummy to shut society out. The only friends Dummy had where his fish, which he protected from the cruelties of society. He protected the fish like no one had protected him, yet he still loses them to a force that cannot be controlled or stopped. “ It blew for five days, and on the third day the river began to rise. “She’s up to fifteen feet,'; my father said one evening looking over his newspaper. “Which is three feet over what you need to flood. Old Dummy is going to lose his darlings.'; Even though, Dummy protects his fish from unwanted fisherman he cannot protect them and himself from forces of greater power, the force of nature. Another one of the conflicts in the story is Dummy’s struggle with himself. Dummy was never really loved which persuaded him to find something else to love. The fish gave him a since of awareness and control that was never found at work and in his marriage. As long as he had the fish he was needed, and happy being apart of a community that never judged him. When Dummy lost this he lost his life, love, and sanity. “He’d changed a lot, Dummy had. He was never around any of the men anymore, not if he could help it.

Cognitive & Moral Development Theories Essay

ABSTRACT The intention of this paper is to provide an overview of the psychological theories of Jean Piaget and Lawrence Kohlberg. While Piaget’s perspective was psychological, Kholberg’s viewpoint was psychological with emphasis placed on moral development and both theories will be compared and contrasted in this paper. Furthermore, the implications of these theories for counselling will be examined. RESEARCH ON THE COGNITIVE & MORAL DEVELOPMENT THEORIES OF JEAN PIAGET & LAWRENCE KOHLBERG JEAN PIAGET Jean Piaget, Swiss biologist, philosopher, and behavioral scientist, was born on August 9, 1896 (Piaget, 2001). One of his most significant achievements was his research in developmental psychology and the resultant theory in cognitive development. Although many of the principles developed by Piaget have been criticized, the impact he has made in the field of cognitive development cannot be exaggerated. According to Morris and Maisto (2008), Piaget is the most influential cognitive development theorist. Piaget’s segue into cognitive development started while developing French versions of questions on English intelligence tests at the Binet Institute, Paris, in the 1920s. He became fascinated with the reasons children gave for answering incorrectly on questions requiring logical thinking. He believed  that the incorrect answers showed significant qualitative variances between the way older children and younger children think. Hence, he made a systematic study of children, including his own, by observing and studying them playing, solving problems, and participating in everyday activities. He asked them questions and tested them in order to learn how they thought. His observations and studies led him to believe that children were not only receiving knowledge from their parents and teachers, but they were also creating ideas and cognitive development is a way of adapting to the environment. Paiget found that the differences were not attributed to the younger children being less intelligent than their older counterparts, as was the general assumption in psychology at the time. Neither did they think at a slower pace than adults. Rather, they just think very differently. His interest in how knowledge develops in humans during different stages of development led to what is popularly known as the stages theory or stage theory of cognitive development. The name is derived from Piaget’s description of cognitive development as four distinct stages in children, ranging from sensorimotor, preoperational, concrete, and formal, beginning in a logical manner in childhood and ending in adulthood. This four-stage model shows how the mind processes new information encountered. Children are born with a mental structure that is genetically inherited and which evolves over time. This mental structure forms the foundation for all subsequent learning and knowledge. Cognitive development, therefore, is a â€Å"progressive reorganization of mental processes resulting from maturation and experience† (Singer & Revenson, 1997). According to Singer and Revenson (1997) all children will pass through these stages, which unfold over time, in order to achieve an intellectual functioning at the adult level. The sequence of the stages is fixed and unchangeable and children cannot skip a stage but must go through the stages in the same order, although at different rates. Later stages evolve from and are built on earlier stages, with the child acquiring more complex motor and cognitive skills, moving between stages in a very gradual and subtle transition. The main elements of Piaget’s cognitive development theory are schema, the four processes that enable the transition from one stage to another, and the four stages of cognitive development. Piaget was interested in how an organism adapts to its environment and hypothesized that human behaviours are controlled through mental organizations called schemata, also called schema or schemes, which humans use to represent the world and designate action. Humans also have a biological drive to obtain balance or equilibrium between the schemes and the environment and this is what drives the adaptation. Infants are born with schema operating at birth, which are called â€Å"reflexes,† which are used to adapt to the environment. These reflexes are soon replaced with constructed schemata, which are used throughout life as the person adapts to the environment. Piaget’s first stage is the sensorimotor stage, which lasts from birth to about two years. Intelligence at this point is based on physical and motor activity without the use of symbols. Hence the child uses mobility, crawling, and walking to facilitate knowledge. The child’s progress is visible through the modification of reflexes in response to the environment. It is at this stage that the child learns object permanence, understanding that objects continue to exist even though they cannot be seen. The end of the stage is manifested in the immature use of symbols and language development that signals the transition to the second stage (Morris and Maisto, 2008). The preoperational stage is the second stage and lasts from age two to about age seven. Intelligence is demonstrated at this stage through the use of symbols, particularly the development of language. Memory and imagination are developed and children are able to mentally represent objects and events. Children are now able to think and process information in a one-dimensional fashion, having the ability to do monological, nonreversible thinking (Coon, 2006). They are very egocentric and find it difficult to see things from another person’s point of view, failing to recognize any duality in conversations. The end of this stage is signaled by the child’s ability to conserve number (Piaget, 2001). Piaget’s third stage, the concrete operational stage, is shown by the child demonstrating logically integrated thought. This stage spans from age seven  to eleven as the child’s exposure to, and integration of knowledge has matured and the child is able to use all three types of knowledge to interact with the environment to a relatively high degree. Operational thinking develops as the child is now able to interact with the environment from more than one perspective. Egocentric thought diminishes. Formal operational stage is Piaget’s fourth stage. This is from eleven years onward or preadolescent to adulthood. Intelligence at this stage is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thinking, however, the individual is moved to a much broader perspective and thinking beyond self (Siegler, 1991). At this stage individuals are able to think abstractly about various issues such as morality, justice, truth, and the nature of existence. They are also able to provide alternative, competing beliefs about these issues. Therefore, cognitive development becomes a pre-requisite for acquiring morality based upon abstract principles. LAWRENCE KOHLBERG Lawrence Kohlberg (1927-1987) is considered by some to be the most distinguished psychologist of recent time in the field of moral development. Expanding upon Piaget’s stages theory, Kohlberg began his lifelong work in studying cognitive moral development (CMD) in 1958 with his dissertation at the University of Chicago (Kohlberg, 1981) Kohlberg suggested that moral judgment develops through six stages divided into sequences of three levels. His stage theory implies that moral changes will always move in an upward direction and individuals must progress through each stage as there is no skipping of stages. Furthermore, varying social, cultural, or religious conditions do no significantly affect the nature of our sequence and only impact the rate at which an individual will progress through this sequence. The three levels are preconventional – the first level of morality, conventional – the second level of morality, and postconventional – the highest level of morality. The preconventional level is open to the cultural norms and labels of right or wrong. However, these labels are interpreted in terms of physical or hedonistic consequences to the individual or in terms of the authority or physical power of the enforcers of the rules. This level is divided into two stages: obedience and punishment and individualism and exchange or instrumental relativist orientation. Stage 1 uses punishment to dissuade the individual from doing the action and continuing to obey the rules. That is, action is motivated by a desire to avoid punishment. In Stage 2, the morality of the action is judged by how it satisfies the needs of the person doing it. Actions are motivated by the rewards or benefits to the individual. At the conventional level the individual’s moves into adolescence and the shift to formal operation thought. The focus is on maintaining the expectations of society and societal roles such as the family, group, or culture, regardless of the consequences. This attitude is one of conformity and loyalty, and level is divided into two stages: Stage 3 – Interpersonal Concordance or â€Å"Good Boy-Nice Girl† Orientation and Stage 4: Society Maintaining or â€Å"Law and Order† Orientation. Moral behavior at Stage 3 is based upon what is approved by others and what pleases or helps others. There is a further shift around mid-adolescence, and the child moves towards respecting the authorities and following the rules, as well as being a â€Å"good citizen†. Both stages require the ability to think about abstract values such as â€Å"social order† and â€Å"duty† and to consider the motives behind the behaviour (Morris and Maisto, 2008) 0063. Finally, the postconventional level, referred to as the â€Å"autonomous† or â€Å"principled† level, involves Stages 5 and 6 of moral development and is mainly concerned with universal principles that relate to the action done. The individual tries to define moral values that are valid apart from the authority of groups. This level also has two stages, Stage 5 – Social Contract Orientation and Stage 6 – Universal Ethical Principles Orientation. In Stage 5 existing laws which are created to protect individual rights define moral actions and the individual examines various values and opinions of different people before deciding on the morality of the action. At this stage the individual may consider the possibility of changing the law for  reasons of social utility. In Stage 6, the final stage of moral reasoning, the individual’s conscience, in harmony with the individual’s chosen ethical principles defines moral action. These ethical principles include equality of human rights, justice, reciprocity, and respect for human dignity. As the individual becomes attached to his or her own ethical principles, the judgement may become innate and there is a high possibility that the judgement may violate the laws and rules. COMPARE AND CONTRAST PIAGET AND KOHLBERG’S THEORIES There are obvious correlations and differences between the theories of Piaget and Kohlberg. As stage theorists, Piaget is the first to propose that cognitive development occurs over stages. He hypothesized that intellectual development in children occur in a hierarchical manner, in four stages from infancy to adolescence. Kohlberg hypothesized moral development occurring over five hierarchical stages. However, unlike Piaget who specifies age ranges and limits his development to adolescence, Kohlberg’s theory does not specify age ranges and occurs throughout the life span. Furthermore, Piaget’s theory proposes that cognitive development occurs in conjunction with biological development, whereas Kohlberg believed that moral development and the understanding of what is morally right or wrong stems from socialization with parents, teachers, and peers. Both theorists believed that cognitive development is influenced by the individual’s social environment. Based on Piaget’s theory, moral development occurs in two distinct stages. Children initially believes that their parents or God dictates rules and as such, their moral judgements are based on the consequences of their actions rather than their intentions. Around age eleven, this way of thinking about morality changes as children begin to understand that morals are based on their own judgements and intentions. Essentially, children transition from a more concrete understanding of morality to a more abstract understanding. They now realize that rules are not absolute and really just ways that human beings to cooperate and coexist. Kholberg did not dismiss Piaget’s theory, but built upon them, offering a  more refined and deeper understanding of moral development in children in a six-stage model. Like Piaget, Kohlberg believed that children’s first understanding of morality is based on rules and the consequences of their actions. He also believed that children struggled with similar issues such as relationships, individual rights, social orders, and universality over a period of time. However, his theory provides a more detailed and in-depth understanding of the moral development of humans than Piaget’s theory. IMPLICATIONS FOR COUNSELLING Counselling professionals need to have a grasp of the basic theory and concepts of the growth periods in human development. This is not only important for the client, but the counsellor as well, who must be self-aware and knowledgeable about any development issues in his or her past that may benefit from a review of the theories. Since many of the psychotherapy methods and approaches reference incidents and issues in the client’s past, an astute counsellor will mentally reference the developmental stages in order to determine how the client’s level of development at the time may have influenced a particular trauma. According to Colin Feltham (2006), a counsellor who is knowledgeable about common age-specific characteristics is better able to provide help in assessment and the planning of and referral for therapy. For example, Piaget believed that children ages zero to seven years, who have not transitioned into the operational period, do not process the concepts of death and loss in the same way adults do. There is a lack of maturity of understanding in this area and a counsellor who is ignorant of this could transpose adult emotions such as loss, grief or anger to a young child, resulting in the child being confused. In the same way, adolescence can be a distressing period as teens and young adults’ transition into the Formal Operations period. They may be experiencing pressure to fit in and conform, while processing significant physical, emotional and moral changes at the time. The effective counsellor who is both informed and empathetic will be better able to support and guide his or her client. In conclusion, significant links have been identified between cognitive and moral development theories and counselling behaviours. There are links  between cognitive complexity and empathy; moral development and empathic response. Counsellors who are at higher stages of moral and cognitive development are more empathetic, usually more able to define themselves and clients in positive terms, are more likely to analyse their reactions to client in an objective manner, and are more aware of the interactive nature of the counselling relationship. That is, counsellors at higher stages of cognitive and moral development are better equipped to handle the complex problem-solving and social interaction that is required in the counselling process. REFERENCES Cognitive and Moral Development 3 APPENDIX THEORETICAL FRAMEWORK OF COUNSELLING KHOLBERG’S LEVEL AND STAGES PIAGET’S COGNITIVE IMPLICATION FOR COUNSELLING Behaviour Therapy Preconventional Level (Stages 1 & 2)