Social Psychiatry and Psychiatric Epidemiology †Free Samples

Question: Talk about the Social Psychiatry and Psychiatric Epidemiology. Answer: Intrtoduction: This paper puts accentuation on the three parts of how mental issue are seen by the average citizens, by their own and by the clinicians. Biogenetic depictions are identified with trashing perspective of the general public. Nonetheless, the discoveries from the co-social just as the test assessments recommends that biogenetics portrayals really partner to diminish the propensity to censure the people with mental clutters for their own issues however a growing inclination to see them as undermining and flighty. The blended endowments model has been portrayed which accentuation primarily on the clarification of biogenetics and further branches to attribution of wildness and mental essentialism. Attribution of wildness was further clarifying the reduced fault and then again, mental essentialism clarifies want for social separation, prognostic negativity and saw peril for the intellectually scattered. Consequently on the off chance that the impediments are to be thought of, at that point it very well may be said that nobody can divert their back from confronting the reactions of the biogenetic standpoint to the psychopathology. What should be possible is to battle essentialist misinterpretations of neuroscience and mental hereditary qualities that can lead an approach to isolate the biogenetic portrayals and the current disfavor. Finally, the unsuitable impacts of the biogenetic clarifications can be changed by basically instructing the general public on bioscience. To dispose of the adverse generalizations that the general public has for the individuals with emotional wellness issues both the unmistakable outcomes of biogenetic and psychosocial depictions of mental indications are surveyed in this article. It was in New Zealand that the negative observations were that are found somewhere else are reproduced here. In any case, it has been seen that the wellbeing experts of Australia are progressively negative towards the intellectually sick then the regular open. Destigmatization battles attempts to cause general society to follow that individuals experiencing seriously troublesome mental issues are sick similarly as the person who is enduring with some ailment. The chose test for this specific examination is undergrad science understudies from a college of New Zealand. In any case, two polls for every member were made before hand and they were made to watch a video where an intellectually hostility depict their manifestations. Not long when thi s video the members need to fill this survey, which will quantify their demeanor towards the intellectually crippled. All things were scored so that the higher the quantity of score the portrayal of the negative mentality will likewise be higher. In any case, this investigation guarantees that New Zealand as barely any different Nationalities confine certain negative perspectives for the intellectually sick. In this article, it has been discovered that the disgrace identified with the dysfunctional behaviors impedes the treatment utilized and this may additionally decline the effectively impressive social just as mental weight that has been forced by manifestations of psychological maladjustment. In spite of the fact that there has been a tremendous rehashed endeavors that has been taken to diminish the shame of psychological sicknesses, in this manner the negative mentality has been proceeded or have exacerbate the cases over the most recent ten years of time. Surveys on this subject in the past has just evaluated that various legendary constraints are there that are seen as hosing the advancement in this circle. From this article, there are sure extra issues that are identified with costly disgrace lessening points of view, heterogeneous foundations and excessively constrained inquiries identified with this examination has been talked about in a careful way. Be that as it may, here are sure proposals that are accommodated again centering this circle of work by broadening the inquiries identified with this exploration, starting evident builds and by including certain desert however significant investigation from the populaces. The result of this article further tends to the reasonable difficulties in the exploration of dysfunctional behavior shame that can assist with ad libbing the aims and in a superior manner serve the individuals experiencing mental anguish. The motivation behind this article it has been expected that the biogenetic irregular models can generally extemporize the open perspectives towards the people experiencing dysfunctional behaviors. It anyway analyzes that attributions of biogenetics are related emphatically with the grasping of those people who are enduring by these sorts of disarranges. For this specific point, there has been a review in the populace that was led in two major urban areas of Germany. The respondents were offered with a delineation of youthful females who are experiencing anorexia nervosa or bulimia nervosa that has been trailed by a full-sorted out meeting that remembers the inquiries for easygoing attributions, the enthusiastic responses of the members and the desire for social separation. The outcome further expresses that attribution to the genetic components shows barely any relationship with mentalities in regards to people who goes with the manifestations of dietary issue. Further expressing th at the members who are supporting cerebrum illnesses as a cause that is tended more to grasp those burdened that are liable for the conditions. Be that as it may, the members were seen as progressively inclined to negative feelings and have a more grounded preference for social separation. Along these lines, the thought has not been bolstered that biogenetic easygoing models of dietary issues to diminish the disgrace but instead it can build the danger of involving it. References Angermeyer, M. C., Mnich, E., Daubmann, A., Herich, L., Wegscheider, K., Kofahl, C., von dem Knesebeck, O. (2013). Biogenetic clarifications and open acknowledgment of individuals with eating disorders.Social psychiatry and mental epidemiology,48(10), 1667-1673. Casados, A. T. (2017). Decreasing the Stigma of Mental Illness: Current Approaches and Future Directions.Clinical Psychology: Science and Practice. Haslam, N., Kvaale, E. P. (2015).Biogenetic clarifications of mental issue: The blended favors model.Current Directions in Psychological Science,24(5), 399-404. Walker, I., Read, J. (2002).The differential adequacy of psychosocial and biogenetic causal clarifications in decreasing contrary perspectives toward mental illness.Psychiatry: Interpersonal and Biological Processes,65(4), 313-325.

The Good Man Jesus and the Scoundrel Christ Chapter 2 Free Essays

‘Oh, yes. He needs us to return and reveal to him where to discover you, so he can ensure the kid is safe.’ ‘If I were you,’ said Joseph, ‘I’d go straight home. We will compose a custom paper test on The Good Man Jesus and the Scoundrel Christ Chapter 2 or on the other hand any comparable subject just for you Request Now The lord is unusual, you know. He may bring it into his head to rebuff you. We’ll take the kid to him in great time, don’t worry.’ The stargazers thought this was a word of wisdom, and went their direction. In the interim, Joseph stuffed their merchandise hurriedly, and set off that very night with Mary and the youngsters and went to Egypt, since he knew King Herod’s unpredictable ways, and dreaded what he would do. The Death of Zacharias He was on the whole correct to do as such. At the point when Herod understood that the crystal gazers were not going to return, he flew into a wrath and requested that each kid in Bethlehem and the area under two years old ought to be murdered without a moment's delay. One of the offspring of the correct age was John, the child of Zacharias and Elizabeth. When they knew about Herod’s plan, Elizabeth took him up into the mountains searching for some place to stow away. In any case, she was old and couldn't walk far, and in her depression she shouted out, ‘Oh pile of God, cover a mother and her child!’ Without a moment's delay the mountain opened and offered her a collapse which to shield. So she and the kid were sheltered, however Zacharias was in a tough situation. Herod realized that he had as of late fathered a youngster, and sent for him. ‘Where is your kid? Where have you covered up him?’ ‘I am a bustling minister, Your Majesty! I invest all my energy about the matter of the sanctuary! Taking care of youngsters is women’s work. I don’t know where my child can be.’ ‘I caution you ?C come clean! I can threaten your wellbeing in the event that I need to.’ ‘If you shed my blood, I will be a saint to the Lord,’ said Zacharias, and that worked out as expected, on the grounds that he was executed there and afterward. The Childhood of Jesus In the mean time, Joseph and Mary were choosing what to call their children. The firstborn was to be named Jesus, yet what to call the other, Mary’s mystery top pick? At long last they gave him a typical name, yet taking into account what the shepherds had stated, Mary consistently called him Christ, which is Greek for Messiah. Jesus was a solid and sprightly child, however Christ was regularly sick, and Mary stressed over him, and gave him the hottest covers, and let him suck nectar from at the tip of her finger to stop him crying. Not long after they had shown up in Egypt, Joseph heard that King Herod had kicked the bucket. It was sheltered to return to Palestine, thus they set off back to Joseph’s home in Nazareth in Galilee. There the youngsters grew up. Also, as opportunity went there arrived more kids to go along with them, more siblings, and sisters as well. Mary cherished every one of her kids, however not similarly. The little Christ appeared to her to require exceptional consideration. Where Jesus and different kids were rowdy and played boisterously together, getting into evil, taking organic product, yelling out impolite names and fleeing, starting ruckuses, tossing stones, smearing mud on house dividers, getting sparrows, Christ clung to his mother’s skirts and went through hours in perusing and petition. One day Mary went to the place of a neighbor who was a dyer. Jesus and Christ both accompanied her, and keeping in mind that she was conversing with the dyer, with Christ near to her side, Jesus went into the workshop. He took a gander at all the vessels containing diverse shaded colors, and dunked a finger in every one, and afterward cleaned them on the heap of fabrics standing by to be colored. At that point he imagined that the dyer would see and be furious with him, so he packaged up the whole heap and push everything into the vessel containing a dark color. He returned to the room where his mom was conversing with the dyer, and Christ saw him and stated, ‘Mama, Jesus has accomplished something wrong.’ Jesus had his hands behind him. ‘Show me your hands,’ said Mary. He brought his hands around to appear. They were shaded dark, red, yellow, purple and blue. ‘What have you been doing?’ she said. Frightened, the dyer ran into his workshop. Protruding out of the highest point of the vessel with the dark color was a chaotic load of material, besmeared and recolored with dark, and with different hues also. ‘Oh no! Look what this whelp has done!’ he cried. ‘All this material ?C it’ll cost me a fortune!’ ‘Jesus, you terrible boy!’ said Mary. ‘Look, you’ve annihilated this man’s work! We’ll need to pay for it. How might we do that?’ ‘But I thought I was helping,’ said Jesus. ‘Mama,’ said Christ, ‘I can make everything better.’ Furthermore, he took an edge of fabric, and said to the dyer: ‘What shading is this one expected to be, sir?’ ‘Red,’ said the dyer. Furthermore, the kid hauled it out of the vessel, and it was red everywhere. At that point he pulled out every one of the rest of the materials, asking the dyer what shading it ought to be, thus they were: each piece was consummately colored similarly as the client had requested it. The dyer wondered, and Mary grasped the youngster Christ and kissed him over and over, loaded up with satisfaction at the decency of the little individual. Some other time Jesus was playing close to the passage over a creek, and he made some little sparrows out of mud and set them all up in succession. A devout Jew who was passing observed what he was doing and went to tell Joseph. ‘Your child has broken the sabbath!’ he said. ‘Do you know what he’s doing somewhere around the passage? You should control your children!’ Joseph rushed to perceive what Jesus was doing. Christ had heard the man yelling, and followed not far behind Joseph. Others were following as well, having heard the uproar. They arrived similarly as Jesus made the twelfth sparrow. ‘Jesus!’ Joseph said. ‘Stop that without a moment's delay. You realize this is the sabbath.’ They would rebuff Jesus, however Christ applauded, and without a moment's delay the sparrows woke up and took off. The individuals were astonished. ‘I didn’t need my sibling to get into trouble,’ Christ clarified. ‘He’s a decent kid really.’ And all the grown-ups were loaded up with adoration. The young man was so unobtrusive and mindful, not somewhat like his sibling. However, the offspring of the town favored Jesus. The Visit to Jerusalem At the point when the twins were twelve years of age, Joseph and Mary took them to Jerusalem for the banquet of the Passover. They went down in an organization of different families, and there were numerous grown-ups to watch out for the kids. After the celebration, when they were assembling everybody to leave, Mary ensured that Christ was with her, and said to him: ‘Where is Jesus? I can’t see him anywhere.’ ‘I think he’s with the group of Zachaeus,’ said Christ. ‘He was playing with Simon and Jude. He disclosed to me he was going to travel home with them.’ So they set off, and Mary and Joseph pondered him, envisioning him safe with the other family. Be that as it may, when it was the ideal opportunity for the night feast, Mary sent Christ to Zachaeus’s family to call Jesus, and he returned energized and restless. ‘He’s not with them! He revealed to me he was going to play with them, however he never did! They haven’t seen him anywhere!’ Mary and Joseph looked among their family members and companions, and solicited each gathering from voyagers in the event that they had seen Jesus, however none of them knew where he was. This one said they had last observed him playing outside the sanctuary, that one said they had heard him state he was setting off to the commercial center, another said they were certain he was with Thomas, or Saul, or Jacob. At long last Joseph and Mary needed to acknowledge that he had been abandoned, and they stashed their things and turned around towards Jerusalem. Christ rode on the jackass, since Mary was stressed that he may be worn out. They scanned through the city for three days, however Jesus was mysteriously absent. At long last Christ stated, ‘Mama, should we go to the sanctuary and appeal to God for him?’ Since they had looked wherever else, they figured they would attempt that. Also, when they entered the sanctuary grounds, they heard a disturbance. ‘That’ll be him,’ said Joseph. Sufficiently sure, it was. The clerics had discovered Jesus wiping his name on the divider with earth, and were concluding how to rebuff him. ‘It’s just clay!’ he was stating, forgetting about the earth his hands. ‘As soon as it downpours, it’ll fall off once more! I wouldn’t fantasy about harming the sanctuary. I was composing my name there with the expectation that God would see it and recollect me.’ ‘Blasphemer!’ said a minister. What's more, he would have struck Jesus, yet Christ ventured forward and talked. ‘Please, sir,’ he stated, ‘my sibling isn't a blasphemer. He was composing his name in mud to communicate the expressions of Job, â€Å"Remember that you molded me like mud; and will you go me to clean again?† ‘ ‘That may be,’ said another, ‘but he realizes without a doubt he’s fouled up. Look ?C he’s attempted to wash his hands and disguise the evidence.’ ‘Well, obviously he has,’ said Christ. ‘He has done it to satisfy the expressions of Jeremiah, â€Å"Though you wash yourself with lye and utilize a lot of cleanser, the stain of your blame is still before you.†Ã¢â‚¬Ëœ ‘But to flee from your family!’ Mary said to Jesus. ‘We’ve been unnerved! Anything could have transpired. Be that as it may, you’re so narrow minded, you don’t realize thinking of others. Your family makes no difference to you!’ Jesus hung his head. Yet, Christ stated: ‘No, Mama, I’m sure he has good intentions. A

3 Proven Strategies to Motivate Your Team - Focus

3 Proven Strategies to Motivate Your Team - Focus Its a fresh battle every day to find the motivation to get through my to do list. But motivating your team is an entirely different challenge. Its not always as simple as cracking the whip or offering a cash bonus, either. Understanding how people respond to different types of motivation can help us be better leaders and increase the productivity of our teams. It can just take a little science to figure out what works best and which strategies to use to motivate your team. 1. Show Appreciation This first approach sounds simple, but it can make a big difference. In a survey of 2,000 working Americans, 81 percent said theyd work harder for an appreciative boss. 70 percent also said theyd feel better about themselves and their work if their boss showed appreciation more often. For a simple thanks, thats quite a good returnâ€"even if it only leads to a small increase in productivity, its worth the effort. According to Wharton professor Adam Grant, A sense of appreciation is the single most sustainable motivator at work. Grant says appreciation differs from motivators like cash bonuses or promotions, which we quickly adjust to, because the sense that other people appreciate what you do sticks with you. A review of over fifty studies from the London School of Economics in 2011 backs up the benefits of showing appreciation for your team. The review found people put in more effort at work when they feel appreciated. Another example of this effect at work comes from behavioral economist Dan Ariely, who conducted an experiment on motivation at an Intel factory in Israel. The study split employees into groups and told each group theyd receive a different reward for completing all their work each day. One group would receive a small cash bonus, another would receive a voucher for free pizza, and a third would receive a compliment from the boss. On the first day, the pizza group was most productive, with the compliment group a close second. The cash bonus group had a small bump in productivity compared to the control group (who received no bonus reward) but was far behind the pizza and compliment conditions. And on the second day of the study, the cash bonus group actually performed worse than those employees not receiving any reward. As the week finished up, productivity leveled out across all three conditions, but compliments ended up as the best option for boosting the workers performance. This study points out how little money can motivate us, and how, in fact, it can even harm our motivation. But another study showed that when we dont feel our work is appreciated, we tend to expect more money as compensation for the same work. So take some time to say thank you to your team members today. That quick act could save you money and increase productivity. Discover team productivity Try MeisterTask Its free! Try MeisterTask 2. Show Your Team the Fruits of Their Labor Research shows we like to see the outcome of our efforts. An example comes from a study that asked participants to build Lego models, paying a small sum per model that decreased for each one the participants completed. For some participants, the models were immediately disassembled by the researchers. For the rest, their models were kept under the table to be disassembled at the end of the experiment. The team whose work was kept until they were done completed an average of eleven Lego models before quitting, while those whose models were immediately disassembled only managed seven. Even though both groups of participants knew their work would ultimately be destroyed, seeing the fruits of their labor was enough to encourage participants to keep working for longer. A less tangible example comes from a study of a fundraising call center at the University of Michigan. Call center workers were visited by students who had benefited from the centers efforts, for a ten-minute chat. A month later researchers found that those workers whod been spoken to by students were spending 142 percent longer on the phone, and overall the centers income had increased by 171 percent. Even if your team isnt creating something tangible like Lego models, there are ways you can show them the outcomes theyre contributing to. Seeing how their efforts lead to a meaningful result could motivate your team to work harder. 3. Motivate Your Team by Putting Something at Stake We like to get new things, but we hate losing things even more. This principle is called loss aversion. Were so averse to loss that well go a long way to avoid it. Vassilis Dalakas, professor of marketing at California State University San Marcos tested how loss aversion could be used to increase his students motivation to study. He taught the same consumer behavior class twice, with the same material, and introduced optional pop quizzes throughout the class in both cases. The quizzes were worth one point if they were passed, and any student with five points at the end of the class could skip the final exam. The only difference between the two classes was the rule around the final exam. In the first class the exam was required, but students could earn the right to opt out by gaining five points from the quizzes. In the second class the exam was optional from the start but students could lose the right to opt out by not gaining five points. Guess which class passed more quizzes? In class one 43 percent of students earned five points by the end of the class. In class two it was 82 percentâ€"almost double. The reason is simply loss aversion. We hate to lose things that we feel belong to us. Its so upsetting that well work harder to maintain our ownership over those things rather than suffer the loss. The students in the second class believed they owned the right to skip the exam and didnt want to have it taken away, so they were more likely to study hard and pass the quizzes. The good news is even small losses work better as motivators than rewards. As we saw in the study above, it’s simply a matter of framing that changes how much we’re motivated to work hard. So you might offer your team the chance to earn an afternoon off by hitting their weekly goals. Or you could promise them an afternoon off every week unless they don’t hit their weekly goals. The outcome is the same, but the framing is different. It seems we care more about not losing something that’s already been promised to us than we do about earning something new. You can combine the various suggestions I’ve explored here to motivate your team. Show your team the fruits of their labor and remember to offer your appreciation for their work, but also try putting something at stake now and then. Each of these approaches has been shown to increase motivation, but together theyre sure to work even better. Teamwork made simple Discover MeisterTask Its free! Discover MeisterTask 3 Proven Strategies to Motivate Your Team - Focus Its a fresh battle every day to find the motivation to get through my to do list. But motivating your team is an entirely different challenge. Its not always as simple as cracking the whip or offering a cash bonus, either. Understanding how people respond to different types of motivation can help us be better leaders and increase the productivity of our teams. It can just take a little science to figure out what works best and which strategies to use to motivate your team. 1. Show Appreciation This first approach sounds simple, but it can make a big difference. In a survey of 2,000 working Americans, 81 percent said theyd work harder for an appreciative boss. 70 percent also said theyd feel better about themselves and their work if their boss showed appreciation more often. For a simple thanks, thats quite a good returnâ€"even if it only leads to a small increase in productivity, its worth the effort. According to Wharton professor Adam Grant, A sense of appreciation is the single most sustainable motivator at work. Grant says appreciation differs from motivators like cash bonuses or promotions, which we quickly adjust to, because the sense that other people appreciate what you do sticks with you. A review of over fifty studies from the London School of Economics in 2011 backs up the benefits of showing appreciation for your team. The review found people put in more effort at work when they feel appreciated. Another example of this effect at work comes from behavioral economist Dan Ariely, who conducted an experiment on motivation at an Intel factory in Israel. The study split employees into groups and told each group theyd receive a different reward for completing all their work each day. One group would receive a small cash bonus, another would receive a voucher for free pizza, and a third would receive a compliment from the boss. On the first day, the pizza group was most productive, with the compliment group a close second. The cash bonus group had a small bump in productivity compared to the control group (who received no bonus reward) but was far behind the pizza and compliment conditions. And on the second day of the study, the cash bonus group actually performed worse than those employees not receiving any reward. As the week finished up, productivity leveled out across all three conditions, but compliments ended up as the best option for boosting the workers performance. This study points out how little money can motivate us, and how, in fact, it can even harm our motivation. But another study showed that when we dont feel our work is appreciated, we tend to expect more money as compensation for the same work. So take some time to say thank you to your team members today. That quick act could save you money and increase productivity. Discover team productivity Try MeisterTask Its free! Try MeisterTask 2. Show Your Team the Fruits of Their Labor Research shows we like to see the outcome of our efforts. An example comes from a study that asked participants to build Lego models, paying a small sum per model that decreased for each one the participants completed. For some participants, the models were immediately disassembled by the researchers. For the rest, their models were kept under the table to be disassembled at the end of the experiment. The team whose work was kept until they were done completed an average of eleven Lego models before quitting, while those whose models were immediately disassembled only managed seven. Even though both groups of participants knew their work would ultimately be destroyed, seeing the fruits of their labor was enough to encourage participants to keep working for longer. A less tangible example comes from a study of a fundraising call center at the University of Michigan. Call center workers were visited by students who had benefited from the centers efforts, for a ten-minute chat. A month later researchers found that those workers whod been spoken to by students were spending 142 percent longer on the phone, and overall the centers income had increased by 171 percent. Even if your team isnt creating something tangible like Lego models, there are ways you can show them the outcomes theyre contributing to. Seeing how their efforts lead to a meaningful result could motivate your team to work harder. 3. Motivate Your Team by Putting Something at Stake We like to get new things, but we hate losing things even more. This principle is called loss aversion. Were so averse to loss that well go a long way to avoid it. Vassilis Dalakas, professor of marketing at California State University San Marcos tested how loss aversion could be used to increase his students motivation to study. He taught the same consumer behavior class twice, with the same material, and introduced optional pop quizzes throughout the class in both cases. The quizzes were worth one point if they were passed, and any student with five points at the end of the class could skip the final exam. The only difference between the two classes was the rule around the final exam. In the first class the exam was required, but students could earn the right to opt out by gaining five points from the quizzes. In the second class the exam was optional from the start but students could lose the right to opt out by not gaining five points. Guess which class passed more quizzes? In class one 43 percent of students earned five points by the end of the class. In class two it was 82 percentâ€"almost double. The reason is simply loss aversion. We hate to lose things that we feel belong to us. Its so upsetting that well work harder to maintain our ownership over those things rather than suffer the loss. The students in the second class believed they owned the right to skip the exam and didnt want to have it taken away, so they were more likely to study hard and pass the quizzes. The good news is even small losses work better as motivators than rewards. As we saw in the study above, it’s simply a matter of framing that changes how much we’re motivated to work hard. So you might offer your team the chance to earn an afternoon off by hitting their weekly goals. Or you could promise them an afternoon off every week unless they don’t hit their weekly goals. The outcome is the same, but the framing is different. It seems we care more about not losing something that’s already been promised to us than we do about earning something new. You can combine the various suggestions I’ve explored here to motivate your team. Show your team the fruits of their labor and remember to offer your appreciation for their work, but also try putting something at stake now and then. Each of these approaches has been shown to increase motivation, but together theyre sure to work even better. Teamwork made simple Discover MeisterTask Its free! Discover MeisterTask

Machiavelli Essay - 953 Words

The Prince MAJOR THEME Machiavelli had a true and abiding love for Florence. He wanted to make Florence great and also find himself a job, as he lost his when the Medici family came into power. He dedicated his book on political science, The Prince, to Lorenzo Medici in the hopes that Lorenzo would be impressed and offer him a job. However, Lorenzo ignored the book and Machiavelli. The Prince is a didactic examination of political power, how to achieve it, maintain it, and expand it. Machiavelli does not take into consideration what is morally right, or amoral, only what is useful and useless. The book is more like a technical manual, and technical manuals only state the facts. The book defines what turns a mere man into a great†¦show more content†¦As Isiah Berlin says in his essay, Machiavelli admired these heroes because they were high-minded, tough, and tough enough to use brutality against the few, to help the public good of the princedom. He especially admired Moses because he was worthy to talk to God. Moses had the opportunity to create a new civilization with the Israelites because they were being treated badly by the Pharoah. Therefore, Moses took advantage of their discontent with their new master and led them in a revolt. Eventually creating a new civilization. Machiavelli admired Moses because of his strength of character that carried him through the difficult trouble of gaining power. 3. Discuss Machiavelliamp;#8217;s opinions on the uses of cruelty to accomplish certain goals. The Prince is about the ways to achieve political power, with no preference for the way in which it is achieved. Machiavelli does not advocate unnecessary cruelty. His book is only about how to obtain and keep a princedom. Machiavelli believes that cruelty is sometimes necessary to aquire or/and keep political power. Machiavelli recognized that in the time he lived a political ruler would have to use cruelty, he writes, amp;#8220;The new prince, above all princes, cannot possibly avoid the name of cruelty;. He also states in Chapter VIII that cruelty may be useful sometimes in achieving certain ends, but it would bring no glory. 1. What doesShow MoreRelated Machiavelli Essay1597 Words   |  7 Pages quot;The term Machiavellian refers to someone who is unscrupulous, cunning, cynical, and unprincipledquot;(Goods 1998). Many scholars agree that this particular adjective would have dismayed Niccolo Machiavelli, the man from whom the term is derived. In reality he has been attributed as being one of the brightest lights of the Italian Renaissance through his works as not only a writer, but also as an influential philosopher of history and political thought. His most famous work The Prince hasRead MoreThe Machiavelli And Machiavelli s The Prince2348 Words   |  10 PagesI have always found great interest in the infamous Niccolo Machiavelli and his ways of thinking; my eye was drawn to him long before I knew I would be studying at Colorado State and even before I had any interest in politics. It was from young man know as Tupac Shakur, and let me tell you it is great to finally understand who Machiavelli is and the things he has done for the outlook on politics after hearing about how much respect and praise he got from the iconic rapper of the 1990s. In this paperRead MorePrinciples Of Machiavelli1615 Words   |  7 PagesIn the 16th century Niccolo Machiavelli presented Lorenzo de Medici with his most prized possession, â€Å"The Prince†. At this time, it was custom to present the prince with your most prized possession, in order to gain their friendship. Machiavelli spent much time studying past rulers and wrote â€Å"The Prince† in which he describes how one acquires and maintains power. At the time, The Prince was not well accepted as it went perceived to go against the Catholic Church. However, today the prince has beenRead MoreMachiavelli as a Humanist1886 Words   |  8 Pageswho is concerned with the interests and welfare of humans. Niccolo’ Machiavelli can be thought of as a humanist. Although opinions on this differ greatly depending on whom you speak with. Machiavelli’s life consists of so many examples and lessons that he has learned throughout his life. Through my paper, I intend to examine his perception of morality based on his political writings and life experiences. Niccolo’ Machiavelli was born on May 3, 1469 and died in 1527. Although we do not knowRead MoreAnalysis Of Machiavelli774 Words   |  4 PagesChasity L Wireman Dr. Michael A. Lazarus HIS 102-W1: Western Civilization II 10/25/2017 There are many reasons why Machiavelli is widely considered the beginner of modern political thought, one of the many is he studied strictly the politicians, and businessmen. Machiavelli recognized the political playing field as a vile place only for the most dominating and cunning of political giants. One of Machiavelli’s most famous work, On Principalities, or known by the other title, The PrinceRead More Machiavelli Essay1438 Words   |  6 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Niccolo Machiavelli, one of the great political minds of the 15th century, accomplished what many mathematicians today only dream of, having one’s name used as an adjective. To be Machiavellian is to demonstrate characteristics of expediency, deceit, and cunning and as Machiavelli wrote in, The Prince, these are the qualities of a great leader. The Prince was published in 1531, creating great controversy with other political thinkers of the time. Machiavelli completely ignored theRead MoreThe Relat ionship Between Machiavelli And Machiavelli s The Prince1075 Words   |  5 Pagesand turmoil, philosophers are able to give their critiques on government and human nature as a whole. Socrates and Machiavelli, both philosophers in what it means to be a proper leader and the role of the people within a society, share contrasting views. Machiavelli, alive during the time of great political turmoil in Italy, is immortalized through his writings in The Prince. Machiavelli was able to use what the political shortcomings he witnesses during his time period as a guide to deciphering theRead MoreThe Prince, By Machiavelli1517 Words   |  7 PagesIn The Prince, Machiavelli doesn’t hesitate to recommend that a ruler employ conventionally immoral methods against his own subjects to maintain authority over them, but he does imply that whatever a ruler does should ultimately benefit the community. A Prince’s actions may be cruel, manipulative, or otherwise immoral, but they put him in the position to govern. On occasion, Machiavelli even suggests that gaining power through immoral acts is the best way to improve a community because immoralityRead MoreThe Prince By Niccolo Machiavelli1472 Words   |  6 PagesPrince by: Niccolo Machiavelli really tries and is successful at dividing politics and ethics to decipher the characteristics of a good and bad political/government ruling leader in this novel. In this reading, I seen 5 points that Machiavelli talked about, and those were: Free Will, Being Hated vs Goodwill, Virtue, A Good Military, and finally Human Nature. These are a necessity to the recipe that Machiavelli is making in this book. In the first few chapters of the book, Machiavelli begins to talkRead More Machiavelli And Plato Essay1564 Words   |  7 Pages Niccolio Machiavelli (Born May 3rd, 1469 amp;#8211; 1527 Florence, Italy.) His writings have been the source of dispute amongst scholars due to the ambiguity of his analogy of the amp;#8216;Nature of Politics; and the implication of morality. The Prince, has been criticised due to itamp;#8217;s seemingly amoral political suggestiveness, however after further scrutiny of other works such as The Discourses, one can argue that it was Machiavelliamp;#8217;s intention to infact imply a positive

Leadership Communication and Generation Essay - 1110 Words

Leadership Communication Communication is an essential part in a leaders daily work life, and without it, effective leadership does not exist. However, it is possible to be able to communicate without having to lead. These interactions can consist of transmitting communication through messages, pictures via email or text messages. For most humans it comes natural to interact through communication and shared symbols. Leaders can face barriers of communication, but finding new methods or tools that work appropriately in order to transmit their information is a crucial factor. The Way a Leader Communicates The way a leader communicates is not dependent from his or her age/generation. The classification of generations are chart by their birth†¦show more content†¦My leadership style has flourished by my hard work in hopes to leave an imprint and a legacy for my children. Unlike the past generations that were work obsessed, I have learned to be patient and empathetic. My empathetic leadership may be my flaw but for now, this has worked for me in the health care field. My primarily focus in my communication style is based on listening first and then thinking before I speak in order to give an appropriate answer or solution. My generation finds it easy to value change and innovation. For me, being a leader is not about delegating work but about coaching, teaching, and mentoring subordinates. It brings me joy to see one of my subordinates develop new skills and become promotable, due to my help in training him/her. I believe this is due to being an empathetic leader since another l eader took a chance in my earlier years, and ingrained in me that I too could be a leader someday with his coaching. My formal written communication style may not currently be up to par with my verbal communication. However, it is something that I am currently working on. For example, it takes me twice as long to write a formal email compared to an informal email. This is because I know the informal recipient. Not knowing my recipient personally is what affects the trust in my writing. This hesitation comes with doubt, writer’s block, stress, and worry. Once, I overcome myShow MoreRelatedLeadership and Communication: How Each Generation Communicates906 Words   |  4 PagesLeadership and Communication A leader’s age and generation plays a significant role in the way they communicate. When different generations come together they bring with them their own worldviews and expectations. An effective leader is able to step out of their generational preferences and customize the way they communicate to the other generations. By effectively addressing and taking advantage of those unique generational differences they can bridge the generations together to create a collaborativeRead MoreRole of Technology and the Information Age in Contemporary Leadership Communication884 Words   |  4 Pagesor her age/generation. I fully agree with this statement. 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School Kills Creativity †Ken Robinson Free Essays

1. I agree with this statement, my explanation is that everybody got an education since they was born. First, you have to define the word â€Å"education†. We will write a custom essay sample on School Kills Creativity – Ken Robinson or any similar topic only for you Order Now In my opinion education is same as imitation because everyone learns by imitate from what people have done. Students learn mathematic by the method that ancient people made, baby or kids learn everything from what they have seen. You can see that when we were young, we imitated the way we speak from our parents, and we drew the picture from what we see. In that time, we enjoyed that moment. So, we can say that education is in our instinct. 2. 3. What he say happen to us because we have been taught to live in the same pattern, we have to do something in the same way, we have to do something in the same pattern, to make mistake is prohibited. If you learn from history, many things come from the mistaken; Alfred Nobel found Dynamite when he tries to make other thing. Another reason why I agree with his word is that we’re all taught by the same way, so after graduated, we’ll be something like a textbook that you can find it easily. Creativity is the thing that can’t be taught. It has in everyone but education system obstruct it. School kills creativity – Ken Robinson In his speech at the TED conference in February 2006, Sir Ken Robinson claims for a reformation of the current creativity retarding worldwide education system. His point of departure is that children are born with huge talents, wasted by the contemporary education system. While children are not afraid of being wrong, school and the ecological system eliminate this attitude. Read also  How Powerful Do You Find Atticus Finch’s Closing Speech? Robinson thinks that this, making mistakes, is the only way to develop new ideas, although getting on in life means not making mistakes. People, especially children, should have more space to be wrong, accordingly to possibilities of creating something new. Being developed in the 19th century, the education system is focused on providing the requirements for a job in the industry and academic ability. The orator points out that the hierarchy of subjects around the world is the same: first comes math and languages, followed by humanities and concluded by the arts, especially usic and art, after that drama and dance. In Robinson’s opinion this is the right order of priorities for a scientific career, but not for people of the future which have to solute the world problems in a more creative way. Talented people do not get the sense of achievement, because things they are good at are not valued at school; hence, their high creative potentials are wasted. Furthermore Sir Ken Robin son mentions an â€Å"academic inflation† around the world, since conditions for job entrance referring to one’s academic degree are raised. Intelligence is diversely based on visual, tonal, kinesthetically, dynamic and abstract influences as a result it is the interaction of different disciplinary ways of seeing things. That is why the whole body has to be educated to use the whole spectrum of human capacity. Therefore fundamental principles of the education system have to be changed in order to send the next generation into a better future. In my personal experience, around two years ago when I was in high school, I lost all of my confidence and didn’t know what I have to do. My score were lower than other students in the class. The teachers used to ignore me and treated me as a troublemaker. After finishing some internship in America, I’ve realized that I was not that kind. People who I had met in America, especially my boss and my co-worker, encourage me to do what I really want to do. And finally I have a confidence that I can do everything if I want to. Good morning. How are you? It’s been great, hasn’t it? I’ve been blown away by the whole thing. In fact, I’m leaving. (Laughter)  There have been three themes, haven’t there,  running through the conference, which are relevant  to what I want to talk about. One is the extraordinary evidence of human creativity  in all of the presentations that we’ve had  and in all of the people here. Just the variety of it  and the range of it. The second is that  it’s put us in a place where we have no idea what’s going to happen,  idea how I have an interest in education —  actually, what I find is everybody has an interest in education. Don’t you? I find this very interesting. say you  actually, you’re not often at dinner parties, frankly, if you work in education. (Laughter) You’re not asked. And you’re never asked back, curiously. That’s strange to me. But if you are, and you say to somebody,  you know, they say, â€Å"What do you do? †Ã‚  and you say you work in education,  you can see the blood run from their face. They’re like,  Ã¢â‚¬Å"Oh my God,† you know, â€Å"Why me? My one night out all week. † (Laughter)  But if you ask about their education,  they pin you to the wall. Because it’s one of those things  that goes deep with people, am I right? Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it,  partly because it’s education that’s meant to  take us into this future that we can’t grasp. If you think of it, children starting school this year  will be retiring in 2065. Nobody has a clue –despite all the expertise that’s been on parade for the past four days —  what the world will look like  in five years’ time. And yet we’re meant  to be educating them for it. So the unpredictability, I think,  is extraordinary. And the third part of this is that  we’ve all agreed, nonetheless, on the  really extraordinary capacities that children have —  their capacities for innovation. I mean, Sirena last night was a marvel,  wasn’t she? Just seeing what she could do. And she’s exceptional, but I think she’s not, so to speak,  exceptional in the whole of childhood. What you have there is a person of extraordinary dedication  who found a talent. And my contention is,  all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and  I want to talk about creativity. My contention is that  creativity now is as important in education as literacy,  and we should treat it with the same status. (Applause) Thank you. That was it, by the way. left. Well I heard a great story recently — I love telling it —  of a little girl who was in a drawing lesson. She was six  and she was at the back, drawing,  and the teacher said this little girl hardly ever  paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her  and she said, â€Å"What are you drawing? †Ã‚  And the girl said, â€Å"I’m drawing a picture of God. †Ã‚  And the teacher said, â€Å"But nobody knows what God looks like. †Ã‚  And the girl said, â€Å"They will in a minute. †Ã‚  (Laughter) When my son was four in England —  actually he was four everywhere, to be honest. Laughter)  If we’re being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: â€Å"Nativity II. † But James got the part of Joseph,  which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts:  Ã¢â‚¬Å"James Robinson IS Joseph! † (Laughter)He didn’t have to speak, but you know the bit  where the three kings come in. They come in bearing gifts,  and they bring gold, frankincense and myrhh. This really happened. We were sitting there  and I think they just went out of sequence,  because we talked to the little boy afterward and we said,  Ã¢â‚¬Å"You OK with that? † And he said, â€Å"Yeah, why? Was that wrong? â€Å"They just switched, that was it. Anyway, the three boys came in —  four-year-olds with tea towels on their heads —  and they put these boxes down,  and the first boy said, â€Å"I bring you gold. †Ã‚  And the second boy said, â€Å"I bring you myrhh. †Ã‚  And the third boy said, â€Å"Frank sent this. † (Laughter) What these things have in common is that kids will take a chance. If they don’t know, they’ll have a go. Am I right? They’re not frightened of being wrong. Now, I don’t mean to say that being wrong is the same thing as being creative. What we do know is,  if you’re not prepared to be wrong,  you’ll never come up with anything original —  if you’re not prepared to be wrong. And by the time they get to be adults,  most kids have lost that capacity. They have become frightened of being wrong. way. We  where mistakes  And the result is that we are educating people out of  their creative capacities. Picasso once said this —  he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately,  that we don’t grow into creativity,  we grow out of it. Or rather, we get educated out if it. So why is this? I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was. Actually, we  just outside Stratford, which is where  Shakespeare’s father was born. Are you struck by a new thought? I was. You don’t think of Shakespeare having a father, do you? Do you? Because you don’t think of  Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was  seven at some point. He was in  somebody’s English class, wasn’t he? How annoying would that be? (Laughter) â€Å"Must try harder. † Being sent to bed by his dad, you know,  to Shakespeare, â€Å"Go to bed, now,†Ã‚  to William Shakespeare, â€Å"and put the pencil down. And stop speaking like that. It’s confusing everybody. †Ã‚  (Laughter) Anyway, we moved from Stratford to Los Angeles,  and I just want to say a word about the transition, actually. My son didn’t want to come. I’ve got two kids. He’s 21 now; my daughter’s 16. He didn’t want to come to Los Angeles. He loved it,  but he had a girlfriend in England. This was the love of his life, Sarah. He’d known her for a month. Mind you, they’d had their fourth anniversary,  because it’s a long time when you’re 16. Anyway, he was really upset on the plane,  and he said, â€Å"I’ll never find another girl like Sarah. †Ã‚  And we were rather pleased about that, frankly,  because she was the main reason we were leaving the country. (Laughter) But something strikes you when you move to America  and when you travel around the world:  Every education system on earth has the same hierarchy of subjects. Every one. Doesn’t matter where you go. You’d think it would be otherwise, but it isn’t. At the top are mathematics and languages,  then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too,  there’s a hierarchy within the arts. Art and music are normally given a higher status in schools  than drama and dance. There isn’t an education system on the planet  that teaches dance everyday to children  the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they’re allowed to, we all do. We all have bodies, don’t we? Did I miss a meeting? Laughter) Truthfully, what happens is,  as children grow up, we start to educate them  progressively from the waist up. And then we focus on their heads. And slightly to one side. If you were to visit education, as an alien,  and say â€Å"What’s it for, public education? †Ã‚  I think you’d have to conclude — if you lo ok at the output,  who really succeeds by this,  who does everything that they should,  who gets all the brownie points, who are the winners —  I think you’d have to conclude the whole purpose of public education  throughout the world  is to produce university professors. Isn’t it? They’re the people who come out the top. And I used to be one, so there. (Laughter)  And I like university professors, but you know,  we shouldn’t hold them up as the high-water mark of all human achievement. life, another  them. There’s  not all of them, but typically — they live in their heads. They live up there, and slightly to one side. They’re disembodied, you know, in a kind of literal way. They look upon their body  as a form of transport for their heads, don’t they? meetings. If  by the way, get yourself along to a residential conference  of senior academics,  and pop into the discotheque on the final night. Laughter) And there you will see it — grown men and women  writhing uncontrollably, off the beat,  waiting until it ends so they can go home and write a paper about it. Now our education system is predicated on the idea of academic ability. And there’s a reason. The whole system was invented â₠¬â€ around the world, there were  no public systems of education, really, before the 19th century. They all came into being  to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work  are at the top. So you were probably steered benignly away  from things at school when you were a kid, things you liked,  on the grounds that you would  never get a job doing that. Is that right? Don’t do music, you’re not going to be a musician;  don’t do art, you won’t be an artist. Benign advice — now, profoundly mistaken. The whole world  is engulfed in a revolution. And the second is academic ability, which has really come to dominate  our view of intelligence,  because the universities designed the system in their image. If you think of it, the whole system  of public education around the world is a protracted process  of university entrance. And the consequence is that many highly talented,  brilliant, creative people think they’re not,  because the thing they were good at school  wasn’t valued, or was actually stigmatized. And I think we can’t afford to go on that way. In the next 30 years, according to UNESCO,  graduating through  combination of  technology and its transformation effect on work, and demography  and the huge explosion in population. Suddenly, degrees aren’t worth anything. Isn’t that true? When I was a student, if you had a degree, you had a job. If you didn’t have a job it’s because you didn’t want one. And I didn’t want one, frankly. (Laughter)  But now kids with degrees are often  heading home to carry on playing video games,  because you need an MA where the previous job required a BA,  other. It’s  And it indicates the whole structure of education  is shifting beneath our feet. We need to radically rethink  our view of intelligence. We know three things about intelligence. One, it’s diverse. We think about the world in all the ways  that we experience it. We think visually,  we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard  yesterday from a number of presentations,  intelligence is wonderfully interactive. The brain isn’t divided into compartments. In fact, creativity — which I define as the process  of having original ideas that have value —  more often than not comes about through the interaction  of different disciplinary ways of seeing things. The brain is intentionally — by the way,  there’s a shaft of nerves that joins the two halves of the brain  called the corpus callosum. It’s thicker in women. Following off from Helen yesterday, I think  this is probably why women are better at multi-tasking. Because you are, aren’t you? There’s a raft of research, but I know it from my personal life. If my wife is cooking a meal at home —  which is not often, thankfully. (Laughter)  But you know, she’s doing — no, she’s good at some things —  but if she’s cooking, you know,  she’s dealing with people on the phone,  she’s talking to the kids, she’s painting the ceiling,  she’s doing open-heart surgery over here. If I’m cooking, the door is shut, the kids are out,  the phone’s on the hook, if she comes in I get annoyed. I say, â€Å"Terry, please, I’m trying to fry an egg in here. Give me a break. † (Laughter)  Actually, you know that old philosophical thing,  if a tree falls in a forest and nobody hears it,  did it happen? Remember that old chestnut? I saw a great t-shirt really recently which said, â€Å"If a man speaks his mind  in a forest, and no woman hears him,  is he still wrong? † (Laughter) And the third thing about intelligence is,  it’s distinct. I’m doing a new book at the momentcalled â€Å"Epiphany,† which is based on a series of  interviews with people about how they discovered  their talent. I’m fascinated by how people got to be there. It’s really prompted by a conversation I had  with a wonderful woman who maybe most people  have never heard of; she’s called Gillian Lynne —  have you heard of her? Some have. She’s a choreographer  and everybody knows her work. She did â€Å"Cats† and â€Å"Phantom of the Opera. †Ã‚  She’s wonderful. I used to be on the board of the Royal Ballet in England,  as you can see. Anyway, Gillian and I had lunch one day and I said,  Ã¢â‚¬Å"Gillian, how’d you get to be a dancer? † And she said  it was interesting; when she was at school,  she was really hopeless. And the school, in the ’30s,  wrote to her parents and said, â€Å"We think  Gillian has a learning disorder. † She couldn’t concentrate;  she was fidgeting. I think now they’d say  she had ADHD. Wouldn’t you? But this was the 1930s,  and ADHD hadn’t been invented at this point. It wasn’t an available condition. (Laughter)  People weren’t aware they could have that. Anyway, she went to see this specialist. So, this oak-paneled room,  and she was there with her mother,  and she was led and sat on this chair at the end,  and she sat on her hands for 20 minutes while  this man talked to her mother about all  the problems Gillian was having at school. And at the end of it —  because she was disturbing people;  her homework was always late; and so on,  little kid of eight — in the end, the doctor went and sat  next to Gillian and said, â€Å"Gillian,  I’ve listened to all these things that your mother’s  told me, and I need to speak to her privately. †Ã‚  He said, â€Å"Wait here. We’ll be back; we won’t be very long,†Ã‚  and they went and left her. But as they went out the room, he turned on the radio  that was sitting on his desk. And when they  got out the room, he said to her mother,  Ã¢â‚¬Å"Just stand and watch her. † And the minute they left the room,  she said, she was on her feet, moving to the music. And they watched for a few minutes  and he turned to her mother and said,  Ã¢â‚¬Å"Mrs. Lynne, Gillian isn’t sick; she’s a dancer. Take her to a dance school. † I said, â€Å"What happened? †Ã‚  She said, â€Å"She did. I can’t tell you how wonderful it was. We walked in this room and it was full of  people like me. People who couldn’t sit still. People who had to move to think. † Who had to move to think. They did ballet; they did tap; they did jazz;  they did modern; they did contemporary. She was eventually auditioned for the Royal Ballet School;  she became a soloist; she had a wonderful career  at the Royal Ballet. She eventually graduated  from the Royal Ballet School and  founded her own company — the Gillian Lynne Dance Company —  met Andrew Lloyd Weber. She’s been responsible forsome of the most successful musical theater  productions in history; she’s given pleasure to millions;  and she’s a multi-millionaire. Somebody else  might have put her on medication and told her  to calm down. Now, I think †¦ (Applause) What I think it comes to is this:  Al Gore spoke the other nightabout ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future  is to adopt a new conception of human ecology,  one in which we start to reconstitute our conception  of the richness of human capacity. Our education system has mined our minds in the way  that we strip-mine the earth: for a particular commodity. And for the future, it won’t serve us. We have to rethink the fundamental principles  on which we’re educating our children. There was  a wonderful quote by Jonas Salk, who said, â€Å"If all the insects  were to disappear from the earth,  within 50 years all life on Earth would end. If all human beings disappeared from the earth,  within 50 years all forms of life would flourish. â€Å"And he’s right. What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift  wisely and that we avert some of the scenarios  that we’ve talked about. And the only way  we’ll do it is by seeing our creative capacities  for the richness they are and seeing  our children for the hope that they are. And our task  is to educate their whole being, so they can face this future. By the way — we may not see this future,  but they will. And our job is to help  them make something of it. Thank you very much. How to cite School Kills Creativity – Ken Robinson, Papers

Jean Piaget Essay Example Essay Example

Jean Piaget Essay Example Paper Jean Piaget Essay Introduction Jean Piaget was born in Switzerland in 1896. In his youth he studied philosophy and obtained a doctorate in biology by the age of 21. In his work in biology he discovered that molluscs could adapt to different environments and that their shells matured in a different way according to their environment. This discovery led him to consider how humans might adapt and mature differently according to their environment. This new area of interest led him to study developmental psychology and he went on to become one of the most respected and influential figures in the field. The majority of his work in psychology and that which he is most famous for is his theory of cognitive development. Piaget believed that children were born with an innate desire (and need) to adapt to their environment, and that they do this by interacting with it and learning from it. He came up with the idea of à ¯Ã‚ ¿Ã‚ ½schemasà ¯Ã‚ ¿Ã‚ ½ which are the basic building blocks of intelligence. Babies start out with mi nimal in-built schemas for things such as sucking and grasping and moving limbs. As the baby grows its schemas are refined and combined to create more complex schemas such as for walking. This development takes place through the processes of à ¯Ã‚ ¿Ã‚ ½assimilationà ¯Ã‚ ¿Ã‚ ½, à ¯Ã‚ ¿Ã‚ ½accommodationà ¯Ã‚ ¿Ã‚ ½ and à ¯Ã‚ ¿Ã‚ ½equilibriumà ¯Ã‚ ¿Ã‚ ½. A baby will try and apply its schema of sucking its motherà ¯Ã‚ ¿Ã‚ ½s nipple to obtain nutrients to sucking a cup of juice; this is the babyà ¯Ã‚ ¿Ã‚ ½s attempt to assimilate the task of drinking from a cup into its existing schemata. The sucking schema is inadequate for the task and the child will be in a state of disequilibrium. In order to restore balance the child must modify its existing schemas to accommodate the new task or experience. This is the process of à ¯Ã‚ ¿Ã‚ ½adaptationà ¯Ã‚ ¿Ã‚ ½. Jean Piaget Essay Body Paragraphs Piaget identified four main stages of cognitive development through which all children pass as they grow older. Each stage is typified by the kind of schemas a child a child has within that stage. The intellectual understanding attained at each stage builds upon that of the previous stage, and the stages are therefore passed through in sequence. Development remains continuous and fluid through all the stages however, rather than jumping from one stage to the next. The first stage is called the sensorimotor stage. This stage occupies approximately the first two years of the childà ¯Ã‚ ¿Ã‚ ½s life. It is characterised by the childà ¯Ã‚ ¿Ã‚ ½s hands-on approach to discovering the world around it. The child learns by hearing, seeing, smelling (sensory) and grasping, sucking and pulling (motor). The first few months are also characterised by the babyà ¯Ã‚ ¿Ã‚ ½s lack of à ¯Ã‚ ¿Ã‚ ½object permanenceà ¯Ã‚ ¿Ã‚ ½. This means that the child is not able to understand that when an object is removed from view the object still exists. To the child, if an object is out of sight it is out of mind. The child is also extremely egocentric; it is unable to make the distinction between itself and the world around it. The second stage in Piagetà ¯Ã‚ ¿Ã‚ ½s theory of cognitive development is the preoperational stage which lasts from the ages of 2 to 7 years old. During this stage the child greatly develops the ability to use symbols and language. Although the child learns to distinguish between itself and the rest of the world it is still egocentric in that it is unable to see things from other peopleà ¯Ã‚ ¿Ã‚ ½s point of view or to à ¯Ã‚ ¿Ã‚ ½put itself in other peopleà ¯Ã‚ ¿Ã‚ ½s shoesà ¯Ã‚ ¿Ã‚ ½. The next stage is called the concrete operational stage which last from 7 to 11 years of age. This stage is where the child acquires the ability to perform logical operations. These cognitive operations allow the child to make logical deductions which are not dependant on their perceptions although they still need a grounding in concrete experience. These logical operations are also fully reversible allowing the child to consider a great deal of possibilities. The child also becomes a great deal less egocentric, allowing it to become a lot more sociable and consider various points of view. The fourth and final stage is the formal operational stage which develops from the age of 11 to the age of 16. During this stage the childà ¯Ã‚ ¿Ã‚ ½s ability to perform logical operations continues to grow and is freed from the need for actual experience of the object or situation. This enables the child to think in more abstract terms allowing them to consider hypothetical situations as well as real experiences. The child also becomes capable of à ¯Ã‚ ¿Ã‚ ½reflective abstractionà ¯Ã‚ ¿Ã‚ ½ which allows them to acquire new knowledge by considering and reflecting upon existing knowledge. Piaget theory is coherent and offers a complete and detailed model of intellectua l development from birth to adulthood. It is the most well-known and possibly the most established theory of its kind. It is also one of the most controversial. Many psychologists have criticised Piagetà ¯Ã‚ ¿Ã‚ ½s theory, especially with regard to the manner of the experiments he used to explore and prove his theories. One of the first criticisms of Piagetà ¯Ã‚ ¿Ã‚ ½s work is that he often only used his own three children as test subjects for his experiments. This could introduce several confounding variables and problems with the validity of the results. First of all the use of only three participants for any kind of experiment is too small, especially when the results are to be applied to the whole world. Any kind of anomalies or unusual traits of his three children would be magnified. For instance, if one of his children was able to perform a particular mental operation at a very young age, this could be interpreted as meaning a third of the whole worldà ¯Ã‚ ¿Ã‚ ½s children w ould be able to do the same, even though only a tiny proportion actually could. Another problem with Piagetà ¯Ã‚ ¿Ã‚ ½s use of his own children is that there were many things in the childrenà ¯Ã‚ ¿Ã‚ ½s lives and environment which would be unique to them. An important example of this is the fact that their father was one of the worldà ¯Ã‚ ¿Ã‚ ½s leading scientists! How many people in the world can say that? This means that Piagetà ¯Ã‚ ¿Ã‚ ½s great intelligence would have probably been passed on to his children in some way, either through genetics or through his interaction with them as they grew up. This means that they may have been more intellectually developed than the average child of their age and they would also be familiar with their fatherà ¯Ã‚ ¿Ã‚ ½s way of thinking and communicating, perhaps helping them to perform better in his experiments. Although Piagetà ¯Ã‚ ¿Ã‚ ½s theory is fundamentally based largely on his observations of his own children, it is worth noting t hat he also performed larger scale experiments and some of his earlier work with his own children was re-tested by himself and others with not too dissimilar results. Piaget has also been criticised for the wording he used during his experiments. Some say that his wording was often too advanced, abstract or ambiguous for the child to really understand what is required of them. There is also the issue of what each individual child understands of certain words. For instance, when performing a liquid conservation experiment, Piaget would ask the child if one glass had more water in it than the other. Would the child have the same understanding of the word à ¯Ã‚ ¿Ã‚ ½moreà ¯Ã‚ ¿Ã‚ ½ as à ¯Ã‚ ¿Ã‚ ½three dimensional volumeà ¯Ã‚ ¿Ã‚ ½ that Piaget would have? The child may interpret this as meaning à ¯Ã‚ ¿Ã‚ ½does one glass have more height of waterà ¯Ã‚ ¿Ã‚ ½ in it. If so, then this is a different problem of cognition and does not necessarily mean that the child does not grasp the co ncept of conservation. Much of Piagetà ¯Ã‚ ¿Ã‚ ½s work was based on observations, usually of his own children, which were non-experimental and recorded in a qualitative, yet systematic and comprehensive way. He saw this as the best way to solve the puzzles of cognitive development which concerned him. This kind of procedure produces results which are not easily analysed and do not give definitive à ¯Ã‚ ¿Ã‚ ½black and whiteà ¯Ã‚ ¿Ã‚ ½ answers. The data he gathered is therefore open to some interpretation. Piagetà ¯Ã‚ ¿Ã‚ ½s theory that children aged below seven are intrinsically egocentric has also been cast into serious doubt. Whilst it is generally agreed that youngsterà ¯Ã‚ ¿Ã‚ ½s are egocentric to some extent, it has been observed that children as young as four are able to choose suitable gifts for their motherà ¯Ã‚ ¿Ã‚ ½s birthday, rather than (as Piaget would have expected) buying toys that they themselves would like. It has also been shown that children as young as four can use à ¯Ã‚ ¿Ã‚ ½child-contingentà ¯Ã‚ ¿Ã‚ ½ language to talk to younger children, meaning that they modify their language making it less complex, so that it can be understood by the toddler. There are many flaws in Piagetà ¯Ã‚ ¿Ã‚ ½s theory of cognitive development and perhaps even more flaws in the methodology he used to explore and verify it. The volume of criticism that this has generated has left very few people who still entirely agree with Piagetà ¯Ã‚ ¿Ã‚ ½s theory. Many people dispute his theory as a whole. This revolt however does not necessarily mean that Piagetà ¯Ã‚ ¿Ã‚ ½s contribution to the field of cognitive development is invalidated, in fact, in some ways it only serves to highlight how important his work has become. All other alternative theories of cognitive development stem from or are inspired by Piagetà ¯Ã‚ ¿Ã‚ ½s work in one way or another. Some are an attempt to build on or refine his disputed theories into a more practical or rational explanation. Man y new theories are a reaction to Piagetà ¯Ã‚ ¿Ã‚ ½s, very much at odds with his ideas and often from an opposite viewpoint (such as Vygotsky). If Piaget had not formed and published his theories on cognitive development then Vygotsky and other theorists may never have come to offer their alternative views and the subject of cognitive development may not have been researched nearly as much as it has been to date. For this reason, even if Piagetà ¯Ã‚ ¿Ã‚ ½s theories are eventually largely dismissed or disproven, his contribution to the subject should still be considered of great importance. We will write a custom essay sample on Jean Piaget Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Jean Piaget Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Jean Piaget Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer