Jean Piaget Essay Example for Free

Jean Piaget Essay This case study is on a young girl named Debby. She was observed in a at her parent’s home over the last weekend. She is 3 years of age. She is the only child, and lives with both parents. She has her own bedroom. She loves anything Disney princesses, she also does not like dark colors, bright colors are her favorite and she likes the color pink. She like playing with dolls, playing kitchen, and she told me that her favorite thing was to ride in mummy’s car. Debby dislikes playing trucks and boy’s game, she did not have any problem playing with boys or girls  but while observed at a birthday party, she rather plays with girls, than to play with boys. She also does not like dark colors, bright colors are her favorite. She does go to speech therapy to work on her words as both parents are actively working professionals. Debby is a very fascinating young girl, and it was exciting to do a case study over her. For a child of age four, Debby is very active. Debby is average for her physical development. Debby is physically fit, and enjoys playing with others when. Because she was observed at their at home, some questions were directed to her mother. According to a growth  and weight chart, the average height for a 3 year old girl is 37 inches. Debby is 38 inches in height, and she weighs 36 pounds (CDC growth chart. ) Debby is a very active child. She enjoys running around every chance that she gets. When playing outside Debby can kick, throw, bounce, and catch a ball adequately. She is developing her eye-hand coordination. When asking her to do these tasks, Debby is able to run, she can hop on both feet, and she can jump up and down. She needs more time to get skipping down, but she tries her best. Debby is able to dress and undress herself without assistance. Debby likes the  independence of being able to pick out her clothes that she wants to wear. She is very comfortable using iPad and some other operating electronics in the house. One of her favorite activities to do is to paint and draw. While painting, she likes to make a mess, because she thinks that it is fun to paint with her hands. Debby is in the Pre- operational stage cognitively. Pre-operational stage is from ages 2 to 7, and Debby fits in this category, because she is 3 years old. Cognitively, Debby is in the normal category, because according to develop mentalists she is developing normal for her age. Examples are that Debby knows how to write letters in the alphabet. She knows how to write her name, she just does not know the correct order the letters go in. She is able to count, she is a good listener, and she is becoming interested in how to sound out certain words. These are just a few cognitive abilities, which are normal for 3 year olds. As each year passes, and as Debby continues to get older, cognitively she will continue to progress. Debby’s Language Development is improving. Debby does attend speech therapy. When she talks sometimes you really have to listen hard to what she is saying. When she gets excited  about something, she will start talking really fast, and we have to remind her to slow down. When she gets upset, she will normally start crying, so she is encouraged to use her words to explain what is wrong. Though sometimes, she say something which she means the opposite. Her basic speech problems are annunciation, and getting some sounds confused with one another. For example b’s and d’s. Speech has really helped her, she has only been going for a little over two months, and we can already see a drastic change in her words. On occasions, you will find Debby talking or discussing with herself. According to her  mother, she usually does this when she is trying to figure something out. I enjoyed watching this taking place. I also tried to test her about her memory and recollection. I asked her about what she does on her birthday because her birthday was the previous Sunday. She was able to tell me how mummy took her to the park. Her thinking ability is very superb Cognitively, Debby is s in the normal category for a 3 year old. In the Jean Piaget theory, she is in the pre-operational stage. She loves going to school and also like to try new thing. She is well behaved and according to mum, she always goes around to greet both the teachers and  students alike whenever she is entering or leaving the school. Debby is rapidly developing many social and emotional abilities and skills. Her growth and behavior reflects the abilities that are expected of her age. Debby is developing rapidly and cognitively, she is developing normally. On the issue of Moral development, there are some cases that she knows what is right. She has begun to know right from wrong. She has started to find others opinions of self to be important. Like on Sunday in church after service, their pastor came around to say hello and he greeted he by saying â€Å"what’s up men? † but she replied â€Å"I’m not a man, I’m a girl† everybody there just laugh at the way she responded. She possesses a lot self-controlling and is less aggressive but sometimes uses verbal threats like â€Å"you will be in trouble† or â€Å"I will slap you† but to my understanding, she did not even know the meaning of those words. I enjoyed my case study on Debby. Through it, I was able to learn many penetrating strategies to see and understand if children are progressing adequately, according to their age throughout the early stages of their life. It is crucial that children progress accordingly so they do  not fall behind in school and in life. After doing this case study I now know what tips and signs to look for when deciding if a child is progressing in all aspects of life. Debby compared to an average 3 year old is normal, her age and behavior are well correlated. I am amazed with her memory. I overheard her singing a Nigerian folklore and I asked he to sing it for us again and she did not miss too much from the lyrics. Debby is in Piaget Preoperational Stage as she was able to think about things symbolically and her language use becoming more mature but her still not completely logical. Also, Debby belongs to the Musculo-Anal in the Eriksons Stages of Development because she is self-sufficient in many activities, including toileting, she can feed herself, walking, and her talking is becoming clearer. I really enjoyed observing Debby, it was a great experience and I hope to put it into practice in my field of study. Works Cited Use Of World Health Organization And CDC Growth Charts For Children Aged 0-59 Months In The United States. MMWR Recommendations Reports 59. RR-9 (2010): 1-14. Consumer Health Complete EBSCOhost. Web. 19 Apr. 2014.

Nazism :: World War II History

Nazism The National Socialist German Workers' Party almost died one morning in 1919. It numbered only a few dozen grumblers' it had no organization and no political ideas. But many among the middle class admired the Nazis' muscular opposition to the Social Democrats. And the Nazis themes of patriotism and militarism drew highly emotional responses from people who could not forget Germany's prewar imperial grandeur. In the national elections of September 1930, the Nazis garnered nearly 6.5 million votes and became second only to the Social Democrats as the most popular party in Germany. In Northeim, where in 1928 Nazi candidates had received 123 votes, they now polled 1,742, a respectable 28 percent of the total. The nationwide success drew even faster... in just three years, party membership would rise from about 100,000 to almost a million, and the number of local branches would increase tenfold. The new members included working-class people, farmers, and middle-class professionals. They were both better educated and younger then the Old Fighters, who had been the backbone of the party during its first decade. The Nazis now presented themselves as the party of the young, the strong, and the pure, in opposition to an establishment populated by the elderly, the weak, and the dissolute. Hitler was born in a small town in Austria in 1889. As a young boy, he showed little ambition. After dropping out of high school, he moved to Vienna to study art, but he was denied the chance to join Vienna academy of fine arts. When WWI broke out, Hitler joined Kaiser Wilhelmer's army as a Corporal. He was not a person of great importance. He was a creature of a Germany created by WWI, and his behavior was shaped by that war and its consequences. He had emerged from Austria with many prejudices, including a powerful prejudice against Jews. Again, he was a product of his times... for many Austrians and Germans were prejudiced against the Jews. In Hitler's case the prejudice had become maniacal it was a dominant force in his private and political personalities. Anti-Semitism was not a policy for Adolf Hitler-it was religion. And in the Germany of the 1920s, stunned by defeat, and the ravages of the Versailles treaty, it was not hard for a leader to convince millions that one element of the nation's society was responsible for most of the evils heaped upon it.

Florence Kelley

Florence Kelley (1859 – 1932) Florence Kelley, A Woman of Fierce Fidelity Florence Kelley is considered one of the great contributors to the social rights of workers, particularly women and children. She is best known as a prominent Progressive social reformer known for her role in helping to improve social conditions of the twentieth century. She has been described as a woman of fierce fidelity (Goldmark, 1953). Kelley was a leading voice in the labor, suffragette, children’s and civil rights movements. She was also a well-educated and successful woman, a rare combination during the turn of the twentieth century.Kelley was born in Philadelphia, Pennsylvania on September 12, 1859 to Quaker parents, William Darrah Kelley and his second wife, Caroline Bartram. Her father was a self-educated man who left his business to become an abolitionist, a judge and an activist for a number of political and social reforms. Kelley had two brothers and five sisters; however, all five s isters died in childhood. The childhood memory of the deaths of her five sisters influenced Kelley’s lifelong fight for government funds for maternal and child health services.The political climate during the life of Kelley and the influences of her family, education, travels and friendships contributed to her commitment to social reform. It was these influences that led this determined woman to have a profound impact on the quality of life for many individuals during her life and thereafter. Let’s examine these influences in more detail for a better understanding of this remarkable woman and reformer. Kelley had the good fortune to grow up in a progressive, cultured and affluent family. It was a family actively devoted to social reform and this devotion influenced Kelley.She was educated at home for most of her childhood due to being sickly as a child. Her father taught her to read at age seven and made his extensive library available to her. Her father also influence d her social conscience by taking the young Florence with him as he toured factories where young boys worked to help manufacture steel and glass. Kelley begins her autobiography by describing her father as a â€Å"companionship which has enriched my whole life† and credited him with encouraging her interest in public life. (Kelley, 1926).It was on the factory tours with her father that Kelley first witnessed the horrendous conditions and danger that children were forced to work under. She often stated that through this experience, she developed her enthusiasm to advocate for child labor reform. While still a young woman, Kelley wrote, â€Å"We that are strong, let us bear the infirmities of the weak. † (Sklar, 2009). At the encouragement of her father, in September 1876, at the age of seventeen, Kelley entered Cornell University, College of Arts and Sciences.After completing her studies at Cornell, Kelley attended the University of Zurich the first European university open to women where she studied politics, economics and law. While in Europe, Kelley formed friendships with people that embraced the teachings of socialism. It was during this time that Kelley began translating the works of known socialists, Karl Marx and Friedrich Engels. Her translation of Engels â€Å"The Condition of the Working Class in England in 1844† was published by New York Socialists in 1887.In 1884, while attending the University of Zurich, Kelley met and married Lazare Wischnewetzky, a Russian medical student and member of the socialist party. Kelley and her husband moved to New York City in 1886. Her husband was abusive, and, in 1889 Kelley left her husband and moved to Chicago with her three young children. The marriage ended in divorce in 1891. It was in Chicago that Kelley turned to the study of social conditions taking a special interest in women and children. Florence boarded her three children while she became a resident of the Hull House with Jane Addams and other female social reformers.The Hull House was a settlement house established to ease the suffering of the urban poor, improve unfair and dangerous working conditions and reform government to protect workers. Settlement houses were created to help the urban poor and to assist college educated women to find meaningful employment and to professionalize the social sciences of Sociology and Social Work through collecting statistics, reports and photographs. At the turn of the century, many Americans hoped to improve society for the better. These reform-minded citizens were called Progressives.Kelley was among the Chicago women of her class that strongly believed that they belonged in the public arena calling attention to the working conditions of children and women, social injustice and democracy for all. These Progressives wanted to use the government as an agency of reform and they believed grassroots efforts at the local level would spread to the state and then national level. They embraced strong efforts to address the corruption of government and to make government more efficient. Kelley and the women of the Hull House actively campaigned for civil rights, children’s health and welfare and prohibition.During her years of work at the Hull House, Kelley participated in the documentation of urban poverty. Kelley pioneered the use of scientific data to influence the decision of the U. S. Supreme Court. (Goldmark, 1953). In 1892, Kelley was hired by the Illinois Bureau of Labor Statistics to investigate the sweat shop activity in the garment industry. In this position, Kelley was responsible for providing the numerical evidence that led to state legislation mandating an eight-hour work day for women and children. The law, enacted in 1894, was repealed the following year under pressure from the Illinois Association of Manufacturers.Kelley held the position with the Illinois Bureau of Labor and Statistics until 1897 when she was appointed the first wom an Chief Factory Inspector by Illinois Governor John P. Atlgeld. Kelley was very successful in recruiting people to socialism. She told Friedrich Engels: â€Å"We have a colony of efficient and intelligent women living in a working men’s quarter with the house used for all sorts of purposes by about a thousand persons a week. The last form of its activity is the formation of unions of which we have three, the clock-makers, the shift-makers,, and the book-binders.Next week we are to take the initiative in the systematic endeavor to clean out the sweating dens. The Trade assembly is paying the expenses of weekly mass meetings; and the sanitary authorities are emphasizing the impossibility of their coping, unaided, with the task allotted to them. † Kelley’s frustration with the repeal of the eight-hour work day law for women and children and the difficulty in prosecuting the sweat shop cases influenced her to enroll at Northwestern University where she earned a law degree in 1894.In 1899, Kelley returned to New York to assume the leadership of the National Consumers’ League, an organization created to use the purchasing power of the consumer to support firms with good labor practices. She remained with this organization for over thirty years. In this role, Kelley, pioneered the use of white labels on clothing to certify garments had been produced without child labor and within the parameters of the legislation regulating factory work. During her time with the Consumer’s League, Kelley traveled extensively, speaking to various rganizations and was responsible for organizing sixty different leagues in twenty different states, plus two international conferences. Kelley played a prominent role in federal legislation for child labor minimum wages. A strong supporter of women’s suffrage and African American civil rights, Kelley helped form the National Association for the Advancement of Colored People (NAACP) and the Women†™s International League for Peace and Freedom. In September 1905, Kelley joined Upton Sinclair and Jack London to form the Intercollegiate Socialist Society.Its stated purpose was to â€Å"throw light on the world-wide movement of industrial democracy known as socialism. † Kelley spent the next several years as a frequent speaker on American campuses. She recruited Frances Perkins, a student to the cause and Perkins is the person responsible for bringing an end to child labor in America. Kelley wrote several books including Some Ethical Gains Through Legislation (1905), Modern Industry in Relation to the Family (1914), The Supreme Court and Minimum Wage Legislation (1925) and Autobiography (1927).Kelley also helped establish what became known as the â€Å"Brandeis brief† (named for Justice Louis D. Brandeis), a process of integrating facts and experiences in legal action to demonstrate the need for changing laws according to human realities. Florence Kelley died in G ermantown on February 17, 1932 after a long illness at the age of seventy-three. Kelley was a fascinating woman that dedicated herself to serving the victims of industrial capitalism. She is among the founders of the U. S. welfare system and is considered not only a powerful woman for social justice but also a representative of women’s empowerment.Kelley is quoted as saying, â€Å"In order to be rated as good as a good man in the field of her earnings, a woman must show herself better than he. She must be more steady, or more trustworthy, or more skilled, or more cheap in order to have the same chance of employment. † It is easy to conclude that Florence Kelley was ahead of her time in her ideas and approach to social reform. She laid the groundwork for many social programs that were not implemented until after her death. Her many accomplishments have contributed to an awareness of the rights of children and the working class in America.

Great Expectations- Character Analysis Essay - 10289 Words

Estella Havisham: Most readers are appalled at the cold-hearted and cruel ways of Estella, but any criticism directed at her is largely undeserved. She was simply raised in a controlled environment where she was, in essence, brainwashed by Miss Havisham. Nonetheless, her demeanor might lead one to suspect that she was a girl with a heart of ice. Estella is scornful from the moment she is introduced, when she remarks on Pips coarse hands and thick boots. However, her beauty soon captivates Pip and she is instilled as the focal point of his thoughts for much of the remainder of the novel. The fact that Pip becomes infatuated with her is also not Estellas fault. By no means is there any evidence that she loved him. She does not flirt with†¦show more content†¦The entire story is told through the eyes of an adult Pip, even though Pip is a small child during parts of it. In his early years, Pip was strongly influenced by his guardians, Joe Gargery and his wife, Mrs. Joe. Joe instills a sense of ho nesty, industry, and friendliness in Pip, while Mrs. Joe does a great deal to contribute to his desires and ambitions through her constant emphasis on pomp and property. Pip is generally good-natured and thoughtful, and very imaginative. His false values, which are bolstered by his love of Estella, decrease the amount of respect that he has for Joe. His alienation from Joe and Joes values builds through the second part of the novel, as Pip becomes selfish, greedy, and foolish. During the period when his expectations are intact, his only morally positive act was to secretly help Herbert Pocket into a good position. Upon discovering that Magwitch is his benefactor, a new phase begins in Pips moral evolution. At first, Pip no longer feels the same human compassion for Magwitch that he did the first time he saw him out on the marshes. Gradually, Pip changes his perception of Magwitch, unlearning what he has learned. Pip becomes concerned with the man, and not the expectations that he co uld provide. When Jaggers presents the thought that there may be a way for Pip to get his hands on Magwitchs property, the idea sounds hollow and utterly empty to Pip. Pip learns about Estellas parentage throughShow MoreRelatedCharacter Analysis Of Great Expectations1308 Words   |  6 PagesIn the book Great Expectations by Charles Dickens, a young man named Pip sets out on a journey to become a gentleman, even though he comes from a poor family. As he moves to the big city and starts living more and more like a gentleman he starts leaving his past behind him. To even become a gentleman he had to leave his best friend behind, his home behind and his former job. Throughout his journey to become part of high society he meets several wealthy people who both Pip and the reader aren’t veryRead MoreCharacter Analysis Of Great Expectations1475 Words   |  6 Pages Great Expectations written by Charles Dickens was about the path of life for one fellow, his name was Pip. Pip grew up in a small rural village but soon his life would pull him into the busy streets of London. Dickens would use this young child with a rocky family background to share hardships, love, sadness, and realization in order to add familiarity to his readers, making him a relatable character. Dickens wrote this book to be able to give insight into the social reforms that were slowly startingRead MoreGreat Expectations Character Analysis - Pip767 Words   |  4 PagesQuestion 4.) Although literary critics have tended to praise the unique and litereray characterization many authors have employed the sterotype characters successfully. 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One film series, starring MckellenRead MoreCharacter Analysis in Pip in Charles Dickens ´ Great Expectations1542 Words   |  7 Pagesnext Harvard Graduate, or the next new celebrity. But, these expectations can begin to define a person if he believes he has to conform to societys expectations. In Charles Dickens novel Great Expectations, young Pip feels the pressure from society and his love, Estella, to become a gentleman. By attempting to rise in his social class Pip then abandons his previous good morals and his family members when he moves to London. Each character has aspirations for Pip which he believes he must fulfillRead MoreCharles Dickens Great Expectations964 Words   |  4 PagesTITLE Throughout Charles Dickens’ Great Expectations, minor characters help in the development of Pip and his psychological state. The novel journeys with Pip as he grows from a poor, young boy to an adult in the upper class. Difficult situations, suspense, and dynamic characters fill the novel. Julian Moynahan, a professor emeritus of literature at Rutgers University, analyzed Dickens’ novel and produced excellent parallels between a select few of the characters in her work â€Å"Parallels Between PipRead MorePip’s Character Change in Charles Dickens Great Expectations1173 Words   |  5 PagesPip’s Character Change in Charles Dickens Great Expectations Great Expectations, by Charles Dickens is a compelling story rich in friendship, love and fortune. The main character, Pip, is a dynamic character that undergoes many changes through the course of the book and throughout this analysis, the character Pip, will be identified and his gradual change through the story will be quoted and explained. The main character, Pip, is a gentle character. His traits include Read MoreEssay about Settings in Great Expectations928 Words   |  4 PagesDickens uses settings in Great Expectations to enhance our understanding of character and the symbolic elements of the plot - Great expectations Show how Dickens uses settings in Great Expectations to enhance our understanding of character and the symbolic elements of the plot. As we notice in the novel Great Expectations, Charles Dickens uses many different narrative techniques other than the usual description. One of these techniques is that of describing character through a specificRead MoreCritical Analysis Of Great Expectations1449 Words   |  6 Pagesperforms a number of functions, and among these are helping us to understand the world, and helping us to understand the human condition. What is taken from a work of fiction is, however, dependant on who is reading it at the time. In the case of Great Expectations there are a number of themes running through the text including betterment through education, what it is to be a gentleman, respectability and crime, parental /family ties, and industry and idleness. Many of the original readers of the workRead MoreEssay Summary and Analysis of Dickens Great Expectations548 Words   |  3 PagesGreat Expectations is a comprehensive novel written by Charles Dickens and shows a moral development of a child. Pip, the main character in the story, is a young orphaned child that lives with his sister and her husband, Joe. He is raised and spends hi s childhood in the area with Joe, his acquaintance. On a special day, Uncle Pumblechook takes Pip to go play at Miss Havisham’s house. Miss Havisham is very eccentric as she keeps all the clocks in her house kept at the same time and still wears her