Analyze how moses is related to the herioc model Essay

Analyze how moses is related to the herioc model - Essay Example   Moses’ leadership was known as directed by God; He who is God was the One responsible for all the directions and instructions that Moses was giving to his people, the Israelites. Moses goal is to free the Israelites from slavery under the Egyptians and deliver them to the promise land, Canaan, a land where milk and honey were overflowing. But their journey towards the promise had never been that easy, it was a journey accompanied by temptations and bloodshed to which they were strengthened by faith. Their entrance would be accompanied by the power and presence of God Himself, for He alone would be their strength and victory. That God would be with them Israel in their taking of the land was as much a trustworthy promise as the land itself; indeed, perhaps more so. However, as we know, Israel did not really receive the inheritance promised, at least not fully. Forgetting the command of the Lord, they prostituted themselves with other gods and committed idolatry. Eventually, the people of Israel were taken into exile. The Promised Land given to them by God was taken away. The promise remained unfulfilled.As we saw by Moses' response to the oppression of his fellow Jew, he certainly did possess leadership qualities. The model of leadership in the Jewish tradition is not the individual who is willing to subjugate others, rather the individual who is willing to sacrifice for others. Moses was the most modest of men, became the finest leader and teacher that our people have had.

Jean Piagets Theory Essay Example for Free

Jean Piagets Theory Essay Piaget’s theory is based on stages, whereby each stage represents a qualitatively different type of thinking. Children in stage one cannot think the same as children in stage 2, 3 or 4 etc. Transitions from one stage to another are generally very fast, and the stages always follow an invariant sequence. Another important characteristic of his stage theory is that they are universal; the stages will work for everyone in the world regardless of their differences (except their age, of course, which is what the stages are based on!) Piaget acknowledged that there is an interaction between a child and the environment, and this is a focal point for his theory. He believed a child cannot learn unless they are constantly interacting with their environment, making mistakes and then learning from them. He defined children as â€Å"lone scientists†; he did not identify any need for teachers or adults in cognitive development. Children have all the cognitive mechanisms to learn on their own, and the interaction with their environment allows them to do so. To put this in perspective, another theory by Lev Vygotsky suggested that the interaction is not important at all; the child will learn when encouraged to with an adult’s assistance. I will be explaining then contrasting Vygotsky’s theory to Piaget’s in my next post – so be sure to check back for that! With the background of his theory explained, let’s look at – The Key Concepts of Piaget’s theory: Before explaining the main part of Piaget’s theory (the four stages), it’s very important to look at some of the underlying principles behind it. Rather than write a stupidly long paragraph explaining it all, I will write the key terms in bold, then explain them in bullet points – just to keep things simple! †¢Schema (pl. Schemata, although some say â€Å"Schemas† for the plural) Possibly one of the most important concepts put forward by Piaget, Schemata help individuals understand the world they inhabit. They are cognitive structures that represent a certain aspect of the world, and can be seen as categories which have certain pre-conceived ideas in them. For example, my schema for Christmas includes: Christmas trees, presents, giving, money, green, red, gold, winter, Santa Claus etc. Someone else may have an entirely different schema, such as Jesus, birth, Church, holiday, Christianity etc. Of course, there are schemata for all kinds of things – yourself (self schemata), other people (people schemata), events/situations (event schemata) and roles/occupations (role schemata). With regards to Piaget’s theory, a child might have a pre-conceived schema for a dog. If the household has a small West Highland White Terrier as a dog, the schema might be â€Å"small, furry, four legs, white†. When the child interacts with a new dog – perhaps a Labrador, it will change to incorporate the new information, such as â€Å"big, golden, smooth etc.† This is known as: †¢Assimilation Simply the process of incorporating new information into a pre-existing schema. So with the â€Å"dog† example, the child assimilated the Labrador’s information into the old dog schema. Assimilation is essentially fitting new information into schemata we already have in place. Unfortunately, this can lead to stereotyping. For example, if an old lady sees a teenager mug another person, she might assimilate â€Å"violence† or â€Å"crime† into her teenage schema. Next time she sees a teenager, her schema will be applied to them – and although they may be a kind person, she will probably show prejudice. Assimilation is normally a simple process, as new information already fits the pre-exisiting categories. †¢Accommodation When coming across a new object for the first time, a child will attempt to apply an old schema to the object. For consistency, let’s use the dog example again. The child may have â€Å"four legs, furry† in their dog schema. When coming across another similar animal, such as a cat, they might say â€Å"Look, a dog!† – that’s assimilation. However, when told that it’s actually a cat – not a dog – they will accommodate the new information into another schema. They will now form a â€Å"cat† schema; â€Å"not all four legged furry animals are dogs – some are cats too!†. They have accommodated the new information. The process just mentioned – of assimilation then accommodation is known as †¢Adaptation Assimilation and accommodation are the two parts of adaptation – which is simply what it says – adapting our schemata to make an accurate (enough) model of the world we live in. It is a form of learning, but an entirely different form to the kind you’d see in behaviourist psychology for example (such as operant/classical conditioning). †¢Equilibrium Piaget suggested that humans naturally strive to achieve a cognitive balance; there must be a balance between applying prior knowledge (assimilation) and changing schemata to account for new information (accommodation). Piaget suggested that when a child has a schema which doesn’t fit reality, there is tension in the mind. By balancing the use of assimilation and accommodation, this tension is reduced and we can proceed to higher levels of thought and learning (equilibration). QUICK SUMMARY: Children have schemata (cognitive structures that contain pre-existing ideas of the world), which are constantly changing. Schemata constantly undergo adaptation, through the processes of assimilation and accommodation. When seeing new objects there is a state of tension, and a child will attempt to assimilate the information to see if it fits into prior schemata. If this fails, the information must be accommodated by either adding new schemata or modifying the existing ones to accommodate the information. By balancing the use of assimilation and accommodation, an equilibrium is created, reducing cognitive tension (equilibration). Vygotskys theories stress the fundamental role of social interaction in the development of cognition Vygotsky, 1978), as he believed strongly that community plays a central role in the process of making meaning. Unlike Piagets notion that childrens development must necessarily precede their learning, Vygotsky argued, learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function (1978, p. 90). In other words, social learning tends to precede (i.e. come before) development. Vygotsky has developed a socio-cultural approach to cognitive development. He developed his theories at around the same time as Jean Piaget was starting to develop his theories (1920s and 30s), but he died at the age of 38 and so his theories are incomplete although some of his writings are still being translated from Russian. No single principle (such as Piagets equilibration) can account for development. Individual development cannot be understood without reference to the social and cultural context within which it is embedded. Higher mental processes in the individual have their origin in social processes. Vygotskys theory differs from that of Piaget in a number of important ways: 1: Vygotsky places more emphasis on culture affecting/shaping cognitive development this contradicts Piagets view of universal stages and content of development. (Vygotsky does not refer to stages in the way that Piaget does). 2: Vygotsky places considerably more emphasis on social factors contributing to cognitive development (Piaget is criticised for underestimating this). 3: Vygotsky places more (and different) emphasis on the role of language in cognitive development (again Piaget is criticised for lack of emphasis on this). Effects of Culture: Tools of intellectual adaptation Like Piaget, Vygotsky claimed that infants are born with the basic materials/abilities for intellectual development Piaget focuses on motor reflexes and sensory abilities. Vygotsky refers to Elementary Mental Functions – o Attention o Sensation o Perception o Memory Eventually, through interaction within the socio-cultural environment, these are developed into more sophisticated and effective mental processes/strategies which he refers to as Higher Mental Functions. For example, memory in young children this is limited by biological factors. However, culture determines the type of memory strategy we develop. E.g., in our culture we learn note-taking to aid memory, but in pre-literate societies other strategies must be developed, such as tying knots in string to remember, or carrying pebbles, or repetition of the names of ancestors until large numbers can be repeated. Vygotsky refers to tools of intellectual adaptation these allow children to use the basic mental functions more effectively/adaptively, and these are culturally determined (e.g. memory mnemonics, mind maps). Vygotsky therefore sees cognitive functions, even those carried out alone, as affected by the beliefs, values and tools of intellectual adaptation of the culture in which a person develops and therefore socio-culturally determined. The tools of intellectual adaptation therefore vary from culture to culture as in the memory example Social Influences on Cognitive Development Like Piaget, Vygotsky believes that young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema. However, Vygotsky placed more emphasis on social contributions to the process of development, whereas Piaget emphasised self-initiated discovery. According to Vygotsky (1978), much important learning by the child occurs through social interaction with a skillful tutor. The tutor may model behaviours and/or provide verbal instructions for the child. Vygotsky refers to this as co-operative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their own performance. Shaffer (1996) gives the example of a young girl who is given her first jigsaw. Alone, she performs poorly in attempting to solve the puzzle. The father then sits with her and describes or demonstrates some basic strategies, such as finding all the comer/edge pieces and provides a couple of pieces for the child to put together herself and offers encouragement when she does so. As the child becomes more competent, the father allows the child to work more independently. According to Vygotsky, this type of social interaction involving co-operative or collaborative dialogue promotes cognitive development. In order to gain an understanding of Vygotskys theories on cognitive development, one must understand two of the main principles of Vygotskys work: the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD). More Knowledgeable Other The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the case. Many times, a childs peers or an adults children may be the individuals with more knowledge or experience. For example, who is more likely to know more about the newest teen-age music groups, how to win at the most recent PlayStation game, or how to correctly perform the newest dance craze a child or their parents? In fact, the MKO need not be a person at all. Some companies, to support employees in their learning process, are now using electronic performance support systems. Electronic tutors have also been used in educational settings to facilitate and guide students through the learning process. The key to MKOs is that they must have (or be programmed with) more knowledge about the topic being learned than the learner does. Zone of Proximal Development The concept of the More Knowledgeable Other is integrally related to the second important principle of Vygotskys work, the Zone of Proximal Development. This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner. For example, the child could not solve the jigsaw puzzle (in the example above) by itself and would have taken a long time to do so (if at all), but was able to solve it following interaction with the father, and has developed competence at this skill that will be applied to future jigsaws. Vygotsky (1978) sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given allowing the child to develop skills they will then use on their own developing higher mental functions. Vygotsky also views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers within the zone of proximal development.

The Lesson of Chaim Potok’s The Chosen :: Potok Chosen Essays

The Lesson of The Chosen The Chosen, written by Chaim Potok, is about two boys from different religious sects that become friends despite all of their conflicts. Danny and Reuven participated in a baseball game against each other and Danny smacked the ball directly into Reuven's face, shattered his glasses, and a piece of glass penetrated his eye. Danny went to visit him in the hospital but, before he could say anything, Reuven started screaming at Danny and commanded him to leave while Danny only wanted to say that he was sorry. When Reuven's eye healed, Danny went over to Reuven's house and they apologized and forgave each other. From then on Danny and Reuven help each other achieve their foremost important ambition in life. Reb Saunders poses an important question, "How can we raise ourselves above the dust?" which is the main theme in the novel. Danny searches for intellectual truth, Reb Saunders, Danny's father, tried to become as spiritual as possible while still on this earth, and Reuven desires to help other people. Danny Saunders yearned for more knowledge other then Talmud and wanted to raise his intellectuality higher then what he obtained in his isolated world. He learned Talmud most of the day and "After a while it gets a little boring"(69). The first time Danny met Reuven properly, Rueven was astonished because, " [Danny] recited about a third of [a] page [of Talmud] word for word, including the commentaries and the Maimonidean legal decisions of the Talmudic disputations. He did it coldly, mechanically, and, listening to him, [Reuven] had the feeling [he] was watching a sort of human machine at work"(69). He studies Talmud as if it were involuntary. Danny himself sometimes even "...gets the feeling we are all ants" because he has the same routine everyday, and learns Talmud over and over as if he was programmed. Also, ants do not do what they wish but are programmed and have natural instinct. This is beneficial in some ways, because if they all do the same thing their work pay s off. They are capable of building magnificent mounds that are amazing knowing that they are still ants and if it is destroyed they can speedily and sufficiently rebuild it exactly as it were before.

Benefits of Video Games

Whenever a new technology surfaces into the modern world, there will always be debates on the effects they bring to individuals and to the society in general. Though video games are hardly new, there have always been arguments whether the images they show have a huge harmful impact to people since video games are frequently associated with violence. So often people only see the negative side of what video games bring that we disregard the advantages they give.Children may be often pleaded by their parents to do anything rather than playing games. This may be because parents do not pay attention to the benefits we can acquire from video games. When playing video games, certain skills and abilities develop. Our body parts, specifically the hands and eyes, are required to work together for we perform various commands on the controller by our hands depending on what we see on the screen. Thus, it results to the enhancement of our hand-eye coordination.Video games require critical thinkin g. A gamer must not only memorize information but also analyze, conceptualize, and infer data gathered from the virtual environment. One key to complete a game is to study patterns and to use it into one’s advantage. This vital skill is utilized when creating strategies, tackling problems and making decisions. Most games involve quick reaction time and split-second decisions that can mean virtual life and death. Video games enhance people’s decision-making skills.Virtual reality is like a practice field for gamers to improve their cognitive ability, for them to be ready in the real world. With this, people are more likely to decide correctly, quickly, and accordingly depending on the situation. Gamers are often stereotyped as people sitting in front of a screen for long hours and are uninterested in social interactions. But video games often encourage players to interact with other players from around the world, with the help of the internet, and work together to accom plish tasks.This can help build social relationships and enhance people’s socialization skills. Some games’ objective is to become victorious above others. It gives a sense of competition and eagerness to win a battle. When one loses, his willingness to win intensifies the next time around. Video games stimulate people to do better and achieve the best. Video games are games. They are created with the intention to give pleasure and enjoyment to whomever they may serve. They accompany us when we are lonely and depressed. They help us pass time when we have nothing to do.They give us a taste of admirable graphics design and creativity. They offer some benefits like those of what outdoor activities give. Nothing is wrong with playing video games. But excessive hours of playing will bring anyone no good. It is necessary to keep things in moderation. The next time your parents tell you that video games will only make you violent, inform them thoroughly what good things you can acquire from playing. You can even invite them to play with you. Who knows? It could be the solution for their stress and depression.

A systems look at a construction problem

System theory, in general, is a field of study involving complex interactions between different groups or objects that work together to achieve a specific result. (O’Connor & McDermott 1997:11)In applications for management and organizations, systems theory involves the efficient communications of information. There are many different applied approaches such as the soft systems approach as well as the hard systems approach. This paper looks into the application of both approaches in a construction project.The Pre-contract SituationThe situation I will be discussing is the design of a world standard university to be provided through Descon Construction Company. The contractor (Descon) was selected after the due process, as listed out below:1.  Ã‚  Ã‚  Ã‚  Ã‚   Invitation by the university to Descon to bid for the contract2.  Ã‚  Ã‚  Ã‚  Ã‚   Identification by the university of suitable construction companies with the capability of carrying out the work from the total list o f bidders3.  Ã‚  Ã‚  Ã‚  Ã‚   Recommendation of Descon to the university4.  Ã‚  Ã‚  Ã‚  Ã‚   Descon tenders a copy of project management works and provides for complete audibility of the process5.  Ã‚  Ã‚  Ã‚  Ã‚   Assessment of Descon by the university6.  Ã‚  Ã‚  Ã‚  Ã‚   The university tenders Descon with a copy of their evaluation and review of the construction company7.  Ã‚  Ã‚  Ã‚  Ã‚   Submission of contract recommendations by Descon to the university8.  Ã‚  Ã‚  Ã‚  Ã‚   Estimation by both parties of project cost, functionality, quality and time9.  Ã‚  Ã‚  Ã‚  Ã‚   Reporting by Descon and the university of their individual assessments of the project.10.   Compromise is reached by both parties and a final project plan is developed11.   Initiation by both parties of services and agreements stipulated within the contractThe situation that arose after the university building committee’s appointment of Descon as preferred bidder, and as the parties moved in to the next stage of detailed negotiation of the services (including buildings) to be provided, was what prompted this paper. During any contract or agreement, people enter into relationships.Such relationships will result in an outcome which, in this case, was the relationship between the University and Descon, the preferred bidder. The preferred bidder will ensure that the buildings are up to standard. Descon will also be responsible for any breach of contract and any poor services provided. The university building committee, on the other hand, will pay the stipulated amount as laid down in the Contract deedMatters arisingNo doubt numerous problems will arise in any given building contract situation, and this particular situation is no different. There is the problem of expecting complaints from the client as a result of building or design specification. However, the design desired by the client can still be met as result of good managerial and interdepartmental functions within t he system or organization.It should be understood that the two organizations are separate, large systems with different interacting units that make up the whole, and as such, room is made for adjustments in order to achieve the set objectives. These organizations are a collection of separate decision making systems, each with their own identity, purpose, understanding of the environment, beliefs and values based on which their decisions are made.Figure 1 below shows the structure of relationship between the two parties, the University and Descon, involved in the design project. This shows the clear distinction between the two groups as separate entities.