Phones a Blessing or a Curse Essay Example for Free

Phones a Blessing or a Curse Essay Technology plays a significant role in our daily lives; technology has without a doubt, made our lives very easy for us. Technology, along with its unlimited advantages also has a lot of disadvantages. Technology is a gift to ourselves so that we can live our lives more comfortably but many people tend to abuse this gift for their own pleasure or personal gain. Cell Phone is one such device that has made our life so easy that we cannot even think of a world without it. This electronic device has multiple uses and functions. It has become an important part and parcel of our life. Without cell phones we usually feel incomplete. Trendy and stylish cell phones have become a part of fashion now days. It has now become a multi-utility device, and not just remain a communication device. see more:essay on mobile phone advantages and disadvantages wikipedia Uses of cell phones: †¢ Mobile phones are the most convenient and fastest means of communication. You can call anyone from anywhere and anytime. †¢ It is a great source of entertainment also. We can play games, listen to music, talk to your friends, send messages, and so on when we get bored. †¢ It can be used for capturing and storing important information. †¢ It can function as a radio. We can listen to music while driving and traveling. †¢ Mobiles can replace watches to check the time and alarm clocks that wakes us up. †¢ Our voice can also be recorded in our mobiles. †¢ It can be used as a torch when the light goes. †¢ Mobiles with cameras are used to take photos and making videos. We can also freeze our memorable moments. †¢ Mobiles also have calendars to check days and dates. †¢ We can download our favorite songs, wallpapers, ring tones, and movies in our mobile. †¢ If we lost the way, we can use our mobile and call for help. †¢ Use mobile phones in place of paper and pen. This saves paper, which in turn saves trees. †¢ Mobile phones having the facility of calculator help to do mental calculations.

Vietnam War :: essays research papers

Vietnam War The Vietnam War was a military struggle starting in 1959 and ending in 1975. It began as an attempt by the Vietcong (Communist Guerrillas) to overthrow the Southern Vietnam Government. This research paper will discuss the Vietnam War, US involvement in this war, and significant battles. Following the surrender of Japan to the Allies in August 1945, Vietminh guerrillas seized the capital city of Hanoi and forced the abdication of Emperor Bao Dai. On September 2 they declared Vietnam to be independent and announced the creation of the Democratic Republic of Vietnam, commonly called North Vietnam, with Ho Chi Minh as president. France officially recognized the new state, but the subsequent inability of the Vietminh and France to reach satisfactory political and economic agreements led to armed conflict beginning in December 1946. "Northern Vietnam was determined to gain it's freedom" (Davis 12). With French backing Bao Dai set up the state of Vietnam, commonly called South Vie tnam, on July 1, 1949, and established a new capital at Saigon (now Ho Chi Minh City). "Where as the Southern Vietnam government seemed content to be a sort of a colony" (Davis 12). The following year, the U.S. officially recognized the Saigon government, and to assist it. President Harry S. Truman dispatched a military assistance advisory group to train South Vietnam in the use of U.S. weapons. In April 1961, a treaty of amity and economic relations was signed with South Vietnam, and in December, President John F. Kennedy pledged to help South Vietnam maintain its independence. Subsequently, U.S. economic and military assistance to the Diem government increased significantly. In December 1961, the first U.S. troops, consisting of 400 uniformed army personnel, arrived in Saigon in order to operate two helicopter companies; the U.S. proclaimed, however, that the troops were not combat units as such. A year later, U.S. military strength in Vietnam stood at 11,200. By the end of 1965 American combat strength was nearly 200,000. In February 1965, U.S. planes began regular bombing raids over North Vietnam. A halt was ordered in May in the hope of initiating peace talks, but when North Vietnam rejected all negotiations, the bombings were resumed. From February 1965 to the end of all-out U.S. involvement in 1973, South Vietnamese forces mainly fought against the Vietcong guerrillas. While U.S. and allied troops fought the North Vietnamese in a war of attrition marked by battles in such places as the Ia Dang Valley, Dak To, Loc Ninh, and Khe Sanh-all victories for the non-Communist forces.

Compare and contrast Piaget’s and Vygotsky’s theories of cognitive development in children Essay

This essay will compare Piaget’s and Vygotsky’s theories of cognitive development in children. Also, show the differences between the two psychologist’s theories. Thus, by showing their similarities like in language and adaptation theories. Further, differences like Piaget’s theory on cognitive developmental stages and the schemas which are build to learn or accommodate new words or things. Vygostky’s theory differs to Piaget’s theory by his socio-cultural and language theories. Finally, bring all this points together by drawing a conclusion. Cognitive development is defined as the growth of mental faculties from birth to adult age. This is continually process as the children go about life they learn skills, language to further their cognitive development. Jean Piaget and Lev Vygotsky were both interested in this field and they findings have influenced and impacted the children learn and education in better way. According to Piaget children c ognitive development is universal a process which the child goes through once and this process is divided into four different stages: sensorimotor, preoperational, concrete operations and formal operations (Gross, 2004). Sensorimotor stage beginnings between the birth until two years of age. At this stage Piaget suggested that children distinguished themselves from objects. Also, they experience their environment through their senses (Gross, 2004). Further, children start to take initiative and be able to reflex like kicking playing or grasping things. In addition, children start to realise that even when the object is not visible but still exist, which is called object permanence (Beck, 2000). The second stage Piaget called it as preoperational a stage between the ages of two and seven years old. In preoperational stage children are able to use language to name objects animals and group things into groups. But their abilities of thinking at this stage still egocentric because hardily they can take the view point of others (Beck, 2000). Also, Piaget divided this stage into two; the pre-conceptual and the intuitive. First, children in preconceptual cannot differentiate colour or size at the same time a process which Piaget called centration. In contrast, Vygotsky named it as complexive  thinking meaning that when one is grouping things or events accord ing to their common features like shape or colour (Gross, 2004). The pre-conceptual stage is between the ages of two to four years. Further, children at this sub stage cannot recognise order or sequences (Gross, 2004). Second, intuitive stage takes place between the ages of four to seven years. In this stage Piaget believed that children cannot understand conservation that still the same when they change their form (Gross, 2004). The third stage is the concrete operational stage which Piaget believed that children at ages of seven to eleven they develop metal abilities of thinking logically (Carlson, 2010). Further, children at this stage understand compensation, reversibility and identity (Beck, 2000). The fourth and finally Piaget stage is the formal operational at this stage the children have ability to think abstract and logically (Gross, 2004). Thus, in this stage young people go through different changes in their development meaning that they are aware of their decisions making and taking other peoples opinions. According to Piaget this stage is between the ages of eleven until the adolescent (Gross, 2004). Thus, another different between Piaget’s theory and Vygotsky’s theory is the Piaget schemas theory. According to Piaget schemas are divided into three points the assimilation, accommodation and equilibration (Gross, 2010). Actually, schemas are defined as mental and physical aspect of understanding better children during their life span (Beck, 2004). Assimilation is process when a child adds new information into the ones which are known to her or to him (Gross, 2010). Instead, accommodation inquires adapting and be aware of new and old information. The last one is the equilibration which Piaget believed that a child at this point has the abilities to balance information back and forth in order to practise and get the information restored. And the child does it by accommodation and assimilation (Carlson, 2010). In other hand, Vygotsky suggest that language is the fundamental basis for the children cognitive development (Gross, 2010). Also, language is one the factors that influence children to use inner speech when learning new objects or words (Gross, 2010). But there is problem with this theory because other psychologists do not support this theory. Instead, Piaget argued and suggested that children at that stage are egocentric and have some form vocabulary limitation. Further, this might explain the children self talk (Gross, 2010). In another  Process which Vygotsky explained was the Zone of Proximal development which the child learn skills with help of adults to expand their knowledge (Carlson, 2010). Further, Vygotsky also suggested that by children interacting with their family members helps them to become better verbally (Beck, 2004). Furthermore, Vygotsky come with theory of scaffolding which is explained that parents or adults should support their children y solving problem step by step without causing them frustration. By doing that when children show some form of improvement of master those skills, parents should then leave the children by themselves (Carlson, 2010). But Piaget contradicts this theory by suggesting that children at this they cannot think properly (Gross, 2010). Vygotsky’s suggested that there are three processes which parents pass their knowledge through their children; imitative learning, instructed learning and collaborative learning (Beck, 2004). Imitative is when children do or copy what their role models do. Further, the instructed learning is when the child does what he or she was told by adults or puts it into practice. Another point is the collaborative learning when a group of children work together to learn or to achieve a goal (Gross, 2010). Contrary to Piaget’s theory, was the socio- cultural theory which Vygotsky suggested that, the environment in which the child grows plays an important role in cognitive development of the child. In addition, Vygotsky went on by suggest that children learn from important people in their life, like parents, teachers and friends or family members which are as role model in their point of view (Gross, 2010). This contradict Piaget’s cognitive development stages theory which he believed to be universal, and what the child goes through or what she or he learns at every age is the same everywhere in world and for every child (Beck, 2004). Looking at how Piaget and Vygotsky went about to explain their theories one can found contrast and similarities. Vygotsky focused in importance of language and how they went on learning how to resolve problems. In addition, Vygotsky’s theories lacked enough evidences to support them and for this reason they were not tested (Beck, 2004). Meanwhile, Piaget observed his own children when playing to support his theories (Gross, 2010). Further, Piaget had less interest on the social development theory. But Vygotsky focused on the social part of the cognitive development (Gross, 2010). Overall, there are differences between the Piaget’s theories and Vygotsky’s theories but in  some point there were similarities. For instance, Vygotsky focused mainly in socio- cultural suggesting that where the child grows has vital role on his cognitive development. Whereas, Piaget’s theory were more related to schemas and stages of cognitive development which Piaget suggested that they were universal. But both agreed that language is important and that teacher were important for child’s cognitive development. In brave, Piaget’s theory and Vygotsky’s theories have improved and gave better understanding of children cognitive development and also in the education. References Berk, L. E. (2000). Child Development. 5th ed. Massachusetts: Allyn & bacon. Martin, G. N., Carlson, N. R., & Buskist, W. (2010). Psychology. 4th ed. Essex:Pearson Education. Gross, R. (2004). Psychology: The science of mind and behaviour. 3rd ed. Tonbridge: Hodder & Stoughton. Piaget, J. (1950). The Psychology of Intelligence. New York: Routledge Classics.

Do Video Games Cause Violence - 752 Words

To begin with, video games are something kids, teens, and even adults enjoy playing every day. Video games have provided people endless hours of entertainment to people across the globe, yet people seemingly want to get rid of video games altogether. Whenever any sort of crime occurs and a report comes out that the individual plays video games, video games take the blame rather than the person who committed the crime. Video games tend to be a very common scapegoat for causing violence. However, video games may not be the cause of the crime or issue at all. Video games can indeed cause some form of effect on a persons behavior. Its not really a question of how, but who can be influenced by it. Mostly children and the mentally ill are susceptible to such things. Children are young and may not realize what they are doing which can result in them doing something that can be harmful without realizing the danger in the action. As far as the mentally ill, if the illness causes some serious mental instability and anything could affect the behavior of the person a lot then caution is recommended to be used when around video games. If someone was to be influenced by some form of video games, it may cause a child to try to re-enact a part from the game and as a result, cause some serious harm. This can include many things like: Assault, shootings, cursing, and even death. While such actions are a possibility, they are unlikely considering youth violence is actually declining.Show MoreRelatedVideo Games Do Not Cause Violence1619 Words   |  7 PagesVideo game violence has been a discussion dating back to games like Pac-Man and Space Invaders to current games like Call of Duty and Mario. Many people are lead to believe that video games can cause children to act violent. However, video games do not cause violence in children. 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The American Psychological Association reports that more than 90% of children in the United States play video games.Among kids between the ages of 12 and 17, the number rises to 97%. The psychological group also reported that 85% or more of video games on the market contain some form of violence (Do Video Games Lead to Violence). A video game may be considered violent if it contains â€Å"violent† language, gore/blood, and crime. Video gamesRead MoreViolent Video Games Cause Violence : Cause Of Violence And Video Games1377 Words   |  6 PagesLit. 27 November 2017 The Blame Game Statistically, 2017 has become the year with second lowest crimes rates since 1990, assuming there isn’t a big resurgence in violent crime between now and the end of the year (Bump). However, violent crimes continue to be a problem in modern-day America. Many have sought out to find out the root of these crimes and what causes them, and as a result, many different things have been cited as a cause for violence. 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