The Compulsory Process Clause Of The Sixth Amendment Essay Example for Free

The Compulsory Process Clause Of The Sixth Amendment Essay The sixth amendment to the U. S. Constitution guarantees the defendant â€Å"compulsory process. †1 For this provision was ignored, until the Supreme Court gave it life in Washington v. Texas, 388 U. S. 14 (1967). One night, Jackie Washington learned a girl he was dating, Jean Carter, was seeing another boy. Angry, Washington and Charles Fuller got a shotgun and drove to Carter’s house. Leaving others in their car, Washington and Fuller got out, with Washington carrying the shotgun. Moments later, the shotgun was fired, killing Carter’s boyfriend. Fuller and Washington ran to the car, with Fuller now holding the shotgun. Fuller was charged with murder, convicted, and sentenced to 50 years in prison. Texas then brought Washington to trial for murder. At his trial, Washington testified that as he approached the house, he realized that what he was doing was crazy, and decided to go back. Fuller, drunk, grabbed the shotgun, saying he was going to shoot someone. Washington tried to get Fuller to leave, but Fuller insisted on going on. Washington then ran towards the car. He was running away when the shotgun was fired. At the trial, Washington then tried to call Fuller as a witness to corroborate his story, but the prosecution objected. Under a Texas law, if the prosecution had called Fuller as a witness against Washington, he could testify, but Washington was barred from presenting Fuller as a witness. Fuller, who was present in the courtroom, was not allowed to testify. Washington was convicted of murder. Washington appealed, arguing that he had not been accorded his right to compulsory process. Texas responded that Washington had been accorded all compulsory process entitled him to. Because Fuller was in prison at the time of the trial, Washington’s attorney had issued a subpoena to have him appear in court to testify. Texas authorities had complied with the subpoena. They had brought Fuller from the prison to the court, so that he was in the courtroom, though barred from testifying. Texas insisted that this was â€Å"compulsory process. † The Supreme Court ruled unanimously that this was not constitutionally sufficient. Compulsory process would mean little if it gave the defendant only the right to bring to the courtroom persons who could not testify. The Constitution did not make such hollow gestures. For the compulsory process clause to be meaningful, the defendant had to have the right to have his witnesses appear and testify, so that the jury could hear what the witness had to say. Texas justified its rule by arguing that its statute was meant to protect against witnesses who would lie for one another. In this instances, Fuller had been convicted. But what if Fuller had been found not guilty and then in Washington’s trial confessed his own guilt while exonerating Washington. However persuasive this argument seemed, the Court rejected it, insisting that issues of the believability of a witness were for the jury to decide. A rule which denied a defendant a right promised in the Bill of Rights could not stand where it was based on the unproved and unprovable presumption that any given class of defense witnesses were presumed to be unbelievable. If Fuller was such an unbelievable witness if he was testifying for Washington, why was he presumed truthful if testifying against him? The better policy, the Court insisted, the policy which the Constitution required was to allow all witnesses who had relevant and material evidence to testify, letting the jury find the truth. This case, Washington v. Texas, made the concept of compulsory process as guaranteed by the sixth amendment an important part of a modern justice system.

The Factors That Affect Global Warming Environmental Sciences Essay

The Factors That Affect Global Warming Environmental Sciences Essay The affects of global warming are vast and spread across and the dangers are several. This paper aims at understanding the factors that affect global warming. A discussion of human impact on global warming has also been made. This will permit to bring out an evaluation strategy to sustain the current situation and to find a strategy to devise a solution for the problem. The Problem: With the growing levels of irresponsible behavior on the part of humans and several other factors, the biggest issue in hand is Global Warming. The term global warming is used to describe the changes, more specifically the increase in the temperature of the Earth. The issue has been studied over several years and one of the major attributes to the issue is the increase in the greenhouse gases (Houghton, 2009). A few facts from the National Geographic show that the World is being faced with this issue and Earth has already begun showing a number of signs in terms of the worldwide climate change. A few of these signs include: According to the NASA Goddard Institute of Space Studies, there has been an increase in the average temperature and since 1880, the average temperatures have raised by 1.4 degrees Fahrenheit. The level of warming has been noted to be increasing to a great extent. As per the National Geographic website, The rate of warming is increasing. The 20th centurys last two decades were the hottest in 400 years and possibly the warmest for several millennia, according to a number of climate studies. And the United Nations Intergovernmental Panel on Climate Change (IPCC) reports that 11 of the past 12 years are among the dozen warmest since 1850 (National Geographic, 2007). The Arctic Circle has been faced with the highest changes. The average temperatures in regions like Alaska, Canada and Easter Russia has risen to an extent almost double of the global average. Also, studies have shown that the Arctic ice has been disappearing and the region is expected to have an ice free summer by 2040 or earlier. The various glaciers and mountain snow have also been impacted by the global warming and one of the best examples for this is that Montanas Glacier National park now has only about 27 glaciers when compared to 150 in 1910 (National Geographic, 2007). Experts have also pointed that an upsurge in extreme climate events like wildfires, heat waves and also strong tropical storms are major contributors to the climate changes. The world famous Coral Reefs have also been affected because of the high temperatures. The Coral Reefs are highly sensitive to the slightest changes in the water temperature and the increase in temperatures has led to bleaching, and even die off of this beautiful formation (Houghton, 2009). Factors Affecting Global Warming: There have been several factors that affect the global warming. Under normal circumstances the process that is occurs as explained by Environment Canada is that, under normal circumstances, the Earth intercepts radiations from the sun. These radiations are the ones that help derive the climate and the weather of the Earth. What normally happens is that one third of the radiations are reflected back into space, while the rest of it is absorbed by the various forms of life, land, ice and the atmosphere. Furthermore the Earth re radiates several long waves of radiation which are sent out into space. Of these a part of it is absorbed as energy while the rest is left into space. This remission is referred to as Greenhouse Effect (Environment Canada, 2010). It is necessary for Earth to be able to maintain a balance between the amounts of radiation that is outgoing versus the amount of solar energy incoming. Any change in this balance can lead to the process of global warming (Singer Avery , 2007). Another factor that has also been explained by the Environment Canada is the changes that have been noted in the Earths Orbit. The changes in the orbit leads to changes in the amount of energy received on earth, and there is also a direct impact on the energy that is absorbed and reflected as well. Also another essential factor that affects the global warming is the aerosols. Environment Canada has explained this factor as, these are fine particles and droplets that are small enough to remain suspended in the atmosphere for considerable periods of time.   They both reflect and absorb incoming solar radiation.   Changing the type and quantity of aerosols in the atmosphere affects the amount of solar energy reflected or absorbed (Environment Canada, 2010). Global Warming: Human Impact: Several studies over the years by numerous scientists across over 130 countries have led to the conclusion that almost all or major part of the global warming is due to humans. The global warming that is caused due to humans is referred to as anthropogenic climate change. There are several things that humans have done which have led to the situation of global warming. Some of these include factors like industrialization, deforestation, and pollution which have impacted the levels of water vapor, carbon di oxide, methane gas, and also nitrous oxide. This leads the greenhouse gases to be a trapped near the Earths surface thereby making the level of heat much higher (Singer Avery, 2007). Also, it is seen that humans have poured in higher levels of carbon di oxide into the atmosphere compared to that which can be absorbed by the plants and oceans. It is also essential to note that Carbon di oxide takes as much as 100 years to be absorbed into space, hence with the levels of this gas that is being emitted there are very low chances of stopping global warming immediately (Environment Canada, 2010). Experts have also pointed out that the orbital shifts that have taken place over the past hundred years are normally one which would take at least centuries to occur. This increases the possibility of the heating and cooling of the earth. Evaluation of Strategies: In the current period several experts and channels like National Geographic try to explain to the general public the several ways that they can help improve the world and help save the planet. Things like using more eco friendly items, eating organic foods, changing to become vegetarians to help reduce the harmful gases are emitted into the atmosphere. The experts also suggest using different types of products to help reduce the emission of harmful elements into the atmosphere and thereby assist in sustaining the earths heat at the current level. However irrespective of how much the governments or the experts have tried the conscious efforts to help reduce the emission of harmful elements, yet the rate at which the emission of harmful gases have been present is quite high (Singer Avery, 2007). The governments and the society together will need to work hand in hand to save the world and to at least be able to retain the world at the current level. In order to be able to develop a pla n which might help increase the awareness among all the people in the world a brief sustainability plan has been designed. Sustainability Plan: Action Items Action Steps Timeline Conduct a thorough research of the effects of global warming and how the daily activities affect global warming Several journals, articles, and websites need to be analyzed and studied. The main causes for global warming can be listed based on this. Furthermore, surveys can be conducted and details of the possible daily activities can be made to bring out the activities that affect and contribute to the global warming. 2 3 month Develop a plan to encourage and raise the awareness among people across the world A presentation can be made to provide population with a detailed understanding of what causes global warming, the effects of global warming and how each individual can individual can help reduce the contribution of harmful chemicals and harmful gases as well. 1 1.5 Month Distribute and extend the knowledge to all A copy of the presentation can be sent out to various organizations which will in fact allow the knowledge to be spread across the countries. Distribute a copy of the presentation across the country to as many colleges, universities, movie theatres, industries, manufacturing companies, offices, schools. The movie theatres can play the presentation before every movies and this will help at least reach out to a small set of people worldwide. 3 month Evaluation of Plan: The above mentioned plan might sound outrageous and very demanding and expensive; however it will allow the people across the world to be aware of the various problems and issues that are being faced due to being ignorant or simply not aware. Using a presentation to be sent out slowly to all countries and the presentations to be distributed within each country will help in reaching out to a major part of the population. The main benefits of the plan is that it will help build awareness and will also help in changes simple things in the daily routine that can assist with doing the bit to help prevent global warming. Also playing the presentation in schools and colleges and movies will help the younger generation be more aware of what they do and also assist in correcting the mistakes of not only themselves but also those around them. Required Support: Global warming is a global issue and it is not one which will affect only a few countries. If we aim at saving out planet, it is essential that a form of unity and commitment is formed within each one of us and a form of unity among countries is also essential. The support of the government is necessary here to help ensure that countries can have cordial and helping nature so that we can also work together to resolve this issue. Similar to how the entire world is ready to take up a new technology and enjoy the benefits, it is necessary that the world works together to build a safer planet (Spencer, 2010). Companies can help by passing the message, governments can help by keeping cordial relations with other countries, so we can help one another in times of difficulties. Most importantly, it is up to each individual on the planet to their bit to help reduce the emission of the gases and prevent global warming. The world is our own, and irrespective of which country we belong, or which religion we belong, we need to understand that ignorance or not taking up responsibility is not an answer here and we all lose if global warming continues to grow as it is currently.

Joseph Stalin :: Essays Papers

Joseph Stalin Joseph Stalin was born on Dec. 21, 1876 in Gori, Georgia. Joseph Stalin’s original name was Iosef Vissaronovich Ozhungashvili, but he adopted his name to Joseph Stalin which means, â€Å"man of steel† (World Book 825). His fathers’ name was Vissarion Ivanovich Djugashvili. His father was a drunk and had a job being a shoemaker. Since Joseph’s father didn’t make much money Joseph’s mom, Ekaterina Gleladaz Djugaholi, who became a washerwoman to help support her family. The Stalin’s lived in a small shack, and Joseph was an only child. When Joseph was a young boy Stalin’s father left him. In 1888 Stalin was sent to a church school in Gori (World Book 825). He spent 5 years there and was a brilliant student. Stalin received a scholarship at the religious seminary in Tbilisi. To a surprise, Stalin entered his school to study priesthood in the Georgian Orthodox Church in the year 1984 (World Book 825). In 1898, Stalin joined a secret Marxist revolutionary group (World Book 825). Stalin got expelled from his school for not appearing for an examination. Stalin joined a Marxist movement and when it split in 1903, he went with more radical Bolsheviks. In 1904 he married but his wife died of tuberculosis after 3 years (World Book 825). He married again in 1919, but his 2nd wife killed herself, leaving Stalin with a son and daughter (World Book 825). The son became an alcoholic and his daughter defected to the United States During Stalin’s underground career he was arrested at least 6 times and spent time as an exile in Siberia. He engaged in robbery, murder, labor agitation, and served as editor and writer for various newspapers, where he first used the name â€Å"Stalin† (The Red Tsar http.go2net.com). When the communist come to power in 1922 Stalin got a great position as a Secretary General of Communist Party (World Book 826). Before Lenin died he thought that Stalin was too vicious of a man. Lenin wrote a note to Leon Trotsky to succeed him. Stalin had Lenin’s note suppressed and joined with two other members the Poliboro to defeat Trotsky. Then Stalin turned on the two who helped him defeat Trotsky and by 1928 had made himself the dictator of the Soviet Union (The Red Tsar http.go2net.com). With power in his hand Stalin began his â€Å"five-year plan.† The plan was to industrialize the country, a program that went hand-in-hand with a plan to bring all agriculture under state country.

The Evil Soul Revealed in Joseph Conrads Heart of Darkness :: Heart Darkness essays

Heart of Darkness:  Ã‚   Evil Soul Revealed  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Joseph Conrad's Heart of Darkness, there is a great interpretation of the feelings of the characters and uncertainties of the Congo. This intricate story reveals much symbolism due to Conrad's theme based on the lies and good and evil, which interact together in every man. By probing into the heart of the jungle Conrad was trying to convey an impression about the heart of man through symbolism of the jungle itself and the manager. The story is written as seen through Marlow's eyes. Marlow is a follower of the sea. His voyage up the Congo is his first experience in freshwater navigation. He longs to see Kurtz, in the hope of appreciating all that Kurtz finds endearing in the African jungle. Marlow does not get the opportunity to see Kurtz until he is so disease-stricken he looks more like death than a person. There are no good looks or health. In the story Marlow remarks that Kurtz resembles â€Å"an animated image of death carved out of old ivory† (Conrad page #). Like Marlow, Kurtz is seen as an honorable man to many admirers; but he is also a thief, murderer, raider, persecutor, and above all he allows himself to be worshipped as a god. Both men had good intentions to seek, yet Kurtz seemed a "universally genius" lacking basic integrity or a sense of responsibility (Roberts 43). In the end they form one symbolic unity. Marlow and Kurtz are the light and dark selves of a single person. Meaning each one is what the other might have been.   Kurtz is the violent devil Marlow describes at the story's beginning. It was his ability to control men through fear and adoration that led Marlow to signify this. Throughout the story Conrad builds an unhealthy darkness. At every turn he sees evil lurking within the land. Every image is dreary and dark. The deadly Congo snakes to link itself with the sea and all other rivers of darkness and light. The setting of these adventurous and moral quests is the great jungle, in which most of the story takes place. As a symbol the forest encloses all, and in the heart of the African journey Marlow enters the dark cavern of his own heart. It even becomes an image of a vast catacomb of evil, in which Kurtz dies, but from which Marlow emerges spiritually reborn.

Spirit Of St. Louis :: essays research papers

The Spirit of St. Louis   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"I don’t think about it...There was no blinding light, no angels coming to take me home.†   Ã‚  Ã‚  Ã‚  Ã‚  Chris Pronger is one of the premier hockey players in the world. With his 6’6†, 220 lbs. frame, Chris Pronger dominates other teams while on the ice and has become one of those special players who can control a game. The defenseman out of Dryden, Ontario has come around full circle since arriving in the NHL as the second overall draft pick in the 1995 draft. After having to deal with troubles early in his career, which consisted of drinking and partying, Pronger has gotten his act together to lead his team, the St. Louis Blues to great success. Chris’ size, speed, and knowledge of the game helps him determine, understand, and acknowledge what other teams are doing, and enables him to shut opposing players down. Chris Pronger’s career so far is an incredible story, which makes all sports fans who have followed it respect and admire him.   Ã‚  Ã‚  Ã‚  Ã‚  In the early postseason of the 1998 season, the St. Louis Blues found themselves leading the Detroit Red Wings one game to nothing in the best of seven series. Also, the Blues surprisingly had that lead on the road, with the first two games of the series in Detroit, one of the hardest atmospheres to play in.   Ã‚  Ã‚  Ã‚  Ã‚  At the 3:52 mark of the second period, on Mother’s Day, a blistering slapshot from Detroit winger Dmitri Mironov came tearing through the zone and caught the entire Blues defense by surprise. Every defenseman except Pronger. Chris Pronger, who is the youngest captain in St. Louis Blues history, was finally starting to settle down and learn the system Blues head coach Joel Quenneville was teaching. Pronger was finally starting to live up to his ability to be able to control the game. He was also finally getting the hang of being a 25 year old captain in the NHL.   Ã‚  Ã‚  Ã‚  Ã‚  The shot was aimed high, and Pronger got in the way of it and blocked it. Unfortunately, the puck hit him in a very odd place, right under the chest protecting padding of his shoulder pads, and caught him right in the chest, causing his heart to stop beating for approximately fifteen to twenty seconds. Seeing this tower of a man fall to the ice, and not being able to breathe, scared the rest of the Blues team, and messed with their minds and emotions, just enough for the Red Wings of Detroit to escape the game with a

Early Childhood Pioneers Essay

Froebel pioneered the view that play acts as an organising function which integrates learning and helps children apply their knowledge and understanding in relation to their developing ideas, feelings, physical bodies and relationships. Froebel thought that schools should be communities in which the parents are welcome to join their children. He believed that parents were the first educators of their child. He thought that children learned outdoors as well as indoors. He encouraged movement, games and the study of natural science in the garden. He invented finger play, songs and rhymes. He encouraged the arts and crafts and a love for literature as well as mathematical understandings. He thought that children should have freedom of movement, clothes which were easy to move about in, and sensible food which was not too rich. Foebel deeply valued symbolic behaviour and encouraged this in very young children. He realised how important it is for children to understand that they can make one thing stand for another. He thought that the best way for children to try out symbolic behaviour was in their play. He thought that as they pretend and imagine things, children show their highest level of learning. Similarly to Vygotsky he thought that children’s best thinking is done when they are playing. He also designed various items and activities to help symbolic behaviour. He encouraged children to draw, make collages and model with clay. He encouraged play with special wooden blocks (Gifts) and made up songs, movements, dancing AND crafts (occupations). He allowed children to use Gifts and Occupations as they wished thus introducing what is called now free flow play. He emphasised the expressive arts, mathematics, literature, sciences, creativity and aesthetic things. He believed that each brought important but different kinds of knowledge and understanding. He also place great emphasis on ideas, feelings and relationships. Influence on current practice and curriculum models Most mainstream settings encourage learning through first hand experience and play remains central to provision for children’s learning, including language development through rhymes and finger plays. Most early years settings encourage imagination to flow freely in play, and symbolic play is seen as very important for children’s development. Early years settings integrate care and education and today this is emphasised more than ever. Children’s development is still encouraged through provision of a wide range of materials and activities tailored to the needs of the individual child. Current best practice still emphasises creativity, science and the humanities and learning opportunities are integrated across curriculum partnerships. Maria Montessori (1870- 1952) Montessori devised a structured teaching programme which she based on her observations of children who were mentally challenged, and she believed she was making Froebel’s work more scientifically rigorous in doing this. There are Montessori schools in the UK within the private sector. Children are seen as active learners who go through sensitive periods in their development when they are more open to learning particular skills and concepts. Montessori designed a set of didactic materials which encouraged children to use their hands. Her method involves a series of graded activities through which every child progress working through specially designed materials. Each material isolates one quality for the child to discover e. g. size, colour or shape. The materials are self correcting. Whereas Froebel stressed the importance of relationships, feelings and being part of a community, Montessori stressed that children should work alone. She thought that this helped children to become independent learners. For her the highest moment in child’s learning was what she called the polarisation of the attention. This means that the child is completely silent and absorbed in what they are doing. Montessori did not think there was need for adult correction. The role of the adult was limited to facilitating the child’s own creativity, the teacher is known as directress. Children are not seen as part of a community but work largely on their own in a quiet and peaceful environment of total concentration. Little parental involvement is encouraged. Unlike Froebel, Montessori did not see the point in play or the free flow. She did not encourage children to have their own ideas until they had worked through all her graded learning sequences, she did not believe that they were able to do free drawing or creative work of any kind until they had done this. The child is thought to solve problems independently, building self confidence, analytical thinking and the satisfaction that comes from accomplishment. There are significant similarities between Piaget’s theory of the stages of cognitive development and the Montessori system’s organisation of students in the classroom. The Montessori system places children into classrooms based upon a common cognitive stage and not by grade level, children are divided into age groups and are presented with activities that correspond to their cognitive ability at that level, this coincides closely with Piaget’s stages of development in which certain cognitive tasks must be mastered during a certain age in order for formal learning to progress. Furthermore students in Montessori system are placed in an environment that is tailored to their cognitive development, Montessori believed that classrooms should be furnished and equipped in a manner that allows children to explore and interact with their surroundings in a safe and engaging environment. Piaget believed that interaction with one’s surroundings aids in cognitive development in a way that is referred to as schema theory. The Montessori system also provides the necessary growth opportunities as designated by Piaget to progress from one cognitive stage to next. These four criteria include maturation, experience, social interaction and equilibration Influence on current practice and curriculum models Mainstream provision also sees the child as an active learner and some Montessori ideas and materials are used such as graded sizes of particular shapes, e. g. small, medium and large blocks. Many other aspects of Montessori provision are different from mainstream early years practice. For example mainstream settings emphasise that the role of adults in intervening and supporting the child’s learning. Current mainstream practice would not usually leave children to work through activities alone but encourages group work and sensitive intervention by adults to support learning. Sometimes quiet concentration is encouraged but according to individual children’s needs rather than basic approach to all learning activities. Current practice would involve parents/carers as partners with a high degree of involvement. Susan Isaacs (1885- 1948) Like Margaret McMillan, Susan Isaacs was influenced by Froebel, she was also influenced by the theories of Melanie Klein, the psychoanalyst, Isaacs made detailed observations of children. Isaacs valued play because she believed that it gave children freedom to think, feel and relate to others. She looked at children’s fears, their aggression and their anger. She believed that through their play, children can move in and out of reality. This enables them to balance their ideas, feelings and relationships. She said of classrooms where young children have to sit at tables and write that they cannot learn in such places because they need to move just as they need to eat and sleep. Isaacs valued parents as the most important educators in a child’s life. She spoke to them on the radio, and she wrote for parents in magazines. Isaacs encouraged people to look at the inner feelings of children. She encouraged children to express their feelings. She thought it would be very damaging to bottle up feelings inside. She supported both Froebel’s and Margaret McMillan’s view that nurseries are an extension of the home and not a substitute for it, and she believed that children should remain in nursery type education until they are 7 years of age. Isaacs kept careful records of children, both for the period they spent in her nursery and for the period after they had left. She found that many of them regressed when they left her nursery and went on to formal infant schools. Modern researches have found the same. Influence on current practice and curriculum models Mainstream early years settings today give opportunities for children to let off steam in controlled way through vigorous physical play and encourage controlled expression of feelings through language and imaginative play. Play is still seen as central to learning and parents/carers are seen as partners. Careful observation of children and accurate record keeping is emphasised in early years settings. Many countries throughout the world do not start children at school until age six or seven years and many early years educators in the UK argue that this should be the case here. Margaret McMillan (1860-1931) Margaret worked in the Froebel tradition. She believed in active learning through first hand experiences and emphasised feelings and relationships as well as physical aspects of movement and learning. She believed that play helped a child to become a whole person and was an integrating force in learning and development. McMillan was a pioneer in nursery education. She believed in the introduction of nursery schools as an extension of home and as communities in themselves. She emphasised the value of the open air and introduced gardens for families to play and explore. She believed in partnership with parents who developed with their children in the nursery environment. McMillan was the first to introduce school meals and medical services and stressed the importance of trained adults to work with children. Influence on current practice and curriculum models McMillan has had a powerful influence on the provision of nursery education in the UK and many of her principles are widespread. At present time children are given access wherever possible to outdoors areas and encouraged to make gardens and use natural materials. Early years settings give opportunities for children’s physical, social, imaginative and creative play and encourage expression of feelings. Active learning is encouraged through provision of a wide range of materials and equipment together with a skilled and qualified workforce. McMillan’s views on the nursery school as a community are followed through today as parents are invited into schools and seen as partners in the care and education of their children. As well as being a community in itself, early years settings extend provision into the community and become part of the community. School meals and medical services are now an accepted part of provision. Learning theories and Play The importance of Play, the environmental factors and the view of the child as an active learner are also reflected in the social constructivist model. Similarly to the pioneers of play, Piaget, Vygotsky and Bruner saw the child as an active participant in their own development and learning. Piaget stated that children passed through a series of stages of cognitive development always in the same order but at different rates. He emphasised that the child was an active participant in their own learning and development. According to Piaget children had schemas or patterns of behaviour that are part of the child’s powerful drive to understand its experiences. Piaget believed that young children in preoperational stage began to think and represent actions with symbols and judged situations on what they could see not being able to conserve, he also prescribed them as egocentric and felt that they learned by discovery. Whereas Piaget saw the child as a solitary learner, Bruner and Vygotsky similarly to Froebel stressed the importance of the role of adults and interactions in play. Vygotsky emphasised the role of adults in helping children learn. He identified the zone of proximal development and believed that the adult role was to intervene and help children to move into the zone of actual development and the cycle goes on. Bruner believed that children learn through doing, imagining what they have been doing and then turning what they know into symbols such speech, drawing and writing. Bruner saw the adult as important in supporting children’s learning especially when informal, everyday interactions are utilised to help children make sense of the world. Influence on current practice and curriculum models Current practice acknowledges the role of schemas in children’s learning and development. Different types of schemas were identified by early years practitioners, teachers and psychologists, such as transporting, orientation, enveloping, horizontal and vertical schemas. Social constructivism (reflecting many of the early childhood pioneers’ ideas) is widely acknowledged to underpin and influence mush early years provision. It emphasises that children have different and distinct ways of thinking, behaviour and feeling at different stage of development and that children’s thinking is different from adults. Children are seen as active agent in their own learning, adults observe and assess children, work closely with the child, support their learning, extend play opportunities and parents are involved as partners. Carefully structured and well resourced learning environment are essential including the indoors and outdoors to encourage exploration and discovery with a balance of adult structured activities and play and learning opportunities freely chosen by children. Current principles and Curriculum models High/Scope curriculum model High scope is a structured programme developed in the 60s in the USA and now extended for use with preschool children and babies. Some mainstream settings in the UK use the High scope approach. The High/scope is based on well accepted educational principles: Active learning: the child is encouraged to become an active learner involved directly in their own learning. Personal initiative: the child is encouraged to use personal initiative to plan, do, and review their own learning. Consistency: children need consistent stable daily routines and organised learning environment to help their confidence and independence. Genuine relationships between practitioners and children Appropriate curriculum designed to provide key learning experiences. The EYFS Curriculum The principles of good practice in early years provision have integrated many of the key features of the work of the early educators. Currently is general agreement about what constitutes a good practice and these ideas have been drawn together in the curriculum guidance for the foundation stage in England. The key areas are Adults and children, the curriculum and the environment. Children and adults: Children are active learners, they engage with adults, materials, events and ideas in immediate, direct and meaningful ways, adults are skilled and trained and understand how children learn and develop. Children are viewed as a whole and their individual needs are met. Adult observe and assess children’s progress and are able to respond appropriately. Imagination and symbolic play are seen as very important. The curriculum: There is a balanced between adult initiated and children self chosen activities, well planned and purposeful play is seen as the most important vehicle for learning. A brad balanced, well panned relevant and appropriate learning curriculum is provided, a wide range of activities and equipment is available indoors and outdoors and the equality of opportunity and access to learning for all children are essential. The environment: A well organised, safe, stimulating, secure and reassuring environment is provided and positive relationships with parents are maintained. [pic] Bibliography Beaver M, Brewster J, Jones P, Keene A, Neaum S, Tallack J, 1999, Babies and Young Children Book2, 2nd edition: Early Years Care and Education, Stanely Thornes (Publishers) Ltd Bruce T. , 2004, Developing learning in early childhood (0-8), Paul Chapman Publishing, A Sage publications company London. Bruce T & Meggitt C, 2007, CACHE Level3 Award Certificate Diploma in childcare and education, London, Hodder Education. Edwards C. P. , 2002, Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia, Early Childhood Research and Practice, Volume 4 Number 1, 2002. Grisham-Brown J. (? ) INFLUENCES ON EARLY CHILDHOOD DEVELOPMENT, Early childhood development, Education. com Holachek K. , 2007, The benefits of alternative education: How Piaget theories of Cognitive development in children support the Montessori system, (? ) Hucher K. & Tassoni P, 2005, professional development Planning play and the Early years (2nd Edition), Oxford, Heinemann Educational publishers Sagarin S. K. , 2009, The Seer and the Scientist: Rudolf Steiner and Jean Piaget on Children’s Development, JOURNAL for Waldorf/R. Steiner Education Vol. 11. 1, May 2009.

Why Rhode Island Was the Most Democratic Colony

â€Å"American† Essay The original thirteen colonies, from groundbreaking Virginia, first settled in 1612, to the bountiful Carolinas originating in the year of 1670. In 1636, twenty four years after the formation of Virginia, the revolutionary Rhode Island came to be. Though settled three-hundred and seventy-six years ago, Rhode Island at that time, still holds similarities to what it means to be â€Å"American† today. America is synonymous with freedom, tolerance of those different, equality, and democracy.Rhode Island can be considered the most American of all thirteen original colonies, because it supported separatist government, practiced religious tolerance, and had a democracy from the start. Rhode Island may never have came to be, if not for Roger Williams. After being exiled from the Massachusetts Bay Colony, for endorsement of a separatist movement, It was he who relocated to present day Rhode Island. At that time, Massachusetts, was a colony ruled by Puritans . These people were anti-separatists, which means that they did not believe in the separation of church and state.Any resident living in Massachusetts, regardless of Religious affiliation was required to pay taxes to the puritan church. The churches only problem was not the requirement of taxes, but also their efforts to control other aspects of the colonist’s lives. Massachusetts had a certain kind of feel to it, and the Puritans wanted to assure that it stay that way. Puritans felt threatened by any kind of act that did not fit perfectly with their view of what life should be like in their colony. For example, If two people were found to be showing any type of affection towards each other in public, they were fined.Puritans were against the practice of ceremonies, or any type of event containing music. They believed that music was an expression not pure enough for their way of life. Puritans refused to celebrate various holidays, such as Christmas. They also would not allow certain staples of religious practice to be involved in their worship. Candles, or religious images were not permitted in church service. Many forms of entertainment were not allowed in Puritan villages. Gambling or other games of chance were outlawed. Plays of any genre were not allowed.Laughing in public was forbidden, because it suggested that devilish or demonic spirits inhabited you. The Puritans worked to control every aspect of a persons life. Roger Williams, founder of Rhode Island, would have none of it. From the start Williams allowed Rhode Islander’s many freedoms, as well as creating a separatist government, in some ways, the first of its kind. Williams did not require citizens to attend church, and did not let laws interfere with a someone’s personal life. He believed that it was not the churches/governments right to control such things.Though the people of Rhode island did pay taxes, these taxes went to the government, not a state church. The lack of the se laws can be considered very â€Å"American† by modern standards. When looking at the country now, one can see that there is an absence of laws restricting Humans actions and rights, aside from cruel and unjust acts. Each individual has freedom of speech, and is allowed to express their ideas openly. The US does not outlaw many types of entertainment, music, holidays, or public displays of humor or affection. Rhode Island shares this in common with the present day US.The same cannot be said of the Massachusetts Bay Colony. Rhode Island was one of only four colonies whose government did not have an official religion. The Carolina’s, Maryland, New York, and Virginia all supported the Anglican church, While Massachusetts, Connecticut and New Hampshire all chose to support the congregational church. This proves that Rhode Island was uniquely and unconscionably â€Å"American† for its time. Rhode Island can again be considered â€Å"American† because of itâ €™s practice of complete religious tolerance, this was unheard of in most other colonies in these times.Williams allowed anyone, regardless of religious affiliation to reside in the state. Jews, persecuted by almost every other colony at the time, as well as Catholics were allowed to live in the boundaries of Rhode Island, and not fear punishment or persecution. Even the endlessly persecuted Quakers were allowed in Rhode Island. Quaker views were vastly different than that of leader Roger Williams, but he believed that they should not be persecuted for this difference in opinion. When looking at the views of other colonies, one can see that they did no share the same ideals. Maryland claimed to be religiously tolerant.Created as a refuge for Catholics, one would assume that a place such as this would be tolerant of other religions, the Act of Toleration was passed in 1649, but was not as welcoming as it sounded. While giving freedom to Christians, it also stated the right to per secute all Jews, or atheists with no religious affiliation. Massachusetts was wildly intolerant of not Christians, torturing and killing the Quakers, whom later fled to Rhode Island. All colonies supporting the Anglican church practiced religious tolerance to their fellow protestants, and in some cases even Catholics, but none would accept those who denied the divinity of Jesus.Congregational colonies were even more strict in their tolerance of other religions. Aside from religion, Rhode Island was also tolerant of people that for other reason would not be welcome elsewhere. Those like Williams who had angered the leaders of their previous residence were welcomed there. Anne Hutchinson, whom was also exiled from the Bay Colony is a famous resident of Rhode Island. Her Ideals were far from that or Williams, but still she was welcomed in his colony. Both rich and poor could find a home in Rhode island.It was unlike the sprawling plantations of South Carolina, or Virginia where the poo r were exiled from being â€Å"squatters† on the land, or the large and powerful elites of aristocratic New York, controlling not just the government and economy, but the land as well. Rhode islands practice of tolerance, not only pertaining to religion, but also to the differing of ideals and economic status, again shows that Rhode Island is the most â€Å"American† of the thirteen colonies. A third reason that Rhode Island can be considered the most â€Å"American† colony was it’s voting system.Rhode Island gave all men, who owned property and payed taxes on said property the right to vote. Regardless of Religion, a man had this right. This was unheard of in many colonies at the time. Anglican colonies such as South Carolina and Georgia, also allowed man holding men to vote, but only if they were of protestant religion. Some colonies were even more strict with their voting rights. In the Massachusetts Bay Colony the government could not even be consider ed a democracy. The Freemen held the right to elect the governor annually as well as his cabinet.The freemen however, were few and far between. Only puritans could be freemen, and they were not even eligible until they were declared â€Å"visible saints†. This is when, at church, god inhabits a person, which causes him to convulse, or perhaps speak in tongues. Because of this rule, only few men were eligible to vote in elections. Rhode Islands suffrage law, allowed a vast number of citizens to vote, which in turn made Rhode Island on of the most democratic of the colonies at the time. This again proves that Rhode Island was the most â€Å"American† of the Thirteen colonies.There are those that do not believe Rhode Island was the most â€Å"American† colony of our forefathers. Some may say that the most â€Å"American† colony was in fact Georgia. Evidence supports that this was not the case. Though Georgia supported separatist government, and did not affil iate with any one religion, they did however persecute certain religious groups. Catholics. The Jewish, and Atheists were discriminated against and persecuted in Georgia, because of this, these people did not have the right to vote in any election, only practicing protestants could participate in elections.These shortcomings of the Georgia colony disqualify it from being a truly â€Å"American† colony. Rhode Island can easily be considered the most â€Å"American† colony for many reasons. Rhode Island participated in separatist government, practiced religious toleration towards all religions, and promoted suffrage for a large amount of people at the time. When someone is asked to describe America in three words, one is willing to bet that those three words would be freedom, tolerance, and equality. Rhode island had the right idea hundreds of years ago, and our country has been influenced by these simple ideas ever since.