Reaction Paper Essay Example | Topics and Well Written Essays - 500 words - 10

Reaction Paper - Essay Example I felt that the poet wrote that days and months are travelers of eternity because these are some of the factors that will be there till eternity. When I read this, I asked myself what eternity was. I was left wondering how days and months connect to eternity. I am a layman person, and we describe eternity as something that has no end. However, the poet’s journey was just for a moment, but days and months last forever. Days and months are there for eternity, unlike Basho’s journey, which came to an end. It is as if Basho never expected to complete his journey. He suffered throughout his journey so he was left wondering how days and months felt as they seemed to travel throughout. Days and months will always be there. Days and months could becompared to travelers, who never seem to complete their journey. They will travel forever, and this is the thesis of Basho’s quote (Basho 1). This line is also extremely intriguing. According to the poet, the moon and the sun will always be there in every generation making them seem like ideal wanderers (Basho 139). As Basho wandered throughout Japan, he always met the sun and the moon during the days and nights respectively. Basho’s journey took ages to complete likewise as the moon and the sun never seem to complete their voyage around the earth. The sun, according to the poem, never seems to end their voyage around the world. The poet illustrated this well as he assumed that the moon and sun were also in a voyage, which never seems to end. This line is easy to interpret as I got the message in this line immediately I finished going through it. Even though, it is advisable for writers to puzzles their readers, it is also essential to offer them lines, which will make them understand or interpret what they are reading. The poet made it easier for his readers to understand what they are reading. I found this line overwhelming as people would not

Amy Grace Academy Essay Example | Topics and Well Written Essays - 750 words

Amy Grace Academy - Essay Example On going through the appropriate websites, AGA has come to know that government grants are announced each year to release grant money of up to $30,000 for new projects (Ron Wainrib). AGA is also aware that this fund is accessible to lots more people. Hence, to make a case for winning the grant it is necessary to write a concrete proposal with information concerning the need and other details and make these as accessible as possible to the grantor. The need for digital technologies is to supplement facilities for testing speaking skills. Today, there is great need for trained workers with speaking skills and abilities. The communication business is doing well and we wish to give our students the means to take a look at something that they may be involved in at some point in the future. An article on "Delivering a Quality Grant Proposal" (Don Peek) provides some ideas on writing a proposal. The article is well written but it does appear that the grantor need details of the way the money will be spent from the time it is disbursed to the moment of success when the digital technologies are installed and are successfully used by the students. Details about the information that must be provided in the proposals do not appear very encouraging. First, there are the objectives to be listed followed by another list explaining how they are proposed to be achieved. Next, there are goals and the timelines when the goals are likely to be achieved. What is petrifying is the fact that after having provided all details in the proposal, the end result could be a damp squib. But, on second thoughts, is it worth taking all the trouble to see if the grant would be available After all, there are other ways and means to raise the required funds. AGA could use these means to raise funds. It is in better position to make a general proposal and circulate it among the parents and other well-wishers. There is no question about the funds coming in. Although AGA does not have any idea how much money could be collected in this fashion, it is better to follow this route where there is a guarantee of raising funds (D.M. Mithani, p253). Of course, AGA could alter information somewhat to make the proposal appear meaningful to the grantors. AGA could mention in the proposal that the digital technology is for use in the Science department (Science and Technology). But this would not be fair or ethical. Ultimately, the purpose of making a proposal for the grant will not be defeated if it is made alongside a general fund raising campaign. It is like having the cake and eating it too. Nonetheless, this is a better approach than solely depending on the grant which may or may not come (Damodar Gujarati & Sangeetha, p496). Conclusion Each part of the source supports specific aspects of the grant application requirements. D.M. Mithani outlines loans provided by banks to make high-cost purchases with low-interest loans. Loans are no equivalent to grants but they are quick means to have funds and can be repaid on easy installments. Damodar Gujarati and Sangeetha explains the means for forecasting. Description of the NIH Guide for Grants, Contracts and Recovery Act and

How Much Co2 Lab Essay Example for Free

How Much Co2 Lab Essay Experimental: An Alka-Seltzer tablet was accurately weighed and recorded using a weighing boat and analytical balance. A fragmented piece between 0. 2100g and 0. 2800g was also weighed and recorded. 500mL of water was placed in a 600mL beaker. 80mL of water was then mixed with 20mL of 6M HCl in a 150mL beaker to create 1. 2M HCl. A 1. 5g piece of Alka-Seltzer tablet was then added to the HCl solution. After complete evolution of CO2, gravity filtration was used to catch all of the starch produced from the reaction. The buret was filled with the filtrated solution and the glass tube end of a rubber tube was inserted about 2 inches into the mouth of the buret. While keeping a finger over the buret mouth, the entire buret was quickly inverted and the tubing and mouth completely submerged into the water in the 600mL beaker. The buret was then clamped into place while double checking the buret mouth was under the water level and the rubber tubing was not pinched. The stopcock was then opened extremely slowly until the water level in the buret dropped close to the 50. 00mL mark. This level was then recorded. 25mL of the prepared HCl solution was added to a 125mL Erlenmeyer flask, along with a 0. 5-1. 0g piece of Alka-Seltzer tablet. After complete evolution of CO2, the neck of the flask and rubber stopper were completely dried. The tablet fragment earlier weighed (between 0. 21-0. 28g) was then added to the flask followed by immediate insertion of the stopper to ensure a tight seal. 5 minutes after the CO2 has been generated, the new water level of the buret was recorded, along with the distance in inches between the buret and beaker’s water levels. Lastly, the prevailing atmospheric pressure, temperature of the water, and approximate volume of the room was recorded. Results and Calculations Table 1 Experimental Values Experimental Values| Measurements| Current pressure of the room| 29. 3 in. Hg| Mass of entire tablet| 3. 2545 g| Mass of fragment| 0. 2524 g| Buret water level (start)| 45. 62 mL| Buret water level (end)| 7. 50 mL| Distance between buret and beaker water level| 3. 625 inches| Temperature of the water/room| 21. 8Â °C| Pressure of water at 21. 8Â °C| 19. 587 torr| Length, width, height of the room| 1463cm, 792cm, 366cm | Conversions: Temperature of the Room: 21. 8Â °C + 273. 15 = 294. 95K Volume of the room: (l? w? h) = (1463cm)(792cm)(366cm) = 424 x 108 cm3 = 424073L Pressure of room: 29. 3 in. Hg x 760 mmHg x 760 torr = 744. 3 torr 29. 92 in. Hg 760 mmHg 29. 3 in. Hg x 1 atm = 0. 97927 atm 29. 92 in. Hg Calculations: PÂ °atm = Patm – ( in. of H2O )( 1. 87 torr/in. of H2O ) = (744. 3 torr) – (3. 625 in. )(1. 87 torr/in. ) = 737. 521 torr PCO2 = PÂ °atm – PH2O = (737. 521 torr) – (19. 87 torr) = 717. 934 torr x 1 atm = 0. 94465 atm 760 torr VCO2 = 45. 62mL – 7. 50mL = 38. 12mL = 38. 12mL x (1L/1000mL) = 0. 03812 L NCO2 = PCO2VCO2/RT = ( 0. 94465atm )( 0. 03812L ) = 0. 0014873 mol CO2 ( 0. 08206 L? atm/mol? K )(294. 95 K) Moles of CO2 one tablet produces: (moles CO2) x (mass tablet/mass fragment) = (0. 0014873 mol CO2) x (3. 2545g / 0. 2524g) = 0. 019178 moles CO2 in tablet Moles of the room: Nroom = ProomV room/RT = (0. 9727atm)(424073L)/(0. 08206 L? atm/mol? K )(294. 95 K) = 17,042. 7 moles in room of tablets required to fill room: (moles of room) / (moles of CO2 per tablet) = (17,042. 7 moles) / (0. 019178 mol CO2) = 8. 887 x 105 tablets Mass of NaHCO3 needed to fill room with CO2: = 8. 887 x 105 tablets x 0. 019178 moles CO2 x 1 mol NaHCO3 x 84. 01g NaHCO3 1 tablet 1 mol CO2 1 mol NaHCO3 = 1. 432 x 106 g NaHCO3 Discussion In order to find the number of tablets needed to produce enough CO2 to fill the room, the ideal gas law was required first to solve for the number of moles of CO2 in one tablet and second the number of moles of the room. To use the ideal gas law, the atmospheric pressure was adjusted for due to the lower pressure in the buret when compared to the outer atmospheric pressure. This unequalization of pressures, although corrected, may still be slightly off, thus potentially causing later calculation error when using the ideal gas law to solve for the moles of CO2. Difficulties in the experiment arose when inverting the buret and completely submerging it into the beaker of water. This is a likely place for error because keeping a finger over the mouth of the buret and sealing the mouth tightly enough during the inverting process was very difficult. If too much of the solution inside the buret leaked out, one would not have enough volume to start with (before the CO2 evolution) and thus would have to remake the solution and repeat the process. Another potential source of error would be the measurement of the size of the room. With so many objects (lab tables, carts, ceiling structures) that also occupy the space, it was very difficult to determine an accurate volume of the room. Thus, the actual number of tablets required to fill the room might be a little bit less when the objects taking up space in the room are considered. Additionally, if the gravity filtration failed to filtrate all of the starch from the HCl solution, the leftover starch could potentially cause a problem in the reaction when the tablet fragment is added to the solution, thus providing more possible sources of error. Another minor source is the sensitive nature of the analytical balance, possibly leading to incorrect weight measurements of the tablet fragments. Another is general human error, such as reading the volume on the buret when determining the amount of CO2 evolved from the fragment. Conclusion In conclusion, the overall experiment proved to be successful; depending on the calculated size of the room, the number of Alka-Seltzer tablets required to produce enough CO2 gas to fill it was able to be determined. The mass of NaHCO3 needed to produce enough CO2 was also able to be calculated due to the fact that one mole of NaHCO3 is equal to one mole of CO2. Using the ideal gas law, Dalton’s law of partial pressure, stoichiometry, and conversions, a result was calculated, thus proving that future experiments dealing with the calculation of CO2 evolved from Alka-Seltzer by using an inverted buret can be done successfully.

Types Of Tenders And Tendering Process Construction Essay

Types Of Tenders And Tendering Process Construction Essay A tender can be said as an offer to do work or supply goods at a fixed price. Initiating step of a tendering process in which qualified contractors are invited to submit sealed bids for construction or for supply of specific and clearly defined goods or services during a specified timeframe. The tender process is designed to ensure that the work to be done for client/government is given out in a fair way. For example in Malaysia, there are a number of policies known as procurement policies which guide government of Malaysia on how to make decisions on which tender to accept. Although price is very important in the decision on which tender or bid to accept, it is not the only factor taken into account. Once client/government accepts a tender, it is binding on both parties. This means that the person or company that won the tender has to provide the goods or services in the manner agreed to and at the price offered, and client/government must pay the agreed price at the agreed time. In other words, once accepted, a tender is a binding contract. 2.2 Types of tendering When talk about tendering, it is involved some kind of complicated process and procedure. Before any tendering process can be done, professional team and employer must make sure all necessary tender documents have been prepared, checked and approved. The source of the funding also must have been identified and the project financing put in place. The procedures for subsequent stages should have been established with the express consent of the employer to ensure the tendering process will go smoothly. What types of tendering that employer want to choose is depends on nature of contract, complexity of the construction, expertise needed and several reasons. But usually for the government project all over the world, is tend to make open tender to ensure the procurement and works to be done in fairly manner without prejudice. As the researcher mention before, open tender is one of the types of tendering that commonly used in this world. Actually there are several types of tender including open tender, selective tender, negotiated tender, serial tender and term tendering. 2.2.1 Open tender Open tendering is the main tendering procedures employed by both the government and private sector. The client advertises the tender offer in the local newspaper giving detail and key information of the proposed works and inviting interested contractor to tender. In the legal sense such tender notices constitute invitation to treat, a mere request by the employer for suitable contractor to submit their bids or offers. If the pre-requisite to tendering on the form of possession of the necessary registration has been identified in the tender notice, then the advertisement is directed to only that particular class of the public having the said qualifications. In order to reduce number of enquiries, earnest money is deposited (for private project). Until the receipt of a bone fide tender selected then it will be returned. Although price is very important in the decision on which tender or bid to accept, it is not the only factor taken into account. Client does not bind to accept the lowest or any offer. The advantages and disadvantages of open tender are stated below: Advantages Disadvantages It allows any interested contractor to tender. Therefore it gives opportunity for an unknown contractor to compete for the work. The tender list can be long as too many contractors tendering for one job. Allowing the tender list to be made without bias. Client will obtain the bargain possible. No favouritism in selecting contractors. Uneconomic use of source. Ensuring good competition not obliged to accept any offers. Public accountability may be questioned if the lowest offer is not accepted. Traditional method of tendering, familiar to all sector of the engineering and construction industry. Does not attract reputable and established contractor unless they are forced to, due to lack of work. Selective tender Selective tendering is the one alternatives developed to address the limitations of the open tendering procedure. In this method, a short list of contractor is drawn up and they are invited to submit tenders. The purpose of the elective tendering are to improve the quality of the bids received, to ensure that contractors with the necessary experience and competence are given the opportunity to submit the necessary bids, due to urgency work involved, for specific reasons of the employer, eg security reasons in government projects. etc. and to make the tendering procedure more manageable and less a burden on the parties involved. Such list may be prepared through recommendation from the Clients professional adviser whom have knowledge of the Contractors undertaking the work in the past or advertisement through the newspaper (prequalification). The advantages and disadvantages of the selective tendering are stated below. Advantages Disadvantages Only the competent contactors were invited to tender, then the lowest can be accepted. Reduces the availability of work for other contractors especially new contractors. It reduced the cost of tendering (economic use of resources, reduced tender documentation, shorter tender periods, better management of the tender process, etc.) Tender Price may invariably higher than would have been in open tendering. Greater chance of collusion. Tendering period longer because it involved two distinct stages. Favoritisms may occur in the short listing. Two Stage Selective Tender Two stage selective tendering combined elements of competition and negotiation into a formula where the employer could utilize the contractors expertise at an early stage of the project cycle so as to maximize innovation, ingenuity and quality and simultaneously optimize cost, time and resource input. A contractor is selected competitively early in the design process. The tender documents contain approximately quantities of the major value items. As design and planning proceed, the final tender is developed from cost and priced data supplied with the initial tender. Two stage selective tendering was very popular in developed countries. It was different from selective tendering because has two (2) distinct stages namely: Selection of suitable contractor This involves the selection of a suitable contractor and the establishment of a level of pricing for subsequent negotiations. The objective is to select suitable contractor as early as possible is to work together with the professional team and to establish a level of pricing for subsequent negotiation. The criteria for short listing is normally confined to items such as technical and financial capability, experience in similar works and extent of resources (manpower, plant and equipment). The pricing document should be flexible enough to cater for adjustment of price fluctuation for the period between two stages and the pricing of the second stage. In selecting a suitable candidate, a basis for pricing the subsequent second stage should be established accordingly. Determination of Contract Price Once a suitable contractor is selected, he will work together with the project team start contributing to the pre contract process in his capacity as unbiased but independent construction expert. This contractor will contribute the following: Contribution as a Technical Advisor to the Design Process Practical Skills and Buildability Minimization of Project Delay During this stage, a negotiation to reach an agreement on the final contract price is undertaken and the pre contract process is perfected. If no agreement being reached, the employer has an option to abandon the tendering exercise and re-tender the works using any other tendering procedure. The application of two stage selective tendering might be appropriate where the works are a very complicated nature, where at the time of selection of the contractor, the magnitude of the work may not be known with sufficient certainty and where it is an essential pre-requisite for works to be finished by an early completion date. Table below are some advantages and disadvantage of two stages selective tendering. Advantages Disadvantages Benefit of the contractors expertise in buildability, specialist knowledge in proprietry systems, project scheduling, etc resulting in value for money. Its application requires a high level of familiarity and commitment on the part of employers and contractors. Early commencement of work at site even when the magnitude of the works is not known with sufficient certainty at the time of site possession. Owing to a relatively smaller element of competition, but on the other hand higher negotiations content, the tender process is relatively more expensive and longer than other common procedures. Savings of time due to the overlap of the design and tendering stage. Should the second stage be deadlocked or result in no acceptable agreement being reached, the tender process has to be initiated all over again, albeit, through a different route. This incurs a time and cost penalty to the project as a whole. The procedure utilizes the best aspects of both competition and negotiation to arrive at the most favourable arrangement at an optimum firm price before work commences. This procedures requires a high level of commitment, integrity and good faith on the part of both sides which sadly is usually lacking, hence the apparent failures encountered to date. Since the contractor is part of the project team at a very stage of the project, this results in better communication and information flow. Generally there will be fewer claims and disputes in the post contract award stage due to the contractors involvement at the design / pre contract stage. Experience has shows that the contractor has a clearer understanding of the requirements and a better appreciation of the intricacies of the design and contract documentations. Negotiation Tender Negotiation tendering is extensively used in the engineering and construction industry commencing from tendering till dispute resolutions, i.e. under the styles of pre-contract negotiations and post contract negotiations. Usually with single contractor but may be up to three contractors. Negotiation process involves are as follows: Identification by the employer of a suitable contractor to negotiate with. The contractor can be selected either from the employers own list of preferences or on the advice of the professional team. The contractor being apprised of the workscope. The selected contractor is issued with details such as the scope of work involved, relevant drawings, design and /or information to enable him to appreciate the extents of obligations and the employers actual needs. Some employers prepare and issue to the contractor proper tender documents inclusive of a nominated bills of quantities to assist contractor in pricing the works for the forthcoming negotiations. Negotiations can be applied to the following type of contract: In Partnering type of contracts under the so called win-win formula. Where the employer has a long term business relationship with the contractor. In situations where the parties are in a relationships of holding and subsidiary companies. Where the contractor is involved in the financing of the project. In situations where the employer finds it advantages to employ the same contractor to continue an initial or existing contract for the new works Where there is a pressing need to have a very early start of work on the site and to complete the works on a fast tract basis. In special circumstances e.g. Security reasons, emergencies etc where it is expedient to secure the services of a particular contractor only. Where there is only a single contractor who is the only one available or with ether the special skill or resources to carry out the particular works. The employers resources are either limited or constrained thereby making the use of the other tendering impractical. Advantages Disadvantages Only reputable contractor are invited for negotiation. The cost work is likely higher than competitive tender. The Contractor can contribute his expertise during design stage. Reduces the availability of work for other contractors. Early Commencement of work on site. It shortens the period involved in appointing the contractor. Should the negotiations be deadlock or prove eventually unsuccessful, this causes wastage of valuable resources on both sides and loss of time for the employer, thereby delaying the overall selection of suitable contractor. Reduce risk of failure Best alternatives for the employer to adopt is special circumstances such as emergencies, security reasons and etc. Experience has shows that contracts let out this basis result in fewer disputes and claims during the construction stage. Term Tender Term tendering normally used on major maintenance projects. It may be awarded to a contractor to cover a range of different buildings in different locations. It is often limited to a fixed time scale, although the needs of the client may often require this to be extended. It is like a standing offer to undertake a loosely defined extends of work usually within a fixed time period. The type of work is usually specified and priced in a schedule of rates. The contractor will initially be offered the work to cover a number of different trades usually on the basis of prices contained in a schedule prepared by the client.Where the client supplies the rates for the work, the contractors are given the option of quoting a percentage addition or deduction from these rates depending upon their desire to win the project. The contractor offering the most advantageous percentage to the client will then be awarded the contract. An indication of the amount of work expected over the specified period of time will assist the contractors in the consideration of the percentage to be quoted. 2.3 Conventional Tendering Process As the researcher mentioned before, this chapter will focus on conventional tender while the next chapter will focus on electronic tendering. Therefore readers will see clearly background on conventional tendering and electronic tendering. Conventional tendering process will involve pre-tender stage, tender advertisement stage, closing of tender, tender opening process, tender evaluation process and finally tender award. 2.3.1 Pre-tender Stage At pre-tender stage, when the clients have an idea, client will appoint consultant to discuss further about the project. Consultant will do their job, advising, managing the tender and contract, and also transfer the idea into the drawing. At this stage client and consultants will brainstorming about the scope, time to complete and budget that client willing to allocate. Researcher believes that pre-tender stage is most crucial matter because it will initiate the next step of a project. If the pre-tender stage is failed, the project will not successfully complete. 2.3.2 Tender Advertisement Tender advertisement also called tender notice. The conventional tender notice will advertise in local newspaper. In tender notice, basic requirement should be appearing are: Title of the project. Class of contractor, head and subhead needed. Location, date, and time to obtain the tender document. Fees for tender document. Location, date and time for submission of tender doc. 2.3.3 Closing of Tender In tender notice will mention the time and date of tender closing process. If the contractors fail to submit their bids within specific time and date, it considers the contractors refuse to bid for the tender. At that time also tender validity period is started. At this period, contractors can withdraw back their bids if they are no more interested to fight for the tender. Consultant use this period to make assessment and evaluation each of the offers. 2.3.4 Tender Opening and Evaluation Process Quantity surveyors usually will handle tender opening process. In order to preserve the integrity of the competitive process, it is imperative that the evaluation of proposals is undertaken objectively, consistently and without bias towards particular suppliers.   Tenders are usually evaluated against a pre-determined set of criteria. The evaluation of the tenders shall be prepared the soonest possible after the tender opening. A report prepared by the Quantity Surveyor will describe the findings of the said evaluation and it will be supported by tables and graphs. In the end, the Quantity Surveyor will recommend which tenderer, who in his opinion, is the most suitable to undertake to execute the project. 2.3.5 Tender Award An evaluation team will examine each tender received and make recommendations as to which tender represents best value for money.   Once the contract has been awarded, both the successful and unsuccessful tenderers will be notified. Once the final decision has been made on the tender award, the tender administrator creates the tender results notification which is in letter form, and then sent to all participating contractors.

The Death of the Moth by Virginia Woolf Essay -- Papers

The Death of the Moth by Virginia Woolf "The Death of the Moth," written by Virginia Woolf, explains the brief life of a moth corresponding with the true nature of life and death. In this essay, Woolf puts the moth in a role that represents life. Woolf makes comparisons of the life outside to the life of the moth. The theme is the mystery of death and the correspondence of the life of the moth with the true nature of life. The images created by Woolf are presented that appeal to the eye. For instance, the moth's body during the death is appealing to the eye. The image makes the reader more interested. The essence of true life is energy. As Woolf describes, "I could fancy that a thread of vital light became visible. He was little or nothing but life" (Woolf 427). The thread of vital light represents the energy. Woolf employs several stylistic devices that make the essay more interesting to the reader. The changing in tone, lengthy sentence structure, and personification are three devices that are significant in the essay. Throughout the essay the tone changes by Wool...

Segregation in the College Student Center Essay -- University Student

Segregation in the College Student Center As I walked into the University Student Center after my Issues in Public Policy class one August day, a disturbing sight immediately struck me. For a moment I thought I needed to pinch myself because I felt as though I was having a horrible nightmare. Then, I thought that maybe I needed to check my calendar to make sure that I had not traveled back in time to the sixties when segregation was still an accepted practice in the United States. Much to my dismay, I was not dreaming, and it was still in the year 2000. As I continued to look around at my fellow students, my stomach churned, and it was not because I was hungry. The sight that lay before my eyes was not only very disturbing but also very common at the University. Although the Supreme Court in 1954 in Brown vs. The Topeka Board of Education declared segregation illegal, our student center today probably looks the way diners looked thirty years ago. Blacks are sitting in a secluded section of the Student Center; while whites ar e sitting in their own self-designated section. The segregation between blacks and whites in the Student Center is simply a natural occurrence between the two races. The University does not have guidelines on what section blacks and whites are supposed to sit in; nevertheless, blacks and whites naturally separate because of years of legal segregation. Segregation in our society has become a natural occurrence even though segregation is illegal today. The question that needs to be raised is "Why?" Why is de facto segregation still accepted in the United States? Why is a prominent city like Lexington still facing many of the problems it faced thirty years ago? The answers lie in our culture and our horrif... ...en the noblest of people cannot contain. It is a haunting ghost that no one can see, and it is the devil of our cities that many do not even know exist. Racial profiling, inequality, and segregation will remain in cities as long as our culture allows it. As long as we allow white supremacy and black inferiority to be prevalent in our culture, we are going to continue to have problems in our cities. Works Cited Adams, Jim. "Study: Police Stopped Blacks Twice As Often As Whites." The Courier-Journal 29 Oct. 2000: Al, All. Bell, Derrick. And We Are Not Saved. New Haven & London: Yale University Press, 1987. Mills, Charles W. The Racial Contract. London: Corneff University Press, 1997. Ogburn, William "Social Change and Race Rehitions." Race Relations. Eds. Jitsuichi Masuoka and Preston Valiem. Chapel Hill: The University of North Carolina Press, 1961. 201.

Constructivism And Discovery Learning Education Essay

In 1960 Bruner publishedA The Procedure of Education. This was a landmark book which led to much experimentation and a wide scope of educational plans in the 1960 ‘s. Howard Gardner and other immature research workers worked under Bruner and were much-influenced by his work. In the early 70 ‘s Bruner left Harvard to learn at University of Oxford for several old ages ( 1972 – 1979 ) . He returned to Harvard in 1979.A Subsequently he joined the New York University of Law, where he is a senior research chap ( at the age of 93 ) .A TheoryA Bruner was one of the establishing male parents of constructivist theory.ConstructivismA is a wide conceptual model with legion positions, and Bruner ‘s is merely one. Bruner ‘s theoretical model is based on the subject that scholars construct new thoughts or constructs based upon bing cognition. Learning is an active procedure. Aspects of the procedure include choice and transmutation of information, determination devising, bring forthing hypotheses, and doing intending from information and experiences.A Bruner ‘s theories emphasize the significance of classification in acquisition. â€Å" To comprehend is to categorise, to gestate is to categorise, to larn is to organize classs, to do determinations is to categorise. † Interpreting information and experiences by similarities and differences is a cardinal concept.A Bruner was influenced byA Piaget'sA thoughts about cognitive development in kids. During the 1940 ‘s his early work focused on the impact of demands, motives, & A ; outlooks ( â€Å" mental sets † ) and their influence on perceptual experience. He besides looked at the function of schemes in the procedure of human classification, and development of human knowledge. He presented the point of position that kids are active problem-solvers and capable of researching â€Å" hard topics † . This was widely divergent from the dominant positions in instruction at the clip, but found an audience.A Four Key subjects emerged in Bruner ‘s early work: A Bruner emphasized the function of construction in larning and how it may be made cardinal in learning. Structure refers to relationships among factual elements and techniques. See the subdivision on classification, below.A He introduced the thoughts of â€Å" preparedness for larning † andA coiling course of study. Bruner believed that any topic could be taught at any phase of development in a manner that fit the kid ‘s cognitive abilities. Spiral course of study refers to the thought of revisiting basic thoughts over and over, constructing upon them and lucubrating to the degree of full apprehension and mastery.A Bruner believed that intuitive and analytical thought should both be encouraged and rewarded. He believed the intuitive accomplishments were under-emphasized and he reflected on the ability of experts in every field to do intuitive leaps.A He investigated motive for larning. He felt that ideally, involvement in the capable affair is the best stimulation for larning. Bruner did non like external competitory ends such as classs or category ranking.A Finally Bruner was strongly influenced by Vygotsky ‘s Hagiographas and began to turn away from the intrapersonal focal point he had had for acquisition, and began to follow a societal and political position of larning. Bruner argued that facets of cognitive public presentation are facilitated by linguistic communication. He stressed the importance of the societal scene in the acquisition of linguistic communication. His positions are similar to those ofA Piaget, A but he places more accent on the societal influences on development. The earliest societal scene is the mother-child couple, where kids work out the significances of vocalizations to which they are repeatedly exposed. Bruner identified several of import societal devices including joint attending, common regard, and turn-taking.A Bruner besides incorporated Darwinian thought into his basic premises about acquisition. He believed it was necessary to mention to human civilization and archpriest development in order to understand growing and development. He did, nevertheless, believe there were single differences and that no standard sequence could be found for all scholars. He considered direction as an attempt to help or determine growth.In 1996 he published The Culture of Education.. This book reflected his alterations in point of views since the 1960 ‘s. He adopted the point of position that civilization shapes the head and provides the natural stuff with which we constrict our universe and our self-conception.A Four characteristics of Bruner ‘s theory of instruction.A 1. Sensitivity to larn†¦ . This characteristic specifically states the experiences which move the scholar toward a love of larning in general, or of larning something in peculiar. Motivational, cultural, and personal factors contribute to this. Bruner emphasized societal factors and early instructors and parents ‘ influence on this. He believed acquisition and job work outing emerged out of geographic expedition. Part of the undertaking of a instructor is to keep and direct a kid ‘s self-generated explorations.A 2. Structure of cognition†¦ .it is possible to construction cognition in a manner that enables the scholar to most readily hold on the information. This is a comparative characteristic, as there are many ways to construction a organic structure of cognition and many penchants among scholars. Bruner offered considerable item about structuring knowledge.A Understanding the cardinal construction of a topic makes it more comprehendible. Bruner viewed classification as a cardinal procedure in the structuring of cognition. ( See the subdivision below on classification. ) A Detailss are better retained when placed within the competition of an ordered and structured pattern.A To bring forth cognition which is movable to other contexts, cardinal rules or forms are best suited.A The disagreement between get downing and advanced cognition in a capable country is diminished when direction centres on a construction and rules of orientation. This means that a organic structure of cognition must be in a simple adequate signifier for the scholar to understand it and it must be in a signifier recognizable to the pupil ‘s experience.A 3. Manners of representation: ocular, words, symbols.A 4. Effective sequencing- no 1 sequencing will suit every scholar, but in general, increasing trouble. Sequencing, or deficiency of it, can do larning easier or more difficult.A Form and tempo of reinforcementA Classification: A Bruner gave much attending to classification of information in the building of internal cognitive maps. He believed that perceptual experience, conceptualisation, acquisition, determination devising, and doing illations all involved categorization.A Bruner suggested a system of coding in which people form a hierarchal agreement of related classs. Each in turn higher degree of classs becomes more specific, repeating Benjamin Bloom ‘s apprehension of cognition acquisition every bit good as the related thought of instructional staging ( Bloom ‘s Taxonomy ) .A CategoriesA are â€Å" regulations † that stipulate four thing about objects.A 1. Criterial attributes – required features for inclusion of an object in a class. ( Example, for an object to be included in the class â€Å" auto † it must hold an engine, 4 wheels, and be a possible agency of transit, A 2. The 2nd regulation prescribes how the criteral properties are combined.A 3. The 3rd regulation assignees weight to assorted belongingss. ( Example, it could be a auto even if a tyre was losing, and if it was used for haling lading it would be shifted to a different class of â€Å" truck † or possibly â€Å" new wave † .A 4. The 4th regulation sets acceptance bounds on properties. Some properties can change widely, such as colour. Others are fixed. For illustration a vehicle without an engine is non a auto. Likewise, a vehicle with merely two wheels would non be included in â€Å" auto † .A There a several sorts of classs: A Identity categories – classs include objects based on their properties or features.A Equivalent classs ( supply regulations for uniting classs. Equality can be determined by affectional standards, which render objects tantamount by emotional reactions, functional standards, based on related maps ( for illustration, â€Å" auto † , â€Å" truck † , â€Å" new wave † could all be combined in an inclusive class called â€Å" motor vehicle † ) , or by formal standards, for illustration by scientific discipline, jurisprudence, or cultural understanding. For illustration, and apple is still an apple whether it is green, mature, dried, etc ( individuality ) . It is nutrient ( functional ) , and it is a member of of a botanical categorization group ( formal ) .A Coding systemsA are classs serve to acknowledge centripetal input. They are major organisational variables in higher cognitive operation. Traveling beyond immediate centripetal informations involves doing illations on the footing of related classs. Related classs form a â€Å" cryptography system. † These are hierarchal agreements of related categories.A Bruner ‘s theories introduced the thought that people interpret the universe mostly in footings of similarities and differences.A This is a important part to how persons construct their alone theoretical accounts of the world.A ApplicationA Bruner emphasized four features of effectual direction which emerged from his theoretical constructs.A 1. Personalized: direction should associate to scholars ‘ sensitivity, and facilitate involvement toward larning, A 2. Contented Structure: content should be structured so it can be most easy grasped by the learnerA 3. Sequencing: sequencing is an of import facet for presentation of materialA 4. Support: wagess and penalty should be selected and paced appropriately.A Intellectual DevelopmentA Bruner postulated three phases of rational development.A The first phase he termed â€Å" Enactive † , when a individual learns about the universe through actions on physical objects and the results of these actions.A The 2nd phase was called â€Å" Iconic † where acquisition can be obtained through utilizing theoretical accounts and pictures.A The concluding phase was â€Å" Symbolic † in which the scholar develops the capacity to believe in abstract footings. Based on this three-stage impression, Bruner recommended utilizing a combination of concrete, pictural so symbolic activities will take to more effectual learning.A Bruner, J. ( 1960 ) . The Procedure of Education. Cambridge, MA: Harvard University PressA Harley, 1995A hypertext transfer protocol: //tip.psychology.org/bruner.htmlA LeFrancois, 1972A Sahakian, 1976 The Importance of Language Language is of import for the increased ability to cover with abstract concepts.BrunerA argues thatA languageA can code stimulations and free an person from the restraints of covering merely with visual aspects, to supply a more complex yet flexible knowledge. The usage of words can help the development of the constructs they represent and can take the restraints of the â€Å" here & amp ; now † construct. Basically, he sees the baby as an intelligent & A ; active job convergent thinker from birth, with rational abilities fundamentally similar to those of the mature grownup. Harmonizing to Bruner the kid represents the universe to himself in three different ways. Educational Deductions of Bruner ‘s Theory For Bruner ( 1961 ) , the intent of instruction is non to leave cognition, but alternatively to ease a kid ‘s thought and job resolution accomplishments which can so be transferred to a scope of state of affairss. Specifically, instruction should besides develop symbolic thought in kids. In 1960 Bruner ‘s text, A The Procedure of EducationA was published. The chief premiss of Bruner ‘s text was that pupils are active scholars who construct their ain cognition. Bruner ( 1960 ) opposedA Piaget'sA impression of preparedness. He argued that schools waste clip seeking to fit the complexness of capable stuff to a kid ‘s cognitive phase of development. This means pupils are held back by instructors as certain subjects are deemed to hard to understand and must be taught when the instructor believes the kid has reached the appropriate province of cognitive adulthood. Bruner ( 1960 ) adopts a different position and believes a kid ( of any age ) is capable of understanding complex information: A ‘We Begin with the hypothesis that any topic can be taught efficaciously in some intellectually honorable signifier to any kid at any phase of development ‘ . ( p. 33 ) Bruner ( 1960 ) explained how this was possible through the construct of theA coiling course of study. This involved information being structured so that complex thoughts can be taught at a simplified degree foremost, and so re-visited at more complex degrees subsequently on. Therefore, topics would be taught at degrees of bit by bit increasing difficultly ( hence the coiling analogy ) . Ideally learning his manner should take to kids being able to work out jobs by themselves. Bruner ( 1961 ) proposes that scholars ‘ construct their ain cognition and make this by forming and categorising information utilizing a cryptography system. Bruner believe that the most consequence manner to develop a cryptography system is to detect it instead than being told it by the instructor. The construct ofA find learningA implies that pupils construct their ain cognition for themselves ( besides known as a constructist attack ) . The function of the instructor should non be to learn information by rote acquisition, but alternatively to ease the acquisition procedure. This means that a good instructor will plan lessons that help student detect the relationship between spots of information. To make this a instructor must give pupils the information they need, but without forming for them. The usage of the coiling course of study can help the procedure ofA find acquisition. Bruner and Vygotsky Both Bruner and Vygotsky emphasise a kid ‘s environment, particularly the societal environment, more than Piaget did. Both agree that grownups should play an active function in helping the kid ‘s acquisition. Bruner, like Vygotksy, emphasised the societal nature of acquisition, mentioning that other people should assist a kid develop accomplishments through the procedure ofA scaffolding. The term scaffolding foremost appeared in the literature when Wood, Bruner and Ross described how coachs ‘ interacted with pre-schooler to assist them work out a block Reconstruction job ( Wood et al. , 1976 ) . The construct of staging is really similar toA Vygotsky'sA impression of theA zone of proximal development, and it non uncommon for the footings to be used interchangeably.ScaffoldingA involves helpful, structured interaction between an grownup and a kid with the purpose of assisting the kid achieve a specific end. Difference Between Bruner and Piaget Obviously there are similarities betweenA PiagetA and Bruner, but an importantdifferenceA is that Bruner ‘s manners are non related in footings of which presuppose the 1 that precedes it. Whilst sometimes one manner may rule in use, they co-exist. Bruner states that what determines the degree of rational development is the extent to which the kid has been given appropriate direction together with pattern or experience. So – the right manner of presentation and the right account will enable a kid to hold on a construct normally merely understood by an grownup. His theory stresses the function of instruction and the grownup. AlthoughA Bruner proposesA phases of cognitive development, he does n't see them as stand foring different separate manners of idea at different points of development ( like Piaget ) . Alternatively, he sees a gradual development of cognitive accomplishments and techniques into more incorporate â€Å" grownup † cognitive techniques. Bruner viewsA symbolic representationA as important for cognitive development and since linguistic communication is our primary agencies of typifying the universe, he attaches great importance to linguistic communication in finding cognitive development.BRUNER AGREES WITH PIAGETBRUNER DISAGREES WITH PIAGET1. Childs are PRE-ADAPTED to larn 1. Development is a CONTINUOUS PROCESS – non a series of phases 2. Childs have a NATURAL CURIOSITY 2. The development of LANGUAGE is a cause non a effect of cognitive development 3. Children ‘s COGNITIVE STRUCTURES develop over clip 3. You can SPEED-UP cognitive development. You do n't hold to wait for the kid to be ready 4. Childs are Active participants in the acquisition procedure 4. The engagement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a large difference 5. Cognitive development entails the acquisition of SYMBOLS 5. Symbolic idea does NOT REPLACE EARLIER MODES OF REPRESENTATION