Sarbanes-Oxley Act Essay Example for Free

Sarbanes-Oxley Act Essay The Big Apple Strategy, an article by Mortimer Zuckerman, editor-in-chief at U. S News World Report, summarizes the down turn businesses in New York have suffered due to the Sarbanes-Oxley Act. Since 1950, New York has claimed to be the financial capital of the world; claiming the broadest liquid capital markets and highest concentration of the world’s financial firms. Yet in 2005, only two of the 25 largest international initial public offerings were issued using American capital markets. Mr. Zuckerman posits that this is due to the Sarbanes-Oxley Act. Sarbanes-Oxley was initially enacted in the wake of the Enron and Tyco scandals to provide investor protection, transparency, and accountability. Unfortunately, in order to comply with the provisions of the Act, companies have doubled budgets for outside audits that the law requires. While large companies are able to absorb increased costs of compliance, small and mid-cap companies have suffered under enormous increased costs. Sarbanes-Oxley has strained the relationship between corporate boards and management with the boards focusing more on compliance than competitive strategies. Class action lawsuits as a result of Sarbanes-Oxley have sky-rocketed with frivolous lawsuits. Mr. Zuckerman posits that the future trend is for companies to either remain private or go back to private status, or move operations overseas away from the American system of regulations. Ticket Master is one such company that has spent millions complying with Sarbanes-Oxley. For example, employees must account for every 15 minutes of their time spent on different work projects in a computerized data-base (Cimino, 2006). This allows Ticket Master to correctly identify for shareholders and board members where costs are being generated to be compliant with Sarbanes-Oxley. This time accounting is time consuming and keeping employees from focusing on projects to further company strategy. While regulation is necessary for sound corporate governance, when the regulations reach a tipping point that drives businesses out of the public sector and into more inviting environments, the United States business community loses. A revised version of Sarbanes-Oxley is needed in order to lower costs for smaller companies in the public markets.

Alaskan Airlines †Strategic Choice and Evaluation Essay Example for Free

Alaskan Airlines – Strategic Choice and Evaluation Essay Recognizing an organization’s alternatives for growth is an important process for companies. By evaluating and selecting the competitive advantages within a market a company can distinguish themselves from their competition. For an organization the â€Å"grand strategies indicate the time period over which long-range objectives are to be achieved. Thus, a grand strategy can be defined as a comprehensive general approach that guides a firm’s major actions† (Pearce Robinson, 2011). Alaskan Airlines is a company that is known for their innovations and leadership within in the aviation industry. Alaskan Airlines is easily identifiable because of the smiling Eskimo on the tail of their aircraft. Their leadership and innovations in technology have seen them be the first to sell tickets online and allow customers to check-in and print boarding passes via the Internet. Alaskan Airlines has also innovated technologies to allow for safer air travels in inclement weather conditions. In the aviation market, Alaskan Airlines must focus on how to maintain their status as the air carrier with the next generation technology and low cost airfares. As air carriers compete for the consumer dollar Alaskan Airlines must strategically execute growth strategies. Generic Strategy Alaskan Airlines is known for its high standard of customer service and industry innovation. The company sustains market leadership by leveraging generic strategy. Alaskan Airlines managed the generic strategy in all the three areas, which includes: 1. Low-cost Leadership – Alaska Airlines must be able to offer low-cost through low overhead and high productivity to compete with low-fare competitors. This will enable the company to offer an exceptional quality service at competitive prices compared to the competitors. 2. Differentiation – Alaskan Airlines has remained a leader in the customer service industry by revolutionizing the services offered to the customer. Alaskan Airlines in the only air carrier that offers a Baggage Service Guarantee that states that the customer will receive their bags within 20 minutes of parking at the gate. If the Alaskan Airlines goes over the 20 minutes the customer will receive a 20-dollar discount code for on future flights. 3. Focus One of the major focuses of Alaskan Airlines is their customer service value and the company uses that to generate success. Alaskan Airlines knew customer service was important to customers and strove to deliver world-class service. The consumers want great customer service, which is safe, and at a competitive price. The accomplishments of Alaskan Airlines are ascribed to strategic plans applied to generate the culture and service offered. The best direction for the grand strategy of Alaskan Airlines is to implement product development and innovation. Alaskan Airlines has established loyal customers based on their quality of service and value. It is a trusted brand that thrives in customer service, safety, and value. The goal of this strategy is to continue the success of the outstanding service and innovations in aviation technologies. Innovation through â€Å"product development involves the substantial modification of existing products or the creation of new but related products that can be marketed to current customers through established channels† (Pearce, 2011, p. 193). Innovation is another grand strategy used throughout Alaskan Airlines. A recent example of Alaskan Airlines implementing this strategy is, in conjunction with the FAA, â€Å"working to implement quieter, more fuel-efficient arrival routes into Seattle-Tacoma International Airport. The routes use satellite-based technology, namely Required Navigation Performance (RNP) and Optimized Profile Descent—two key pieces of the FAA’s â€Å"NextGen† air traffic management system† (Alaska Air, 2012, pg. 3). Attaining the long-term business goals for Alaskan Airlines has been focused in increasing the quality of the flying customer experience. Alaskan Airlines consistently strives to provide the best customer experience to the consumer through consumer feedback. Alaska Airlines was the first airlines to use Internet technologies to enhance the customer service experience through their online check-in and ability to print boarding passes. The grand strategy is delivered through a final marketing strategy; Alaskan Airlines currently services over 60 cities and three countries, has a pro-active program in place to reduce emissions from jet engines, an extensive recycling program at facilities and is developing/using technologies to fly more economical routes. Recently Colgan Air decided not fly offer service from Presque to Logan International, PenAir a partner of Alaskan Air decided to provide the service at a $115 round trip. This gives Alaskan Airlines the ability to provide customers with outstanding service while becoming a better global citizen. Recommendation Alaskan Airlines, through the leadership of Brad Tilden, has been able to provide renowned customer service within in the industry and has been a leader in the innovation of technologies that can be used for the betterment of the aviation industry. The recommendation is to follow the current business model of customer service to preserve the customer positive customer experience. Alaskan Airlines should also focus on the environmental portion of the aviation industry by using more Green practices such and wind farms, more robust recycling programs and using more fuel-efficient aircraft and bio-fuel. Alaskan Airlines has very loyal patronage and through the expansion of new routes and more cities, more consumers will be able to experience flying on Alaskan Airlines. Conclusion Alaskan Airlines must build upon an already successful customer service program, continued improvement to the fleet of aircraft and to furthering the technologies used within the aviation industry. References Lynds, J. (2012, Jun 15). Alaskan Airline debuts services in Presque Isle. Bangor Daily News. Retrieved from http://search.proquest.com/docview/1020684161?accountid=35812 Pearce, J. A., II, Robinson, R. B. (2011). Strategic Management: Formulation, Implementation, and Control (12th ed.). Boston, MA: McGraw-Hill/Irwin.

Examining The Historical Development Of Criminology Criminology Essay

Examining The Historical Development Of Criminology Criminology Essay Although it there is some debate on the historical development of criminology, there is agreement that by the beginning of the 1960s there was a recognisable academic discipline in the form of modern criminology in Britain (Tierney, 2006). Nic Groombrigde (2001: 202) defined pathology as an unhealthy deviation from the norm which is located in the individual at the level of genes, hormones or psyche. Ultimately this implies criminality is the result of abnormality; i.e. that which is not normal. Criminologists have come up with various theories as to why people commit crime and recommended responses, and this essay will explore whether criminality is pathological with reference to variants of classical, positivist and social constructionist theories. Classical criminology believes the offender is free-willed, rational and normal, whereas positivist approaches suggests the offender is determined, and pathological. Social constructionist theories suggest the offender is a product of cu ltural and political influences. The main difference between the three theories is whether or not individuals are rational decision makers or not, i.e. if they are pathological or not. In the eighteenth century classical criminology emerged as a response to the cruel forms of punishment that dominated. It was centrally concerned with creating a reformed, efficient system of justice that would better regulate social order in industrial society (Tierney, 2006: 50). Two main writers who helped to achieve this were Cesare de Beccaria and Jeremy Bentham. Beccaria wanted punishment to be certain, in order to deter people from committing criminal acts. He also believed that if one was punished quickly they would associate crime with punishment, and that the punishment should be severe enough to deter future criminal behaviour (Newburn, 2007: 116). Benthams work involved the pleasure-pain principle, so any pleasure to be gained from crime should be outweighed by the pain inflicted in punishment. Classical theory is based on the assumption of free will (i.e. not pathology), with criminal activity being the result of rational choice of the individual; who is acting on a cost -benefit analysis. The aim of punishment was to make it proportionate to crime in order to deter people from committing criminal acts. At this stage in criminology, the emphasis was on the criminal act rather than the individual committing it, so there was no differentiation between the criminal and the non-criminal. Classical theory has impacted modern criminology massively, with the idea of punishment being proportionate to the criminal act still being used by modern criminal justice systems. It also helped capital punishment be abolished, and heightened the awareness for the need for prisons. However, a major criticism of classicism is the fact that it is normative rather than empirical; based on values rather than evidence. It also assumes criminal activity is the result of rational thought, therefore it suggests children should be treated in the same way as adults, and does not make exceptions for those who are mentally ill or those with learning difficulties (Tierney, 2006). In contrast to classical criminology, the positivist approach focuses on features within the individual that cause criminal activity; i.e. criminality is pathological (Newburn, 2007: 114). It emerged in the late nineteenth century and claimed to promote the scientific study of society, replacing opinion with empirical evidence and science (Treadwell, 2006: 34). Treadwell (2006) also believes positivism in criminology wanted to predict and explain future patterns of social behaviour using secondary data (statistical). It sees crime as pre-determined (and therefore uncontrollable) rather than expressions of free will. Positivism spans biological, psychological and sociological attempts to explain the causes of crime. One key writer in biological positivism is Cesare Lombroso who suggested a criminal was not made by society but rather born that way (i.e. criminality is pathological). Lombroso even went as far as to say that deviation in head size could be an indicator of criminality a n idea now discredited (Newburn, 2007). If biological theories are considered along with psychological and sociological theories, then they can help explain criminality. However, on its own, it lacks scientific evidence, and can lead to eugenics; proposing the removal of those who are inferior (e.g. Nazi Germany targeting the disabled, homosexuals (Treadwell, 2006). In psychological positivism, Hans Eysenck was a key thinker, who believed it was possible to chart human personality on three scales: extroversion, neuroticism and psychoticsm. Exaggeration of traits would lead to anti-social behaviour (Treadwell, 2006). Psychological positivism considers psychology as an explanation for criminality which includes an individuals reasoning, personality, memory, intelligence etc. Biological and psychological positivism are useful for the government because they draw attention away from social conditions (Newburn, 2007). Sociological positivism explains criminality with reference to social circumstances and factors external to the individual, so moves away from pathology. One example of sociological theory is strain by Robert Merton (1938). He looked at why crime was more prevalent in lower class areas, and found inequality between goals in society (e.g. wealth) and the means to achieve them (e.g. education needed for wealth was not available to everyone). Merton suggested this motivation to achieve goals led to frustration and a motive for criminal activity. Treatment in positivism should be immediate and should fit the needs of the offender. Whereas classical theory looks at the offense, and positivism focuses on the offender, social constructionist theory looks at the social reaction to deviance. This theory does not suggest pathology is the reason for criminal acts, rather that individuals are responding to being labelled due to political and cultural influences (similar to sociological positivism). The theory suggests criminals are created by those with the power to label behaviour as offensive. Emile Durkheim (1895) sums this up by saying that what confers a criminal character is not the intrinsic quality of a given act but that definition which the collective conscience lends them. The object of study is to question why some acts are labelled criminal, while others are not. There is also the question of why some people are more prone to being labelled than others, and the consequences of labelling. Thomas (1928: 572) stated that if we define situations as real, they are real in their consequences. Labelling theory e merged in the late 1930s due to the work of Frank Tannenbaum on juvenile delinquents; where he concluded that delinquents are good children committing bad acts, who are then labelled as bad and continue in that manner (Newburn, 2007). Another aspect of labelling theory is Mertons self fulfilling prophecy which he described as; in the beginning, a false definition of the situation evoking a new behaviour which makes the originally false conception come true (1968: 477). Edwin Lemert distinguished between two types of deviance; primary and secondary. He stated that primary deviance occurs in a variety of social cultural and psychological contexts, and only has minimal implications for the psychic structure of an individual whereas secondary deviance is behaviour created as a defence to problems created by societal reaction to primary deviance (Lemert, 1967: 17). Associated to this idea is that of deviancy amplification which is the idea that ideas that deviancy can be distorted in tr ansmission, and can lead to exaggeration of societal reaction (Newburn, 2007). This reaction has been termed moral panic, and is summed up by Stan Cohen in Folk Devils and Moral Panics. In this case, society reacted to the dress of the mods and rockers, which in turn segregated them from society; resulting in deviance. This view is helpful in determining the response to criminal activity. Punishment should involve diversion away from negative labelling to positive labelling. Reintegrative shaming should be applied, which John Braithwaite defined as reintegrating the offender back into the community through words or gestures of forgiveness (1989: 101). A modern example of politics in labelling theory is the recent sacking of David Nutt on the thirtieth of October 2009. He was fired because of a paper he released stating alcohol abuse is more harmful than cannabis taking. Cannabis is an example of deviant behaviour being labelled, and as classification of the drug is always changing, so are the labels of deviant behaviour. Labelling theory has had implications in the criminal justice system. Emphasis has been put on providing young juveniles with social workers, who aim to limit the process of entanglement in the criminal justice system (Newburn, 2007: 221). One limitation of the theory is the fact it is not easily tested empirically. There is also the view that labelling can be counter productive with the fear of being labelled being a deterrent to committing criminal acts. This is evidenced by the fact that minor punishments are effective for first time offenders (Jones, 2003: 195) An example of where you could use classical, positivist and social constructionist theories to analyse criminal behaviour is the increase in youth knife crime. In 2008 BBC News reported thirty youths were stabbed in London alone. A classical approach would blame the lack of deterrents for the increase in carrying weapons; people are unafraid and the majority get away with it. They would suggest punishing proportionate to the crime. Psychologival positivists would suggest the macho status is appealing; the mob mentality. Biological positivists would suggest that the impulse to carry a knife is predetermined in biology, and so educating youths in school would be vital. Sociological positivism would blame the environment, with the poorest being at most risk. The labelling theory would suggest deviancy amplification is at play; with a moral panic created about youths. As they are consequently segregated, they carry knifes to fit in with other youths because they are the only group they a ssociated with. The three theories can be used together to help build a bigger picture into why people commit crime. Although the positivists would argue that criminality is pathological, there is also evidence from classicism and social constructionist theories that suggest criminality is the result of different factors, e.g. labelling. It is important to look at individual differences when assessing criminality, and to make the best judgements, a modern criminologist would be advised to consider all three of the approaches because although they all have their limitations, they also have great advantages for the criminal justice system. According to Groombridge (2001), administrative criminology has sought to side-step the issue of pathology within the individual or society but replaces it with the fear or risk of others pathology, which is to be managed. This could explain the dependence on security measures (e.g. CCTV) in todays society; to watch others behaviour and devise suitable punishments according to the crime.

Choosing the Humane Road Essay -- Philosophy Afghanistan Essays

Choosing the Humane Road Sophocles, writing in the 5th century BC, created his works as he experienced both the Persian and Peloponnesian Wars. These wars were focused around pride and greed, two vices that continue to drive violence in the 21st century. In Sophocles’ work Oedipus the King, Oedipus must come to new understanding of the self in relation to others to truly see himself and to understand the world. The lesson that Oedipus must learn is a lesson that yearns to be acknowledged and embraced still today. Like the Persians, Spartans, and Athens, the United States must, if it wants to be successful as a nation and world power, consider the other as the self. Americans must believe in the oneness of humanity, and they must appreciate the connection that makes everyone in the human race part of a common family. Until the United States views the world in this fashion, it will continue to engage in self-destruction similar to that of Oedipus and of those engaged in war in Sophocles’ time. To fully understand the comparisons that will follow, it is first necessary to understand the history of the Persian and Peloponnesian Wars, as well as the history of the United States’ engagement in war. The Persian Wars took place from about 499-479 BC; these battles were fought between the Greeks and the Persians, who lived in the area of the modern day Iran. After numerous battles and minor victories, the Athenians were ultimately successful in defeating the Persians with the help of the Spartans. Following this war, the Athenians and the Spartans became friends because together they had successfully defeated the Persians. In 431 BC, however, the Athenians violated their peace treaty with the Spartans, and, as a result, a civil wa... ... placed the U.S. at another critical crossroads in its history, but many Americans seem to be blind, like Oedipus, to the choices and consequences that lie before them. Until Americans view the Afghan people and all people around the world as equal to themselves, the inevitable consequences, discord, violence, and war, will continue. Works Cited CNN. "Jere Van Dyk: A Historical Perspective of the Fight Over Afghanistan." CNN Online 25 Sept. 2001. 14 Nov. 2001. <http://www.cnn.com/2001/COMMUNITY/ 09/25/van_dyk/index.html>. Rosenblum, Mort, "U.S. Once Backed ‘Freedom Fighter’ bin Laden." The Times Agrus Online 20 Sept. 2001. 23 Nov. 2001 <http://timesargus.nybor.com/Archieve/ Articles/ Article/34086>. Dawoud, Khaled, "American Connection." Al-Ahram Weekly Online 27 Aug. 1998. 23 Nov. 2001 <http://www.ahram.org.eg/weekly/1998/392/foc11.htm>.

Conflicts in the Epic of Beowulf Essay -- Epic of Beowulf Essay

Beowulf – the Conflicts  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   J.D.A. Ogilvy and Donald C. Baker in â€Å"Beowulf’s Heroic Death† comment on the hero’s culpability in his final conflict:    . . .the author describes Beowulf and the dragon lying dead side by side and observes rather sententiously that it was a bad business fighting with a dragon or disturbing his hoard. Beowulf, he adds, had paid for the treasure with his life. Some commentators seem to consider this passage, combined with Wiglaf’s remarks about Beowulf’s insistence on fighting the dragon alone, as a criticism of Beowulf’s conduct (69).    Beowulf contains considerable conflict, both external and internal. Conflict is how one describes the relationship between the protagonist and antagonist in a literary work (Abrams 225). There is also another type of conflict which takes place within the mind of a given character. These two types of conflict occur within this poem.    H. L. Rogers in â€Å"Beowulf’s Three Great Fights† expresses his opinion as a literary critic regarding conflicts in the poem:    The superhuman forces are Fate, the heathen gods, or the Christian God; conflicts between them and the hero’s character are frequently found. . . .The treatment in the three great fights of the motives of weapons, treasure and society implies a moral idea in which the poet believed: that a man should not trust in the things of this world, for they will fail him. Another aspect of this idea comes out clearly in the account of the first fight: that a man should trust rather in God and in the natural powers God gives him, for these will not fail him(234-37).    King Hrothgar’s construction of Heorot and the subsequent enhancement of the joy of the Danes precipitated t... ...with repeated conflict!       WORKS CITED    Abrams, M. H. A Glossary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999. BEOWULF. From The Harvard Classics, Volume 49.   P.F. Collier & Son, 1910. Translated by Francis B. Gummere. http://wiretap.area.com/ftp.items/Library/Classic/beowulf.txt Clover, Carol F. â€Å"The Unferth Episode.† In The Beowulf Reader, edited by Peter S. Baker. New York: Garland Publishing, 2000. Ogilvy, J.D.A. and Donald C. Baker. â€Å"Beowulf’s Heroic Death.† In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998. Clark, George. Beowulf. Boston: Twayne Publishers, 1990. Rogers, H. L. â€Å"Beowulf’s Three Great Fights.† In An Anthology of Beowulf Criticism, edited by Lewis E. Nicholson. Notre Dame, IN: University of Notre Dame Press, 1963.

Great Expectations: Use of Irony :: free essay writer

Great Expectations: Use of Irony Many professors, analysts, and common readers believe that Great Expectations was possibly the best work of Charles Dickens. Perhaps it was because of the diverse themes displayed by Dickens, which modulate as the story progresses. A clear example of the measures taken by the author to create diversity, is the application of irony. Dickens uses Rony to create suspense and conflict in plot events related to Estella, Miss Havisham, the convict, Joe, and Mrs. Joe. The relationship between Pip and Estella is very complex and ironic. It keeps the reader entertained, with the humor of sophisticated children. A major irony, of situation, occurs when Estella kisses Pip after insulting and degrading him. The reader becomes confused with Estella's actions and feels sympathy for Pip. The confusion causes conflict, which keeps the reader on the edge of their seat. On page 104 Estella says, "Come here! You may kiss me, if you like." This is something unexpected, which livens up the story. Dickens portrays Miss Havisham in a very unique way. There is a dramatic irony between Miss Havisham and Pip. It is ironic how she wanted to watch him become miserable, just because he is of the male gender, and ironically she grew to like him. She even paid for part of Pip's expenses for the partnership. Yet what is more ironic is that Miss Havisham does not praise herself for the good deed. In the beginning of the novel, Miss Havisham displayed a harsh, cold attitude toward Pip. This is displayed in her deceptive act on page 69, where she says, "Well, you can break his heart?" As the novel ends Miss Havisham's attitude completely changes. She realizes the pain she has caused Pip and apologizes to him. Because of her positive change, she becomes more likeable to the audience. A third person to have an odd effect on Pip is the convict. One of the greatest examples of irony is brought out, in the sudden confrontation between Pip and the convict. On page 12, the convict speaks to Pip, " Get me a file." Pip listens to the convict and brings him food and a file. It is ironic how a simple task such as this, changed Pip's life forever. Pip obeyed the man, and later in life the man repaid him. It is ironic how the convict takes from Pip, then later gives back. Great Expectations: Use of Irony :: free essay writer Great Expectations: Use of Irony Many professors, analysts, and common readers believe that Great Expectations was possibly the best work of Charles Dickens. Perhaps it was because of the diverse themes displayed by Dickens, which modulate as the story progresses. A clear example of the measures taken by the author to create diversity, is the application of irony. Dickens uses Rony to create suspense and conflict in plot events related to Estella, Miss Havisham, the convict, Joe, and Mrs. Joe. The relationship between Pip and Estella is very complex and ironic. It keeps the reader entertained, with the humor of sophisticated children. A major irony, of situation, occurs when Estella kisses Pip after insulting and degrading him. The reader becomes confused with Estella's actions and feels sympathy for Pip. The confusion causes conflict, which keeps the reader on the edge of their seat. On page 104 Estella says, "Come here! You may kiss me, if you like." This is something unexpected, which livens up the story. Dickens portrays Miss Havisham in a very unique way. There is a dramatic irony between Miss Havisham and Pip. It is ironic how she wanted to watch him become miserable, just because he is of the male gender, and ironically she grew to like him. She even paid for part of Pip's expenses for the partnership. Yet what is more ironic is that Miss Havisham does not praise herself for the good deed. In the beginning of the novel, Miss Havisham displayed a harsh, cold attitude toward Pip. This is displayed in her deceptive act on page 69, where she says, "Well, you can break his heart?" As the novel ends Miss Havisham's attitude completely changes. She realizes the pain she has caused Pip and apologizes to him. Because of her positive change, she becomes more likeable to the audience. A third person to have an odd effect on Pip is the convict. One of the greatest examples of irony is brought out, in the sudden confrontation between Pip and the convict. On page 12, the convict speaks to Pip, " Get me a file." Pip listens to the convict and brings him food and a file. It is ironic how a simple task such as this, changed Pip's life forever. Pip obeyed the man, and later in life the man repaid him. It is ironic how the convict takes from Pip, then later gives back.

Cognitive Development

Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help. Cognitive Development Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help.