Racism against African American in the education system in United Research Paper

Racism against African American in the education system in United States - Research Paper Example Hence, one cannot help but wonder when racism will become a history, especially in the current education systems. The following essay will focus on racism as witnessed in the current education systems in the American education system as well as some of the problem’s practical solutions (Carol, p.18). Since the time when racial segregation in the American education system was deemed unconstitutional by a Supreme Court in Brown v. Board of Education nearly six decades ago, a lot has changed. For instance, the landmark civil rights legislation and the civil rights movement have enabled the participation in our independent system possible for millions of African Americans and members of other marginal groups. Also, the national government commenced a War on Poverty and also, the United States voted its first Black president. However, despite the development, what has remained unaffected is the persistent racial prejudice in the United States public learning systems. The prejudice is patent in a number of ways such as unrelenting racial segregation in the American schools, the enormous imbalance in resource distribution between majority White schools and majority-minority schools. In addition, it is manifested in the uneven treatment of racial minority students within the schools, in spite of the degree of unification. Consequently, these factors contribute towards undermining the social, economic, and political prospective and chances of racial minorities in the United States. Moreover, the facts are responsible for the second-class nationality that has defined this group in America for centuries (Dorinda, p.10). In large part, since the United States public education system has failed them, compared to their white peers, racial minority students in the United States lag behind radically. However, although various statistics present verification for this conclusion, the inequality in high school

E-Business strategy Essay Example for Free

E-Business strategy Essay Grandmas Treats, a newly owned family business dedicated in selling bakery items and wishes to go online for achieving awareness and catering its services to a large group of consumers. The various reasons for which it would derive online benefits can be summarized as follows: †¢ Visibility is the largest accomplishment one aims in an online business. †¢ Its local brand can be promoted internationally to achieve a strategy for business continuity. †¢ Networking with several international brands and suppliers would create international links and would generate large scale opportunities for various upcoming suppliers and vendors. Consumers and customers would be able to access the store at their free will. †¢ Secure payment options would entail greater compliance on the part of the company to arrange online purchase options and security associated with it. †¢ Competitiveness with the online established brands would take them to reengineer their products better so that one is able to focus more on quality. †¢ The enhanced marketing for the website would make them sell to a large number of other businesses and consumers enabling their B2B and B2C models. The customers would be able to compare the products and services with others so that they are able to decide upon the choices provided. Technology: The technology required to get online and take care of the display of products and services would be focused on three aspects namely front end design, middle level architecture and database. The front end design would compose setting up the website and would require HTML and client side technology for getting the job done. The creation of the static pages would take HTML and JavaScript or VBScript must be used to validate the web site and its form entries and data storage requirements. The advanced technologies would make sure that data is represented well and connected for getting the usability right for the website. The usability features must be taken care so that one is able to acknowledge the look and feel, consistency of content, navigation patterns, anytime-anywhere traveling within the website and many more (Usability. gov, 2007). It also allows user to understand and reciprocate information, their current path and content for the website. The client side features enables the user to take the correct action and guide them all along. The middle level architecture takes into account the business logic that is driving the front end and all the operations that the user is supposed to perform to accomplish a certain amount of their job. The business processes are the payment modules, generating the online dynamic content, tracking one’s order, tracking the online cart or basket requirements, handling the database operations and making sure that they get everything they want. Several application severs like IBM Websphere, JBOSS can be used for the purpose. The database for the website is composed of several tables which record data and information from the users of the system which comprise of several individuals, institutions and several other businesses. The data is stored and fetched when required to view the information. Databases of RDBMS nature such as Oracle, DB2 and others can be used for widespread storage of data and information. Privacy and security measures: The privacy of the customer information and the transactions that are required to be made must be safe in all respects so as to prevent eavesdropping and tapping of the message. The use of TLS (Transport Layer Security) and SSL (Secure Socket Layer) protocols can be used to facilitate transmission and transfer across a secured channel to prevent the misuse of customer’s personal and financial data for their wide applicability and to perform online purchases IETF (2007). It takes care of the privacy of the information and makes sure that all communication is completely safe and abides by the privacy laws of the organization. The use of security measures like firewalls and antivirus software’s can help a long way to facilitate preventing of websites from intruders and malicious content and programs. The firewalls would prevent the website from any malicious programs and take care of the safety of the website.

What Is Petroleum Engineering Biology Essay

What Is Petroleum Engineering Biology Essay Petroleum engineering is an engineering discipline concerned with the activities related to the production of hydrocarbons which can be either crude oil or natural gas and there is subsurface activities that presume to fall within the upstream sector of oil and gas industry which are activities of finding and producing hydrocarbons(refining and distribution to a marked are referred to as the downstream sector)explored by earth scientists and petroleum engineering are the oil and gas industrys two main subsurface disciplines in which focus on maximizing economic recovery of hydrocarbons from petroleum of engineering focuses on estimation of the recoverable volume of the recourses using a detailed understanding of the physical behavior of oil , water and gas within a porous rock within a very high pressure and The combined efforts of geologists and petroleum engineers throughout the life of a hydrocarbon accumulation determine the way in which a reservoir is developed and depleted, and usually they have the highest impact on field economics. Petroleum engineering requires a good knowledge of many other related disciplines, such as geophysics, petroleum geology( drilling, economics, reservoir simulation,well engineering, artificial lift systems) The Drill is a machine which creates holes (usually called boreholes) and shafts in the ground. Drilling rigs can be massive structures housing equipment used to drill water wells, oil wells, or natural gas extraction wells, or they can be small enough to be moved manually by one person.[citation needed] They sample sub-surface mineral deposits, test rock, soil and groundwater physical properties. Drilling fluid: A drilling fluid is any fluid which circulates through a well in order to remove cuttings from a wellbore. This section will discuss fluids which have water or oil as their continuous phase. Air, mist and foam, which can be used as drilling fluids, will not be discussed at this time and drilling fluid must fulfill many functions in order to drill a well successfully, safely, and economically. The most important functions are: 1. Remove drilled cuttings from under the bit. (2) Carry those cuttings out of the hole. (3) Suspend cuttings in the fluid when circulation is stopped. (4) Release cuttings when processed by surface equipment . (5) Allow cuttings to settle out at the surface. 6. Provide enough hydrostatic pressure to balance formation pore pressures. 7. Prevent the bore hole from collapsing or caving in. 8. Protect producing formations from damage which could impair production. 9. Clean, cool, and lubricate the drill bit Occasionally, these functions require the drilling fluid to act in conflicting ways. You can see that items #1-3 are best served if the drilling fluid has a high viscosity, whereas items #4-5 are best accomplished with a low viscosity. In its most basic form a drilling fluid is composed of a liquid (either water or oil). If nothing else is added, whenever the hydrostatic pressure is greater than the formation pore pressure (and the formation is porous and permeable) a portion of the fluid will be flushed into the formation. Since excessive filtrate can cause borehole problems, some sort of filtration control additive is generally added. In order to provide enough hydrostatic pressure to balance abnormal pore pressures, the density of the drilling fluid is increased by adding a weight material (generally barite). Preparation: The oil drilling process starts with finding the land to drill on. After selection, there are normally environmental studies to ensure no damage is done. The mineral rights will need to be acquired as well. A water source will have to be established, if one isnt nearby, and the site will need to be cleared of debris, trees and other objects. A hole is then dug where the main drilling will be. The Base Liquid: à ¢Ã¢â€š ¬Ã‚ ¢ Water fresh or saline à ¢Ã¢â€š ¬Ã‚ ¢ Oil diesel or crude à ¢Ã¢â€š ¬Ã‚ ¢ Mineral Oil or other synthetic fluids Dispersed Solids: à ¢Ã¢â€š ¬Ã‚ ¢ Colloidal particles, which are suspended particles of various sizes. Dissolved Solids: à ¢Ã¢â€š ¬Ã‚ ¢ Usually salts, and their effects on colloids most is important and all drilling fluids have essentially the same properties, only the magnitude varies. These properties include density, viscosity, gel strength, filter cake, water loss, and electrical resistance. Though this type of drilling fluid is easy to describe, it is hard to define and even more difficult to find. In the field, a normal fluid generally means that there is a little effort expended to control the range of properties. General rules include: 1. It is used where no unexpected conditions occur. 2. The mud will stabilize, so its properties are in the range required to control the hole conditions. 3. The chief problem is viscosity control Formations usually drilled with this type of mud mainly sands. Since viscosity is the major problem, the amount and condition of the colloidal clay is important. To do this, two general types of treatment are used: 1. Water soluble polyphosphates: (a) They reduce viscosity (b) You should use it alone or with tannins 2. Caustic Soda and Tannins: (a) They also reduce viscosity. (b) You have to use it under more severe conditions than phosphate treatment. The drilling fluids are made to combat particular abnormal hole conditions or to accomplish specific objectives. These are: 1. Special Objectives: (a) Faster penetration rates. (b) Greater protection to producing zones. 2. Abnormal Hole Conditions: (a) Long salt sections. (b) High formation pressures. Lime Base Muds: 1. Water base mud. 2. Treated with large amounts of caustic soda, que-bracho, and lime. 3. Ratio of 2 lb caustic soda, 1.5 lb quebracho and 5 lb lime per 1 barrel of mud. 4. Will go through a highly viscous stage, but will become stable at a low viscosity. 5. Good points: (a) Can tolerate large amounts of contaminating salts. (b) Remains fluid when solids content gets high. 6. Weakness it has a tendency to solidify when subjected to high bottom-hole temperatures. Lime-Treated Muds: 1. Similar to lime based mud differ only in degree. 2. A compromise attempt at overcoming the high temperature gelation problem. (a) Use less lime than lime-base mud. (b) Not nearly so resistant to salt contamination. Emulsion Muds Oil in Water: 1. Oil can be added to any of the normal or special mud with good results 2. No special properties necessary 3. Natural or special emulsifying agents hold oil in tight suspension after mixing. 4. Oils used are: (a) Crude oils. (b) Diesel. (c) Any oil with API gravity between 25 and 50. 5. Oil content in mud may be 1% to 40%. 6. Advantages are: (a) Very stable properties. (b) Easily maintained. (c) Low filtration and thin filter cake. (d) Faster penetration rates. (e) Reduces down-hole friction. 7. Major objection is that the oil in the mud may mask any oil from the formation. Includes muds: 1. Mud with inhibited filtrates. 2. Large amounts of dissolved salts added to the mud. 3. High pH usually necessary for best results. 4. Designed to reduce the amount of formation swelling caused by filtrate inhibit clay hydration. 5. Disadvantages: (A) Needs specialized electric logs. (B) Requires much special attention. (C) Low mud weights cannot be maintained without oil. (D) Hard to increase viscosity. (E) Salt destroys natural filter cake building properties of clays. Gypsum Base Muds: 1. A specialized inhibited mud: (a) Contains large amounts of calcium sulfate. (b) Add 2 lb/bbl gypsum to mud system. (c) Filtration controlled by organic colloids. 2. Advantages: (a) Mud is stable. (b) Economical to maintain. (c) Filtrate does not hydrate clays. (d) High gel strength. 3. Disadvantages: (a) fine abrasives remain in mud. (b) Retains gas in mud. Oil Based Muds: 1. Oil instead of water used as the dispersant. 2. Additives must be oil soluble. 3. Generally pre-mixed and taken to the well-site. 4. To increase aniline value, blown asphalt and un-slaked lime may be added. 5. Advantages: (a) Will not hydrate clays. (b) Good lubricating properties . (c) Normally higher drill rate. 6. Disadvantages: (a) Expensive. (b) Dirty to work with. (c) Requires special electric logs. (d) Viscosity varies with temperature. Inverted Emulsions: 1. Water in oil emulsion. Oil largest component, then water added. Order of addition is important 2. Have some of the advantages of oil muds, but cheaper. Oil-Based Mud Systems: There are two types of systems: 1) invert emulsion, where water is the dispersed phase and oil the continuous phase (water-in-oil mud), and 2) emulsion mud, where oil is the dispersed phase and water is the continuous phase (oil-in-water mud). Emulsifiers are added to control the rheological properties (water increases viscosity, oil decreases viscosity). Air, Mist, Foam-Based Mud Systems: These lower than hydrostatic pressure systems are of four types: dry air or gas is injected into the borehole to remove cuttings and can be used until appreciable amounts of water are encountered, mist drilling is then used, which involves injecting a foaming agent into the air stream, foam drilling is used when large amounts of water is encountered, which uses chemical detergents and polymers to form the foam, and aerated fluids is a mud system injected with air to reduce the hydrostatic pressure. Workover Mud Systems: Also called completion fluids, these are specialized systems designed to minimize the damage formation, be compatible with acidizing and fracturing fluids and reduce clay/shale hydration and They are usually highly treated brines and blended salt fluid. Set Up and Drilling: The main hole is dug wide at the top and is drilled down with just a basic small drill. Two other holes are also dug to store equipment and dirt. Next the main rig is brought in and set up over the main drilling hole. The basic rig is made up of a drill bit and piping that sends the drill further and further down, scaffolding with cable and pulley to bring the drill up and an engine to turn the drill. The drill is sent down, where it chews up the earth. The mud is moved up the piping into a hole built for storage. As the drill goes down, more piping is added, and when a drill wears out, it is pulled up and replaced. Finding Oil: Once mud, being pulled up from the drill site, shows signs of oil residue, the drill is removed and testing is done. Core samples are taken as well as pressure and gas tests. When it is confirmed that the oil has been found, an explosive charge is sent down in the form of a perforating gun. This will crack the rock so that oil can flow into the drill area. After the rock is cracked, a pipe is lowered down for the oil to be collected. The hole is then capped off to avoid spillage and a pump is set up to pull the oil out of the ground.

Alzheimers Disease Essay example -- Alzheimers Disease Essays

Alzheimer's Disease On the first day of class, it was proposed that "Brain=Behavior," implying that not only all actions and emotions can be explained by neuronal activity, but also the very sense of self which is so important to many of us. This latter implication was met with considerable resistance. Surely there must be more to an individual's personality and Self than a bunch of patterns of activity across neurons. Through the research I have done for this paper, I have discovered that disorders such as Alzheimer's disease add a new twist to the debate surrounding the origin of the Self. My purpose here is to provide an overview of Alzheimer's disease, including its neurobiological basis, the differences between early and late onset, and some of the possible causes, and then to readdress the question of whether the Self can be traced to the Brain in light of this information. Over the last few decades, Alzheimer's disease has come to be recognized as the most common form of dementia among the world's older population, affecting an estimated 4 million people in the United States alone (1, 2). It is characterized by progressive loss of memory, language and reasoning skills, and other cognitive functions, as well as changes in personality, such as increased aggressiveness (1, 2). No definite cause has been discovered, and it is as yet without a cure; however, much progress has been and continues to be made, and many scientists believe that a cure will eventually be developed. Although the causes are unknown, research has shown that the disease begins in the entorhinal cortex and spreads first to the hippocampus and then proceeds to other parts of the brain, particularly the cerebral cortex. Since these two regions are ... ...comprehensive summary of current research regarding the causes, diagnosis, and treatment of Alzheimer's, including care. In addition to this wealth of information, the site has excellent graphical representations accessible by links throughout the text, as well as a glossary of technical terms at the end. 2. http://hcs.harvard.edu:80/~husn/BRAIN/vol3/b96txt.html#EarlyandLate: Early and Late Onset as Subdivisions of Alzheimer's Disease, an article by Elizabeth Kensinger published in the online journal, The Harvard BRAIN. Explores and explains research to date regarding these two different forms of Alzheimer's disease, covering the "symptomatic, biological, genetic, neurophysiological and neurological characteristics" of both early and late onset subtypes. Then proceeds to draw conclusions from this data, regarding future approaches to diagnosis and treatment.

Hrm and Employment Relationships

HRM and Employment Relationships Employment Relationship Employment Relationship can economical, social and political relationship in which employees provide manual and mental labour in exchange for reward from employers (Gospel and Palmer 1993) There are 4 Dimensions within the employment relationship * Economic exchange – Wage-effort bargain * Socio-political – Power * Legal/Contractual * Psychological contract/social exchange Contract of employment is formed when an offer of employment is made and accepted There are 3 ‘types’ of contract in the employment relationship (Schein 1980): 1. Formal – Economic and legal; 2. Informal – Reflecting the social norms in the workplace (the organisational ‘culture’) and those in wider society about how people should treat each other (‘Natural justice’); 3. Psychologrcal (implicit ‘contract’ made up of unspoken expectations and obligations). The Psychological Contract of Employment A set of unwritten reciprocal expectations between an individual employee and the organisation’ (Schein 1977) Positive psychological contract through particular configurations of HR policies and practices * Behavioural and performance outcomes such as job satisfaction, employee commitment, motivation and lowered intention to quit. The Explicit Contract of employment An agreement between two parties enforceable by law†¦ a contract of service and comes into being when an employee agrees to work for an employer in return for pay’ (ACAS) * Accumulation of rights and responsibilities for both parties * The terms of a contract can be: * Express (explicitly agreed between the parties, either in writing or orally) * Implied (not explicitly agreed but which would be taken by the parties to form part of the contract Control VS Commitment With the evolution of people management there is now more of a focus on control. The logic of control Direct control * Low trust employment relationship * Strict supervision and task specification * Subordination of labour to capital. Responsible autonomy High trust commitment relationships A degree of worker discretions and responsibility Edwards (1979) developed this analysis by identifying two ‘structural’ strategies for control: Technical control -built into machinery and technology (Fordist) Bureaucratic control -Control via internal labour markets, career structures and the position of individuals relative to one another with regard to job security, status and ‘rank’. Social control Conformity and compliance with a set of formal or informal rules Internalisation of norms and values of a group Handy (1976), referring to organisations in their broadest possible sense (not only work organisations), identifies three types of psychological contract: Coercive * Contract is not entered into freely (e. . prisons) * Majority dominated by minority who exercise control by rule/punishment * Emphasis on conformity. Calculative * Contract is entered into freely but control is maintained by management * Power is expressed in terms of their ability to give desired rewards to the individual. Co-operative * Individual tends to identify with the goals of the organisation and strive for their attainment through individual effort. * Effort is based on the degree the individual has input in the company's goals. Commitment is closely associated with motivation, but whereas motivation is focused mainly on the individual, commitment is more strongly associated with the individual’s attachment to, and identification with, the work organisation and the organisation’s goals’ (Blyton ; Jenkins 2008; 139) Employee commitment and association with the aims and values of the firm are the mediating link between HR policies and practices and enhanced individual and organisational performance Relationship reflects form of ‘labour’ involved and that can be ‘bought’ in this exchange: * Physical * Mental (‘thinking’) * Emotional (‘the act of expressing organisationally-desired emotions during service transactions’: Morris ; Feldman 1996; 987) * Aesthetic (‘looking good’ or ‘sounding right’: Nickson et al. 2003).

Cognitive Development Theory Essay

As a prospective educator, it is important for me to understand the cognitive development theory and how it applies to individuals. Cognitive development is basically how the thought process begins. It is the way that people learn and how mental processes become elaborate and develop. These processes include remembering things, making decisions, and also solving problems. In order for a teacher to be effective, one must understand how children develop mentally so that each student can be accommodated in the classroom. There are many theories regarding cognitive development, and there are several factors that remain constant throughout all of them. These factors form some of the basic premises on cognitive development, which include the ideas that all people go through specific steps or stages of learning or understanding, and that certain qualifications must be met before learning can occur. It is the actual specifics of these basic premises that cognitive theorists have differing opinions about. (Slavin, 2009) Two theorists that display the basic premises of cognitive development are Jean Piaget and Lev Vygotsky. Both theorists have similarities and differences when it comes to their views on cognitive development. We will first begin with the views of the two on the nature or development of intelligence. Piaget believed that children are naturally born with the ability to both interact with and make sense of their environment. Children as well as adults use patterns of thinking called schemes to deal with different things in the world. The process of assimilation and accommodation is used to maintain balance in our daily lives. Piaget believed that â€Å"learning depends on the process of equilibration. When equilibrium is upset, children have the opportunity to grow and develop. † (Slavin, 2009, pg. 32) Different experiences that we face and factors in our environment contribute to developmental change in us. Vygotsky shared some similar ides with Piaget including the belief that the environment plays a huge role in the development of intelligence. He also believed that â€Å"development depended on a sign system, the culture’s language or writing system, that children grew up with. â€Å"(Slavin, 2009, pg. 2) Both also believed that there is an invariant sequence of steps that is the same for everyone, and that development is influenced by cognitive conflict. While the two share a few similarities on the development of intelligence, there are also differences as well. Piaget feels that development precedes learning. This simply means that something must take pace before learning can begin. Vygotsky, on the other hand, feels that learning comes before development which is the exact opposite of Piaget. It simply means that you must learn something before development can occur. Piaget and Vygotsky also had both similarities and differences on the stages of development. We will first start with the differences beginning with Piaget who believed that there are four stages to cognitive development. They are the sensorimotor, perioperational, concrete operational, and formal operational. He felt that all children passed through these stages and that you could move faster than others, but not skip a stage. (Slavin, 2009, pg. 33) The sensorimotor stage occurs at birth through two years of age. It is the stage where infants explore their environment using the five senses and motor skills. This includes sucking, grasping, and touching. The perioperational stage is from two to seven years old. Language develops at a fast pace in this stage. At this time the child’s thinking is also very self centered, and they lack the understanding of conservation. The concrete operational stage is from ages seven to eleven. At this time, thinking tends to shift from being self-centered to more logical. Problem solving is no longer restricted and the idea of reversibility also occurs. The last and final stage is the formal operational stage. This happens beginning with the age of eleven moving on into adulthood. Systematic experimentation is used to solve problems both symbolic and abstract thinking are now possible in this stage. Vygotsky felt that there was not stages, but different elements to cognitive development. The first element is private speech. â€Å"Private speech is a child’s self talk, which guides their thinking and actions, eventually internalized as silent inner speech† (Slavin, 2009, pg. 43) When children are struggling with a difficult situation you often see children talking to themselves to help cope with the situation. When we become adults we still talk to ourselves, but it is usually silent. The next element of cognitive development is the zone of proximal development or ZPD. â€Å"This is the level of development immediately above the person’s present level. † (Slavin, 2009, pg. 43) To better understand, this can be described as something that the child may not have learned yet, but are capable of being taught with the assistance of an adult. Educators often refer to this as a â€Å"teachable moment†. (Slavin, 2009, pg. 43) Now that we can see the differences between the two theorists, we can now explore the similarities between the two. Both heorists understand the importance of a child learning a culture’s sign system. They both feel that this has a significant impact on development. The two also agree that environmental factors such as sounds, signs, and objects are equally important. Lastly, the two theorists believe that there are some tasks that a child may not understand depending on age, but Vygotsky feels that if it is in the zone of proximal development then the child can be assisted with the help of an adult. Educators have been using both Piaget’s as well as Vygotsky’s theories in the classroom for years. An example of an activity that can be used in the classroom using Piaget’s theory of learning takes place in a kindergarten class. The teacher would ask the students to share what they do when it is raining outside. At this age we are in the perioperational stage where children tend to be egocentric. Some say that they go outside and jump in mud puddles while others may say that they stay inside and play with their toys. The children would share their experiences and they would all be correct because not everyone does the same thing. You can use Vygotsky’s theory of learning in at work in the classroom where third grade students are learning how to classify different types of dirt. You can place the students in groups where they can discuss how you properly classify the dirt. This will allow the students to hear other students thoughts, and see what methods they use to classify. Using this type of cooperative learning allows the students to learn from each other. When comparing both classroom applications we see that both classrooms are working as groups learning from each other. Piaget theory is seen in both classrooms. In the kindergarten classroom, the classroom is seeing that there are different ways to deal with the rain. The students are sharing their personal experiences and showing that there is no wrong answer. There are many ways of doing things . In the third grade classroom, the students are able to classify the dirt using touch and sight to see and feel the differences in each type. Both classrooms are interacting with the environment and learning from it. Vygotsky’s cooperative learning is also being played out in both classrooms. In the kindergarten classroom, the students are learning that there are different activities that can be done outside in the rain. Similarly, in the third grade class the students are using cooperative learning to find different ways of classifying dirt. In both classrooms the students are using the think out loud process. The differences in the two classrooms also stand out. When applying Piaget’s theory in the kindergarten classroom, you see that the students are in the perioperational stage. The students are egocentric and feel that what they say is the only right answer to the question. In the third grade class, the students are in the concrete operational stage. They are able to easily look at and see the differences in the types of dirt that they are working with. When it comes to Vygotsky’s theory in the kindergarten classroom, the students are working within their zone of proximal development. The students may not understand that they can do more than one thing in the rain because they have done the same thing every time. The teacher is using this as a teachable moment to allow the students to teach each other the different things that can be done. In the third grade class, on the other hand, private speech is being used. The students are saying their thoughts out loud to classify the dirt. When the students are using cooperative learning they are learning the different ways in which the other students use to classify the dirt. In conclusion, we can see how and why it is important to understand and know how to apply cognitive development theories in the classroom. Both Piaget and Vygotsky played major roles in how we teach our children in today’s world. We can use information and skills from both theorists to shape our students into great learners.