Concepts of Cultural Artefacts

Concepts of Cultural Artefacts This paper discusses about cultural artefacts and the concepts of the cultural artefacts. It also provides the artefacts of the cultural in order to represent the cultural events, economics and the entertainments. This paper analyses the details of the artifact that related to the values and the beliefs of the culture and it also investigates the deep cultural roots of the artefacts. It analyses the historical roots that are allowed to the artefacts of the culture. This paper examines the influences of the artefacts to the development of the cultural period. It also concludes with this concept by providing the better evolution that might undergo to the cultural artefacts. Cultural artefacts The artifact is the one that made by the human being and typically it is an item of historical interest. The cultural artifact is made by observing something in a scientific way of investigation and that is naturally presented. The artifact is the element in which the historical events, situations, entertainment, heritage can be identified by the human being. The artefacts include the function, architecture the designs and so on for the identification of the cultural influences. It is the historical tools that can deliver the environment of the earlier cultural people. The cultural artefacts have the deep roots in the case of representing the philosophy, religion, and economics of the earlier culture. In the case of African culture, the music was the main artifact on their culture and the impact of the music on the African culture positively. Their society and the regions are contributing the musical traditions. The music was the better influence on the African culture and they impact their heritage, entertainment and the social perspectives of the African culture. In earlier, many languages were spoken by African and those languages led the connection among the music in their local cultures. The African music influenced the language, the environment, politics, a variety of cultures, and the population movement of the Africans. African culture had characterised by the cultures, traditions, beliefs, religions and the artistic expressions. African people had integrated music in their daily actions and the music was the inspiration part of their lives. The forms of the music influenced their traditions, beliefs and religious and the artistic expression and the values. The forms of the music also contributed in the case of love appreciation among the African people and their music involved in the case of community participation. In African culture, the musical practises have influenced the social, economic, and the political structures and they impact the African people positively. The musical traditions of Africa were dynamic, and the music practises had modified the African culture throughout the creative and the traditions were articulated inter-generationally. The musical traditions of Africa had impacted by various factors that are trade, colonialism, religious expansion, and the migration. The African music traditions were popular and they got the positive feedback from other countries by their performance in the case of composing music. The African music became very famous in the case of expressing their opinions, contentions, share philosophy and display the critiques. The African musical traditions were utilized for the communication, synchronization, adversity and so on. The music was composed not only for entertainment and but for delivering the philosophical messages and the concepts of the African culture. African students were engaged to discussing the variety of artists for the evaluation of the musical direction and so on. African musical practises were provided with emotion, power, rhythm that are through the field hollerers, work songs and the blues. African music had set the standards and they became the source of the perfect music styles in their culture. The African musical traditions were very popular when compared to other cultures and hence they have the capability to cover the audience. Musical traditions were the functional in Africanà ¢Ã¢â€š ¬Ã¢â€ž ¢s ethnic life and that were accompanying birth, marriage, hunting and political activities. The music traditions were involved in the case of politics, economic and the social perspectives of the African culture. African people were traditionally ensures the passage of the cultural practises from one generation to another. The historical accounts of the African music and the dance can be found from the oral literature of the African culture. The aesthetic and the utilitarian were the functions and they were served by the African musical traditions. The functions involved in everyday activities of the African people such as child rearing practises, national ceremonies, initiation rules and the agricultural activities. They were considered as the historical roots of the African musical traditions. The musical practises of the African were played a vital role in the case of religious influence. The number of musical songs was provided for the Christian services and hence the musical practises encourage the Christianity in African culture. On the other hand the Islamic and the Arabic people were also composing the musical concepts for their culture and the religion. In the case of political activities, the African musical practises were utilised for addressing the activities in the African culture. The African political department recognized the musical practises to enhance the entertainment of the African people and to enhance the society of the Africa in the case of music. The one of the music historical root was politics for the musical artefacts in Africa. The social, political and the economical factors were the historical roots of the African musical practises. The political ways of approach was the responsible for the musical development in Africa and they allowed the music to enhance in future. In traditional cultural period, the African music was motivated for the enhancement and the musical cultural period was from 1889-1990. During that time the music composers were developed and now also they are providing the better contribution in the case of developing the musical artefacts. The major development has occurred in the case of musical artefacts between 1889 and 1990. The anticipation will be effective in the musical practises to the African future generation. The musical technologies will be developed more in future culture of Africa and the people will be excellent in the case of composing musical and the dance artefacts. They will be the best music composers in the world when compared to other cultures. This musical artifact will be passed to the future generation of the Africa as perfect and they will be also motivated the musical composers and this artifact will get the higher value among the future generations. This entertainment will provide the better outcome to African culture and to the future generations. In future, the evolution of the musical artifact will be rhythm, melody and the harmony and they can provide the better musical experience to the musical artefacts. The evolution of the music will be effective for the future generations and the music artefacts will be delivered with the various technologies in African culture. African culture was the sources of the musical artefacts and they could only provide the various types of musical methods. The African culture will be modified by the utilization of the western music artefacts and this will be future evolution. Conclusion African cultural artefacts and the importance of their artefacts were discussed. The relationship of the musical artefacts with the beliefs and the African cultural perspectives were described. The historical roots of the African culture were detailed and the cultural periods of African artefacts were examined. The future evolution and the anticipation of the musical artifact was concluded.

Seasonal Affective Disorder: A Clear Link Between the Outside and the I

Seasonal Affective Disorder: A Clear Link Between the Outside and the Inside of the Brain And God said, Let there be light; And there was light. And God saw that the light was good; And God separated the light from the darkness. God called the light Day, and the darkness he called Night. And there was evening and there was morning, one day. (Genesis 1:3-5) (1) The sun has been an endless source of inspiration, both physical and spiritual, throughout the ages. For its light, warmth, and the essential role it has played in the maintenance of the fragile balance of life on earth, the sun has been honored and celebrated in most of the world's religions. While the regeneration of light is constant, the relative length of time between the rising and setting of the sun is affected by the changing of the seasons. Hippocrates postulated centuries ago that these changing patterns of light and dark might cause mood changes (9). Seasonal downward mood changes of late fall and winter have been the subject of many sorrowful turn-of-the-century poems of lost love and empty souls. For some, however, â€Å"the relationship between darkness and despair is more than metaphoric (6). It is only recently that the distinct neurological effects associated with the shortening of the day in winter have been more clearly understood. One interesting example of mood change associated with seasonal change is Seasonal Affective Disorder. While Seasonal Affective Disorder (or SAD) is interesting in itself as a long-suffered from but only recently labeled illness, it is perhaps most interesting as an illustrative example of the complex interplay between neurological processes and the environment. The study of Seasonal Affective Disorder provides fasci... ...ide? If healing comes from a pill, a shot, a box of light, does that make the illness real? Although my father would probably have steam coming out of his ears by this point in reading this paper, the lesson here is not in whether or not Seasonal Affective Disorder treatment should be covered by health insurance. Instead, it should be understood within the larger framework of how minds interact with the environment. Seasonal mood change is a clear and undeniable example of what happens when something goes wrong in the exchange of information from the outside to the inside. By examining seasonal mood change, the string linking the environment, circadian rhythms, the brain and behavior is a little tighter. Internet Sources: http://eawc.evansville.edu/anthology/genesis.htm http://web.nami.org/helpline/sad.htm http://www.cybercouch.com/library/seas.dbp.html Seasonal Affective Disorder: A Clear Link Between the Outside and the I Seasonal Affective Disorder: A Clear Link Between the Outside and the Inside of the Brain And God said, Let there be light; And there was light. And God saw that the light was good; And God separated the light from the darkness. God called the light Day, and the darkness he called Night. And there was evening and there was morning, one day. (Genesis 1:3-5) (1) The sun has been an endless source of inspiration, both physical and spiritual, throughout the ages. For its light, warmth, and the essential role it has played in the maintenance of the fragile balance of life on earth, the sun has been honored and celebrated in most of the world's religions. While the regeneration of light is constant, the relative length of time between the rising and setting of the sun is affected by the changing of the seasons. Hippocrates postulated centuries ago that these changing patterns of light and dark might cause mood changes (9). Seasonal downward mood changes of late fall and winter have been the subject of many sorrowful turn-of-the-century poems of lost love and empty souls. For some, however, â€Å"the relationship between darkness and despair is more than metaphoric (6). It is only recently that the distinct neurological effects associated with the shortening of the day in winter have been more clearly understood. One interesting example of mood change associated with seasonal change is Seasonal Affective Disorder. While Seasonal Affective Disorder (or SAD) is interesting in itself as a long-suffered from but only recently labeled illness, it is perhaps most interesting as an illustrative example of the complex interplay between neurological processes and the environment. The study of Seasonal Affective Disorder provides fasci... ...ide? If healing comes from a pill, a shot, a box of light, does that make the illness real? Although my father would probably have steam coming out of his ears by this point in reading this paper, the lesson here is not in whether or not Seasonal Affective Disorder treatment should be covered by health insurance. Instead, it should be understood within the larger framework of how minds interact with the environment. Seasonal mood change is a clear and undeniable example of what happens when something goes wrong in the exchange of information from the outside to the inside. By examining seasonal mood change, the string linking the environment, circadian rhythms, the brain and behavior is a little tighter. Internet Sources: http://eawc.evansville.edu/anthology/genesis.htm http://web.nami.org/helpline/sad.htm http://www.cybercouch.com/library/seas.dbp.html

The Code Of Ethics In Advocacy

The term advocacy has been used in various contexts such as in legal mechanisms as well as in social services. Yet, the notions on advocacy have a common ground – that is it pertains to an act made for the benefit of other person. By such definition, advocacy can really be used in different circumstances. For example, in courtroom sessions, the prosecution lawyers advocate the legal rights of their client. Obviously, advocacy is used to define how lawyers want to voice out the need of their client for the upholding of the latter’s right.Advocacy can also be seen in services offered by social workers. The social workers act in behalf of unfortunate individuals who wish to improve their social inadequacies. What Advocacy Is? As defined by Neil Bateman, advocacy refers to an act of pleading in support of another person. This implies that the central focus of the concept of advocacy is not the advocate but the subject of his advocacy – that is the achievement of the need of his client. Yet such pleading does not necessarily mean that the advocate would plea for mercy.Such is done by means of conversing logical arguments in order to establish the necessity of the advocacy (Bateman, 2000). In effect, the main thesis in the definition of advocacy is that it is done to uphold the welfare rights of those people who are socially marginalized. The function of the advocate then is to make it clear to the other party that there is a need for the betterment of these marginalized people. Furthermore, the concept of advocacy wants to clarify the distinguishing terms associated with the very concept of â€Å"client (Bateman, 2000).The most common expression use to denote the latter is customer. However, people who define advocacy thinks that it would become very discriminating on the part of the client to say that he is a customer which also means that he is a â€Å"service-user. † Yet that is the very thing that is happening. Nevertheless, these pe ople would like to change such connotation by saying that client are not mere service-user but a partner of the advocate himself. By that, it is ore appropriate to call them as â€Å"partners† and not service-users (Henderson & Pochin, 2001).The Need for the Code of Ethics in Advocacy As mentioned earlier, the main theme of advocacy lies on the idea that the advocate is doing his effort for the sake of another person. Hence it must be clear that the advocate is not acting for his own interests but for the betterment of the welfare of his client. This must be observed for the reason that advocacy would lose its essence if the object of advocacy is defeated by the idea that the advocate is only doing it for his own sake.Moreover, advocacy is intended to create a very profound relationship among the advocates and the clients themselves. In the first place, there is a need to establish an open communication on the part of the client and the advocate in order to fully address the former’s grievances or demands (Henderson & Pochin, 2001). And in doing so, the advocate is required to have a moral sense so as to become aware of the feelings and other concerns of his client.For example in a case of a rape-victim, the advocate should be careful enough not to make actions that are offending to his client. Though he is the latter’s advocate, it does not allow him to trespass his client’s personal concerns such as privacy. More often then not, the advocate and the client made an agreement in which the limitations of one another are set. Such agreement is made to make sure that the advocate would not go beyond limitations. In addition, John Weafer viewed advocacy as that which empowers those people who are not motivated or capable to speak for themselves.Empowerment means that the advocate is supporting the welfare of his client to the point that he is fighting for what is the most advantageous thing for his client. The advocate stands for the ne ed of the client. Hence it is needed that the advocate has the same view and principle regarding the case of his client in order to avoid future moral dilemmas that may impair the realization of a particular advocacy (Weafer, 2003). Also, Weafer argued that in advocacy, the advocate is making negotiations with the other side (other party) in behalf of a person who is socially marginalized.The promotion of the welfare rights of those people who are left out (also known as the marginalized sector of the society) is the underlying principle behind the concept of advocacy (Weafer, 2003). It is to be noted that there are people who do not have access to certain information that has concern with their welfare. The task of an advocate is to make this information accessible and open to their clients so as to get their full reactions and demands. Thus, the code ethics that the advocate must follow includes that above all things, the advocate must maintain the same position as what his client has.Secondly, the advocate must never use the need of the client as means for his own success or for his own interests but always treat such as the end (as how Kantian puts it). Next, the advocate must always seek the permission of his client for all the relevant things that concern his client before he uses it as one of his means to pursue the advocacy. Lastly, the advocate has a duty towards his client to inform him about the development and progress of the advocacy. Irish Report: Voluntary Hospice Movement in IrelandThe advocacy to increase the number of hospices in Ireland as well as to improve the facilities in established hospices has been the most current movement in Ireland. According to the report, the advocates of the hospice movement demand to increase the services rendered by the hospices as well as to advance the in-patient facilities (Hospice/Palliative Care in Ireland). Such is being raised by the advocates to ensure that ill-people would receive greater and better a mount of treatment.By such advocacy, the Irish government has started to give full attentions on the establishment of hospices all over the country as well as on the development of hospice services. Although the state has promised to allocate funds for the advocacy on hospices, the government is asking for a partnership with the volunteer bodies and organizations so as to maintain the monitoring and advancement of hospices. The advocacy has become an extensive campaign that necessitated the consideration of founding hospices in whole Ireland. ConclusionTo sum up, advocacy pertains to the act of supporting or doing something in behalf of others. The main core of the concept of advocacy revolves on the idea that it is done for the benefit of other not for own sake. Acting for the sake of other people requires the advocate to become morally aware of his actions and purposes in order to protect the interests and the original need of his client. The code of ethics mentioned in this paper will give moral standard on how an advocate shall act in the pursuit his objective – a particular advocacy.

Philosophy of Education Essay - 1211 Words

Philosophy of Education Ever since I was a little girl I had this dream of being a teacher. Whether it was making up â€Å"pretend† tests or having my younger brother sit through my instruction, I knew that I was a born teacher. And now that I have grown and matured into a responsible young woman, I feel that my place in this world is in the classroom. I feel that the children are our future and we should teach them everything we know to the best of our abilities. Every summer since the age of 13, I have been babysitting for local families in my small hometown of Pineville. In fact, 2 years ago I had been babysitting for a Optometrist and his wife and they were expecting their second child. As an honor, they asked if they†¦show more content†¦Because to the world you may be just one person, but to that one child you may be their whole world, and that feeling enough satisfies my life greatly. All in all, teaching is all I ever want to do. When I look into the future and picture my classroom, I see one of organization with kids artwork lining the walls. I can assume that the seating in my class will be that representative of a Traditional teacher, with seats placed in rows and columns. I feel that the classroom should be comfortable for the children and that they should feel it is a place of their own. I want to have some pictures of my family strategically placed throughout the room so that my students understand that I am a family oriented teacher and that they can come to me with all of their problems. Billboards of children’s artwork, exceptional homework grades, class projects will be displayed prominently throughout. I have learned, through observations, that little children have a tendency to sharpen their pencils when there is no need to do so. So, two cups will be set on my desk labeled â€Å"needs sharpened† and â€Å"sharpened† in order to keep the class on time and o n task. Students will be able to put dull pencils in the correct cup and pick out a newly sharpened pencil from the other. Each student will have the responsibility of keeping their seats neat and orderly. I feel that this is a big part of growing up; learning responsibility. I would wish thatShow MoreRelatedMy Teaching Philosophy Of Education880 Words   |  4 PagesAccording to the Education Philosophy test that we took in class, my education philosophy matched with social reconstruction. Social Reconstructionist believes that systems must keep changing to improve human conditions. Also, emphasizes social questions and to create a better society. Social reconstructionist believe that you have to start over to make things better. 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I believe to the contrary, all students with motivation, sustained

Prepositional Phrases Sentence Building Exercise

In this exercise, you will continue to apply the basic strategies outlined in Introduction to Sentence Combining.  Combine the sentences in each set into a single clear sentence containing at least one prepositional phrase. Omit words that are needlessly repeated, but dont leave out any important details.   After you have completed the exercise, compare your new sentences with the original sentences on page two. Keep in mind that many combinations are possible, and in some cases, you may prefer your own sentences to the original versions. A mouse darted.It darted across the salad bar.This happened during the luncheon.We traveled this summer.We traveled by train.We traveled from Biloxi.We traveled to Dubuque.The convertible swerved, crashed, and caromed.It swerved off the road.It crashed through the guardrail.It caromed off a maple tree.Mick planted seeds.He planted them in his garden.He did this after the quarrel.The quarrel was with Mr. Jimmy.Grandpa dropped his teeth.His teeth were false.His teeth dropped into a glass.There was prune juice in the glass.Lucy played.She was behind the sofa.She was with her friend.Her friend was imaginary.They played for hours.There was a man.He wore a chicken costume.He dashed across the field.He did this before the ballgame.The ballgame was on Sunday afternoon.A man stood, looking down.He stood upon a railroad bridge.The bridge was in northern Alabama.He was looking down into the water.The water was twenty feet below.The water was swift.The gray-flannel fog closed off the Salinas Val ley.It was the fog of winter.The fog was high.The Salinas Valley was closed off from the sky.And the Salinas Valley was closed off from all the rest of the world.I climbed to my perch.I did this one night.The night was hot.The night was in the summer.The night was in 1949.It was my usual perch.My perch was in the press box.The press box was cramped.The press box was above the stands.The stands were wooden.These were the stands of the baseball park.The baseball park was in Lumberton, North Carolina. After you have completed the sentence building  exercise on  page one, compare your new sentences with the sample combinations below. Keep in mind that many combinations are possible, and in some  cases, you may prefer your own sentences to the original versions. Sample Combinations During the luncheon, a mouse darted across the salad bar.This summer we traveled by train from Biloxi to Dubuque.The convertible swerved off the road, crashed through the guardrail, and caromed off a maple tree.After his quarrel with Mr. Jimmy, Mick planted seeds in his garden.Grandpa dropped his false teeth into a glass of prune juice.Lucy played  behind  the couch for hours with her imaginary friend.Before the ballgame on Sunday afternoon, a man in a chicken costume dashed across the field.A man stood upon a railroad bridge in northern Alabama, looking down into the swift waters twenty feet below.​  (Ambrose Bierce, An Occurrence at Owl Creek Bridge)The high gray-flannel fog of winter closed off the Salinas Valley from the sky and from all the rest of the world. (John Steinbeck, The Chrysanthemums)One hot night in the summer of 1949, I climbed to my usual perch in the cramped press box above the wooden stands of the baseball park in Lumberton, North Carolina.  (Tom W icker, Baseball)

Criminology, Crj 3680 Your Theory Of Crime - 1689 Words

Patricia C. Bà ¡ez Solivà ¡n April 19, 2016 Criminology, CRJ 3680 Your Theory of Criminality Social process theory and more Crime comes in all shapes and forms. Some people define crime as breaking the rules defined by society; other people define it as breaking the laws established by society. The key difference in this assertion is that rules like General Douglas Mac Arthur said are meant to be broken, but the law is not, which creates a society in distress. Living in these huge cities, it would probably be expected for things to be different and maybe even better, but the truth is that is not†¦show more content†¦It is believed that sometimes human beings commit a crime because they have so much more to win, than to lose. They do not see crime as a prohibited act by the â€Å"law of the land†, and something considered serious to search for a penalty and punishment (Darrow, 1922). Nowadays, individuals commit crime because the judicial system is not as strong as it should be. The criminal justice system has loopholes that are needed to be fixed; changes are needed to be made human beings have to stop creating a society of criminals whom have no respect of a punishable government. Because an uneasiness toward â€Å"crime has probably been around as long as crime itself† (Schneider et al., 2007). Individuals act the way they do because society holds them down, and because of that they become rebels trying to make their voices be heard, and to feel some kind of relief from the guilt of not having control over situation. There are no ways to justify a crime, but a criminal seems to commit a crime to feel a boost of satisfaction in their system. The criminal defines crime as â€Å"an attack on an anonymous victim, committed with accomplices, prepared and motivated by a mixture of utilitarianism and hedonism...† (Le Blanc et al., 1989). The primary cause of violence comes from the regulations society lays on us. Freud, in his book called Civilization and Its Discontents, establishes that there are 3 sources for humans to suffer from: The power of nature, the expiration of our

Educational Psychology for Growth and Developmental Process

Question: Discuss about theEducational Psychology for Growth and Developmental Process. Answer: The development theories are based on the various stages of the development of a child. It is argued that although every child is unique, their growth and developmental process are considered universal based on the various principles like cephalocaudal principle, proximodistal principle and maturation. Developmental theories help adults to assess the stages or sequence of development taking place in children along with their integration of many abilities that he/she will in due course of time. Developmental theories are also crucial in the domain of teaching and training children so as to understand their powers (Demetriou et al., 2016). There are several theories and ideas suggested by many scientists and behaviourists. There are different kinds of views about how a person develops physically as well as psychologically throughout the lifespan of the individual. Social learning theories are based on the learning of the human beings depending on what the human beings learn from the so ciety, it is often said to bridge the gap between the behaviorist and the cognitive learning theories. This essay will discuss about two theories, the Cognitive Developmental theory by Jean Piaget and the Social Learning theory by Albert Bandura. The Cognitive Developmental theory proposed by Jean Piaget suggests and explains the ways in which the children make up their minds about the world. Some of the other influential theories interrelated with cognitive theories are Socio-cultural theories, care-knowledge theories and information-processing theories. He did not believe in the idea that intelligence is fixed trait and he explained that development occurs in an individual when that person develops biologically and interacts with the environment or the society (Illeris, 2018). His theory deals with the complex understanding of infant cognitive skills, language development in children, reasoning involving mathematics and science as well as moral development. A thorough understanding of his theories promotes understanding of children in adults that would motivate a faster learning session for the children (Demetriou et al., 2016). Furthermore, the learning theories are truly interesting in their demonstration of how human bei ngs process their mental activities and perform abstract symbolic reasoning. The theory can be used by the parent to support the growth of their children, by the teachers to determine the abilities of the students and can be used by the parent to support the growth of their children (Taylor, 2017). As a part of his career, he was employed to translate English intelligence question papers into French, while working there he became interested in the answers provided by the children and why they marked the wrong answers, he believed that this was the chief difference between the children and adults. According to his theory there are four stages of cognitive development in an individual, sensorimotor stage which occurs from birth to 18 to 24 months, preoperational stage which occurs from 18-24 months and continues up to early stages of childhood. Concrete operational, this stages occur among the children aged 7 to 12 months and formal operational which indicates the journey from adolescence to adulthood. He was the first psychologist to develop a systematic study of the cognitive development in human beings (Gray MacBlain, 2015). His studies included the cognitive developmental stages in a child, the detailed descriptions of detection of cognition in children. He also developed si mple tests to determine the different levels of cognitive development in children. Piaget did not want to measure the efficiency of the children related with their counting abilities, spelling check or determining their I.Q. (Hartley Ho, 2015). Before the research, done by Piaget everyone believed that children were stupid than the adults, but Piaget proved that children have unique intelligence and their way of thinking is strikingly different from that of the adults. Piagets theory is considered to be a major breakthrough as it helped in bringing a radical change in how people experience children. His theories emphasizes on fostering a better understanding of the children to facilitate their learning process. Coming to the Social development theory of Bandura, this theory is somewhat similar to the behaviorist theory and agrees with classical as well as operant conditioning. According to his theory children learns from their own environment, the people from whom they learn from are called models and there are many models whom the children follow and they also imitate their behaviour and actions (Bandura, 2014). The children observe and learn according to their respective role models and they imitate different types of behavior such as masculine, feminine, anti social and others. The children give attention to these models and imitate their behavior which they have observed, they do not think whether their behavior is appropriate for their gender or not, but they learn from the society and start imitating those gender which are appropriate for their gender. At first, the child will try to imitate those people who will seem to be similar to them and most likely is that they will imitate tho se people who will be closer to their gender. Secondly, a child will respond to the stimuli they receive from their environment (Olson, 2016). For example if a child does something good the parents or others appreciate him/her, in this way they learn that they are doing something right and continue doing so. Moreover according to Bandura, a childs satisfaction, sense of accomplishment and pride plays a huge role in their learning and behavior. According to him intrinsic reinforcement or internal reward has a substantial role to plan instigating children to faster learning. Banduras stress on the internal reinforcement apart from the external factor emphasizes the complicated nature in understanding childrens learning process. In understanding social learning theory it s also essential to consider that learning does not induce a change in behavior amongst the children. His observations are in stark contrast to the Behaviorist notion that emphasizes learning leads to a permanent chang e in behavior. To compare both the theories the cognitive development theory by Piaget is depends on the biological factors, which contribute toward the growth of a person and the social developmental theory by Bandura. The cognitive theory by Piaget tries to find out how the human beings are able to process the various mental activities. Piaget was interested to know how the human beings understand things or gather information. According to him, the chief difference between humans and other creatures is that the humans are able to make out an abstract meaning or find out reason in things. While working with Binet and studying the knowledge ability of young children he observed that every child had a different thought process and they did not answer in the same way as their peers (Fu Hwang, 2018). He theory developed by Piaget focuses more on the ability of the human beings to process the information they receive and the reasoning capability, the social learning theory by Bandura studies the relat ionships of one human with another and how the society teach individuals. Bandura tried to find out link between three things, the psychological process of a person, the behavior of the person and the link between the person and the environment. Bandura is considered to be the father of the cognitivists movement. Both the theories rely somewhat on behaviorism, as they both believed that the environment of a person hugely affects the person in various phases of his/her life (Esmaeili, Tafti, 2016). Piaget was a biologist and he was interested in understanding the way in which a biological organism functions. Bandura stresses that behavior stems from the environment round the individual through the process of observational learning and taking into considerations minute details surrounding the individual. A major chunk of this learning, according to Bandura, includes the process of encoding the behavior of people. Children therefore learn through acute observational process try to imitate these behaviors. If the satisfaction on doing the same is rewarding th ey most likely will repeat the behavior.Behavior is controlled with the help of mental states called schemes an individual utilizes these schemes to designate actions in the world. In the social learning theory according Akin, in the experimental method, the standard procedure is to manipulate one variable, and then measure its effects on another. All this boils down to a theory of personality that says that ones environment causes ones behavior (Strauss, 2017). Thereby proving to the assertion that both theories have a bearing on behaviorism. Both the social learning theory and cognitive theory involve some stages which can be followed. Thus to conclude, this can be said that the two theories have a lot in common and are different in other ways as well, but both the social learning theory and the cognitive developmental theory the human beings learn from their environment adapting with the behavior of the people around them as well as taking note of their attitudes and behavior. The theories make people understand how people learn through observation and imitation. Learning theories therefore help people to possess a constructive idea of how they perceive the world around them. Reference List Bandura, A. (2014). Social cognitive theory of moral thought and action. InHandbook of moral behavior and development(pp. 69-128). Psychology Press. Demetriou, A., Shayer, M., Efklides, A. (Eds.). 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