text:
George Washington (film)

George Washington is a 2000 American drama film written and directed by David Gordon Green in his directorial debut. Its story centers on a group of children in a depressed small town in North Carolina who band together to cover up a tragic mistake.

The film premiered at the 50th Berlin International Film Festival and received critical acclaim.

Plot
The film follows a group of kids growing up in a depressed rural town in North Carolina, as seen through the eyes of 12-year-old Nasia. After breaking up with her show-off boyfriend Buddy, she withdraws from her delinquent friends and becomes romantically interested in a strange, introverted boy named George Richardson, who is burdened by the fact that his skull never hardened after birth. Tragedy strikes when George accidentally kills Buddy, and he and his friends, Vernon and Sonya, fearing punishment, decide to hide Buddy's body. In the event's aftermath, George takes up the unlikely role of town hero.

Cast

 * Candace Evanofski as Nasia
 * Curtis Cotton III as Buddy
 * Donald Holden as George Richardson
 * Damian Jewan Lee as Vernon
 * Rachael Handy as Sonya
 * Paul Schneider as Rico Rice
 * Eddie Rouse as Damascus
 * Janet Taylor as Aunt Ruth

Production
George Washington marked David Gordon Green's feature film debut as a screenwriter, film director and film producer. It was also the first feature film role for actor Eddie Rouse.

Reception
The film has an 84% approval rating on Rotten Tomatoes based on 63 reviews, with an average rating of 7.4/10. The website's critical consensus reads, "Languid and melancholy, George Washington is a carefully observed rumination on adolescence and rural life." On Metacritic, the film has a weighted average score of 82 out of 100, based on 19 critics, indicating “universal acclaim.” Roger Ebert of the Chicago Sun-Times selected it as one of the ten best films of 2000, as did Time and New York Times critic Elvis Mitchell.

In Roger Ebert's four star review, he called the cinematography by Tim Orr the best of the year, also writing "it is not about plot, but about memory and regret. It remembers a summer that was not a happy summer, but there will never again be a summer so intensely felt, so alive, so valuable." Jonathan Rosenbaum of the Chicago Reader gave the film a favorable review, writing "You have to bring a lot of yourself to this film if you want it to give something back, but the rewards are considerable." Mick LaSalle of the San Francisco Chronicle called it "a director's baby from the opening frames" and "not like any other movie. That, in itself, makes it something to see. Writer-director David Gordon Green, in his feature debut, has created a visually and emotionally consistent universe." Rolling Stone's Peter Travers called David Gordon Green "a writer and director of rare grace and feeling", whose directorial debut is of "startling originality that will haunt you for a good, long time." Joe Leydon of Variety was one of ten critics (out of 56) to give the film a negative review, calling it an "undistinguished and uninvolving attempt to offer a rural spin on Kids".

title: George Washington (film)


text:
Brantville, New Brunswick

Brantville is a neighbourhood in the Regional Municipality of Grand Tracadie–Sheila, in Northumberland County, New Brunswick, Canada.

It is named for the brant goose. Brant Island is located offshore.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Brantville, New Brunswick


text:
User talk:Dysfunktion

This has been discussed before and a consesus was reached that Children of Bodom is a melodic death metal band, and an influential one at that - see Norther. Please don't remove it from the list. --Sn0wflake 23:45, 16 Apr 2005 (UTC)

Vampyric Black Metal
That first link in my VfD comment... I'm not sure whether I like the idea of them being intended as descriptions instead of genres or not. Come on: "Canadian War Assault"??? That's an even worse description than it is an attempt at a genre name!

I'm thinking you're right that vampyric black metal isn't a genre so much as a neologistic description for certain black metal. And I'm probably going to vote to delete on the grounds that it's not a widespread enough description to be validly included. I'm a little hesitant though just because black metal's not really my thing (I'm more into gothic and symphonic metal, so the closest to black metal that I listen to would be stuff like Therion) and the proliferation of metal sub-genres makes it a little difficult to pick out what's real and what's somebody trying to be influential. The Literate Engineer 05:21, 23 August 2005 (UTC)

Image:DemilichNespithe.jpg listed for deletion
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Image copyright problem with Image:Attila 07.jpg
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Thanks man,for "De Mysteriis.."pic.It should be considered as masterpiece of Black Metal.I think it's a masterpiece.Pity,"they don't listen itIvar Veshler 22:56, 29 October 2006 (UTC)

Change to Common.css
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Articles for deletion nomination of Painface
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Nomination of White2 for deletion
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ArbCom elections are now open!
MediaWiki message delivery (talk) 08:52, 23 November 2015 (UTC)

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Proposed deletion of Black Metal ist Krieg

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title: User talk:Dysfunktion


text:
The Gillies Report

The Gillies Report is an Australian topical satirical sketch comedy television series that was broadcast on the ABC between 1984 and 1985. The program was best known for sending up politicians and media personalities of the day such as Prime Minister Bob Hawke and Opposition Leader Andrew Peacock.

Cast
The series starred Max Gillies, with a supporting cast that included John Clarke, Wendy Harmer, Phillip Scott, Tracy Harvey, Patrick Cook, Marcus Eyre, Geoff Kelso and Peter Moon. The primary writers were Cook, Clarke, Scott and Don Watson, with extra material by Harmer and Harvey. The on-screen troupe combined a wide range of skills, honed in many areas of arts and entertainment:

 * Max Gillies originally trained as a teacher in the late 1960s but soon became immersed in Melbourne's flourishing alternative theatre scene; he quit teaching in 1970 and became a founding member of the Australian Performing Group (APG), where he worked closely with Graeme Blundell, Helen Garner, David Williamson and others on a wide range of theatrical and comedic projects, many of which had a strong political edge;
 * John Clarke was already a TV and radio veteran, famous in his home country of New Zealand, where he created the popular comedic Kiwi farmer character Fred Dagg, which he successfully continued after he moved to Australia;
 * Wendy Harmer was a rising star of the burgeoning Australian standup comedy circuit;
 * Phillip Scott, an accomplished professional musician, had a background in musical cabaret, and wrote/co-wrote many of the shows's satirical musical numbers;
 * Tracy Harvey came from a background in performance and comedy in Melbourne, including successful stints with popular Melbourne radio sports satire team Punter to Punter - which also launched the career of Greig Pickhaver, aka "HG Nelson" -, and its spin-off satirical country music group The Whittle Family;
 * Geoff Kelso was well-established in radio comedy and was (with the late Lance Curtis) a central member of the team that created the popular Double J radio sci-fi parody Doctor Poo;
 * Patrick Cook was already well known in Australia for his incisive satirical cartoons, and in particular for his notorious legal clash with Modernist architect Harry Seidler. In 1982 Cook published a mordant satirical cartoon that lampooned Seidler's work, depicting the "Harry Seidler Retirement Home" in which pensioners were confined in blank, tower-like enclosures, pierced by slots, through which the occupants were fed and their waste removed with shovels. Enraged by this perceived insult to his work, Seidler promptly sued Cook for defamation, but famously lost both the initial case and the subsequent appeal, and (to Seidler's great chagrin) the publicity surrounding the case saw the cartoon reproduced widely.

Impact and significance
The Gillies Report marked a notable revival of the weekly topical satire sketch format, a genre that had rarely been attempted on Australian TV since the demise of Australia's first and best-known series in this field, The Mavis Bramston Show, in the 1960s. TGR spawned a number of successful sequels including The Gillies Republic (1986), The Dingo Principle (1987), Gillies and Company (1992). Its success also paved the way for other subsequent topical satire series, including BackBerner (1999-2002), the various incarnations of The Chaser (2001–present), and Shaun Micallef's Newstopia (2007-2008) and Mad As Hell (2012–present), and on radio How Green was my Cactus (1986–present).

The Gillies Report also established or greatly furthered the screen careers of many of the cast, including Gillies, Harmer, Kelso, Clarke, and Harvey. John Clarke - whose regular reports on the fictional Australian sport of "Farnarkling" were another popular segment - carried on the Gillies Report tradition with the successful mockumentary series The Games (1998-2000), and continued with Clarke & Dawe, the long-running weekly satirical political commentary he wrote and performed with Bryan Dawe on ABC-TV until his untimely death at age 68 on 9 April 2017. Phillip Scott went on to co-write, musically direct and perform in the Sydney Theatre Company's annual Wharf Revue from 2000 through until 2017 (a live show of political satire, co-created by and co-starring Jonathan Biggins and Drew Forsythe). Scott, Patrick Cook and Wendy Harmer also worked on the ABC series The Big Gig, of which Ted Robinson was the producer (as he was on The Gillies Report), and Scott and Cook were later employed as writers on the ABC and Channel 10 series Good News Week.

The central feature of the series was Gillies' uncanny ability to perform scathingly accurate satirical impersonations of a wide range of public, media and political figures. These included Ronald Reagan, Mikhail Gorbachev, B. A. Santamaria, Don Chipp, Andrew Peacock, Queensland Premier Joh Bjelke-Petersen, morbidly obese Queensland politician Russ Hinze (whom Gillies portrayed in a costume fashioned from a beanbag chair), brewing magnate and conservative political figure John Elliott - whose regular exclamation "Pig's arse!" became a popular catchphrase - and especially for his famous impression of Bob Hawke, Australia's Prime Minister at the time - although Hawke was reported to have been irked by Gillies' portrayal, and made disparaging remarks about it to him when they met, even though Hawke claimed he had never seen the show.

The Gillies Report was followed by sequels The Gillies Republic (1986) and Gillies and Company (1992). Cook, Scott and Kelso would go on to make a similar program for the ABC called The Dingo Principle (1987). Harmer went on to host the landmark ABC-TV live sketch comedy series The Big Gig, and Peter Moon became a leading cast member of the popular and long-running TV sketch comedy series Fast Forward.

The "Goanna" Sketch
One of the series' most celebrated sketches was its famous send-up of media magnate Kerry Packer, who was reported to have been "furious" about it. At the time, Packer was in the news because he had been investigated by the Costigan Commission for his suspected involvement in organised crime, drug dealing and tax evasion rackets, and the claims caused a sensation in the Australian media. Packer, who was codenamed "Squirrel" in the Commission's evidence, could only be referred to in the media by the nickname "Goanna" (coined by The National Times), due to Australia's draconian libel and defamation laws. This led to a number of satires on the matter, including the Gillies Report sketch and a satirical T-shirt marketed by a Queensland independent satirical magazine The Cane Toad Times, which conflated the Costigan allegations with the Lacoste shirt brand, renaming the brand as "Lacostigan" and replacing Lacoste's alligator emblem with a goanna, in reference to Packer.

The Gillies Report sketch also parodied Packer's self-serving appearance to defend himself on his own network's current-affairs programme. It opens with Patrick Cook, in barrister's wig and gown, putting questions to 'Packer' (Gillies), about the allegations. He at first responds amiably, but gradually becomes enraged by the interrogation and the hostile reaction of the audience, and finally smashes up his desk, revealing that he has a long lizard-like tail. As the cast perform a satirical quasi-operatic song about the case, Packer - now transformed into "The Goanna" - is pursued through the TV station by the mob but, parodying King Kong, he escapes by scaling the transmitter tower of Packer's Sydney TV station TCN-9 where, now grown to gigantic size, he catches and crushes a news helicopter from a rival network. The desk-smashing also lampooned Packer's famously volcanic temper, and referenced a well-known rumour of the time, which claimed that Packer once smashed up his own office in a fit of rage during one of his many attempts to quit smoking.

Awards
At the 28th Annual TV Week Logie Awards held in 1986, The Gillies Report won the Logie for the "Best Light Entertainment Series".

Videography
Highlights of the 1984 season were released by the ABC to home video as The Gillies Report. The compilation runs for 105 minutes. It was distributed in 1985 by Thorn-EMI Screen Entertainment Australia in both VHS (Z ABCV 8505) and Beta (B ABCV 8505) VCR tape formats.

Similarly, highlights of the 1985 season were released by the ABC to home video as The Best Of Gillies. This compilation runs for 63 minutes. It was distributed in 1986 by Festival Records Pty. Ltd. in VHS format (85046).

Neither of these tapes, nor any other compilation from the two series, has been re-released on DVD.

title: The Gillies Report


text:
User talk:80.126.67.196

your next case of vandalism will cause you to be blocked from editing. RickK 23:47, Apr 16, 2005 (UTC)

title: User talk:80.126.67.196


text:
User talk:Tom Hope

Please write your opinions and criticism here.

Thank you.

title: User talk:Tom Hope


text:
Talk:DTS

Untitled
I'm curious about the reference to Star Wars: Episode I here, and I'm going to remove or edit the reference and leave it as such until someone can show proof that I'm wrong here. Episode I debuted with Dolby Digital EX, which has the neccesary "flag" built into the codec to activate the rear-center speaker, when avaliable, in a properly configured system (6.1 in home theater systems). The DTS equivalent is DTS ES, and although it works in essentially the same way as Dolby's EX codec, they are NOT interchangeable. I'm not aware of any films that were shown theatrically with DTS ES sound, although I know that the DVD releases of Fight Club and Seven both contain DD EX and DTS ES sound.

title: Talk:DTS


text:
User:1 black hand

Welcome to my little world!
Hello! I am 1 black hand. I enjoy listining to rock music, play the double bass, and play chess. I occasionally welcome newcomers, and I am active in goth poetry. I encourage you to try your hand and post a poem. I would appreciate it if you could read this. Something that I really enjoy doing (when I'm not working) is playing MapleStory.

Funny things
I enjoy funny things, don't you! Therefore, I raid the sandboxes (and everyday life) on a regular basis looking for things that are funny.

Bye!
I haven't really done much on this page so far. I hope you enjoyed my work in progress, Bye!

If you want to see some poetry, click here

title: User:1 black hand


text:
Wikipedia:Articles for deletion/Scott Campbell

 This page is an archive of the discussion about the proposed deletion of the article below. This page is no longer live. Further comments should be made on the article's talk page rather than here so that this page is preserved as an historic record. The result of the debate was delete. — Xezbeth 06:19, Apr 24, 2005 (UTC)

Scott Campbell
Article does not establish notability. "Scott Campbell" +"Double Fine" returns 24 Google hits. RickK 23:50, Apr 16, 2005 (UTC)
 * Delete unless evidence of notability given. Meelar (talk) 23:51, Apr 16, 2005 (UTC)
 * Delete, not notable. Megan1967 05:31, 17 Apr 2005 (UTC)
 * Redirect to J. Scott Campbell, given nobody else comes to mind. Chris talk back 21:52, 17 Apr 2005 (UTC)

 * This page is now preserved as an archive of the debate and, like some other VfD subpages, is no longer 'live'. Subsequent comments on the issue, the deletion, or the decision-making process should be placed on the relevant 'live' pages. Please do not edit this page.


text: Category:Rivers of New Zealand

title: Category:Rivers of New Zealand


text:
B₀

B0, that is "B subscript zero", is also generally used in Magnetic Resonance Imaging to denote the net magnetization vector. Although in physics and mathematics the notation to represent a physical quantity can be arbitrary, it is generally accepted in the literature, such as the International Society for Magnetic Resonance in Medicine that B0 represents net magnetization. This is particularly prominent in areas of science where magnetic fields are important such as spectroscopy. By convention, B0 is interpreted as a vector quantity pointing the z-direction, with subsequent x and y cartesian axes oriented with the right hand rule.

B0 is also the symbol often used to denote the reference magnetization in which equations with electromagnetic fields are normalized.

title: B₀


text:
Division of Moncrieff

The Division of Moncrieff is an Australian Electoral Division in Queensland.

Geography
Since 1984, federal electoral division boundaries in Australia have been determined at redistributions by a redistribution committee appointed by the Australian Electoral Commission. Redistributions occur for the boundaries of divisions in a particular state, and they occur every seven years, or sooner if a state's representation entitlement changes or when divisions of a state are malapportioned.

History
The division was created in 1984 and is named after Gladys Moncrieff, an Australian singer who resided in the Gold Coast.

Moncrieff is based on Surfers Paradise and the central portion of the Gold Coast. While the Gold Coast has always been a rather conservative area, Surfers Paradise is considered particularly conservative even by Gold Coast standards. As a result, Moncrieff has been a comfortably safe Liberal seat for its entire existence. Indeed, most of the area has been represented by centre-right MPs without interruption since 1906; the Surfers Paradise area was part of Moreton before 1949, and then part of McPherson from 1949 to 1984. The Liberals have never won less than 59 percent of the two-party vote, and from 1993 until 2019 have won enough primary votes to retain the seat without the need for preferences.

It is currently the ninth-safest Coalition seat in Australia and the third-safest for either side of politics in Queensland, with a 17-point swing needed for Labor to win it.

Although Labor, to date, hasn't won Moncrieff it has however won the primary vote in 1984 and 1987. This was due to the Liberal and National parties fielding candidates against each other and therefore splitting the anti-Labor primary vote. Labor however did not win the seat on both those occasions due to the two non-Labor parties swapping preferences with each other.

In 2022, sitting Liberal National MP Angie Bell was reelected with less than 50% of the primary vote, the first time that a non-Labor candidate has achieved this without the presence of a second major party non-Labor candidate.

Election results
{{legend|#1456F1|Liberal National/Liberal}}
 * {{legend|#006644|National}}

{{legend|#DE3533|Labor}} {{legend|#00A651|Greens}} {{legend|#FFCD00|Australian Democrats}} {{legend|#00CCFF|Family First}} {{legend|#F36C21|One Nation}} {{legend|#FFED00|Palmer United/United Australia Party}}

title: Division of Moncrieff


text:
First Epistle to Timothy

The First Epistle to Timothy is one of three letters in the New Testament of the Bible often grouped together as the pastoral epistles, along with Second Timothy and Titus. The letter, traditionally attributed to the Apostle Paul, consists mainly of counsels to his younger colleague and delegate Timothy regarding his ministry in Ephesus (1:3). These counsels include instructions on the organization of the Church and the responsibilities resting on certain groups of leaders therein as well as exhortations to faithfulness in maintaining the truth amid surrounding errors.

Most modern scholars consider the pastoral epistles to have been written after Paul's death, although "a small and declining number of scholars still argue for Pauline authorship".

Authorship
The authorship of First Timothy was traditionally attributed to the Apostle Paul, although in pre-Nicene Christianity this attribution was open to dispute. He is named as the author of the letter in the text (1:1). Nineteenth- and twentieth-century scholarship questioned the authenticity of the letter, with many scholars suggesting that First Timothy, along with Second Timothy and Titus, are not the work of Paul, but of an unidentified Christian writing some time in the late-first to mid-second centuries. Most scholars now affirm this view.

As evidence for this perspective, they put forward that the pastoral epistles contain 306 words that Paul does not use in his unquestioned letters, that their style of writing is different from that of his unquestioned letters, that they reflect conditions and a church organization not current in Paul's day, and that they do not appear in early lists of his canonical works. Modern scholars who support Pauline authorship nevertheless stress their importance regarding the question of authenticity: I. H. Marshall and P. H. Towner wrote that "the key witness is Polycarp, where there is a high probability that 1 and 2 Tim were known to him". Similarly M. W. Holmes argued that it is "virtually certain or highly probable" that Polycarp used 1 and 2 Timothy. Scholars Robert Grant, I. Howard Marshall, and Hans von Campenhausen believe that Polycarp was the actual author of First Timothy, which would date its composition to c. 140.

Marcion, an orthodox bishop later excommunicated for heresy, formed an early canon of scripture c. 140 around the Gospel of Luke and ten of the canonical Pauline epistles excluding 1–2 Timothy and Titus. The reasons for these exclusions are unknown, and so speculation abounds, including the hypotheses that they were not written until after Marcion's time, or that he knew of them, but regarded them as inauthentic. Proponents of Pauline authorship argue that he had theological grounds for rejecting the pastorals, namely their teaching about the goodness of creation (cf. 1 Timothy 4:1 ff.). The question remains whether Marcion knew these three letters and rejected them as Tertullian says, since in 1 Timothy 6:20 "false opposing arguments" are referred to, with the word for "opposing arguments" being "antithesis", the name of Marcion's work, and so a subtle hint of Marcion's heresy. However, the structure of the Church presupposed is less developed than the one Ignatius of Antioch (who wrote c. 110) presupposes, as well as the fact that not only is "antithesis" itself a Greek word which simply means "opposing arguments" but as it has been noted, the attack on the heretics is not central to the three letters.

Late in the 2nd century there are a number of quotations from all three pastoral epistles in Irenaeus' work Against Heresies. Irenaeus also makes explicit mention of Timothy in his book and ascribes it as being written by Paul The Muratorian Canon (c. 170–180) lists the books of the New Testament and ascribes all three pastoral epistles to Paul. Eusebius (c. 330) calls it, along with the other thirteen canonical Pauline epistles, "undisputed". Exceptions to this positive witness include Tatian, as well as the gnostic Basilides. Possible earlier allusions are found in the letters from Clement of Rome to the Corinthians (c. 95), Ignatius to the Ephesians (c. 110) and Polycarp to the Philippians (c. 130), although it is difficult to determine the nature of any such literary relationships.

Date
Modern scholars generally place its composition some time in the late 1st century or first half of the 2nd century AD, with a wide margin of uncertainty. The term Gnosis ("knowledge") itself occurs in 1 Timothy 6:20. If the parallels between 1 Timothy and Polycarp's epistle are understood as a literary dependence by the latter on the former, as is generally accepted, this would constitute a terminus ante quem (cut-off date) of 130–155 AD. Likewise, there are a series of verbal agreements between Ignatius and 1 Timothy which cluster around a 14 verse section in 1 Timothy 1. If these parallels between Ignatius and 1 Timothy represent a literary dependence by Ignatius, this would move the date of 1 Timothy even earlier. However, Irenaeus (writing c. 180 AD) is the earliest author to clearly and unequivocally describe the letter to Timothy and attribute it to Paul.

The earliest known writing of 1 Timothy has been found on Oxyrhynchus Papyrus 5259, designated P133, in 2017. It comes from a leaf of a codex which is dated to the 3rd century.

Summary
The epistle opens by stating that it was written by Paul, to Timothy. Paul reminds Timothy that he has asked Timothy to stay in Ephesus and prevent false teaching of the law by others. Paul says that law is to be applied to sinners like rebels, murderers, and the sexually immoral. The list of lawbreakers includes the Greek word ἀρσενοκοίτης, which is sometimes translated to mean "homosexual men" although there is some debate on the topic.

The epistle details the roles of men and women in its second chapter, particularly the verse 1 Timothy 2:12. In the NIV translation this verse reads: "I do not permit a woman to teach or to have authority over a man; she must be silent." The epistle justifies this by saying that Adam was formed before Eve, and that Eve was tricked by the serpent.

Leaders of the church are to conduct themselves in a manner worthy of respect, avoiding overindulgence in wine and managing their affairs well. Timothy is advised to avoid false teachings and focus on the truth.

The author discusses a list of widows to be supported by the church, setting restrictions on the types of women to help: only old widows who never remarry and who prioritize their family are to receive help. Widows younger than sixty have sensual desires that may cause them to remarry.

Slaves should respect their masters, especially if their masters are believers. People should avoid envy and avoid the temptation to focus on becoming rich because "the love of money is the root of all kinds of evil."

In closing, Timothy is told he should continue to "fight the good fight of the faith" by helping others to be virtuous and by running his church well.

Outline

1. Salutation (1:1–2)

2. Negative Instructions: Stop the False Teachers (1:3–20) 1. Warning against False Teachers (1:3–11) 1. The Charge to Timothy Stated (1:3)

2. Their Wrong Use of the Law (1:4–7)

3. The Right Use of the Law (1:8–11)

2. Paul's Experience of Grace (1:12–17)

3. The Charge to Timothy Repeated (1:18–20)

3. Positive Instructions: Repair the Church (2:1–6:10) 1. Restoring the Conduct of the Church (2:1–3:16) 1. Instructions on Public Worship (2:1–15) 1. Concerning Prayer (2:1–7)

2. Concerning the Role of Men and Women (2:8–15) 1. Men: Pray in a Holy Manner (2:8)

2. Women: Quiet Conduct (2:9–15)

2. Instructions on Church Leadership (3:1–13) 1. Qualifications of Overseers (Elders) (3:1–7)

2. Qualifications of Deacons (3:8–13)

3. Summary (3:14–16) 1. Conduct of the Church (3:14–15)

2. Hymn to Christ (3:16)

2. Guarding the Truth in the Church (4:1–16) 1. In the Face of Apostasy (4:1–5)

2. Timothy's Personal Responsibilities (4:6–16)

3. Spiritual Exercises (4:7–9)

3. Dealing with Groups in the Church (5:1–6:10) 1. Men and Women, Young and Old (5:1–2)

2. Widows (5:3–16) 1. Older Widows (5:3–10)

2. Younger Widows (5:11–16)

3. Elders (5:17–25) 1. The Reward of Elders (5:17–18)

2. The Reputation of Elders (5:19–20) 1. The Reputation of Elders Protected (5:19)

2. The Sins of Elders Publicly Rebuked (5:20)

3. The Recognition of Prospective Elders (5:21–25)

4. Slaves (6:1–2)

5. False Teachers (6:3–10)

4. Personal Instructions: Pursue Godliness (6:11–21) 1. Fight the Good Fight (6:11–16)

2. A Final Word to the Wealthy (6:17–19)

3. Guard What has been Entrusted (6:20–21)

Music
Several composers, including Johann Sebastian Bach, set a line from the epistle as a Christmas cantata, including Stölzel's Kündlich groß ist das gottselige Geheimnis beginning with 1 Timothy 3:16.

title: First Epistle to Timothy


text:
Evan Vucci

Evan Vucci (born 1976 or 1977) is an American photojournalist. He is the chief photographer for the Associated Press in Washington, D.C. Vucci shoots and produces both still photography and video projects worldwide, as well as on various subjects including Washington, D.C.-based sports, the U.S. military, and U.S. politics.

He was part of the AP reporting team that won the 2021 Pulitzer Prize for Breaking News Photography. In July 2024, he took photographs of injured Donald Trump pumping his fist after an assassination attempt.

Early life and education
Vucci was born in Olney, Maryland, in 1976 or 1977. His mother was a secretary and his father was a police officer.

Vucci enrolled at the Rochester Institute of Technology in Rochester, New York, in 1995 on a path to commercial photography. Whilst there he attended a lecture given by photojournalist Michael Williamson. In the lecture, Williamson showed his work and spoke of his travels all around the world while on staff with The Washington Post. Vucci was struck by the photographs and life Williamson had lived and changed his major to focus on photojournalism. While still enrolled at Rochester Institute of Technology, Vucci photographed sports for Reuters.

Vucci graduated from the Rochester Institute of Technology with a bachelor's degree in professional photographic illustration in 2000.

Career
After graduating from college, Vucci moved to Fayetteville, North Carolina, and took a 30-hour-a-week position at The Fayetteville Observer. After about three months, Vucci realized that life at a small-town paper was not for him. Vucci took a job in Sydney, Australia, to work for the International Olympic Committee as a photo manager during the 2000 Summer Olympics. While working in Sydney, Vucci met then Associated Press photographer Doug Mills, who would help him get his foot in the door at the Associated Press as a freelance photojournalist.

In late 2003, Vucci accepted a position at the Associated Press. One of Vucci’s most iconic shots came from Iraq while he was working for Associated Press. On Sunday, December 14, 2008, Vucci was at a joint press conference between United States President George W. Bush and Iraq Prime Minister Nouri al-Malik in Baghdad, capital city of Iraq. The joint press conference was to announce the signing of a status of forces agreement, which allowed the United States military to remain in Iraq. During the press conference, Iraqi journalist Muntadhar al-Zaidi threw his shoes at United States President George W. Bush.

In 2008, Vucci made several visits to Forward Operating Base Marez in Mosul, Iraq, profiling soldiers and their stories. His primary focus was a Cavalry Scout Platoon from Killer Troop, 3rd Squadron, 3rd Armored Cavalry Regiment (3 ACR). He spent several weeks embedded with the platoon filming their patrols and lives spent at a Combat Outpost in Western Mosul. Many of those soldiers were wounded and three were killed.

In 2020, Vucci covered the George Floyd protests for the Associated Press. Serving as the chief photographer for the Associated Press in Washington, D.C., he was part of the AP reporting team that won the 2021 Pulitzer Prize for Breaking News Photography.

Images during attempted assassination of Donald Trump
On July 13, 2024, Vucci photographed former President and presumptive Republican Party nominee Donald Trump being led off stage after surviving an assassination attempt, with Trump's fist raised in the air and blood on the right side of his face. The image was shared widely on social media and used as a cover image for Time.

title: Evan Vucci


text:
Talk:Piaget's theory of cognitive development

Wikipedia Ambassador Program assignment
This article is the subject of an educational assignment at King's University College supported by the Wikipedia Ambassador Program during the 2012 Q3 term. Further details are available on the course page.

Above message substituted from on 15:28, 7 January 2023 (UTC)

Wiki Education Foundation-supported course assignment
This article was the subject of a Wiki Education Foundation-supported course assignment, between 4 January 2021 and 14 April 2021. Further details are available on the course page. Student editor(s): Rlilymm.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 06:38, 17 January 2022 (UTC)

untitled
Piaget is one of the most influential figures in the history of psychology. His work not only revolutionized developmental psychology but also formed the foundation for the subsequent investigation in the area of the formation of intellect.

Piaget's Stages of Cognitive Development

1. Sensori-Motor 0-2 years

2. Preoperational 2-7 years

3. Concrete operations 7-12 years

4. Formal Operations 12 and up

I am currently in a development class, so this is exciting for me! This information added to the article is very helpful and I believe it helps the readers know exactly what the specific ages are for every stage. Rlilymm (talk) 03:01, 21 January 2021 (UTC)Rlilymm

Dubious
The section on 'Classification' appears to be prematurely placed in Pre-operational. Classification isn't fully formed (i.e. hierarchical classification) until Concrete operationally aged kids. I went ahead and moved it to the Concrete stage. Briholt 00:16, 3 August 2007 (UTC)

Criticisms
This article is titled misleadingly and should be called "Piaget's theory of cognitive development". There are several others that are just as interesting and valid (for example: Luria did some excellent work on describing ontogenetic development)

Why is there nothing on the current state of Piaget's theories in modern developmental science? I'm pretty sure most current infant researchers aren't Piagetians, or at least not strictly so. What are the criticisms or modern supporting evidence? — Asbestos | Talk   (RFC)  17:43, 28 June 2006 (UTC)

 * I tried to (very briefly) address this in the new section I added, 'Challenges to Piagetian Stage Theory'. While only a start, it is at least that.  I plan to add better referencing shortly! SlipperyN 21:22, 4 September 2006 (UTC)

Seems to neglect Piaget's moral development theories throughout the stages such as the heteronomous during the preoperational and the autonomoous during the concrete operationalJoshNck 12:55, 28 November 2006 (UTC)

The Challenges section seems to trail off at the end. I'm not sure what was trying to be said, but it certainly needs to be cleaned up. I undid the edit that replaced a bunch of content with the text "Uhhh,,, Chapp". Kainosnous (talk) 07:09, 19 May 2011 (UTC)

Rather than trying to add additional sections I would like to edit and clean up the formal operational stage section of this article. Michel8c (talk) 16:21, 21 February 2013 (UTC)

 * Welcome! Please remember that Wikipedia is not an academic paper or essay! Wikipedia articles should not be based on WP:primary sources, but on reliable, published secondary sources (for instance, journal reviews and professional or advanced academic textbooks) and, to a lesser extent, on tertiary sources (such as undergraduate textbooks). WP:MEDRS describes how to identify reliable sources for medical information, which is a good guideline for many psychology articles as well. With friendly regards,  Lova Falk     talk   17:35, 23 February 2013 (UTC)

Application/Influence of the Theory
Can someone add some more information as to how Piaget's Theory is "the most historically influential theory" as I don't see anything mentioned on the influence his theory had on education. Gaz 09:57, 14 December 2006 (UTC). Piagets must have written his theory based on few unreliable sources as he tend to repeating himself over and over.. his theory needs an independent new review especially on the 4 stages of cognitive development. Job Hafeni

Animism
Animism The child believes that inanimate objects have "lifelike" qualities and are capable of action. Example, a child plays with a doll and treats it like a real person. In a way this is like using their imagination.

I added this to the preoperational thinking. source: Santrock, W., John. (2006). Life-Span Development Tenth Edition. Mc-Graw Hill Custom Publishing. 235. (talk • contribs) 22:59, 12 May 2007 J1j2j3

Periods vs. Stages
This is probably a bit moot, but in class and in my text book we discussed Piaget's "Periods" such as the 'Motor-sensory Period', 'Pre-operational Period', and 'Concrete Operational Period' and their distinct "Stages".

The Wiki article mentions the Periods as Stages, and Stages mentioned above as "Sub-Stages"... I'm not sure which terminology is correct, but in case the terminology is wrong it may cause a lot of confusion and headaches... —The preceding unsigned comment was added by 130.85.242.32 (talk) 02:40, 15 May 2007 (UTC).
 * I google: Piaget "four stages" and Piaget "four periods". Four stages got more than ten times as many hits as four periods, so now I'll change period into stage. Lova Falk     talk   05:56, 2 June 2010 (UTC)

In Preoperational stage
It says in Classification: "A child is no longer subject to the illogical limitations of animism (the belief that all objects are animals and therefore have feelings)" and then later it says in Animism: "The child believes that inanimate objects have "lifelike" qualities and are capable of action. Example, a child plays with a doll and treats it like a real person. In a way this is like using their imagination", so basically it says that it doesn't happen, and then it says it does. How stupid. Jeffrey.Kleykamp 20:57, 13 June 2007 (UTC)

It's not stupid, it's just unclear--don't be so concrete ;) Animism is definitely apart of Pre-operational thought. I'm going to strike it. Briholt 00:12, 3 August 2007 (UTC)

Dreadful lead paragraph
Kiwi points out in Talk:Asperger syndrome that Theory of cognitive development has a "DREADFUL intro paragraph. Why not an explanation that it refers to the development of thinking skills or something". That's a good point. The intro to this article is a dreadful lead. As far as I can see, the lead is missing. I'm making the comment here in the hopes that someone can write one. Eubulides 05:43, 22 September 2007 (UTC)

Does this article mention his first name anywhere? —Preceding unsigned comment added by 76.174.152.13 (talk) 08:57, 2 May 2011 (UTC)

Not a wikipedia editor...
...but just eyeballing this, it looks like a few things may need addressing, at least in the preoperational area.

Egocentrism has at least two usage errors.

"Animism" is awkwardly written; among other problems, use of "their" as a gender-neutral singular pronoun isn't respectable English. Also, the final statement in that section hardly seems to need to be there, from a "quality of article" perspective.

Finally, there's no mention of transductive thought.

Not meaning to cast any stones here; you all do a great job, and if I had more time/ability, I'd try to get on board myself.

For that matter, I'm not entirely sure if I'm paying proper attention to the talk page guidelines; but I have a session to teach in a few moments, and if I don't point it out now, I may not remember to later. Apologies, if so.

Lauerc@gmail.com

146.7.31.81 23:22, 24 September 2007 (UTC)

"Also at this phase, passive reactions, llllllcaused by classical or operant conditioning, can begin" ??? what is with the l's?? Someone need to read through this page and make sure it is correct. —Preceding unsigned comment added by 24.177.35.135 (talk) 02:51, 22 October 2007 (UTC)

Can someone dumb this article down. I dislike looking up every other word. —Preceding unsigned comment added by 24.177.35.135 (talk) 03:42, 22 October 2007 (UTC)

Assimilation and accommodation
The article needs an explanation of assimilation and accommodation, and perhaps of other global (non-stage-specific) concepts. The logical place would seem to be in a new section after the "General information regarding the stages" section. - Do c  t  orW  20:48, 8 October 2007 (UTC)

Terrible Title
This is a theory of cognitive development, not 'The' theory of cognitive development. It should be titled Piaget's "theory of cognitive development" or "developmental stage theory." I don't know how to change the title, but someone should do it fast. —Preceding unsigned comment added by Agyong2 (talk • contribs) 23:40, 7 February 2008 (UTC)

Agreed. I came in here to comment on how this article reads like a grad student's homework - "According to Piaget" "Piaget notes that . . ." etc. Now I know why. This article could definately use a change of name; I'm a lay person and I came in to this thinking this ws IT, the ONE accepted 'theory of cognitive development'. I was expecting a theory in name only, like the theory of universal gravitation or something along those lines. 74.77.128.175 (talk) —Preceding comment was added at 04:53, 20 March 2008 (UTC)

In fact, it is a theory of human developing condition of Piaget. Piaget developed it emphatizing cognition above other levels, but it is not a theory of cognition althogh it is some times called like that in recent psychology. In any case it is not the only theory of cognition, but the first mayor theory about it. There are many more, and probably more complete ones --Tommy The Wise (talk) 03:18, 15 April 2009 (UTC)

 * I think this should be renamed "Piaget's Theory of Cognitive Development" or similar; the article is clearly about Piaget's theory. But the present title feels like blue sky mining to me. It is also now balanced by Neo-Piagetian theories of cognitive development.  In the event of a rename I'd suggest, Theory of Cognitive Development needs some form of disambiguation. Any objections to a rename and disambiguation?Finereach (talk) 19:22, 25 November 2009 (UTC)

Needs formatting help!
Call for help: Needs attention on the formatting. --1000Faces (talk) 23:39, 20 April 2008 (UTC) The title should be Piaget's Cognative Theory:Development of Reasoning. —Preceding unsigned comment added by 199.4.147.2 (talk) 15:49, 28 August 2008 (UTC)

even if they think incorrectly?
Elimination of Egocentrism—the ability to view things from another's perspective (even if they think incorrectly). Even if they think incorrectly? Those deviants.69.153.54.28 (talk) 22:22, 24 April 2009 (UTC)
 * Perhaps this should be reworded in order to avoid confusion? This does not refer to matters of opinion or political incorrectness, but rather having mathematical or scientific misconceptions. --seberle (talk) 13:56, 25 April 2009 (UTC)

Piaget's theory of cognitive equilibration
The stages of reasoning Piaget describes are not his theory of cognitive development, more properly named as Piaget did, cognitive equilibration. The stages are evidence of development in a person's reasoning. His description of the stages is an effort to describe patterns in the vast volume of data he and his colleagues collected. To leave out assimilation, accommodation, self-regulation and equilibration is to leave out Piaget's theory of cognitive equilibration.

A foundation of the theory is a fundamentally different view of the nature of knowledge. Because the nature of knowledge in Piaget's work is not a realist view of the nature of knowledge, Piaget's descriptions of the stages of reasoning and his theory of cognitive equilibration are essentially not capable of being understood from the realist point of view. (Check out the second quote on the Piaget page in Wikiquote.)

Because Piaget was a genetic epistemologist, he was essentially an experimental philosopher. To label him a developmental psychologist is to mislead the reader concerning Piaget. As an experimental philosopher the focus of his attention was on the origins and development of knowledge in human beings. —Preceding unsigned comment added by 67.41.40.69 (talk) 21:19, 14 May 2009 (UTC)

 * Piaget was certainly interested in genetic epistemology, and as such might merit the additional label "experimental philosopher" for such work. However, most of Piaget's work can only be described as developmental psychology.--seberle (talk) 03:40, 15 May 2009 (UTC)

I propose adding a section specifically for equilibration. I suggest using this passage:

Piaget agreed with most other developmental psychologists in that there are three very important factors that are attributed to development: maturation, experience, and the social environment. But where his theory differs involves his addition of a fourth factor, equilibration, which “refers to the organism’s attempt to keep its cognitive schemes in balance.” (Bjorklund, 2011). Equilibration is the motivational element that guides cognitive development. As humans, we have a biological need to make sense of the things we encounter in every aspect of our world in order to muster a greater understanding of it, and therefore, to flourish in it. This is where the concept of equilibration comes into play. If a child is confronted with information that does not fit into his or her previously held schemes, disequilibrium is said to occur. This, as one would imagine, is unsatisfactory to the child, so he or she will try to fix it. The incongruence will be fixed in one of three ways. The child will either ignore the newly discovered information, assimilate the information into a preexisting scheme, or accommodate the information by modifying a different scheme. Using any of these methods will return the child to a state of equilibrium, however, depending on the information being presented to the child, that state of equilibrium is not likely to be permanent.

For example, let’s say Dave, a three year old boy who has grown up on a farm and is accustomed to seeing Horses regularly, has been brought to the zoo by his parents and sees an Elephant for the first time. Immediately he shouts “look mommy, Horsey!” Because Dave does not have a scheme for Elephants, he interprets the Elephant as being a Horse due to its large size, color, tail, and long face. He believes the Elephant is a Horse until his mother corrects. The new information Dave has received has put him in a state of disequilibrium. He now has to do one of three things. He can either: (1) turn his head, move towards another section of animals, and ignore this newly presented information; (2) distort the defining characteristics of an Elephant so that he can assimilate it into his “Horsey” scheme; or (3) he can modify his preexisting “Animal” schema to accommodate this new information regarding Elephants by slightly altering his knowledge of animals as he knows them.

With age comes entry into a higher stage of development. With that being said, previously held schemes (and the children that hold them) are more than likely to be confronted with discrepant information the older they get. Silverman and Geiringer (1973) propose that one would be more successful in attempting to change a child’s mode of thought by exposing that child to concepts that reflect a higher rather than a lower stage of development. Furthermore, children are better influenced by modeled performances that are one stage above their developmental level, as opposed to modeled performances that are either lower or two or more stages above their level. (Silverman & Geiringer, 1973) LawrenceT731 (talk) 20:49, 28 November 2012 (UTC)

Content from developmental psychology page
FYI, I have copied some detail from the Developmental psychology page as a first step in potentially summarising the detail in that rather lengthy section to this page, which appears a more appropriate place for it. Will leave here for a while to see if there is any objection, before summarising that content on Developmental psychology. Finereach (talk) 21:37, 13 October 2009 (UTC)

Correction of Intelligence Testing
Piaget was not the founder of intelligence testing; that would be Alfred Binet and Lewis Terman, so I removed that from the first sentence. —Preceding unsigned comment added by 155.229.54.243 (talk) 20:30, 21 January 2010 (UTC)

Editor's Privilege for Tenured Faculty in Cognitive Development?
I am the teaching assistant for Cognitive Development at UC San Diego. I am also a PhD Candidate in the field. As a class assignment last spring, our students produced revised articles for wikipedia. As such, we have substantial edits to the page and new linking articles we feel should be accessible from this page. We are not sure how to be assigned editor's privileges for this article, but we have the academic credentials to do so. The instructor is tenured faculty. Can someone please reply with information how to do this?

These will be major edits.

Aeholt (talk) 17:36, 23 September 2010 (UTC)aeholt

Hi There is no category of editor's privilege, or more correctly we are all privileged editors, qualified or not. So go ahead and make the changes, if they stand up hurray! if not, another step closer to the truth. Just click [edit] at the start of the section you feel needs to change. Apologies for the delay, if you have already made the changes great, if not, go ahead.

TonyClarke (talk) 21:53, 3 October 2012 (UTC)

Similar article
Hi, I'm just a harmless de-orphanator. In the course of my work, I've come across the article, Jean Piaget's theory of Cognitive Development-Educational Psychology which, from the text, appears to be an alternative version of this article. I recommend a merge and suggest the other article be deleted on the grounds of having such a clumsy title. However, I know enough of Wikipedia to wonder whether there are any issues to be considered first. For example, was the article created by a disgruntled editor? Is the article creator's username a sock puppet? I thought I'd post on this talk page to give those with more expertise on the topic to decide how to proceed. LordVetinari (talk) 09:13, 26 January 2011 (UTC)

Section 2...
...ends in the middle of a sentence. I believe it addresses early language acquisition; I only know I'm not quite qualified to finish it. ~~

"For example, young children whose symbolic play is of a violent nature tend to exhibit less prosocial behavior and are more likely to display antisocial tendencies in later years."

The abovementioned sentence is the last sentence of the 1st paragraph of section 2.2.1. I checked the referenced article, and such a conclusion is not possible from the study. Study is correlational and there is not any longitudunal element in the study. Therefore another appropriate source must be find Mahmutyoung (talk) 10:17, 15 July 2021 (UTC)

Chapter 6.
Chapter 6 includes the description of the post-Piagetian stage theories and the bibliography. I think the bibliography should be under a separate heading. I am not sure I can correct this properly. Someone who can help please do it. — Preceding unsigned comment added by Open 2 (talk • contribs) 14:02, 20 June 2012 (UTC)

Suggestions
This article seems to be a bit lengthy in certain sections such as the Challenges section. The Article seems to be well organized and reliable. (~~) — Preceding unsigned comment added by POYNOR (talk • contribs) 02:42, 13 September 2012 (UTC)

King's University College
Hi, I will be updating this article for my Developmental Psychology class Krowe24 (talk) 15:44, 20 September 2012 (UTC)
 * Welcome!  Lova Falk     talk   17:15, 21 September 2012 (UTC)

Hey I would like to make a few improvements in the future to this article:

(1) Add new reference; Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences,9(1), 67-90,

(2) Improve the introduction of the article

(3) Improve the structure of the article

Thanks, Krowe24 (talk) 19:51, 3 October 2012 (UTC)

Great, go ahead and make the changes, we look forward to seeing them! Usually people just get torn in and make the changes. If not good enough, this is soon be pointed out. No need to ask permission. Be bold! TonyClarke (talk) 21:58, 3 October 2012 (UTC)

Thanks Tony. I asked my students to make these proposals as part of the assignment. Looks good KRowe. Agreed--now its time to be bold and make those edits. Paul Conway, Instructor, Introduction to Child Development, Fall 2012, King's University College Canada 02:28, 5 October 2012 (UTC)

Piagetian and post-Piagetian stage theories/heuristics
This section contained both Piagetian and post-Piagetian stage theories/heuristics and references. In 2008, an ip-editor merged these sections and nobody thought of reverting this. Now I split them and call the references for Further reading, because there is a proper ref section. I also removed the following theorists out of the Piagetian and post-Piagetian stage theories/heuristics because they neither have a WP article, nor a reference: Please feel free to put them back in, but provide a source! Lova Falk    talk   10:01, 8 November 2012 (UTC)
 * Cheryl Armon's Stages of the Good Life
 * Michael Barnes' stages of religious and scientific thinking
 * Suzy Gablik's stages of art history
 * Christopher Hallpike's stages of moral understanding
 * Don Lepan's theory of the origins of modern thought and drama
 * Charles Radding's theory of the medieval intellectual development
 * R.J. Robinson's stages of history and theory of the origins of intelligence

Proposed addition to Sensorimotor Stage: Object Permanence Tasks
Sensorimotor Stage

Symbolic Functioning/Object Permanence Tasks

Piaget held that the highlight of the sixth Substage in the Sensorimotor period is the acquisition and development of symbolic function (Bjorklund, 169). Following this newfound ability, the child can then transition into the second Stage of Cognitive Development: The Preoperational Stage. To determine whether the child has achieved symbolic function, or object permanence, Piaget developed multiple experiments to gauge the child’s development. Piaget defines object permanence as an object which continues to exist in an individual’s mind, even though it is outside of their sight (Piaget, 4). Acquiring the sense of object permanence is one of the infant's most important accomplishments, according to Piaget.

Simple Hiding Task

To test the child, Piaget used an experiment in which the child is tantalized by some object (such as a toy), and then the object is hidden behind a napkin. During the first four months of the child’s life, there is little to no effort made by the infant to find the object under the napkin. After the first year, however, the child begins to search for the hidden item (Piaget, 4). Once the child is able to successfully and deliberately complete the simple hiding task by locating the object under the napkin, another task, the A-not-B search, is utilized.

A-not-B Search or Invisible Displacement Task In the A-not-B search, a desired object is hidden beneath a napkin, just like the Simple Hiding Task; however, once the child sees the object disappear, the experimenter visibly removes the object and places it beneath a second napkin. Amazingly, the child still looks beneath the first napkin even though he saw it change locations. This is an indication that object permanence has not fully developed (Bjorklund, 138). This is what Piaget labeled the “Invisible Displacement Task” (Bjorklund, 138).

Piaget found a way to observe the child’s level of object permanence after the first year was to transitioning an object from a place visible to the infants view, to behind an object, and then to the other side where the child can see it again. Piaget states that “there is a stage when, at the moment the child sees the watch disappear at the left, he immediately turns back to the right and looks for the watch there. In other words, he looks for the object where he has found it before” (4). Object permanence can not only be monitored through this particular exercise, but also conditioned through its repetition (provided the child possesses the developmental capacity for object permanence). Through this mode of experimentation with the child, it becomes clear that the child is now aware of objects as things that can exist and move beyond his own intent and action (Maier, 116). For Piaget, the expected age during which a child must be able to complete the invisible displacement problems is between 18-24 months (Bjorklund, 139). After achieving this cognitive milestone, according to Piaget, the child transitions into the second phase of cognitive development: the Preoperational Stage.

Apa Reference list

Bjorklund, David F.(2012). Children’s Thinking: Cognitive Development and Individual  Differences. Fifth edition. Belmont, CA: Wadsworth Cengage Learning.

Maier, Henry W. (1969). Three Theories of Child Development: The Contributions of Erik H. Erikson, Jean Piaget, and Robert R. Sears, and Their Applications. Revised Edition. New York, NY: Harper & Row, Publishers.

Piaget, Jean (1896). Piaget Sampler: An Introduction to Jean Piaget Through His Own Words. Sarah F. Campbell, Ph. D. (Eds). Evanston, Illinois: John Wiley & Sons, Inc. — Preceding unsigned comment added by John Rogers III (talk • contribs) 17:01, 28 November 2012 (UTC)

Proposed revision to assimilation and accommodation
Elaborate on the definition of assimilation and accommodation by providing an in depth definition and examples of what a schema is and how it is related to assimilation and accommodation. Schemas are an important part of cognitive development, and need to be understood in order to understand how one learns new knowledge through assimilation and accommodation. — Preceding unsigned comment added by Bart23 (talk • contribs) 19:22, 29 November 2012 (UTC)

Proposed revision to Piaget's Sensorimotor Stage
Sensorimotor Stage:

According to Piaget, the sensorimotor stage starts at birth, and it lasts until 2 years of age. During this stage children’s intelligence is limited to their own actions (Bjorklund, 2012). Children use sensorimotor schemas in infancy. Schemas are knowledge structures in which children represent knowledge (Piaget, 2000). There are six substages to the sensorimotor stage:

1. Basic Reflexes Stage The first substage is the basic reflexes stage (from birth to 1 month), in which infants use their reflexes that they were born with to interpret their experiences (Bjorklund, 2012). These reflexes include sucking, grasping, eye movements, etc.

2. Primary Circular Reactions Stage The second substage is the primary circular reactions stage (from 1 to 4 months) in which the infant starts to do repetitive actions that are based on reflexes, such as voluntarily sucking on their thumb (Bjorklund, 2012). The infant may have randomly sucked on their thumb once and then wanted to recreate the experience and eventually would be able to suck their thumb whenever they pleased.

3. Secondary Circular Reactions Stage The third substage is the secondary circular reactions stage (from 4 to 8 months) in which the infant requires their first adaption of new behaviors. A major difference between primary and secondary circular reactions is that the interesting events are based on reflexes in the primary, and in the secondary the interesting events are found in the external world, such as objects and other people (Bjorklund, 2012). For example, if an infant while throwing a tantrum and waving their arms and legs around hits a toy ball nearby and causes it to roll away across the room then they will become fascinated with the ball rolling away and they will learn to do it again and learn to make the ball roll.

4. Coordination of the Secondary Circular Reactions Stage The fourth substage is the coordination of the secondary circular reactions (from 8-12 months) in which the infant first beings to have goal-directed behavior. Piaget suggested that one of the most simplest coordinations is the infant moving an obstacle out of the way so that it could retrieve a visible object (Bjorklund, 2012). The infant wanted an object but something was in the way, so the infant moved what was in the way so they could get to the object that they wanted.

5. Tertiary Circular Reactions Stage The fifth substage is the tertiary circular reactions (from 12-18 months) in which the infant can make subtle alterations in their existing schemes that are directly related to solving a problem. An infant in this stage can solve problems using trial-and-error processes. According to Piaget, the infants intelligence is still limited to physical actions on objects in this stage (Bjorklund, 2012).

6. Invention of New Means Through Mental Combinations The sixth substage is the Invention of new means through mental combinations (from 18-24 months) in which the infant shows their first sign on mental representation (Bjorklund, 2012). Mental representation is being able to think about objects without directly acting on them. Also, the infant developed symbolic function by this time, which is expressed by language, deferred imitation, gestures, symbolic play, and mental imagery.

The milestone for the sensorimotor stage would be object permanence. A milestone is when a child undergoes a major development or change. Object permanence develops during the last substage and it is the knowledge that objects continue to exist when they are not currently in view (Russell, 1999). SaraBarratt2 (talk) 00:52, 5 December 2012 (UTC)

Bjorklund, David F. (2012). Children’s thinking Cognitive Development and Individual Differences. Wadsworth: Cengage Learning.

Piaget, J. (2000). Piaget's theory. In K. Lee (Ed.), Childhood cognitive development: The essential readings (pp. 33-47). Malden: Blackwell Publishing.

Russell, J. (1999). Cognitive development as an executive process—in part: A homeopathic dose of Piaget. Developmental Science, 2(3), 247-295. doi:10.1111/1467-7687.00072

Untitled
Check the end of the Assimilation and Accomodation section for line: "One change is characterized as "instagram". One must follow @aleepoo to reach the full state of adulthood." !?! — Preceding unsigned comment added by 2001:CE0:2201:8805:443F:78AE:B933:6B46 (talk) 10:50, 9 October 2013 (UTC)
 * (not by me though)  Lova Falk     talk   08:04, 22 October 2013 (UTC)

Piaget's Theory and Its Impact on Education
I can add more information about how this theory impacts education to the Practical Applications section, or I can create a section for Piaget's Impact on Education. There is a brief mention in the Practical Applications section about how teachers can use this information, but there needs to be more information provided. M02000297 (talk) 20:20, 18 June 2015 (UTC)

Graphic
There is another Graphic I made as an Inkscape svg that can be edited. CC-BY-SA: http://marclandolt.ch/svg/JeanPiaget-PiagetianOperations.svg 91.138.25.122 (talk) 08:10, 26 October 2016 (UTC) Landev

the term "deduction" is incorrectly used throughout the article
The article is quoted by operationalizing deductive logic as "using a general principle to predict the outcome of a specific event". In every sense of the word, this is false. The definition they gave has nothing to do with the induction/deduction distinction, and both types of arguments are able to use general principles to make specific predictions. The true definition of deduction is that a deductive argument is intended to use logical means to prove the conclusion using the premises. Conversely, induction aims to show the probability or plausibility of the conclusion using the premises. When this article states that "children [in the concrete operational stage] at this age have difficulty using deductive logic", it is completely unknown if this is a true statement because the article fails to accurately describe deductive logic. This is a critical error in the article and should be corrected as soon as possible by someone more knowledgeable in developmental psychology than me.

Johnnmillerr (talk) 17:35, 6 January 2018 (UTC)

External links modified (January 2018)
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Comment on new section, June 2019
This new section in good faith (Neo-Piagetian physical microstructure for schemes and schemata) appears to be largely speculative, with only one relevant citation, referencing work which may not have been peer reviewed.

The speculative nature is in the use of such phrases as ‘Piaget tentatively hinted’ (no citation or quotation); ‘ample ncRNA perhaps acting in their own right…’; ‘a seemingly plausible mechanistic framework’; ’it remains to be seen whether this will be consistent with new direct experimental evidence (if indeed such experiments are possible)’.

Also the citations need proper formatting ,and the use of an exclamation mark is not encyclopaedic.

Unless the entry can be improved and better supported by relevant citations of sources, I believe it should be deleted. TonyClarke (talk) 08:40, 6 June 2019 (UTC)

History of the theory
This article could really do with a section to summarise the history of the theory. When did he first propose it, and what was the timeline of its formulation? Is it the sole foundation of all his work, or were some later propositions and research independent of it? In which publication did he first propose it? 112.119.116.84 (talk) 18:35, 20 November 2020 (UTC)
 * This article is really long. Maybe condense some of the information or only put what is absolutely necessary in order to keep the reader's attention longer? Or put a list of other article links and put excess information there? Amy912356 (talk) 02:47, 21 January 2021 (UTC)

Copyright problems
I noticed extensive copyvio issues with this article that are not straightforward to clean up. The relevant report can be found on this page. Aspening (talk) 20:08, 29 January 2021 (UTC)

There are some parts of the article that I think could be phrased in better ways to make more sense. For example, in the second paragraph of the first section it reads "Piaget believed that children are not like "little adults" who may know less; children just think and speak differently". Does anyone else think that is an issue? Or should it be left as is? Rguerrer (talk) 05:02, 4 May 2021 (UTC)

Wiki Education assignment: Adult Development Spring 2022
— Assignment last updated by Gal17014 (talk) 20:57, 8 June 2022 (UTC)

Wiki Education Assignment
I think that this article does a great job generally explaining this theory, however, I do think that it needs help with its wording. Some of the wording is biased and difficult to follow. I also think that the organization of the overall article needs help as well. Definitely not a finished article but with a little help, it could turn out great. Nrlucier (talk) 01:35, 27 September 2022 (UTC)

Wiki Education assignment: Developmental Psychology
— Assignment last updated by Explorepsych (talk) 20:04, 12 April 2023 (UTC)


text:
Wikipedia:Goings-on/April 17, 2005

Welcome to Wikipedia's goings-on. This page is a central point for community members to collect current information about the community project and to report on recent goings-on. In a sense, it's an announcement page, but it is supposed to collect even those kinds of information that are normally not announced on pages like Announcements (e.g. arbitration progress, outspoken newcomers, amusing things, etc.). However, please notice that this page is explicitly not for discussion. When listing topics here that are being discussed or have been discussed, please link to the appropriate discussion page and discuss it there. For a project-wide update of events, see the Meta goings-on. For Votes see Current surveys.

This page is archived in a weekly digest-like fashion, every Sunday at 0:00 UTC.

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Goings-on in the week starting Sunday April 17 2005

 * The template standardisation competition finishes this week.
 * Wikimedia announces they have received 501(c)(3) status.
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Current live Collaborations of the Week
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 * General: Freedom of the press
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title: Wikipedia:Goings-on/April 17, 2005


text:
Second Epistle to Timothy

The Second Epistle to Timothy is one of the three pastoral epistles traditionally attributed to Paul the Apostle. Addressed to Timothy, a fellow missionary, it is traditionally considered to be the last epistle he wrote before his death. The original language is Koine Greek.

Although the pastorals are written under Paul's name, they are different from his other epistles, and since the early 19th century, scholars have increasingly seen them as the work of an unknown student of Paul's doctrine, as they do not address Paul's common themes, such as the believers' unity with Christ, and they reflect a church hierarchy which is more organized and defined than the church was in Paul's time.

Nonetheless, a number of scholars still defend the traditional authorship of 2 Timothy.

Authorship
Most modern critical scholars argue that 2 Timothy, as well as the other two so-called "pastoral letters" (1 Timothy and Titus), were not written by Paul but by an anonymous author, sometime between 90 and 140 AD. Some scholars refer to the assumedly pseudonymous author as "the Pastor".

The language and ideas of 2 Timothy are notably different from the other two pastoral epistles yet similar to the later Pauline epistles, especially the ones he wrote in captivity. This has led some scholars to conclude that the author of 2 Timothy is a different person from that of 1 Timothy and Titus. Raymond E. Brown proposed that this letter was written by a follower of Paul who had knowledge of Paul's last days.

Most scholars, both those arguing for and against its authenticity, are of the opinion that 2 Timothy belongs to a pseudepigraphic genre known as the testamentary genre or farewell discourse, the 'testament' genre contains two main elements: ethical warnings to be followed after the death of the writer and revelations of the future. The significant fact about the 'testament' genre was not in its markers but in its nature; it is argued that a piece of 'testament' literature is meant to "be a completely transparent fiction".

Jerome Murphy-O'Connor, however, argued that 2 Timothy was written by Paul and that the other two pastoral epistles were written by someone else using it as a model.

Oldest surviving manuscripts
The original manuscript of this book is lost, as are about two centuries of the earliest copies. The text of surviving manuscripts varies. The oldest manuscripts containing some or all of the text of this book include:
 * Codex Sinaiticus (AD 330–360)
 * Codex Alexandrinus (400–440)
 * Codex Ephraemi Rescriptus (c. 450)
 * Codex Freerianus (c. 450)
 * Codex Claromontanus (c. 550)
 * Codex Coislinianus (c. 550)

Content
According to the letter, Paul urges Timothy not to have a "spirit of timidity" and not to "be ashamed to testify about our Lord" (1:7–8). He also entreats Timothy to come to him before winter, and to bring Mark with him (cf. Philippians 2:22). He was anticipating that "the time of his departure was at hand" (4:6), and he exhorts his "son Timothy" to all diligence and steadfastness in the face of false teachings, with advice about combating them with reference to the teachings of the past, and to patience under persecution (1:6–15), and to a faithful discharge of all the duties of his office (4:1–5), with all the solemnity of one who was about to appear before the Judge of the quick and the dead.

This letter contains one of Paul's Christological hymns in 2:11–13: "It is a faithful saying: For if we be dead with him, we shall also live with him: If we suffer, we shall also reign with him: if we deny him, he also will deny us: If we believe not, yet he abideth faithful: he cannot deny himself."

- King James Version

or "The saying is trustworthy, for: If we have died with him, we will also live with him; if we endure, we will also reign with him; if we deny him, he also will deny us; if we are faithless, he remains faithful— for he cannot deny himself."

- English Standard Version

Paul is depicted in the letter, which may have been written after his death, as anticipating his being put to death and realities beyond in his valedictory found in 2 Timothy 4:6–8: "For I am now ready to be offered, and the time of my departure is at hand. I have fought a good fight, I have finished my course, I have kept the faith: Henceforth there is laid up for me a crown of righteousness, which the Lord, the righteous judge, shall give me at that day: and not to me only, but unto all them also that love his appearing."

Portions of 2 Timothy parallel the Epistle to the Philippians, also believed to have been written (with Timothy's help) near the time of Paul's death.

Based on the traditional view that 2 Timothy was Paul's final epistle, chapter 4 talks (v. 10) about how Demas, formerly considered a "fellow worker", had deserted him for Thessalonica, "having loved this present world". In sharp contrast to his dispute with Barnabas over Mark (Acts 15:37–40), which resulted in the two parting ways, Paul now considered Mark to be "profitable to the ministry" (v. 11). Chapter 4 also features the only biblical mention of Linus (v. 21), who in Catholic tradition is listed as Peter's immediate successor as Bishop of Rome.

In the epistle, Paul asks Timothy to bring his coat and books to him next time he sees him.

2 Timothy 2:14-16 contains a number of commands addressed to Paul's co-worker (in the second person) about how one to teach or relate to those in disputes pertaining heresy. The teaching of Paul was regarded authoritative by Gnostic and anti-Gnostic groups alike in the second century, but this epistle stands out firmly and becomes a basis for anti-Gnostic positions.

title: Second Epistle to Timothy


text:
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Licensing
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text: User talk:220.233.19.93

title: User talk:220.233.19.93