The bridge Essay Example | Topics and Well Written Essays - 500 words

The bridge - Essay Example Millennium Bridge was designed to carry large load and a degree of structure’s movement was expected and taken into account. However, after about 80Â  000 people crossed it on the opening day, some vibration was detected. The bridge began to sway sideways noticeably, and the movement became so strong that people could not walk steady any more; many had to cling to the sides of the bridge to maintain balance. The phenomenon of bridge sideways movement is not unique to the Millennium Bridge only. There were other structures, completely different from the given bridge that, to a various degree, suffered the same effect. However, those cases have not been widely publicized, thus the phenomenon, known as Synchronous Lateral Excitation, was not anticipated and has not been given enough attention by bridge engineers. When people walk they have a natural sway motion. This very motion causes small regular vibrations, which, as the result of chance correlation, generated slight lateral movement of the bridge. When that happened, pedestrians instinctively adjusted and synchronized their motion with bridge’s movement to counteract the effect and to walk more comfortably.

AIG Ethics Essay Example | Topics and Well Written Essays - 750 words

AIG Ethics - Essay Example The corporate culture of AIG thrived in a highly deregulated global economy, one where speculation has more than eclipsed any real production (Gupta, 2008). â€Å"Furthermore, the banks would "hedge" the tranches, another way of distributing risk, by purchasing credit default swaps (CDSs) sold by companies like AIG and MBIA. The swaps were a form of insurance. This was seen as a way to make tranches more secure and hence higher rated. For instance, say you're Goldman Sachs and you have $10 million in AAA tranches. You go to AIG to insure it, and the company determines that the risk of default is extremely low so the premium is 1 percent. So you pay AIG $100,000 a year and if the tranche defaults, the company pays you $10 million. But CDSs started getting bought and sold all over the world based on perceived risk. The market grew so large that the underlying debt being insured was $45 trillion—nearly the same size as the annual global economy† (Gupta, 2008). While it was n't just AIG that led to the meltdown, AIG was playing in a world where they were expected to subsidize the entire global economy, with insurance payouts in the trillions. Not only could no company possibly pay this insurance debt, but no country could, not immediately. AIG had violated a primary fiduciary responsibility. It wasn't just the amount being insured, though, but the type of debt. $64 billion of its exposure was to sub-prime packages. These packages, being high-risk, were highly sensitive to changes in their value, which meant that AIG could expect volatile explosions in their assets and responsibilities. To be fair to AIG, it was less than fifty people that brought down a company of thousands (Ferrell and Fraedrich, 200

Analysis of Inequality Reexamined by Amartya Sen

Analysis of Inequality Reexamined by Amartya Sen Harshal Bhoi Book: Inequality Reexamined Author: Amartya Sen The claims of equality in social arrangements are tested in Inequality Reexamined. Amartya Sen begins by identifying a common characteristic of virtually all the contemporary moral approaches to social arrangement. Amartya Sen studies thoroughly what equality and inequality are in different circumstances. The basic issue that divides the different approaches is not ‘whether equality’ but ‘equality of what’? Will a commitment to equality hide human differences? Let us consider some measurements on which equality may seem appealing such as rights, resources, achievements, and happiness. What’s more consider some of the facts of human diversity such as people differ in social circumstances, abilities and skills and preferences, and values. Diversity seems to cause problems for equality. The motive is differences along the latter dimensions do not include simultaneous equalization. Different skills and the differences of reward they command allude that equal rights will probably change into unequal material resources; differences of preference and value suggest that equal material resources will translate into unequal achievements. A blanket cling of equality, then, leads blindness to diversity. As an issue of human diversity, equality in any one area infers inequalities in others. One characteristic understanding of equality would oblige that individuals be guaranteed equal means for seeking after their disparate aims; a second would oblige that the distribution of resources guarantee everybody just as great results, similarly great lives. Amartya Sens Inequality Reexamined rejects both, arguing rather that individuals should face just as equally desirable life prospects-equal capability for working, to utilize his official terminology. Given the differing qualities of abilities, similarly attractive life prospects will oblige unequal means; given contrasts in what individuals make of their prospects, it will yield unequal results. Anyway, as indicated by Sen, it guarantees equality of effective freedom to accomplish prosperity. Inequality Reexamined covers numerous questions identified with inequality, its focal intention is to clarify Sens view that relevant egalitarianism calls for equality across individuals of abilities to function. Functionings consist of different doings and beings, for example, moving around, meeting expectations, being overall sustained, additionally more subjective states, for example, being happy and having sense of pride. Sens methodology from other egalitarian proposals essentially in two ways: 1 non-welfarist, as in workings other than satisfaction and 2non-resourcist as in the justness of a distribution cant be found out essentially by knowing the bundle of goods accessible to individuals. Sen advances the capability approach to solving a portion of the issues about which he is writing. The capability approach permits people the right and the ability to seek after their own particular prosperity inside their social orders. The equality Sen proclaims stems to a great extent from political and moral strengthening: It is a uniformity of chance. Sens capability methodology get conclusion to what people truly want. Sen wants to arrange his perspective as advocating equality of freedom to achieve as opposed to equality of opportunity, evidently in light of the fact that he discovers opportunity excessively related to a limited, formal conception. To complete the representation of the capability view, two capabilities concerning content and scope are vital. As to content: the necessity of equal capabilities for functioning does not oblige identity of capability sets. Unique capability sets may be just as great. Furthermore important, Sens intersection approach to the foundations of interpersonal correlations accentuates that matches of capacity sets may be incommensurable. Incommensurability emerges from the diversity of conceptions of the good. Incommensurability, and related limits on interpersonal comparisons of advantage, rises straight forwardly as an issue of the pluralism of conceptions of the good and the undesirability of resting correlations on a single conception; those points of confinement dont rely on upon epistemological or magical claims, or on natural gimmicks of extensive evaluative conceptions themselves. Assume we have full data and a set of conflicting conceptions of the good, each of which gives a complete ordering of capability sets. At that point, if we wish to find support within the diverse conceptions of the good for interpersonal correlations made for the reasons of a record of justice, we should face incommensurability. Anyway the wish to discover such support is itself one expression of the concern to accommodate diversity. An equivalent capability for functioning is a record of equity, not of the offset of political values. Despite the fact that Sen does not describe the full scope of political values, or their relative weight, he does note that equality of abilities is not a full account of justice. Consider two individuals who face the same limited capability set. In one case, then again, the limits reflect coercively forced legal restrictions; in the other they reflect internal weakness. In spite of the fact that this discrimination will go unrepresented in the space of capabilities, a conceivable record of justice cannot be for it. Thus, the capability perspective, central as it is for a theory of equality, cant be completely sufficient for it. There is a true need to acquire the demands of liberty as an additional principle. Any improvement in a specialists environment-cleaner water, for instance counts as a change capability for functioning: a change in water quality constitutes a change in the set of beings and doings that exist in an agents reach. However why does this change, separated from any further impacts it may have, constitute an increase in effective freedom? Improved water quality will probably reduce the amount of time that individuals need to use ensuring clean water, and that implies greater freedom. Be that as it may Sen goes further, demanding that the change itself constitutes an expansion of freedom, and not just a welfare gain. His reason is that the specialists would have chosen the change, and the idea of counterfactual decision what one would have chosen if one had the decision is relevant to ones freedom. Sens contention for the capability approach interfaces equality of capabilities to the naturally appealing thought of equivalent effective freedom. I agree with Sens stress on the estimation of effective freedom. Reasons behind being concerned with formal freedom are ordinarily also good reasons behind being concerned with effective freedom: in the event that we are concerned to guarantee formal freedom on account of its connection with the pride of individuals, or the importance of a public affirmation of equivalent worth, then we should likewise to be concerned about effective freedom with what people have the capacity do with their freedom. But Sen does not show a compelling case for the claim that ability for functioning explains the intuitive idea of effective freedom. Furthermore clearly capability is a more extensive thought. An additionally promising line of argument for the capability perspective proceeds by means of criticism of leading alternative accounts of equality. Sen argues specifically that the functioning perspective gives a superior interpretation of equality than equality of accomplishments or equality of means. Sens important focus in his discussion of equality of means is John Rawls. In A Theory of Justice, Rawls contends that justice commands the security of equal essential liberties and the maximization of the base level of earnings and wealth. Furthermore he urges that the fulfilment of these commands will accomplish the end of social justice, which is to increase the value to the slightest advantaged of the complete plan of equal liberty shared by all. The worth of liberty is a matter of what individuals can do with their rights-how beneficial the equal liberties are to them. As Rawlss emphasis on the worth of liberties indicates, then, he agrees with Sen that what matters for social justice is substantive or effective freedom. Where they disagree is that Rawls supposes that the worth of a persons liberty is determined by the level of the primary goods of income, wealth, powers, and authority at the persons disposal. That is why he thinks that protecting basic liberties and satisfying the difference principle-maximizing the minimum level of income and wealth-suffices to maximize the minimum worth of liberty. Sen, in effect, denies that primary goods are an adequate index of the worth of liberty: (e)quality of freedom to pursue our ends cannot be generated by equality in the distribution of primary goods. Human diversity suggests pervasive differences in the capacity of people to change target conditions (assets, primary goods, circumstances) into functioning. Furthermore that implies we shall not find anything such that balancing it ensures an interpersonal equalization of capability sets (something besides capability sets themselves). Or-accepting that those sets represent the extent of freedom nothing such that equalising it equalises the extent of freedom. Thus, on a fundamental level in any event, social assessment of equality, poverty, and justice should continue specifically as far as the extent of freedom as represented by capability sets and not regarding a subset of the components that focus the extent of freedom. Sens reactions of equality of achievement underscore its restricted power. Also his objections to equality of means specifically, primary goods-point as far as possible in that idea, as well. But the last criticisms are in the end less convincing. Sen is right in urging that justice requires a concern with the value of freedom; and, as cases of disability and desperation show, essential goods are at best case scenario an imperfect substitute for that worth. So there are some cases in which the concern for effective freedom committed to equality requires that we look beyond the distribution of essential goods. What is less clear is the way best to react to those limits. Both the essential goods view and the capability theory assume a capacity for individuals to take responsibility for their aims, and that obligation would require the individual to adjust their aims to the accessible scope of chances. On the off chance that this is correct, then given a background of far reaching opportunities, equal chances for individuals with equal abilities will significantly limit the scope of inequalities by the lights of the capability approach. In perspective of the instructive focal points of essential goods, we might use them CONCLUSION To finish up, Inequality Re-examined makes two key focuses: the first point is the truths of differences confuse our understanding of equality; and the second point is a conceivable origination of equality will have some association with the thought of equivalent access to what individuals have inspiration to value. What is less clear is that recognition of human diversity qualities obliges us, as an issue matter, to make examinations in regards to capabilities. Importance of incommensurability, restricted data, obligation, and the need-in any event as an issue matter-for a thought of seriousness recommend that essential goods correlations will suffice in the cases-separated from disability and desperation in which the capability methodology is generally dubious.

La Ruby :: essays research papers

La Rubia Deep into the swamp bayou of houma, louisianna is a tale of a little girl who finds out who she really is and the truth behind her dark past. Theres only one way in and one way out for ruby. When she soon finds out that she has fallen in love with her half-brother the secret becomes more twisted with details that only her grandmother knows, but won't let out. In the bayou at a young age, madame ruby, takes up painting to ease her mind. her grandmother sees the talent she posses and urges her to become one of the greatest. she sets up here painings at thier roadside sale to earn extra money. Deep in the swampy woods of Houma Louisianna one night, I find myself lying awake listening to the swamp creatures and gazing at the shodows in the moonlit night. I was anxious that this weekend was supposed to be a big weekend for tourist and Grandmere and I were setting up the road-side sale in the morning. As I lay tossing and turning in the bed the phone rang in an erie ring. I can hear Grandmere in the kitchen mummbling something, then she soon comes upstairs to awake me. "Ruby, Ruby, get up honey, we have to go to Louise's house. She's about to have the baby." So I calmly get out of bed and put my slippers and nite coat on. "I'm coming Grandmere" I said, from atop the stairs. I went to my stick like dresser and pulled out my charm bracelet that Grandmere had given me last Christmas and fastened it around my wrist. I quickly ran downstairs and saw Grandmere waiting by the door. I noticed she was carrying some sort of black bag and the flashlight. She gra bbed my hand and we took off out the door, slamming the front door behind us; stumbling down the steps. It was so dark that night I could barely see my hand in front of face. Grandmere knew exactly where to go. She had lived there all her life and could get anywhere at night even without a flashlight. My Grandmere was a very mystical lady, yet everyone believed in her powers and remedies. Grandmere has been called on more than one occasion for a birth. "Come on Ruby, you're walking to slow" she said about two steps in front of me as I walked through the swampy trees.

1984 Dictatorship

The novel 1984 is based on totalitarianism and dictatorship. Big Brother rules Oceania, where the people are forced to listen to him and follow his rules. There are surveillance cameras and microphones set-up everywhere so that Big Brother can keep an eye on everyone and know about everything that's happening. There is no secret in this society, and one wrong move can get you killed with no one knowing, one day everything about you will be erased and you'll eventually be forgotten. Children are taught that if they see anyone suspicious they are to immediately turn them in, even if it is their parents. There are things like thought polices, who patrol around the area to look for anyone suspicious, or anyone who has â€Å"thoughts†. The reason I am telling you about this is because I believe there is some of that happening in our society today to a certain extent. We have laws and rules given to us by the government that we have to keep, of course it is for us, but that is what the people Oceania are told, that the rules and regulations they are given is to benefit them. We have policemen and people from the government around us; patrolling the streets to make sure we don't break the rules we are given. If we view this in a different perspective we are being watched and ruled by the government, just like the people of Oceania. Not only do governments influence us, but so do businesses. Governments and businesses tells us what to buy, what to do, where to go, what to eat, what to believe†¦ 1984 is relevant to the government and war because it is the first book which drew an image about a government that would use the societies freedom as a price for their security. The people of Oceania live their lives without much difficulty, they are use to their life styles and have accepted the fact that that is how they are to live their lives. George Orwell has written this book as a view of the future, how he saw the future, This was seen as a threat to the society at the time. It is surprising to see that the language can be changed so easily. The Newspeak dictionary aims to cut down on the language, from good, brilliant, excellent to good, good good, good good good. To us this obviously makes no sense but to the new generations of Oceania this was their language, When the older generations of Oceania die, the old language would be forgotten, and the new language would be the language of the people. Same goes for the history. The present generation would change the history, modify them so that Oceania would seem like the hero and this history is thought to the children as well so that as they grow us they learn the modified history and from then on the modified past would be the present past. The modified past would obviously changed again so that the truth would be forgotten. The story is told from Winston's point of view, where he views the society as a prison, because the story is told from Winston's point of view the story may seen bias, and can be different to what other people thought at the time. In a way, as a reader we are manipulated to view things the way Winston does. After reading 1984, you realise how different life would be without freedom, you learn to respect your freedom and dignity. You also learn the threat the government can have on you, and the impact they can have. The only problem about wars isn't the death of the innocent soldiers but the impact it would have within one country, the chances it may turn into a totalitarian country.

Child in the Preoperational Stage Essay

A study was carried out by two third year psychology students to investigate Piaget’s stage theory. A 4 years old female child was tested in task of comprehension of more and less, followed standard and modified versions of conservation and class inclusion tasks. Results indicated that child exhibited difficulties in both modified conservation and class inclusion tasks despite the removal of some confounds in standard tasks. This infers that children of pre-operational stage do lack the ability to conserve and categorize objects, as predicted by Piaget. Further research need to address children’s numerical abilities, as well as attending to perceptive seductions. This research needs to compare children who are able and unable to attend to number logics, as well as modifying the class inclusion task so that perceptive seduction cannot take place. Child in the preoperational stageMany researchers have been interested in various confounds which are present in Jean Piaget’s stage theories. His studies have postulated that children in the pre-operational stage lack the ability to perform conservation and class inclusion tasks (White, Hayes, Livsey, 2005). The methodologies of the study however, have been criticized by many researchers. Flaws and alternatives found in the standard Piagetian tasks include conversational confusions, perceptual seduction, and linguistic misunderstandings (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). These issues have been addressed with modifications to the standard tasks. Majority of the research have found modified tasks to be better predictors of child’s abilities in conservation and class inclusion tasks. (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). According to Piaget’s stage theory, children in the pre-operational stage are non-conservers (White et al, 2005). Their tendency of centration causes them to focus on only one aspect of the problem at a time (White et al, 2005). This implies that they are unable to comprehend that quantitative properties of certain objects remain unchanged despite changes in its appearance (White et al, 2005). For example, pre-operational children typically judge water of the same volume to be more, after the transformation in standard liquid conservation tasks (Siegal, 2003). A problem in this procedure however, lies within the confusion caused by children’s conversational experience (Siegal,  2003). This theory proposes that rather than actually responding to the logic behind the transformations of the liquid, children misinterprets the repetition of the same question as a cue to switch their answer in order to please the adult experimenter (Siegel, 2003). To address conversational confusion, liquid conservation tasks had been modified by the means of incidental transformation (Light, 1986). The intention of this modification is to contextualize the intentions of adults in repeating the same question. Light (1986) administered the standard Piagetian conservation procedure up to the point when both beakers of the same size and volume. However, during the transformation, the experimenter â€Å"incidentally† noticed that one of the beakers was chipped, and found a taller and thinner beaker as the replacement container for the original content. The result found that only 5 percent of children correctly responded to the conservation task in the standard condition, while 70 percent correctly responded to the incidental condition (Light, 1986). An alternative to Piaget’s theory of conservation is that non-conservers may actually be perceptually seduced (Siegel, 2003). This theory postulates that children pay more attention to the post-transformation state and disregards the pre-transformation state(Siegel, 2003). They fail the question about conservation because all of their attention are diverted into the new state and they perceive it as different from the old state (Siegel, 2003). Research had shown that children who do not witness the process of transformation are much more likely to conserve than children who sees the transformation taking place (Siegel, 2003). Another difficulty that Piaget found in pre-operational children is their ability to attend to class inclusion tasks (Siegel, 2003). In a study, pre-operational children were presented with a set of 6 cars and 4 trucks. When asked the question â€Å"are there more trucks or vehicles†, children will typically answer cars (White et al, 2005). Explanation for this result as proposed by Piaget is that children are unable to conceptualize cars as a more inclusive category of the hierarchy (White et al, 2005). Limitations however, were found in this theory in terms of children’s linguistic misunderstandings. A study by Sigel (1978) compared the performance of 4 year old children who were asked whether they would like to eat candy with those asked if there were more candy in the array. Results found that significantly more children passed the eat-candy task (50%) as opposed to 26% in the more-candy task. This implicates that pre-operational children performs better on tasks of class inclusion when linguistic cues were made salient with age-appropriate cues as opposed using comprehension of relational terminology such as â€Å"more† and â€Å"less† (Sigel, 1978). A modified class inclusion task was designed in the current experiment to address the linguistic issues associated with child’s performance. Previous studies have found that children experience confusion when similar words are used in each level of the hierarchy (e.g. black cows, cows) (White et al, 2003). They are however, more familiar with the relationships where each member makes up part of a whole (White et al, 2003). Hence, when children were taught, or are familiar with the superordinate class such as â€Å"family†, they are more likely to have certainty about its relation with the subordinates (e.g. three baby horses, two parent horses) (Meadows, 1998). The present study is aimed to investigate whether children in their pre-operational stage experience difficulties in conservation and class-inclusion tasks as predicted by Piaget. From the research examined, it was anticipated that the child’s performance on modified tasks will be better than the standard tasks. It was hypothesized that the child will perform poorly in standard conservation and class inclusion tasks. It was also hypothesized that the child’s performance in the standard tasks were influenced by factors other than those intended in the standard Piagetian procedure. MethodParticipantThe subject is a four year and old female who is living at home with both of her parents in Petersham. She currently attends the local pre-school. The test was conducted inside the child’s house with two experimenters. One of the experimenter, who is her aunty, was responsible for interviewing the child, while the other transcribes the events. MaterialsFor comprehension of more or less, a total of 11 blocks were used. 5 blue and 5 yellow blocks were used in the standard number conservation task. 2 bottles of the same size and a thinner and taller bottle were used in the standard liquid conservation task. A picture with 4 black horses and 2 white horses was used in the standard class inclusion task. In the modified liquid conservation task, 2 toy horses were used as characters for picnic. 2 bottles of the same size, with one missing the label was used in the pre-transformation stage. A taller, thinner bottle was used in the post-transformation stage. In the modified class inclusion task, 2 larger â€Å"parent† toy horses and 3 smaller â€Å"baby† toy horses were placed next to one another. ProcedureThe experiment was carried out in the order test of comprehension of more and less; standard number conservation; standard liquid conservation; standard class inclusion; modified liquid conservation; and modified class inclusion. In the comprehension of more and less task, the experimenter takes out 8 blocks, but separates them so there were 4 each side. There is also another basked with 3 spare blocks in it. The child is then asked to make one pile more than the other, followed by the prompt to make the now larger pile less than the other pile. In the standard number conservation task, the blue and yellow blocks were placed in 2 lines equidistant of each other. On post-transformation, spaces between the yellow blocks were enlarged by the experimenter. Please refer to the appendix for details on rest of the tasks. ResultsOutcome of the study shows that the child is able to comprehend when something is more, but was unable transform the pile that had more objects to be less than the smaller pile. Results have also shown that the child was able to correctly answer the pre-transformation questions of standard number and liquid conservation, as well as modified liquid tasks, but failed in post-transformation and justifications of these tasks. Finally, the results have shown that the child was unable to correctly answer any of the class inclusion tasks, even after concept of family was eventually introduced to her by the experimenter in the modified class inclusion task. For the full results, please refer to the results summary in Appendix A. Discussion Contrary to the anticipations, the child did not perform better in any of the modified tasks as compared to standard tasks. The results provide support for the hypothesis that child will perform poorly in standard conservation and class inclusion tasks. The child performed consistently poorly across all three standard Piagetian tasks. As a result, the child’s performance in the tests clearly places her in Piaget’s preoperational stage of development. The results are consistent with all critics in the current field, who found children of preoperational stage to perform poorly across standard tasks (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). Hence, the validity of the criticisms relies on the child’s performance on modified tasks. A notable aspect of the results indicates that child’s performance in the standard tasks may be hindered by her ability to correctly comprehend the concept of more and less. The results did not support the hypothesis that child’s performance in the standard tasks were influenced by factors other than those intended in the standard Piagetian procedure. No support of conversational confusion was found in the present experiment whereby despite the removal of such confounds. The incidental transformation in the modified liquid conservation task did not produce better results compared to the standard tasks. This result did not support Light’s (1986) experiment where children in modified tasks performed significantly better than those doing the standard tasks. The reasons behind this result may be that the child does not have a correct grasp of the concept of more and less. Alternatively, the child, who is in  her preoperational stage, may genuinely lack the ability to conserve, as proposed by Piaget (White et al, 2005). A limitation behind this result may be attributed to the theory that the child may be perceptually seduced (Siegel, 2003). In essence, despite the transformation being â€Å"incidental†, the child still witnessed it taking place. Hence, child’s attention was diverted to the post-transformation state of the water â€Å"got bigger† in the taller, thinner bottle. Future research may incorporate the â€Å"incidental† transformation task that prevents the child from witnessing the process of transformation taking place. No evidence for linguistic misunderstanding was found in the current experiment. The child performed equally poorly in both standard and modified class inclusion tasks despite the removal of such confound. The result shows that even after introducing the concept of the family to the child with evidence of learning, she was still unable to comprehend that the â€Å"family† was a superordinate of class with subordinates of parent and baby horses. This finding does not support Meadow’s (1988) theory in that grasp of the relationship between superordinate and subordinates helps children perform better in class inclusion tasks. The child’s problem in all class inclusion tasks may be attributed to Piaget’s theory of centration whereby children in the preoperational stage are only able to attend to one aspect of the problem at a time (White et al, 2005). In this case, the child may be centrated on the old concept that there are more baby horses and disregard the new concept that the baby horses were a part of the â€Å"family†. Alternatively, the child’s performance may be hindered by their inability to comprehend more and less. A further limitation of the study was that results of the experiment were strongly hindered by the fact that the child was unable to comprehend when something is less. This confound creates ambiguity to the question whether child in the preoperational stage genuinely lack the ability in conservation and class inclusion tasks, or if the outcomes were attributed to their lack of logics with numbers. Future research could overcome this problem by comparing the results of preoperational children who are able, and unable to  correctly attend to the concept of more and less. An alternative way to overcome this problem is to employ age-specific linguistic cues in class inclusion tasks as opposed to using concepts of â€Å"more† and â€Å"less† (Siegel. 1978). Overall, the results of the study suggest that children in the preoperational stage do indeed lack the ability to correctly perform conservation and class inclusion tasks despite the removal of some confounds. However, the results were not clear cut to whether they were caused by child’s ability to comprehend to more and less or if they were perceptually seduced. Future research could compare children who are able and unable to attend to number logics, as well as modifying the class inclusion task to remove the confound of perceptive seduction. References Light, P. C.(1986). Context, conservation and conversation. In M. Richards. & P. Light (Eds.) Children of social worlds : Development in a social context. Cambridge, U.K.: Polity Press. Meadows S (1988) Piaget’s contribution to understanding cognitive development. In K Richardson & S. Sheldon (Eds.) Cognitive Development to Adolescence. Hove: Lawrence Erlbaum. Siegel, L., McCabe A., Brand J, & Mathews J (1978) Evidence for understanding of class inclusion in preschool children: Linguistic factors and training effects. Child Development, 49, 688-693. Siegal, M. (2003). Cognitive development. In A. Slater & G. Bremner (Eds.) An introduction to developmental psychology. Malden, MA: Blackwell. Chapter 8White. F, Hayes. B, Livesey. D (2005). Evaluating Piaget’s claims: Preoperational period. Developmental Psychology: From infancy to adulthood .Pearson Prentice Hall. Chapter 5