Commission of the European Communities v. Italian Republic Essay

Commission of the European Communities v. Italian Republic - Essay Example However, the Italian government responded by their letter of 08 July 1997 and denied that it was necessary to amend their national legislation and free movement in all Member States was guaranteed only for the products which complied with Article 30. The European Commission disagreed with the response of the Italian government and sent the Italy a formal notice on 22 December 1997asking it to comply with its obligation under Article 30 of the EC Treaty within two months. However, the Italian government stood its ground and refused to oblige. The legal issue is that chocolate products containing vegetable fats other than cocoa butter up to a maximum of 5% of the total weight of the product is manufactured as chocolate in Member States such as Denmark, Ireland, Portugal, Sweden, Finland and the United Kingdom, and it is accepted under this name in all the Member States except Spain and Italy. The Commission also takes the view that the obligation under the Italian legislation to market cocoa and chocolate products containing vegetable fats other than cocoa butter under the name chocolate substitute significantly obstructs their access to the Italian market. The court's answer to the issue is based on the principle of law.

Examine the view that marketing theory and concepts portrayed in the Essay - 2

Examine the view that marketing theory and concepts portrayed in the traditional marketing literature have only limited application in guiding small business ma - Essay Example of the products that are sold through the help and facilitation of distribution channels, word of mouth approaches and formation of brand personalities and so on and so forth. When it comes to an understanding of the working methodologies of small and large businesses, there is a direct change which is manifested as per their working mechanisms and related undertakings. What we aim to study is to discern the fact that small and large businesses do it differently both from the short term as well as in the long run. Thus kicking off the debate in the line of the business size, the first and foremost understanding is of delving into what marketing concept actually is. The sales concept is basically making sure a product is produced and hence sold through proper distribution channels while on the other hand a marketing concept entails the pre-production activities related with a product, selling and marketing it extensively when its on the shelves of the retail outlet and looking after the post purchase dissonance, if any there is found. Similarly, customer satisfaction would mean their retention and eventual further selling of the product. Hard sell of the product can come under the marketing concept but then again soft sell is a strategy that tries to smoothly get into the purchase cycles of its intended customers and hence make a sale. The evaluation of the marketing concept is made possible due to the hard line policies drafted by the people who were in charge of carrying out the sales concep t which was simply to produce a product and thus sell it, without gaining proper insight as to whether or not this product met the intended requirements of the customer or it had some defect which needed to be repaired at the earliest. Now the aspect of hard sell and soft sell could be equally true for the small and the large business entities since the small business cannot just focus on the soft sell approach as it has to get its message through to the relevant target

Song of an Innocent Bystander Essay Example for Free

Song of an Innocent Bystander Essay I am a bad person is Fredas view of herself justified? From the mouths of babes comes the truth. From the time these words are spoken Freda is OGradys favourite hostage, and through this she sees a chance to secure her own safety by staying on his good side. When the siege is over however Freda finds herself represented as a bad person by what Theo wrote on some napkins. Without anyone to tell her shes not bad, she is dominated by Theos view of her as recorded on the napkins. The napkins, which implicate Freda in Theos death, create problems for Freda because, by keeping them secret she is made to feel she has something to hide. It is as a result of these factors that in Fredas view she is a bad person. The bad man. is how Freda refers to John OGrady. Though in implicating OGrady as a bad man Freda is also revealing her view of herself as a bad person. From the very beginning of the siege OGrady took a liking to Freda, calling her honey, an obvious sign of affection. Seeking safety Freda found that by befriending OGrady she could at least have some control of her fate. As she grew older Freda began to feel that being able to connect with OGrady must have meant that she too was as bad as everyone said OGrady was. OGrady was the only person Freda could connect with and the only person who showed any sign of friendliness to her during the siege. At the very beginning of the siege OGrady asks the other hostages to take care of Freda. They all refuse to do so and she is placed in Theos care on OGradys orders. Freda, having witnessed this would have felt unwanted which would make her more vulnerable to OGradys overtures of friendship and her feelings of having been an accomplice in his badness There is something potent about written words. They can be held, scrutinized, each reading taking them further into the soul of the reader, planting them deeper. Fredas mum, in an effort to protect Freda from being slaughtered by the media hid the napkins that Theo had written on and, in effect changed the impact the siege itself for Freda. To a nine-year-olds mind, the only reason to hide such information was because it was either bad  or implicated someone as bad. The napkins became a testimony to Fredas badness. Freda had no counseling after the siege and her mother was busy with lawsuits, seeking compensation for the impact of the siege on the basis of Freda being a victim. Freda let her imagination and her mind seize upon the apparent attack on her innocence that is portrayed in the napkins and fearing being persecuted by the media. She soon found her life dominated by them, to her everyone must be able to see she was bad, everyone must have noticed. In Fredas mind the napkins had been exaggerated to such an extent she could not find any good in herself and was constantly reminded by their presence that, in Theos opinion, she was a crazy little bitch, freakish and, sick in the head. With words like this running through her head it is no surprise that throughout her teens Freda thought herself a bad person. The napkins became a guilty secret and Theos views of Freda were unchallenged by Freda or anyone else, because of this Freda took Theos word for fact and believed that the napkins revealed her true character. That crazy little bitch is telling him to shoot. The napkins implicate Freda in Theos death and OGradys suicide was directly linked to Theos death. Freda, as the sole survivor of the three feels responsible. This leads to guilt and her belief she must be a bad person. During the siege Freda had known the gun was not loaded, OGrady had told her it wasnt. When Freda said Do it (shoot Theo) she wished to scare Theo while OGrady was threatening him. Freda was angry and wanted to punish Theo because Theo was trying to separate her from her way out, which was, she believed, with OGrady. As the siege draws on Freda learns that OGrady has been lying to her and so when he tells her he has loaded the gun Freda doesnt believe him. She doesnt intervene to stop him carrying out his threat to shoot Theo through the door. She probably feels guilty because had she believed him she might have been able to use some of her influence over OGrady to protect Theo. It is this guilt which Freda feels supports her belief that she is a bad person. Freda feels she is bad because of the way she is portrayed throughout Theos napkins. Theos accusatory words and negative perceptions of Freda survive  as testimony after the siege. If Freda had had counseling or been able to give her account of what happened in the siege it would have been unlikely that Theos view of her could have been so powerful in shaping her view of herself. Freda is not a bad person but she has been made to feel like one.

Cytochrome P450 and Breast Cancer

Cytochrome P450 and Breast Cancer Cytochrome P450 The cytochrome P450 (CYP) enzymes are a superfamily of haem-containing mono-oxygenases involved in the oxidative metabolism of a wide range of xenobiotics and endogenous compounds including steroids in the body.(40, 41) These membrane-bound enzymes are found primarily in the liver, sited in the smooth endoplasmic reticulum (SER) of hepatocytes.(42) CYPs are also found, to a lower extent, in extra-hepatic tissues such as the small intestine, kidney and lung where they carry out enzymatic biotransformation of foreign chemicals.(43) In human liver, three main CYP families (CYP1, CYP2 and CYP3) are heavily involved in drug metabolism.(44) Phase 1 metabolism reactions such as oxidation, reduction and hydrolysis of substrates introduce functional groups into drug molecules. The intermediate metabolites then enter Phase 2 reaction which involves conjugation to produce inactive polar metabolites for elimination from the body.(30) Most P450 metabolisms deactivate substrates to form inactive intermediates for elimination; paradoxically, CYPs can convert substrates into active intermediates which contribute to cellular toxicity or carcinogenicity.(30, 43) + Figure 11: The microsomal monooxygenase P450 system. Cytochrome P450 incorporates one atom of oxygen to the substrate (RH), forming a hydroxylated product (ROH); and incorporates another atom of oxygen to form a water molecule. NADPH serves as a coenzyme in the system. The hydroxylated product can then undergo Phase 2 reactions to produce conjugates which are catalysed by a variety of enzymes such as gluthathione transferases.(43) Cytochrome P450 and Breast Cancer CYPs are involved in the metabolism of a wide range of substrates including carcinogens and anticancer drugs.(43) CYPs can convert anticancer drugs into inactive metabolites; or activate mitogenic compounds such as the oestradiol metabolite 4-hydroxyestradiol.(45) It was established that metabolism of the carcinogen benzopyrene by CYPs may generate products which can cause specific mutation in the p53 gene and initiate cancer.(46) The microsomal monooxygenase P450 system (MMO) generates ROS which, at high levels, can induce cellular oxidative stress which affects cancer cell proliferation.(47, 48) Expression of individual CYPs were observed in different types of human cancers including breast cancer.(43) However the knowledge on the role of CYPs in cancer cells is limited. This has attracted increasing interest of experimentalists in the investigation of the effect of CYP-mediated metabolism in cancer cells. Over the years, overexpression of CYP1A1 and CYP1B1 are the most profound findings in the field of pharmaco-oncology.(44) CYP1A1 catalyses the metabolism of oestradiol to inactive 2-hydroxyestradiol for excretion from the body.(41, 49) In contrast, CYP1B1 mediates conversion of oestradiol to 4-hydroxyestradiol which is capable of producing ROS and contributes to breast carcinogenesis.(41, 49) Previous study has reported that oestradiol can regulate CYP1B1 expression in MCF-7 cells through ER-mediated pathway.(41) Another study treated MCF-7 cells with aryl hydrocarbon receptor agonist which induces P450 enzymes to catalyse 4-hydroxylation of 17ÃŽ ²-estradiol.(50) Higher CYP1B1 mRNA levels and increased hydroxylation activity of 17ÃŽ ²-estradiol were observed in breast tumours. (50) This correlates with another study which had shown that CYP1B1 protein was absent in normal breast tissue.(51) Murray et al. had identified the presence of CYP1A and CYP3A in 40% and 22% of the breast tumours respectively.(52) Another P450 subfamily CYP2C was also reported to be present in both normal and breast tumour tissues at similar levels.(53) These evidences further support the hypothesis that expression of individual CYPs in breast cancer cells might play a role in breast tumourigenesis. If the hypothesis is confirmed to be true, the levels of individual CYPs in breast tumour can become a good marker in providing diagnostic and therapeutic strategies in breast cancer treatment. CYP2C8 Figure 12: The structure of CYP2C8, a haemoprotein from the cytochrome P450 superfamily. Figure adapted from reference (54). CYP2C8 is a member of the CYP2C subfamily which accounts for 7% of the total microsomal CYP content.(55) CYP2C8 mediates Phase 1 oxidative metabolism of about 5% of drugs in the liver.(55) Sited mainly in the endoplasmic reticulum of hepatocytes, CYP2C8 mRNA was also detected in extra-hepatic sites such as the kidney, brain, uterus and mammary gland.(56) In a study, 10 breast cancer tissue samples were analysed using specific primers for RT- PCR for the expression of CYP2C8.(57) Interestingly, CYP2C8 mRNA was detected in all the samples analysed.(57) Another study has detected CYP2C8 mRNA in breast cancer cells and CYP2C8 knockdown suppressed the growth of breast cancer cell lines MCF-7, T47D and MDA-MB-231.(58) Anti-cancer drug Paclitaxel and carcinogen benzopyrene are the main substrates of CYP2C8 in enzymatic metabolisms.(43) CYP2C8 primarily catalyses 6ÃŽ ±-hydroxylation of Paclitaxel, a mitotic inhibitor used in malignant tumour, into inactive metabolite for elimination.(59, 60) Results from several studies had shown that single-nucleotide polymorphisms (SNPs) in CYP2C8 gene, especially the CYP2C8*3 variant allele which is more common in Caucasians, results in alteration in CYP2C8 enzymatic activity.(61, 62) Dai et al. had reported that subjects homozygous for CYP2C8*3 had decreased 6ÃŽ ±-hydroxylation Paclitaxel metabolism compared to subjects with wild-type CYP2C8 gene.(62) As a result, although more likely to achieve therapeutic response from Paclitaxel treatment, breast cancer patients who are CYP2C8*3 carriers have a significant increased risk of neuropathy due to the narrow therapeutic window of Paclitaxel.(60, 61, 63) Besides, it was also reported that CYP2C8*3 variant caused defective metabolism of an endogenous CYP2C8 substrate, arachidonic acid, into epoxyeicosatrienoic acids which promote invasion in vitro and angiogenesis in vivo.(62, 64) In mice, overexpression of CYP epoxygenase in the metabolism of arachidonic acid had resulted in metastasis of MDA-MB-231 human breast cancer cells to the lungs associated with angiogenesis.(65) In another study involving 652 breast cancer patients in Southern Sweden, CYP2C8 polymorphism was studied against early breast cancer-related events to investigate the impact of polymorphism on breast cancer-free survival after diagnosis. (64)The result had shown that CYP2C8*3 variant resulted in shorter disease free survival in 297 ER-positive patients with invasive tumours treated with Tamoxifen, probably due to the role of CYP2C8 in drug metabolism.(64) In addition, researchers also found out that CYP2C8*3 carriers with breast tumour larger than 20mm had more than twofold higher risk of lymph node involvement.(64) Despite studies had detected the expression of CYP2C8 in breast cancer cells, its role in breast cancer is still not widely known. It has been hypothesised that overexpression of CYP2C8 may influence proliferation of breast cancer cells due to its role to generate reactive oxygen species (ROS) as a by-product of the process of breast cancer drugs’ metabolism. Furthermore, CYP2C8 polymorphism might result in inter-individual variation in tumour progression and therapeutic response to anticancer treatments. The expression levels of CYP2C8 in breast tumours might therefore be a good target in designing new anticancer drugs. Quercetin: The CYP2C8 Inhibitor Figure 13: The chemical structure of the CYP2C8 inhibitor Quercetin and its derivatives. Figure adapted from (66). Quercetin is a flavonoid found in a variety of polyphenols such as fruits, vegetables and plants.(67) As a competitive inhibitor of CYP2C8, Quercetin inhibits the 6ÃŽ ±-hydroxylation of taxol catalysed by CYP2C8.(68) Quercetin was reported to inhibit cell proliferation of several human cancers such as leukaemia, gastric carcinoma and breast carcinoma.(68) Currently Quercetin is under Phase 1 clinical trial for anticancer treatment. (68) Quercetin showed a dose-dependent inhibition on cell growth of ER-positive MCF-7 breast carcinoma which could be reversed by removal of Quercetin from culture medium or by addition of 17ÃŽ ²-estradiol to the cells treated with Quercetin.(69) In another recent study, researchers had shown that Quercetin induces cell cycle arrest and apoptosis in a time and concentration-dependent manner in cell line MCF-7 (refer Figure 15).(67) The results had suggested that Quercetin might be a promising anticancer drug although its exact mechanism on inhibiting cell proliferation is not fully understood. Quercetin’s effect on CYP2C8 activity and ROS production might explain its role in inhibiting carcinogenesis. Table 1: The effect of Quercetin on the cell cycle and apoptosis of MCF-7 cells shown in a study carried out by Deng et al. Quercetin inhibition on cell growth activity was dose-dependent. The concentration of Quercetin was also found to be positively correlated with apoptosis rate of the cells.(67) Reactive Oxygen Species (ROS) Reactive oxygen species are the by-products of normal respiration process in the mitochondria.(70, 71) Apart from mitochondria, ROS is also produced from biochemical reactions that use oxygen molecules, such as the P450 monooxygenase system (MMO) in the endoplasmic reticulum.(70) Free radical ROS are highly reactive oxygen molecules which carrying an unpaired electron in their outer shell and seek for another electron in order to become stable.(72) Some examples of ROS include superoxides, peroxides and hydroxyl radicals.(72) A recent study had demonstrated increased intracellular ROS levels in MCF-7 and MDA-MB-231 cells following overexpression with CYP2E1.(48) This suggests that an alteration in the levels of the P450 enzymes might play a role in the production of intracellular ROS hence proliferation of cancer cells. Figure 14: The monooxygenase P450 cycle. Binding of substrate (RH) leads to conformational change which favours the reduction of ferric iron (Fe3+) in P450. An addition of single electron from NADPH to P450 via NADPH-P450 reductase converts Fe3+ to ferrous iron (Fe2+). An oxygen molecule binds to the Fe2+RH to form the Fe2+O2.RH complex. Addition of a second electron from either the NADPH-P450 reductase or the cytochrome b5 and a proton form a Fe2+OOH.RH peroxide complex. The complex then accepts a second proton which leads to cleavage of the Fe2+OOH.RH complex into ferric oxene substrate complex, (FeO) 3+.RH and a water molecule. The ferric oxene extracts a hydrogen atom from the substrate to yield a pair of radicals Rà ¢-  and Fe2+OHà ¢- . The last step involves binding of Rà ¢-  with the hydroxyl radical OHà ¢-  to generate the hydroxylated drug (ROH) to be realised from the complex. The P450 is then regenerated in its initial state.(73) Diagram adapted from refere nce (74). At low levels, ROS maintains normal physiological functions such as modulation of signal transduction pathways and cell proliferation.(75) However high levels of ROS can cause cellular toxicity, lipid peroxidation, DNA damage, cell proliferation arrest and apoptosis.(76-78). The antioxidant defence systems in cells comprise of a group of antioxidant compounds such as Vitamin E, superoxide dismutase, catalase and glutathione peroxidase which function to cope with the high intracellular ROS levels. However, an excessive production of ROS or a lack of antioxidants can disrupt the balance and result in oxidative stress. (72) Intracellular oxidative stress can cause DNA damage, endoplasmic reticulum (ER) stress and apoptosis.(77, 79) Oxidative stress caused by elevated levels of ROS is implicated in cancer as it is associated with alteration in DNA sequence which leads to activation of proto-oncogenes or inactivation of tumour suppression genes.(77) Such mutations may initiate cancer and provide malignant cells with advantageous characteristics as described in Figure 1 ‘Hallmarks of cancer’ to facilitate growth and metastasis.(25, 77, 80) Increased DNA base damage resulted from hydroxyl radical attack has been reported in inflammatory breast cancer.(81) Figure 15: High levels of ROS in cell results in DNA damage, misfolded proteins, lipid peroxidation, mitochondrial dysfunction and apoptosis. The antioxidant defence systems counteract with the excessive production of ROS. An imbalance between ROS generation and antioxidant action can result in oxidative stress and threaten cell survival. Diagram adapted from reference(82).        

Michael Clayton: Attorney Client Privilege Essay -- Film Analysis

It is a plot line that seemed to come straight out of a John Grisham novel. After all it had all the major elements: a conspiracy, a corrupt corporation, but most importantly a lawyer examining his inner conscience only to decide to break with the status quo and expose his corporate masters. In fact, one could say that the film Michael Clayton (2007), was a modern day John Grisham film that never was. In all certainty, Michael Clayton is a typical Hollywood movie with a typical Hollywood ending where good defeats evil and where truth prevails over obfuscation.That does not mean that it should be dismissed so readily however. The film Michael Clayton still raises many of the ethical questions within the legal profession. Namely, the film explores the concept of the Attorney Client Privilege, and through its plot and rich storyline, questions the very notion of it. However, it is easy to forget that the film is a pure work of fiction; and although it does a adequate job of pointing out the disadvantages of the Attorney Client Privilege, its assertion that the privilege should be eroded when the attorney knows that his or her client is lying, is just as phantasmal as the scenes are which are in the film. â€Å"I’m not a miracle worker; I’m a janitor,† remarks Michael Clayton in one of the opening scenes of the film. An apt phrase because Clayton has been dispatched to rein in a fellow associate named Arthur Edens who is suffering from a manic breakdown—stripping off his clothes during the middle of a deposition and running around naked in the parking lot. Visiting Edens in jail after the incident, the sighs of the breakdown showed no sighs of subsiding. In the middle of a conversation with Clayton, Edens goes on a tirade, eventually aski... ...t everyone has a job to do. Lawyers are—and should not be—an exception to that rule. Works Cited Freedman, Monroe H., and Abbe Smith. Understanding Lawyers' Ethics. New Providence, NJ: LexisNexis, 2010. Print. Kairys, David. "Legal Education As Training For Hierarchy." The Politics of Law: a Progressive Critique. By Duncan Kennedy. New York: Basic, 1998. 54-75. Print. Keefe, Patrick Radden. "Michael Clayton's Devastating Critique of the Legal Profession. - By Patrick Radden Keefe." Slate Magazine. Washington Post.Newsweek Interactive Co. LLC, 19 Feb. 2008. Web. 10 Mar. 2011. Shanahan, Sara Jane. "Another View: The Eroding Attorney-Client Privilege - NYTimes.com." NYTimes.com. The New York Times Company, 2 Nov. 2009. Web. 10 Mar. 2011. Simon, David. "The Attorney-Cleint Privilege As Applied to Corporations." Yale Law Journal 65.7 (1956): 953-90. Print.

Tissue Engineering Essay -- Organ Transplant Medical Health Essays

Tissue Engineering Tissue engineering, labeled by Time.com as the number one hottest job for the 21st century, holds great potential for medicine and the treatment of chronic diseases and disorders. With tissue engineering, familiar problems like the rejection of foreign tissue by the body, the severe shortage of organ donors, and the inefficiency of artificial devices may be solved. However, this cutting edge biotechnology has already spurred intense controversy over the ethics and morality of creating spare human body parts. The goal of tissue engineering is to grow tissues and neo-organs that can be used for transplants. Tissue engineers must first decide what type of cell they want to use and stimulate to grow. Because animal cells may be unsafe and rejected by a human immune system, human cells are preferred when the end goal is an organ for human use. Embryonic stem cells may be used, but it is difficult to be able to coax the cells to differentiate into the specific cells needed for the organ (e.g. liver cells). Progenitor cells are not fully differentiated and thus can be stimulated to grow into different cell types. For example, there is a progenitor cell that can form into either bile-producing cells or cells that line bile ducts, depending on the way it is manipulated in culture. For a wound or bone fracture, an injection of growth factors can stimulate the specific cells around the wound to regenerate and facilitate healing. The specific cells can also be grown in bioreactors that simulate the conditions of a human body and expose the cells to growth factors. Using the cultured cells, tissue engineers then seed them on a molded scaffold. The scaffold is made out of a biodegradable material that disintegrat... ...th kidney disease, and she, the recipient of two brand-new engineered kidneys, displays a quasi-jealousy over the patient who will have dialysis treatment and receive attention every week. With neo-organs readily available to replace diseased and worn out organs, what will happen to doctor-patient relations? We may be able to one day perfect tissue engineering, but a flawless science will not do much so long as we have emotionally flawed humans like Olivia and Troy. Sources Langer, Robert S. and Joseph P. Vacanti. â€Å"Tissue Engineering: The Challenges Ahead.† Scientific American April 1999: 86-89. Mooney, David J. and Antonios G. Mikos. â€Å"Growing New Organs.† Scientific American April 1999: 60-68. â€Å"What Will be the 10 Hottest Jobs?† Visions of the 21st Century. 1 May 2000. http://www.time.com/time/reports/v21/work/mag_ten_hottest_jobs.html.

Vygotsky’s Views On Cognitive Development Complements Piaget’s

Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. This essay will discuss how rather than being an alternative, Vygotsky’s views on cognitive development complements Piaget’s. Initially, the term cognitive will be defined before having a look at Piaget’s stages of cognitive development and subsequently analyzing how Vygotsky’s views complement Piaget’s.Flanagan (1996:72) states that, ‘Cognitive development is the acquisition of mental process involved in thinking and mental activity, such as attention, memory and problem solving. ’ It is therefore a totality of mental processes. Piaget and Vygotsky were both influential in forming a more scientific approach to analyzing the cognitive development process of the child active construction of knowledge . While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.Both Piaget and Vygotsky agreed that children's cognitive development took place in stages. (Jarvis, Chandler 2001 P. 149). However they were distinguished by different styles of thinking. Piaget was the first to reveal that children reason and think differently at different periods in their lives. He believed that all children progress through four different and very distinct stages of cognitive development. This theory is known as Piaget’s Stage Theory because it deals with four stages of development, which are sensori-motor, preoperational, concrete operational and formal operational (Ginsburg, Opper,1979:26).In the first stage sensori-motor, which occurs from birth to the age of two is the time in an infant’s life when the child basically deals with what is presented to him. They learn about physical objects and are concerned with motor skills and the consequences of some of their actions (Thomson and Meggit, 1997:107). During this stage children will learn the concept of object permanence. This is where an object will continue to exist even if it is out of sight. (Ginsburg, Opper 1979 P. 48) For instance if the toy fell off the bed, the child will begin to look for it because he understands it continues to exist.The preoperational stage last from two to seven years. In this stage it becomes possible to carry on a conversation with a child and they also learn to count and use the concept of numbers. This stage is divided into the preoperational phase and the intuitive phase. Children in the preoperational phase are preoccupied with verbal skills and try to make sense of the world but have a much less sophisticated mode of thought than adults. In the intuitive phase the child moves away from drawing conclusions based upon concrete experiences wi th objects.One problem, which identifies children in this stage, is the inability to cognitively conserve relevant spatial information. This is when, when a material is manipulated and no longer matches the cognitive image that a child has made, that child believes the amount of material has been altered instead of just its shape. (Jarvis and Chandler,2001:135) During the Concrete Operational stage from ages seven to ten, children of this age are in school and they begin to deal with abstract concepts such as numbers, relationships and how to reason.They can now group certain things into categories, and put objects into size order, number order, and any other types of systematic ordering. There is a form of logical reasoning and thinking. Using logic, the child is capable of reversibility and conservation, which is the understanding of that mental operations and physical operations, can be reversed. They are now beginning to understand other people’s perspectives and views an d are capable of concentrating on more than one thing at a time.In this stage a person can do mental operations but only with real concrete objects, events or situations (Jarvis and Chandler, 2001:139). Finally, in the formal operational stage, age twelve to fifteen, the child has become more adult-like in their thought structures and processes. They begin to reason logically, systematically and hypothetically. (Jarvis, Chandler 2001 P. 139). In other words, they can imagine things that do not exist or that they have never experienced.This stage is generally like the preceding stage but at a more advanced level. The formal operational person is capable of meta-cognition, that is, thinking about thinking. Piaget also theorized on Adaptation, and Development. The adaptation theory (also known as the Constructivist theory) involved three fundamental processes, which contributed to the child’s cognitive development. These are assimilation, accommodation, and equilibrium. Assimila tion involved the incorporation of new events into pre-existing cognitive structures.Accommodation is the adjustment involved in the formation of new mental structures needed to accommodate new information. Equilibration involved the person striking a balance between him and the environment, between assimilation and accommodation. When a child experienced a new event, disequilibrium set in until he was able to assimilate and accommodate the new information and thus attain equilibrium. There were many different types of equilibrium between assimilation and accommodation, which varied with the levels of development and the problems, which needed to be solved.  (Thomson and Meggit 1997:105)This dual process, assimilation-accommodation, enabled the child to form schema, and with each stage there came new methods for organizing knowledge together with the acquisition of new schema. Schemas are â€Å" Form action plans which guide us in understanding what is going on around us† ( Hayes b. P. 15) These are similar to responses but imply more cognitive processes. A schema includes ideas, information, actions and plans. People can learn by adopting new schemes or combine smaller already present schemes to create new larger ones.  (Hayes a. 1999 P. 98)In contrast of Piaget, Vygotsky, a Russian psychologist and philosopher in the 1930’s, is most often associated with the social constructivist theory and came into three general claims; Culture – which is that higher mental functioning in the individual emerged out of social processes. Secondly Language – which human social and psychological processes are fundamentally shaped by cultural tools. Lastly the developmental method Zone of Proximal Development (ZPD) which is the concept that the potential of the child is limited to a specific time span.  (Jarvis, Chandler 2001 P. 149-150).Vygotsky believed that it was adults and the Childs peers, which had the responsibility in sharing their grea ter collective knowledge with the younger generations. (Jarvis, Chandler 2001:149-150). This type of learning supports a discovery model of learning and places the teacher in an active role while the students’ mental abilities develop naturally through various paths of discovery. Vygotsky argued that through social activities children learnt cultural ‘tools’ and social inventions.These included language, rules, counting systems, writing, art, and music. Language for Vygotsky was a system of symbolic representation, which had been perfected over many previous generations and allowed the child to â€Å"abstract† the world. It provides the symbols for the child's equations concerning the world; Language came into three separate categories, which were Social, Egocentric, and Inner. For Vygotsky language was what made thinking even a possibility. Language is the difference between thinking on an elementary level and on a higher level.According to Vygotsky's the ory ‘ZPD’ had to do with a child’s current and potential abilities to do something (Flanagan 1999 P. 72). He believed that problem-solving tasks could be placed into three categories, which were as follows: (a) those performed independently by the student â€Å"independent performance† (b) those that could not be performed even with help; and (c) those that fall between the two, the tasks that can be performed with help from others â€Å"assisted performance† (Santrock, 1994).Vygotsky believed the concept of ‘ZPD’ recommended a better move towards to education and allowed a better understanding of the learning process. (Flanagan 1999 P. 73) Bruner built on Vygotsky's idea of the ZPD, by introducing what he described as scaffolding. Scaffolding is the help, which is given to a child that supports the child's learning. Scaffolding is similar to scaffolding around a building; it can be taken away after the need for it has ended. When a chi ld is shown how to do something he can now accomplish this task on its own.  (Jarvis and Chandler 2001 P. 154).Vygotsky believed that the history of the child and the history of the child’s culture needed to be understood because it overrides the cognitive schema process that Piaget described (Santrock, 1994). Piaget believed that the sequence of how children experience the stages was universal, but acknowledged the rate at which each child moved through these stages was flexible and relative upon factors such as maturity, social influences, and other factors.Because of the difference in the skills needed for each level, Piaget believed that children should not be forced into learning the knowledge of the next stage until the child was cognitively ready. (Flanagan 1999:105) However, Vygotsky believed that instruction came before development and that instruction lead the learner into ZPD. Piaget and Vygotsky had many contrasting views which included Piaget believing that cog nitive changes precede linguistic advances, unlike Vygotsky who proposed that language allowed the child a far greater freedom of thought and lead to further cognitive development.  (Flanagan 1999 P. 59)Piaget believed in the development of thinking and that language moved from individual too social (Ginsburg, Opper 1979 P. 84). However, Vygotsky believed that language moved from the social to the individual. (Jarvis and Chandler,2001:150). Vygotsky, like Piaget, believed the relationship between the individual and the social as being a necessary relational. However, Vygotsky believed that it was adults and the Childs peers, which had the responsibility in sharing their greater collective knowledge with the younger generations.He did not believe it was possible for a child to learn and to grow individually and the culture and the environment around the child played a big part in their Cognitive Development. (Flanagan 2001 P. 72). He also believed a child was unable to develop the way he or she had without learning from others in the environment in which they were raised. In contrast, Piaget maintained that children were naturally inquisitive about their own abilities and about their environment (Jarvis, Chandler 2001 P. 129) and that children advanced their knowledge because of biologically regulated cognitive changes.(Flanagan 2001 P. 57). Whereas, Piaget believed that a child was only possible of learning the processes in each stage at any time (Flanagan 1999 P. 60) and overlooked the role of the child's activity with relation to thought processes. For Piaget, children construct knowledge through their actions on the world. By contrast, Vygotsky’s stages, unlike Piaget’s, were that of a smooth and gradual process. That understanding is social in origin. For Vygotsky the cultural and social aspects took on a special importance which is much less symmetrical than Piagets theories.Vygotsky was critical of Piaget's assumption that developmental g rowth was independent of experience and based on a universal characteristic of stages. Vygotsky believed that characteristics did not cease at a certain point as Piaget did. When one thing was learned, it was used from then on. It did not stop just because a child entered another stage of development. Everything was progressive. Vygotsky also disagreed with Piaget's assumption that development could not be impeded or accelerated through instruction.  (Flanagan 1999 P. 57)Vygotsky believed that intellectual development was continually evolving without an end point and not completed in stages as Piaget theorized. Piaget’s stages only approach up to, and end with, approximately age fifteen. This theory does not seem to have any major factors after approximately age fifteen. Due to experiences Piaget had over the years he changed the way he thought and modified his techniques of research to include a greater emphasis of the role of the child's activity.Vygotsky although critica l of Piaget, realized the importance of the information that Piaget had gathered and in spite of his criticisms, Vygotsky built his educational theories on the strengths of Piaget's theories. After examining Piaget’s and Vygotsky's theories on how they complement each other cognitive development there is still more which we can continue to learn and build on with both Piaget’s and Vygotsky's ideas and theories, especially when applied in education construction. Piaget proposed many applicable educational strategies, such as discovery learning with an emphasis on activity and play.However, Vygotsky incorporated the importance of social interactions and a co-constructed knowledge base to the theory of cognitive development. In conclusion, a teacher's focus should be to provide assistance to students in need, and provide cultural tools as educational resources. Teachers should provide for group and peer learning, in order for students to support each other through the dis covery process. Especially in today's diverse classroom, the teacher needs to be sensitive to her student's cultural background and language, and be an active participant in his knowledge.