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      "body": "J'ai vu récemment un article intéressant qui parle un peu de la DJ techno la plus populaire, de son inspiration et de l'endroit où elle la puise. Je l'ai vu ici https://electro-news.eu/industrie-musicale-changer-nina-kravizinterview-2021/ , que pensez-vous de l'intérêt de lire son interview complète, quels sont les bons DJs que vous connaissez ?",
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      "body": "Congratulations @steenshare! You received a personal award!\n\n<table><tr><td>https://steemitimages.com/70x70/http://steemitboard.com/@steenshare/birthday2.png</td><td>Happy Birthday! - You are on the Steem blockchain for 2 years!</td></tr></table>\n\n<sub>_You can view [your badges on your Steem Board](https://steemitboard.com/@steenshare) and compare to others on the [Steem Ranking](https://steemitboard.com/ranking/index.php?name=steenshare)_</sub>\n\n\n###### [Vote for @Steemitboard as a witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1) to get one more award and increased upvotes!",
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      "permlink": "psychology-as-science-interpretation-of-the-theory-of-learning-by-jean-piaget",
      "title": "Psychology as Science, interpretation of The Theory of Learning by Jean Piaget",
      "body": "_Hello friends greetings time without knowing all of you, in this opportunity I want to start a series of publications based on the science of psychology, as we know our world revolves around the great psychological and philosophical discoveries, in this publication we will talk about Jean Piaget considered one of the most influential psychologists in history allowing the constructivist approach to be a current that is directly oriented to the theories of the learning of authors such as Lev Vygotsky or David Ausubel. invite everyone to observe this interesting article._\n\n<center>https://psicologiaymente.com/media/jP/3Y/WE/jP3YWE7qLx/jean-piaget/medium-16_9.jpg</center>\n\nImagen source:[https://psicologymente.com](https://psicologiaymente.com/media/jP/3Y/WE/jP3YWE7qLx/jean-piaget/medium-16_9.jpg)\n\n##### _Jean Piaget (1896 - 1980) was a Swiss psychologist, biologist and epistemologist. He developed his thesis on the study of psychological development in childhood and the constructivist theory of the development of intelligence. That is where what we know as Piaget's Theory of Learning came from._\n\n## What is the constructivist approach?\n\nThe constructivist approach, in its pedagogical current, is a determined way of understanding and explaining the ways in which we learn. The psychologists who start from this approach emphasize the figure of the apprentice as the agent that is ultimately the engine of their own learning.\n\nParents, teachers and members of the community are, according to these authors, facilitators of the change that is taking place in the mentee's mind, but not the main piece. This is so because, for constructivists, people do not literally interpret what comes from the environment, either through their own nature or through the explanations of teachers and tutors. The constructivist theory of knowledge speaks to us of a perception of one's own experiences that is always subject to the interpretative frameworks of the \"apprentice\".\n\nThat is to say: we are unable to objectively analyze the experiences we live in each moment, because we will always interpret them in light of our previous knowledge. Learning is not the simple assimilation of information packages that come from outside, but is explained by a dynamic in which there is a fit between new information and our old structures of ideas. In this way, what we know is being built permanently.\n\n\n## Learning as reorganization\n\nWhy is it said that Piaget is constructivist? In general terms, because this author understands learning as a reorganization of existing cognitive structures. That is to say: for him, the changes in our knowledge, those qualitative leaps that lead us to internalize new knowledge from our experience, are explained by a recombination that acts on the mental schemes that we have at hand as the theory of Learning from Piaget.\n\nJust as a building is not constructed by transforming a brick into a larger body, but rather it is built on a structure (or, what amounts to the same thing, a specific placement of some pieces with others), learning, understood as a process of change that is built, makes us go through different stages not because our mind changes nature spontaneously with the passage of time, but because certain mental patterns are changing in their relationships, they are organized differently as we grow and we are interacting with the environment. It is the relationships established between our ideas, and not the content of these, that transform our mind; In turn, the relationships established between our ideas change the content of these.\n\nLet's take an example. Perhaps, for an 11-year-old child, the idea of ​​family equals his mental representation of his father and mother. However, there comes a point where his parents divorce and after a while he sees himself living with his mother and another person he does not know. The fact that the components (father and mother of the child) have altered their relationships calls into question the more abstract idea in which they are ascribed (family).\n\nWith time, it is possible that this reorganization affects the content of the idea \"family\" and makes it an even more abstract concept than before in which the new couple of the mother can have a place. Thus, thanks to an experience (the separation of parents and the incorporation into the daily life of a new person) seen in the light of the ideas and available cognitive structures (the idea that the family are the biological parents in interaction with many other schemes of thought) the \"apprentice\" has seen how his level of knowledge in relation to personal relationships and the idea of ​​family has taken a qualitative leap.\n\n# The concept of 'scheme'\n\nThe concept of scheme is the term used by Piaget when referring to the type of cognitive organization existing between categories at a given time. It is something like the way in which some ideas are ordered and put in relation with others.\n\nJean Piaget argues that a scheme is a concrete mental structure that can be transported and systematized. A scheme can be generated in many different degrees of abstraction. In the early stages of childhood, one of the first schemes is that of the 'permanent object', which allows the child to refer to objects that are not within his perceptual reach at that time. Later, the child reaches the scheme of 'types of objects', through which he is able to group the different objects based on different \"classes\", as well as understand the relationship these classes have with others.\n\nThe idea of ​​\"scheme\" in Piaget is quite similar to the traditional idea of ​​'concept', with the exception that the Swiss refers to cognitive structures and mental operations, and not to classifications of perceptual order.\n\n\nIn addition to understanding learning as a process of constant organization of the schemes, Piaget believes that it is the result of adaptation. According to the Piaget Learning Theory, learning is a process that only makes sense in situations of change. Therefore, learning is partly knowing how to adapt to these new features. This psychologist explains the dynamics of adaptation through two processes that we will see next: assimilation and accommodation.\n\n## Learning as an adaptation\n\nOne of the fundamental ideas for Piaget's Theory of Learning is the concept of human intelligence as a process of a biological nature. The Swiss argues that man is a living organism that presents itself to a physical environment already endowed with a biological and genetic inheritance that influences the processing of information from abroad. The biological structures determine what we are able to perceive or understand, but at the same time they are what make our learning possible.\n\nWith a marked influence of the ideas associated with Darwinism, Jean Piaget constructs, with his Theory of Learning, a model that would be strongly controversial. Thus, it describes the mind of human organisms as the result of two \"stable functions\": the organization, whose principles we have already seen, and adaptation, which is the process of adjustment by which the knowledge of the individual and the information that comes from the environment they adapt to each other. In turn, within the dynamics of adaptation operate two processes: assimilation and accommodation.\n\n## Assimilation\n\nAssimilation refers to the way in which an organism faces an external stimulus based on its present organization laws. According to this principle of adaptation in learning, stimuli, ideas or external objects are always assimilated by some preexisting mental scheme in the individual.\n\nIn other words, assimilation makes an experience be perceived in the light of a previously organized \"mental structure\". For example, a person with low self-esteem may attribute congratulations for their work to a way of expressing pity for them.\n\n## Accommodation\n\nAccommodation, on the other hand, involves a change in the organization present in response to the demands of the environment. Where there are new stimuli that compromise too much the internal coherence of the scheme, there is accommodation. It is a process opposed to assimilation.\n\n## Balance\n\nIt is in this way that, through assimilation and accommodation, we are able to cognitively restructure our learning during each stage of development. These two invariant mechanisms interact with each other in what is known as the balancing process. Balance can be understood as a process of regulation that governs the relationship between assimilation and accommodation.\n\n## The process of balancing\n\nAlthough assimilation and accommodation are stable functions as long as they occur throughout the evolutionary process of the human being, the relationship between them does vary. In this way, the cognitive and intellectual evolution maintains a close link with the evolution of the assimilation-accommodation relationship.\n\nPiaget describes the process of equilibration between assimilation and accommodation as resulting from three levels of increasing complexity:\n\n- The balance is established based on the subject's schemes and the stimuli of the environment.\n- The balance is established between the person's own schemes.\n- The balance becomes a hierarchical integration of different schemes.\n- However, with the concept of equilibration a new question is added to the Piagetian Learning Theory: what happens - - - when the time balance of one of these three levels is altered? That is, when there is a contradiction between own and external schemes, or between schemes of their own.\n\nAs Piaget points out in his Theory of Learning, in this case a cognitive conflict occurs, and at this moment it is when the previous cognitive equilibrium breaks down. The human being, who constantly pursues the attainment of a balance, tries to find answers, raising more and more questions and investigating on his own, until he reaches the point of knowledge that restores it.\n\n## References :\n\n- Cognitive Development - Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals - Credo Reference». search.credoreference.com (in English).\n\n-  McLeod, S. A. «Piaget | Cognitive Theory »(in English). Simply Psychology Retrieved on September 18, 2012.\n «JEAN PIAGET - Key Thinkers in Linguistics and the Philosophy of Language - Credo Reference». search.credoreference.com (in English).\n-  Great Lives from History: The Twentieth Century; September 2008, p1-3\n Singer-Freeman, Karen E. (November 30, 2005). Concrete Operational Period (in English) 1. Encyclopedia of Human Development.\n-  Piaget, J. (1977). The role of action in the development of thinking. In Knowledge and development (pp. 17-42). Springer US\n-  Maréchal, Garance (November 30, 2009). «Constructivism». Encyclopedia of Case Study Research (in English) 1.\n Piaget, J., & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul.\n Furth, H. G. (1977). The operative and figurative aspects of knowledge in Piaget's theory. B. A. Geber (ed.). London, England: Routledge & Kegan Paul. (in English)\n\n-  Gruber, H. E. (2004). «Piaget, Jean (1896-1980).» In J. H. Byrne (ed.), Learning and Memory (2nd ed., Pp. 526-529). New York: Macmillan Reference USA. Consulted from http://go.galegroup.com.proxy.wexler.hunter.cuny.edu/ps/i.do?id=GALE%7CCX3407100185&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=b71fd57e9d31971ea40106f27e199015\n «Assimilation.» (2001). In B. Strickland (ed.), The Gale Encyclopedia of Psychology (2nd ed., Pp. 49-50). Detroit: Gale. Retrieved from http://go.galegroup.com.proxy.wexler.hunter.cuny.edu/ps/i.do?\n\nid=GALE%7CCX3406000055&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=174d9bd2c42c2e8475446e5c13301c8d",
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      "body": "Ulysses Capital is headquartered in Los Angeles, with offices in London and Sydney. Ulysses Capital manages around US $ 1,500 million with long and short strategies, its portfolio focuses on bonds (70%) and shares (30%). Recently, they have begun to invest in Blockchain companies, as well as in Cryptocurrencies and plan to gradually increase the size of the investment.\n\nUlysses Capital recently established the fund to invest in Cryptocurrency and Blockchain companies. Among them, NULS was selected as its first investment in Cryptocurrencies based on the superiority of the Blockchain that Nuls offers, and the team's ability to develop.\n\n\"We greatly appreciate the technical superiority of the NULS platform and the ability of the team to successfully launch the main network (Mainnet) and align with Bitmain,\" said Joon Lee, the administrator in charge of Ulysses Capital Cryptocurrency funds. \"We will build a relationship of mutual benefit between us creating more opportunities for NULS in the future.\"\n\nFrom this investment and partnership, NULS will actively seek cooperation with future institutional investors to increase its value.\n\n\"I am pleased to see that NULS has been selected as the first investment in cryptocurrencies by a traditional hedge fund,\" said Operations Director Isaac Kim. \"Through this investment and partnership, NULS will continue to collaborate with hedge funds and private equity funds, and will seek opportunities within traditional financial markets with institutional investors, including investments in DAPP based in Nuls and Blockchain companies.\n\nWe will build a leading position as partners in future market entries for institutional investors. Keep your eyes on us in the coming days!\n\nIf you still do not know about Nuls, we invite you to watch this informative video explaining all about Nuls\nhttps://www.youtube.com/watch?v=HfxBQ_OTwF0\n\nToday I explain in my own opinion the data on the best cryptocurrency to buy in 2018, I explain why NULS is the best currency to keep in the long term, it is not a twitter account, it is a really good currency, if you are looking to buy crypto : if you use the links below and start with more than £ 100, you will get discounts on everything. Regarding the NULS cryptocurrency, I firmly believe in the project and I am not sponsored at all to make this video. Yes, I have a large bag of NULS (NULS is my biggest bag by far), but I'm enduring for the long term. Ask anyone who was holding these babies for a long time. If you are interested in the cryptocurrency and want to join the conversation, use the link below to join my group chat. Every day I find my ideas and new news about cryptography. I appreciate the continuous support and one day we will all have a lambo account as tai lopez.",
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