Developmental Psych Core Questions Essay Example for Free

Developmental Psych Core Questions Essay Core Chapter Learning Objectives for PSY 104 Developmental Psychology 1. Explain the role of theories in understanding human development, and describe three basic issues on which major theories take a stand. (pp. 5–7) 2. Describe recent theoretical perspectives on human development, noting the contributions of major theorists. (pp. 21–26) 3. Identify the stand that each contemporary theory takes on the three basic issues presented earlier in this chapter. (pp. 26, 27) 4. Describe the research methods commonly used to study human development, citing the strengths and limitations of each. (pp. 26–31) 5. Describe three research designs for studying development, and cite the strengths and limitations of each. (pp. 34–38) 6. Discuss ethical issues related to lifespan research. (pp. 39–40) Chapter 2 1. Explain the role and function of genes and how they are transmitted from one generation to the next. (p. 46) 2. Describe the genetic events that determine the sex of the new organism. (pp. 46–47) 3. Identify two types of twins, and explain how each is created. (pp. 47–48) 4. Describe various patterns of genetic inheritance. (pp. 48–52) 5. Describe major chromosomal abnormalities, and explain how they occur. (pp. 52–53) 6. Explain how reproductive procedures can assist prospective parents in having healthy children. (pp. 53–57) 7. Describe the social systems perspective on family functioning, along with aspects of the environment that support family well-being and development. (pp. 59–60) 8. Discuss the impact of socioeconomic status and poverty on family functioning. (pp. 60–63) 9. Summarize the roles of neighborhoods, towns, and cities in the lives of children and adults. (pp. 63–65) 10. Explain how cultural values and pract ices, public policies, and political and economic conditions affect human development. (pp. 65–70) 11. Explain the various ways heredity and environment can influence complex traits. (p. 70) 12. Describe concepts that indicate â€Å"how† heredity and environment work together to influence complex human characteristics. (pp. 72–74) Chapter 3 1. List the three phases of prenatal development, and describe the major milestones of each. (pp. 80–85) 2. Define the term teratogen, and summarize the factors that affect the impact of teratogens on prenatal development. (pp. 85–86) 3. List agents known or suspected of being teratogens, and discuss evidence supporting the harmful impact of each.(pp. 86–93) 4. Discuss other maternal factors that can affect the developing embryo or fetus. (pp. 93–95) 5. Describe the three stages of childbirth. (pp. 96–97) 6. Discuss the baby’s adaptation to labor and delivery, and describe the appearance of the newborn baby. (pp. 97–98) 7. Describe natural childbirth and home delivery, noting the benefits and concerns associated with each. (pp. 99–100) 8. List common medical interventions during childbirth, circumstances that justify their use, and any dangers associated with each. (pp. 100–101) 9. Describe the risks associated with prete rm and small-for-date births, along with factors that help infants who survive a traumatic birth recover. (pp. 101–106) 10. Describe the newborn baby’s reflexes and states of arousal, including sleep characteristics and ways to soothe a crying baby. (pp. 106–111) 11. Describe the newborn baby’s sensory capacities. (pp. 111–113) 12. Explain the usefulness of neonatal behavioral assessment. (pp. 113–114) Chapter 4 1. Describe major changes in body growth over the first 2 years. (pp. 120–121) 2. Summarize changes in brain development during infancy and toddlerhood. (pp. 121–129) 3. Describe the development of the cerebral cortex, and explain the concepts of brain lateralization and brain plasticity (pp. 124–125, 126) 4. Describe how both heredity and early experience contribute to brain organization. (pp. 125, 127–128) 5. Discuss changes in the organization of sleep and wakefulness over the first 2 years. (pp. 128–129) 6. Discuss the nutritional needs of infants and toddlers, the advantages of breastfeeding, and the extent to which chubby babies are at risk for later overweight and obesity. (pp. 130–131) 7. Summarize the impact of severe malnutrition on the development of infants and toddlers, and cite two dietary diseases associated with this condition. (p. 132) 8. Describe the growth disorder known as nonorganic failure to thrive, noting symptoms and family circumstances associated with the disorder. (pp. 132–133) 9. Describe four infant learning capacities, the conditions under which they occur, and the unique value of each. (pp. 133–136) 10. Describe the general course of motor development during the first 2 years, along with factors that influence it. (pp. 137–138) 11. Explain dynamic systems theory of motor development (pp. 138–140) 12. Discuss changes in hearing, depth and pattern perception, and intermodal perception that occur during infancy. (pp. 140–147) 13. Explain differentiation theory of perceptual development. (pp. 147–148) Chapter 5 1. Describe how schemes change over the course of development. (p. 152) 2. Identify Piaget’s six sensorimotor substages, and describe the major cognitive achievements of the sensorimotor stage. (pp. 153–155) 3. Discuss recent research on sensorimotor development, noting its implications for the accuracy of Piaget’s sensorimotor stage. (pp. 155–160) 4. Describe the information-processing view of cognitive development and the general structure of the information-processing system. (pp. 160–162) 5. Cite changes in attention, memory, and categorization during the first 2 years. (pp. 162–165) 6. Describe contributions and limitations of the information-processing approach, and explain how it contributes to our understanding of early cognitive development. (p. 165) 7. Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development. (pp. 165–166, 167) 8. Describe the mental te sting approach and the extent to which infant tests predict later performance. (pp. 166, 168–169) 9. Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers. (pp. 169–172) 10. Describe theories of language development, and indicate how much emphasis each places on innate abilities and environmental influences. (pp. 172–174) 11. Describe major milestones of language development in the first 2 years, noting individual differences, and discuss ways in which adults can support infants’ and toddlers’ emerging capacities. (pp. 174–179) Chapter 6 1. Discuss personality changes in the first two stages of Erikson’s psychosocial theory—basic trust versus mistrust and autonomy versus shame and doubt. (pp. 184–185) 2. Describe changes in the expression of happiness, anger and sadness, and fear over the first year, noting the adaptive function of each. (pp. 185–188) 3. Summarize changes during the first two years in understanding others’ emotions and expression of self-conscious emotions. (pp. 188–189) 4. Trace the development of emotional self-regulation during the first 2 years. (pp. 189–190) 5. Describe temperament, and identify the three temperamental styles elaborated by Thomas and Chess. (pp. 190–191) 6. Compare Thomas and Chess’s model of temperament with that of Rothbart. (p. 191) 7. Explain how temperament is assessed, and distinguish inhibited, or shy, children from uninhibited, or sociable, children. (pp. 191–193) 8. Discuss the stability of temperament and the role of heredity and environment in the development of temperamen t. (pp. 193–194) 9. Summarize the goodness-of-fit model. (pp. 194–195) 10. Describe Bowlby’s ethological theory of attachment, and trace the development of attachment during the first two years. (pp. 196–198) 11. Describe the Strange Situation and Attachment Q-Sort procedures for measuring attachment, along with the four patterns of attachment that have been identified using the Strange Situation. (pp. 198–199) 12. Discuss the factors that affect attachment security, including opportunity for attachment, quality of caregiving, infant characteristics, family circumstances, and parents’ internal working models. (pp. 200–202, 203) 13. Discuss fathers’ attachment relationships with their infants, and explain the role of early attachment quality in later development. (pp. 202, 204–205) 14. Describe and interpret the relationship between secure attachment in infancy and later development. (pp. 205–206) 15. Trace the emergence of self-awareness, and explain how it influences early emotional and social dev elopment, categorization of the self, and development of self-control. (pp. 206–209) Chapter 7 1. Describe major trends in body growth during early childhood. (pp. 216–217) 2. Discuss brain development in early childhood, including handedness and changes in the cerebellum, reticular formation, and the corpus callosum. (pp. 217–219) 3. Explain how heredity influences physical growth by controlling the production of hormones. (p. 219) 4. Describe the effects of emotional well-being, nutrition, and infectious disease on physical development. (pp. 219–222) 5. Summarize factors that increase the risk of unintentional injuries, and cite ways childhood injuries can be prevented. (pp. 222–223) 6. Cite major milestones of gross- and fine-motor development in early childhood, including individual and sex differences. (pp. 224–227) 7. Describe advances in mental representation during the preschool years. (pp. 227–229) 8. Describe limitations of preoperational thought, and summarize the implications of recent research for the accuracy of the preoperational stage. (pp. 229–233) 9. Describe educational principles derived from Piaget’s theory. (pp. 233–234) 10. Describe Piaget’s and Vygotsky’s views on the development and sign ificance of children’s private speech, along with related evidence. (pp. 234–235) 11. Discuss applications of Vygotsky’s theory to education, and summarize challenges to his ideas. (pp. 235–237) 12. Describe changes in attention and memory during early childhood. (pp. 237–239) 13. Describe the young child’s theory of mind. (pp. 239–241) 14. Summarize children’s literacy and mathematical knowledge during early childhood. (pp. 241–243) 15. Describe early childhood intelligence tests and the impact of home, educational programs, child care, and media on mental development in early childhood. (pp. 243–248) 16. Trace the development of vocabulary, grammar, and conversational skills in early childhood. (pp. 248–251) Chapter 8 1. Describe Erikson’s stage of initiative versus guilt, noting major personality changes of early childhood. (p. 256) 2. Discuss preschoolers’ self-understanding, including characteristics of self-concepts and the emergence of self-esteem. (pp. 256–258) 3. Cite changes in the understanding and expression of emotion during early childhood, along with factors that influence those changes. (pp. 258–259) 4. Explain how language and temperament contribute to the development of emotional self-regulation during the preschool years. (p. 259) 5. Discuss the development of self-conscious emotions, empathy, sympathy, and prosocial behavior during early childhood, noting the influence of parenting. (pp. 259–261) 6. Describe advances in peer sociability and in friendship in early childhood, along with cultural and parental influences on early peer relations. (pp. 261–264) 7. Compare psychoanalytic, social learning, and cognitive-developmental approaches to moral development, and cite child-rearing practices that support or undermine moral understanding. (pp. 264–269) 8. Describe the development of aggression in early childhood, noting the influences of family and television, and cite strategies for controlling aggressive behavior. (pp. 269–272) 9. Discuss genetic and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior. (pp. 273–276) 10. Describe and evaluate the accuracy of major theories of gender identity, including ways to reduce gender stereotyping in young children. (pp. 276–278) 11. Describe the impact of child-rearing styles on child development, explain why authoritative parenting is effective, and note cultural variations in child-rearing beliefs and practices. (pp. 278–281) 12. Discuss the multiple origins of child maltreatment, its consequences for development, and effective prevention. (pp. 281–283) Chapter 9 1. Describe major trends in body growth during middle childhood. (p. 290) 2. Identify common vision and hearing problems in middle childhood. (p. 291) 3. Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity. (pp. 291–293) 4. Identify factors that contribute to illness during the school years, and describe ways to reduce these health problems. (pp. 293–294) 5. Describe changes in unintentional injuries in middle childhood. (p. 294) 6. Cite major changes in motor development and play during middle childhood, including sex differences and the importance of physical education. (pp. 294–299) 7. Describe major characteristics of concrete operational thought. (pp. 299–301) 8. Discuss follow-up research on concrete operational thought, noting the importance of culture and schooling.(pp. 301–302) 9. Cite basic changes in information processing and describe the development of attention and memory in middle childhood. (pp. 303–305) 10. Describe the school-age child’s theory of mind, noting the importance of mental inferences and understanding of false belief and capacity to engage in self-regulation. (pp. 306–307) 11. Discuss applications of information processing to academic learning, including current controversies in teaching reading and mathematics to elementary school children. (pp. 307–309) 12. Describe major approaches to defining and measuring intelligence. (pp. 309–310) 13. Summarize Sternberg’s triarchic theory and Gardner’s theory of multiple intelligences, noting how these theories explain the limitations of current intelligence tests in assessing the diversity of human intelligence. (pp. 310–312) 14. Describe evidence indicating that both heredity and environment contribute to intelligence. (pp. 312–317) 15. Summarize findings on emotional intelligence, including implications for the classroom. (p. 313) 16. Describe change s in school-age children’s vocabulary, grammar, and pragmatics, and cite advantages of bilingualism. (pp. 316–319) 17. Explain the impact of class size and educational philosophies on children’s motivation and academic achievement. (pp. 319–321) 18. Discuss the role of teacher-student interaction and grouping practices in academic achievement. (pp. 321–322) 19. Explain the conditions that contribute to successful placement of children with mild mental retardation and learning disabilities in regular classrooms. (p. 322) 20. Describe the characteristics of gifted children, including creativity and talent, and current efforts to meet their educational needs. (pp. 323–324) 21. Compare the academic achievement of North American children with children in other industrialized nations. (pp. 324–325) Chapter 10 1. Describe Erikson’s stage of industry versus inferiority, noting major personality changes in middle childhood. (p. 330) 2. Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions. (pp. 330–334) 3. Cite changes in understanding and expression of emotion in middle childhood, including the importance of problem-centered coping and emotion-centered coping for managing emotion. (pp. 335–336) 4. Trace the development of perspective taking in middle childhood, and discuss the relationship between perspective taking and social skills. (pp. 336–337) 5. Describe changes in moral understanding during middle childhood, and note the extent to which children hold racial and ethnic biases. (pp. 337–339) 6. Summarize changes in peer sociability during middle childhood, including characteristics of peer groups and friendships. (pp. 339–341) 7. Describe four categories of peer acceptance, noting how each is related to social behavior, and discuss ways to help rejected children. (pp. 341–342, 343) 8. Describe changes in gender-stereotyped beliefs and gender identity during middle childhood, including sex differences and cultural influences. (pp. 342–345) 9. Discuss changes in parent–child communication and sibling relationships in middle childhood, and describe the adjustment of only children. (pp. 345–346) 10. Discuss factors that influence children’s adjustment to di vorce and blended families, highlighting the importance of parent and child characteristics, as well as social supports within the family and surrounding community. (pp. 347–350) 11. Explain how maternal employment and life in dual-earner families affect school-age children, noting the influence of social supports within the family and surrounding community, including child care for school-age children. (pp. 350–351) 12. Cite common fears and anxieties in middle childhood, with particular attention to school phobia. (pp. 352, 353) 13. Discuss factors related to child sexual abuse and its consequences for children’s development. (pp. 352–354, 355) 14. Cite factors that foster resilience in middle childhood. (p. 354) Chapter 11 1. Discuss changing conceptions of adolescence over the past century. (pp. 362–363) 2. Describe pubertal changes in body size, proportions, sleep patterns, motor performance, and sexual maturity. (pp. 363–366) 3. Cite factors that influence the timing of puberty. (pp. 366–367) 4. Describe brain development in adolescence. (pp. 367–368) 5. Discuss adolescents’ reactions to the physical changes of puberty, including sex differences, and describe the influence of family and culture. (pp. 368–370) 6. Discuss the impact of pubertal timing on adolescent adjustment, noting sex differences. (pp. 370–371) 7. Describe the nutritional needs of adolescents, and cite factors that contribute to serious eating disorders. (pp. 371–373) 8. Discuss social and cultural influences on adolescent sexual attitudes and behavior. (pp. 373–376) 9. Describe factors involved in the development of gay, lesbian, and bisexual orientations, and discuss the unique adjustment problems of these youths. (pp. 376, 377) 10. Discuss factors related to sexually transmitted diseases and to teenage pregnancy and parenthood, including interventions for adolescent parents. (pp. 376, 378–380) 11. Cite personal and social factors that contribute to adolescent substance use and abuse, and describe prevention and treatment programs. (pp. 380–382) 12. Describe the major characteristics of formal operational thought. (pp. 382–384) 13. Discuss recent research on formal operational thought and its implications for the accuracy of Piaget’s formal operat ional stage. (pp. 384–385) 14. Explain how information-processing researchers account for cognitive change in adolescence, emphasizing the development of scientific reasoning. (pp. 385–386) 15. Summarize cognitive and behavioral consequences of adolescents’ newfound capacity for advanced thinking. (pp. 386–388) 16. Note sex differences in mental abilities at adolescence, along with biological and environmental factors that influence them. (pp. 389–390, 391) 17. Discuss the impact of school transitions on adolescent adjustment, and cite ways to ease the strain of these changes. (pp. 390, 392–393) 18. Discuss family, peer, school, and employment influences on academic achievement during adolescence. (pp. 393–395) 19. Describe personal, family, and school factors related to dropping out, and cite ways to prevent early school leaving. (pp. 396–397) Chapter 12 1. Discuss Erikson’s theory of identity development. (p. 402) 2. Describe changes in self-concept and self-esteem during adolescence. (pp. 402–403) 3. Describe the four identity statuses, the adjustment outcomes of each status, and factors that promote identity development. (pp. 403–406) 4. Discuss Kohlberg’s theory of moral development, and evaluate its accuracy. (pp. 407–409) 5. Summarize research on Gilligan’s claim that Kohlberg’s theory underestimated the moral maturity of females. (pp. 409–410) 6. Describe influences on moral reasoning and its relationship to moral behavior. (pp. 410–414) 7. Explain why early adolescence is a period of gender intensification, and cite factors that promote the development of an androgynous gender identity. (pp. 414–415) 8. Discuss changes in parent–child and sibling relationships during adolescence. (pp. 415–417) 9. Describe adolescent friendships, peer groups, and dating relationships and their consequences for development. (pp. 417–421) 10. Discuss conformity to peer pressure in adolescence, noting the importance of authoritative child rearing. (p. 421) 11. Discuss factors related to adolescent depression and suicide, along with approaches for prevention and treatment. (pp. 421–423) 12. Summarize factors related to delinquency, and describe strategies for prevention and treatment. (pp. 423–426) Chapter 13 1. Describe current theories of biological aging, including those at the level of DNA and body cells, and those at the level of organs and tissues. (pp. 432–434) 2. Describe the physical changes of aging, paying special attention to the cardiovascular and respiratory systems, motor performance, the immune system, and reproductive capacity. (pp. 434–438) 3. Describe the impact of SES, nutrition, obesity, and exercise on health in adulthood. (pp. 438–444) 4. Describe trends in substance abuse in early adulthood, and discuss the health risks of each. (pp. 444–445) 5. Summarize sexual attitudes and behaviors in young adults, including sexual orientation, sexually transmitted diseases, sexual coercion, and premenstrual syndrome. (pp. 445–449) 6. Explain how psychological stress affects health. (pp. 449–451) 7. Summarize prominent theories on the restructuring of thought in adulthood, including those of Perry and Labouvie-Vief. (pp. 451–453) 8. Discuss the development of expertise and creativity in adulthood. (pp. 453–454) 9. Describe the impact of a college education on young people’s lives, and discuss the problem of dropping out.(pp. 454–455) 10. Trace the development of vocational choice, and note factors that influence it. (pp. 455–458) 11. Discuss vocational preparation of non-college-bound young adults, including the challenges these individuals face.(pp. 458–459) Chapter 14 1. Define emerging adulthood, and explain how cultural change has contributed to the emergence of this period. (pp. 464–466) 2. Describe Erikson’s stage of intimacy versus isolation, noting personality changes that take place during early adulthood. (pp. 468–469) 3. Summarize Levinson’s and Vaillant’s psychosocial theories of adult personality development, including how they apply to both men’s and women’s lives and their limitations. (pp. 469–471) 4. Describe the social clock and how it relates to adjustment in adulthood. (p. 471) 5. Discuss factors that affect mate selection, and explain the role of romantic love in young adults’ quest for intimacy. (pp. 472, 474) 6. Explain how culture influences the experience of love. (p. 475) 7. Cite characteristics of adult friendships and sibling relationships, including differences between same-sex, other-sex, and sibling friendships. (pp. 475–476) 8. Cite factors that inf luence loneliness, and explain the role of loneliness in adult development. (pp. 476–477) 9. Trace phases of the family life cycle that are prominent in early adulthood, noting factors that influence these phases. (pp. 478–485) 10. Discuss the diversity of adult lifestyles, focusing on singlehood, cohabitation, and childlessness. (pp. 486–488) 11. Discuss trends in divorce and remarriage, along with factors that contribute to them. (pp. 488–489) 12. Summarize challenges associated with variant styles of parenthood, including stepparents, never-married single parents, and gay and lesbian parents. (pp. 489–491) 13. Describe patterns of career development, and cite difficulties faced by women, ethnic minorities, and couples seeking to combine work and family. (pp. 491–495) Chapter 15 1. Describe the physical changes of middle adulthood, paying special attention to vision, hearing, the skin, muscle–fat makeup, and the skeleton. (pp. 502–504, 505) 2. Summarize reproductive changes experienced by middle-aged men and women, and discuss the symptoms of menopause, the benefits and risks of hormone therapy, and women’s psychological reactions to menopause. (pp. 504, 506–509) 3. Discuss sexuality in middle adulthood. (p. 509) 4. Discuss cancer, cardiovascular disease, and osteoporosis, noting sex differences, risk factors, and interventions. (pp. 509–513) 5. Explain how hostility and anger affect health. (pp. 513–514) 6. Discuss the benefits of stress management, exercise, and an optimistic outlook in adapting to the physical challenges of midlife. (pp. 514–517) 7. Explain the double standard of aging. (p. 517) 8. Describe changes in crystallized and fluid intelligence during middle adulthood, and discuss individual and group differences in intellectual development. (pp. 518–520) 9. Describe changes in information processing in midlife, paying special attention to speed of processing, attention, and memory. (pp. 520–523) 10. Discuss the development of practical problem solving, expertise, and creativity in middle adulthood. (pp. 523–525) 11. Describe the relationship between vocational life and cognitive development. (pp. 525–526) 12. Discuss the challenges of adult learners, ways to support returning students, and benefits of earning a degree in midlife. (pp. 526–527) Chapter 16 1. Describe Erikson’s stage of generativity versus stagnation, noting major personality changes of middle adulthood and related research findings. (pp. 532–535) 2. Discuss Levinson’s and Vaillant’s views of psychosocial development in middle adulthood, noting gender similarities and differences. (pp. 535–536) 3. Summarize research examining the question of whether most middle-aged adults experience a midlife crisis.(pp. 536–537) 4. Describe stability and change in self-concept and personality in middle adulthood. (pp. 538–539) 5. Describe changes in gender identity in midlife. (pp. 540–542) 6. Discuss stability and change in the â€Å"big five† personality traits in adulthood. (pp. 542–543) 7. Describe the middle adulthood phase of the family life cycle, and discuss midlife marital relationships and relationships with adult children, grandchildren, and aging parents. (pp. 543–551) 8. Describe midlife sibling relationships and friendships. (pp. 551–553) 9. Discuss job satisfaction and career development in middle adulthood, paying special attention to gender differences and experiences of ethnic minorities. (pp. 553–555) 10. Describe career change and unemployment in middle adulthood. (p. 556) 11. Discuss the importance of planning for retirement, noting various issues that middle-aged adults should address. (pp. 556–557) Chapter 17 1. Distinguish between chronological age and functional age, and discuss changes in life expectancy over the past century. (pp. 564–566, 568–569) 2. Explain age-related changes in the nervous system during late adulthood. (pp. 566–567) 3. Summarize changes in sensory functioning during late adulthood, including vision, hearing, taste, smell, and touch. (pp. 567–570) 4. Describe cardiovascular, respiratory, and immune system changes in late adulthood. (pp. 570–571) 5. Discuss sleep difficulties in late adulthood. (pp. 571–572) 6. Summarize changes in physical health and mobility in late adulthood, including elders’ adaptation to the physical changes, and reactions to stereotypes of aging. (pp. 572–575, 576) 7. Discuss health and fitness in late life, paying special attention to nutrition, exercise, and sexuality. (pp. 575–579) 8. Discuss common physical disabilities in late adulthood, with special attention to arthritis, a dult-onset diabetes, and unintentional injuries. (pp. 580–582) 9. Describe mental disabilities common in late adulthood, including Alzheimer’s disease, cerebrovascular dementia, and misdiagnosed and reversible dementia. (pp. 582–588) 10. Discuss health-care issues that affect senior citizens. (pp. 589–590) 11. Describe changes in crystallized and fluid abilities in late adulthood, and explain how older adults can make the most of their cognitive resources. (pp. 590–591) 12. Summarize memory changes in late life, including implicit, associative, remote, and prospective memories. (pp. 591–594) 13. Discuss changes in language processing in late adulthood. (pp. 594–595) 14. Explain how problem solving changes in late life. (p. 595) 15. Discuss the capacities that contribute to wisdom, noting how it is affected by age and life experience. (pp. 595–596) 16. Discuss factors related to cognitive change in late adulthood. (pp. 596â€⠀œ597) Chapter 18 1. Describe Erikson’s stage of ego integrity versus despair. (p. 604) 2. Discuss Peck’s tasks of ego integrity, Joan Erikson’s gerotranscendence, and Labouvie-Vief’s emotional expertise.(pp. 604–605) 3. Describe the functions of reminiscence and life review in older adults’ lives. (pp. 606, 607) 4. Summarize stability and change in self-concept and personality in late adulthood. (pp. 606–608) 5. Discuss spirituality and religiosity in late adulthood. (pp. 608–609) 6. Discuss contextual influences on psychological well-being as older adults respond to increased dependency, declining health, and negative life changes. (pp. 609–611, 612) 7. Summarize the role of social support and social interaction in promoting physical health and psychological well-being in late adulthood. (p. 611) 8. Describe social theories of aging, including disengagement theory, activity theory, continuity theory, and socioemotional selectivity theory . (pp. 612–615, 616) 9. Describe changes in social relationships in late adulthood, including marriage, gay and lesbian partnerships, divorce, remarriage, cohabitation, and widowhood, and discuss never-married, childless older adults. (pp. 619–623) 10. Explain how sibling relationships and friendships change in late life. (pp. 624–625) 11. Describe older adults’ relationships with adult children, adult grandchildren, and great-grandchildren. (pp. 625–626) 12. Summarize elder maltreatment, including risk factors and strategies for prevention. (pp. 627–628) 13. Discuss the decision to retire, adjustment to retirement, and involvement in leisure and volunteer activities. (pp. 628–632) 14. Discuss the meaning of optimal aging. (pp. 632–633) Chapter 19 1. Describe the physical changes of dying, along with their implications for defining death and the meaning of death with dignity. (pp. 640–642) 2. Discuss age-related changes in conception of and attitudes toward death, including ways to enhance child and adolescent understanding. (pp. 642–644) 3. Cite factors that influence death anxiety, including personal and cultural variables that contribute to the fear of death. (p. 643) 4. Describe and evaluate Kà ¼bler-Ross’s theory of typical responses to dying, citing factors that influence dying patients’ responses. (pp. 647–648) 5. Evaluate the extent to which homes, hospitals, and the hospice approach meet the needs of dying people and their families. (pp. 650–653) 6. Discuss controversies surrounding euthanasia and assisted suicide. (pp. 654–659) 7. Describe bereavement and the phases of grieving, indicating factors that underlie individual variations in grief responses. (pp. 659–660) 8. Explain the concept of bereavement overload, and describe bereavement interventions. (pp. 663, 665) 9. Explain how death education can help people cope with death more effectively. (p. 665)

Essay --

Taylor Siegel December 11, 2013 â€Å"Education is the most powerful weapon which you can use to change the world† is an inspirational quote said by Nelson Mandela. Unfortunately, many kids are being deprived of a proper education. Too many kids are dropping out of school to help their parents earn money to support their families economic needs. Essentially, something must be done to help these children get a better education. Too many kids are dropping out of school and something must be done to stop them. The general dropout rate is 2.2% and the New York dropout rate is 2.7% and that is too much. 40 percent of children who are suffering from poverty are not prepared for primary schools. Primary school is very important because it prepares kids for later life. Kids who do not attend primary schools fall behind and have a lot of trouble catching up to the other students. Sometimes parents aren’t making enough money to pay for transportation or the parents get divorced and the parent in charge isn’t working so one of the kids has to help support the family. Kids from low income...

Symbols in The Great Gatsby :: Free Essay Writer

Symbols in The Great Gatsby In the Great Gatsby, a lot of things can be looked at as symbols. The weather, Daisy’s dresses, the eyes of Dr. T. J. Eckleburg, and even the lights. By using symbols, Fitzgerald makes the story more deep, and enjoyable for some readers. Fitzgerald also uses various themes throughout his story of the Great Gatsby, like Gatsby’s â€Å"American dream.† The two most important symbols in the story are the green lights at the end of daisy’s dock, and the eyes of Dr. T. J. Eckleburg. The green lights represent Gatsby’s â€Å"American dream† and his yearning for daisy. The reader doesn’t understand this for a while though. Fitzgerald shows us later that this is what they stand for, to show how something simple can represent so much. The eyes of Dr. T.J. Eckleburg is simply a sign that lingers over the valley of ashes. The reader can interpret it as anything he/she wishes. Toward the end of the novel, however, George Wilson interprets the eyes as the eyes of God, and he must act properly under them. Gatsby’s American dream is the theme throughout the story. He lives a life of luxury, throwing huge parties, and living in a mansion. Gatsby wanted this life since he was a kid. He also wants the girl of his dreams, Daisy, in his life, only he can’t have her because she is in love with Tom. Gatsby makes Daisy a symbol of everything he wants because of her beauty, wealth, and worry-less attitude. There are also small symbols and themes in the story as well. The color of daisy’s white dress, for example, sets the mood for the scene. And on the hottest day of the year is when Tom and Gatsby have their confrontation. Overall, the symbols and themes in this story seem to come together because of Gatsby’s dream for Daisy, which is the symbol of the green lights, who is everything Gatsby wants.

Relationships In A Time That This Novel Is Set Essay

How does Steinbeck present ideas of relationships in a time that this novel is set? Steinbeck portrays a world dominated by authoritative white males. It is the attitude of this social structure that permeate ranch society and those who come from outside these expectations are inferior. Of Mice and Men describes the plight of which women, disabled people, black people and people with mental difficulties endure and suffer simply because they do not fit into the ideal category which we see whilst they interact with each other. Lennie’s brief interaction with Crooks reveals the complexity of racial prejudice during the ranch life. Like many of the men on the characters in the story, Crooks admits to being very lonely. â€Å"This here’s my room. Nobody got any right in here but me.† When Lennie visits him in his room, Crooks turns him away, in hope that he will prove a point that if a black man cannot enter a white man’s room then it is unacceptable for the re verse to occur. However, his desire for company ultimately wins out and he invites Lennie to sit with him. In addition, he seems very suspicious of any kindness he receives. The fact that he doubts Lennie being kind to him refers to the strong racism on the ranch. Crooks is not sure how to react to Lennie and his instant reaction is for Lennie to leave. This outsider status causes him to lament his loneliness, but we can see the corrosive effects it has on him as he seems delighted in seeing loneliness in others. For example, he suggests that George is gone for good and it is not until Lennie threatens Crooks with physical violence does he relent. We cannot blame Crooks. On the other hand, this evokes sympathy as the origins of his cruel behaviour are made evident. We can infer that he is jealous and lonely that he wants to see someone else hurt just like he is. Curley and his wife have an unstable marriage, lacking in respect, compassion and communication. Curley believes that his wife is his posse ssion and shows her off to the other men. Throughout the novel we see Curley asking the other men where his wife is and likewise we see Curley’s wife looking for him. This could be a metaphor that although they are together they are still lonely. Their relationship is unhealthy as he manipulates and intimidates his wife. However, Curley seems very selfish and he did not seem to care for his wife. He used her for sex. Furthermore, the fact that she is referred to as â€Å"Curley’s wife† suggests that women did not have an identity. Curley is too protective over his wife as he knew she flirted with the other men and  Curley felt threatened, especially as she was the only woman on the ranch. There is not trust between them which is very unhealthy and not good. I think she enjoyed flirting because she felt isolated and lonely. Most of the ranch hands looked down upon her and thought she was a â€Å"slut.† This was the typical attitude towards women during this time period. They were seen as possessions of their husband. At the end of the novel, Steinbeck said that when she died, she was released and â€Å"discontent and the ache for attentions were all gone from her face. She was very pretty and simple, and her face was sweet.† When she was alive, she was wearing a mask and no one knew her true identify, as there was no one there to understand or get to know the real her but now she is dead, and the mask is off she looks better: â€Å"Her reddened lips made her seem alive.† Finally, in death, she could find the peace and calm that evaded her when she was alive in the harsh society. Ironically, her corpise is praised more in death than she was life. We begin to question Steinbeck’s intentions in giving us an unsympathetic view of this women and in women in general. Whenever she expresses her loneliness they are followed by acts of manipulation or violence. He seems to characterise women as trouble and they are â€Å"the downfall of man.† She is the catalyst of the drama which links to that point also. I don’t necessarily think that Steinbeck was sexist and is instead making a point about society’s sexism. She is the only character without a name, and even Crooks- who at that time was a member of a even more hated social group and if she talks to anyone â€Å"he gets mad.†

Cognitive Sense-Making

Cognitive Sense-Making Cognitive Sense-Making During my individual learning, I applied aspects of constructivism theory of learning knowledge and sense-making to the learning process in order to reflect upon and assess the outcome of such process and its relevance to perception and understanding aspects. From cognitive perspective, construction of meaning for new information proceeds from this meanings evaluation in the old mental model. I have reached the conclusion that meaning construction is produced by my perception of new information, retrieval of familiar data from it, and sorting out that data in order to figure out how it relates to my previous cognitive knowledge. In this stage, I use my tacit knowledge for meaning making to achieve my personal understanding of new information. Furthermore, I experience the idea of creative tension, which is based on the difference between what I already know and what benefits may I get from things I will find out. Two-way communication strategies with my instructor help me fill informational deficit and remove cognitive dissonance which alters my understanding. It should be pointed out that a teacher-cognitive negotiation, which results in feedback, involves an explicit discourse and combines it with initial tacit knowledge. My previous experience with new meaning construction is reflected in these stages of the sense-making process and learning communication. It also reinforces a subsequent process of my knowledge construction, which assists in development of evaluative skills. Therefore, my misinterpretations are corrected through assimilation of previous and new knowledge, accommodation of the latter in judgment memory, and evaluation of proper interpretation. In addition, the worth of these ideas are reflected in the combination of personal constructivism strategies, sense-making and knowledge construction processes, which develop metacognitive skills, proceed thinking order to the higher level, create deeper understanding, and stimulate me to learn. Furthermore, I extend my learning from knowledge creation to its interpretation, which is the result of my learning process with reinforced representations.

America and its Past war economy essays

America and its Past war economy essays There is very little doubt that a true war is one of the most economically sound events in which a government could participate. War is good for business. Excluding the enormous cost of life and other social and political ramifications, war is one of the best things that can happen to a society. Both Malthaus and Marx argue that capitalist societies require war to survive and expand. Throughout history there are many examples of how wars have stimulated economies and created new avenues of development for industry. In fact much of the development of countries such as the United States, happened during and directly after wars. Erik Janeway insists that War had been the direct and immediate cause of Americas cycles of expansion. War has become an increasingly good opportunity for businesses and government. This was particularly so after the employment of Keynes economic theories in World War Two. Keynes suggested that in order to stimulate an economy, there must be an increase in deficits. After this increase in deficits, more and more employment will be created, spending will increase and the wealth and more importantly industry of the country will increase. This is actually the basic model of a wartime economy. As soon as a government becomes aware of a conflict or a threat to national security, it begins to allocate large amounts of money to weapons and other defence measurements. Demand for weaponry and defence machinery is usually greater than peacetime arms industry can cope with, and expansion of industry occurs, and naturally the rate of unemployment drops. There is also room for technological development, as the government is evidently eager to create newer, more technologically advanced weaponry that will destroy the enemy. With so much extra spending, wartime economies begin to boom. More people are in employment, not only through industry expansion but also throu...

Complete List of American Revolution Battles

Complete List of American Revolution Battles The battles of the American Revolution were fought as far north as Quebec and as far south as Savannah. As the war became global with the entry of France in 1778, other battles were fought overseas as the powers of Europe clashed. Beginning in 1775, these battles brought to prominence previously quiet villages such as Lexington, Germantown, Saratoga, and Yorktown, forever linking their names with the cause of American independence. Fighting during the early years of the American Revolution was generally in the North, while the war shifted south after 1779. During the war, around 25,000 Americans died (approx. 8,000 in battle), while another 25,000 were wounded. British and German losses numbered around 20,000 and 7,500 respectively. American Revolution Battles 1775 April 19 - Battles of Lexington Concord - Massachusetts April 19, 1775-March 17, 1776 - Siege of Boston - Massachusetts May 10 - Capture of Fort Ticonderoga - New York June 11-12 - Battle of Machias - Massachusetts (Maine) June 17 - Battle of Bunker Hill - Massachusetts September 17-November 3 - Siege of Fort St. Jean - Canada September 19-November 9 - Arnold Expedition - Maine/Canada December 9 - Battle of Great Bridge - Virginia December 31 - Battle of Quebec - Canada 1776 February 27 - Battle of Moores Creek Bridge - North Carolina March 3-4 - Battle of Nassau - Bahamas June 28 - Battle of Sullivans Island (Charleston) - South Carolina August 27-30 - Battle of Long Island - New York September 16 - Battle of Harlem Heights - New York October 11 - Battle of Valcour Island - New York October 28 - Battle of White Plains - New York November 16 - Battle of Fort Washington - New York December 26 - Battle of Trenton - New Jersey 1777 January 2 - Battle of the Assunpink Creek - New Jersey January 3 - Battle of Princeton - New Jersey April 27 - Battle of Ridgefield - Connecticut June 26 - Battle of Short Hills - New Jersey July 2-6 - Siege of Fort Ticonderoga - New York July 7 - Battle of Hubbardton - Vermont August 2-22 - Siege of Fort Stanwix - New York August 6 - Battle of Oriskany - New York August 16 - Battle of Bennington - New York September 3 - Battle of Coochs Bridge - Delaware September 11 - Battle of Brandywine - Pennsylvania September 19 October 7 - Battle of Saratoga - New York September 21 - Paoli Massacre - Pennsylvania September 26-November 16 - Siege of Fort Mifflin  - Pennsylvania October 4 - Battle of Germantown - Pennsylvania October 6 - Battle of Forts Clinton Montgomery - New York October 22 - Battle of Red Bank - New Jersey December 19-June 19, 1778 - Winter at Valley Forge - Pennsylvania 1778 June 28 - Battle of Monmouth - New Jersey July 3 - Battle of Wyoming (Wyoming Massacre) - Pennsylvania August 29 - Battle of Rhode Island - Rhode Island 1779 February 14 - Battle of Kettle Creek - Georgia July 16 - Battle of Stony Point - New York July 24-August 12 - Penobscot Expedition - Maine (Massachusetts) August 19 - Battle of Paulus Hook - New Jersey September 16-October 18 - Siege of Savannah - Georgia September 23 - Battle of Flamborough Head (Bonhomme Richard vs. HMS Serapis) - waters off Britain 1780 March 29-May 12 - Siege of Charleston - South Carolina May 29 - Battle of Waxhaws - South Carolina June 23 - Battle of Springfield - New Jersey August 16 - Battle of Camden - South Carolina October 7 - Battle of Kings Mountain - South Carolina 1781 January 5 - Battle of Jersey - Channel Islands January 17 - Battle of Cowpens - South Carolina March 15 - Battle of Guilford Court House - North Carolina April 25 - Battle of Hobkirks Hill - South Carolina September 5 - Battle of the Chesapeake - waters off Virginia September 6 - Battle of Groton Heights - Connecticut September 8 - Battle of Eutaw Springs - South Carolina September 28-October 19 - Battle of Yorktown - Virginia 1782 April 9-12 - Battle of the Saintes - Caribbean