Human Development Essay Example for Free

Human Development Essay In this paper we will discuss the life span perspective of human development. Then we will summarize three theories related to human growth and development and identify at least one influential theorist for each. Then we will identify aspects of the life span perspective. Finally we will explain how heredity and the environment influence human development. There are six lifespan perspectives on human development the life expectancy (measured at birth) of American men and women, differentiated by race. For the 2005, the latest data available, the life expectancy for men of all races is 75. 2 years and 80. 4 years for women. Life-long which is no age period dominated development. Multi-dimensional that development is about biological, cognitive, socioemotional and spiritual dimensions. Multidirectional is some aspects of development increase while other decrease. Plastic is depending on one life conditions and what development paths our body takes. Historically-embedded is development influenced by historical conditions. Multidisciplinary is psychologists, sociologists, anthropologists, neuroscientist and medical researchers all study human development and share different concerns. Contextual is the individual continually responds to and act on context. According to (Hernandez, 2008) â€Å"The lifespan perspective is about understanding that changes occur in every period of development and these changes must be looked at as a product of the culture and of the specific situation surrounding the change. † There are a lot of things that define lifespan but one perspective is life-long. Life is not dominated by one moment or period in your life. According to experts, the life span perspective of human development involves three key developmental domains (Hernandez, 2008). These are the physical domain, the cognitive domain, and the social domain. The physical domain deals with the physical changes that a person goes through. For example, height, shape changes, weight fluctuations, and puberty can all be described as changes that happen in the physical domain. Here are three theories: Freud’s psychosexual development theory, Erikson’s stages of psychosocial development and Havighurst’s developmental stage and tasks. * What influence me about Freud’s view is I believe there is some truth that in some way we all have sexual impulses repressed. But on the other hand I believe that Erikson view about we learn to be assertive and learn to be create is also true. Finally Havighurst of development tasks are based on personal independence stages. Lifespan perspective is contextual meaning the individual continually responds to and acts on contexts, which include a persons biological makeup, physical environment, and social, historical, and cultural contexts (Santrock, 1999). The heredity and the environment influence human development is how researchers tend to be interested in dimensions that determined by genetics. For example, Javier has two biological daughters who share the same biological mother. Both are tall, well mannered, and musically inclined. Despite these similarities, the older child appears socially reserved and quiet, while the younger one, who was born into the same family environment, seems more outgoing. In addition, one of his children has been diagnosed with a learning disability while the other seems exceptionally well-functioning cognitively. You must understand that nature versus nurture, heredity is in your genealogy their no way to change it accept your lifestyle choices-drinking-smoking and doing drugs will affect all organs muscles and brain functions leading down the path to cancer, heart attack, stroke, emphysema, hallucinations, depression, suicidal thoughts and so on, eat healthy exercise and get a genealogy test done of your immediately family to see what if any diseases carry over to your blood line. Grandparents-mother and father of both and siblings-slap stepmothers and stepchildren as well as aunts and uncles-with or without children. * In this paper we discussed the life span perspective of human development. Then we summarized three theories related to human growth and development and identify at least one influential theorist for each of them. Then we identify aspects of the life span perspective. Finally we explained how heredity and the environment influence human development. * * * * * * * * * * * * * Reference 1. Bowen, J. R. (2011). Infant Social Development. Retrieved from http://www. ehow. com 2. http://social. jrank. org/pages/300/Heredity-Versus-Environment. html#ixzz1HJ4qvhaS 3. Santrock, (1999). The Lifespan perspective on Human Development. Retrieved from http://www. sasked. gov 4. Hernandez, (2008). Heredity Versus Environment-The Nature-nurture controversy exploring heredity and environment: Research methods, beyond heritability. Retrieved from http://social. jrank. org 5. : Life Expectancy at Birth by Race and Sex, 1930–2005 — Infoplease. com http://www. infoplease. com/ipa/A0005148. html#ixzz1HMEhhXPX *.

An Inspector Calls Essay Example for Free

An Inspector Calls Essay Miss Sheila Birling, a prominent character in Priestlys play An Inspector Calls, undergoes many changes throughout the play. The audience and readers perspective towards her also alters. Sheila changes before our eyes from a little girl into a strong young woman. In the beginning, Sheila is described to us as being in her early twenties and very pleased with life. This gives us an impression that she is just a girl, who has not seen enough of the world yet and is very young in her thoughts. We see her as being very immature at first, addressing her parents as Mummy and Daddy. She is clearly a mummys girl who follows her parents instructions and orders For example, she meekly follows her mother to the drawing-room and leaves the men including her husband-to-be. Although she is engaged to Gerald Croft, Sheila places her husband-to-be on a pedestal, admiring him and calling h9im darling. She takes the engagement ring like a little girl would receive a new toy look, mummy! The way Sheila acts in the first part of the play makes her seem like someone who is soft, innocent and silly, or plain immature. After the Inspector arrives, our opinion towards her changes. After she confesses to the Inspector, Sheila breaks down. She feels very sorry for all the pain she has caused Eva Smith. The Inspector makes her feel responsible for using her wealth, importance and influence to get a truly innocent girl sacked from her last steady job. Sheila sobs and cries, like a child. However, our opinion really changes when she confronts Gerald. Sheila laughs hysterically, at the end of Act One, when she says, You fool. Of course he knows. And I hate to think what he knows that we dont know yet. This behaviour is rather like that of a teenager throwing a tantrum, showing her growing realisation and maturity. When Gerald begins to confess, Sheila shows a rebellious streak. She refuses to be led away by her parents who want her to be protected. This is like what the average adolescent would do when they wish to cross new territory. Sheila begins to control herself a little more rationally during Geralds interrogation Gerald falls off the high placing he was originally on as Sheila calls him by name rather than by some playful nickname.

Compare Traditional Model Of Sport Development Physical Education Essay

Compare Traditional Model Of Sport Development Physical Education Essay In the essay one will compare and contrast the traditional model of sports development with Cote and Hays theory of socialisation into sport using data gathered from appropriate literature. One will critique each model and discuss how it is applied to a specific sport, drawing on strengths and weaknesses. The researcher will also use Cote and Hays theory and see how it reflects the current sports development agenda, critically evaluating it and drawing on other models of sports development to see if they further reflect the current agenda. Development Sport development models are there as a basis to provide some means of identifying the different roles and responsibilities for those involved in sports development, from the lowest to the highest levels of achievement (Hylton et al., 2002). The first continuum to be discussed is the Traditional sports development continuum (see figure 1.1), which Hylton (2002, p. 3) states that some argue is the clearest, locates development on a hierarchal basis from foundation, participation, performance and excellence. Excellence Performance Participation Foundation Figure 1.1 The Traditional sports development continuum. (Sports Council, 1988; Eady, 1994) Each level of the continuum compromises of 4 stages, firstly foundation focuses on the acquisition of basic skills e.g. Body literacy, Hand eye coordination, developing positive attitude to physical activity. The second stage Participation focuses on taking part in defined activities for a variety of reasons, recreation, health, fitness and fun. The third stage performance is a good club level and athletes/ players striving to improve through quality coaching, the highest level in the continuum focuses on achievement at the highest level e.g. International and elite players. The traditional sports development continuum has been further modified and refined to fit in with new policies and agendas, these are the House of sport Geoff Cooke (1996), and The active framework: Sport England (see figures 1.2 and 1.3.). Hylton and Totten (2002) explain that The House of sport model was built on the foundations of sport for all which has always been an ideal rather than a coherent realisable o bject. Figure 1.2. The House of Sport Geoff Cooke (1996) Figure 1.3 The active framework: Sport England When the researcher evaluates the strengths and weaknesses of the continuum, one concluded a number of findings. Firstly the triangle shape is a simplistic model that shows the bottom to be broader, thus showing that the foundation level is bigger in terms of participation e.g. primary school children across the UK partake in sport or physical activity in school or in local athletics clubs. As the triangle gets narrow participation decreases, the weakness to the continuum would be that it is one dimensional, no indication to drop out or step down a level. The clearest strength to the continuum is that it is clear in what it takes to get to each level e.g. participation requires taking part in defined activities for a variety of reasons. The next model one will look at is the Cote Hays theory of socialisation into sport (see figure 1.4.). According to Cote and Hay (2002) young peoples socialisation into sport follows a general pattern: sampling, specialising and investing. The key features of the Sampling phase are that children participate in a range of sports, Macphail et al., (2003) state that a key feature of the sampling phase appeared to be an ongoing shifting of priorities as young people literally sample the sports available to them and that their key motivation is fun and enjoyment, and that the emphasis is on structured or deliberate play rather than training or deliberate practice. Cote and Hay define deliberate play as organised activities designed to provide enjoyment through active and pleasurable participation, Macphail et al., (2003) further support this by defining deliberate play as activities that are structured yet do not focus overly on technique. Deliberate practice involves activities specific ally designed to improve the current level of performance and are not inherently enjoyable (Macphail et al., 2003). According to Cote and Hay (2002) from the sampling phase, young people may either drop out of a sport, move into the recreation years or move into the specialising phase. The recreation years are where young people participate regularly in sports without aspiring to reach an elite level of performance while the specialising phase involves more deliberate practice and a reduction in the range of sports activities, According to Macphail et al., (2003) when people start specialising there is evidence to suggest that fun is more closely related to the excitement of competition and performing. From the specialising phase Cote and Hay suggest a young person has three options. The first is to drop out of a sport, the second is to enter what they call the recreational phase where sport is played relatively informally and for fun, and the third is the investment phase. Entry into the investment phase usually signals a focus on one activity and a commitment to intensive training and competitiv e success. These three phases of sport participation are outlined in Fig. 1.4. Figure 1.4. Cote and Hays Three Phases of sport participation. Source: Cote and Hay (2002a, p.488). Strengths of the Cote and Hays socialisation into sport model are that it accommodates a progression from the sampling phase to the specialising years and then to the investment/recreation phase, it also acknowledges that at any stage of involvement young people can choose to move to take part on a recreational basis or drop out (Macphail., et al., 2006). One considers a weakness to the model to be that it only considers children. When one compares the traditional sports development model with Cote and Hays theory of socialisation into sport, there are numerous differences. Where the traditional continuum is very direct and only has an arrow pointing upward, Cote and Hays theory shows that it allows movement freely between stages, particularly the investment years and recreational years. The traditional continuum does not show drop out, as the Cote and Hays theory shows that drop out can happen at any stage. The similarity between the two models is that it shows clearly what it takes to be at each specific level. There are numerous sports development agendas, one will discuss the key agendas and how Cote and Hays theory reflects on these. Participation in sport is the basis of all government policies, increasing participation in sport can have effects on the governments cross cutting agendas e.g. improving health. Cote and Hays theory reflects this as it caters for young people, increasing participation in young people can only have a positive effect on health agendas, Siedentops (1995) supports this as he suggests that junior participation in sport can achieve a public health goal, as does (sparling et al., 2000) they suggest that Physical activity has enormous potential for improving the health of the public. The key part of health issues is obesity amongst children, Evidence regarding the increased prevalence of obesity amongst children and young people in the UK is mounting (NHS Centre for Reviews and Dissemination, 2002). As Cote and Hays theory considers childrens participation in sport and that the sampling phase is designed for deliberate play that provide enjoyment in a range of sports and activities, health will be improved in later life, as (Biddle et al., 2001) suggests that promoting physical activity in children is seen as important in encouraging them to adopt lifestyles which will be maintained into adulthood, thus lessening the risk of chronic diseases later in life, thus reducing pressure on the National health service. Developing wider community issues using sports and physical activity is widely used across the country, Long and Sanderson (2002) have proposed that community development approaches aim to mobilise local people and resources by enabling individuals and groups to develop through participation in sporting activity, which is therefore seen as playing a role in developing community identity and capacity to take action and change. Using sport to deal with community issues is one way of diverting children from a life of crime and drugs, the sampling phase caters for young people to diverse in a range of sporting activities, and by entering young people in as a means of reducing crime, can have benefits on society, an evaluation of the west Yorkshire sports counselling project (1991) supports this as it suggests using sport to reduce rates of re-offending by probation service clients, found that those who completed eight weeks or more of their sports counselling programme were significantly less likely to be re-convicted than a control group. Whilst reducing crime through sport, the regeneration of local communities will benefit Pack (1989) argued that sportcan, in conjunction with other social and economic policies, make a positive contribution to urban regeneration. Long and Sanderson (1996) conducted a survey amongst sports development officers and sports centre managers, they noted that while all our respondents were able to cite a range of benefits to individuals: they found it harder to identify those occurring at the community level, and when addressing the contribution to regeneration, were more likely to return to high level sport prestige facilities and elite performance (cups and Olympic medals). The responses relating to community development clustered strongly around interaction/cohesion/ community spirit, whereas those relating to urban regeneration tended to focus on civic pride and improving the profile of the city. This supports Pack (1989) statement and clarifies that urban regeneration can be improved through sports. Coaching is central to the development of sport at every level, with regards to cote and Hays theory, with the development of sports programmes designed to tackle wider social issues at the sampling phase and at the specialising and recreational years, the development of coaches is highly important. The Coaching Task Force Report (2002) explains that there will be a massive increase in after school sport and inter school competition creating an increased demand for sessional coaches on school sites. There is a growing demand for volunteer coaches at the grassroots level of sports to work with young people in their sampling years and in the investment years there will have to be increased commitment and skills from coaches at local, regional and national level to work with talented and gifted young people. Other Models of sports development are the Long term athlete development models, First LTAD Model, Balyi (1998), as shown in figure 1.5. Figure 1.5 LTAD Early specialization model The second LTAD model (2001), and the third LTAD Model (2003). The second model had been changed to consider late specialisation sports, such as athletics, combatitive sports, cycling, racquet, rowing and all team sports, the fundamental stage was added at the first stage to consider this. The third model considers changes to the late specialisation into sport and has a sixth stage as outlined below. Early Specialisation Four stage model: Training to train Training to compete Training to win Retirement/retaining Late Specialisation Six stage model: FUNdamentals Learning to train Training to train Training to compete Training to win Retirement/retaining When one considers if the LTAD Models cover the government agendas better than cote and hays one believes that the early specialisation and late models clearly define each stage of development more accurately. Whilst cote and Hays theory and LTAD is very similar, preference would be given to the LTAD as it clearly shows what age it takes to be at each level and at what ratio of training it takes to be at each level. This would help whilst comparing the agenda with the model, for example taking into account the age range of communities whilst creating initiatives. Conclusion The researcher has concluded a number of findings throughout the assignment, after critically evaluating the traditional sports development continuum and Cote and Hays theory of socialisation into sport one concluded that cote and hays theory further reflects sport and is more suited to sports development, as it allows room for drop out and movement between is stage. Whilst researching the current government agenda and how Cote and Hays theory reflects this one found evidence to show that current sports programmes are beneficial and important to improving health, decreasing obesity and health related issues later on in life. These programmes further help the governments attempt to use sport as a cross cutting agenda, as crime and drug use is decreased, this has proven to aid urban regeneration, by increasing community interaction, cohesion and community spirit. Coaching is improved at all levels of the cote and hays continuum, through sports programmes and this can only help future sporting talents as London 2012 is fast approaching.

The Targeting strategy :: Business and Management Studies

The Targeting strategy Data strategy paper The business that I am going to examine is a typical business to consumer type dealing with music related product sales and distribution directly to customers (direct sell). All music is an e-commerce site that provides a large inventory of musical genres. It has a user friendly search engine to explore the huge music database of the site. It provides advanced searching methods that help the user to explore the database according to mood, genre, song and album title. All music provides moreover to the user an extra service that can give him/her the opportunity to become a registered member of the site (free) in order to gain specific information concerning: special prices, offers, music information according to his/her preferences, advanced search, expanded artist information (credits, songs), editorial features as well as the ability to listen audio samples (30 second duration) before purchasing the record. Moreover it uses a 5 star album rating system with 5 being the best rating in order to assist the customer about the specific release. Target Group The Targeting strategy that All music utilizes is based on market segmentation in order to collect and manipulate current and prospective buyers into groups (segments) that have common needs and will respond similarly to a marketing action. Our target group comprised on:  · Age Primarily males and females aged 18-30 years  · Lifestyle Customers that like to purchase musical products such as cd-albums, t-shirts, music accessories as well as musical concerts. * Location Living in Western Europe and America and can be able to perform credit card transactions. The main reason that All music focus more on those areas is due to the fact that the specific customers (from statistical information): 1) Perform on-line transactions via credit card on a daily basis(have proper knowledge of the internet technology) 2) Affluent target groups that are affordable to pay for music downloads and cd-purchases charged by record labels via the internet. Data element The data that should be maintained in the specific marketing database should be: * Customer ID  · Customer name * Country * Customer gender * Customer age * Occupation * Customer marital status * Customer address * Customer telephone(or cell phone) * Customer email * Customer search history * Financial information  · Preferred genre  · Prospect customer Source(where will All music get the data sources?) All music should use information concerning the data sources both external and internal. Examining the external data all music will get the data elements with the use of a combined approach of compiled and response data in order to identify the source of information. To be more specific through compiled data All music will collect from

An Icon in the Window - An original biography on Bill Gates :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  What does it take to become a cultural icon? Through the perspective of the world today, just a few of the basics might be fame, power, IQ, and enough motivation to utilize it all. But did we forget something? Perhaps. How about all of that, and also enough money and power gobble up any and every company that may stand in your way? This is especially true if you happen to be the CEO of an $18-million company called Microsoft, and even more so if you bare the name â€Å"Bill Gates† on your VISA card.   Ã‚  Ã‚  Ã‚  Ã‚   Mr. Gates began his life in Seattle, Washington. He was born on the 28th of October in 1955. Being the middle child in his family, he found himself often working by his lonesome due to his differing interests from his siblings. As a boy, he was sent to Lakeside School; an all-boys prep school. Seemingly though, not even 40 years ago was the world safe from his genius, being that the school’s mini-computer was Bill’s primary source of amusement. It was at Lakeside that he first learned how to ‘hack’ code and write programs. In fact, his first program was not anywhere close the eloquent interfaces of Word 97, Encarta, or Windows. No fancy-shamncy monitor. Not even a keyboard or mouse. It was a tic-tac-toe game where he and other classmates would flip switches and wait for minutes to get the computer’s output. Nonetheless, everyone must begin somewhere, and it was here that it all started.   Ã‚  Ã‚  Ã‚  Ã‚  In his later school years, Gates met Paul Allen, and the two co-founded what would eventually become Microsoft. The dynamic duo’s first commercially-based job was to write up a program to manage payroll services. This first job worked out so well, that Gates and Allen later formed a pint-sized company called â€Å"Traf-O-Data† which studied traffic patterns for small towns around Seattle. Microsoft was slowly taking it’s first baby steps into the technology business.   Ã‚  Ã‚  Ã‚  Ã‚  Gates was 19 when he graduated from high school and went on to Harvard. There he kept working with Paul Allen night and day in their dorm room to create one of the first micro-processors that would run the latest in computer technology: software. The computer was known as the MITs Altair, and was the first computer to be accompanied by the BASIC computer programming language, as well as Intel’s 8088 8 KHz processor.

Existentialist Perception Of The Human Condition: With Special Referenc

Existentialist Perception Of The Human Condition: With Special Reference To Sartre ABSTRACT: Existentialism lays stress on the existence of humans; Sartre believed that human existence is the result of chance or accident. There is no meaning or purpose of our lives other than what our freedom creates, therefore, we must rely on our own resources. Sartre thought that existence manifests itself in the choice of actions, anxiety and freedom of the will. In this way the responsibility of building one's future is in one's hands, but the future is uncertain and so one has no escape from anxiety and despair. We are always under the shadow of anxiety; higher responsibility leads to higher anxiety. The pursuit of being leads to an awareness of nothingness, nothingness to an awareness of freedom, freedom to bad faith and bad faith to the being of consciousness which provides the condition for its own possibility. Concluding his thought, Sartre says that existentialism is not pessimism. He says that existentialism does not aim at plunging us into despair: its final goal is to prepare us through anguish, abandonment and despair for a genuine life, and it is basically concerned with the human condition as a complete form of choice. The fundamental issue, therefore, is an authentic meaning of life. Existentialism is a contemporary trend in the sphere of Philosophy. It lays stress on the existence of man. Existentialism was a protest against the traditional notions of man. It purports to form a 'just' concept of man, rejecting underestimation or overestimation of Man's personality. The Chief tenate of existentialism is "Existence precedes essence". It thinks that the existence of the individual is the highest truth. To it existence is m... ...tialism does not ignore the human society and that in taking a decision it decides on behalf of the whole mankind. Existentialism does not aim at plunging man into despair : its final goal is to prepare man through anguish, abandonment and despair for a genuine life, it is basically concerned with the human condition as a complete form of choice. The fundamental issue, therefore, is authentic meaning of life. Notes (1) Sartre, J.P., Existentialism and Human (Methuen, London, 1948). (2) Walter Odajnyle, Marxism and Existentialism (Garden City, New York, Double day and Comp, Inc, 1965). (3) Heidegger, Martin, Being and Time (Harper Row Publisher, 1962), 68. (4) Sartre, Jean Paul, Being and Nothingness (Methuen and Company Ltd., London, 1969), 471. (5) Sartre, J.P., Nausea (Penguin Modern Classics, 1966), 238 (6) Ibid , 159-160. (7) Ibid, 25.

CDA Competence Goals Essay

I. To establish and maintain a safe, healthy learning environment. 1. Safe: Candidate provides a safe environment to prevent and reduce injuries. 2. Healthy: Candidate promotes good health and nutrition and provides an environment that contributes to the prevention of illness. 3. Learning Environment: Candidate uses space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages and fosters trust, play, exploration, interaction, and learning. II. To advance physical and intellectual competence. 4.  Physical: Candidate provides a variety of developmentally appropriate equipment, learning experiences, and teaching strategies promote the physical development (fine motor and gross motor) of children. 5. Cognitive: Candidate provides activities and opportunities that encourage curiosity, exploration, and problem solving appropriate to the development levels of each child. 6. Communication: Candidate actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings. 7. Creative: Candidate provides opportunities that stimulate children to play with sound, rhythm, language, materials, space and ideas in individual ways and to express their creative abilities. III. To support social and emotional development and to provide positive guidance. 8. Self: Candidate provides a warm, positive, supportive relationship with each child, and helps each child learn about and take pride in his or her individual and cultural identity. 9. Social: Candidate helps each child feel accepted in the group, helps children learn to communicate and get along with others, and encourages feelings of empathy and mutual respect among children and adults. 10. Guidance: Candidate provides a supportive environment and uses effective strategies to help all children learn and practice appropriate and acceptable behaviors as individuals and as a group, and effectively provides support for children with persistent challenging behaviors. IV. To establish positive and productive relationships with families. 11. Families: Candidate establishes a positive, cooperative relationship with each child’s family, engages in two-way communication with families, encourages their involvement in the program, and supports the child’s relationship with his or her family. V. To ensure a well-run, purposeful program responsive to participant needs. 12. Program Management: Candidate is a manager who uses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative coworker. VI. To maintain a commitment to professionalism. 13. Professionalism: Candidate makes decisions based on knowledge of researched-based early childhood practices, promotes high-quality child care services, and takes advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families.