| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DEVELOPMENT LIFE SPAN": |
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Development and Life Span, 2008.
This paper discusses aspects and stages of human development.
2,454 words (approx. 9.8 pages), 5 sources, APA, $ 74.95
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Abstract
In this article, the writer notes that A. Grob, F. Krings and A. Bangerter describe human development in terms of an interaction between biological, socio historical, and social factors, as well as individual developmental tasks. Further, the writer points out that they also view the overall purpose of development as the person constructing his or her own biography by formulating personal projects and goals. The writer maintains that along with physical, cognitive, emotional, and psychosocial aspects of development, growth and development consist of developmental tasks and, even though they are interrelated, one task must be successfully mastered before the next can be begun. The same is true for the key aspects of development because barriers to development can interfere with growth and adaptation in later stages of the life span.
From the Paper
"Ongoing conflict and a subsequent divorce can cause the child also to be conflicted so that they do not have the emotional capacity to cope with the event. Academic work will suffer and their entire personality development may be affected. The results of such an event can continue into adulthood so that the former child becomes insecure about the idea of marriage and has trouble with relationships in general."
"The child's growth and development at any life stage can be influenced positively or negatively. With the young child, the environment and family context determine not only the child's physical and cognitive development but their future healthy adaptation as an adult. In terms of cognitive development, for example, if the child is not given the stimulating environment or the motivation to learn, they will not feel that they are capable of learning."
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"The Developing Person through the Life Span", 2002.
An analysis of the first chapter of this book by Kathleen Stassen Berger which introduces the fundamentals of human development.
750 words (approx. 3.0 pages), 2 sources, MLA, $ 26.95
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Abstract
This paper gives an analysis of the first chapter of the book that concentrates on the bio-social, cognitive and psychosocial aspects of development. The paper shows how the student can explore the processes undergone in the human life-cycle and learn about the influences on development such as socio-economic status, genetics, culture, school, family and society. The different research methods are explained.
From the Paper
"Firstly, the development means change in quantity such as increase in vocabulary and then in quality such as acquiring the concept of rhyming words. However, special concern is given to distinctive new thought along with the behavior patterns. Secondly, the author's developmental psychology book is concerned with not only identifying what changes occur during the human life cycle, but also discovering why these changes take place, and how they take place."
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Life Span Development, 2001.
A look at a human's physical, cognitive, and psycho-social development through each of the four stages of development.
1,910 words (approx. 7.6 pages), 16 sources, $ 60.95
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Abstract
General summaries of the last four stages of human development: Adolescence, Young Adulthood, Middle Adulthood, and Late Adulthood. Examines physical, cognitive, and psycho-social aspects of development.
Adolescence
Definition
Reproduction
Risky behavior
Cognitive: Piaget (Formal operations), Elkind
Identity vs. identity confusion (Erikson)
Peer and Family relations
Young Adulthood
Cognitive: Postformal thought, Triarchic theory of
Intelligence (Sternberg), Emotional Intelligence
Personality: 5 factor model (Costa & McCrae)
Intimacy vs. Isolation (Erikson)
Levinson & the Grant Study
Culture: Marriage, childbirth, remaining single
Middle Adulthood
Physiological changes - hearing, sight, endurance,
metabolism
Ailments - hypertension, osteoporosis, stress
Seattle Longitudinal Study: Fluid and Crystallized
intelligence
Cognitive - Hoyer and Schaie
Jung - Individuation
Generativity versus stagnation (Erikson)
Psychosocial - identity style, assimilation,
accommodation
Late Adulthood
Biological aging - genetic programming, variable rate
theories
Physical changes
Cognitive - Metamemory, semantic, procedural, sensory
Ego integrity versus despair (Erikson)
Disengagement, continuity, and activity theories
Retirement
Marriage, family, peer relationships
Living arrangements
From the Paper
"Adolescence is the developmental transition from childhood to adulthood. Although its beginning or end is not clearly marked in Western societies, adolescence lasts about a decade from age 11 or 12 until the late teens or early twenties. Adolescence carries many risks to healthy development, as well as opportunities for physical, cognitive, and psychosocial growth."
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Life Span Developments, 2002.
A study of the developments experienced by a person throughout their life span.
1,900 words (approx. 7.6 pages), 2 sources, $ 71.95
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Abstract
An analysis of the 8 stage development, as presented by Erik Erikson, using a case study of an individual called Janet.
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Life-Span Theory, 2004.
An overview of the Life-Span Theory of career development.
1,024 words (approx. 4.1 pages), 8 sources, MLA, $ 36.95
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Abstract
The Life-Span Theory of career development, developed by D.E. Super in 1953, is a highly useful tool for understanding career choice and development across the lifespan. This paper begins by providing a summary of the theory and then looks at literature written about this theory, which presents its strengths and weaknesses.
From the Paper
"A number of key figures helped to shape Super's Life-Span theory of career development. These included Hull, Thorndike, and Bandura, who helped to shape the major focus of the theory toward an understanding of the distinct life roles of the individual, and that personality and interests could change across the life span, rather than just the first few decades of life (Super, Savickas, and Super, 1996). The basic assumption that underlies Super's theory is that individuals change as they mature. Further, Super's theory is built on an understanding of self concept, which "develops through physical and mental growth, observations of work, identification with working adults, general environment, and general experiences" (Zunker, p. 30)."
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Eric Erikson's Life Span Theory., 2002.
An examination of the Life Span Theory by Eric Erikson
1,150 words (approx. 4.6 pages), 6 sources, $ 44.95
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Abstract
An analysis and evaluation of Eric Erikson's Life Span Theory.
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Life Span Research, 2005.
A study on the generational theory and the human life span.
2,250 words (approx. 9.0 pages), 8 sources, $ 89.95
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Abstract
This paper addresses the hypothesis that generational theory can be applied to understanding the sense of conflict that emerges between adolescents and seniors. The paper defines for the purposes of discussion, the term adolescents and seniors. The paper uses generational theory and hypothesizes that the sense of conflict that is observed from the interaction of these groups is attributed to these two populations coming from two distinctive generations that are separated by more than forty years.
From the Paper
"One of the core principles in the study of generational theory is the observation that all generations appear to share attitudes and behaviors that are common to those maintained by their same-age peers. The concept of a generation is best described as a community that is identified by their years of birth, location, age, and shared life and social events occurring at critical periods in their development. Generational theory also indicates that there is a cycle, or saeculum, that "consists of four distinct periods, each lasting roughly 20 years. The uniqueness of the four periods explains why attitudes seem to change from one generation to the next; but in fact, the four periods simply cycle through about 80 years" (Rudich, 2001). As a result, the commonalities among members of a given generation not only separate them from the preceding generations but also separate them ..."
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Theories on the Variation of Life Spans among Animals, 2000.
An analysis of two theories on the variation of life spans: the evolutionary theory and the rate of living theory.
2,111 words (approx. 8.4 pages), 5 sources, $ 66.95
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From the Paper
"A dog is lucky if it lives fifteen years, while an elephant can live beyond sixty years. A certain type of clam can live over 200 years, yet the largest animal on earth, the blue whale, only lives about twelve years. When one looks throughout the animal kingdom, one sees tremendous variation from species to species. One of the most obvious differences between different animals is the discrepancy among the average life spans. There are essentially three stages that make up the life span of an animal (Hayflick 20). They are the developmental, reproductive, and senescence, or aging, stages. Most animals grow until they reach the reproductive stage, after which they began to age and deteriorate. In the wild, animals really only experience the first two stages. As soon as aging occurs and deterioration begins, the animal is at a disadvantage to the other individuals of its species and is more susceptible to predation and other hazards. The animal eventually succumbs to the "survival of the fittest" theory. The only way that an animal is able to experience the effects of aging is through the care of humans who are able to keep it living much longer than it would normally live in the wild. There are two theories on the variation of life spans: the evolutionary theory, which takes into account that nature never really intended animals to age significantly, and the rate of living theory, which states that each animal has a limited amount of energy that is used up during its lifetime."
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Work Life and Family Life, 2003.
Discusses issues involved in these two major aspects of life.
1,800 words (approx. 7.2 pages), 10 sources, $ 63.95
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Abstract
Shows conflicts between the two. Examines the problem of achieving a balance between both. Discusses stresses felt by workers and the need of employers to be less demanding and workers to accept responsibility for balancing their lives.
From the Paper
"There are several unique phases of individual growth identified by Stanley (2002), as moving the individual from a first adolescent job to graduation from high school or college and on to working and living as a single adult, moving into autonomous ..."
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"Life After Life" ( Raymond Moody ), 1996.
Examines 15 common stages of experience of near-death phenomenon(NDE)
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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From the Paper
" This study will examine the fifteen different kinds of experiences described by Raymond A. Moody, Jr. in Life After Life: The Investigation of A Phenomenon---Survival of Bodily Death. These experiences are features of the dying experience. Moody's book depends on the accounts of individuals who have "died" and returned from that experience. Therefore, it cannot be seen as a scientific work. Moody admits that a "proof" of these experiences are not "presently possible" (xvi). If the reader is to get anything out of the book, he or she must open his or her heart and mind to the possibility of the near-death experience.
Moody wants to try to answer the question "What is it like to die?" (1). For such an answer, he goes to people who have had, or who claim to have had, an experience in which they have physically "died" and come back to life. They are the only ones.."
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Cognitive Development In Childhood, 2007.
An analysis of three approaches to understanding cognitive development in children.
776 words (approx. 3.1 pages), 4 sources, MLA, $ 27.95
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Abstract
This paper addresses the question of cognitive development in childhood and how it has a significant impact on further development throughout a person's life span. The paper suggests that many people are still unclear on precisely how learning at this life stage occurs. The paper examines three of the premier theorists on child development and evaluates how each approach contributes to a greater understanding of how children learn.
Table of Contents:
Piaget's Theory of Development
Vygotsky's Zone of Proximal Development
Social Cognitive Theory
Conclusion
From the Paper
"Lev Vygotsky strongly believed that children often follow an adult's example, and thus have the capacity to develop skills and tasks on their own. Vygotsky presented these ideas under the Zone of Proximal Development (ZPD). In ZPD, the learner, teacher and the content all interact with a problem that needs to be resolved (Vygotsky 1978). Vygotsky's ZPD is thus a problem-based approach. The learning occurs as a child observes the adult/teacher. This social interaction is important, since the teacher acts as a model for a student to find appropriate solutions to the problem at hand. Vygotsky believed cognitive development or learning occurs when partners work jointly to solve problems (Vygotsky 1978). Many schools are therefore applying this approach through mentoring programs, where older students act as teacher/mentors to those in younger grade levels."
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Human Development, 2002.
The paper introduces the human development in the field of psychology known as development psychology.
1,640 words (approx. 6.6 pages), 1 source, MLA, $ 53.95
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Abstract
The paper introduces the concept of development psychology and shows how it is divided into two types: cognitive development and emotional development. The paper studies the history of this field of psychology, including the theories of Charles Darwin, Jean Piaget, and Arnold Gesell. The paper also looks at each of the four stages of a life span - infancy, childhood, adolescence. and adulthood - with the cognitive and social development of each described.
From the Paper
"Childhood cognitive development occurs through two stages: the preoperational and the concrete operational.
"The preoperational period occurs between ages two and seven. The preoperational period is defined more by what the child cannot do, than what they can. In this period they lack the ability to think logically, they assume their experience is the same as everyone else's, they are unable to rearrange their thoughts and they mix up cause and effect."
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"Life in the Fast Lane, Life in the Ditch", 2008.
A review of Buzz Hargrove's text, "Life in the Fast Lane, Life in the Ditch" with relation to the new challenges facing the North American auto industry.
1,880 words (approx. 7.5 pages), 4 sources, MLA, $ 60.95
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Abstract
This paper reviews a short address by Buzz Hargrove entitled, "Life in the Fast Lane, Life in the Ditch." The paper reviews the text from ethical, complexity theory and globalization perspectives. It particularly discusses Hargrove's text with relation to the new challenges facing the North American auto industry and its relationship to the Japanese.
From the Paper
"Having performed the valuable governance function of re-framing the Hargrove article through three different lenses, this writer cleaves to the view that Hargrove is fundamentally right in many ways; after all, globalization and international trade should not (at least in theory) create and perpetuate inequalities. At the same time, Hargrove's belief that the old Auto Trade Pact will resuscitate things is much too sanguine; the auto sector in this part of the world will also need to become more open to the potentialities of new global markets and to new technologies if it hopes to reverse its fall. On the whole, however, Hargrove's article is rational and deserving of attention."
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"Tuesdays with Morrie", 2004.
The paper summarizes the book, "Tuesdays with Morrie", by Mitch Albom, and discusses the book in the light of "Life-Span Development" by John W. Santrock.
1,206 words (approx. 4.8 pages), 2 sources, MLA, $ 41.95
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Abstract
This paper introduces the book about a professor who got sick and how his one student visited him every Tuesday until his death. The book is a summary of their conversations. It explains how, through the theoretical concepts of Santrock and his portrayal of the lifespan development, and Albom's conceptual depiction of life through the life and death of Professor Morrie, the reader comes to view death with less fear and sees it merely as the end of a journey that should be lived to the full.
From the Paper
"Tuesdays with Morrie is a small book-192 pages long. It begins by describing Morrie's life before his illness and the circumstances in which he and Mitch met. Morrie in this case is Morrie Schwartz, a professor of sociology while Mitch is Mitch Albom, one of the students of the professor and the author of the book. In a series of fourteen chapters, we are given vignettes of the Tuesday visits between the two men. The book outlines the conversations that took place between the two men and through this record of the conversations, we become progressively enlightened as to Morrie's attitudes toward dying and death as well as toward such matters as the expenditure of emotion, forgiveness, family, and regret. The final chapter describes Morrie's death and funeral and thus, life and its machinations. Although Tuesdays with Morrie is mainly a vehicle for Morrie to speak about his illness and himself, we also learn about Mitch and his family, and about Mitch's reactions to the progress of his friend's disease. It in essence presents the development of life and death by showing the lifespan of a Morrie and his struggle to understand the circumstances in which he has lived and dies."
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Homelessness, 2003.
A discussion of the effect of homelessness on life-span.
1,380 words (approx. 5.5 pages), 10 sources, APA, $ 47.95
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Abstract
This paper examines adult development, life span development theory and homelessness. The paper presents research for male and female homeless individuals. The paper focuses on the effects of homelessness in various developmental stages: middle age (40-60), older mature adults (60-80), and late adulthood (80 and over).
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