Ruthless Top 100 Argumentative Essay Topics Strategies Exploited

Ruthless Top 100 Argumentative Essay Topics Strategies Exploited Creating a superb thesis is the most essential endeavor for a modern student. Ideas imply that the cause and writing. You may discover that you have more ideas on the best way to begin and articulate your introduction. When you're assigned the job of producing a problem solution essay you may wonder. Among the most prevalent issues in our world today is the matter of deforestation. In addition, it's also an extremely efficient method for the reason that it allows students to get a superior instance of a perfectly structured and formatted work. For instance, technology isn't always perfect. The most frequently encountered paper writing service that the majority of our clients require is essay writing. The authors in the company needs to get the critical expertise. So, it ought to be able to acquire purchases early so that you can have the ability to do my article nicely. Finally, it should in order to write both easy duties and detailed duties so as to entice students to get essay. Sexual education is the very best approach to stop teenage pregnancy and an assortment of other troubles. Extreme science is the place on-line science and technology info and resources readily available on the web, including resources for students. Thus, the student always has the choice to hire expert dissertation writers whose recommendations and support might be quite beneficial. Students who require aid with finding an essay topic can take a look at the next list. Contemplating the length of Winthrop's sermon it is clear that there are thematic facets that will need to be taken into account. When digging via your subject, you must start looking into opposing views. Concerning climate change, you can think about the interpretation of research, or you could cover political strategies. The evidence can't be made in mind. There's a big possibility that you come out the task a specialist in the topic. Today the internet enables people to make statements about things happening on the opposing side of the planet, but based only on what they have seen on the monitor. If it's the first time you're likely to use our article writing service, you most likely have a lot of questions. Be both a very helpful guide through complex difficulties and an informed judge when choices have to be made. You are interested in being sure that you're taking the reader by the hand. The reader will be willing to find the origin of the evidence offered by you. Read the sources multiple times if necessary and be sure that you completely understand what each source is all about. To be able to find support for your argument, you'll need to assemble a number of sources. Instead you must explain the goal of the essay. Consider what you will discuss in your essay that will help you determine what you need to put in your introduction. Each section of the essay ought to have a particular role. Keep searching until you locate a topic that actually stimulates you intellectually. If so, the premise is most likely relevant. For an argumentative essay, you ought to choose an issue that's controversial. The Benefit A persuasive essay grants you the advantage of digging through a matter. You should also make certain to put in your argumentative essay Ask for clarification. Studies have revealed that the Atkins diet can put people in a terrible mood. Especially whenever you are requested to think of argumentative essay topics to discuss how eating. Eating disorder is distinguished by. Everyone's eating disorder differs.

Analysis Of William Shakespeare s Hamlet - 952 Words

Title Here Madness is a central theme in Hamlet by William Shakespeare. Hamlet’s â€Å"antique disposition† (1.5) is used as a tool of manipulation. He acts mad in order to gain the upper hand over his enemies; he makes them believe his mind is elsewhere to distract them from his long-term goal of avenging his father with Claudius’s death. Hamlet’s portrayal of madness varies depending on which character he interacts with; with Polonius, he focuses on wordplay to make him seem outside of the situation. With the women in his life, he is much more aggressive; he verbally abuses his mother, and verbally abuses Ophelia. His abuse of Ophelia adds to her madness, as well. Ophelia is used as an object by everyone in the play; the adults use her as bait to try to figure out what is wrong with Hamlet and Hamlet uses her as a scapegoat for his madness. Her femininity and sexuality are the tool in which the others direct her—Claudius and Gertrude choose her for her roman tic association with Hamlet, Hamlet uses that romantic association to disguise his goals, and also attacks her sexuality in order to enhance his â€Å"madness†. Because of this focus on her potential impurities, Ophelia’s madness sought to highlight her innocence. She reverts to a childlike state of detachment and ultimately takes her own life. Hamlet explicitly states that he is going to act mad on purpose; Ophelia’s actions are not as obviously calculated. Despite the other characters disregarding her actions as uselessShow MoreRelatedWilliam Shakespeare s Hamlet : A Critical Analysis1511 Words   |  7 Pages William Shakespeare s Hamlet: A Critical Analysis of Act V Regarded widely as an immutable element of classical literature, Shakespeare s Hamlet broke the proverbial bindings of dramatic convention in its time and hitherto continues to provoke careful consideration of the dramatic issues explored therein. As varied as they are extreme, the themes that Shakespeare s Hamlet explore continue to spur intense debate due to the ambiguity of dramatic elements present in-throughoutRead MoreAnalysis Of Shakespeare s Hamlet By William Shakespeare1259 Words   |  6 Pages In Hamlet by William Shakespeare, human agency is demonstrated by the actions of Polonius and Claudius throughout the play. Human agency is defined as the extent of power to act freely in taking responsibility for one’s actions, and the degree which intervention is possible by one to assert a will. In Hamlet, Claudius exerts his agency on the characters Laertes, and Rosencrantz and Guildenstern. Similarly, Polonius restricts the freedom of his daughter, Ophelia, and constrains her agency as wellRead MoreAnalysis Of William Shakespeare s Hamlet1385 Words   |  6 PagesOne of the three major themes of William Shakespeare’s Hamlet is that of the gulf between what appears to be and what something is in reality: in other words, to distinguish between what is fake interpretation from what they truly are. There is a degree of deceit, lies, deception cloaked by a perception of honesty within the play; we will refer to this concept as â€Å"the mask.† The theme of pe rception vs reality is so woodenly interlaced into the play due to the idea that most of the central charactersRead MoreAnalysis Of William Shakespeare s Hamlet 903 Words   |  4 Pagesdriven to when being wrong for something that he or she didn’t commit. It is based on the old saying ‘an eye for an eye principle’ and isn’t the best way to deal with conflicts, especially when it involves family members. In William Shakespeare’s play â€Å"Hamlet†, Laertes, Hamlet, and the younger Fortinbras all had thoughts of vengeance for the deaths of their fathers. Although they acted on their emotions, but their methods of doing so was entirely different. Because of this, only one out of theRead MoreAnalysis Of William Shakespeare s The Of Hamlet 953 Words   |  4 Pagesspeculation on the cause(s) of Hamlet’s delay. The majority of those advancing their disparate theories should nonetheless be able to agree on one common conclusion: whatever the cause or causes may be for delaying the justice that is Denmark’s due, the results of that delay lead to a disastrous failure by Hamlet. He finds himself banished and bewildered on the cold sea shore. (THESIS) This essay will support a proposal by Harley Granville Barker in his â€Å"Preface To Hamlet,† that suggests this momentRead MoreAnalysis Of William Shakespeare s Hamlet 1174 Words   |  5 Pagesown child. 2. Hamlet s behavior is likely part of his plan to put an antic character on. He knows that by acting crazy around someone who knows him well, he will be able to establish his act. In her report of his behavior she explains that everything about Hamlet s behavior was completely different from his normal self. First of all, he never actually spoke a word, but instead just looked at her in a kind odd, intense way. He holds her hard and shakes her a little bit. Hamlet was disorderedRead MoreAnalysis Of Hamlet s Sanity By William Shakespeare1154 Words   |  5 PagesAnalysis of Hamlet’s Sanity Throughout Shakespeare’s play Hamlet, we questioned Hamlet’s sanity. Did Hamlet have a mental illness or was it all an act? Was he really that great of an actor or was he really losing his mind slowly? Did Hamlet father’s death caused his insanity or was it his motivation? One part of the play, you would think he is not insane, and has out smarted everyone. Then in others scenes, you would think he had completely lost it. He often toyed with the idea of killing himselfRead MoreAnalysis Of William Shakespeare s Hamlet And Macbeth 1854 Words   |  8 PagesThe work of William Shakespeare is, to many, the purest representation of theatricality there is. He is the most instantly and internationally recognizable playwright, and so works like Hamlet and Macbeth have come to be seen as staples of the dramatic genre, expected to be studied and performed, with critical acclaim, on a massive scale. However, as with so many forms of art, Shakespeare s work was not neces sarily appreciated as such in his own time, specifically by certain critics of the theatreRead MoreWilliam Shakespeare s Hamlet s Revenge1725 Words   |  7 Pages Thesis: Shakespeare s portrayal of Hamlet s revenge is not a worthy journey because he never finds his self worth, distracted between what will exemplify his purpose, and what will make him a failure in the memory of Denmark. Three quotes with analysis explaining thesis: Act 1 Scene 5 Ghost: â€Å" But know, thou noble youth, Hamlet: â€Å"Oh My Prophetic Soul! My uncle?† The serpent that did sting thy father’s life Now wears his crown.† The beginning of the â€Å"call to adventure -JRead MoreAnalysis Of Shakespeare s Hamlet 959 Words   |  4 Pagesnot to â€Å"x† (An analysis of Hamlet s Soliloquy To Be or Not to Be) There are many outstanding stories that have been written by the one and only William Shakespeare, in which a soliloquy of a character is very compelling. The play Hamlet by William Shakespeare is a story in which a man kills his own brother and then marries the wife of his brother and takes the throne while he is at it. There are many secrets and no one knows that the original king was killed by his brother. Hamlet is then told by

Media and Social Media Campaign free essay sample

Goals We aim to amplify the Cofrad brand online via specific social media outlets, carefully timed pop up events, a lavish launch party and Installation. To reach new audiences and to enhance the Cofrad brand as the voice of authority in the mannequins industry. Objectives We aim to implement pop-up mannequins prior to installation to generate buzz in Paris. In regards to raising awareness for the ‘Cofrad for you’ installation we will focus heavily on promoting through social mediums We will plan and launch the installation with a successful event exclusively for press, media, clients, and industry professionals Ultimately we want to attract existing and new clients to the new online community and have viable ways to measure success rates for all mediums Audience The target audiences we want to attract include opinion formers who are those set trends and influence others, art/fashion enthusiasts, people from creative industry’s,high end fashion designers, and prospective new clients. Marketing Strategy There are three parts to the strategy, consisting of: Social media campaign Media campaign Media stunt We have carefully selected appropriate outlets, and the most effective way to enable us to generate a mass amount of attention around the installation. Through social media it is important to create a buzz and a buildup to the installation but also leave a lasting impression behind for the Cofrad brand to build upon. Social Media Campaign The key element of a campaign is focused on delivery via people from within the community and creative messages in the form of imagery, videos, posters, etc. The social media platforms we will be implementing consist of three mediums: Facebook Creation of event Invite people and encourage to share Post exclusives and share via UAL network Share Poster Create buzz by posting updates/news Twitter Post Cofrad news and updates Create competitions Follow influential figures and attempt to gain re-tweets Best way of instantly interacting with users for a quick response Pinterest Post unique visuals of Cofrad mannequins Effective way to present mannequins and Cofrad events Able to create a personalized pin board of all things Cofrad The ability for other users to re-pin pictures posted could generate huge promotion These social media platforms aim to attract new clientele to the Cofrad brand which in turn will create relationships with users. We also hope to encourage them to express their own content and ultimately maintain consistent contact with them through sharp content generated by LCF. Online Mediums- Some examples of social media posts, competitions and promotion below: Facebook-https://www. facebook. com/pages/Cofrad-Mannequins/333867773395569 [pic] Twitter- https://twitter. com/LCFCofradManneq pic] Pinterest- http://pinterest. com/lcfcofrad/ [pic] Media Campaign: Once the date for the launch night has been finalized, a professional and enticing media/press pack will be sent to selected media and press contacts. The hard copy invite will be sent in a blue envelope to match a water theme and stand out. The online press pack will be sent in the form of a Prezi to provide a unique and refreshing invite To build and keep relations with media contacts we will follow up with courtesy calls/emails. Once relations have been established, we will present the idea of using Cofrad mannequins for a fashion spread in a publication. With the creation of unique, fresh print adverts to attract attention and production and release viral stickers for the event with catchy slogan (Follow us†¦to Cofrad) we should be able to create a large buzz in Paris for our event. The goal of our press release is to gain positive publicity for Cofrad and our event; with the ultimate goal being designers and brands requesting Cofrad mannequins for their events and stores. Media Stunt: We aim to get people from all over Paris engaged by uploading photographs, tweeting and posting Facebook status’s to create an instant buzz around the Cofrad X LCF installation. We will place six mannequins in Paris located specifically in water based areas: River Seine The fountains behind the Eiffel Tower Fontaines de la Concorde The Fountains at the Louvre Fontaine Saint-Michel Neptune fountaine at Versailles There will be appropriate information identifying brand’s involved and what the event is about at these locations Launch Event: The launch event will be held in Cofrad’s showroom in Paris during Paris Fashion Week, it will feature Cofrad’s Mannequins arranged in a simple, sleek pose with each mannequin having a water feature incorporated in their display. All mannequins will be dressed in Swarovski garments and arranged in a stunning manner with a DJ playing music to create a trendy and relaxed atmosphere. Recommendations For this event to be successful we will constantly engage with users to create a wider clientele base, whilst updating them on the latest innovations developed by Cofrad. We will also post relevant news about the fashion industry to create a quality source for clients. To generate interest we will create social media competitions (sample ideas below): [pic] Contest for new designers to have their collection featured in the Cofrad showroom’ ‘Ask a Cofrad Executive a question’ ‘A chance to win an exclusive insight into the process of mannequin production’ Ask users what they would like to see Cofrad produce next We will also add the footer below to all Cofrad employees’ emails so they will constantly be promoting and spreading the word through work emails. Measuring Performance W e can measure the success of the social media outlets by assessing the following performance measures: The number of registered members on each medium Number of visitors to Cofrad sites Facebook is the key medium to measure success. Video Uploads, comments and sharing by users Number of likes, fans, comments, shares, uploads and discussions about Cofrad Number of followers, re-tweets and mentions on Twitter How many re-pins and shares Pinterest content has This is an effective way of being able to see in a short period of time what is and isn’t working. It is important to remember to keep content unique to build established relationships with clientele. Budget Marketing Budget |% | |Facebook |30 | |Twitter |30 | |Pinterest |20 | |Print Advertising |20 | Event Budget |% | |Event |50 | |Launch Party |20 | |Media Press Pack |15 | |Pop-up Mannequins |15 | Media and Social Media campaign Timeline January 2013 – Foundation Identify   goals, objectives, timelines and budget Identify venues, attendees and speakers Establish branding for this event Design and implement graphic design for all social media channels February/March 2013 – Build Solid Social Media Base Focus on building social media fan following Look into Facebook Ad campaign to increase Likes Create social media contests Post on Facebook (6-8 posts a week), Twitter (15-20 times a week), Pinterest (10-20 uploads a week) Create buzz of big event coming April/May Build towards Announcement Event announced Press releases released Stay on top of social media June- Event announcement Registration for event opens Links on all social media sites for registration Event created on Facebook and Twitter to build buzz July/August – Final Push and Details Run Facebook Ad Campaign Twitter hash-tag for events Final details and increasing buzz on Facebook, Twitter, Pinterest Final venue details locked in Reach out to all attendees with details to build excitement. The purpose of our Media and Social Media campaign is to generate and sustain as much positive publicity and awareness for our event in Paris. Through this exposure we hope to gain new clientele for Cofrad and strengthen existing relationships for them with a high quality event.

Spoken Word Poetry Essay Example For Students

Spoken Word Poetry Essay To hear such powerful words in such a strong voice come from the tiny body was absolutely amazing. Today, I had the pleasure of being part of the audience to which Gabriele Garcia Medina delivered several of her lengthy, yet heartfelt poems. When you first see Gabriele, you would never think that Inside the small body Lies such power and self-confidence. She captivates her audience, makes them laugh, cry and think from deep within themselves and in the end leaves them wanting to hear more of what she has to say. Gabriele gives you a bit of background before reciting any poems so that you can understand a bit more about who she is and her point of view while listening to the poem she is reciting. According to Gabrielle, her family left Cuba in 1989 and moved to London. At the age of ten and on one of her first field trips, to a soup kitchen, Gabriele realized that there were people who didnt have food or homes. This brought her to tears and the only way she was able to soothe her soul and ease the tears was to express her feelings In the form of poetry. We will write a custom essay on Spoken Word Poetry specifically for you for only $16.38 $13.9/page Order now Her family embraced the retentive gift and encouraged her to keep writing. This was the start of the young womans career and a chance to let begin touching the lives of others through her words. Gabriele has two different ways in which she writes her poetry. One is a structured format in which she is hired by an organization given a theme, time and money. Though Gabriele has the freedom to write the poem in her own creative way, the theme and idea behind it must follow the guideline that the company which she was hired by provided. The other way Gabriele comes up with her ideas for poems re through her day-to-day interactions with others. According to Gabriele, every time she comes In contact with a person she knows that Its a potential poem. Things that most people consider normal daily activities, Gabriele turns Into poetry. Whether It Is a bad day or a trip to the mall, for Gabriele Its a way to tell a story that can potentially touch someones life or change their views, Including her own. Gabriel poems are quite lengthy, approximately 4 to 6 minutes in length. She memorizes them by rehearsing -standing in a mirror reciting them over, and over, ND over again until the words are etched into her mind and heart. Even though she has performed before hundreds of audiences, Gabriele still gets nervous before going on stage. To keep her nerves in check, Gabriele meditates for a minute and reminds herself that what she has to say is meaningful and positive. This helps her memorize her thoughts, relax and put on a great show that seems very natural. Since there are a lot of people that write, but not all have the pleasure of getting on stage to share their thoughts with an audience Gabriele embraces the opportunity and looks at It as an honor. According to Gabriele, she wants to Inspire people to feel great and empowered about themselves and their lives and encourage them to be positive and do positive things. Because Gabriele has worked hard and stayed focused, her writing and thing that she dislikes most about all of the traveling to different venues to perform is that she never really gets a chance to connect with the audience and members of the community, there is no time for that with her hectic schedule. Even though she is a wonderful performer, she still has off days when she is going through something ND would rather be locked away in her room thinking while burning a candle than putting on a show. .u8d22b0072357fa55b97cd5f06c2f646c , .u8d22b0072357fa55b97cd5f06c2f646c .postImageUrl , .u8d22b0072357fa55b97cd5f06c2f646c .centered-text-area { min-height: 80px; position: relative; } .u8d22b0072357fa55b97cd5f06c2f646c , .u8d22b0072357fa55b97cd5f06c2f646c:hover , .u8d22b0072357fa55b97cd5f06c2f646c:visited , .u8d22b0072357fa55b97cd5f06c2f646c:active { border:0!important; } .u8d22b0072357fa55b97cd5f06c2f646c .clearfix:after { content: ""; display: table; clear: both; } .u8d22b0072357fa55b97cd5f06c2f646c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8d22b0072357fa55b97cd5f06c2f646c:active , .u8d22b0072357fa55b97cd5f06c2f646c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8d22b0072357fa55b97cd5f06c2f646c .centered-text-area { width: 100%; position: relative ; } .u8d22b0072357fa55b97cd5f06c2f646c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8d22b0072357fa55b97cd5f06c2f646c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8d22b0072357fa55b97cd5f06c2f646c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8d22b0072357fa55b97cd5f06c2f646c:hover .ctaButton { background-color: #34495E!important; } .u8d22b0072357fa55b97cd5f06c2f646c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8d22b0072357fa55b97cd5f06c2f646c .u8d22b0072357fa55b97cd5f06c2f646c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8d22b0072357fa55b97cd5f06c2f646c:after { content: ""; display: block; clear: both; } READ: Understanding dramatic tragedy EssayBecause her career has taken off so quickly, she realized that she must always be a performer and put on the best possible show that she can for her audience. According to Gabriele, the thing she likes most about what she does is meeting people all over the world and having the opportunity to put empowering ideas in their heads. Gabriele hopes that through her writings and performances, she puts larger than life ideas into her audiences heads and leaves them with the feeling of mating to do big things that will change lives, or maybe even the world. Gabriele Garcia Medina, spoken word poet, strong woman, full of knowledge, inspires others with her thoughts, captivates them with her words, sure of who she is and isnt afraid to express her thoughts in the form of poetry on a stage in front of thousands. I had the pleasure of meeting her and seeing her show, I may forget her name over time; but her words are something that have touched my heart forever and some of them are etched in my mind.

What the CEO Wants you to know summary Essay Example

What the CEO Wants you to know summary Essay Example What the CEO Wants you to know summary Essay What the CEO Wants you to know summary Essay Synchronized organization- expands the capacity of the whole group 2. Lack of keeps businesses small and non potential 3. Join together to create mechanism that brings together Social Operating Mechanisms. (critical to an edge in execution) a. Creating a strategy to have lower prices Wall Marts Regional Managers observed prices, merchandise, and the over all ambiance of the stores. B. Fundamentals- Remember consumer through completive analysis, see the needs of the consumers and what they expect. . Information constantly being exchanged adjusted as necessary. 5. Information exchanged and integrated, decisions are made, and every participant is getting a complete picture of the business a. I. L . Frequency and Rhythm of the information exchange keeps all SIMI (Quick Marketing Intelligence ) participants, no matter where they are in the hierarchy or the globe up to date on whats happening with customers, competitors, and technology worldwide. That way they can better b. Information from the competitors is less than one week old. B. I. Gathered directly from customers and rent line employees 6. At the same time, the accountability is built in. A. Slackers are noticed at this phase 7. Do work from a Business side: a. I. L . Set Priorities a. I. 2. Design Social Operating Mechanisms a. I. 3. Information exchange a. I. 4. Coordinate functions and maintain one accord 8. Benefits: a. Awareness of global trends b. Make valuable tradeoffs and ideas for good decisions. When sharing people come to a common conclusion from the conflicts that are brought to the surface Presentation: In making groups decisive Global challenges play a major role in any multi national heir organizations operations such as Cultural, Language, and Value factors. Culturally, for instance China is a communist country so many advertisements are not fit for their culture. Many times movies, magazines, or websites are filtered and edited thru the Chinese government. With Language, Corpor ations have to keep a consistent message so that it is easily transferable to any language. For Value in certain places the value for one product is not the same price as it is in another. The apple I phone is 200 dollars in the US and its 475 in China, similarly desire beer is 3 dollars in the states and up to 9 dollars internationally Global Advantages Some global advantages are: Resource allocation, Awareness of Global issues and developing trends Coca cola allocated a cafe © product in Europe that was not as successful in the States, although it is one of their signature products internationally. For awareness of Global issues a corporation might re-adjust and look at margins if they know that a particular market is in a economic downturn. Developing trends are at an advantage to corporations that are global because they notice trends in different markets and can predict future trends.

What Colleges Should I Apply To Making a College List

What Colleges Should I Apply To Making a College List SAT / ACT Prep Online Guides and Tips With almost 4,000 colleges to choose from across the country, you may be asking yourself, "What colleges should I apply to?" How do you narrow thousands of schools down to just ten?The best way to streamline your college list is to divide it roughly equally between safety schools, matchschools, and reach schools. This guide will go over exactly what these terms mean and how tochoose the best schools for you. Before taking you through the process step by step, let’s review the research process as a whole. Making Your College List: Full Process This guide will go over a few important points, all for the purpose of helping you make your college list. Ultimately, your mission is to choose a few safety schools, a few match schools, and a few reach schools. First, you must understand what colleges are looking for in their applicants.To make your list, youshouldfocus most on yourGPA and SAT or ACT scores. Grades and scores typically aren’t the only important pieces of your application, but they’re sufficient to give you an estimate of your admissions chances.Once you know what your college expects, you can use PrepScholar's admissions calculator to see how yourcredentials stack up. This guide will go over each step of this process, starting with an explanation of how colleges evaluate candidates. As you read, keep in mind your primary mission: to make your idealcollege list. What Determines Your Chances of Getting Into College? If you’ve started down the college admissions road, then you probably have a good sense of what colleges look for in applicants. Most colleges fall into one of two categories when it comes to admissions decisions, those that use assured admissions and those that take a holistic approach. Read on to learn about both. Assured Admissions Assured admissions are pretty much based solely on grades and test scores. If you have a minimum SAT or ACT score and GPA, then the college will let you in. Oklahoma State and Washington State are two schools that use assured admissions. Several others offer assured admission for in-state residents, including state schools in California, Iowa, Missouri, Mississippi, Texas, and Nevada. If you live out of state, then other factors will become important too. Holistic Admissions Many other colleges take a holistic approach. In addition to your grades and test scores, they consider your extracurricular involvements, community service, and any internships, as well as the academic and personal qualities that come through your recommendation letters and personal essay. These colleges are seeking to get to know the â€Å"whole person,† including his/her interests and goals. Because these other elements come into play, it’s tough to make an exact prediction of whether or not you’ll get into a school. Competitive schools, like those in the Ivy League, can especially bea gamble. Even if you can’t know for sure whether you’ll get accepted, you can still estimate your chances of admission based on your GPA and SAT or ACT scores. Before delving into how to do this, let’s review why estimating your chances is a key part of making your college list. Colleges that use holistic admissions go beyond the numbers to learn about you from lots of different angles. Estimating Your Chances of Admission By understanding what colleges look for in their applicants, you can figure out which schools qualify as safety, match, or reach schools for you. You can focus on the average SAT/ACT scores and GPA of accepted students, while keeping in mind the other factors that come into play for holistic admissions schools. If your own scores and GPA are much higher than those of the average accepted student, then you might consider the school a safety. If the reverse is true, then it might be a reach school. To help you more precisely estimate your chances, we've developed a handy admissions calculator. Before showing you how to useit to make your list, let’s go over the different ways you canresearchyour colleges of interest. How Can You Find Data on Your Prospective Colleges? To estimate your chances of getting in, you should compare your grades and test scores to that of the average accepted student. So where can you find this information? There are three main sources: college search engines, official college websites, and PrepScholar’s college database. Let’s start with the search engines. 1. Use College Search Engines When you first start to research schools, college search engines can be your best friend. They let you set various filters, like GPA, test scores, location, and college size, to learn about schools. You can set as many or as few filters as you like and then explore what comes up. As you read, research, and perhaps visit campuses, you’ll start to narrow down your list to the top contenders. After using search websites, you might compile a list of 20 schools or so. Of course, sending 20 applications would takea lot of time and money, so you probably want to narrow it down to your top eight or nine. By taking a closer look at the schools’ expectations, you can further narrow down your list. Find out more about each school on its official website and PrepScholar’s database of schools. 2. Check Out the Official College Admissions Websites Your college research is sure to lead you to your college’s website pretty quickly. You can learn a lot about a college on its website, especially its admissions section. Most colleges publish data on the average GPA and SAT/ACT scores of accepted students each year. To find this info directly, you could try searching for â€Å"college name + average SAT scores† or â€Å"college name + average GPA.† To give you one example, the following graphic is lifted from NYU’s website. It shows the average GPA, SAT (math), and ACT of incoming freshmen. Every admissions site is different, and some only offered limited information. To find this data right away, head on over to PrepScholar’s database. Not only will you find information on your schools, but you’ll also find theadmissions calculator to estimate your chances! 3. PrepScholar’s Database and Admissions Calculator PrepScholar has a streamlined way for you to find the average test scores and GPA for your colleges. Simply search for the name of your college of interest plus PrepScholar to find this information, along with all the other application requirements. For instance, here’s PrepScholar’s information on NYU’s average SAT scores. In addition to learning what scores and grades you need, you can also use PrepScholar’s admissions calculator to estimate your chances. Simply input your grades and test scores. The example below shows the admissions chances of a student with a 2020 SAT score and 3.7 GPA. As you can see, a student with a 2020 on the SAT and 3.7 GPA has almost a 32% chance of admission. Of course, this is just an estimate as other factors come into play for a school like NYU that uses holistic admissions. As mentioned at the beginning of the guide, figuring out your admissions chances is a key step in making your college list. By understanding your chances, you can narrow down your list into safety, match, and reach schools. Read on for a precise definition of each and the steps for finding yours. Like a pup in his security blanket, make yourself comfortableby applying totwo to three safety schools. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What’s a Safety School? Making your college list requires you to do someresearch on the colleges you’re interested in. Once you have a sense of their requirements, you can sort them into safety, match, and reach schools. Let’s start with your safeties. You might choose two to three safety schools for your final list. A safety school is one where your academic credentials are much stronger than thoseof the average accepted student. You feel relatively confident that you’ll get accepted. You might have an 80% or higher chance of admission, an estimate you can makewith ouradmissions calculator. As you saw above, some schools have assured admissions for all applicants or in-state residents. If you have one of these on your list, then you could consider it a safety school. Safety schools usually aren’t your first choice, but they should still be schools that you’d be happy to attend. So how can you go through the research process discussed above to find your two to three safety schools? How to Find Your Safety Schools As discussed above, you can look for information on your college’s official website and PrepScholar’s database. Let’s say, just to give an example, that you’re interested in the University of Mississippi. On its official website, you’ll find this information about regular admission: If you’re a resident of Mississippi and meet the GPA and test score requirement, then you have automatic acceptance (aka, assured admission). If this describes you, then you can definitely consider the University of Mississippi to be a safety school. If this doesn’t describe you or you still want to find more information, then you can consult PrepScholar’s database. You’ll find that the average GPA for the University of Mississippi is 3.46, the average SAT ranges from 980 to 1190 (excluding the Writing section), and ACT scores range from 21 to 27. Let’s say you’ve got a 1200 on your SAT and a 3.6 GPA. Plug in these stats to calculate your admissions chances, like so: As you can see, a student with these scores and GPA has an 81.33% chance of getting accepted. Since that’s greater than 80%, this student can consider the University of Mississippi to be a safety school. Go through this process and use the admissions calculator to find two to three safety schools where your chances of getting in are 80% or greater. Next, you can choose two to three match schools. Pick a match, but not just any match. Also, what kind of magic trick is this? Looks dangerous. What’s a Match School? Match schools, also known as on target schools, are schoolswhere you have a good, but not guaranteed, chance of getting accepted. Your academic credentials line upwith those of the average accepted student. While your safety schools might not be your first choice, match schools are typically ones you’d be excited to attend. So how can you pick out your match schools? These should be the schools where you have somewhere between a 30% and 80% chance of admission. Those on the lower end may be borderline reach schools, while those on the higher end are borderline safeties. Read on for a step-by-step example of finding a match school. How to Find Your Match Schools As mentioned above, you could consider a college to be a match school if you have between a 30% and 80% chance of getting in. Research your colleges’ requirements and head over to PrepScholar’s admissions calculator to estimate your chances. For instance, here’s a student interested in Purdue University. She has a 3.5 GPA and 1700 SAT score. So what are her chances of getting in? With this GPA and SAT score, the student has about a 39% chance of getting in. Remember that other factors come into play, so her extracurriculars, essay, and recommendation letters might boost (or weaken) her chances. Choose about three match schools across this range of 30% to 80% chance of admission. Once you've done that, you can finish your college list with a few reach schools. The final spots on your college list are reserved for reaches. This kid's actually reaching for a frisbee, not a college application. He's ten. What’s a Reach School? Once you’ve selected your safety and on target schools, you can pick a few reach schools. Often, reach schools are the ones that you aspire to and would love to attend, but can’t count on the fact that you’ll get in. Ivy League schools, by the way, should be considered a reach for just about any student, even if you have a perfect GPA and SAT/ACT score. Beyond the Ivies, you might consider any school where you have a 30% or less chance of getting in to be a reach school. For reach schools, the credentials of the average accepted student are stronger than yours. At the same time, they’re not so much higher than you have zero shot of getting accepted. Let’s go through an example of researching a reach school. How to Find Your Reach Schools Reach schools will make up the last one-thirdof your college list. In this next example, let’s consider Boston University. BU accepted students average a 3.59 GPA and 2080 SAT. A student with a 3.5 GPA and 1800 has about a 20% chance of getting in. Her chances aren’t impossible, but they’re certainly not guaranteed. While you should carefully craft all your college applications, you especially want to makea strong showing toreach schools. If your grades and test scores fall below expectations, then you should consider how you can present other aspects of your candidacy to give you an edge. Once you’ve chosen your reach schools, you should be just about finished with your college list! You’ll have about two to three each of safety schools, match schools, and reach schools. While your chances of getting accepted will help you narrow down your list, there are several other considerations when picking your colleges. Let’s review a few of the most important. In addition to estimating your chances of getting accepted, make sure to research financial aid! Some colleges these days seem to think this is what theaverage student's dorm room looks like. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Making Your College List: 3 Extra Tips So far, this guide has mainly focused on the hard data of picking schools. To help you make concrete choices about your safety, match, and reach schools, you can focus on the numbers: average SAT/ACT scores, average GPA, and your chances of admission. Beyond estimating your chances, you should also consider other factors when making your college list. There are a number of factors to think about, but for the purposes of this guide,let’s focus on three main tips. Consider Financial Aid Financial aid is a huge factor for many students. If you’re one of them, then it should definitely factor into your application plans. In addition to figuring out your chances of admissions, research your schools’ financial aid policies. While you can’t always predict what your financial aid package will look like, you can get a sense of how much each school will meet demonstrated financial need. If you get in and can’t afford to attend, then the notions of safety, match, and reach schools are irrelevant. Make sure your schools representrealistic options. On a similar note, make sure that all the schools on your list are ones that you’d be reasonably happy to attend. Only Apply to Schools That You’d Like to Attend While your excitement about schools is sure to vary, you should still be reasonably excited about all of them. Students sometimes treat safety schools as throwaways, but that approach is unwise. Your safeties are on your list for a reason, and you don’t want to end up feeling stuck or without options. There are tons of schools throughout the country. If you haven’t found at least two to three safeties, match, and reach schools that you like, then keep looking! Find YourBest Fit Finally, a lot of other factors go into your college search than estimating your chances of admission. When you start using college search engines, you’ll start to think about what you’re looking for, in terms of school size, location, majors, extracurricular offerings, or even internship or study abroad opportunities. While you might not be sure what you plan to do or study, you should still take advantage of this time to self-reflect. Consider what excites you and what you like to study and do. Some students are swayed by a school’s reputation or prestige, but they should consider the level of fit even more seriously. Fit is a two-way street. Find a place where you think you’ll enjoy studying and living for the next four years of your life! In closing, let’s go over the key points to remember about making your college list. As long as you do your research, you can feel confident about your college list! Conclusion: What Colleges Should I Apply To? There’s no magic number of colleges to apply to, but a good total for most students is between eight and ten. About one-thirdof these can be safety schools, one-third can bematch schools, and the remaining one-third can bereach schools. To figure out your safeties, matches, and reaches, you shouldresearch your chances of admission. PrepScholar’s admissions calculator offers a great way to plug in your GPA and test scores and estimate your chances. Over 80% chance of admission qualifies as a safety, between 30% and 80% falls into a match school, and under 30% is a reach. Highly selective schools, like the Ivies, are pretty much reaches for everyone, even students with perfect grades and test scores. By taking advantage of data and the admissions calculator, you can gain a realistic understanding of your chances and put together a well-researched college list. Once you have your schools chosen, you can focus on putting together the strongest application you can! What’s Next? What other factors go into choosing a college? If you’re wondering which college you should attend, check out this great guide on how to choose! Will you be applying for financial aid? This comprehensive guide takes you through the FAFSA application process, step by step. Are college applications a financial burden for you? Learn about how you can get a college application fee waiver here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Organizational Change and Innovation Research Paper

Organizational Change and Innovation - Research Paper Example It is an undisputed fact that organizations must innovate in order to benefit from new technologies and resources to stay ahead of their competitors. Innovation, therefore, is viewed as both an ends and a means of securing competitive advantage. Organizational innovation has, therefore, been defined as the process whereby organizations engage in new product development or new uses of products and services that already exist. Before attempting to analyze the challenges of innovation as a change management process, it is necessary to understand the various types of change. Radical innovation defines the introduction of a completely new product or technology that takes the place of an existing one (Griffin, 2013). Incremental innovation, on the other hand, is modifying an existing product/technology with a newer one (Griffin, 2013). Technical innovation deals with changes in the performance, appearance or other aspects of the product or of the processes through which it is passed (Griff in, 2013). Management innovation refers to changes in organizational structure or managerial processes (Griffin, 2013). Finally, product innovation deals with changes in the product as opposed to process innovation that deals with alterations in the distribution, manufacturing or creation of processes (Griffin, 2013). ... However, various companies have failed to innovate owing to various reasons. Like any other change, innovation too can be met with resistance from within the organization. Furthermore, the lack of a supporting culture and the lack of â€Å"fit† with the external environment often render innovation useless. It is worth noting the cases of companies that failed to innovate successfully because they were unable to adapt themselves to the external environment. Sony is one such company which failed with its â€Å"e-books† reader which lost its battle against Amazon (Viardot, 2011) . It was unable to find solutions to the challenges imposed by the economic and legal environment with respect to the publishers and authors. The company failed to offer a solution to managing and protecting digital rights and was unable to design an effective online store. This is contrary to the success that Amazon had in the succeeding years with its e-book service â€Å"Kindle† which par adoxically was bulkier, larger and had a smaller screen compared to Sony’s Reader. Furthermore, Kindle had limited capabilities in that it was able to source content only from Amazon. Despite these shortcomings, Kindle prospered because Amazon based its value proposition on alignment with the ecosystem. The company, instead of forcing publishers to succumb to the platform, gave them incentives to make them ‘want to’ become a part of a revolutionary milestone (Sadowski, 2013). Compared to Sony, Amazon focused on the bigger picture and even sacrificed its profits to generate volumes. Furthermore, the success of innovations by companies such as Apple have highlighted just how important it is to achieve flexibility with respect to the external environment. The company’s innovation iPod succeeded

What is Humaneering' Should this be the aim of Psychology Essay

What is Humaneering' Should this be the aim of Psychology - Essay Example d physiology should lead to as striking advances in â€Å"humaneering† during the twentieth century.† (The Psychology of Normal People (1940) p.24. ) Today, humaneering is managerial technology that integrates human- science-based knowledge concerning work into a new applied science. It is defined as â€Å"the application of biological, psychological and social science principles to the design, development, and operation of economical and efficient organizations, processes, and human work systems.† In comparison, engineering differs by its application of physical science principles to structures, equipment and machine-like processes.(www.pepitone.com/content/know-technology.asp )- duty to ‘change the world’. However, they are often highly critical of institutionalized social psychology. Many of them go further, by using their study of the discipline as a form of political activism to challenge oppression. You will generally find that the topics studied by critical social psychologists are ones concerned in some way with the abuse of power. Sometimes they specifically address issues of domination, exploitation and abuse. Examples include Wetherell and Potter’s (1992) study of racism, and According to psychologist Gordon Allport, social psychology is a discipline that uses scientific methods "to understand and explain how the thought, feeling and behavior of individuals are influenced by the actual, imagined, or implied presence of other human beings" (1985). Social psychology looks at a wide range of social topics, including group behavior, social perception, leadership, nonverbal behavior, conformity, aggression, and prejudice. It is important to note that social psychology is not just about looking at social influences. Social perception and social interaction are also vital to understanding social behavior. While Plato referred to the idea of the "crowd mind" and concepts such as social loafing and social facilitation were introduced in

High School and School Counseling Interventions Essay Example for Free

High School and School Counseling Interventions Essay Instructions: 1. Using this template, complete your article critique and submit this document to Blackboard. 2. Summary must include all five criteria: a. Introduction and rationale for the research b. Major strengths/weaknesses in the article. c. Summary of research outcome. d. Two methods of applying this research to practice. e. Conclusion 3. To begin your summary on the next page of this template insert a page break. Use APA formatting. School Counseling Outcome: A Meta-Analytic Examination of Interventions. Introduction and rationale for the research In the fields of counseling, education, and psychology, there has been a strong emphasis placed on evidence-based practices to determine the effectiveness of school counseling interventions. In this article, two types of Meta-Analysis interventions were used during this study. Meta-Analysis 1 involved treatment-control comparisons and Meta-Analysis 2 involved pretest-posttest differences. The overall average weighted effect size for school counseling interventions was . 30. This study determined how effective moderator variables influenced effect size of, guidance curriculum, individual planning, responsive services, and system support. Analyses of moderator variables are designed to determine the effectiveness of school counseling program activities in this article. Major strengths/weaknesses in the article The overall school counseling interventions produced an average effect size of . 30 which is significant. However, in this article, the average effect size of Meta-Analysis 2 intervention was not significant, only . 07. Previously research has found that meta- analyses using pretest-posttest typically produces a higher effect size compared to the more traditional treatment-control group comparisons. It’s difficult to determine the non-significant mean effect size for pretest-posttest meta-analysis. Additional analyses in the pretest and posttest form will need to focus on specific interventions and additional information regarding the effectiveness of specific strategies in school counseling. One of the common criticism of meta-analytic approaches is that studies with weak methodological rigor may artificially inflate average effect sizes(M. W. Lipsey,2003). M. W. Lipsey (2003) also argued that methodological moderator variables that often are assumed to be independent are not necessarily independent and carefully conducted meta-analytic reviews should explore methodological relationship patterns. The effect size of . 30 was based on 117 experimental studies that involved 153 interventions, which is a significant increase from the six studies used by Sprinthall (1981). Many more studies were conducted with elementary school students; however, school counseling interventions included in this meta-analysis appeared to be slightly more effective with middle or junior high students followed by high school students. Thus, these studies show a significant effect on school counseling interventions for all levels of K-12 education. There are also some limitations when meta-analytic techniques are used. The validity of effect size largely depends on the quality of studies that were included in the review. Some major limitations in school counseling research could not be addressed statistically. Also there are few studies that address the issues of treatment integrity. Only a handful of studies used treatment manuals or well-developed curricula. It was difficult for researches to determine what was effective because researchers could not determine what interventions were implemented with students. Another limitation was the elimination of 111 studies that had insufficient data or missing information. Another limitation from this article concerns the dominance of non-standardized outcome assessments in school counseling research. Meta-analysis also lacked long-term follow-up data. The lack of longitudinal data allows for the measurement and analysis of only short-term effectiveness. Another issue with meta-analysis research is that interventions focused mostly on specific interventions rather than comprehensive school counseling programs. There has been very few research studies conducted on comprehensive school counseling programs. Summary of research outcome. There were 118 studies that used meta-analysis 1, involving treatment-control comparisons and 153 school interventions; however, two studies were considered one study because of the same simple. Out of the 117 studies, 81 were published in journals and 36 were theses or dissertations. This meta-analysis study had 16,296 participants and the sample ranged from 8 to 5, 618, with the average study involving 139. 28 participants. From these studies, 50. 4% were elementary school students, 17. 9% were middle or junior high school students, and 24. 8% were high school students, and 6% had a mixture of ages, and one study did not report the age of the student participants. There was an overall weighted effect size of 27% for students that received school counseling intervention compared to those students that did not receive school counseling intervention. The average effect size was significant. Also, there were a total of 33studies that used meta-analysis 2, involving pretest-posttest design; however, two effect sizes were eliminated from one study. Therefore, 31 studies that involved 51 school counseling interventions were used. The effect sizes calculated from these 31 studies involved 2,015 participants and the average study involving 62. 97 students and the sample ranged from 9 to 283. Out of the 31 studies, 17 were published in journals, 13 were theses or dissertations, and one study was an ERIC document. From these studies, 29% involved elementary school students, 12. 9% were middle or junior high school students, and 54. 8% were high school students, and 3. 2% had a mixture of ages and grade levels. There was only a . 07% weighted effect size on pretest and posttest meta-analysis which indicates the average effect size was not significant. Two methods of applying this research to practice Firstly, my goal as an aspiring school counselor is to implement a comprehensive school counseling program for all students. I would provide a variety of interventions and activities using the four components of the delivery system of a school counseling program, guidance curriculum, individual student planning, responsive services, and system support. I would then, conduct studies in my school, collecting data, and determine which services students and the school will benefit from the most. This will help me determine what type of programs and activities are most effective for our students and school. Secondly, I would consider taking additional research courses to prepare me to contribute to the knowledge base of school counseling, while conducting research projects related to school counseling. Simply, there needs to be more and better research in the area of school counseling. â€Å"Without additional empirical support, some schools may eliminate professional school counseling programs†(Erford, p 68). Conclusion. From this research on meta-analyses not all school counseling interventions were equally effective. Additional research is needed to examine the impact these studies had on students from diverse backgrounds. Although more research is often a recommendation after completing a meta-analysis (e. g. , Ehri et al. , 2001; Swanson, 1999; Whiston, Brecheisen, Stephens, 2003; Xin, Grasso, Dipipi-Hoy, Jitendra, 2005), we contend that lack of methodological rigor and dearth of studies make the calls for additional sound research in school counseling particularly important. Also, the issues of treatment integrity and increasingly use standardized outcome assessments will enhance future school counseling interventions. From this study, one would learn that additional research is needed, however, from this research; data shows that school counseling interventions have a positive effect size on student outcomes. Furthermore, there were significant effect sizes for interventions at the elementary, middle, and high school levels. School counselors’ were able to increase students’ ability to solve problems while decreasing discipline problems. However, the researchers were unable to identify specific programs or approaches that produce positive outcomes. Additional research is needed to address what interventions for school counseling works, with what students, and under what circumstances. References Erford, B. T. (2011). Transforming the school counseling profession (3rd Ed. ). Upper Saddle River, NJ: Pearson Education, Inc. Whiston, Tai, Rahardja, and Eder. (Winter 2011 Volume 89). School Counseling Outcome: A Meta-Analytic Examination of Interventions. Journal of Counseling Development , 37-55.

IF - a victim of its own success :: essays research papers

IF it is true that familiarity breeds contempt, it would explain the contradictions that surround Rudyard Kipling's famous poem If-. On the one hand it is one of the most popular and best-known poems in the English language. On the other this enormous popularity has done it a disservice. For instance, despite appearing in many anthologies of verse, If- is excluded from The New Oxford Book of English Verse. Instead, editor Helen Gardner selects Kipling's Mandalay, Danny Deever, Cities and Thrones and Powers, The Way through the Woods, and the imperialistic Recessional. Rudyard Kipling (1865-1936), poet, short-story writer and novelist, was born in Bombay. He was sent to England to be educated, and then returned to India at the age of 17, where he rapidly made a name for himself as a superb journalist and caustic observer of Anglo- Indian society. He returned to England in 1889, where he achieved celebrity status with his poems of army life, Barrack-Room Ballads (1892), which established him as an unofficial spokesman for the then much-despised British soldier, and for the British Empire. From this period until his death, Kipling's reputation was to vary according to the political climate. Kipling was inclined to be crudely chauvinistic, and to display unpleasant arrogance towards peoples ruled by or hostile to Britain, though he also emphasised British responsibility for the welfare of the governed peoples. Be that as it may, it is interesting to note that his most enduringly popular works are two of his children's books, The Jungle Book (1894-5) and the Just So Stories (1902), the latter of which Kipling illustrated himself. He was awarded the Nobel Prize for Literature in 1907. Kipling's poetry is striking for its success in using, vividly and musically, popular forms of speech such as the dramatic monologue and ballad tradition. He was also able to write poetry appropriate for public occasions and capable of stirring the feelings of a large public. His poetry is generally simple in its components but, when it rises above the level of doggerel, strong in its impact. It needs to be read in selection. Which brings us back to If-. The poem first appeared in Kipling's less celebrated children's book Rewards and Fairies (1910). Apart from its over-quoted opening lines `If you can keep your head when all about you/Are losing theirs and blaming it on you', its most memorable lines are in the final stanza:

Xyz Affair

From March of 1797 to 1800, a diplomatic scandal occurred where Americans were outraged by demands from the French for a bribe as a condition for negotiating with American diplomats that became known as the XYZ Affair. John Adams took presidency in 1797 and inherited several problems from George Washington’s administration, including hostilities between the United States and France that began to escalate in the 1790s. The signing of Jay’s Treaty, which violated of the Treaty of Paris yet averted the threat of war with England, induced angry reactions from both American and European politicians.Democratic-Republicans believed the treaty was a humiliating surrender to the British. French leaders, meanwhile, viewed it as a union with their enemy, and the violation of the Franco-American Treaty of 1778. In response to the John Jay’s agreement, the French used forces to plunder more than 300 American ships. To stop the attacks on American shipping and settle on an agr eement with France, Adams appointed three commissioners: Charles Pinckney, United States minister to France; John Marshall, a Virginia lawyer; and Elbridge Gerry of Massachusetts.Upon arriving in Paris in October 1797, the three men experienced a hostile environment. They requested a meeting with the French government. The envoys met three secret agents to relay Talleyrand’s terms of negotiations. The three agents were labeled as X, Y and Z, but later revealed as Baron Jean-Conrad Hottinguer, Pierre Bellamy, and Lucien Hauteval respectfully. The agents insisted that before any negotiate could begin, they demanded 50,000 pounds of sterling, a $12 million loan from America, a $250,000 personal bribe to the French minister, and a formal apology to the French minister for a comment made by President John Adams.Though bribery was extremely common in the eighteenth-century politics, Talleyrands demands were too high for merely a pledge to negotiate. Pinckney rejected the terms and told the French agents â€Å"no, no, not a sixpence. † The incident became known as â€Å"The XYZ Affair. † Once the commissioners’ report to Congress became public, citizens were furious about the French behavior. Even the most loyal Democratic-Republicans, who supported a strong relationship with France, felt a sense of betrayal and many joined a call for war.Pinckney’s response to the demands sparked a rallying that spread throughout the colonies: â€Å"Millions for defense, but not one cent for tribute. † Federalist politicians were eager for a fight and the war campaign gained more support. Adams refused to declare war but advocated the build-up of American armed forces and raised taxes. Adams also accepted new laws that tried to limit protests against the government and its actions. These laws were the Alien and Sedition Acts.They made it difficult for immigrants to become a United States citizen and people from certain countries, such as Fra nce, could not become a citizen at all. The laws also restricted free speech and freedom of the press. Many citizens saw the Alien and Sedition Acts as harsh and undemocratic laws. Congress stopped commercial trade with France, renounced the alliance of 1778, tripled the size of the army, and created a Navy Department with an order for the contraction of 40 warships.By the fall of 1798, American ships were waging an undeclared war against the French in the Caribbean waters, a conflict that is known as the Quasi-War. The French seized over 300 American ships. The United States retaliated by capturing 22 French ships off the American coast and in the West Indies. Hamilton led the Federalist charge for war, but Adams remained steadfast in his refusal to sign a formal declaration of war. He believed that war with France would divide the colonies and lead to a civil war.This could be Adams’ finest hour because his of his decision to put the interests of his nation ahead of those o f his party. 5 In 1799, Tallyrand, who did not want to deplete the French military with a fight outside of Europe, let it be known that he was willing to talk. Adams sent another delegation to negotiate a peaceful end to the quasi-war with France. But by the time the envoy arrived in Paris, Napolean Bonaparte was in power and looking to cut ties with America.The two sides finally produced an agreement called â€Å"The Convention of 1800,† that annulled the 1778 treaty of alliance and excused the French from damage claims of American shippers. Had Adams chosen war, it may have jeopardized the American purchase of Louisiana in 1803. The threat of war with France was eliminated. President Adams showed Europe that the new American nation was ready to defend itself and would not be bullied anymore. The naval program Adams helped to stimulate would also help the United States defeat the Barbay pirates in the First and Second Barbay war as well as aiding in the War of 1812.

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)