Annimals being promiscuous essays

Annimals being promiscuous essays According to Websters dictionary, promiscuous can be defined as having sexual relations frequently with different partners and being indiscriminate in the choice of sexual partners. Christa Hohoff, Kerstin Franzen, and Norbert Sachser believe that in the yellow-toothed cavy (Galea musteloides), it is the females choice to be actively promiscuous. They feel so because females will receive benefits such as paternal care and protection from predators. Females will also increase their chances of producing a viable offspring and decrease their chances of being fertilized by a genetically incompatible male. This hypothesis is interesting because as humans, promiscuity is against the social norm, especially for a female because it leads to disease and unwanted offspring. But in a species such as the yellow-toothed cavy, females can be rewarded with such actions. The authors used several methods in order to obtain results. For the experiment the used 12 male and 12 female yellow toothed cavies were used for 12 different mating tests. Each female had a choice between four males to mate. The cavies were put in a mate choice apparatus that prevented monopolization and the harassment of females by the males. The mate choice apparatus was divided into five compartments; a central compartment for the female and four separate adjacent champers for the males. The female compartment was linked to each male compartment through a small passage, but there was no direct passage between the male compartments. The apparatus had a counter and video camera so the number of times the female entered the males compartment and the type of behavior could be recorded. Each mating test lasted for 3.5 days. On the first day, only the female was placed in the apparatus with all the doors open so she could get accustomed to the different chambers. On the se cond day, the four males were added to their respective compartments but the doors w...

The eNotes Blog Erudite Frights for All Hallows Night Ten Spine-Tingling Lines fromLiterature

Erudite Frights for All Hallows Night Ten Spine-Tingling Lines fromLiterature Here at , we would NEVER let Halloween pass without a few good scares from the masters of horror!   Lets all take a break from the tedious terror of government shutdowns and 404 Errors of the new healthcare law and enjoy some scares that are a lot more fun. 1.   Ã¢â‚¬Å"The shortest horror story:   Ã‚  The last man on Earth sat alone in a room. There was a knock on the door.† ―  Frederic Brown 2.   Ã¢â‚¬Å"At bottom, you see, we are not Homo sapiens as all. Our core is madness. The prime directive is murder. What Darwin was too polite to say, my friends, is that we came to rule the earth not because we were the smartest, or even the meanest, but because we have always been the craziest, most murderous motherfuckers in the jungle. And that is what the Pulse exposed five days ago.†   Ã‚  from Cell  by Stephen King   3.   Ã¢â‚¬Å"A lover finds his mistress asleep on a mossy bank; he wishes to catch a glimpse of her fair face without waking her. He steals softly over the grass, careful to make no sound; he pauses fancying she has stirred: he withdraws: not for worlds would he be seen. All is still: he again advances: he bends above her; a light veil rests on her features: he lifts it, bends lower; now his eyes anticipate the vision of beauty warm, and blooming, and lovely, in rest. How hurried was their first glance! But how they fix! How he starts! How he suddenly and vehemently clasps in both arms the form he dared not, a moment since, touch with his finger! How he calls aloud a name, and drops his burden, and gazes on it wildly! He thus grasps and cries, and gazes, because he no longer fears to waken by any sound he can utter by any movement he can make. He thought his love slept sweetly: he finds she is stone dead.      Jane Eyre by Charlotte Bronte 4.   Ã¢â‚¬Å"Hello Clarice†Ã‚  The Silence of the Lambs  by Thomas Harris 5.   Ã¢â‚¬Å"We ask only to be reassured About the noises in the cellar And the window that should not have been open† ―  The Family Reunion  by  T.S. Eliot 6.   Ã¢â‚¬Å"Wendy? Darling? Light, of my life. Im not gonna hurt ya. Im just going to bash your brains in.†      The Shining  by Stephen King   7.   Ã¢â‚¬Å"Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded –with what caution –with what foresight –with what dissimulation I went to work! I was never kinder to the old man than during the whole week before I killed him. And every night, about midnight, I turned the latch of his door and opened it –oh so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, so that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly –very, very slowly, so that I might not disturb the old mans sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed. Ha! –would a madman have been so wise as this? And then, when my head was well in the room, I undid the lantern cautiously à ¢â‚¬â€œoh, so cautiously –cautiously (for the hinges creaked) –I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights –every night just at midnight –but I found the eye always closed; and so it was impossible to do the work; for it was not the old man who vexed me, but his Evil Eye. And every morning, when the day broke, I went boldly into the chamber, and spoke courageously to him, calling him by name in a hearty tone, and inquiring how he has passed the night. So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked in upon him while he slept.†      from  The Tell-Tale Heart  by Edgar Allan Poe   8.   Of course, the script cant be a simple one; its not supposed to kill a man straight off, but only after an interval of, on an average, twelve hours; the turning point is reckoned to come at the sixth hour.      from In the Penal Colony by Franz Kafka 9. â€Å"No live organism can continue for long to exist sanely under conditions of absolute reality; even larks and katydids are supposed, by some, to dream. Hill House, not sane, stood by itself against its hills, holding darkness within; it had stood so for eighty years and might stand for eighty more. Within, walls continued upright, bricks met neatly, floors were firm, and doors were sensibly shut; silence lay steadily against the wood and stone of Hill House, and whatever walked there, walked alone.†   Ã‚  from The Haunting of Hill House by Shirley Jackson 10.   Ã¢â‚¬Å"Garrett, said Stendahl, do you know why Ive done this to you? Because you burned Mr. Poes books without really reading them. You took other peoples advice that they needed burning. Otherwise youd have realized what I was going to do to you when we came down here a moment ago. Ignorance is fatal, Mr. Garrett.†    from  The Martian Chronicles  by Ray Bradbury

Business Skills & Employability Case Study Example | Topics and Well Written Essays - 2000 words

Business Skills & Employability - Case Study Example Further, J Sainsbury also faces the threat of interest groups that seek to ensure profound production and distribution comprehends consumer welfare appropriately. Researches implement that the corporation operates at least 1,106 supermarkets in the UK, and other leading economies. The tally also includes a broad chain of convenience stores that the company runs at a global perspective (Cunningham & Harney, 2012, p. 47). Its analysts argue out that the customers are of salient value to the longevity and growth in performances thus all its investment initiatives focus on that fact. J Sainsbury Company elevates its chain stores to ensure that its products aim at the right consumer groups in order to achieve a profitable market share, and growth on a global perspective. The UK based supermarket operates on a global platform with standardized practices while targeting a broad customer network with divergent needs and wants. Secondly, the company’s 480 retail outlets based in the UK have been of significant importance to the entire organization in maintaining its second position and challenging TESCO, the country’s market leader (Hensmans, Johnson, & Yip, 2013, p. 88). Despite its global targeting approaches, the grocery chain has continuously accrued beneficial outcomes, and profitable performances in all its segments, a factor that is evident in the over 20 countries of operations at the global platform. The chain store’s forecasts ensure that it has gradually diversified competitively and profitably over its local and foreign competitors. Informative survey shows that the company’s market operations face contests since the global grocery industry comprises of both local and international competitors and it is evident that some of them exceedingly operate in broader segments (Cunningham & Harney, 2012, p. 67). The following discussion seeks to establish J Sainsbury’s business practices and its SWOT analyses, with the recommended a pproaches to restructure its strategic plan (Wied & Ebers, 2007, p. 133). Sainsbury’s business environment The corporation founded in early 1869 by UK nationals, John and Mary Sainsbury and it grew proficiently throughout the 19th, 20th, and is currently turning into a global icon after pausing at the second largest chain in the UK, and further as the most profitable grocery company. The adventurous global market production and sales approach emanates from the company's sustainability strategy, which entails the salient measures observable before the purchase of groceries and other consumer products. Statistics reveal that Sainsbury strategic planning contributed to its profitable outcomes whereby the management reported pretax revenue of over ?400 million. Sainsbury’s economic precision extends towards growth in the market since its product portfolio includes the requirement of enticing and outsourcing on producers in order to reduce the expenses articulated to produc ing and packaging some of the company’s consumer goods (Zentes, Morschett, & Schramm-Klein, 2011, p. 244). The company’s coherent integration of the varied political systems enables it to win economic gains throughout the target markets. The use of technology and innovation stimulates competition, and Sainsbury displays the ability to prosper competitively in the global market. J Sainsbury’s SWOT analyses Strengths The company’s credentials and its success in the grocery industry emanate from the long-range objectives and

Pop And Jazz Report Guidelines Essay Example | Topics and Well Written Essays - 750 words

Pop And Jazz Report Guidelines - Essay Example Saturday, the 25th day of June was the date when Darius Jones trio took to the podium to dazzle the crowd with their jazz pieces (Lavelle 12). The scene for the Undead Jazz Festival was spread across different venues throughout New York City. This was not a brilliant idea as there was confusion on where and when the individuals and groups would play with some missing out on the action due to this. Over fifty jazz groups braced the event much to the surprise of the organizers and eleven venues were picked for each night during this year’s festival. Le Poisson Rounge, Kenny‘s Castaways, Sullivan Hall was picked as the opening venue in Manhattan scheduled for June 23rd. The Bell House in Park Slope, Brooklyn hosted the events of June the 24th and Public Assembly, Cubana Social, Cameo Gallery in Williamsburg, Brooklyn hosted the events of June the 26th.Darius Jones trio was scheduled to perform at Littlefield, Homage Skate Park and cross fit gym in Gowanus, Brooklyn (Lavelle 23). The stage at Homage Skate Park training facility was improvised and the acoustics were not as brilliant as expected. Plenty of unwarranted reverb was experienced with an occasional echo and feedback. This did not stop the 3,500 people in attendance from enjoying the music. Both the young and old were in attendance here and the audience was multi disciplinary, with a little bit of everybody being present, from aspiring jazz musicians to renowned performers from different generations (Lavelle 67). Jazz was obviously the group’s music genre of choice, with a contemporary feel and I must say they did not disappoint. The group is made up of three musicians with Darius Jones on the saxophone, Jason Nazary on drums and Adam Lane on bass who are all professional musicians. Voice was not an instrument of choice during this performance (Lavelle 45). These musicians seemed to know their instruments pretty well as they showed considerable expertise and skill both in the music playe d and especially in the improvisation. Darius played a series of runs and drills flowing through the blue scale. The fact that he included modulation, crescendo and diminuendo in his play portrayed him as a gifted jazz musician and the audience seemed to agree (Lavelle 47). The bass player, Adam Lane was the backbone of the trio, playing the underlying bass ling that guided the improvisation, though he would wonder off at times before swiftly and accurately going back to his part. The drums were played almost perfectly with Jason Nazary dictating the tempo and incorporating different speeds in the music. The drums created the beginning of all the songs and picked turns in ending them with the alto saxophone creating the ending melody at times (Lavelle 36). The music was really enjoyable and had a complex groove though I still feel more could have been done to incorporate and create a cool mix of classical and contemporary jazz. The set became surprising due to the group’s wid e range of creativity. Jones playing the alto saxophone gave the enthusiastic audience a taste of firm, earth bound music while exploring different feels in it too. Jones’ music had a clear cut intense sound flowing through the notes from the high ones to the low ones (Lavelle 58). The music played involved gradual crescendo and intensity. It slowly picked up pace and became louder. Rubato melodies characterized the first two songs but according to me,

The importance of early formal education Essay Example for Free

The importance of early formal education Essay Abstract: Informed by, and primarily rooted in research, developmentally appropriate practice is central to optimizing children’s learning and development in early childhood educational settings CITATION Nat09 \l 1033 (NAEYC, 2009). The use of developmentally appropriate practice (DAP) involves teaching in a way that understands development in the classroom individually, and as a whole CITATION Liz13 \l 1033 (Taylor, 2013). When considering the role of the early childhood educator, the creation of adaptive and accommodating teaching methods is crucial to building a supportive and dynamic environment for learning. In building such an environment, educators may use the guiding framework of DAP to ensure that their classroom not only reinforces an advantageous atmosphere that is developmentally appropriate at every level, but also actively encourages continuous positive growth for everyone in the learning community. This position statement reaffirms the benefits of DAP in an early childhood setting by examining its guidelines, the needs and characteristics of young children, the many factors influencing a child’s learning and development, creating an environment that meets these needs, family and community involvement,  and understanding the benefits and uses of assessment. Developmentally Appropriate Practice In order to highlight its benefit as an infrastructure to early childhood education, one must first understand developmentally appropriate practice itself. Key to understanding DAP is the understanding that it is informed by our knowledge of development through theory, literature, and research, confirming that it is an evidence based practice CITATION Nat09 \p 10 \l 1033 (NAEYC, 2009, p. 10). The essence of DAP, however, relies on conscious and constant intentionality, â€Å"in the  knowledge that practitioners consider when they are making decisions, and in their always aiming for goals that are both challenging and achievable for children† (9). This wealth of knowledge required of early childhood educators includes extensive understanding of development, but is shaped by one’s knowledge of each child as an individual, their needs and abilities, and the social and cultural contexts from which they come (9,10). This careful intention and forging of relationships fosters an overall enthusiasm for learning by creating an environment for each individual child in  which they are uniquely known, understood, and respected. The National Association for the Education of Young Children’s publication of their position statement in the mid 1980’s was highly influential in the widespread recognition of DAP CITATION Sue10 \p 70 \l 1033 (Bredekamp, 2010, p. 70). DAP is defined as a practice that promotes the optimal learning and development of young children, of which is grounded in research regarding both child development as well as what is required of effective education in early childhood settings (16). In the interest of this definition, developmentally appropriate practice outlines five significant  guidelines for addressing the decisions made by early childhood educators: creating a community of learners, teaching to enhance development and learning, planning curriculum to achieve important goals, assessing children’s development and learning, and establishing reciprocal relationships with families CITATION Nat09 \l 1033 (NAEYC, 2009). Criticism, however, has emerged in response to NAEYC’s position statements over the years, questioning whether the recommended practices retain equal relevance when applied to diverse groups of students CITATION Sue10 \p 71 \l 1033 (Bredekamp, 2010, p.71). In actuality, the significance of this statement is countered in the very definition of this statement, and is even directly addressed in the most recent publication of NAEYC’s position statement on DAP. â€Å"Because the United States children’s learning opportunities often differ sharply with family income 1 / 4 and education, ethnicity, and language background, sizable achievement gaps exist [and have been identified] between demographic groups† CITATION NAE09 \l 1033 (NAEYC, 2009). For this reason, a strong need for the narrowing of these gaps has been clearly emphasized, explaining that  educators and programs must therefore â€Å"provide even more extended, enriched, and intensive learning experiences† for children who’s learning opportunities have been disadvantaged by such disparities CITATION NAE09 \l 1033 (NAEYC, 2009). Characteristics and Needs of Children In order to enable children to reach challenging and achievable goals, understanding that all domains of a child’s development are interrelated is imperative. In this, children do not divide their experiences, but contrarily their learning and development evolves as one great culmination of all experience CITATION Liz13 \l 1033 (Taylor, 2013). Not only are all areas of development and learning important; similarly, they are the result of the interaction between the sequential and varying maturation of the child and their growing experience CITATION Nat09 \l 1033 (NAEYC, 2009). The inseparable nature of all developmental domains: physical, social, emotional, and cognitive, illustrate the relative needs of each child at the different stages of their development. Every child is different, and while development may be predicted in a sequential progression, it does vary and cannot be completely limited to what we consider more exact periods of development. The generally accepted periods of development, however, refer to infancy extending from birth- 2years, early childhood as 2-5 years, and middle and late childhood as 5-11 years of age. Cephalocaudal pattern of growth characterizes physical development in infancy, where growth occurs from the head down, resulting in control of the head before the legs CITATION Joh11 \p 107 \l 1033 (Santrock, 2011, p. 107). Motor development then originates from the center of the body and moves outward, where coordination of the trunk and arms precede the hands and fingers CITATION Mot10 \l 1033 (Flinders University, 2010). Beginning as gross and graduating to fine motor development, reach and grasp are achieved in infancy. Crawling and walking also occur during infancy, typically between 5-17 months CITATION Mot10 \l 1033 (Flinders University, 2010). Motor abilities develop rapidly in early childhood in which walking leads to running and jumping, the ability to climb develops, and hand-eye coordination progresses with the growing ability to cross midline CITATION Joh11 \l 1033 (Santrock, 2011). By mid to late childhood myelination of the nervous system results in manipulation skills relative to that of an adults (153). Cognitive development can be simplified into three stages: sensorimotor, preoperational, and concrete operational. Infants in the sensorimotor stage coordinate an understanding of the world through sensory experiences, eventually leading to the beginnings of symbolic thought (174). During the preoperational stage, children’s ability to think symbolically expands as they begin to use words and images to represent their interpretation of the world (180). Their interpretation, however, is strongly influenced by egocentrism and centration (174). By mid to late childhood, the concrete operational stage emerges. From 6-7 years and on children exhibit the ability to perform concrete operations in their capacity to logically reason regarding concrete events, and use classification and seriation to organize objects (174). The maturation of self-understanding explains the complexities of social and emotional development in children. â€Å"Children are not just given a self by their parents or culture; rather, they construct themselves†(324). As they grow, their cognitive representation of the self, or self-understanding, changes (324). Self-recognition is the key indicator of self-understanding in infancy, and initially appears around three months of age (324). The ability to establish a positive recognition of oneself sets the stage for establishing relationships with others, as well as the eventual positive regulation and understanding of emotions. In conjunction with verbal communication, children are able to descriptively distinguish themselves, typically using abilities or accomplishments, active and physical descriptions, or unrealistic overestimations to define themselves (326-7). For example, a 4-year-old may describe himself or herself by saying â€Å"I know how to count† or â€Å"I have blonde hair and he has  brown hair† (325). Social comparison and self-description grow in complexity in mid to late 2 / 4 childhood, and include more realistic identifications of the self. With increased aptitude for perspective, children compare themselves with others, and use social and psychological traits to refer to themselves. For instance, a 7-year-old may say, â€Å"I am smart, and I can ride a bike as good as my sister† (326). Creating Learning Environments Providing an environment that is rich and diverse in intellectual and sensory experiences supports an effective and developmentally appropriate curriculum. The careful and informed intention of teachers is also reflected in learning environments that meet and challenge the needs of each individual child as well as the classroom as a whole. Infants and toddlers require a stimulating and dynamic sensory environment as they begin to establish themselves through the physical exploration of the world around them. As infants and toddlers begin to crawl, they need easily accessible opportunities to manipulate and observe their environment. Placing mirrors at ground level, and providing reachable and interesting toys and pictures, encourage development. The establishment of trust and autonomy is also central to infantile development; therefore, building responsive relationships between child and teacher should be emphasized as well as providing a safe and natural environment in support of the child CITATION Tri09 \l 1033 (Trister amp; Bickart, 2009). Interactively reading to infants and toddlers is vital to establishing a relationship with language and begins a visual familiarity with script CITATION Liz13 \l 1033 (Taylor, 2013). Centering on initiative, 3 to 5-year-olds need an interactive environment that offers them many  choices, and allows them to grow in their decision-making abilities CITATION Tri09 \l 1033 (Trister amp; Bickart, 2009). Language skills during these years expand enormously, as do fine and gross motor abilities; meaning, the â€Å"richer and more interesting the environment, the more opportunities there are for children to learn† (1). The learning environment should reflect the very physically and socially active nature of 3 to 5-year-olds and should allow for spacious areas for high-level group play, as well as individual playtime. It is especially important to recognize that â€Å"the physical  environment is the vehicle through which children learn† and therefore should be changed periodically to inspire new experiences (1). During the years of mid to late childhood, autonomy becomes a source of power for children as they demonstrate self-direction and pride in accomplishment (1). The creation of stations, corners, or individual learning environments within the classroom provide space for this feeling of independence. Establishing friendships is very important to 6 to 8-year-olds, meaning that the environment should also include opportunities for high-level small group play. Across the  developmental board, however, a child needs to be able to see themselves in their environment as well as in their learning experiences. Interests of all children should be catered to by the learning environment as well as challenged by it. Displaying pictures of students, their work or accomplishments, and what intrigues them promotes positive development of the self, and creates enthusiasm for learning. Assessment Dynamic, constant, and ongoing assessment is key in early childhood education, and should barely look or behave like assessment at all CITATION Liz13 \l 1033 (Taylor, 2013). The power of  observation and assessment lies in their ability to tap into some of the purest and uninhibited forms of interaction children exhibit. â€Å"Play is the expression of who a child is in every way†, and therefore should be closely and individually observed in order to better understand exactly where children are developing, their strengths, what challenges them, and their unique interests CITATION Liz13 \l 1033 (Taylor, 2013). Educators must asses major childhood growth and developmental domains, expected outcomes, and unique patterns of development in order to provide scaffolding experiences  that value each individual child as well as the learning community CITATION Liz13 \l 1033 (Taylor, 2013). Maintaining portfolios for each child in a class tracks progress, as well as paints a better picture of development and learning for that child. Portfolios should be reviewed with the child and their families, contain notes and observations regarding the child in all domains, and should hold 3 / 4 examples of accomplishments made by the child reflected over time. Influences on Learning It is nearly impossible to identify every aspect of influence on a child’s learning. Among the  multitude of ways learning is influenced, the role of the teacher is paramount, along with the impact of peers, family, and culture. Parents are extremely powerful in their influence on their child’s sentiment towards learning and being a part of a community of learners. Encouragement and support from parents communicates the importance of their development, as well as fosters desire to learn and be a part of their greater community. Parents can demonstrate a loving care for their children’s continued achievement by doing something as simple as reading to them every night. By  making this simple commitment to their child, parents promote a positive attitude towards this sort of intellectual engagement, as well as strengthen a caring relationship with their child. Not only is learning made important by this, but so too is the importance of investing quality time together reinforced. Involving Families and the Community Families, culture, and communities that children come from directly impact their value and understanding of how one behaves, demonstrates respect, and appreciates CITATION Liz13 \l 1033 (Taylor, 2013). Building reciprocal partnerships with parents and families establishes â€Å"mutual  respect, cooperation, shared responsibility† necessary in moving toward the achievement of shared goals CITATION Nat09 \p 23 \l 1033 (NAEYC, 2009, p. 23). Meeting the family where they are and where they come from, relationships are established through ongoing trust and commitment to one another. Families should be invited into the classroom community, supported, and encouraged in their involvement. Keeping families informed via newsletters, inviting them into the classroom, providing conferences, and even making home visits are all ways in which a caring community of learners is built CITATION Liz13 \l 1033 (Taylor, 2013). Conclusion The benefits of using developmentally appropriate practice in early childhood education are exemplified in its specific intention to meet and challenge the developmental needs of each individual child, as well as the entire class. By discussing the characteristics and needs of children, their progressive development across all domains, the ways in which their learning environment reflects and meets those needs, the importance and benefits of assessment, influences on learning, and the importance of family and community involvement, one can see how DAP holistically  approaches early childhood education. Works Cited BIBLIOGRAPHY Bredekamp, S. (2010). Effective Practices in Early Childhood Education: Building a Foundation . Online . Flinders University. (2010, Feb 6). Motor Development. Retrieved from ehlt. flinders. edu. au: http://ehlt. flinders. edu. au/education/DLiT/2000/Motor%20Dev/start. htm NAEYC. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. (C. Copple, amp; S. Bredekamp, Eds. ) Retrieved from National Association for the Education of Young Children: www. naeyc. org NAEYC. (2009). Key Messages of the Position Statement. (C. Copple, amp; S. Bredekamp, Eds. ) Retrieved from National Association for the Education of Young Children: www. naeyc. org Santrock, J. (2011). Child Development (13th ed. ). New York : McGraw-Hill . Taylor, L. (2013, November ). Developmentally Appropriate Practice . (E. 3. Lecture, Interviewer) Trister, D. , amp; Bickart, T. (2009). How Curriculum Frameworks Respond to Developmental Stages: Birth through Age 8. Retrieved December 2013, from ECAP Collaborative : http://ecap. crc. illinois. edu/pubs/katzsym/dodge. html POWERED BY TCPDF (WWW. TCPDF. ORG).

The Multiple Person Complex :: Writing Education Teaching Essays

The Multiple Person Complex Well, I am embarrassed to admit this, but the assignment of the metaphor for life at a university was not something I worked very hard to write. Even more embarrassing is that it is evident when you read my paper. When I look back on it, I don't see a metaphor at all. A comparison? Yes. But there's no metaphor in my paper. That proves to me, and everyone in the class, that I didn't put a lot of thinking into my writing. So I have to ask myself why a paper that was easy enough to write could have turned out so wrong. I think that I truly intended to use a jigsaw puzzle as a metaphor for my experiences of life at Bemidji State University. But as I wrote the paper, I remember feeling removed from the project and the contents. I was merely "creating" in to hand in. So I started with an object I could use for a metaphor, the puzzle, then just wrote out a simple comparison. I didn't even think about it not being a metaphor until I got it back a couple of days ago. It wasn't at all how I viewed life at the college. It was simply easier to do, than to explain way I really felt, like some strange force just keeps pushing me through school, and that I don't feel comfortable with the idea of what my education will bring me, or won't bring me. Instead of putting my real experiences on the paper with my real voice pulling the reader into my paper, I ended up with a dull, simple paper that didn't even fulfill the assignment. The difference between me as the writer and the "me" portrayed in my papers is evident in my paper "Thoughts on Organization." I was very unsure of how to do the assignment, so I followed Marnie's advice and just started writing as things came to me. I wrote my thoughts as they occurred, basically. My little quirky comments are very true to my personality. In the metaphor paper I didnà ­t use any of them. In fact, I purposely kept them out, thinking they had no place in a paper or essay. (How very institutionally OS of me, huh?) The reason I put the into other papers, is because I worked really hard on the, gave them long consideration, and wrote them with me as the "character" in them.

Adulthod final

The distinction of the age range within each stage of development or within a single stage say childhood or adolescence varies from one community to another. These distinctions are not fixed and they vary greatly depending on the culture and the social orientation of the society doing the distinction.For instance, the age at which an individual is seen as a juvenile varies from state to another and therefore it is automatic that the age of at which one converts to an adult from adolescence will also vary. Therefore the distinction between childhood and adulthood will also vary between these states and generally vary from one cultural and social group to another all along history.It is important to note that the passage year into adulthood or passage years within adulthood itself as a stage of development is socially and culturally fixed. All cultures divide the entire life of human beings into more all the same but what differ are the transition ages from one stage to another or from one sub stage (within one development stage say adulthood) to another.Of great importance are the roles that come with the attainment of each development stage (Barber, 1957).These roles are assigned or expected in each society or culture differently and on the basis of the developmental changes observed at each stage. For instance, one will be expected to marry and raise a family at the entry into adulthood whereas other societies will prefer on to move on to the middle adulthood before he or she could marry.This paper seeks to address the stages of adulthood giving a detailed description of the changes observed at each stage of adulthood and at the same time addressing how public policy affects each period of development and examine the different cultural influences during each developmental period.2.0 Literature ReviewLife development stages are often marked by certain specific social, physical and psychological developments or changes. When these changes are observed the assign ment of rights, roles, privileges and responsibilities then takes place but this assignment is depended on the culturally defined or defined as a matter of official policy.For instance, in Western industrialized societies, the life development stages are defined as Prenatal stage (conception- birth), Infancy (birth-2 years), Early childhood (3-6 years), Middle childhood (6 years- puberty which of course varies), Adolescence (beginning of puberty to adulthood), Young adulthood (20-40 years), Middle adulthood (40-65 years) and Later adulthood old age (sixty-five and older).Of great concern especially for this paper are the stages of adulthood which as seen from above list is divided into 3 stages: Young adulthood (20-40 years), Middle adulthood (40-65 years) and Later adulthood/old age (65 years and older) (Pikunas& Eugene, 1991).A young adult is lies between the age of 20-40 and individuals in this sub stage of adulthood display energy and vigor. They are generally of perfect health and bereft of problems related to senescence. Physical performance reaches the peak at the age of 20-35an starts to wane after 35, Strength peaks at 25 and remains constant through 35-40 after which it starts to decline and Flexibility decrease as the age goes past 35 or 40.It is important to note physical differences in which a 40 year old may out beat a 20 year old on many of the aspects highlighted above. Women in this group reach their fertility peak which then decreases gradually as age progresses. For instance, there is 50%, 40% and 30% for women aged19-26, 27-34 and 35-39 respectively (Lesser & Pope, 2007).At this sub stage of adulthood, the members think in a more mature way as oppose to the preceding adolescence stage and focus more on the positive construction of a bright future ahead of them. Further, they learn to appreciate value in things and issues, tangible or intangible, and their relationships with adults improve markedly.Middle adulthood, according to the US offic ial policies , includes the ages 35-54 year olds but Erik Erikson deems otherwise and thinks that this stage end later and thus sets the stage to last from 40-65 years old. This stage succeeds young adulthood and it is defined by visible aging signs such as graying of hair and loss of skin elasticity, put up of body weigh usually due to reduced physical activity and decrease in strength and flexibility.Female fertility also decreases significantly during this stage of middle adulthood. However, the aging process observed in this stage varies from one individual to another mainly through the concept of individual differences (Shephard, 1998).Finally, late adulthood or old age starts from 65 years and above. However this boundary between the middle adulthood and old age may not be categorically placed because it doesn’t share the same connotations in all societies and therefore it varies from on society to another.For Instance, in most parts of the world, old age is assigned to people based on certain changes in their lives, activities and social roles i.e. people are said to be old   when they assume or become grandparents, or when they retire.European and North American societies identify old age with attainment of specific number of years. This apparently last stage of the human life cycle is distinct of limited regenerative ability with the members being highly prone to disease sickness and syndromes besides other aspects of senescence.3.0 Statement of the ProblemThe stages of adulthood development vary from one society or government to another. It is evident that the age definitions of these sub stages of adulthood differ from one official government policy to another and these governments fix these age .numbers based on the societal assignments of roles.The society on the other hand assigns roles, responsibilities, privileges etc basing on the public policy defined by the government. Therefore, it goes without saying that public policy affects eac h of the sub stages of adult development cultural orientation immensely influences each sub stage of developmental period.4.0 Research MethodsThe method of collecting data is designed in a way that one randomly observes various people in various sub stages of adulthood noting the common physical, social and even psychological features where possible. Further, at least ten individuals in each sub stages of the adulthood stage i.e.Early Adulthood, Middle Adulthood, Late Adulthood, Elderly are interviewed to state why they think they qualify to be in their respective sub stage of adulthood and what are some of the responsibilities, roles, rights etc that come with each sub stage of adulthood development. The research schedule was set a below:4.1 Early AdulthoodObservation: physical, psychological and social featuresInterview: to state why they think they qualify to be in their respective sub stage of adulthood and the responsibilities, roles and rights that come with this sub stageTime : 3 Hours4.2 Middle AdulthoodObservations: physical, psychological and social featuresInterview: to state why they think they qualify to be in their respective sub stage of adulthood and the responsibilities, roles and rights that come with this sub stageTime: 3 Hours4.3 Late AdulthoodObservation: physical, psychological and social featuresInterview: to state why they think they qualify to be in their respective sub stage of adulthood and the responsibilities, roles and rights that come with this sub stageTime: 3 Hours4.4 ElderlyObservation: physical, psychological and social featuresInterview: to state why they think they qualify to be in their respective sub stage of adulthood and the responsibilities, roles and rights that come with this sub stage