The Impact Of Curiosity On Indulgent Choice Lack Of The Knowledge - 825 Words

The Impact Of Curiosity On Indulgent Choice: Lack Of The Knowledge (Research Paper Sample) Content: The Impact of Curiosity on Indulgent Choice Name Institution Date Introduction The article talks about the curiosity that can be defined as the intellectual deficiency that is caused by the knowledge gap between the known and the unknown or rather the knowledge a customer does not have. Some researchers have treated curiosity as a personal trait rather than a situation state. However, people have barely paid attention to whether interest can encourage customers to use numerous tactics to attack issues outside the data sphere (Wang Huang, 2017). The article examined, the possible means, and reasons inquisitiveness can influence areas apart from the data sphere that can be framed as research questions as stated below; Research questions 1 How does curiosity bring about motivation to consumers? 2 Can curiosity affect specific areas other than evidence fields? 3 How can curiosity affect areas other than the data fields? Topic or the subject matter The Conceptualization of Inquisitiveness as Reasoning Deficiency - Curiosity is not about knowledge gap; it is about what interests someone to put an effort and gain more knowledge about the interest. For example, if someone does not want to learn about surgery, he or she will not be curious about it. However, curiosity can be a personal trait due to individual differences. Also, interest can be the need to know more about something. Inquisitiveness generates the yearning to acquire the material return - Curiosity is a motivator to the individual to seek the unknown, in that, it can be considered as a rewarding incentive when we get to find out the missing information. The craving to attain the data return highpoints and a return-pursuing objective – To obtain a goal, it is in most cases triggered by a secondary goal which was also triggered by another secondary goal. The statement means that, when one wants specific rewards driven by curiosity, may be out of a higher-order with a higher purpose of wanting any return. Such return- pursuing objective should have return- pursing behavior. A return-pursuing objective heads to leniency – Curiosity enables customers to improve their pick for lenient options. The response is expected since inquisitiveness stimulates customers to search for the specific data or material return. Therefore, curiosity requires a return- pursuing as an objective. Contributions to marketing practices People become curious due to many reasons. For instance, through friends' experiences, through adverts on media, billboards, through social media and many more. Therefore, it is the responsibility of the organization to fill the curiosity gap. Bring to the table the customer's gap which can be termed as curiosity and demand. It might need convincing explanations or demonstrations on how the gap is filled by the advertised product or service. This way, the organization reap marketing benefits from the curiosity. Methods used Five studies were conducted; each had its purpose and findings. In the first study, The method was conducted at Drexel University by forty-seven undergraduate students. They used riddles that were given to the sampled students to solve in ninety seconds. The puzzles were a bit difficult to answer, the reason behind that was for the researchers to identify the level of curiosity on all students. To get to understand what participant would want to know the answer or how the riddle was solved (Wang Huang, 2017). In the second study, the researchers worked on a video evaluation task, interviewing sixty-six students of Drexel University on how they viewed a show on the television called "What would you do?" While asking the questions, there were hidden cameras to prove the curiosity level and reaction of the sampled number (Wang Huang, 2017). In the third study, the researchers paid three hundred participants and used study one method but later assessed the participants on their level of curiosity to want to know the answers. The fourth study, the sample size was one hundred fifty-six. The method used ...

A Narrative Of The Captivity And Restoration - 1562 Words

Native- European encounters date all the way back to the early 1700’s. They’re countless stories and narratives, which focus on different details of the Native Americans, and Europeans. New England colonies were typically known for the formation and development of American literature. European colonization and territorial cross-over onto Native land, sparked many of the stories written that scholars still read, to this day. Many different themes are used to characterize the literature created during this time period. Based off of the well-known British captain, John Smith, â€Å"The New World† movie, and The General History of Virginia, New England, and the Summer Isles was created. The capturing of the Christian Englishwoman, Mary Rowlandson, produced the famous narrative, A Narrative of the Captivity and Restoration. Readers of these stories can analyze various portrayals of the encounters of this time period. One can depict a few of the apparent themes rep resented such as, myth versus history and savage versus civilized. These thematic contents are shown in the narratives, General History of Virginia, New England and the Summer Isles by John Smith, A Narrative of the Captivity and Restoration by Mary Rowlandson, and the 2005 movie, â€Å"The New World†, written by Terrence Malik. Myth versus historical fact, is a major theme represented in these encounters. Hollywood’s’ representation of Pocahontas can be to blame for the many misconceptions of Indians and theirShow MoreRelatedA Narrative Of The Captivity And Restoration999 Words   |  4 Pagesis reoccurring theme in the narrative, â€Å"A Narrative of the Captivity and Restoration,† written by Mary Rowlandson. Rowlandson was taken captive by Indians in 1675, she documented those eleven weeks in this narrative (Rowlandson ,256). It is a tragic tale that starts with seeing her family and friends drowning in their own blood, all the while seeing her old life go up in smoke. Mary is a fine example of puritan faith who never gave up hope. In Mary Rowlandson’s narrative she demonstrates her puritanRead MoreA Narrative Of The Captivity And Restoration Of Mary Rowlandson Essay1342 Words   |  6 Pagesthe semester we have discussed a few captivity narratives such as: John Smith, Mary Rowlandson, and Cotton Mather. From a personal standpoint, Mary Rowlandson’s captivity narrative was one of the best selections we have read in class thus far. It is a prominent source of biblical encouragement to those of the Puritan religion and some other religions that put God above all human and nature. Throughout the short story, a Narrative of the Captivity and Restoration of Mary Rowlandson, it describes theRead MoreThe Narrative Of The Captivity And The Restoration Of Mary Rowlandson1611 Words   |  7 Pagesthese captives, and the resulting captivity narrative, titled The Narrative of the Captivity and the Restoration of Mrs. Mary Rowlandson, published in 1682, is formed based on her memory. Rowlandson’s captivity narrative carried great significance in that it came to be used as a didactic Jeremiad, leading its Calvinist audience back towards God’s path and away from an allegorical wilderness. As a devout Calvinist, Rowlandson believes her journey through captivity is a test wrought by her God. HerRead MoreA Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1042 Words   |  5 Pages â€Å"Incidents in the Life of a Slave Girl† and â€Å"A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson† are both nonfiction narratives that describe the struggles of women in some form of captivity. The similarities between these two texts are in some ways incredibly obvious, for instance they are both written in the first person from the perspective of marginalized women struggling to merely survive. â€Å"Incidents in the Life of a Slave Girl† specifically deals with the extreme level ofRead MoreThe Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1031 Words   |  5 PagesMary Rowlandson Captivity and Spiritual Freedom The Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson, or also known as The Sovereignty and Goodness of God, written by Mary Rowlandson is a powerful captivity narrative. Mary Rowlandson gives a first person perspective about her experience of being held captive during King Phillip’s War. Rowlandson lost everything by an Indian attack on her town. The Indian’s over took the town of Lancaster, catching homes on fire, killing and capturingRead MoreA Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson982 Words   |  4 PagesA Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson The life one treasures and takes for granted today can be so easily erased in the blink of an eye and gone tomorrow. Therefore, not only is it important to cherish how one lives for today and now, but it’s also important to how one can overcome the misfortunes and hardships they may suffer; tragedy can make a person or break a person. Mary Rowlandson’s experience during her eleven weeks of captivity as documented in â€Å"A NarrativeRead More Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson1366 Words   |  6 PagesNarrative of the Captivity and Restoration of Mrs. Mary Rowlandson From the violent and brutal clash between Indians [1], and British colonists in Massachusetts during King Philips War (1675-6) grew a new literary genre. After their redemption, some colonists who had been prisoners of the Indians wrote autobiographical accounts of their experiences. These captivity narratives developed a large audience, and interest in the narratives continued into the nineteenth century.[2] After her captureRead MoreThe Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1603 Words   |  7 PagesThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson reveals that the ghastly depiction of the Indian religion (or what Rowlandson perceives as a lack of religion) in the narrative is directly related to the ideologies of her Puritan upbringing. Furthermore, Rowlandsons experiences in captivity and encounter with the new, or Other religion of the Indians cause her rethink, and question her past; her experiences do not however cause her to r edirect her life or change her idealsRead MoreThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson1600 Words   |  7 PagesThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson reveals that the ghastly depiction of the Indian religion (or what Rowlandson perceives as a lack of religion) in the narrative is directly related to the ideologies of her Puritan upbringing. Furthermore, Rowlandsons experiences in captivity and encounter with the new, or Other religion of the Indians cause her rethink, and question her past; her experiences do not however cause her to redirect her life or change her idealsRead MoreThe Narrative Of The Captivity And The Restoration Of Mrs. Mary Rowlandson1422 Words   |  6 Pagesthese captives, and the resulting captivity narrative, titled The Narrative of the Captivity and the Restoration of Mrs. Mary Rowlandson, published in 1682, is formed based on her memory. Rowlandson’s captivity narrative carried great sig nificance in that it came to be used as a didactic Jeremiad, leading its Calvinist audience back towards God’s path and away from an allegorical wilderness. As a devout Calvinist, Rowlandson believes that her journey through captivity is a test wrought by her God. Her

Analysis Of CDC Website On ADHD Free Essay Example, 750 words

CDC states that a huge number of children residing in the region of the United States experience ADHD. The CDC has even expanded on the health issue of ADHD (Attention-Deficit/Hyperactivity Disorder and on its webpage the center has focused on various issues related to the disorder including forms of ADHD, signs of a patient experiencing ADHD, the reasons for its occurrence as well as methods for treating and diagnosing patients with ADHD. The CDC has created this document with the intention of informing patients, family members of the patients as well as individuals from the field of medicine and psychology regarding the health issue of ADHD. It has even made an effort to persuade parents, teachers, and caregivers to provide their children with psychological assistance if they believe that their children are exhibiting signs of ADHD. The CDC has created this webpage and has used various ethos, pathos, and logos to inform the citizens about the threat of ADHD and to persuade the cit izens to visit their physicians and psychologists if they believe that they are suffering from the symptoms of ADHD. The claims and the information provided within the public document published by the CDC are of high credibility in the eyes of practitioners as well as the general public. We will write a custom essay sample on Analysis Of CDC Website On ADHD or any topic specifically for you Only $17.96 $11.86/pageorder now This is because the CDC is a government based healthcare organization and the citizens perceive any information provided by the government as credible. The citizens may perceive that the information provided by the government is credible because the government has taken up the responsibility of ensuring that their people live in healthy conditions and free from diseases. The webpage of the CDC is not the only webpage that has been dedicated by the CDC to health-related issues. It has dedicated a various webpage to outline various health-related issues. For example, the CDC even has a webpage for bipolar disorder, which is another mental illness similar to ADHD (Cdc. gov, 2013). The information available on this source is even valid because the website and the webpage are quite frequently updated with new information as new researches regarding different health issues are conducted.

The Issue Of Gun Safety Essay - 1772 Words

When thinking about gun safety, many people think of the news channels, or the speeches from Congress and the President about guns and some of the problems that they cause. Man go as far as saying that the more guns U.S. civilians have, the more crime will rise.. Though there are many problems that happen that involve guns, it is not the guns themselves causing these problems; it’s the people that are behind them. Gun safety is a subject that has been a main topic in the past few years among many, especially within politics. It is something that has become a substantial topic in the past few years due to many shootings and accidents that have occurred with today’s youth. It is a topic that needs to be addressed. Gun safety is very important in the matters of teaching people that firearms are not a toy. One should always treat the gun like it is loaded. Too many people choose to play around with guns by swinging them around, tossing them to people, or aiming the gun at other people and pretending to shoot them. These are signs that people are much too immature and should not be handling a firearm. Interviewed a friend about an instance that involved a situation with someone being very immature when it came to handling a gun. When to a hunting store to purchase a hunting shotgun this past summer, there was a gentleman standing right next to the handgun case looking at a semi-automatic pi stol. The man asked to look at a certain handgun and then proceeded to pick up theShow MoreRelatedThe Issue Of Gun Safety1108 Words   |  5 PagesMany tragedies that involve guns on school campuses make people worry. Parents often ponder the question, â€Å"Is my child safe?† The answer is never a guaranteed which causes parents to fret. Parents should stop worrying. They need to trust school officials will protect their child or children. School officials should feel free to open-carry. There should be trained individuals, whether it is a teacher or an administrator that are trained for gun incidents. Schools, who believe that an outside personRead MoreThe Issue Of Safety And Gun Control896 Words   |  4 Pagesyear-old is old enough to buy a gun, but not a beer? The concern of a gun-crime being committed by a young man/woman is high, but what if they want to go hunting with their father? It doesn’t seem so bad now. Some people may think that our President isn†™t effective enough, but there are too many people supporting each side for the President to make a large, yet fair decision. There may be two sides to the story, but what is the right option? This question of safety and gun control has become part of anRead MoreGun Control And The Safety Of The Future868 Words   |  4 PagesGun Control â€Å"We must respect the past, and mistrust the present, if we wish to provide for the safety of the future† was a quote by Joseph Joubert, a well-known essayist, put it simply. People ought to learn from and respect the past, don’t trust the present, all to make the future better. This is something to always live by because the past is not always right and the future should be provided for. Joubert had the right idea. Everyone could learn from his ideology even if they do not completelyRead MoreThe Importance Of Gun Control1209 Words   |  5 Pagesyears, the issue of gun control has been brought to the forefront of people’s minds. Some people believe in the power of the second amendment, and the right to personally own guns. This is the camp that I fall under. But there are those who believe in stricter gun control and view personal ownership of guns as a great risk. No matter what side you fall on the goal is the same, to make the United States of America a safe place to live. We are all united by this one central value of safety, regardlessRead MoreThe Drawbacks of Gun Control Legislation773 Words   |  3 Pages Gun control is many issues of this nation summed up into two words. In the point of view of some people gun control is a crime issue, while to others it is a rights issue. Gun control also is a safety issue and believe it or not, an education issue. Within each of these problems, there are those who want gun control legislation, and those like myself, who want less gun control legislation. The second amendment states that we as citizens have the right to bear arms and protectRead MoreEssay about Public Safety vs. Civil Rights1628 Words   |  7 PagesPublic Safety v. Civil Rights CJA 550 Crystal Shepherd March 7, 2011 The argument of public safety versus civil rights has always been at the forefront of many major political issues in the United States. Civil rights are the foundation of this country, and they protect it’s citizens. But with that, comes the protection of criminals, terrorists, and enemies of the state, and the freedom for these people to move and operate against American ideals. The slightest restrictions on civil rightsRead MoreA Brief Note On Shootings Shooting And The 2012 Aurora Shooting973 Words   |  4 PagesAurora shooting. According to my findings and analysis, there are two main ways the issue of gun controlled is framed. One, gun control is depicted through a constitutional frame that represents the problem as an issue involving constitutional claims to support less strict gun laws and second, gun control is represented through the lens as a public health frame where the issue is seen as focusing on health and safety risks to society. Figure 2 (shown above) illustrates a comprehensive numerical analysisRead MoreCause And Effect Of Gun Control1384 Words   |  6 PagesThere are an abundance of causes and effects in the way guns are used, purchased, and sold – legally or illegally. A few causes include how guns are kept (with a safety and locked away or not), and in the way guns are obtained. The effects of these acts are, peoples state of mind, and the criticisms law enforcement may receive. Thought of as technical and firm, the laws about guns can easily be bypassed by criminals and people who are not in the right frame of mind. In the legal and illegal use ofRead MoreThe Problem Of Gun Control1014 Words   |  5 Pagesthe largest issues being discussed today is how can we effectively control guns and limit, or eliminate, gun violence. There is a very large amount of solutions out there, some that are good and some that are not so good. The solutions I have found and will discuss in this paper have been proposed by Todd Miller of Huffington Post, Evan DeFilipps of Washington Post, and Matthew DesChamps of Stamford Advocate. The solutions these authors have proposed just do not solve this issue in the rightRead MoreGun Control : A Continuous Problem851 Words   |  4 PagesGun control; a continuous problem in the United States since the late 1700’s. Gun control does not necessarily mean to ban guns, but rather to put a better control on who has access to them. The ongoing issue of whether to keep or eliminate guns has Americans all over the world in distress over an issue that is not impossible to resolve. Gun control is a task that takes a community as a whole to accomplish. No matter how small, every individual’s effort can make a difference. To take control of guns

The Rate Of Teenage Pregnancy - 1817 Words

Her name is Isabel . She got pregnant at 14 and brought forth a little girl at 15. One night her and her boyfriend decided to engage in sexual relations. After that night her life changed drastically . After 4 weeks she figured out she was pregnant. Isabel conversed with a trusted auntie and she took her to go get checked. She peed in a container and yup those 2 lines came up. Isabel took a gander at her Aunt and she didn t generally recognize what say. She told Isabel that it would have been alright. I am regularly frightened when I see an amazingly youthful young lady encountering parenthood during a period when her fundamental concerns ought to be far not exactly those of raising another person. The truth of the matter is that consistently more high schoolers are having youngsters at an alarmingly youthful age. This issue brings up the issue of what should be possible to forestall and bring down the rates of teenage pregnancy. Keeping in mind the end goal to avert high school pre gnancy, young people need a complete comprehension of restraint, preventative strategies, and outcomes .Young people who are pregnant can t typically bolster the youngster all alone. Teenage Pregnancy is a developing issue all around the globe. Despite the fact that the numbers have brought down, it is still an issue in our general public. At the point ,when teenagers become pregnant their associations with their family, companions, and the father of the infant can change a considerableShow MoreRelatedThe Rate Of Teenage Pregnancy1929 Words   |  8 Pagesmatter is that consistently more teenage girls are having babies at an alarmingly, youthful age. This issue brings up the issue of what should be possible to forestall and bring down the rates of teenage pregnancy. Keeping in mind the end goal is to avert teenage pregnancy. Youngsters need a complete comprehension of restraint, preventative strategies, and outcomes .Young people who are pregnant can t typically bolster the young ster all alone. Teenage Pregnancy is a developing issue all aroundRead MoreTeen Pregnancy And Teenage Pregnancy Rates940 Words   |  4 Pages Studies show that black and Latina girls have that highest teenage pregnancy rate compared to other races of girls. Black and Latina girls are more than twice as likely as white or indian girls to become pregnant before they leave adolescence.While dramatic declines among Hispanic and black teens (51 percent and 44 percent, respectively) have helped reduce gaps, birth rates remain twice as high for these teens nationally compared with white teens .It varies all across the U.S. andRead MoreTeen Pregnancy And The Teenage Pregnancy Rates2094 Words   |  9 PagesPregnancy and parenthood is a significantly life- altering event that anyone could experience. These two life events inquire not only physical but mental obstacles. What happens when these events occur when your body is not physically developed and your mental maturity is not fully ripened? This happens too often amongst the teen age population. In the United States, teen pregnancies are the highest when comp ared to other developed countries. Teen births account for 10% of all births in the UnitedRead MoreIncreasing Rates of Teenage Pregnancy 952 Words   |  4 PagesThe problem to be addressed by this proposal is the issue of teenagers pregnancy rates are increasing. Since 2007 we have steadily be rising by 1% every year (Center for Disease Control). In addition we are ranked as the number one nation in the world for having the most teenagers becoming parents. Are teenagers being prepared and educated adequately in the dangers of sexually transmitted diseases and the risks of pregnancies? In my experience no, just last year I had a freshman student who gaveRead MoreTeenage Pregnancy : The Highest Rate Of Teen Pregnancy1666 Words   |  7 PagesTeen Pregnancy The United States has the highest rate of teen pregnancy of most industrialized nations. According to a 2014 article, in 2013 nearly 273,105 babies were born to women aged 15-19 years, for a live birth rate of 26.5 per 1,000 women in this age group. This is a record low for U.S. teens in this age group, and a drop of 10% from 2012. Birth rates fell 13% for women aged 15–17 years, and 8% for women aged 18–19 years. Still, the U.S. teen pregnancy rate is substantially higher thanRead MoreTeenage Pregnancy Rates Among Ethnicities1059 Words   |  5 Pages Teen Pregnancy Rates Among Ethnicities Dr. Maria Reid Florida International University Friday, June 17, 2016 Vanessa Romano Stephanie Maquieira Teenage pregnancy has been viewed as an issue for many years, not only for teenage mothers but for babies as well. Much importance has been placed on this subject for the reason that although these rates are declining, they remain elevated. The United States represents over 600,000 American teen pregnancies every year, making this the highestRead MoreTeenage Pregnancy Rates And The United States3104 Words   |  13 PagesEven though teenage pregnancy rates have decreased in the U.S. in recent years, the rates are far behind European countries. Studies have shown that U.S. teenagers have (a) high rates of sexual intercourse at a younger age, (b) high rates of sex without contraceptives, (c) high rates of pregnancy, (d) and high number of multiple sex partners in comparison to European countries like Sweden, France, Netherland (Bell, 2009). One of the main reasons for high rates of teenage pregnancy in the U.S. isRead MoreSince The Rate Of Unwanted Teenage Pregnancies Has Been1676 Words   |  7 PagesSince the rate of unwanted teenage pregnancies has been steadily decreasing over the past forty years (Patten, 2016), many young women will not be faced with the difficult challenges and life-altering decisions that a pregnant teen is presented with. However, of those teenage women who do face the burden of an unforeseen pregnancy, many come to realize how simple preventative measures could have saved them from having to deal with the social, financial, and psychological difficulties caused by anRead MoreThe Rate Of Unwanted Teenage Pregnancies And Sexually Transmitted Diseases1502 Words   |  7 PagesThe rates of unwanted teenage pregnancies and sexually transmitted diseases are drastically increasing. Sexual Education has become an effective way of enforcing safety precautions and informing teens about healthy sexual activity. Sexual Education is the act of educating others about intercourse, the anatomy of the human body, sexual reproduction, abstinence, and contraceptives. Elizabeth Boskey, a STD expert, believes that schools should teach sex education because of the positive effects it hasRead MoreUnited States has the Highest Rate of Teenage Pregnancies Essay1687 Words   |  7 Pages We are number one in the world for teenage pregnancy, about 500,000 births per year from girls under twenty. Second in the statistic is Poland, who only has about 30,000 teenage births in a year. When the topic of sex arises, people become uncomfortable because it is a subject that is thought of as personal and secretive. However, people aren’t only uncomfortable with the subject because of it being taboo, people try to avoid the subject because they aren’t always informed correctly about it and

Development Timeline (Birth to 19 Years) Free Essays

TDA 2. 1 (1. 1) DEVELOPMENTAL TIMELINE – FROM BIRTH TO NINETEEN YEARS The time frames presented are averages and some children may achieve various developmental milestones earlier or later than average but still be within the normal range. We will write a custom essay sample on Development Timeline (Birth to 19 Years) or any similar topic only for you Order Now BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor)| Birth – 1 month| Generalised tension. Helpless. Asocial (not social). Fed by mother. | | Feedings: 5 – 8 per day. Sleep: 20 hours per day. Sensory Capacities: makes basic distinctions in vision, hearing, smelling and tasting, touch temperature and perception of pain. | 2 months – 3 months| Distress. Smiles at a face. Visually fixates at a faceand smiles at it. Maybe soothed by rocking. Enjoys being cuddled. Expresses delight. | Oral Exploration: cries, coos, grunts. | Sensory Capacities: colour perception; visual exploration. Motor Ability: control of eye muscles; lifts head when on stomach. | BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). 4 months – 6 months| Enjoys being cuddled. Recognises his mother. Distinguishes between familiar persons and strangers. No longer smiles indiscriminately. Expects feeding, dressing and bathing. | Oral Exploration: babbling; makes most vowels and about half of the consonants,| Sensory Capacities: localises sounds. Motor Ability: control of head and arm movements; purpo sive grasping, rolls over. | 7 months – 9 months| Specific emotional attachment to mother. Protests separation from mother. Enjoys â€Å"peek-a-boo† games. | Motor Ability: control of trunk and hands; sits without support; crawls about. | 10 months – 12 months| Responsive to own name. Waves â€Å"bye-bye†. Plays â€Å"pat-a cake†. Understands â€Å"no! â€Å"Gives and takes objects. Affection. Anger. Fear of strangersCuriosity Exploration. | Language: says one or two words; imitates sounds; responds to simple commands. | Feedings: 3 meals per day, 2 snacks. Sleep: 12 hours per day with2 naps. Motor Ability: control of legs and feet; stands; creeps; apposition of thumb and fore-finger. | BIRTH TO 5 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 1 year – 11/2 years| Dependent behaviour. Very upset when separated from mother. Fear of the bath. Obeys limited commands. Interested in his mirror image. | Language: repeats a few words. | Motor Ability: creeps up stairs; walks (10 – 20 minutes); makes lines on paper with crayon; feeds himself. | 11/2 years – 2 years| Temper tantrums (1 – 3 years). Resentment of a new baby. Does the opposite of what he is told (18 months). Language: vocabulary of more than 200 words. | Motor Ability: runs; kicks a ball; builds a 6-cube tower (2 years); capable of bowel bladder control. Sleep: 12 hours at night with1 – 2 hour naps| 2 years – 3 years| Fear of separation. Negativistic (2 1/2 years). Violent tempers. Different facial expressions – anger, sorrow and joy. Sense of humour; plays tricks. Copies parents actions. Dependent, clinging. Possessive about toys. (continued overleaf)| Language: talks, uses â€Å"I†, â€Å"me† and â€Å"you†; says words, phrases and simple sentences; vocabulary of 272 words. Inability to make decisions. M otor Ability: jumps off a step; rides a tricycle; uses crayons; builds a 9-cube tower; seats self on a chair; uses a spoon and fork; becoming independent in toileting; turns pages singly. | BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 2 years – 3 years(continued)| Enjoys play alongside another child. Resists parental demands. Gives orders. Rigid insistence on sameness of routine. Self-centred – beginning of personal identity. Possessive. Often negative; frustrated. More responsive to humour and distraction. Solitary play. Dependent on adult guidance. Plays with dolls. Little concept of others as â€Å"people†. Socially very immature. May respond to simple direction. Enjoys music. | . | | BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 3 years – 4 years| Knows if he is a boy or a girl. Enjoys brief group activities requiring no skill. Like to â€Å"help† in small ways. Self-sufficient in many routines of home life. Affectionate towards parents. Pleasure in genital manipulation. Cooperative play with other children. Attends nursery school. Imitates parents. Romantic attachment to parent of opposite sex (3 – 5 years). Jealousy of same-sex parent. Imaginary fears of dark, injury, etc. (3 – 5 years). Takes turns and likes to share. Beginning of identification with same-sex parents. Practises same-sex role activities. Intense curiosity and interest in other children’s bodies. Imaginary friend. | Uses â€Å"we†. Has a vocabulary of 896 words. Growth in communication. Tells simple stories. Uses words as tools of thought. Has a desire to understand to his environment. Can answers questions. May recite a few nursery rhymes. .| Motor Ability: stands on one leg; jumps up and down; draws a circle and a cross (4 years); draws â€Å"Man†; cuts with scissors (not well); can wash and dry face; throws ball overhand. | BIRTH TO 5 YEARS | Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 4 years – 5 years| Highly Cooperative play. Highly social – has special friends. Highly organised (5 years). May play loosely organised games (e. g. ag; hop scotch). Enjoys simple table games requiring turns and observing rules. Talkative. Versatile. Responsibility and guilt. Feels pride. Prefers to play with other children. Becomes competitive. Prefers sex-appropriate activities. Highly imaginative. Dramatic. Self-assured. Stable and well-adjusted. Home centred – likes to associate with mother. Capable of some self-c riticism. Enjoys responsibility. Like to follow rules. Interest in environment, town, city, shops, etc. | Talks clearly. Uses adult speech soundsHas mastered basic grammar. Asks endless questions. Learning to generalise. Tells long tales. Reads own name. Counts to 10. Asks meaning of words. Knows colours. Beginning to know the difference between fact and fiction. Has the ability to tell lies. Knows over 2000 words (5 years). | Motor Ability: hops and skips; mature motor control, skips; good balance; smoother muscle action; skates; rides a bicycle (with stabilisers); broad jumps, dresses without help, copies a square and a triangle; can draw recognisable simple objects; handedness established; ties shoes, girls’ small muscle development about 1 year ahead of boys. | 6 YEARS TO 10 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | Starts spending more time in school and with peers than with family. Has friends that are primarily the same sex. Accepts responsibility for their actions. Express concerns for the welfare of others. Personality and humour develops. Can â€Å"decentre† (realizes others have ideas and feelings that are not the same as theirs). Attention levels increase; can inhibit impulsive behaviour. Has greater emotional control. Play becomes sophisticated and increasingly symbolic. Playing a gang or group (organised sports and games). Spends more time and concentration on individual interests (books, music, computer games, constructing models. Tastes and skills are almost defined (pre-teen). Demonstrates â€Å"relativism† (they can be wrong and that theirs, and others, thoughts and feelings do not affect reality). Strongly influenced by friends. | Evidence of logical and organised thought. Demonstrates deductive reasoning. Understands the concepts of â€Å"right† and â€Å"wrong†. Speed and efficiency of thought increases. Can relate involved accounts of events. Complex and compound sentences easily used. Only a few lapses in grammatical constrictions (tense, pronouns, plurals). All speech sounds are established. Reading and writing with considerable ease. Plays challenging games and puzzles that test knowledge and physicality. Can classify one object in more than one way. Can carry on a conversation at an adult level. Learns to join their letters and can decipher other joined-up writing. Doodles and sketches becoming more naturalistic. Can follow (fairly) complex instructions with little repetition. Starts to question unknown concepts (eg. death, birth, etc. ). Able to set and achieve goals. Reads for pleasure (8+ years). Can tell the time (7+ years). | Motor Ability: movement is smoothand coordinated; can ride a bicycle without stabilisers; plays challenging games to test physicalityContinues to grow steadily in weight and height. Body proportions starting to look less childlike and more like those of an adult. Exhibits high levels of energy. Puberty may begin (as young as 9). Periods may begin (as young as 8). Sleep: 10 hours per day. | 10 YEARS TO 14 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). 13 YearsMay act in destructive ways – slamming doors; stamping feet. May become overly sensitive and easily offended. May begin dabbling in serious behaviour – self harm; smoking cigarettes; drinking alcohol; taking drugs; having sex). Peer pressure has the most influence. Interested in â€Å"fitting in† and â€Å"being the same† as their peers. Relationship s can become complex and intense – not speaking to others; enjoy fighting/making up. May have large shifts in social circles – may withdraw and avoid their peers or choose to stick with their friends, no matter what. Prefers to be social than tend to school-work or other responsibilities. Silliness can rule – can have a twisted sense of humour. May push away from their parents to spend more time with friends. Cliques and tight-knit groups can form. Between 12 and 14 years, both sexes become very aware of their sexuality and that of others. Nervous of developing too fast or too slowly. | A handwriting style develops. More abstract thought, incorporates principles of formal logic. Thinking becomes less tied to concrete reality. Formal logical systems can be acquired. Can handle proportions, algebraic manipulation. Evidence of organised, logical thought. Capable of concrete problem solving. Growing ability to see the consequences of their actions. More able to think like adults, but not the judgement and experience. Arguing skills improve (passionate). Reasoning skills improve – applies concepts to specific examples. Can construct hypothetical solutions to problems and evaluate. Focus on the future develops. Recognises cause and effect (present/future events). Sets personal goals. Decision-making skills improve. Learns to distinguish fact from opinion. Can evaluate credibility of various sources of information. May challenge adults’ assumptions and solutions. | Girls:Onset of puberty (11 years). Menstruation begins (121/2 years – but sometimes earlier). Breasts begin to grow and develop (breast buds). Boys:Growth spurts, clumsiness and lack or coordination. Hormonal mood swings in boys and girls – moody, depressed, surly and rebellious; acutely interested in the opposite sex. Adult teeth in place (by 13 years). Special gifts and talents emerge (sports, artistic, mental, etc. ). 13 Years Girls:Growth in height continues, but a slower pace (adult height reached by 16 or 17 years). Breast development continues. Growth of pubic and under-arm hair. Body shape changes (hips, fat deposits – buttocks, legs, stomach). Periods become regular. Pregnancy becomes possible. | 10 YEARS TO 14 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 13 Years (continued)Evidence of â€Å"teen rebellion†. Early â€Å"risk taking† behaviour could increase in difficulty and occur with other risky behaviours. Eager to assert their independence. Negative and positive peer pressure – friends; classmates. Three possible major health problems include eating disorders; depression; substance abuse. | | 13 Years (continued)Boys:Rapid growth in height and weight. Muscles fill out – strength increases. Pubic and under arm hair appears and thickensBody hair increases. Voice deepens. Penis, scrotum and testes enlarge. Ejaculation and nocturnal emissions occur. Boys and Girls:Always hungry. Sleep patterns alter dramatically. Oily skin and acne may occur). Sweating increases. Rapid growth causes clumsiness and lack of coordination. Sexual desires and fantasies increase. | 14 YEARS TO 19 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). | 14 YearsUncertain, unhappy and sensitive. Withdrawn – spends time alone; needs privacy. Can be neurotic (convinced that everyone is watching and judging). Low self-esteem – very concerned with body image and appearance (physical ; sexual). May refuse to sociable with adults. Self-involved (may have high expectations and low self-concept). 15 YearsGenerally easy going; happy. Recognises own strengths and weaknesses. Is critical of others, specially parents. Likes to be busy with extracurricular activities. Large and varied social circle; friends of both sexes. Anxious to be liked and accepted. Strong interest in opposite sex. Can be quarrelsome and won’t communicate. Desires independence from familyRelationships with siblings better than with parents. May have one or two â€Å"best friends†. Dating and romantic relationships may be commonplace. | | | 14 YEARS TO 19 YEARS Social, Emotional andBehavioural Development| Communication andIntellectual Development| Physical Development(gross and fine motor). 16+ YearsRelationship with family becomes easier; more caring. Self-assured with sense of self. Views parents as people, not the â€Å"bosses†. Friendships are very important – both sexes; shared interests. Intense romantic relationships. May have anxiety over school and test scores. Interest in school increases or decreases. Seeks privacy and time alone. May complain that parents prevent independence. Starts to integrate both physical and emotional intimacy into relationships. Is increasingly aware of social behaviours of friends. Seeks friends that share similar beliefs; values; interests. Friends become more important. Starts to have more intellectual interests. Egocentrism develops in some teenager. | 16+ YearsBecomes better able to set goals and think in terms of the future. Has a better understanding of complex interrelationships of problems and issues. Starts to develop moral ideals and to select role models. Cognitive maturity develops:Componential intelligence – ability to use internal information-processing strategies in problem solving,Metacognition – awareness of one’s cognitive processes (vital in problem solving). Experiential intelligence – able to transfer learning effectively to new skills. Contextual intelligence – ability to apply intelligence in a practical context. Tacit knowledge –savvy or â€Å"street wise† (to work the system to one’s advantage). | 16+ YearsGirls:Most have completed the physical changes related to puberty by 15 years. Boys:Still maturingGaining strength and muscle mass; height. Completing development of sexual traits. The brain is fully developed by 19+ years. | How to cite Development Timeline (Birth to 19 Years), Papers

Academic Qualification! free essay sample

To others overcoming obstacle and challenges irrespective of what someone earns and the nature of the personal life proves their success. So who is a successful person and who is a failure? Do school and college grades provide a way to ensure success? Isnt it true that drop-outs like Bill Gates and Richard Brannon have become the most successful and inspirational icons today? And should we consider the millions of UN -educated people in the world to be failures in life? There are various points to show otherwise that academic qualification does not ensure success.Sure academic qualification is necessary but that would get you only so far, beyond that point various other factors play and important role. Success isnt about getting grades and degrees, if that was true then why arent all the graduates from Havana, Oxford and Cambridge uniformly successful? The rule of success lies in hard work and well a little bit of luck(destiny). We will write a custom essay sample on Academic Qualification! or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Elf an engineering student gets good grades and gets a job but is not practically effective and not good at problem-solving effectively he wont get very far and will soon fade out. Unfortunately the world has changed the incept of success.It has become a rat-race where every student chases grades and therefore the entire perception of success and prosperity had changed. Rather than studying to reach our full potential, we study because we think its necessary for a successful career. We spend ten-years in school and a few more at college to educate ourselves and then a couple of years looking and hunting for jobs and even after finding it people tend to be UN- satisfied and at the wrong profession. And then at times of crisis such as recession when wealth is scares due to the not-so-responsible decisions ofCoos people are worried about their job and the perception of success changes, if you are able to stay away from the pink-slip(or keep your job) you are successful. To conclude I would like to say that academic qualifications are necessary but not to the level most people make it out to be.