Adulthood (12 pages)
Personal Experience: How have you or your interviewee's values and/or interests changed between adolescence and adulthood? What was most important during the teen years and what is most important now? In what ways have there been moral and/or social changes?
Support from the text: Drawing on material from the text, respond to the following questions in this section: 1). Does the "possible self and change during adulthood? What factors could influence the possible self one sees during adulthood? 2). What about self-concept? Does this change or remain stable as we age? 3.) If you are interviewing another person for this project, describe to her/him the concept of "possible selves that are discussed.

Conclusion: Analysis and Evaluation of Lifespan Development Issue (1 2 pages)
Throughout the lifespan development project, you have looked at certain issues that are central to developmental psychology. For the final summary of your project, choose one issue that you feel is central to you or your interviewee's development and expand on this topic. Possible themes are:
The environment in which your or he/she was raised in and how the social and cultural issues in that environment have influenced that developmental path.
The parenting style that you or her/his parents used in raising children and how this might have shaped her this developmental path.
The influence of either nature and/or nurture on this developmental path.
You may choose any one of these themes or another one that you feel is important to development. If you select a theme that is not listed here, you must have that approved by the instructor. After you have selected your theme, investigate it thoroughly.


How has this issue affected your own or your interviewee's developmental path?
What is one of the ways that this particular issue has been studied by developmental psychologists? How do they conduct the research?
What does the research say about this issue? What conclusions have been reached?
What is your evaluation of the research in this area? Do you agree with most of the consensus? Why or why not?

Joann

Write 500 words for EACH question.
Must develop a clear argument, which is based on evidence and well structured.

IMPORTANT NOTE:

Must be fully referenced (APA style) in the text citations should be properly embedded and there should be a reference list of no less than Four (4) references, with a MAXIMUM of one (1)website for EACH question (total of 8).

Subheadings are ok, but must not rely on them to keep the flow of the essay.

Important that the first paragraph clearly states what the essay is going to talk about and the last paragraph has a conclusion based on the essay content.

12 point type, clear font, 1.5 spacing, and proofread carefully before submitting.

Question 1
Would you agree that becoming an adult is best explained using the
emerging adulthood approach? What makes you agree or disagree with this statement?

Question 2
Becoming an adult entirely depends upon the cultural or ethnic context of the young person. Discuss this statement.


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This paper should reflect the psychosocial changes going into late adulthood. Late adulthood is defined as over age 65. This should include biosocial, cognitive, ageism, self-actualization, changes to the brain, theories of self and other significant factors in aging regarding the course of human development i.e. integrity versus despair. Includes an abstract, introduction and conclusion. APA format, paper should flow, minimize long direct quotations. References can be peer-review journals and academic sources.Should paraphrase sources and not include more than long direct quote or 2 shorter quotes from each source. Please keep in mind that this is for a masters level Psychology course entitles Human Growth and Development. Developmental Psychology.

o Examine ageism and stereotypes associated with late adulthood.
o Evaluate how individuals can promote health and wellness into late adulthood and mitigate the negative effects of aging.
o Analyze the importance of relationships and social interactions as an individual nears end of life.
o Identify cultural and personal attitudes about death and dignity in late adulthood.

Prepare a 700-word paper in which you analyze late adulthood and the death of an individual as a culmination of the life span developmental process. Be sure to address the following items in your paper.



? Evaluate how individuals can promote health and wellness into late adulthood and mitigate the negative effects of aging.

? Analyze ageism and stereotypes associated with late adulthood.

? Explore different views of death and dying at different points in human development.

? Examine various culture attitudes towards death and dying.



Use your text as your primary source. You may add other sources. Berger, K. S. (2008). The developing person through the life span (7th ed.). New York: Worth Publishers.
EBOOK COLLECTION: Guest, A. (2011)

Use headers that reflect the 4 items listed above.

I need these question written separate, do not combine please. The first two questions are on middle adulthood and late as you can see (late adulthood). 2 references each, total of 6..please and thank you..

Health Measures
Briefly describe different measures of health in middle age. Evaluate how they contribute to the cognitive and social changes associated with middle adulthood.

Lessening of Abilities
Middle adulthood often presents the first time a person must confront the lessening of abilities. Using your knowledge of this realization and the accompanying research about this issue, evaluate how you can best use this awareness in the pursuit of your professional direction.

Functioning in Late Adulthood
Evaluate this question: Is new cognitive development possible during late adulthood?
How could you use your answer in the pursuit of your anticipated career (clinical psychologist) direction for yourself and for others?

15-20 minutes presentation in order to share your research findings on an open ended topic related to middle, late, or ending adulthood. The purpose is to become more self-aware of human development. Present on any topic related to our development during any of the mentioned states of our life, middle, late, or ending adulthood. Presentations should be centered on organization, knowledge of subject, creativity, and effectiveness of delivery. INCLUDE A POWERPOINT PRESENTATION of the topic choosen in regards to middle, late, or ending adulthood development.

General research: physical and /or, cognitive and/or, psychological and/or , personality , and/or social development (one or more characteristics) during one of the following stages (you can use the our text book as one of your resources):
Young Adulthood
Middle Adulthood
Late Adulthood
Ending

Instruction - Please describe how information in this class has changed your thoughts about adulthood.
What things will "stick" with you? How will you use what you have learned in the real world? This must be from the view point from a 60 year old male, self employed business owner, married to same wife for 40 years, 2 children and 2 grandchildren. My class book is The Journey of Adulthood sixth edition by Barbara R. Bjorklund.

Consider the life stage of very late adulthood.

As a social worker, what kinds of considerations should be addressed when working with an individual at this life stage who is needing to make a decision about housing?

When considering the housing issue why do you think it is important to continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and merging societal trends.


1. What kinds of considerations should be addressed when working with an individual who needs to make a decision about housing? (2-3 pages)
a. Organize your answer by describing the considerations for the psychological, cognitive, social, and spiritual wellbeing of the individual
i. So a section for each (use headings for each sections: headings should be bold, title case, and flushed left followed by a colon: and your response)
Ex: Psychological: begin your response here
ii. A non-book or class reference for each section

2. When examining the housing issue why is it important to continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and merging societal trends? (2-3 page)
a. Address why it is important to discover, appraise, and attend to changes, developments, and trends while referring back to your sections on the individuals psychological, cognitive, social, and spiritual well-being?
i. So a section for each ((use headings for each sections: headings should be bold, title case, and flushed left followed by a colon: and your response)
Ex: Psychological: begin your response here

Many sexualy abused children develop problems that persist into adulthood. In some instances, a child may repress all memory of the abuse she or he has suffered. According to some psychologists, uncovering these hidden memories can be an important step toward regaining emotional health.


This is a topic i need a term paper. it needs to be footnotes and biblography in the end. thank you.

Must be in APA format
in text citations
Not too many quotations
Fully developed ideas and examples (Please in text cite any information that is not common knowledge)
Life-Span Interviews??"Identity in Emerging Adulthood
Human development is a dynamic field of study. Researchers have recently identified a new stage of human development: emerging adulthood. As a newly identified stage, there is a growing research-base in the areas of social, emotional and moral development, relationships, and identity for this group.
Read Arnetts "Emerging Adulthood," which is listed on the Resources page for this module under the Identity heading. Under the same heading, read the article "If you want me to treat you like and adult, start acting like one!" by Nelson et al.
Next, develop a maximum 3-page proposal for a research study on identity development in emerging adults. The study can be in any area of interest to you, but must include an interview protocol for part of the study. Include the following sections in your proposal:
Title
Area of study
Need for study
Study design/methodology
Interview protocol
Summary

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Customer is requesting that (Freebyte) completes this order.

Essay topic:Childhood vs. Adulthood

Wrote a fictional or nonfictional story appropriate for the audience (professor) (5) and for the purpose (inform or entertain) (5)
Completed the essay with five paragraphs (5) each with 5-12 sentences.(5) Used the six reporter\'s questions (who, what, when, where, why, how)(5)
Included a lead-in sentence or attention-grabber to catch the audience\'s attention within the introductory paragraph. Used questions, quotations, facts, statistics, anecdotes to introduce the essay. (15)
Wrote a thesis sentence at the end of the introductory paragraph. Included all four parts of the thesis, a mini-outline of the story, (topic, attitude, controlling idea, and essay map) (30)
Created a strong topic sentence for each paragraph. Chose the key points from the essay map to construct the topic sentence. (10)
Filled three body paragraphs with details, facts, and examples that supported the topic sentence without deviation from the topic. (5)
Used transitional expressions to connect related ideas and to keep track of the chronological order of events. (5)
Reiterated the thesis in the concluding paragraph. (5)
Used one or more of the concluding techniques (warnings, predictions, evaluations, and calls to action). (5)

Write a five paragraph essay comparing or contrasting, not both. Write your thesis so that the audience knows what two things or persons you are comparing or contrasting. Please use transitional expressions to connect your ideas. These expressions keep the reader on track, connect related ideas appropriately, and add rhythm to your writing.

The topic sentences in a compare/contrast essay clearly states the items to be compared or contrasted and the controlling idea and attitude.

Read and analyze the following two short stories: A & P by John Updike and Where Are You Going, Where Have You Been? by Joyce Carol Oates. The protagonists in A & P and Where Are You Going, Where Have You Been? are both young people finding their way into adulthood. Write an essay in which you compare and contrast the way these two characters move into adulthood. The essay needs to have an introductory paragraph that contains a clear thesis sentence. In addition, each paragraph needs a clear topic sentence that states the main idea of the paragraph and is supported with specific textual evidence using the short stories. Do not just summarize the stories; instead, make specific claims that relate to the thesis and support them with textual evidence. The essay needs a logical and pleasing closing paragraph.

These short stories can be found by using Google or on the following websites.

A & P by John Updike
http://www.tiger-town.com/whatnot/updike/

Where Are You Going, Where Have You Been? by Joyce Carol Oates
http://jco.usfca.edu/works/wgoing/text.html

Poverty in Young and Middle Adulthood
Poverty has a strong influence on the lives of adults. When an adult lives in poverty, the effects extend beyond that individual to all those who depend on the adult. The problem of poverty in the life of an adult becomes a family or community problem, and few social problems are more impactful than poverty.

As a social worker, you are likely to address the needs of clients whose adverse circumstances are strongly influenced by poverty. Increasing your understanding of poverty and its influence will equip to you to better understand and assist your clients.

As you read this week's resources, select the theory of poverty that most resonates with you to address in your Discussion post for this week.

Post by Day 3 a Discussion that includes the following:
?An explanation of how poverty impacts the experience of individuals in young and middle adulthood
?A statement as to whether you think poverty is the result of cultural or individual. characteristics; provide support for your position
?An answer to the following questions about the theory of poverty you selected: ?What aspects of this theory would be most suitable for your practice? Why?
?What aspects of this theory do you find problematic in terms of your knowledge of social work practice? Explain.


Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

To complete your Discussion, click on Discussions on the course navigation menu, and select ?Week 4 Forum? to begin.

You are to write a 3-page paper. Please read the article below and then answer the discussion question. State the Question first and then continue to answer. *Do Not Use Outside Sources.*
Discussion Questions

1.How can adulthood be socially constructed? What does it mean to say that something is "socially constructed"?

2.What are the strengths and weaknesses of an individual or social perspective on adult learning? Is one more relevant than another in certain contexts?


Linking the Individual Learner to the Context of Adult Learning: by Caffarella & Merriam
As educators of adults we have long been driven by two primary perspectives in how we work with adult learners. Until recently, focusing on the learning process of individual learners has dominated the way we think about adult learning. This perspective still permeates much of our practice from our continued belief that responding to individual learning styles is critical in working with adults, to a wish for some kind of magic memory pill that will help us learn more efficiently. In the second perspective, the context within which adults learn becomes an essential component of the learning process. There are two important dimensions to the contextual approach to learning what were calling interactive and structural. The interactive dimension acknowledges that learning is a product of the individual interacting with the context. The most effective learning is that which takes place in authentic, real life situations. Translated into practice, this has led to incorporating internships, role playing, simulations, and apprenticeships into our instruction. The Structural dimension of context takes into consideration the social and cultural factors that affect learning such as race, class, gender, ethnicity, and power and oppression. The structural factors have long been a part of our educational systems. There are some who strongly favor the more psychologically driven paradigm of viewing learning as a process internal to the individual, while others clearly adhere to the contextual approach to learning. As researchers and practitioners, we have for the most part viewed these two perspectives as separate and distinct ways of conceptualizing learning in adulthood. One side speaks from the merits of seeing every learner as an individual with unlimited potential, while the other fights for basic social change as fundamental to education practice. Although both of these perspectives are important in understanding adult learning, we believe that either perspective by itself is too limiting in addressing the complex array of issues and problems we face in working with adults. Therefore, we advocate a third way of conceptualizing adult learning that of thinking the individual and contextual perspectives. For us, advancing this third perspective has been a major change in our thinking and a challenge to incorporate into our practice as teachers and scholars. While we were both schooled primarily in the individual perspective, it has come clear to us in recent years that often the two are so interwoven that our practice is incomplete if we only address one. This change in our thinking and practice has come from our continued in depth review of the adult learning literature, and in particular, feminist and critical theory and our experiences with diverse learners and cultures in both formal and informal settings.
The individual learner
A focus on the individual learners has a long tradition and history in adult learning and has until recently been how both the researchers and practitioners in adult education have fashioned their craft. Two basic assumptions from the foundation for this perspective. First is that learning is something that happens primarily internally, inside our heads. In essence the outside environment is given little if any attention in the way what we think and learn. Second, this perspective is based on the assumption that all adults can be effective learners, no matter what their background or situation. A sampling of topics that are grounded primarily in this perspective include: participation and motivation, self directed learning, andragogy, transformational learning, memory and learning, learning style, intellectual and cognitive development, and the neurobiology of learning. Three of these topics are discussed illustrate this perspective: participation and motivation, self directed learning, and transformational learning.
Participation
Participation is one of the more thoroughly studied the areas in adult education. We have a sense of who participates, what is studied, and what motivates some adults and not others to enroll in a course for undertake an independent learning project. Beginning with the landmark study of Johnstone and Rivera, scholars have sought to describe the typical adult learner. What is interesting is that the original profile put forth by Johnstone and Rivera has changed little over the past 30 years. Compared to those who do not participate, participants in adult education are better educated, younger, have higher incomes, and are most likely to be white and employed full time. This accumulation of descriptive information about participation has led to the efforts to build models that try to convey the complexity of the phenomenon. The work on determining why people participate that is, the underlying motivational structure for participation has been carried on most notably by Boshier and others using Boshiers Educational Participation Scale. Between three and seven factors have been delineated to explain why adults participate, such as expectations of others, educational preparation, professional advancement, social stimulation, and cognitive interests. A number of other models, grounded in characteristics of individual learners, have been developed to further explain participation; several of these models also linked a more socio-demographic or contextual approach with that of the individual backgrounds of learners. Studies in participation and motivation have had wide reaching effects on the practice of adult education. Many of those have come to expect the instructor will take into account their individual needs and desires and may leave programs when these are ignored. In addition, an area that always seems to interest educators of adults are ways to motivate and retain learners once they are enrolled in programs. This interest in motivation and retention is both a function of wanting to address individual participants needs in motives for attending as well as an economic necessity for adult education programs that operate as profit centers. We also design and market numerous programs in adult education related to what we know about why adults participate. The many job related programs that are offered by a variety of organizations are good examples of matching program content with one of the major reasons why adults participate in formal educational programs.
Self-directed Learning
Although learning on ones own or self-directed learning as been the primary mode of learning throughout the ages, systematic studies in this arena did not become prevalent until the 1970s and 1980s. The majority of this work is grounded in humanistic philosophy, which posits personal growth as a goal of adult learning. Therefore, understanding how individuals go about the process of learning on their own and what attributes can be associated with learners who are self-directed have been the two major threads of this research tradition. The process of self-directed learning was first presented as primarily linear, using much of the same language we use to describe learning process informal settings. As more complex models were developed, this emphasis began to shift to viewing the self-directed learning process as much more of the trial and error activity, with many loops and curves. In addition, as in the participation literature, contextual aspects of the process, such as the circumstances learners found themselves within, were found to also be imortant. In practice, the study of self-directed learning has led instructors and program planners to use such teaching tools as individualized learner plans or contracts and to test learners for their readiness to engage in self-directed learning. For example, individual learning plans and contracts have been used in a variety of ways, from framing the whole program of professional development and even graduate study, to being used as one format among many within a set of learning activities. The use of learning contracts allows participants to write their own learning objectives, choose how they will learn the material, and evaluate what they have learned; in essence, they are given the opportunity to individualize their own learning. In addition, a number of organizations have chosen to equate self-directedness in learning with the ability to be lifelong learners. Many public schools, colleges, and universities, for example, now include the promotion of self-directed learning as a part of their mission statements.
Transformational learning theory
And other major strand of research that is grounded primarily in this individual perspective is transformative or transformational learning theory. First articulated by Mezirow in 1978, transformational learning theory is about changedramatic, fundamental changes in the way individual see themselves and the world in which they live. The mental constructions of experience, inner meaning, and critical self reflection are common components of this approach. Self reflection is often triggered by a major dilemma or problem and may be undertaken individually as well as collectively with others who share similar problems or dilemmas. The in result of this process is a change in ones perspective. For example, a person has a heart attack and though a process of self-examination decides that the type A lifestyle that she has lived is no longer a positive action; or a newly divorced, single-parent reworks his understanding of the parenting role. Although there are a number of writers who have or would like to connect this transformational learning process more to it a social action, the predominant work has been and continues to be done from the individual perspective. Only the few educators have looked at how to operationalize the work on transformational learning into the formal practice of Adult Education. Cranton and Mezirow, for example, have offered both philosophical discussions and practical strategies and techniques that instructors use in fostering and supporting transformational learning. Yet the implementation of transformational learning brings with it many practical and practical questions. Do we have the right as adult educators to ask people to examine and change the basic life assumption as part of our educational programs? Can we expect learners to freely share this type of learning experience? Should we actually precipitate such a learning experience by posing real dilemmas or problems that forced learners to examine who they are and what they stand for as individuals (at least if they want to pass a class or earn a certain credential)? And it do we have the competencies as a dove educators from our current training to assist learners through a transformational learning process? What makes these various orientations individual is the presumption that adult learning is primarily an individual, psychological process only relatively shaped by contextual factors. As noted throughout this discussion of the individual learner perspective, though, some of the work has taken into account the contextual factors that we explore more in depth in the next section of this chapter. Actually in the last decade it has become more difficult to place topic areas into one camp or the other. Still, the majority of work on these and other topics mentioned draw heavily from psychology and are grounded in thinking about learners as individuals.
The contextual perspective
The contextual perspective takes an account to import elements: the interactive nature of learning and the structural aspects of learning grounded in a sociocultural framework. Although the contextual perspective is not new to adult learning, it has resurfaced as an important consideration over the past decade. The interactive dimensions acknowledge that learning cannot be separated from the context in which the learning takes place. In other words, the learn the situation and learning context are as important to the learning process as what the individual learner and/or instructor bring to that situation. Recent theories of learning from experience, situated cognition, cognitive and intellectual development, and writings on reflective practice in form the dimension of the contextual approach. In exploring the interactive dimension of the contextual perspectives we focus and two interrelated areas: situated cognition and reflective practice.
Situated cognition
In situated cognition, one cannot separate the learning process from the situation in which the learning takes place. Knowledge and the process of learning within this framework are viewed as a product of the activity, context, and the culture in which it is developed and used. The proponents of the situated view of learning argued that learning for everyday living which includes our practice as professionals have been only among people acting in culturally organized settings. In other words, the physical and social experience at situation in which learners find themselves in the tools they use and that experience are integral to the learning process. And practice situated cognition can be incorporated into the learning process through attending more closely to our everyday world to developing highly sophisticated simulations of real-world activities and events. For example, in the teaching of well baby care to low income mothers, new mothers are encourage to bring their newborns to class and actually practiced their new knowledge and skills. In addition, the old staff visit these mothers to see how their home situations can either enhance or detract from actually using what they have learned. The old staff may even more toward changing aspects of the context by helping these new mothers access adequate healthcare and decent housing. As another example, technological base simulations of real-life bring to bear all of the possible outcomes than the learner might have to face and carrying through a particular job or responding to a crisis situation. A flight simulator in which a pilot flies a plane in all kinds of weather conditions or computer simulations of floods or hurricanes for relief workers are examples of how technology has made situated cognition and integral part of education and training programs. The tenants of situated cognition are often played out in reflective practices. Reflective practices allow us to make judgments in complex and murky situations, judgments based on experience and prior knowledge. One way that Adult Education have integrated and interactive reflective mode into their work is through what to Schon has termed reflection-in-action. Reflection in action assist us in reshaping what we are doing while were doing it and is often characterized as being able to think our feet. In addition to Schon work, useful models of using reflective practice and a conceptual way in clue the new work of Boud and Walker, Boud and Miller, and Usher, Bryant, and Johnstone. The interactive reflective mode has been incorporated into practice in a number of ways. For example, in training instructors on how to a teach adults, the practicing teacher and learner are asked in the middle of a teaching scenario to reflect on what can Schechter has done that has been helpful to the learning process and what can be improved. The practicing teacher at the end either continue and incorporate what she had learned as she commences teaching, or she may start the teaching of the soul over again after she has had a chance to revise the lesson. The second way to incorporate this form of reflective practice into ur teaching is to have learners pay attention to the here and now of the learning situation that is, what they are thinking and feeling now about whatever content is being discussed. Tremmel terms being mindful and awareness of the present moment. Mindfulness moves away from mindless absorption in the endless parade of thoughts through the mind. When one is mindful, one lives in the present and pays attention pure and simple.
The structural dimensions
The second dimension of the contextual perspective, the structural dimension, argues that factors such as race, class, gender, and ethnicity need to be taken into consideration in the learning process. Being white or of color or being male or female, for example, does influence the way we learn and even what we learn. The structural dimension of a dealt learning is interwoven into a number of research trains, such as work on a dealt cognitive development, a dealt development and learning, and participation studies, and indigenous learning. The strongest voices for the structural dimension are those scholars writing from a feminist, critical, or postmodern viewpoint. Those that a adult learning from these theoretical perspectives asked questions regarding whose interests are being served by the program being offered, really has access to these programs, and who has the control to make changes in the learning process and outcomes. Further, our assumption about the nature of knowledge including what counts as knowledge, where it is located, and how it is acquired are also a challenge. Fundamental to these questions are the themes of power and oppression in both the process and organization of the learning enterprise. Are those who hold the power really operating in the best interests of those being educated? Do our behaviors and actions as educators actually reinforce our power position, or do they acknowledge and use the experience and knowledge of those with whom we work, especially those who have been traditionally underrepresented in our are dealt learning program(such as the indigenous, or people of color)? Do we use our power as instructors and the leaders in Adult Education to either all void or band discussions about the importance of race, gender, ethnicity, and class and the adult learning enterprise? Some of the clearest messages on how to translate this structural contextual dimension into practice have come from feminist and multicultural writers. For example, using insight from both multicultural education and feminist pedagogy, Tisdell has explored how to make our practice as adult educators more in schools of people from a variety of backgrounds. She emphasizes the importance of understanding both the specific learning context of the classroom or learning activity and the organizational context in which one is working. Is there something within either of these contexts that would inhibit learners from speaking and especially from challenging predominate views and ideas? Or does the instructor incorporate ways for the learner to challenge what they are being taught in an open and positive way? Tisdell goals all and to suggest specific ways to create the inclusive learning environments including acknowledging the power disparity between the teacher/facilitator and the students considering how curricula choicest implicitly or explicitly contribute to challenging structured power relations, and adopting emancipator teaching strategies. Other insights for practice have come from people writing about the learning of indigenous cultural groups. Cajetes book on the tribal foundations of American Indian education is a useful example of this type of material. In his book, Cajete speaks to the importance of tapping into the ethnic backgrounds and ways of knowing for indigenous people. More specifically, he emphasizes techniques such as storytelling, dreaming, and artistic creation as methods for doing this. What is interesting about Cajetes observation is that he captures both the conceptual perspective of learning and the spirit of individual learners and teachers. As he states: the integration of the inner and outer realities about learners and teachers must be fully honored and we must engage both realities to make our educational process complete. He and others including ourselves have argued that both perspectives, the individual and the contextual, should inform our practice as educators of adults.
Linking the perspectives
Linking the individual and contextual perspectives can provide us with yet another way of gaining a more comprehensive understanding of learning and adulthood. What this means is that those of us who work with a belt learners need to look at each learning situation from two major lenses or frames: an awareness of individual learners and how they learn, and an understanding of how the context shapes learners, teachers, and the learning transaction itself. A number of adult education scholars acknowledge the importance of taking into account both the individual and contextual perspectives. Their work provides a starting place for both researchers and practitioners who want to gain a better understanding of this integrative perspective of adult learning. For example, Jarvis writes that learning is not just a psychological process that happens in splendid isolation from the world in which the learner lives, but that it is intimately related to that world and affected by it. Likewise, Tennant and Pogson highlight both psychological and social development and their relationship to a double learning. They shreds that the nature, timing, and the process of development will vary according to the experiences and opportunities other individuals and the circumstances in their lives. Heaney emphasizes that a narrow focus on individual in the head images of learning separates learning from its social conscience, both the social relationship which are reproduced in us and the transformative consequences of our learning on society. From Heaneys perspective, learning is an individuals ongoing negotiation with communities of practice which ultimately gives definition to both self and that practice. In a more practical vein, Pratt and associates outlined alternative frames for understanding teaching in a way that captures both the individual and contextual nature of adult learning. Some teachers, for example, focused more on individual learning in their practice those who fall under Pratts nurturing perspective, others adopt more of what Pratt terms a social reform perspective more contextual in nature, and still others combined frames and therefore address both the individual and contextual side of the learning transaction. As teachers and program planners, we are often challenge to consider both what the individual brings to the learning situation as well as the life circumstances of the learner at any particular point in time. Furthermore, the organizational context in which learn takes place will have an impact on the nature of the learning transaction. Taking a course in computer technology and the university is part of a credit program, versus a three-day training session at work, versus a workshop sponsored by community agency such as local library, will make a difference in how the course is taught and what learning takes place. To illustrate how taking account of both the individual learner and contextual factors can eliminate our understanding of learning, we offer the following three scenarios and comments.
Scenario 1
Marie a first generation Hispanic is an assistant supervisor of a production unit in the local automotive plant. She would like to be promoted by lacks a high school diploma, an essential credential for a supervisor. She decides to attend an evening class to prepare for the GED. After finding childcare for her two young children, she attends classes readily, making progress in preparing for the exam. After several weeks she no longer shows up for class. For an individual learning perspective the teacher would explain the recent behavior in terms of her ability to actualy do the work, or perhaps detest anxiety as the time for the GED exam grew closer. She might also question whether Marie really wanted a promotion, which appeared to be the major motivating factor for earning her GED, from a contextual perspective the teacher would view the situation quite differently. She would not automatically assume it was Maries fault or problem, but would consider other issues. For example, were there pressures from family members not to contribute? Perhaps they feel she does not need any more education especially when it means leaving the kids home with a sitter a couple of nights a week. Were there childcare problems, and if so, as she convinced the company that it would be in their own best interest to provide childcare services as a part of the program? After all, as a result of this program, at least Marie would have be potential to be promoted according to the company policies, the teacher might also consider whether her teaching methods more appropriate for Marie, at first generation Hispanic woman. Could the teacher better connect the skills she was teaching to Maries work and home life? In reality more recent research on participation and retention in adult literacy programs often ignore a social context of learners livesthe world learners live in and deal with everyday life and therefore the most literacy programs minimize or overlook cultural, social, economic, ethnic, and gender injustices not everyone has a fair and equal chance in society. If a literacy curriculum helps learners to problematize there world so that they can see that their situation is not necessarily their fault, they can begin to gain greater control over their lives.

Scenario 2
David is an elementary teacher, teaching children with diverse backgrounds all from low income families. Like many teachers nationwide he is being pressured by borough is principal at the local district to bring up the state and national task force of his students in reading and math. He decides to enroll in a three-day summer workshop offered by a well-respected national professional association so he could learn new ways to approach this problem of low test scores. Part of the requirement for attending the workshop is to bring a team of people from Federal Building. He convinces three of his fellow teachers to join him. During the first three hours of the workshop, team members are asked to identify major issues they are facing and attempting to raise test scores. Davids team members list items like 850% turn over instant during each academic year, second language problems, and a principal who gives them little, if any, tangible support for addressing the problems. The team is excited that they are finally in a workshop where their needs would be addressed. The facilitators thank each of the teams for their input, and in and out they are predetermined agenda, saying they would incorporate the issues identified that each of the teams. The afternoon constitutes a basic introduction to the academic problems of low test scores, material Davids team is already familiar with. Even though they found the afternoon session useless, they decide to come back the second day as their morning discussion has been stimulating. The second day is even worse. Not only on the problems they identified the work, but all of the examples used to illustrate how schools were able to raise their test scores were set in middle and upper class districts and require new resource. David and his colleagues did not bother to come back the third day. Although it appeared that the needs of individual learners and this workshop for going to be considered, those of David and his colleagues were not. Rather then be inched options being situated or anchored in the participants real-life context in the case of David Steen, schools located in poor neighborhoods they were given information that was either too general or so out of context that it was not worth their time or effort to continue to attend. For this workshop to have been useful to David and his team, illustrations or case examples from school and low common districts with high student turnover rates and English-language problems would have been more meaningful as would have sharing new ideas for no or low-cost instructional materials and techniques.
Scenario 3
In a gradual class and adult education one of the authors who delighted to find out that the Taiwanese student who rarely contribute to the clients discussion and written an outstanding paper on the assigned topic. The paper was so well written that the professor decided to read it to the class as an exemplar; she also hoped that by recognizing the student in this way, the student would have more confidence to participate in class discussions and activities. While she read the paper the student will now with her head in her hands, and barren; subsequent papers were not quite as outstanding, nor did her participation increased as the teacher had hoped. In this scenario the teacher is focused on the individual learner. Though well mention, ignoring the students hold true context impacted negatively on the students subsequent learning. For some Asian students, their culture has talked them that to be singled out from their peer group the other students is acutely embarrassing and jeopardizing their position in the group; to be singled out is a risk being marginalized. Not wanting to stand out from the group, the need to save face, and respect for authority, especially that of teachers, all mitigate against contributing to class discussion and activities as an individual. In a sense their learning style favors direct interaction with the written materials and nonpublic assessment of their work. Pratt, Kelly, and Wong (1998) have questioned whether we can in polls as a part of our practice of adult education our Westernized assumption of teaching and learning. More specifically, Pratt asserts that: Adult Education within any country is not simply a neutral body of knowledge and procedures there are significant cultural and ideological differences in how adulthood is defined which must be considered when exporting or importing educational practices and procedures. What we have hoped to make clear and the last section of the chapter is that paying attention to both the individual learner and the context of learning provides yet another way to gain a richer understanding of adults as learners. In considering our own practice, we might ask ourselves questions that incorporate both perspectives such as: how can I recognize in the learning process strengthens learners bring to the situation that had been culturally engendered for example, the importance of the group, of silence, of the oral tradition? As programs are being planned, what power relations among participants, teacher, and/or organizational personnel should I address? Can I, as a teacher, respond to both the individual needs of learners in my group as well as consider the contextual factors act as barriers or supports or learning? How can I use both the collective for example, being white, a woman, a man, a person of color and individual experiences of learning in my teaching? How do I, as a teacher, inadvertently reinforced the show actual assuring some learning, and what can I do to resist reinforcing the status quo? In responding to such questions, it is our hope that our practice as adult educators can be richer, more inclusive of differing perspectives, and more comprehensive and our actions. Although we strongly endorse both further study and incorporating in practice the integrative perspective on a belt learning, we recognize there are limitations to our acknowledge position. First, some might read into our stance that expanding research efforts in this way would mean ignoring scholarship and attention to the individual and conceptual frames. However, rather than curtailing work from either of these perspectives we suggest more effort be put into identifying and then focusing on questions that offer cause the most promising nformation for our enhancing practice. For example, from the individual perspective what we are currently learning about the neurobiology of learning has the potential for greatly expanding knowledge about adults with learning disabilities, the importance of emotion in the learning process, and how biological changes in adulthood are linked to learning. Likewise, we still need more in-depth exploration of the interactive and structural dimensions of the conceptual perspective of learning, including such areas as reflective practice, and the influence of race, gender, class, and ethnicity on how and what adults learn. We acknowledge that the integration of the individual and conceptual frames into our everyday work roles is challenging at best and actively resisted by some. Raise the issue of power and knowledge construction or even questioning how our institutional norms, structure, and assumed ways of operating shapeup the up the learning transaction can be a threatening and disruptive undertaking. Embracing this frame involves not only changes in how we as individuals do our jobs, but also major realignments in the ways our formal institutions are organized and what is considered to be acceptable practice.

This is a Developmental Psychology research paper. It should be 7 pages long. It should be about how people's relationships with their lovers, family, friends, siblings, adult children, grandchildren, etc. change as they enter into late adulthood (60 and older).

In APA format

Abstract
Liberace was born in West Allis, Wisconsin on May 16th, 1919. Liberace?s mother was of Polish descent Frances Zuchowaska and his father Salvatore Liberace, was an immigrant from Formia, Italy. Liberace was born with a twin who died at birth and also had a caul on his head. Many cultures believe caulbearers bring good omens and luck with their births and cannot drown. How and why people are born and developing into adults going through all the growing pains have been argued for many centuries. This paper will discuss the life and times of one well know, publically troubled individual, Liberace.


(Liberace )historical figure chose and address each of the developmental stages using Freud, Erikson, or Maslow?s theories to discuss the psychosocial development. Describe the life journey and consider whether the concepts for the theory chosen were notable in the life during that stage, the impact it had on the other person, and whether their life would be a good case study to support the theory. Use your text and a minimum of at least 4 other peer-reviewed journal articles to highlight specific areas of your journey and the theory. For example, if you are discussing the death of a parent when you were a child, and you are using Erikson's theory, you might want to do a search for Erikson and death of a parent in childhood; or, you may want to do a search for articles related to the use of Maslow's theory across the lifespan in order to pull out ideas as you are considering your own life. The following stages of life must be included:

Prenatal and Infancy
Early Childhood
Middle Childhood
Adolescence
Emerging Adulthood
Adulthood (assuming your historical figure has reached 30)
Late Adulthood (if your historical figure have or did reach that).

References
Upadlhyaya, D. (2009, October 16). The Mystery of Being Born In The Caul. Retrieved March 6, 2013, from http://www.ourbigearth.com/2009/10/16/bumps-the-myster-of-being-born-in-the-caul/

Berger, K. S. (2010) Invitation to the life span. New York, NY: Worth Publishers. ISBN-
13: 978-0-716-75466-4

Read Essay 1 and from the information in that essay write 1500 words on Compare and contrast emerging adulthood with one of the other approaches to examine the issue of teenage pregnancy.

You may use SOME of the references from Essay one BUT NOT ALL 6 and only TWO websites.

The essay will need to be fully referenced (Harvard style) in the text, citations should be properly embedded and there should be a reference list of no less than 8 references, with a maximum of two websites.

It is to be an essay, which develops a clear argument, is based on evidence and structured effectively.

In this context, an essay is a piece of continuous writing which examines a specific topic and/or answers a particular question.

It is expected that all papers, books, websites or documents used will be included in a reference list (Harvard style) at the end of the document.

There are faxes for this order.

Using at least 3 scholarly journals and/or books research what are the key features of late adulthood(developmental stage) and what are the psychosocial factors that impact individuals at this stage

A Reaction Paper analyzing what you feel you have learned from a specific topic and how you can use this information - personally, socially, professionally, with community activities, etc. The goal of the Reaction Paper is to stimulate thought, further research and discussion.

Adolescents and Adulthood

Adolescents talk about puberty, sexual behavior, and suicide

Adulthood talk about aging and marriage

This is a systemic review.
Begins with a problem statement about depression and its' effect on heart disease and vice versa
Then the Picot question - Are patients who suffer from depression at increased risk for heart disease later in their adulthood compared to non-depressed patients.
Then the data bases reviewed
discussion of the state of science
How the knowledge contributes to nursing knowledge and practice
Gaps about the phenomena of interest
An example to follow is- An integrative Review of Expert Nursing Practice by Shirley M. Morssison, PhD, RN-BC & Lene Symes, PhD, RN.
Refereces should include: Depression and Cardiac Heart Disease (2008) Goldston, K., & Baillie, A.J./Depression and Coronary Artery Disease: The Association, Mechanisms, and Therapeutic Implications by Imran, S.K., Westermeyer, J.J., Gajwani, P., & Feinstein, R.E. (2009)./Depression and Coronary heart Disease by Lichtman, J.H. Bigger, T.J., Blumental, J.A., Frasure-Smith, N., Kaufman, P.G., Lesperance, F., Froeliche, E.S. (2008)/Depression in Patients with Cardiovascular Disease (2012) Matrogiannis, D., Giamouzis, G., Dardiotis, E., Karayannis, G., Chroub, A., Georgoulias, P., Skoularigis, J.
Then refereces that your company add. One chart would be a great feature.


There are faxes for this order.

The Criminology article selected for this paper is titled "Labeling, Life, Chances, and Adult Crime: The Direct and Indirect Effects of Official Intervention in Adolescence on Crime in Early Adulthood" by Jon Gunnar Bernburg (Univ of Iceland and Icelandic Research Council) and Marvin D. Krohn (Univ at Albany)

Introduction and conclusion are not necessary!

Spent the entire two pages ANALYZING, EVALUATING and CRITIQUING the article's findings and conclusions.

Address these in detail:
1. What did you find convincing about the article (its strength). Why? Cite specific lines and passages.

2. What did you find lacking, insufficent or unconvincing (its weakness) Why? Cite specific lines and passages

3. Upon what evidence does the author rely on to base his conclusions?

4. Does the evidence provided support the conclusion?

5. What further question does the article raise?

6. What kind of follow up study or further research would improve our understanding on the issues raised in this article?

* The Criminology article selected for this paper is titled "Driving While Black: Effects of Citizen Self-Reports of Traffic Stops and Police Actions" by Richard J. Lundman and Robert L Kaufman (Ohio State Univ.)

Introduction and conclusion are not necessary!

Spent the entire two pages ANALYZING, EVALUATING and CRITIQUING the article's findings and conclusions.

Address these in detail:
1. What did you find convincing about the article (its strength). Why? Cite specific lines and passages.

2. What did you find lacking, insufficent or unconvincing (its weakness) Why? Cite specific lines and passages

3. Upon what evidence does the author rely on to base his conclusions?

4. Does the evidence provided support the conclusion?

5. What further question does the article raise?

6. What kind of follow up study or further research would improve our understanding on the issues raised in this article?

Should you need the actual piece of writing faxed to you please let me know. Thank you!

*Remember to ANALYZE, CRITIQUE and EVALUATE in all of the questions listed above!

Should you need the actual piece of writing faxed to you please let me know. Thank you!

Write a 700 word paper on your personal perspective on changes that occur throughout early, middle, and late adulthood. What is your personal philosophy? How do you perceive changes in activities, relationships, health, and mental outlook? Are your views based on experience or observation? Because this is a subjective opinion paper, no research is required.

PLEASE ANSWER ALL QUESTIONS BEING ASKED. - NO RUN AND RUN SENTENCES. IF YOU COULD ANSWER EACH TOPIC IN SEPERATE PARAGRAPHE.

MUST BE APA FORMAT

NO PLAGERISM

Writer : writergrrl 101 APA style PRIMARY RESOURCES ONLY!

Topic: Physical, Cognitive, and Socioemotional Development in Middle Adulthood. Readings: Chapters 16 and 17 of the text:
Santrock, John W. (2008). Life-span Development (11th ed.). New York, NY: McGraw Hill.

As well as assigned readings if necessary.

Assignment: The Problem of Binge Drinking. The manager of a large manufacturing facility recently performed an anonymous drug screen check at the request of his health insurance provider. Both he and the insurance group were surprised by the frequency of binge drinking reported by the workers.

One morning, the manager made all the factory workers undergo a breathalyzer test. He was shocked to discover that many of the workers tested positive for alcohol, although the blood alcohol concentrations in many of the workers were low. A medical representative from the insurance group pointed out that these tests were conducted in the morning. This suggested two things. First, for any alcohol to still be present in the workers? blood, they must have consumed considerable amounts of alcohol the evening before. Second, the workers were working either under the influence of alcohol or planning on working with a hangover.

The factory attorney and health insurance provider met and decided to offer the workers a one-time offer for free, anonymous help for their drinking problem as long as they enrolled in a treatment program within the next week.

On the basis of your previous success when working for the task force, the manager, factory attorney, and health insurance representative contact you to provide support for their new treatment program.

Your first task is to develop an educational hand-out/flier that describes the negative influence of excessive alcohol on that particular age group as well as describes why middle-age adults are at elevated risk for alcohol-related problems, again noting biological, psychological, and socioemotional factors. In order to ensure each person gets treatment.

you decide to develop a 1-page memo for management concerning the most significant obstacles for treatment for adults.