Ecudorian Rose Industry Essays

Ecudorian Rose Industry Essays Ecudorian Rose Industry Paper Ecudorian Rose Industry Paper The advantages that allow Ecuador to produce great and abundant roses are mainly made up of the agricultural/climate condition, along with location and workforce. Since the town of Cayambe is located 10,000 feet up near the mountain the high-altitude makes for ideal growing conditions. along with the combination of sun-light, fertile volcanic soil, equatorial location allows for the roses to be grown all year round. This allows for a great advantage over a lot of competition, because production can say consistent all year long keeping steady amount of export. where on the other hand if production was slowed down by weather conditions for a few months this would negatively affect the exports. Another comparative advantage that is obtained is the fairly low monthly income that Ecuador has, this allows for companies to pay employees relatively low wages. Although some companies may pay employees well over the countries average income, in comparison to many more d eveloped countries/. , the dollar amount is significantly less. 2) Most Ecuadorians roses are sold in the United States or in Europe. Who in these countries benefits from the importation of Ecuadorian roses, and how do they benefit? Who loses? Do you think the benefits outweigh the cost? The main parties that would benefit from the sales of Ecuadorian roses in these countries are the retail stores that sell the roses (flower shops, grocery stores, speciality stores etc. ) and the consumers themselves. The retail stores have the benefit to an all year round supply of great roses that are in very-high demand. The quality of the actual rose is much better that what local producers can provide and there is constant access to them. The consumers have the pleasure to purchase amazing roses that were not being offered before, and access to them all year round as well. The main losers in these countries are the local producers that once supplied all of the retail stores. They are now presented with great competition, and can not compete with the actual quality of the rose. It is a special breed that only grows in the perfect growing conditions that are provided in Ecuador (Cayambe). Depending on what country these suppliers are located in, the climate may change severely in the winter time not allowing for the growth of roses for a few months a year. This makes it almost impossible to compete with the all year supply and demand coming from Ecuador. These suppliers will then need to make budget cuts which usually lead to pay cuts and lose of jobs. This will then start affecting the overall economy of the country that the roses are being sold in, because Ecuador will dominant that specific industry. Although many retailers are thriving with this product, helping the overall economy, the well being of a whole industry is at risk which leads me to the assumption that I do not think that the benefits outweigh the negative attributes. ) How does the rose export industry benefit Ecuador? Do these benefits have any implications for the United States and Europe? The rose export industry has done wonders to the export aspect of Ecuador’s economy. It has allowed for a larger portion of the population to be employed by the many rose manufacturing businesses. This allowed for the quality of life to increase result of the boost in new i ncomes especially those of newly employed mothers. It had also allowed for many families to feel more stable and able to expand, causing the population to increase from 10,000 to 70,000 in 1 years. These implications will affect USA and Europe because they are allowing Ecuador to becoming a more sovereign and independent country. This will then make for a more concrete and solid trading partner for both countries increasing the import and exports between all three parties. 4) How should developed nations respond to reports of poor working conditions in this industry? Should importers in some way certify Ecuadorian producers, only importing from those who adhere to strict labour and environmental standards? The poor working conditions of the rose industry should be recognized by developed countries and not encouraged, or ignored. Actions should be made to insure that products purchased and imported are not endowing the mal practices that are not to be enforced in any country. y doing nothing, and continuing to import products, this encourages the situation and allows for more and more employees in Ecuador to become sick and work in extremely dangerous conditions. I think that it would be a good idea for these countries to only import from the companies that have meet the environmental standards. Although this may cost many employees in Ecuador their jobs at the start, this in the long run will only make the workplace a safer place. This will encourage all companies not some, to incorporate proper training and medical care/benefits into the lifecycle of every employee. On a downside however such polices may lead to such practices as bribery or black mailing, to allow the exporting of certain products. Overall I feel it would be highly beneficial for both parties (developed countries) and (Ecuador) if there were rules and regulation that had to be followed in order for the roses to be brought into that country.

Sony..read the requirement carefully Essay Example | Topics and Well Written Essays - 1750 words

Sony..read the requirement carefully - Essay Example It is also among the top a hundred effectively managed companies across the business world (Koontz & Weihrich 2006, p. 104). This was because of its renowned heritage of creativeness and innovativeness. On the other hand, marketing concept is a marketing philosophy in which a company’s goals revolve around the identification and achieving the needs and wants of the customers (Singh 2004, p. 11). Many company’s have adopted this concept over the recent years and Sony company is one of the firms that have made use of this philosophy in order to achieve its consumer oriented goals. With this, this essay will delve into the relevance of the marketing concept to Sony Corporation by expounding on the ways in which the company has applied it successfully to encompass its global operations. The history of marketing concept In prior years, companies used the sales concept and the production concept to foster their operations, but they proved ineffective in achieving the consumer satisfaction. In essence, the production concept was in existence in the 1920s and its rise attributed to the industrial revolution witnessed across the globe (Faarup 2010, p. 23). The concept was effective because most of the goods produced at this time met the basic needs hence creating a higher demand for the same. At this time, the sale of the manufactured products was easy as sales teams were able to execute sales transactions through a price that was subject to the cost of production. The sales concept followed the production concept in the 1930s because of increased competition that was able to meet the unfulfilled demands. The idea behind this concept was that companies had to influence consumers to buy their products through promotional strategies because of the competition experienced in the market. The sales concept failed because its focus was mainly on the sale of the products without factoring in whether the consumers actually needed the product that they were selling . The implication of this was that this did not attain customer satisfaction as marketing came after the development and production of the products for sale. However, many equate marketing to sales, but these two entities are quite different in terms of approach and influencing customer satisfaction. Marketing concept gained momentum after the Second World War because of the increased consumer spending because people could now afford to buy selected products (Faarup 2010, p. 24). With this, companies began to focus more on the needs of the consumers by developing products after ascertaining what the market wanted. The advantage that this presented was that companies could now achieve profits by satisfying the consumer needs for their overall benefit. In essence, marketing concept relies on research of the market to determine the market size, needs, and the segments that exist within the market. In order to satisfy the needs of the consumers, the marketing team decides on the ways of controlling the parameters of the marketing mix. Sony Corporation and the marketing mix Marketing mix is a business-marketing tool, which encompasses the four Ps in the influencing of consumers towards accessing a company’s products and services for the attainment of its goals and objectives (Lamb et al 2008, p. 148). The four P’s are price, place, promotion, and product that when mixed reflect the nature of different

Medical Essay Example | Topics and Well Written Essays - 500 words

Medical - Essay Example She also reported difficultly in speaking resulting in slightly slurred speech. Her sister also commented on her facial appearance saying that her face seemed disfigured. While having breakfast she also noticed having excessive tearing in the right eye (Crocodile tears). These symptoms progressively worsened over the course of the next 8 hours and thus she decided to undergo evaluation for these complaints. She does not have any other existing comorbid conditions and has not had any similar complaints in the past. Her past medical history revealed that she had recently recovered from an episode of common cold and her family history was positive for diabetes, however, she herself is not a known diabetic. Social history was unremarkable. Physical Examination: On inspection of the face, it was observed that the nasolabial folds on the left side of the face were flattened and the patient was unable to completely close her left eye. When the patient was asked to forcefully close her right eye, inward and upward rolling of the eyeball was noted, i.e. demonstration of the Bell’s phenomenon (Monnell & Zachariah, 2009). When she was asked to raise her eyebrows and smile, weakness of the right facial muscles was noted.

Developmental Psych Core Questions Essay Example for Free

Developmental Psych Core Questions Essay Core Chapter Learning Objectives for PSY 104 Developmental Psychology 1. Explain the role of theories in understanding human development, and describe three basic issues on which major theories take a stand. (pp. 5–7) 2. Describe recent theoretical perspectives on human development, noting the contributions of major theorists. (pp. 21–26) 3. Identify the stand that each contemporary theory takes on the three basic issues presented earlier in this chapter. (pp. 26, 27) 4. Describe the research methods commonly used to study human development, citing the strengths and limitations of each. (pp. 26–31) 5. Describe three research designs for studying development, and cite the strengths and limitations of each. (pp. 34–38) 6. Discuss ethical issues related to lifespan research. (pp. 39–40) Chapter 2 1. Explain the role and function of genes and how they are transmitted from one generation to the next. (p. 46) 2. Describe the genetic events that determine the sex of the new organism. (pp. 46–47) 3. Identify two types of twins, and explain how each is created. (pp. 47–48) 4. Describe various patterns of genetic inheritance. (pp. 48–52) 5. Describe major chromosomal abnormalities, and explain how they occur. (pp. 52–53) 6. Explain how reproductive procedures can assist prospective parents in having healthy children. (pp. 53–57) 7. Describe the social systems perspective on family functioning, along with aspects of the environment that support family well-being and development. (pp. 59–60) 8. Discuss the impact of socioeconomic status and poverty on family functioning. (pp. 60–63) 9. Summarize the roles of neighborhoods, towns, and cities in the lives of children and adults. (pp. 63–65) 10. Explain how cultural values and pract ices, public policies, and political and economic conditions affect human development. (pp. 65–70) 11. Explain the various ways heredity and environment can influence complex traits. (p. 70) 12. Describe concepts that indicate â€Å"how† heredity and environment work together to influence complex human characteristics. (pp. 72–74) Chapter 3 1. List the three phases of prenatal development, and describe the major milestones of each. (pp. 80–85) 2. Define the term teratogen, and summarize the factors that affect the impact of teratogens on prenatal development. (pp. 85–86) 3. List agents known or suspected of being teratogens, and discuss evidence supporting the harmful impact of each.(pp. 86–93) 4. Discuss other maternal factors that can affect the developing embryo or fetus. (pp. 93–95) 5. Describe the three stages of childbirth. (pp. 96–97) 6. Discuss the baby’s adaptation to labor and delivery, and describe the appearance of the newborn baby. (pp. 97–98) 7. Describe natural childbirth and home delivery, noting the benefits and concerns associated with each. (pp. 99–100) 8. List common medical interventions during childbirth, circumstances that justify their use, and any dangers associated with each. (pp. 100–101) 9. Describe the risks associated with prete rm and small-for-date births, along with factors that help infants who survive a traumatic birth recover. (pp. 101–106) 10. Describe the newborn baby’s reflexes and states of arousal, including sleep characteristics and ways to soothe a crying baby. (pp. 106–111) 11. Describe the newborn baby’s sensory capacities. (pp. 111–113) 12. Explain the usefulness of neonatal behavioral assessment. (pp. 113–114) Chapter 4 1. Describe major changes in body growth over the first 2 years. (pp. 120–121) 2. Summarize changes in brain development during infancy and toddlerhood. (pp. 121–129) 3. Describe the development of the cerebral cortex, and explain the concepts of brain lateralization and brain plasticity (pp. 124–125, 126) 4. Describe how both heredity and early experience contribute to brain organization. (pp. 125, 127–128) 5. Discuss changes in the organization of sleep and wakefulness over the first 2 years. (pp. 128–129) 6. Discuss the nutritional needs of infants and toddlers, the advantages of breastfeeding, and the extent to which chubby babies are at risk for later overweight and obesity. (pp. 130–131) 7. Summarize the impact of severe malnutrition on the development of infants and toddlers, and cite two dietary diseases associated with this condition. (p. 132) 8. Describe the growth disorder known as nonorganic failure to thrive, noting symptoms and family circumstances associated with the disorder. (pp. 132–133) 9. Describe four infant learning capacities, the conditions under which they occur, and the unique value of each. (pp. 133–136) 10. Describe the general course of motor development during the first 2 years, along with factors that influence it. (pp. 137–138) 11. Explain dynamic systems theory of motor development (pp. 138–140) 12. Discuss changes in hearing, depth and pattern perception, and intermodal perception that occur during infancy. (pp. 140–147) 13. Explain differentiation theory of perceptual development. (pp. 147–148) Chapter 5 1. Describe how schemes change over the course of development. (p. 152) 2. Identify Piaget’s six sensorimotor substages, and describe the major cognitive achievements of the sensorimotor stage. (pp. 153–155) 3. Discuss recent research on sensorimotor development, noting its implications for the accuracy of Piaget’s sensorimotor stage. (pp. 155–160) 4. Describe the information-processing view of cognitive development and the general structure of the information-processing system. (pp. 160–162) 5. Cite changes in attention, memory, and categorization during the first 2 years. (pp. 162–165) 6. Describe contributions and limitations of the information-processing approach, and explain how it contributes to our understanding of early cognitive development. (p. 165) 7. Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development. (pp. 165–166, 167) 8. Describe the mental te sting approach and the extent to which infant tests predict later performance. (pp. 166, 168–169) 9. Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers. (pp. 169–172) 10. Describe theories of language development, and indicate how much emphasis each places on innate abilities and environmental influences. (pp. 172–174) 11. Describe major milestones of language development in the first 2 years, noting individual differences, and discuss ways in which adults can support infants’ and toddlers’ emerging capacities. (pp. 174–179) Chapter 6 1. Discuss personality changes in the first two stages of Erikson’s psychosocial theory—basic trust versus mistrust and autonomy versus shame and doubt. (pp. 184–185) 2. Describe changes in the expression of happiness, anger and sadness, and fear over the first year, noting the adaptive function of each. (pp. 185–188) 3. Summarize changes during the first two years in understanding others’ emotions and expression of self-conscious emotions. (pp. 188–189) 4. Trace the development of emotional self-regulation during the first 2 years. (pp. 189–190) 5. Describe temperament, and identify the three temperamental styles elaborated by Thomas and Chess. (pp. 190–191) 6. Compare Thomas and Chess’s model of temperament with that of Rothbart. (p. 191) 7. Explain how temperament is assessed, and distinguish inhibited, or shy, children from uninhibited, or sociable, children. (pp. 191–193) 8. Discuss the stability of temperament and the role of heredity and environment in the development of temperamen t. (pp. 193–194) 9. Summarize the goodness-of-fit model. (pp. 194–195) 10. Describe Bowlby’s ethological theory of attachment, and trace the development of attachment during the first two years. (pp. 196–198) 11. Describe the Strange Situation and Attachment Q-Sort procedures for measuring attachment, along with the four patterns of attachment that have been identified using the Strange Situation. (pp. 198–199) 12. Discuss the factors that affect attachment security, including opportunity for attachment, quality of caregiving, infant characteristics, family circumstances, and parents’ internal working models. (pp. 200–202, 203) 13. Discuss fathers’ attachment relationships with their infants, and explain the role of early attachment quality in later development. (pp. 202, 204–205) 14. Describe and interpret the relationship between secure attachment in infancy and later development. (pp. 205–206) 15. Trace the emergence of self-awareness, and explain how it influences early emotional and social dev elopment, categorization of the self, and development of self-control. (pp. 206–209) Chapter 7 1. Describe major trends in body growth during early childhood. (pp. 216–217) 2. Discuss brain development in early childhood, including handedness and changes in the cerebellum, reticular formation, and the corpus callosum. (pp. 217–219) 3. Explain how heredity influences physical growth by controlling the production of hormones. (p. 219) 4. Describe the effects of emotional well-being, nutrition, and infectious disease on physical development. (pp. 219–222) 5. Summarize factors that increase the risk of unintentional injuries, and cite ways childhood injuries can be prevented. (pp. 222–223) 6. Cite major milestones of gross- and fine-motor development in early childhood, including individual and sex differences. (pp. 224–227) 7. Describe advances in mental representation during the preschool years. (pp. 227–229) 8. Describe limitations of preoperational thought, and summarize the implications of recent research for the accuracy of the preoperational stage. (pp. 229–233) 9. Describe educational principles derived from Piaget’s theory. (pp. 233–234) 10. Describe Piaget’s and Vygotsky’s views on the development and sign ificance of children’s private speech, along with related evidence. (pp. 234–235) 11. Discuss applications of Vygotsky’s theory to education, and summarize challenges to his ideas. (pp. 235–237) 12. Describe changes in attention and memory during early childhood. (pp. 237–239) 13. Describe the young child’s theory of mind. (pp. 239–241) 14. Summarize children’s literacy and mathematical knowledge during early childhood. (pp. 241–243) 15. Describe early childhood intelligence tests and the impact of home, educational programs, child care, and media on mental development in early childhood. (pp. 243–248) 16. Trace the development of vocabulary, grammar, and conversational skills in early childhood. (pp. 248–251) Chapter 8 1. Describe Erikson’s stage of initiative versus guilt, noting major personality changes of early childhood. (p. 256) 2. Discuss preschoolers’ self-understanding, including characteristics of self-concepts and the emergence of self-esteem. (pp. 256–258) 3. Cite changes in the understanding and expression of emotion during early childhood, along with factors that influence those changes. (pp. 258–259) 4. Explain how language and temperament contribute to the development of emotional self-regulation during the preschool years. (p. 259) 5. Discuss the development of self-conscious emotions, empathy, sympathy, and prosocial behavior during early childhood, noting the influence of parenting. (pp. 259–261) 6. Describe advances in peer sociability and in friendship in early childhood, along with cultural and parental influences on early peer relations. (pp. 261–264) 7. Compare psychoanalytic, social learning, and cognitive-developmental approaches to moral development, and cite child-rearing practices that support or undermine moral understanding. (pp. 264–269) 8. Describe the development of aggression in early childhood, noting the influences of family and television, and cite strategies for controlling aggressive behavior. (pp. 269–272) 9. Discuss genetic and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior. (pp. 273–276) 10. Describe and evaluate the accuracy of major theories of gender identity, including ways to reduce gender stereotyping in young children. (pp. 276–278) 11. Describe the impact of child-rearing styles on child development, explain why authoritative parenting is effective, and note cultural variations in child-rearing beliefs and practices. (pp. 278–281) 12. Discuss the multiple origins of child maltreatment, its consequences for development, and effective prevention. (pp. 281–283) Chapter 9 1. Describe major trends in body growth during middle childhood. (p. 290) 2. Identify common vision and hearing problems in middle childhood. (p. 291) 3. Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity. (pp. 291–293) 4. Identify factors that contribute to illness during the school years, and describe ways to reduce these health problems. (pp. 293–294) 5. Describe changes in unintentional injuries in middle childhood. (p. 294) 6. Cite major changes in motor development and play during middle childhood, including sex differences and the importance of physical education. (pp. 294–299) 7. Describe major characteristics of concrete operational thought. (pp. 299–301) 8. Discuss follow-up research on concrete operational thought, noting the importance of culture and schooling.(pp. 301–302) 9. Cite basic changes in information processing and describe the development of attention and memory in middle childhood. (pp. 303–305) 10. Describe the school-age child’s theory of mind, noting the importance of mental inferences and understanding of false belief and capacity to engage in self-regulation. (pp. 306–307) 11. Discuss applications of information processing to academic learning, including current controversies in teaching reading and mathematics to elementary school children. (pp. 307–309) 12. Describe major approaches to defining and measuring intelligence. (pp. 309–310) 13. Summarize Sternberg’s triarchic theory and Gardner’s theory of multiple intelligences, noting how these theories explain the limitations of current intelligence tests in assessing the diversity of human intelligence. (pp. 310–312) 14. Describe evidence indicating that both heredity and environment contribute to intelligence. (pp. 312–317) 15. Summarize findings on emotional intelligence, including implications for the classroom. (p. 313) 16. Describe change s in school-age children’s vocabulary, grammar, and pragmatics, and cite advantages of bilingualism. (pp. 316–319) 17. Explain the impact of class size and educational philosophies on children’s motivation and academic achievement. (pp. 319–321) 18. Discuss the role of teacher-student interaction and grouping practices in academic achievement. (pp. 321–322) 19. Explain the conditions that contribute to successful placement of children with mild mental retardation and learning disabilities in regular classrooms. (p. 322) 20. Describe the characteristics of gifted children, including creativity and talent, and current efforts to meet their educational needs. (pp. 323–324) 21. Compare the academic achievement of North American children with children in other industrialized nations. (pp. 324–325) Chapter 10 1. Describe Erikson’s stage of industry versus inferiority, noting major personality changes in middle childhood. (p. 330) 2. Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions. (pp. 330–334) 3. Cite changes in understanding and expression of emotion in middle childhood, including the importance of problem-centered coping and emotion-centered coping for managing emotion. (pp. 335–336) 4. Trace the development of perspective taking in middle childhood, and discuss the relationship between perspective taking and social skills. (pp. 336–337) 5. Describe changes in moral understanding during middle childhood, and note the extent to which children hold racial and ethnic biases. (pp. 337–339) 6. Summarize changes in peer sociability during middle childhood, including characteristics of peer groups and friendships. (pp. 339–341) 7. Describe four categories of peer acceptance, noting how each is related to social behavior, and discuss ways to help rejected children. (pp. 341–342, 343) 8. Describe changes in gender-stereotyped beliefs and gender identity during middle childhood, including sex differences and cultural influences. (pp. 342–345) 9. Discuss changes in parent–child communication and sibling relationships in middle childhood, and describe the adjustment of only children. (pp. 345–346) 10. Discuss factors that influence children’s adjustment to di vorce and blended families, highlighting the importance of parent and child characteristics, as well as social supports within the family and surrounding community. (pp. 347–350) 11. Explain how maternal employment and life in dual-earner families affect school-age children, noting the influence of social supports within the family and surrounding community, including child care for school-age children. (pp. 350–351) 12. Cite common fears and anxieties in middle childhood, with particular attention to school phobia. (pp. 352, 353) 13. Discuss factors related to child sexual abuse and its consequences for children’s development. (pp. 352–354, 355) 14. Cite factors that foster resilience in middle childhood. (p. 354) Chapter 11 1. Discuss changing conceptions of adolescence over the past century. (pp. 362–363) 2. Describe pubertal changes in body size, proportions, sleep patterns, motor performance, and sexual maturity. (pp. 363–366) 3. Cite factors that influence the timing of puberty. (pp. 366–367) 4. Describe brain development in adolescence. (pp. 367–368) 5. Discuss adolescents’ reactions to the physical changes of puberty, including sex differences, and describe the influence of family and culture. (pp. 368–370) 6. Discuss the impact of pubertal timing on adolescent adjustment, noting sex differences. (pp. 370–371) 7. Describe the nutritional needs of adolescents, and cite factors that contribute to serious eating disorders. (pp. 371–373) 8. Discuss social and cultural influences on adolescent sexual attitudes and behavior. (pp. 373–376) 9. Describe factors involved in the development of gay, lesbian, and bisexual orientations, and discuss the unique adjustment problems of these youths. (pp. 376, 377) 10. Discuss factors related to sexually transmitted diseases and to teenage pregnancy and parenthood, including interventions for adolescent parents. (pp. 376, 378–380) 11. Cite personal and social factors that contribute to adolescent substance use and abuse, and describe prevention and treatment programs. (pp. 380–382) 12. Describe the major characteristics of formal operational thought. (pp. 382–384) 13. Discuss recent research on formal operational thought and its implications for the accuracy of Piaget’s formal operat ional stage. (pp. 384–385) 14. Explain how information-processing researchers account for cognitive change in adolescence, emphasizing the development of scientific reasoning. (pp. 385–386) 15. Summarize cognitive and behavioral consequences of adolescents’ newfound capacity for advanced thinking. (pp. 386–388) 16. Note sex differences in mental abilities at adolescence, along with biological and environmental factors that influence them. (pp. 389–390, 391) 17. Discuss the impact of school transitions on adolescent adjustment, and cite ways to ease the strain of these changes. (pp. 390, 392–393) 18. Discuss family, peer, school, and employment influences on academic achievement during adolescence. (pp. 393–395) 19. Describe personal, family, and school factors related to dropping out, and cite ways to prevent early school leaving. (pp. 396–397) Chapter 12 1. Discuss Erikson’s theory of identity development. (p. 402) 2. Describe changes in self-concept and self-esteem during adolescence. (pp. 402–403) 3. Describe the four identity statuses, the adjustment outcomes of each status, and factors that promote identity development. (pp. 403–406) 4. Discuss Kohlberg’s theory of moral development, and evaluate its accuracy. (pp. 407–409) 5. Summarize research on Gilligan’s claim that Kohlberg’s theory underestimated the moral maturity of females. (pp. 409–410) 6. Describe influences on moral reasoning and its relationship to moral behavior. (pp. 410–414) 7. Explain why early adolescence is a period of gender intensification, and cite factors that promote the development of an androgynous gender identity. (pp. 414–415) 8. Discuss changes in parent–child and sibling relationships during adolescence. (pp. 415–417) 9. Describe adolescent friendships, peer groups, and dating relationships and their consequences for development. (pp. 417–421) 10. Discuss conformity to peer pressure in adolescence, noting the importance of authoritative child rearing. (p. 421) 11. Discuss factors related to adolescent depression and suicide, along with approaches for prevention and treatment. (pp. 421–423) 12. Summarize factors related to delinquency, and describe strategies for prevention and treatment. (pp. 423–426) Chapter 13 1. Describe current theories of biological aging, including those at the level of DNA and body cells, and those at the level of organs and tissues. (pp. 432–434) 2. Describe the physical changes of aging, paying special attention to the cardiovascular and respiratory systems, motor performance, the immune system, and reproductive capacity. (pp. 434–438) 3. Describe the impact of SES, nutrition, obesity, and exercise on health in adulthood. (pp. 438–444) 4. Describe trends in substance abuse in early adulthood, and discuss the health risks of each. (pp. 444–445) 5. Summarize sexual attitudes and behaviors in young adults, including sexual orientation, sexually transmitted diseases, sexual coercion, and premenstrual syndrome. (pp. 445–449) 6. Explain how psychological stress affects health. (pp. 449–451) 7. Summarize prominent theories on the restructuring of thought in adulthood, including those of Perry and Labouvie-Vief. (pp. 451–453) 8. Discuss the development of expertise and creativity in adulthood. (pp. 453–454) 9. Describe the impact of a college education on young people’s lives, and discuss the problem of dropping out.(pp. 454–455) 10. Trace the development of vocational choice, and note factors that influence it. (pp. 455–458) 11. Discuss vocational preparation of non-college-bound young adults, including the challenges these individuals face.(pp. 458–459) Chapter 14 1. Define emerging adulthood, and explain how cultural change has contributed to the emergence of this period. (pp. 464–466) 2. Describe Erikson’s stage of intimacy versus isolation, noting personality changes that take place during early adulthood. (pp. 468–469) 3. Summarize Levinson’s and Vaillant’s psychosocial theories of adult personality development, including how they apply to both men’s and women’s lives and their limitations. (pp. 469–471) 4. Describe the social clock and how it relates to adjustment in adulthood. (p. 471) 5. Discuss factors that affect mate selection, and explain the role of romantic love in young adults’ quest for intimacy. (pp. 472, 474) 6. Explain how culture influences the experience of love. (p. 475) 7. Cite characteristics of adult friendships and sibling relationships, including differences between same-sex, other-sex, and sibling friendships. (pp. 475–476) 8. Cite factors that inf luence loneliness, and explain the role of loneliness in adult development. (pp. 476–477) 9. Trace phases of the family life cycle that are prominent in early adulthood, noting factors that influence these phases. (pp. 478–485) 10. Discuss the diversity of adult lifestyles, focusing on singlehood, cohabitation, and childlessness. (pp. 486–488) 11. Discuss trends in divorce and remarriage, along with factors that contribute to them. (pp. 488–489) 12. Summarize challenges associated with variant styles of parenthood, including stepparents, never-married single parents, and gay and lesbian parents. (pp. 489–491) 13. Describe patterns of career development, and cite difficulties faced by women, ethnic minorities, and couples seeking to combine work and family. (pp. 491–495) Chapter 15 1. Describe the physical changes of middle adulthood, paying special attention to vision, hearing, the skin, muscle–fat makeup, and the skeleton. (pp. 502–504, 505) 2. Summarize reproductive changes experienced by middle-aged men and women, and discuss the symptoms of menopause, the benefits and risks of hormone therapy, and women’s psychological reactions to menopause. (pp. 504, 506–509) 3. Discuss sexuality in middle adulthood. (p. 509) 4. Discuss cancer, cardiovascular disease, and osteoporosis, noting sex differences, risk factors, and interventions. (pp. 509–513) 5. Explain how hostility and anger affect health. (pp. 513–514) 6. Discuss the benefits of stress management, exercise, and an optimistic outlook in adapting to the physical challenges of midlife. (pp. 514–517) 7. Explain the double standard of aging. (p. 517) 8. Describe changes in crystallized and fluid intelligence during middle adulthood, and discuss individual and group differences in intellectual development. (pp. 518–520) 9. Describe changes in information processing in midlife, paying special attention to speed of processing, attention, and memory. (pp. 520–523) 10. Discuss the development of practical problem solving, expertise, and creativity in middle adulthood. (pp. 523–525) 11. Describe the relationship between vocational life and cognitive development. (pp. 525–526) 12. Discuss the challenges of adult learners, ways to support returning students, and benefits of earning a degree in midlife. (pp. 526–527) Chapter 16 1. Describe Erikson’s stage of generativity versus stagnation, noting major personality changes of middle adulthood and related research findings. (pp. 532–535) 2. Discuss Levinson’s and Vaillant’s views of psychosocial development in middle adulthood, noting gender similarities and differences. (pp. 535–536) 3. Summarize research examining the question of whether most middle-aged adults experience a midlife crisis.(pp. 536–537) 4. Describe stability and change in self-concept and personality in middle adulthood. (pp. 538–539) 5. Describe changes in gender identity in midlife. (pp. 540–542) 6. Discuss stability and change in the â€Å"big five† personality traits in adulthood. (pp. 542–543) 7. Describe the middle adulthood phase of the family life cycle, and discuss midlife marital relationships and relationships with adult children, grandchildren, and aging parents. (pp. 543–551) 8. Describe midlife sibling relationships and friendships. (pp. 551–553) 9. Discuss job satisfaction and career development in middle adulthood, paying special attention to gender differences and experiences of ethnic minorities. (pp. 553–555) 10. Describe career change and unemployment in middle adulthood. (p. 556) 11. Discuss the importance of planning for retirement, noting various issues that middle-aged adults should address. (pp. 556–557) Chapter 17 1. Distinguish between chronological age and functional age, and discuss changes in life expectancy over the past century. (pp. 564–566, 568–569) 2. Explain age-related changes in the nervous system during late adulthood. (pp. 566–567) 3. Summarize changes in sensory functioning during late adulthood, including vision, hearing, taste, smell, and touch. (pp. 567–570) 4. Describe cardiovascular, respiratory, and immune system changes in late adulthood. (pp. 570–571) 5. Discuss sleep difficulties in late adulthood. (pp. 571–572) 6. Summarize changes in physical health and mobility in late adulthood, including elders’ adaptation to the physical changes, and reactions to stereotypes of aging. (pp. 572–575, 576) 7. Discuss health and fitness in late life, paying special attention to nutrition, exercise, and sexuality. (pp. 575–579) 8. Discuss common physical disabilities in late adulthood, with special attention to arthritis, a dult-onset diabetes, and unintentional injuries. (pp. 580–582) 9. Describe mental disabilities common in late adulthood, including Alzheimer’s disease, cerebrovascular dementia, and misdiagnosed and reversible dementia. (pp. 582–588) 10. Discuss health-care issues that affect senior citizens. (pp. 589–590) 11. Describe changes in crystallized and fluid abilities in late adulthood, and explain how older adults can make the most of their cognitive resources. (pp. 590–591) 12. Summarize memory changes in late life, including implicit, associative, remote, and prospective memories. (pp. 591–594) 13. Discuss changes in language processing in late adulthood. (pp. 594–595) 14. Explain how problem solving changes in late life. (p. 595) 15. Discuss the capacities that contribute to wisdom, noting how it is affected by age and life experience. (pp. 595–596) 16. Discuss factors related to cognitive change in late adulthood. (pp. 596â€⠀œ597) Chapter 18 1. Describe Erikson’s stage of ego integrity versus despair. (p. 604) 2. Discuss Peck’s tasks of ego integrity, Joan Erikson’s gerotranscendence, and Labouvie-Vief’s emotional expertise.(pp. 604–605) 3. Describe the functions of reminiscence and life review in older adults’ lives. (pp. 606, 607) 4. Summarize stability and change in self-concept and personality in late adulthood. (pp. 606–608) 5. Discuss spirituality and religiosity in late adulthood. (pp. 608–609) 6. Discuss contextual influences on psychological well-being as older adults respond to increased dependency, declining health, and negative life changes. (pp. 609–611, 612) 7. Summarize the role of social support and social interaction in promoting physical health and psychological well-being in late adulthood. (p. 611) 8. Describe social theories of aging, including disengagement theory, activity theory, continuity theory, and socioemotional selectivity theory . (pp. 612–615, 616) 9. Describe changes in social relationships in late adulthood, including marriage, gay and lesbian partnerships, divorce, remarriage, cohabitation, and widowhood, and discuss never-married, childless older adults. (pp. 619–623) 10. Explain how sibling relationships and friendships change in late life. (pp. 624–625) 11. Describe older adults’ relationships with adult children, adult grandchildren, and great-grandchildren. (pp. 625–626) 12. Summarize elder maltreatment, including risk factors and strategies for prevention. (pp. 627–628) 13. Discuss the decision to retire, adjustment to retirement, and involvement in leisure and volunteer activities. (pp. 628–632) 14. Discuss the meaning of optimal aging. (pp. 632–633) Chapter 19 1. Describe the physical changes of dying, along with their implications for defining death and the meaning of death with dignity. (pp. 640–642) 2. Discuss age-related changes in conception of and attitudes toward death, including ways to enhance child and adolescent understanding. (pp. 642–644) 3. Cite factors that influence death anxiety, including personal and cultural variables that contribute to the fear of death. (p. 643) 4. Describe and evaluate Kà ¼bler-Ross’s theory of typical responses to dying, citing factors that influence dying patients’ responses. (pp. 647–648) 5. Evaluate the extent to which homes, hospitals, and the hospice approach meet the needs of dying people and their families. (pp. 650–653) 6. Discuss controversies surrounding euthanasia and assisted suicide. (pp. 654–659) 7. Describe bereavement and the phases of grieving, indicating factors that underlie individual variations in grief responses. (pp. 659–660) 8. Explain the concept of bereavement overload, and describe bereavement interventions. (pp. 663, 665) 9. Explain how death education can help people cope with death more effectively. (p. 665)

Verbal Reaction Times Experiment Essay -- Stroop 1935 experiment

This report aimed to replicate Stroop's (1935) experiment. Using the repeated measures design and a sample of 20 students, differences in verbal reaction times on two tests were observed. The one-tailed hypothesis predicted that it would take longer to say words in the Cc, this is the conflicting condition where the colour of the word differs from the colour that the word describes. It was found that, using the t-test for related data, this hypothesis could be accepted as the obtained value was much greater then the critical value. It can therefore be concluded that visual interference does affect people's verbal reactions. Introduction In 1935 John Ridley Stroop published his Ph.D. thesis entitled 'Studies of Interference in Serial Verbal Reactions' - the findings of which became known as 'the Stroop Effect'. Stroop mentioned many studies in his work but the two that are most relevant for this report are Brown (1915) and Telford (1930), they conducted very similar investigations into colour associations and colour recognition patterns respectively. This area of research is known as controlled and automatic processing, it involves studies into how humans cope with divided attention such as multi-tasking. This could be anything from the simple dishwashing and listening to music simultaneously, to complex shadowing of continuous prose presented in one ear, whilst also typing up a separate prose presented to the other ear via headphones (Shaffer 1975). With their two-process theory, Shiffrin and Schneider (1977) make useful distinctions between controlled and automatic processing. They are as follows: controlled processing... ...1930) 'Differences in responses to colours and their names.' J. Genet. Psychol. An Experiment on the Stroop effect and hearing, http://www.ul.ie/~cscw/mikael/stroop.html British Psychological Society Code of Conduct for Psychologists, http://trapdoor.glos.ac.uk/ess/soss/ethics/appendix4.htm Cognitive Psychology, Wadsworth CogLab online laboratory, http://coglab.wadsworth.com/experiments/Stroop/ Neuropsychological Model of the Stroop Effect, http://www.uwm.edu/~neuropsy/Strpmast.html Neuroscience for Kids - The Stroop Effect, http://faculty.washington.edu/chudler/words.html Parametric Assumptions, http://www.sgcorp.com/normality_tests.htm The Stroop Effect - Attention and Memory, http://www.cgl.uwaterloo.ca/~bgbauer/chapters/stroop.html The t-test, http://trochim.human.edu/kb/stat_t.htm

Hip-Hop’s Betrayal of Black Women Essay

â€Å"Baby Mommas, Chicken Heads, or Bitches,† (McLune 214) are some of the most misogynistic words found in Hip-Hop today. Jennifer McLune, a librarian, activist, and writer – living in Washington. D. C. – is taking a stance against the misogyny. â€Å"Hip-Hop’s Betrayal of Black Women† by Jennifer McLune is a response article to Kevin Powell’s article, â€Å"Notes of a Hip Hop Head. † In his article, Powell poses poverty as the explanation for the sexism found in hip-hop today. McLune believes that, Powell’s explanations of hip hop are one way to silence those that are critiquing it. McLune begins to explain that Kevin’s argument, â€Å"completely ignores the fact that women, too, are raised in this environment of poverty and violence, but have yet to produce the same negative and hateful representation of black men† (McLune 214). McLune believes that Artists and role models should take more responsibility with their music and what they represent. McLune argues that a lot of conscious artists, such as Common, are too eager to gain acceptance by popular mainstream artists. Thus, causing them to forsake their morals and commend mainstream artists for their accomplishments. Mclune goes on to say that artists should embody respect between genders through their music. She argues that Black female rappers are just as much to blame as their male peers. She encourages women to speak in a collective voice, as to defend themselves, instead of being â€Å"hyper feminine and hyper sexual to please men. † (McLune 215) Powell adds that hip-hop has created a way for black people to â€Å"win,† by creating something out of absolutely nothing. McLune follows with a rebuttal stating if sexism is the route to mainstream acceptability, and that is what it takes to win, than all black women are the losers. McLune demands acknowledgement from apologists, acknowledging that black women are in fact black people to. She said, when someone attacks a woman in the black community, black people should unite and respond adequately as though it was an attack on every member in the black community. McLune challenges Hip-hop by refusing to be a victim of it and refuses to reward it with her money or her attention. She strongly believes that hip-hop should fail until it does right by every black woman. McLune closes by pleading with the black community. She wants to see every black person condemn woman-hating as the enemy of the entire black community. If and only then, hip-hop would be forced to change. However as it stands, Mclune does not seem to have much faith in the black community. She believes that rappers are more concerned with money and â€Å"black women are being â€Å"thugged and rubbed all the way to the bank† (McLune 217). A Summary of â€Å"Violent Media is Good for Kids† Gerard Jones, a writer of comics, screen plays, and cartoons, takes quite the stance on violence in media. In his article â€Å"Violent Media is Good for Kids,† Jones discusses violent media and its positive impact on kids. When reflecting on his own childhood, whilst reading Marvel Comics, he baffles plenty with the following statement, â€Å"They were good for me because they were juvenile. And violent† (Jones 230). Jones favorite Marvel Comic character was Hulk. As a child, Hulk became Jones’ fantasy self. He describes Hulk as being this overgendered, unsocial being that was always misunderstood. For some strange reason, Jones found compatibility and comfort in Hulk. In his 30’s, Jones wrote various action movies and comic books. Shortly thereafter, he found himself helping other children by building off of the experiences they were already enduring. He writes about a young girl named Emily whose parents were separating. Emily began to worry both her teacher and her mom when she started writing violent stories. Jones counseled her mother and helped her further develop her daughter’s stories. Through doing so, he claims, that this young girl was able to become â€Å"more self-controlled and socially competent† (Jones 232). Jones argues that people are able to pull themselves out of emotional traps by immersing themselves in violent stores. A child â€Å"pretending to have superhuman powers helps them conquer the feelings of powerlessness that inevitably comes with being so young and small† (Jones 231). He argues that children will feel rage, even the sweetest children. While immersing themselves in imaginary and fantasy like combat children are able to express the rage they’ve always been forced to suppress. Jones encourages parents to not be so concerned with their children growing up into murderous human-beings. Instead, realizing that violent media is necessary and if taken away they may grow up to be easily manipulated. Jones understands that violent media is not always harmless; that it has impacted people’s lives negatively. Jones argues that violent media â€Å"helped hundreds of people for every one it’s hurt† (Jones 232). He said we are not sheltering our children from violence, but rather, power and selfhood.

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