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Special Education / Philosophy and Beliefs
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How to Write Iranian-America, or The Last Essay. Begin by special, writing about on Focus anything else. Go to the public library in your Los Angeles suburb and ask for all the great books people in New York City read, please. Philosophy! Wonder if the reference librarian knows a living writer and ask her what would a living writer readó and an American one, please . When she realizes you are still single digits and asks, Where are your parents, young lady? donít answer and demand Shakespeare and Web-based Software Which Service, take that big book home and cry because you canít understand it. Tomorrow, go back to reading the dictionary a letter at a time and cry because you canít learn the words. (Ask your father if you will cry daily for the rest of your life and remember his answer decades later: When you are older you will care less about things. Special Philosophy! ) Pray to a god you still believe in that you will once more avoid ESL with all its teachers who look to you with the the veil of ignorance shine of love but the stench of pity: refugee, resident alien, political asylum , immigrant, foreigner the education only words you know that you donít want to Essay on Focus on Teacher Observation know. Write because itís something to do, something your parents will let you do because it looks like homework. Write because one place to live is in special education your head and nwa preview, itís not broken yet; write because itís something to drown out the sound of their fighting deep into every night. When the special second-grade teacheróthe teacher your father calls an alcoholicótells you that you will be an Case, author one day and suggests The Market Guide for Young Writers, step right up and call yourself a Young Writer. Decide to philosophy really write and Essay, write about anything but Iranian-America. Ghosts. Victorian girls, maybe ones with tough names.
Easter bunnies that are homicidal (you might have ripped off Bunnicula ). Candy. White girls. More white girls. (Even then you understood sales.) Worry about the fact that your family wonít be able to afford a computer and worry about how your fingers get stuck in education between the nwa preview keys of a yellow typewriter your father brought back from special education philosophy, Iran, and on Focus Questions Observation, learn that the only way for your brain not to spiral in special education philosophy worry is to write. Worry about how you, Young Writer, will ever get to of ignorance New York City, until you do. Get a scholarship to a fancy college with writers and writing workshops , a thing youíve heard of, full of other students told theyíd be an author one day. Ignore the dorm politics and the suitemates who tell you their dads paid for you to be there, and write, write about anything else. Los Angeles. The devil. Literary theory. Art. The East Village.
White men. Special Philosophy! And more white men. Nwa Preview! Become known as a writer there, a writer who doesnít write about that, in a time when everyone is special education, talking identity. No identity for you, you tell yourself, you tell them. Wear black and smoke cigarettes and The Paintball Case, big glasses, because you are a New York Young Writer and that can be anyone. When your favorite professor senior year fails your paper on Modernism that youíve worked on education philosophy for weeks, when she tells you that she can tell English is your second language, when she tells you maybe writing is not for you, that maybe you need to go into a field like those new Iranian Studies fields óyou keep imagining these fields like those villages of your homeland they label ďthird worldĒógo to your dorm and expect to cry but donít. Chainsmoke a pack of cigarettes and never forget her words and commit yourself to writing more, writing more about nwa preview anything else. Years later, attend another prestigious college for grad school, and spend long hours with a famous writer as your professor and advisor who tells you to forget that other professor, that you are a writer, that you can do this. Hold on to her words and almost miss it when she says but why donít you write what you know? Thank her as you always do and hope she doesnít see your tearsó writing what I know was never my thing, you whisper. Education! Keep turning in stories about anything else.
Math. Chaos theory. Nwa Preview! Rape. (The time you were raped but in a sci-fi premise; the time you were raped in a fantasy premise; the time you were raped in education something they call metafiction.) Dogs. Suicidal people. Eng Speech! Suicidal people with dogs.
9/11 , which gets a little too close to writing what you know, but keep reminding them it was because you were a New Yorker, not because you were a Middle Easterner, that you felt the trauma; keep reminding them the education philosophy hijackers were not Iranian. When they tell you they donít know what you are anyway, donít say a word, just keep working harder than they ever will and tell yourself you will beat the nwa preview ones who hurt you most for that fellowship for another year. Special Education! Get the fellowship and avoid all their eyes. When your advisor suggests you work on a novelóthat you are, after all, a novelistóhear novel like a curse: an arranged marriage and a death sentence, all that unknown potential for devotion to eng speech writing anything else. Until suddenly you canít write about anything else.
Sit in philosophy your first apartment without a roommate and realize you have nothing else to write about for the span of a novel. The Veil! Hate yourself and it and then go ahead and special education philosophy, write it, your Iranian-America, because no one else will see it. This is your first real novel and what do you know. The Paintball! You are a fellow at the most famous university in Baltimore which doesnít pay you enough to teach, so you add on being a hostess at a bistro where the special philosophy parents of The Paintball, your students go, sometimes with the tenured professors of your department who pretend they donít see you as they kiss and hug the owner who sexually harasses you every day. Why would a word you write matter? Quit smoking, start smoking, quit again, start again. And watch it come out, more and special education philosophy, more in every draft: anger with your parents, frustration with your blood, anxieties surrounding the somehow still-new landóall that is Iranian-America.
Let your truth come out The Paintball Essay, hard and fast and untranslatable because no one else will see it anyway. Until they do. Four years later, after all sorts of troubles, it is your first novel and it is published and you are Miss Literary Iranian-America , a friend jokes. First Iranian-American novelist , a journalist mistakenly writes, while another calls your debut novel the special philosophy first work that is entirely Iranian-American, all diaspora with no Iran setting, which gets closer to the truth but you want to the veil think still not close enough. Who can even tally who they ignored before you? When they ask you to represent the Iranian diaspora in special philosophy Los Angeles, start by explaining you grew up a half hour and Essay on Focus Questions on Teacher Observation, many realities away from Tehrangeles, that your family could never afford those areas, that you were raised in special a tiny apartment in the low-income district of a small suburb, with no Iranian people. When they ask you to do it anyway, go through with it. Regret quitting smoking. Try to speak of other things. But about Iranian-Americans , they always go, and a friend who is eng speech, tired of your sighs tells you, Look, you did that to yourself, itís all in your novel . Say fair enough and special education philosophy, start smoking again. Around Persian New Year, months after your first novel comes out, start to run out of money again.
Old problem but maybe now a new solution, you think. Ask friends if they know someone at the most respected newspaper of the eng speech countryóthe venerable paper where they gave you a very good review of your debut novel. Pitch a piece on Iranians celebrating Persian New Year that 2008. Your angle: being Iranian in a bad time to be Iranian. Think to yourself when was there ever a good time to special philosophy be Iranian here and pitch it anyway. Hear nothing back and eng speech, tell yourself you and your Iranian-America are not yet worthy of that newspaper. Be more shocked than gracious a few months later, when out of nowhere, an editor at another section of that very paper writes you and special, mentions he is a fan of your work and would you like to contribute an Software Supports Delivery example, essay to this author series on summer? You canít believe itóthis editor has acknowledged your novel and yet is not asking you to special philosophy write a particular thing about Iranian-America. But when you sit down to write, surprise yourself: Itís about your mother and Web-based Software Which Service Delivery Essay example, you and so itís about special Iranian-America. Feel slightly defeatedó writing what I know was never my thing, you know you used to eng speech whisperóbut a part of you anticipates they will want this and education philosophy, they do.
Behold the awe of everyone around you, behold your own awe: You are in your dream paper, an essayist suddenly. Editors who never heard of eng speech, you or your novel start asking for your essays of Iranian-America. Soon, you are back in that same paper with another essay about, of all things, Barbieís fiftieth anniversary and somehow you make it also about Iranian-America. Youíve learned to interview your parents and dig up whatever they will give you from their past and add that to messy memories of special education, your childhood and glue it all together: an essay on Iranian-America! Be amazed at how your formula sometimes helps you work out moon, some things, be amazed at how it sometimes seems to help others. Remind yourself this canít last. Education! Iranian-Americans from all over nwa preview the country write you and thank you, and you tell everyone this was a nice runóyou did your partóand now you will go back to what you were meant to write: anything else. Except you donít.
They ask and special philosophy, you keep writing it. Tell yourself this is your new life every time an essay comes out in that venerable paper of yoursóyou start to call it yours , because three-figure checks must mean love if two-figure checks mean like, or so you tell yourself. Occasionally try to remind them you were a journalist before all this, a writer who wrote about music and art and fashion and books but no one remembers or cares anymore. Editors start asking for a collection of the veil, essays, but you think, Iíve just begun. Tell them in 2009 youíre just entering your thirties, what do you know?
Know youíre an essayist and know you canít back out now. During an philosophy, interview someone asks you why essays, and you remind them you write fiction and they ask again why essays, and you joke about nwa preview them finding you, and they ask again why essays, and you stumble on another answer: service . That somehow your people are not visible, these three decades of special education, being in the US, and people have needed you and while you canít speak for moon everyone, you can speak some part of this truth. Service? Service. Afterwards, bum the few cigarettes the interviewer offers and smoke through a silence you did your best to create.
Start to wish other Iranian-Americans would write essays; even try to introduce the few who seem interested to editors but the editors always ask for more essays from you. How many essays can you write, you wonder, but every time one comes out you start to see how they see it, and you see more. Education! Step back from yourself and Web-based Supports Essay, spin absolutely everything from the education philosophy lens of Iranian-Americana. An Iranian-American sensibility, an Iranian-American outfit, an Iranian-American state of mind, Iranian-American flora and fauna, an Iranian-American bowl of goddamn fruit. Watch yourself pitch the eng speech editor at the venerable publication an essay on the hit TV show Thirtysomething , a show you loved, and because in 2009 itís a big deal that itís out on DVD and it seems like something to watch it in your thirties now. Hear the special editor in your head long before your real editor asks you if you can include your Iranian-American family in it, and catch yourself saying yes of course , and do it, and never imagine years later you will teach that own essay of yours as a mistake. Eng Speech! Consider later that maybe you knew and didnít care, you knew the special philosophy service and 11s, moreover you knew your function: You were not just writing Iranian-America, maybe you were helping them create it. Write the special education Persian New Year piece you once wanted though itís no reported piece, but a personal essayóthatís what they want and thatís what you deliver. By this point your parents know why you are asking when you call, by this point they have gotten used to the fact that you will write about them and anything else Iranian-America.
When friends and family begin to marvel at all this, Miss Literary Iranian-America, donít you deny itósmile and be grateful and lie that this is Which Supports Service Delivery example, exactly what you dreamed of one day. When another section editor of that same paper emails you (a section that pays a lot moreóif three is love, four figures must mean marriage), accept their request for a new essay, knowing that you can write an essay on absolutely anything for these people, provided itís about Iranian-Americaówhich it will be. Muslim reality TV the first time , Iranian reality TV the second time , but weíre big fans of your essays, so can you make it an essay not a review ? They want feelings, not facts, you know this by now. Write the first and write the second and duck all the special philosophy love hurdling itself at moon you, a love you canít feel, a love you might fear. Writing Iranian-America turns out to have some downsides, but you think you know how to special philosophy handle it. When Iranians write you and The Paintball Case Essay, say you are not Iranian enough for them, thank them, and when others say you are too Iranian for them, thank them too.
Too pro-IRI and too Royalist, too anti-Iranian and too nationalistic, too relatable and education philosophy, not relatable enough, maybe neo-con and Essay on Focus, maybe communistóand where is your name from? Are you really Iranian? Why are you not married? Are both your parents really Iranian? Why do you say Iranian and not Persian? Why are you embarrassing us? Why are you not writing happy things?
Why are there so many jokes? What do you think of special education philosophy, us? Are we good or bad? Are you good or bad? Why do you call us brown? Why are we not brown to eng speech them? Why do you not look more white? Why do you look so white? What god is your god?
Why canít you write in a way I can understand? Why do you write at all? Why donít you stop writing? Why donít you stop smoking? When you get those messages, learn to let them say what they need to say. Occasionally engage, and special education, often donít. Service . Learn to live with hating yourself. Learn to nwa preview live with hating Iranian-America. Imagine the hell of dying in America while your parents envision the special beauty of dying in Iran, and you wonder if there was ever anything in the veil of ignorance between for you. When your editors leave the section where they first published you and when the paper experiences horrible layoffs, think this is it, what youíve been waiting foróyour run is over. Tell everyone you know itís been great, four years as an philosophy, essayist of nwa preview, Iranian-America!
Imagine all the topics you were supposed to write about but you canít quite remember what. Try to special education philosophy remember and fail. Moon 11s! Hip hop? White girls? Bars? Wars? Try to remember and fail.
When a few years later, new editors are back in that old first section of that venerable paper that made you Young Essayist, pause at the first line of their email to you. A pitch in special education philosophy the greeting, a story you know of: An Iranian band in Brooklyn has been the victim of Questions Observation, a murder-suicide. For days youíve considered reporting on this, thinking of the right venue, but now here is the op-ed section again wanting a personal essay. ď It seems to me like there might be something interesting to say, about the Iranian expat community, the education American dream betrayed, or something along those lines.Ē Think about Web-based Software Service Delivery her take for a moment and special, think about how you canít: how this story has nothing to do with assimilation but is about a deranged person from your part of the world who shot some people from your part of the on Teacher world but is special philosophy, much more about gun control and America and its dream not betrayed at all. Ask her if you can face America here not just Iranian-America in the only Essay piece you can write, pitch this to her and know the answer. Remind yourself that you have been chronically ill for many years and education philosophy, buying cigarettes is no longer an option. Write for other sections of that paperóthe book review, where you sometimes wonder why they donít give you topics relating to Iranian-Americaóuntil once again, in 2017, another editor from that section writes you, this time with a name that is definitely of Iranian-America. When she says she wants a Persian New Year piece, a sweet nostalgia piece, remind her that four years ago, many editors ago, you wrote one. Nwa Preview! Tell her you have nothing happy to write this year and philosophy, you werenít going to write this and tell her your idea of New Year in nwa preview the time of the Trump Administrationís Muslim Ban. Remember your first Persian New Year pitch to philosophy this paper : being Iranian in a bad time to be Iranian, and now a decade later witness that same silence with awe. When she writes, ďI know weíre not looking for something excessively political and angry for nwa preview our token Nowruz piece,Ē know that you will take this piece elsewhere and it will live.
Try to philosophy put away any disappointment you have for nwa preview her, your fellow Iranian-American, because ultimately both you and her are microscopic cogs in the venerable paperís unfathomable machinery. Both you and special, her have come this far, both you and her might never know exactly why. Observe others writing about Iranian-America. Encourage and amplify the on Focus Questions many voices and education philosophy, viewpoints of your people, now nearly four decades a minority in this America, finally with their own stories surfacing too. Enjoy reading their accounts, until readers warn you against your own enthusiasm. I feel like theyíre ripping you off, go messages from the concerned and you donít know what to make of it. Against your better judgment, read more closely. Essay On Focus! Decide you will pretend not to notice. Pretend you are better than this competitive game they have set up for all of you to destroy yourselves in. Education! Pretend so hard that you wonder if you ever even knew how that game works to play anyway. Pretend to chainsmoke a couple packs of cigarettes, killing hours in bottomless depressionópretend youíre all smoke and ashes, let it burn right through youóand pretend Iranian-America is all theirs, whoever wants this wreckage.
Tell yourself this is The Last Essay, but remind yourself of all the other Last Essays. Wonder how much more of eng speech, this you can take. Count that out of seventy pieces of nonfiction youíve written since your first book came out in 2007, forty-eight have had to philosophy do with Iranian-America. Ask yourself if itís too much or too little given where America is at, still at. Watch the news and moon landing, marvel at how your entire life they obsessed over your country of origin, and continue to.
Wonder if you and your family will end up in Muslim Camp after all. When people look at special education philosophy you with the pity and the regret againó refugee, resident alien, political asylum , immigrant, foreigner ólet them have it, and Case, let yourself take it. What has changed but nothing at all? Write about it and make sure you keep writing about it. Plan out three more books and special education philosophy, call it the end; each and every one is about Iranian-America. Write all the secrets like every essay is a suicide note: one that reveals your Zoroastrian name is a fraud and Case, you are a Muslim and watch everyone applaud it, from all sorts of people online to special philosophy your own father who gave you your name.
Wonder if anyone is reading properly. Moon 11s! Put ďIranian American refugeeĒ in philosophy your Twitter profile, the way all the other refugees are doing. Question if this is empowering. Imagine youíve been throwing yourself off a cliff every time youíve been writing, but itís hard to know if you are killing yourself or trying to fly. Wonder if a cliche like that is all youíve got.
Wonder if the death youíve been imagining is just you becoming a bad writer. Watch yourself making posts on Case Facebook and Twitter more than ever in 2017. Watch Americans at first dive into special, it and eng speech, then over time walk away from it, until you start to find yourself asking white people to repost or echo the same sentiment, so your ideas can get heard. Watch white Americans listen to one another but suddenly they are not so sure about your words. Special! Remind them that you know Iranian-America and that they seemed to eng speech love reading youóquote your own pieces, send them the links, remind them they knew youóbut watch them slowly back away. Watch other friends tell you you are reading into this, itís not happening. Watch yourself worry about every word. Education Philosophy! Watch yourself apologize for things no one understands. Watch yourself think only in Farsi, like thisóAmericaónever happened.
Watch yourself burn out on the worry and remind yourself of where this essay started: Begin by writing about anything else. End by on Focus Questions Observation, thinking about anything yourself , you tell yourself, but look at how youíre all out of jokes about smoking. Be a little astonished that there is still one more section of The Last Essay which is education philosophy, not The Last Essay, you and your editor and eng speech, whoever is still here must know by now. Notice youíve learned a few things about essays in this decade, like the ones you must write will write themselves for you. Education Philosophy! Remind yourself that when the performance is honest two things happen: The essay will feel like itís killing you and the ending will not be what you thought it might be. Learn to the veil of ignorance respect more than resent those parallel planes of special education philosophy, living and the rendering of living.
Note that youíre not thinking about this when you read and then reread an email you receive late one night a few weeks after this first Persian New Year of the moon landing Trump administration, from an special philosophy, Iranian-American aspiring writer who tells you your work has saved her life, a woman twenty years your junior who asks if you have any words of advice. You thank her and feel embarrassed for your discomfort in on Focus on Teacher reading her praise, and you try to channel her joy and enthusiasm and you fail, and you draft an email where you tell her to run but donít say which way. One word: Run. Run with everything you got, dear reader. Delete the special education email and Which Delivery example, start over, and watch weeks and weeks go by. One day open the philosophy draft and eng speech, see the word love. Education! Try to delete it but it wonít go away.
Tell yourself your delete key is broken and nwa preview, get it fixed and still try. Love. Tell yourself it was sent to you for a reasonólaugh at the audacity, the idiocy, the clicheóand one day, many years into a version of a future you might get, go as far as to education philosophy grow into it again. Thank you, the nwa preview young woman writes. I think I know what to do. You wait for more, but thatís it. Porochista Khakpour is the education philosophy author of the The Paintball Case Essay forthcoming memoir Sick (Harper Perennial, May 2018), and the novels The Last Illusion (Bloomsbury, 2014)óa 2014 Best Book of the special education Year according to NPR, Kirkus, Buzzfeed, Popmatters, Electric Literature, and nwa preview, more ó and Sons and Other Flammable Objects (Grove, 2007)óthe 2007 California Book Award winner in ďFirst Fiction,Ē a Chicago Tribuneís ďFallís Best,Ē and a New York Times ďEditorís Choice.Ē She is currently writer-in-residence at Bard College, adjunct faculty at Columbia University, and visiting faculty at VCFA's MFA program. ďIt meant not constantly trying to get readers to feel pity for my characters, which was what Iíd been doing for way too long.Ē We stayed inside for days painting papier-mache objects. Special Education Philosophy! Outside, Kashmir had come to nwa preview a standstill. ďIs it ever too late to special live some version of your dreams?Ē
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Analysis of Performance GCSE PE Coursework. Extracts from this document. Special Education! Analysis of performance coursework I am analysing myself on the position I play in football which is centre back. The important skills needed in order to play centre back are: * Power * Balance * Coordination * Agility * Timing * Control These skills are important for: * Power is important so the player is able to strike the ball hard enough to clear it from Case danger. Education Philosophy! It is also important so the player can jump high to win headers. * Balance is important so the player is nwa preview able to education philosophy stay on their feet whilst landing after jumping for a header and taking on players. * Coordination is important in order to run and header at the same time and to run and kick at the same time. * Agility is the veil important so the player is education philosophy able to Essay take on players whilst coming out of education philosophy defence. It is also important for the layer so he is eng speech able to keep track of his marker whilst his marker tries to lose him in special education philosophy and out of players. * Timing is important so the player is able to eng speech kick and special education philosophy, header the ball at the right time to get the best effect. * Control is important in order to able to control high balls.
The fitness components that are needed to play centre back successfully are: * Speed * Flexibility * Cardiovascular endurance * Speed endurance * Power * Acceleration These fitness components are needed for: * Speed is needed in order to keep up with the The Paintball Essay, pace of the game and to keep track of your marker. * Flexibility is useful when playing centre because it helps you to intercept passes and special, control high passes with your feet. * Cardiovascular endurance is needed so the player is Which Supports Delivery example able to keep moving for education philosophy, the whole length of the match. * Speed endurance is needed so the player is able to keep up with their marker when through balls are played throughout the whole match. . read more. During this time you must be moderately active which means working at about 60-80% of your maximum heart rate (MHR). Continuous training is essential for everyone who takes part in activities for nwa preview, a long period of time. Fartlek training can simply be modified to work on improving cardiovascular endurance just by making the sessions longer and including more running. My second weakness that I find I have is passing with my left foot, and special, my third weakness is Software Which Essay example heading.
These two weaknesses could be combined and improved on in the special, same session. Circuit training could be used to improve these two weaknesses and instead of using health based exercises at each station, skill based exercises could replace them. For example at the first station the on Teacher, exercise could be passing the ball onto a wall with your left foot as many times as possible in 45 seconds. To judge to see if you are improving you count the number of times you pass the ball successfully and compare with your next set of results. At the second station the same thing could be done but using headers instead. Another way of philosophy improving these weaknesses is by doing a skills training session. Essay! For this it is special best to involve other players so they can help you improve. Moon Landing 11s! To improve heading there could be three extra players; a goal keeper, someone to cross balls in and a defender.
First a player would cross the ball in and I would be trying to win the header and header at goal, the job of the defender is to win the ball and the goal keeper's job is obviously to save it. This would help me to improve my heading accuracy whilst I go up for corners, it would also get me more used to heading in a game situation. Once about 15-20 balls have been delivered I would then swap with the crosser and then cross balls in with my left foot in special education philosophy order to improve it. . Which Example! read more. Special Philosophy! As a result of the six week training programme I would expect to see a good improvement in not only the 11s, test results but in a competitive match as well. I would hope that I would find it a lot easier running around for the whole match and I would think that I would have improved my weaknesses as well as my strengths. My next steps once I have finished the training programme are to focus on special education, any other weaknesses that could be improved. I will also keep on concentrating partly on my previous weaknesses, but not as intensely because I now have more important weaknesses. Moon 11s! These weaknesses are speed endurance and coordination. I will write up an additional training programme in order to education improve these other weaknesses. Moon! However due to the six week training programme I will not yet be good enough at my previous weaknesses in order to special philosophy call them my strengths, therefore I will need to carry on working on them but not as often. I will write up another six week training programme and in one of those weeks I will include working on my previous weaknesses, in this week I will carry out the same sort of training methods but do them more intensely as I should be better at them.
In the other five weeks I will still include one of those training methods once a week but for the rest of the week I will concentrate on improving my other weaknesses. To improve my speed endurance I will need to include training methods such as interval training in my programme. I used interval training in my previous programme but in on Teacher order to aim it specifically at speed endurance I will need to add more sprints in to it. To improve my coordination I will carry out a circuit training programme that will include various activities to improve my coordination, then I will repeat them three or four times. . read more. This student written piece of work is one of philosophy many that can be found in our GCSE Exercise and Training section. Eng Speech! Start learning 29% faster today 150,000+ documents available Just £6.99 a month. Join over 1.2 million students every month Accelerate your learning by 29% Unlimited access from education just £6.99 per month.
Related GCSE Exercise and Training essays. Speed of reaction- when a player hears a call for moon landing 11s, the ball, how long it takes for education philosophy, him/her to The Paintball Case pass it * Timing-choosing to tackle when the special philosophy, ball is away from the opponent's feet. * Speed- getting to the ball before the opposition All of the above are demands which. Strategies/Tactics Strengths: Starts and turns I know this tactic is a strength in my performance because, when I dive into the water I can determine how long I spend gliding in a streamline position under water. I know this is a good strategy because my coach informs me I have a good streamlined position. Nwa Preview! GCSE P.E coursework - circuit training. from philosophy getting strained. Following this you must prepare yourself mentally. To do this you must do a specific activity - Like in football, to prepare yourself mentally, you may do some football shooting, or some heading or maybe some passing of a football. Nwa Preview! This is my client's 6-week training programme, his main sport is volleyball and education philosophy, he . My muscles started to get tired at the end. Weights felt lighter than before.
Until the third set, I began to feel it become more difficult. Improving my muscular strength and reps. Flexibility Exercise (Stretches) 1-2 minutes My stretches were good. An example of the veil a sport specific training course could be: 1. press ups 2. sit ups 3. squats 4. Philosophy! star jumps 5. chin ups 6. Eng Speech! bur pass 7. tricep dips 8. short rest 9. repeat Continuous training requires you to have your oxygen intake to be matched by the body's demand for oxygen. The first step will be to identify Adamsweaknesses and strengths in Long Jump and . This increased his balance when running also. Overview of session: * His balance and timing was bad only education, when he was at speed. * Adams potential is great as he can adapt his posture and technique when I ask him. which is getting in the way of a pass, and a phase of play in the backs may be better than one in the forwards. I need to stay in the rucks and mauls more often that I stand in the line. PEP and performance analysis for rounders.
(a) List in detail the strengths of the player/competitor/participant. In Rounders I'm good at Web-based Which Service Essay, hitting the ball when batting; in order for me to do this I had good hand and eye co-ordination. When batting it is special good to have good hand and eye coordination because it determines whether a hit will be good or bad, I think the. of student written work Annotated by. Nwa Preview! experienced teachers Ideas and feedback to. improve your own work. Marked by Teachers, The Student Room and Get Revising are all trading names of The Student Room Group Ltd. TurnItIn the anti-plagiarism experts are also used by: Want to read the rest? Sign up to view the whole essay and download the PDF for anytime access on special philosophy, your computer, tablet or smartphone. Start learning 29% faster today 150,000+ documents available Just £6.99 a month. Looking for expert help with your Physical Education (Sport Coaching) work?
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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. 5Ė7) 2. Describe recent theoretical perspectives on education, human development, noting the contributions of major theorists. (pp. 21Ė26) 3. Identify the stand that each contemporary theory takes on the three basic issues presented earlier in this chapter. Web-based Essay! (pp. 26, 27) 4. Describe the research methods commonly used to study human development, citing the strengths and limitations of each. (pp. 26Ė31) 5. Describe three research designs for education studying development, and cite the strengths and limitations of each. (pp. 34Ė38) 6. Discuss ethical issues related to lifespan research. (pp.
39Ė40) 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 on Focus Questions Observation, sex of the new organism. (pp. 46Ė47) 3. Identify two types of twins, and explain how each is created. (pp. 47Ė48) 4. Describe various patterns of genetic inheritance. (pp. 48Ė52) 5. Describe major chromosomal abnormalities, and special philosophy explain how they occur. (pp.
52Ė53) 6. Explain how reproductive procedures can assist prospective parents in having healthy children. (pp. 53Ė57) 7. Describe the social systems perspective on family functioning, along with aspects of the environment that support family well-being and development. (pp. 59Ė60) 8. Discuss the impact of socioeconomic status and poverty on family functioning. (pp. 60Ė63) 9. Summarize the roles of neighborhoods, towns, and cities in the lives of children and adults. (pp. 63Ė65) 10. Explain how cultural values and practices, public policies, and political and economic conditions affect human development. (pp. 65Ė70) 11. Explain the various ways heredity and environment can influence complex traits. (p. 70) 12. Describe concepts that indicate ďhowĒ heredity and environment work together to influence complex human characteristics. (pp.
72Ė74) 1. List the three phases of prenatal development, and describe the the veil of ignorance, major milestones of special education, each. (pp. 80Ė85) 2. Define the term teratogen, and summarize the eng speech, factors that affect the impact of teratogens on prenatal development. (pp. 85Ė86) 3. List agents known or suspected of being teratogens, and discuss evidence supporting the harmful impact of each.(pp. Special Education Philosophy! 86Ė93) 4. Discuss other maternal factors that can affect the developing embryo or fetus. (pp. Essay! 93Ė95) 5. Describe the three stages of childbirth. (pp. 96Ė97) 6. Discuss the babyís adaptation to labor and delivery, and describe the appearance of the special education, newborn baby. (pp.
97Ė98) 7. Describe natural childbirth and home delivery, noting the benefits and concerns associated with each. (pp. 99Ė100) 8. List common medical interventions during childbirth, circumstances that justify their use, and any dangers associated with each. (pp. 100Ė101) 9. Describe the risks associated with preterm and small-for-date births, along with factors that help infants who survive a traumatic birth recover. (pp. 101Ė106) 10. Describe the newborn babyís reflexes and states of arousal, including sleep characteristics and ways to soothe a crying baby. (pp. 106Ė111) 11. Describe the newborn babyís sensory capacities. (pp.
111Ė113) 12. Explain the usefulness of neonatal behavioral assessment. (pp. 113Ė114) 1. Describe major changes in body growth over the first 2 years. (pp. 120Ė121) 2. Summarize changes in brain development during infancy and toddlerhood. (pp. 121Ė129) 3. Describe the development of the cerebral cortex, and explain the concepts of brain lateralization and brain plasticity (pp. 124Ė125, 126) 4. Describe how both heredity and early experience contribute to brain organization. (pp. 125, 127Ė128) 5. Discuss changes in the organization of sleep and on Focus Observation wakefulness over the first 2 years. (pp.
128Ė129) 6. Discuss the nutritional needs of infants and toddlers, the advantages of breastfeeding, and the extent to special education which chubby babies are at risk for later overweight and obesity. (pp. 130Ė131) 7. Summarize the impact of severe malnutrition on the development of Questions Observation, 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. 132Ė133) 9. Describe four infant learning capacities, the conditions under which they occur, and the unique value of each. (pp.
133Ė136) 10. Describe the general course of motor development during the first 2 years, along with factors that influence it. (pp. 137Ė138) 11. Explain dynamic systems theory of motor development (pp. 138Ė140) 12. Discuss changes in hearing, depth and pattern perception, and intermodal perception that occur during infancy. (pp. 140Ė147) 13. Explain differentiation theory of perceptual development. (pp.
147Ė148) 1. Special Education! Describe how schemes change over the course of development. Of Ignorance! (p. 152) 2. Identify Piagetís six sensorimotor substages, and describe the major cognitive achievements of the sensorimotor stage. (pp. 153Ė155) 3. Discuss recent research on sensorimotor development, noting its implications for the accuracy of Piagetís sensorimotor stage. (pp. 155Ė160) 4. Describe the information-processing view of cognitive development and the general structure of the information-processing system. (pp. 160Ė162) 5. Special Education! Cite changes in attention, memory, and categorization during the first 2 years. (pp.
162Ė165) 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 Vygotskyís concept of the zone of proximal development expands our understanding of early cognitive development. (pp. 165Ė166, 167) 8. Describe the mental testing approach and the extent to on Focus Questions Observation which infant tests predict later performance. (pp. 166, 168Ė169) 9. Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers. (pp. 169Ė172) 10. Describe theories of special, language development, and indicate how much emphasis each places on innate abilities and environmental influences. Moon 11s! (pp.
172Ė174) 11. Describe major milestones of language development in the first 2 years, noting individual differences, and discuss ways in which adults can support infantsí and toddlersí emerging capacities. Education! (pp. 174Ė179) 1. Discuss personality changes in the first two stages of Eriksonís. psychosocial theoryóbasic trust versus mistrust and autonomy versus shame and doubt. (pp.
184Ė185) 2. Describe changes in the veil the expression of happiness, anger and sadness, and fear over the first year, noting the adaptive function of each. (pp. 185Ė188) 3. Education Philosophy! Summarize changes during the first two years in understanding othersí emotions and expression of self-conscious emotions. (pp. 188Ė189) 4. Trace the development of emotional self-regulation during the first 2 years. (pp. 189Ė190) 5. Describe temperament, and identify the three temperamental styles elaborated by Thomas and Chess. (pp. 190Ė191) 6. Compare Thomas and Chessís model of temperament with that of Which Delivery Essay example, Rothbart. (p. 191) 7. Explain how temperament is assessed, and distinguish inhibited, or shy, children from uninhibited, or sociable, children. (pp. 191Ė193) 8. Discuss the stability of temperament and the role of heredity and philosophy environment in the development of nwa preview, temperament. (pp. 193Ė194) 9. Summarize the goodness-of-fit model. (pp.
194Ė195) 10. Describe Bowlbyís ethological theory of attachment, and trace the development of attachment during the first two years. (pp. 196Ė198) 11. Describe the Strange Situation and Attachment Q-Sort procedures for education measuring attachment, along with the four patterns of attachment that have been identified using the Strange Situation. (pp. 198Ė199) 12. Nwa Preview! Discuss the special education, factors that affect attachment security, including opportunity for attachment, quality of caregiving, infant characteristics, family circumstances, and parentsí internal working models. (pp. 200Ė202, 203) 13. Discuss fathersí attachment relationships with their infants, and explain the role of early attachment quality in later development. (pp. 202, 204Ė205) 14. Describe and interpret the landing, relationship between secure attachment in infancy and later development. (pp.
205Ė206) 15. Trace the emergence of self-awareness, and explain how it influences early emotional and social development, categorization of the self, and development of self-control. (pp. 206Ė209) 1. Describe major trends in body growth during early childhood. (pp. 216Ė217) 2. Discuss brain development in early childhood, including handedness and changes in the cerebellum, reticular formation, and the. corpus callosum. (pp.
217Ė219) 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. 219Ė222) 5. Summarize factors that increase the risk of unintentional injuries, and cite ways childhood injuries can be prevented. (pp. Education! 222Ė223) 6. Software Supports Service Example! Cite major milestones of gross- and fine-motor development in early childhood, including individual and sex differences. (pp. 224Ė227) 7. Describe advances in mental representation during the preschool years. (pp. 227Ė229) 8. Describe limitations of preoperational thought, and special education summarize the implications of nwa preview, recent research for the accuracy of the preoperational stage. (pp. 229Ė233) 9. Describe educational principles derived from Piagetís theory. (pp. 233Ė234) 10. Describe Piagetís and Vygotskyís views on the development and significance of childrenís private speech, along with related evidence. (pp. 234Ė235) 11.
Discuss applications of Vygotskyís theory to education, and summarize challenges to his ideas. (pp. 235Ė237) 12. Describe changes in attention and memory during early childhood. Special Philosophy! (pp. 237Ė239) 13. Nwa Preview! Describe the young childís theory of mind. (pp. 239Ė241) 14. Summarize childrenís literacy and mathematical knowledge during early childhood. (pp. 241Ė243) 15. Describe early childhood intelligence tests and the impact of home, educational programs, child care, and media on mental development in early childhood. (pp. 243Ė248) 16. Trace the development of vocabulary, grammar, and conversational skills in early childhood. (pp.
248Ė251) 1. Describe Eriksonís stage of initiative versus guilt, noting major personality changes of early childhood. (p. 256) 2. Discuss preschoolersí self-understanding, including characteristics of self-concepts and the emergence of self-esteem. (pp. 256Ė258) 3. Cite changes in the understanding and expression of emotion during early childhood, along with factors that influence those changes. (pp. 258Ė259) 4. Explain how language and philosophy 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 landing prosocial. behavior during early childhood, noting the influence of parenting. Philosophy! (pp. 259Ė261) 6. Describe advances in peer sociability and in friendship in early childhood, along with cultural and parental influences on early peer relations. (pp. 261Ė264) 7. Compare psychoanalytic, social learning, and cognitive-developmental approaches to moral development, and cite child-rearing practices that support or undermine moral understanding. (pp. 264Ė269) 8. Describe the development of aggression in early childhood, noting the influences of family and television, and cite strategies for controlling aggressive behavior. Case Essay! (pp. 269Ė272) 9. Discuss genetic and special environmental influences on preschoolersí gender-stereotyped beliefs and behavior. (pp. 273Ė276) 10. Describe and evaluate the accuracy of major theories of gender identity, including ways to reduce gender stereotyping in young children. (pp. 276Ė278) 11.
Describe the the veil, impact of child-rearing styles on child development, explain why authoritative parenting is philosophy effective, and note cultural variations in the veil of ignorance child-rearing beliefs and practices. (pp. 278Ė281) 12. Discuss the multiple origins of child maltreatment, its consequences for development, and effective prevention. (pp. Education! 281Ė283) 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.
291Ė293) 4. Identify factors that contribute to illness during the school years, and describe ways to reduce these health problems. Moon Landing 11s! (pp. 293Ė294) 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 special education the importance of physical education. (pp. 294Ė299) 7. Describe major characteristics of concrete operational thought. (pp. 299Ė301) 8. Discuss follow-up research on concrete operational thought, noting the Observation, importance of culture and schooling.(pp. 301Ė302) 9. Cite basic changes in education philosophy information processing and describe the development of attention and memory in middle childhood. (pp. 303Ė305) 10. Describe the school-age childís theory of mind, noting the importance of mental inferences and understanding of false belief and capacity to engage in self-regulation. (pp.
306Ė307) 11. Discuss applications of information processing to academic learning, including current controversies in teaching reading and mathematics to elementary school children. (pp. 307Ė309) 12. Describe major approaches to defining and measuring intelligence. (pp. 309Ė310) 13. Summarize Sternbergís triarchic theory and Gardnerís theory of multiple intelligences, noting how these theories explain the limitations of current intelligence tests in assessing the diversity of human intelligence. (pp. 310Ė312) 14. Describe evidence indicating that both heredity and environment contribute to intelligence. (pp. 312Ė317) 15.
Summarize findings on emotional intelligence, including implications for the classroom. Nwa Preview! (p. 313) 16. Describe changes in education school-age childrenís vocabulary, grammar, and pragmatics, and cite advantages of bilingualism. (pp. 316Ė319) 17. Explain the impact of class size and educational philosophies on childrenís motivation and academic achievement. (pp. 319Ė321)
18. Discuss the role of teacher-student interaction and grouping practices in academic achievement. (pp. The Paintball! 321Ė322) 19. Special Education Philosophy! 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. 323Ė324) 21. Compare the academic achievement of North American children with children in other industrialized nations. (pp. 324Ė325) 1. Describe Eriksonís stage of industry versus inferiority, noting major personality changes in middle childhood. (p. 330) 2. Describe school-age childrenís self-concept and self-esteem, and discuss factors that affect their achievement-related attributions. (pp.
330Ė334) 3. Cite changes in understanding and expression of emotion in middle childhood, including the importance of problem-centered coping and emotion-centered coping for of ignorance managing emotion. (pp. 335Ė336) 4. Trace the development of perspective. taking in middle childhood, and discuss the relationship between perspective taking and social skills. (pp. 336Ė337) 5. Describe changes in moral understanding during middle childhood, and note the extent to which children hold racial and ethnic biases. (pp. 337Ė339) 6. Summarize changes in peer sociability during middle childhood, including characteristics of peer groups and friendships. (pp.
339Ė341) 7. Describe four categories of peer acceptance, noting how each is related to social behavior, and discuss ways to education help rejected children. (pp. 341Ė342, 343) 8. Describe changes in gender-stereotyped beliefs and gender identity during middle childhood, including sex differences and cultural influences. (pp. 342Ė345) 9. Discuss changes in parentĖchild communication and sibling relationships in middle childhood, and describe the adjustment of only children. Which Service Essay Example! (pp. 345Ė346) 10. Discuss factors that influence childrenís adjustment to divorce and blended families, highlighting the importance of parent and child characteristics, as well as social supports within the special, family and surrounding community. (pp. 347Ė350) 11. Eng Speech! 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.
350Ė351) 12. Special Philosophy! Cite common fears and anxieties in middle childhood, with particular attention to school phobia. (pp. Of Ignorance! 352, 353) 13. Discuss factors related to child sexual abuse and its consequences for childrenís development. (pp. 352Ė354, 355) 14. Cite factors that foster resilience in middle childhood. (p. 354) 1. Discuss changing conceptions of adolescence over the past century. (pp.
362Ė363) 2. Describe pubertal changes in body size, proportions, sleep patterns, motor performance, and sexual maturity. (pp. 363Ė366) 3. Cite factors that influence the education, timing of puberty. (pp. 366Ė367) 4. Describe brain development in the veil adolescence. (pp. 367Ė368) 5. Discuss adolescentsí reactions to the physical changes of puberty, including sex differences, and special education philosophy describe the influence of family and landing 11s culture. (pp. 368Ė370) 6. Discuss the impact of pubertal timing on education, adolescent adjustment, noting sex.
differences. (pp. 370Ė371) 7. Describe the nutritional needs of adolescents, and cite factors that contribute to serious eating disorders. Moon Landing 11s! (pp. 371Ė373) 8. Discuss social and cultural influences on adolescent sexual attitudes and behavior. (pp. 373Ė376) 9. Special Philosophy! Describe factors involved in the development of gay, lesbian, and Questions on Teacher 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 special adolescent parents. (pp. 376, 378Ė380) 11.
Cite personal and social factors that contribute to adolescent substance use and abuse, and The Paintball Essay describe prevention and treatment programs. (pp. 380Ė382) 12. Describe the major characteristics of formal operational thought. Philosophy! (pp. 382Ė384) 13. Discuss recent research on formal operational thought and its implications for the accuracy of Piagetís formal operational stage. (pp. 384Ė385) 14.
Explain how information-processing researchers account for cognitive change in of ignorance adolescence, emphasizing the development of scientific reasoning. (pp. 385Ė386) 15. Summarize cognitive and behavioral consequences of adolescentsí newfound capacity for advanced thinking. (pp. 386Ė388) 16. Note sex differences in mental abilities at adolescence, along with biological and environmental factors that influence them. (pp.
389Ė390, 391) 17. Discuss the impact of school transitions on adolescent adjustment, and cite ways to ease the strain of these changes. Special Education Philosophy! (pp. 390, 392Ė393) 18. Discuss family, peer, school, and employment influences on academic achievement during adolescence. (pp. 393Ė395) 19. Describe personal, family, and school factors related to dropping out, and cite ways to prevent early school leaving. (pp. 396Ė397) 1. Discuss Eriksonís theory of identity development. (p. 402) 2. Describe changes in self-concept and self-esteem during adolescence. Essay! (pp.
402Ė403) 3. Describe the four identity statuses, the adjustment outcomes of each status, and special factors that promote identity development. The Veil! (pp. 403Ė406) 4. Discuss Kohlbergís theory of moral development, and evaluate its accuracy. (pp. 407Ė409) 5. Summarize research on Gilliganís claim that. Kohlbergís theory underestimated the moral maturity of females. (pp. 409Ė410)
6. Describe influences on moral reasoning and its relationship to moral behavior. (pp. 410Ė414) 7. Explain why early adolescence is a period of gender intensification, and special philosophy cite factors that promote the development of an androgynous gender identity. (pp. 414Ė415) 8. Discuss changes in parentĖchild and sibling relationships during adolescence. (pp. 415Ė417) 9. Describe adolescent friendships, peer groups, and dating relationships and their consequences for development. (pp. 417Ė421) 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 nwa preview prevention and education treatment. (pp. 421Ė423) 12. Summarize factors related to Web-based Software Which Service Delivery Essay delinquency, and describe strategies for prevention and treatment. (pp. 423Ė426) 1. Describe current theories of education, biological aging, including those at the level of DNA and body cells, and those at the level of organs and tissues. (pp. 432Ė434) 2. Describe the physical changes of aging, paying special attention to the cardiovascular and respiratory systems, motor performance, the immune system, and nwa preview reproductive capacity. (pp. 434Ė438) 3. Describe the impact of SES, nutrition, obesity, and exercise on health in adulthood. (pp. 438Ė444) 4. Describe trends in substance abuse in early adulthood, and discuss the health risks of special education philosophy, each. (pp. 444Ė445) 5. Summarize sexual attitudes and behaviors in young adults, including sexual orientation, sexually transmitted diseases, sexual coercion, and premenstrual syndrome. (pp. 445Ė449) 6. Explain how psychological stress affects health. The Veil Of Ignorance! (pp. 449Ė451) 7. Summarize prominent theories on the restructuring of thought in adulthood, including those of Perry and Labouvie-Vief. (pp.
451Ė453) 8. Discuss the development of expertise and creativity in adulthood. (pp. 453Ė454) 9. Describe the impact of a college education on young peopleís lives, and discuss the problem of dropping out.(pp. Special Philosophy! 454Ė455) 10. Trace the development of on Focus Observation, vocational choice, and note factors that influence it. (pp. 455Ė458) 11. Discuss vocational preparation of non-college-bound. young adults, including the challenges these individuals face.(pp. 458Ė459) 1. Education Philosophy! Define emerging adulthood, and explain how cultural change has contributed to the emergence of this period. (pp.
464Ė466) 2. Describe Eriksonís stage of landing 11s, intimacy versus isolation, noting personality changes that take place during early adulthood. (pp. 468Ė469) 3. Summarize Levinsonís and Vaillantís psychosocial theories of adult personality development, including how they apply to both menís and womenís lives and their limitations. (pp. 469Ė471) 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 adultsí 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. 475Ė476) 8. Cite factors that influence loneliness, and explain the role of loneliness in adult development. (pp. 476Ė477) 9. Trace phases of the family life cycle that are prominent in early adulthood, noting factors that influence these phases. (pp.
478Ė485) 10. Discuss the diversity of adult lifestyles, focusing on singlehood, cohabitation, and childlessness. (pp. 486Ė488) 11. Discuss trends in divorce and remarriage, along with factors that contribute to them. (pp. 488Ė489) 12. Summarize challenges associated with variant styles of parenthood, including stepparents, never-married single parents, and special education philosophy gay and lesbian parents. (pp. 489Ė491) 13. The Veil Of Ignorance! Describe patterns of career development, and cite difficulties faced by women, ethnic minorities, and special couples seeking to combine work and family. (pp.
491Ė495) 1. Describe the physical changes of middle adulthood, paying special attention to vision, hearing, the skin, muscleĖfat makeup, and the skeleton. (pp. 502Ė504, 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 womenís psychological reactions. to menopause. (pp. 504, 506Ė509) 3. Discuss sexuality in middle adulthood. (p. 509) 4. Discuss cancer, cardiovascular disease, and osteoporosis, noting sex differences, risk factors, and interventions. (pp. 509Ė513) 5. Nwa Preview! Explain how hostility and education philosophy anger affect health. (pp.
513Ė514) 6. Discuss the benefits of stress management, exercise, and an optimistic outlook in adapting to the physical challenges of midlife. Of Ignorance! (pp. 514Ė517) 7. Education! 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. 518Ė520) 9. Describe changes in information processing in midlife, paying special attention to speed of processing, attention, and memory. (pp. 520Ė523) 10.
Discuss the development of practical problem solving, expertise, and Web-based Software Which creativity in middle adulthood. (pp. 523Ė525) 11. Describe the relationship between vocational life and cognitive development. (pp. 525Ė526) 12. Discuss the challenges of adult learners, ways to support returning students, and benefits of earning a degree in midlife. (pp. 526Ė527) 1. Describe Eriksonís stage of generativity versus stagnation, noting major personality changes of middle adulthood and related research findings. (pp. 532Ė535) 2. Discuss Levinsonís and Vaillantís views of psychosocial development in middle adulthood, noting gender similarities and differences. (pp. 535Ė536) 3. Summarize research examining the question of whether most middle-aged adults experience a midlife crisis.(pp.
536Ė537) 4. Describe stability and change in self-concept and personality in special education philosophy middle adulthood. (pp. 538Ė539) 5. Describe changes in gender identity in midlife. (pp. 540Ė542) 6. Discuss stability and change in the ďbig fiveĒ personality traits in adulthood. (pp. 542Ė543) 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. 543Ė551) 8. Describe midlife sibling relationships. and friendships. (pp.
551Ė553) 9. Discuss job satisfaction and career development in middle adulthood, paying special attention to eng speech gender differences and special education philosophy experiences of ethnic minorities. (pp. 553Ė555) 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. 556Ė557) 1. Distinguish between chronological age and functional age, and discuss changes in The Paintball life expectancy over the past century. (pp.
564Ė566, 568Ė569) 2. Explain age-related changes in the nervous system during late adulthood. (pp. 566Ė567) 3. Summarize changes in sensory functioning during late adulthood, including vision, hearing, taste, smell, and touch. (pp. 567Ė570) 4. Describe cardiovascular, respiratory, and immune system changes in late adulthood. (pp. 570Ė571) 5. Discuss sleep difficulties in late adulthood. Education! (pp. 571Ė572) 6. Summarize changes in physical health and mobility in late adulthood, including eldersí adaptation to the physical changes, and reactions to stereotypes of aging. (pp. 572Ė575, 576) 7. Web-based Software Supports! Discuss health and fitness in late life, paying special attention to nutrition, exercise, and sexuality. (pp. 575Ė579) 8. Discuss common physical disabilities in late adulthood, with special attention to arthritis, adult-onset diabetes, and unintentional injuries. (pp. Special Education! 580Ė582) 9. Describe mental disabilities common in late adulthood, including Alzheimerís disease, cerebrovascular dementia, and misdiagnosed and reversible dementia. (pp. 582Ė588) 10. Discuss health-care issues that affect senior citizens. Nwa Preview! (pp. 589Ė590) 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. 590Ė591) 12. Summarize memory changes in late life, including implicit, associative, remote, and prospective memories. (pp. 591Ė594) 13. Discuss changes in language processing in late adulthood. (pp. 594Ė595) 14. Explain how problem solving changes in education philosophy late life. (p. 595) 15. Discuss the capacities that contribute to wisdom, noting how it is affected by age and life experience. (pp. 595Ė596) 16.
Discuss factors related to cognitive change in late adulthood. (pp. 596Ė597) 1. Describe Eriksonís stage of ego integrity versus despair. (p. 604) 2. Discuss Peckís tasks of ego integrity, Joan Eriksonís gerotranscendence, and Labouvie-Viefís emotional expertise.(pp. 604Ė605) 3. Describe the functions of reminiscence and life review in older adultsí lives. (pp. 606, 607) 4. Summarize stability and change in self-concept and personality in late adulthood. (pp. 606Ė608) 5. Discuss spirituality and religiosity in late adulthood. (pp. Nwa Preview! 608Ė609) 6. Discuss contextual influences on special philosophy, psychological well-being as older adults respond to increased dependency, declining health, and negative life changes. (pp.
609Ė611, 612) 7. Supports Service! Summarize the role of social support and social interaction in philosophy 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. 612Ė615, 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. 619Ė623) 10. Explain how sibling relationships and friendships change in late life. (pp. 624Ė625) 11. Web-based Delivery Essay! Describe older adultsí relationships with adult children, adult grandchildren, and great-grandchildren. (pp.
625Ė626) 12. Summarize elder maltreatment, including risk factors and strategies for prevention. (pp. 627Ė628) 13. Discuss the decision to retire, adjustment to retirement, and involvement in leisure and volunteer activities. (pp. Philosophy! 628Ė632)
14. Discuss the meaning of optimal aging. Landing 11s! (pp. 632Ė633) 1. Describe the physical changes of education, dying, along with their implications for defining death and the meaning of death with dignity. (pp. 640Ė642) 2. Discuss age-related changes in conception of and attitudes toward death, including ways to enhance child and adolescent understanding. (pp. 642Ė644) 3. Cite factors that influence death anxiety, including personal and cultural variables that contribute to moon landing 11s the fear of death. (p. 643) 4. Describe and evaluate Kubler-Rossís theory of typical responses to dying, citing factors that influence dying patientsí responses. Education Philosophy! (pp. Web-based Software Which Supports Service Delivery! 647Ė648) 5. Evaluate the extent to special education which homes, hospitals, and the hospice approach meet the needs of dying people and their families. (pp.
650Ė653) 6. Discuss controversies surrounding euthanasia and assisted suicide. Landing 11s! (pp. 654Ė659) 7. Describe bereavement and the phases of grieving, indicating factors that underlie individual variations in grief responses. (pp. 659Ė660) 8. Explain the concept of philosophy, bereavement overload, and describe bereavement interventions. (pp. 663, 665) 9. Explain how death education can help people cope with death more effectively. (p. 665) University/College: University of Arkansas System. Type of paper: Thesis/Dissertation Chapter. Date: 6 April 2016. Let us write you a custom essay sample on Developmental Psych Core Questions.
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