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Lifespan Development. Influences of Nature and Nurture on...

HS1005 Environmental Influences Throughout this assignment I will be discussing the development of a four year old child. With the support of relevant theories including the work of Jean Piaget and Erik Erikson, I will discuss the environmental influences that promote the physical, cognitive and psychosocial development of a four year old child. I will also review the importance of play in the child’s development and propose an activity of play that would enhance the child’s development. In the world of a four year old child there is a lot of changing. For in the fourth year in most western societies this is the time they will most commonly begin attending kindergarten/preschool. Energetic and imaginative best†¦show more content†¦In addition to physical development, kindergym can also greatly influence the four year old child’s psychosocial development. The kindergym programs are exercised in group environments, with between 20 and 25 children per session. This means there are more children and less area of play. The four year old child must now learn to share and take turns to avoid confrontation and avoid the guilt associated within Erikson’s initiative versus guilt stage. The child is now learning and building on the social competencies required in creating friendships and avoiding consequences and guilt associated with fighting. Piaget’s view of the child making sense of the world through their own investigation emphasised the importance of the environment rather than other people. Since then his views have been modified to take account of the importance of social contacts. We all need other people to help us learn and young children need adults and other children (Dowling, 2010). If children can learn to be at ease with others and start to develop a social responsibility for them, then clearly this will affect their personal well being, but will also better prepare them to contribute in a larger social world (Dowling, 2010). The presence of a sibling in a child’s life can support psychosocial development. The competencies required in building friendships are learnt skills and the relationship the child builds with their sibling can offerShow MoreRelatedEssay about Lifespan Development and Eriksons Stages of Development1644 Words   |  7 PagesLifespan development is essential, as it is the changes that happen to us throughout a person’s lifespan. Our development occurs at ages stages where we develop from infancy till death. This essay will contain my life story to display the domains in 5 age stages in my lifespan development. The domains I will be exploring is in this essay is physical, emotional, cognitive, social, cultural and mor al domain. The influence of biological and environmental play a significant role in my development. DevelopmentRead MoreCounselling Theories Essay1212 Words   |  5 Pagesï » ¿Counselling Theories Assessment 1 1. Explain the concept of nature versus nurture, using yourself as a case study to illustrate the theory. The concept of nature versus nurture is that human behaviour is influenced by genetic information inherited from our parents and also by environmental and social influences. My appearance such as short sightedness and pigmentation (freckles) I inherited from my parents. This means like my father I must wear glasses to drive and many other aspects ofRead MoreLosing Isiah1556 Words   |  7 PagesEarly childhood is the most important phase of development in one’s lifespan as the experiences during childhood sets the course for later stages of development. It has been noted that a mother’s actions during pregnancy may influence the development of an infant. The developmental influences include prenatal, perinatal and neonatal environments. (Santrock, 2002) Although babies come into the world with no say or control over which family they will be placed into, or the environment in which theyRead MorePsychological Factors That Influence Human Behavior1079 Words   |  5 Pages Unit 15 Level 4: Psychology for Health and Social Care. Submission date: 04/11/2015 Psychological Factors That Influence Human Behaviour Throughout The Life course. Introduction; According to Crawford and Walker(2010), the life course is defined in literature as, â€Å"The progression and path an individual takes from conception to death.† (Crawford and walker, 2012, p.3). The study of the life course and human development is extremely complex and could be described as interdisciplinary as it encompassesRead MoreLifespan Development945 Words   |  4 Pages* Lifespan development is the field tha examine pattern of growth, change, and stability in behavior. (womb to tomb) * Major topical Areas (Physical Dev., Cognitive Dev., Personality Dev., Social Dev.) * Physical- Body and the brain. * Cognitive- Growth and behavior * Personality- Stability and change * Social- interaction and relationships grow * Cultural factors and developmental diversity * Broad factors * Orientation toward individualism orRead MoreContinuity Vs. Social Development1570 Words   |  7 Pagesour development is completely and evenly continuous, or if it is just based on age periods.â€Å"Continuity is the gradual increase in responses and behaviors.† For example, the heights, as well as the weight, show the continuity.† Discontinuity is the occurrence of development in distinct stages. For example, the change of goals during the life duration. 2) Stability versus change: The second debate asks whether our personality traits being during infancy endure or change throughout the lifespan. StabilityRead MoreParenting Styles and Attachment931 Words   |  4 Pagesinfant†. Both Freud and Erikson placed great emphasis on the parent-child relationship and its importance to â€Å"normal† development. Freud believed that the human child is born with natural instincts and drives. The relationship that the caregivers had with the child has a major impact on how this child developed into a mature adult. Erikson’s psychosocial stages are also directly related to the caregiver’s responses to the child. John Bowlby was a significant contributor to this belief and developedRead MorePersonality Theory And The Psychological Processes Of Functioning And Psychopathology2377 Words   |  10 Pagesproductivity, etc. The core of all personality research is centered on the question of nature versus nurture. The fundamental question is whether personality is a â€Å"naturally† derived thing hardwired in at birth or as socialized through the â€Å"nurturing† of the parent in youth. Secondary to this question, though working quite in conjunction, is that of whether or not personality is a stable thing over one’s lifespan, or if it is something which can be change and molded. Read MorePersonality and Ethics8599 Words   |  35 Pagesindividual makes in his lifespan, and throughout this lifespan, the individual’s personality are tempered by external factors. In spite of all that, the nature of an individual’s personality still commands a degree of stability across time and situations as they grow from childhood to old age. And every individual’s personality begins the moment they are capable of perceiving the world. The development of one’s personality depends on two factors which are nature and nurture. As cited in CarducciRead MorePYC2602 NOTES2972 Words   |  12 PagesPYC2602 - Summary of A childs world - Papalia et al Cpts 1,2,3 THE STUDY OF CHILD DEVELOPMENT: BASIC CONCEPTS THE STUDY OF CHILD DEVELOPMENT: THEN AND NOW †¢ Child Development: Scientific study of processes of change stability in human children. †¢ Quantative change Change in number/amount eg height, size of vocabulary, frequency of communication tends to be continuous †¢ Qualitative change Change in kind, structure organization Discontinuous Marked by the emergence of new phenomena that cannot

Aircraft Maintenance manuals Free Essays

An airport cannot function without management. An airport manager may work for a large international airport or they may work for a small municipal airport, but generally the job duties and description will be almost the same. The main responsibility of the airport manager is to ensure the safe and efficient operation of the airport on a daily basis. We will write a custom essay sample on Aircraft Maintenance manuals or any similar topic only for you Order Now This includes supporting staff and making sure that all staff is able to provide polite, prompt and correct information to travels, know airport policies and procedures, scheduling the appropriate number of staff, ensuring that all ticketing and security systems are in excellent working condition and troubleshooting any problems are all part of the airport managers job. The airport manager works closely with federal and state aviation committees and department that generate rules and regulations for all aspects of airport business and security. The airport manager must ensure that all aspects of the airport are functioning within these regulations or he or she must take the necessary actions to bring them into compliance. This may mean directly working with airport staff or working with the employees or businesses that rent space in the airport terminal. With working with airport staff, the manager must have a good amount of knowledge to understand the issues the staff is working with, such as aircraft maintenance. Aircraft maintenance is an important matter in which managers should have a good understanding of. Without good management in aircraft maintenance, conflicts can damage the safety and efficiency of an airport. As a manager, it is important to hire the most qualified technician and mechanic for operating on aircraft systems and maintenance. The aviation technician should be able to catch up with the new technologies as quickly as possible. New aircraft technology is brought in regularly, aircraft are regularly upgraded. Choosing the appropriate training methods and developing efficient and helpful training material presumes an improved level of significance in current aviation maintenance atmosphere. Training and management entail the capability to evaluate workers’ needs, assess personality traits, and develop challenging performance requirements. Training should be regarded as an integral part of the aviation management for attaining the safest maintenance. Having a maintenance program is also essential for achieving the highest possible level of safety for an airport. Managers should know if each of their aircraft is airworthy and properly maintained for operations in air transportation. The aircraft maintenance manual is a great guide in performing in accordance to for all maintenance on the aircrafts. Aircraft maintenance manuals must comply with FAR Parts 135 and 121, which is required by the Federal Aviation Administration regulations. In this manual, a manager can find sections of administrative policies and procedures, detailed instructions for administration, management, and accomplishment of the maintenance program, and technical manuals that describe maintenance standards, methods, techniques, and procedures (Aircraft Maintenance, 8). In addition to knowing maintenance regulations, a manager should also know and understand inspection regulations as well. It is highly important to have the correct inspections and know when to have those inspections for each aircraft in order for them to be airworthy. Having this knowledge will help maintain a safer and more efficient program, because if there were some aircrafts that are unairworthy, then that would waste time and costs for getting out of the way and getting it done. It is always important to sustain an inspected and maintained aircraft for the safety of the air transportation environment. Aging aircraft could also present particular dangers to personnel and passengers. Some aircraft remain in use far beyond the lifetimes initially envisioned when they were manufactured (Ells). Aircraft managers, therefore, should have a thorough plan in place for the maintenance of aircraft that are aging. In such a case, particular teams of people could also be assigned to the regular inspection and repair of such aircraft. The AOPA (Ells) provides a list of sources that should be inherent in a maintenance plan for aging aircraft. A complete list of logbook entries, for example, could provide valuable information relating to maintenance trends and the probably current level of repair. Major repairs should also be listed in such a logbook. Aircraft records from the FAA are also an important component of this investigation and can provide information such as bills-of-sale, repair, and alterations to the aircraft. Having such information on hand will make it much easier to investigate the state of repair of aging aircraft and also to plan for future inspection and repair efforts. It is vital that aging aircraft and all other aircraft to be kept in good working condition to minimize breakdown and accidents. Managers have the responsibility to ensure that all maintenance is performed in accordance with FAA and company guidelines. It is always important to know the aircraft systems, how they function and their errors, and know when aircraft inspections and maintenance should occur. Having a well-organized maintenance program will guarantee a safe and efficient airport. References (2012). Airport Management Jobs. Retrieved from http://www. avjobs. com/careers/detail. asp? RecID=65#. UHTLvFEkosw (2011). Federal Aviation Regulations. Retrieved from , http://www. risingup. com/fars/info/part121-135-FAR. shtml (2012). Aircraft Maintenance. Retrieved from https://erau. blackboard. com/bbcswebdav/institution/Worldwide_Online/MGMT_203/pre sentations/mgmt_203_m5_aiircraft_maintenance. pdf Ells, Steven. (2011). Retieved from http://www. aopa. org/members/files/pilot/2000/aging0006. html How to cite Aircraft Maintenance manuals, Papers

Eng 102 Essay Example For Students

Eng 102 Essay JEFFERSON COLLEGE COURSE SYLLABUS ENG 102 ENGLISH COMPOSITION II 3 CREDIT HOURS INSTRUCTOR: MR. STEPHEN DOSS, M. A. , M. ED. I. INSTRUCTOR INFORMATION NAME: Stephen Doss E-MAIL ADDRESS:[emailprotected] edu PROFESSIONAL BIOGRAPHY: DEGREES: BA ENGLISH, UMR, 1975; MA ENGLISH, SEMO UNIV. , 1983; MA EDUCATION, MARYVILLE UNIV. , 2002 HIGHER EDUCATION TEACHING: MARYVILLE UNIV, ST. LOUIS COMMUNITY COLLEGE SECONDARY EDUCATION TEACHING: ENGLISH (CAPE GIRARDEAU CENTRAL HIGH SCHOOL, NORTH ST. FRANCOIS CO. HIGH SCHOOL), SPECIAL EDUCATION (MARIES CO. R-I HIGH SCHOOL, NORTH ST. FRANCOIS CO. HIGH SCHOOL, JEFFERSON CITY HIGH SCHOOL, MISSOURI SCHOOLS FOR THE SEVERELY DISABLED). TEACHING PHILOSPHY: I believe in â€Å"constructivism. † This is an approach to teaching and learning that emphasizes the participation and involvement of the student in the education process. Constructivism stresses that teachers are â€Å"mentors,† not dictators, and that students are â€Å"mentees,† not slaves. Therefore, my expectations include your active participation in the activities and lessons which will guide you, and us, through the course. II. CATALOG DESCRIPTION Prerequisite: ENG 101/101H with a grade of â€Å"C† or better. English Composition II continues the study of the writing process stressed in Composition I. Students will practice reading and writing critically and analytically, writing exposition, persuasion/argumentation, and the research paper. English Composition II is required for the Associate of Arts and Associate of Arts in Teaching degrees. III. COURSE OUTLINE The emphasis of this course is on the writing process, whole essay and types of development. Although some grammar and mechanics may need to be reviewed in class, students will be encouraged to review grammar and mechanics independently and to use the handbook as a tool to correct their own writing. IV. GENERAL COURSE OBJECTIVES Upon completion of this course, the student will be able to: 1. Continue to demonstrate an understanding of the composition process: thinking, prewriting, writing, revising, editing, and proofreading. 2. Demonstrate proficiency in the process and conventions of research, 3. Demonstrate an ability to think critically and write analytically. 4. Demonstrate an awareness of language, an understanding of its precise diction, sentence variety, connotation, and abstract/concrete words. 5. Show skill as a critical reader. 6. Be able to state and support the theme of a literary work. 7. Be able to describe the work’s tone. 8. Be able to explain fictional character motivation. 9. Be able to identify essential elements that contribute to a work’s effectiveness. 10. Be able to understand and discuss syntax and style. 11. Gain independence as a writer, assuming responsibility for determining a suitable topic and choosing the proper voice, writing style, and rhetorical strategies for that paper. V. INSTRUCTIONAL APPROACH AND EMPHASIS *Class discussions *Group and collaborative work *Graphic organizers *Textbook and review of professional writings and literature *Portfolios *Journals *Practice writings *Lectures *Various and sundry activities designed to facilitate the reading and writing process. VI. COMMUNICATION AND ACCESSIBILITY You may contact me at any time via the college’s e-mail system. My e-mail address is: [emailprotected] edu. Please use the regular STARS e-mail system. Please do not use the Blackboard portal e-mail. I try to arrive on campus at least 30 minutes before class starts, so if you need to communicate I am available then. VII. TEXTBOOKS AND REQUIRED MATERIALS Troyka, Lynn Quitman and Douglas Hesse. Simon and Shuster Handbook for Writers, 7th ed. , Publisher, Prentice Hall. Kirszner Mandell. Literature: Reading, Reacting, Writing. , 7th ed. , Publisher Wadsworth Cengage Learning. American Heritage pocket dictionary Roget’s Thesaurus Journal notebook Portfolio notebook Access to computer/word processor VIII. GRADING A 90-100 B 80 – 89 C 70 – 79 D 60 – 69 F 0 – 59 IX. WEIGHTING OF ASSIGNMENTS Journals50 pts. Portfolios 50 pts. Essays 1 – 3 100 pts. Each (prewriting – 20 pts. ; first draft – 30 pts. ; final draft – 50 pts. ) Essay 4200 pts. (prewriting – 40 pts. ; first draft – 60 pts. ; final draft – 100 pts. ) In-Class Activities and Exercises – 10 or 20 pts. Each Quizzes – 20 pts. Each Various other activities to facilitate reading and writing – as needed X. ESSAY FORMATTING REQUIREMENTS You will be asked to write four essays. Essays 1 – 3 should be a MINIMUM of 1500 words or about 6 pages each (a typed, double-spaced, 12-point font page is about 250 words). .udeb7035637b18695d94cd7bdf8b7b9ce , .udeb7035637b18695d94cd7bdf8b7b9ce .postImageUrl , .udeb7035637b18695d94cd7bdf8b7b9ce .centered-text-area { min-height: 80px; position: relative; } .udeb7035637b18695d94cd7bdf8b7b9ce , .udeb7035637b18695d94cd7bdf8b7b9ce:hover , .udeb7035637b18695d94cd7bdf8b7b9ce:visited , .udeb7035637b18695d94cd7bdf8b7b9ce:active { border:0!important; } .udeb7035637b18695d94cd7bdf8b7b9ce .clearfix:after { content: ""; display: table; clear: both; } .udeb7035637b18695d94cd7bdf8b7b9ce { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udeb7035637b18695d94cd7bdf8b7b9ce:active , .udeb7035637b18695d94cd7bdf8b7b9ce:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udeb7035637b18695d94cd7bdf8b7b9ce .centered-text-area { width: 100%; position: relative ; } .udeb7035637b18695d94cd7bdf8b7b9ce .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udeb7035637b18695d94cd7bdf8b7b9ce .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udeb7035637b18695d94cd7bdf8b7b9ce .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udeb7035637b18695d94cd7bdf8b7b9ce:hover .ctaButton { background-color: #34495E!important; } .udeb7035637b18695d94cd7bdf8b7b9ce .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udeb7035637b18695d94cd7bdf8b7b9ce .udeb7035637b18695d94cd7bdf8b7b9ce-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udeb7035637b18695d94cd7bdf8b7b9ce:after { content: ""; display: block; clear: both; } READ: Ford EssayEssay 4 should be a MINIMUM of 2000 words or about 8 pages in length (not counting title page and Works Cited page). All essays must be double-spaced with 1-inch margins both left and right. All paragraphs must be indented. Typing must be in 12-point Times New Roman font. All essays need to have a properly formatted title page. All essays must conform to MLA citation standards for both in-text references and the Works Cited page. XI. LATE ASSIGNMENTS I recognize that â€Å"life happens. † If for some reason you are unable to meet the deadline for submitting an assignment, please contact me. In general, late assignments will be accepted up to one week with a 10% markdown. XII. PLAGIARISM AND OTHER MISDEEDS As a term, â€Å"plagiarism† comes from the Latin root form plagiaries, which meant to steal someone else’s slave. Plagiarism is a form of stealing. The dictionary defines plagiarism as taking someone else’s words and using them as your own without giving due credit. If you have a question about the use of another author’s words OR ideas (plagiarism also covers the copying of ideas even if the words are changed), please ask somebody – the librarian, another instructor, or me. The penalty for submitting a plagiarized essay is severe – a â€Å"0† grade for the assignment in question and a referral to the Dean of the Department of Arts and Sciences. As for other misdeeds – please refer to the general student catalog. You are an adult college students – act like it!! XIII. ATTENDANCE Needless to say, you can succeed as a student by attending class regularly. Some of you may have financial motives to attend regularly. Again, I recognize the â€Å"life happens† and that things can crop up from time to time unavoidably. I would ask that you contact me if you know in advance that you will be absent for a class so that I can keep you up-to-date. According to school policy, an instructor may bar a student from attending class if he or she misses 15% of the class time. This course meets for 31 sessions, so 31 x . 15 = 5. XIV. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES Students needing academic accommodations and/or modifications can contact Sundaye Harrison in the DSS office (636-942-3000, ext. 169). XV. STUDENT SUPPORT SERVICES Jefferson College offers numerous services to support students, both academically and non-academically. These include the Writing and Math Lab, Learning/Assessment Center, Advising and Retention Center, Project SUCCESS, Tutoring Services, Counseling, and Technology Help Line (636-797-3000, ext. 234). XVI. GENERAL SUGGESTIONS Try not to get behind. I always found that once I got behind in something the workload just seemed to snowball. Having said that, I fully realize that things can happen during the course of a semester. Don’t let things overwhelm you. Contact me or keep in touch. I have no qualms about helping someone who is behind work out a plan to get caught up. Follow the plan, follow the writing process. Have fun! Be creative! Use your imagination and your intuition! Rationality, scholarship, logic – they all mean a lot. But your own experiences, ideas, and points of view mean a lot also. Try to develop a â€Å"voice† in writing – try to define who you are as a writer. This course is a preparation for writing in all fields and all coursework throughout your academic career, and far beyond. CALENDAR WEEK 1 – Aug. 16 18 – Introductions, review of Syllabus, review of assignments, review of reading list, review of textbooks, assignments for week 2, in-class writing WEEK 2 – Aug. 3 25 – Begin short stories unit, discuss short stories 1 – 3 and 4 6, in-class writing, graphic organizers, supplemental readings, assignments for week 3 WEEK 3 – Aug. 30 – Sept. 1 – Discuss short stories 7- 9 and 10 – 12, in-class writing topics, graphic organizers, brief review of writing techniques from textbook, assignments for week 4 WEEK 4 – Sept. 6 8 – Discuss short stories 13 – 15, discuss assignment of Essay 1, prewriting for Essay 1 in-class and due for submission, assignments for week 5 WEEK 5 – Sept. 3 15 – Begin poetry unit, discuss poems 1 – 4 and 5 – 8, first draft of Essay 1 due, in-class writings, assignments for week 6 WEEK 6 – Sept. 20 22 – Discuss poems 9 – 12 and 13 – 16, final draft of Essay 1 due, supplemental readings, discuss MLA citations (in-text and Works Cited page) from textbook, assignments for week 7. WEEK 7 – Sept. 27 29 – Discuss poems 17 – 20 and 21 – 24, prewriting for Essay 2 due, continue discussion of MLA citation methods, practice activities, assignments for week 8 WEEK 8 – Oct. 6 – Quiz over MLA citation methods both in-text and Works Cited page, discuss poems 25 – 28 and 29 – 33, first draft of Essay 2 due, in-class writing acti vities, graphic organizers, journals due to be submitted for grading, assignments for week 9 WEEK 9 – Oct. 11 13 – Wrap up and review poetry unit, final draft of Essay 2 due, portfolios due for submission for grading, assignments for week 10 WEEK 10 – Oct. 18 – 20 – Discuss of Drama unit, review of critical literature regarding Drama and readings, prewriting for Essay 3 due, discussion of possible topics for Essay 3, assignments for week 11 WEEK 11- Oct. 5 – 27 – Discuss Act I of Hamlet, first draft of Essay 3 due, discussion of assignment of Essay 4, in-class writing activities for Essay 3, graphic organizers, assignments for week 12 WEEK 12 – Nov. 1 3 – Discuss Act II of Hamlet, Essay 3 due, discussion of general principles of literary criticism leading to Essay 4, library research, assignments for week 13 WEEK 13 – Nov. 8 10 – Discuss Act III of Hamlet, prewriting for Essay 4 due, in-class brainstormi ng and small group work, assignments for week 14 WEEK 14 – Nov. 5 17 – Discuss Act IV of Hamlet, first draft of Essay 4 due, small group work continuing preparation for Essay 4, library research if time permits, journals due for submission for grading, assignments for week 15 WEEK 15 – Nov. 22 24 – Discuss Act V of Hamlet, continue discussion of literary criticism, small group work and in-class advising, revising, and editing, portfolios due for submission for grading. WEEK 16 – Nov. 29 – Dec. 1 – Final class, final Draft Essay 4 due, wrap up any loose ends