Cold War Years Essay Example | Topics and Well Written Essays - 750 words

Cold War Years - Essay Example The strength of the country is based on its alliance with the United States, which has to be sustained in order to continue strengthening its position in the region (Forsberg 3). As a capitalist country that pursues a free market, it is essential to note that its alliance with the United States has helped it stem any potential aggression towards it from the Soviet Union. Japan has the advantage of having a ready market for its products in the United States and this has enabled it to ensure its continued economic growth while at the same time helping it stabilize it after the Second World War. As a result of its alliance with the United States, Japan has once again come to attain a preeminent role in the world and this is no mean feat considering the dire conditions in the country after the war. Japan has numerous threats both domestic and external that have a potential of undermining its position. Among these is the increasing aggressiveness of the Soviet Union in the Asian region. The Soviet Union shares a common border with Japan and this has a potential of conflict taking place as a result of a possible violation of its borders. Furthermore, Japan might end up being a target of the communist regimes that are springing up across the region as seen in Vietnam and North Korea, at the instigation of the Soviet Union. The history of Japan and neighboring states such as Korea and China prior to the Second World War has left these countries with a sense of injustice and hatred that might result in their choosing to attack Japan as a means of exacting revenge. It has therefore become essential for Japan to take swift action in order to safeguard its interests against those who would seek to undermine it. Currently, Japan does not have any conflicts with any other country in the region and the government should strive to ensure that the situation remains the same. Among the most

Chinese market Essay Example | Topics and Well Written Essays - 6750 words

Chinese market - Essay Example The paper describes four subjects which are the basis to validate the hypotheses of this thesis. The subjects are technology, cultural analysis, international market entrance strategies, and the development of foreign investment in China. The technology subject shows how technology has influenced economic markets worldwide during the last century. Through a systematic historical perspective the literature review illustrates how technology has influenced all economic systems worldwide and how the factor breaks national barriers. The cultural analysis section describes the elements of Hofstede cultural dimension model and provides examples of its application. Three different market entrance strategies are described with examples of its usage. The fourth subject shows a historical overview of foreign investment in the target market, China, to illustrate its evolution and inevitable transformation towards an open market. The evolution of the economic systems and the international markets has been impacted by a key variable which transcends national boundaries. This key factor is called technology. Technology is defined as the application of scientific knowledge in industry or business. During the 20th century technology has been a determining factor that has transformed the way nations perform business. During the industrial revolution technological advances help increase the overall worldwide output of goods. All industrialized nations benefited from the application of technology such as massive machinery in their production generation activities.

Using a Code of Ethics to Inform Decision Making

Using a Code of Ethics to Inform Decision Making Considering a Social Dilemma in Practice: Using a Code of Ethics to Inform Decision Making Contents (Jump to) 1. Introduction 2. Analysis 3. Reducing Defection 4. Conclusion 5. References Abstract Social dilemmas have the potential to define an entire population, leading to the need to assess and understand the implications associated with trends. In general, there are several different types of social dilemma, which has different impacts on the society. In other words, each of them involves different kinds of cooperation for instance drugs, crime, one-time investment, prolonged investment, natural disasters etc.) This study or essay uses the social trap of carbon fuel pollution to illustrate the manner and means of defection and cooperation that are possible in order to create progress. At the end of this research study, it will be of a great significant to any person researching social science and the need to build on a fundamental level. 1. Introduction Found in every society, culture and region, the common definition for a social dilemmais held to be an instance where there is the potential for individual gain at the cost of the larger group (Baqlliet et al., 2013). In another definition according to Komorita and Parks 1995 is that social dilemma refers to a situation whereby there is a conflicts between individuals and collective interest. In a very real sense, this environment is created in order for an individual to profit from selfishness; however, if everyone chooses this alternative, the entire group stands to lose, indicating a win or nothing social condition. According to McCarter et al. (2011) who argue that issues begin to arise as too many of the target population choose the negative option preferring the sense of immediate satisfaction over the group’s long-term interests. This outlines a sense of non-committal on the part of the population, speaking to the tendency to put off social experiences and dilemmas that often take various forms across a wide variety for fields and disciplines. With illustrations of social issues including climate change, environmental hazards, high crime rate, drugs, hate crimes and air pollution as well as human overpopulation, there is a fundamental platform that must be achieved in order to effectively identify and correct errant or negative trends. This research study addresses the question of the social dilemma of fossil fuel consumption. By definition, a fossil fuel is simply a hydro carbon deposit that is obtained from remains of accumulated plants. For example natural gas, petrol and coal. Argued to be a commonly experienced social trap found in the use of carbon fuels in the environment day-to-day social operations (Chen et al., 2012). A social trap is created when there is a drive to experience and create immediate rewards as opposed to waiting to offset the potential negative, leaving much of the defining nature of the experience to the individual. Carbon pollution and the burning of fossil fuels creates the social dilemma by creating and fundamentally building a infrastructure around behavior patterns that have produced significant rewards around the societies in the short term, or current and past generations, but clearly hold a diminishing return when considered in context with the future and larger environmental picture (Khachatryan et al, 2013). The elements of a condition that create social traps are identified as reinforces that tend to build a stronger pattern of behavior in small cases yet, serves to punish larger instances. In this case defection is defined as the unbridled consumption of fossil fuels, with the cooperative social position being defined as an ongoing effort to reduce that very same use of carbon fuel. In a short term capacity, carbon fuels and combustion engines have transformed technology and the way of life for an entire civilization, yet, the use of the technology without restraint has enabled negativeconsequences to arise. However, the society are more concerned in the short time benefit and profit of carbon fuels which serves to encourage the use of the carbon fuels, yet the long term price in terms of negative environment impact, global warming, air quality deterioration, acid rain and loss of wildlife and natural resources becomes consequential. Research studies prove that social dilemma utilizes experimental designs (Sonderskov 2011). These researches, also suggests a positive and direct inter relationship between trust and cooperation. In other words, protecting the environments is a good measure of reducing social dilemma. There are important considerations that should not be ignored in dealing with environmental issues. Such as strength of ties that are found in cultural groups. Similarly, researchers from across the globe have devoted considerable effort to understanding how to generate cooperative behaviour amongst individuals of different cultures. 2. Analysis Social issues cross boundaries to impact every science and branch of study (Sagiv et al., 2011). With this recognition, there are wide ranges of theories that have the potential to apply to this social trap/dilemma of employing carbon fuels in day to day activities. Leading among many researchers is the economic game theory, or expected utility theory (McCarter et al., 2011). This approach argues that any person is a rational actor that is solely motivated to make the most of their personal positions, or utility in terms of a person’s economic self-interest. In this instance, the short term gains of employing polluting technology are seemingly insignificant in the face of day to day travel needs (Balleiet et al., 2013). With a willful form of defection, there is the sense of putting off the payment for future generations, leaving many of the population that seeks a cooperative solution with little recourse. According to the Game theory (structural solutions), there is much more likely for socially non-cooperative outcome, simply due to the ease of use and social acceptance, despite the documented negative instances related to the collection and consumption of these resources. Furthermore, many social dilemmas evoke and triggers conflict amongst moral values, making the correct choice less clear to decipher (Banks, 2006).Banks has implied how decision making about another’s welfare can frequently involve issues which are both personal and painful, thus judgements will need to be made which are ethical and promote human welfare (Banks, 2012). In knowledge of this, it is crucialto have proper justification for actions and in-actions.A second relevant theory of Utilitarianism has been developed by Jeremy Bentham (1748-1832): ‘Utilitarianism incorporates how actions have consequences, which should balance advantages and disadvantages, relatively within a certain course of action,’ (Parrott 2010, p. 54). When putting this principal into action it is acceptable for one person to suffer, if this translates to a greater number of people being happy. Two existing principles pertain to the theory of utilitarianism, and these arejustice and utility. Understanding the principle of justice can be captured in respect for equality and fairness, everyone’s happiness should be considered with the same weight. Utility as a principal infers the greatest good for everyone. However, both of these principlescan clash if the minority of people are unhappy. Beauchamp and Childress (2001) have outlined the principal ofjustice: which accounts for distribution of fair benefits, risks and costs; this encapsulates the notion that similar cases should be treated similarly.In a clinical role it is regarded as being within the job role to effectively ‘assess the whole situation, while workingfor outcomes while considering everyone’s best interests’ (Banks2012). Yet, each individual in the society has the option to disagree, and therefore defect from the effort, weakening the end results. An alternative complimentary approach is Virtue ethics and the theory of this principal investigates individual character. A persons ‘virtue ethics’ are thought to be guided and developed through their personal beliefs, and this process is said to determine overall character. As an approach Virtue ethics are carried out ‘according to which the basic judgments in ethics are judgments about character’ (Statman, 1997, p. 7).This argument indicates that a person could be co-operative by appealing to their better nature, rather than depending on the satisfaction of their immediate desires. It is recognised that issues of an ethical nature will often be embedded in personal responsibility or relationships. Linking the fight for a long term, environmentally balanced and healthy society with the need to provide a better future for the next generations, there is evidence that substantial progress can be made for the co-operative efforts (McCarter et al., 2011). The c ooperative effort will go a long way to create development and employment for the future generation. However, people will begin to see the advantage of being cooperative within the society. People with selfish interest will have a rethink of there actions. A further area of social science that applies to this case is referred to as Radical often recognized as ‘critical’ or ‘activist’ work (McCarter et al., 2011). Within this radical position the viewpoint taken is of a transformational approach, where concerns are placed on the transformation of society as this will benefit those who are most oppressed, or those suffering in adverse environmental conditions, in comparison to focusing on the individual profit, or day to day consumers (Hill, 2010). In addition, McIntyre (1982) as cited in Payne (2004) determined radical approaches and criticisms being that; traditionally, social work can lower complex social problems and turn them into individual psychological ones, while potentially cutting off service users from contact toothers who have similar problems.Yet, in in the case of pollution and using offered technology seems to translate to creating isolation between workers and those who need the service. Recent studies concerning environmental protection, results to timely and positive outcomes. They however ignore various factors or elements that influence the trust cooperation relationship that was ealier mentioned such as the strength of cultural ties that defines various cultural groups. 3. Reducing Defection Among the many possible solutions to decreasing defections and increasing possible cooperation is the option of motivational solutions (Khachatryan et al., 2013). Providing opportunities for mutual gain, both in the short and long term, creates an incentive for long term, effective cooperation and progress. There components of a must be assessed in order to create a reduced or improved environment (McCarter et al., 2011): Individualism or the presence of the tendency for a person to act selfishly Competition or the capacity to measure outcomes relative to others The opportunity for cooperation In this case is seems possible to incorporate all three elements into an effective anti-defection strategy. Emphasizing the positive aspects of using alternative fuels has the potential to inspire the individual to work outside the acceptable social net by not using fossil fuels. Furthermore, the creation of a competitive form of reporting would serve to build a measureable means for people to assess or examine their own efforts, as well as that of others. The first two are pro-self-approaches while the third is considered a prosocial orientation (Chen et al., 2012). Prosocial and pro-self-persons react differently when faced with a similar situation, making the need to find a solution that can bridge the gap between them critical. Prosocial views often concern themselves with the moral implications, thereby seek out cooperation. This can be seen in this context as the drive to harvest less from a common resource, thereby reducing overall dependency and negative consequences. Strategic solutions also have the potential to increase cooperation and reduce defections in the social dilemma of carbon fuel pollution (Ballet et al., 2013). This is an approach that uses interactions to create an environment of cooperation as the society uses a Tit for tat strategy. This approach seems to be present in the current discourse about carbon pollution with many consumers making a cooperative move, while at the same moment mirroring decisions of the partner. TFT applies to this dilemma in that it is a real-world strategy that has a proven record of success, thereby inciting many consumers to take part in the effort. These forms of structural changes alter the game by modifying the social dilemma or removing the issue completely. In this case a reduction in consumption has the potential to move on completely from the carbon fuel based system. Furthermore, research on conservation repeatedly illustrates that incentives are effective in decreasing consumption of resources as well as the adoption of renewable resources (Chen et al., 2012). Many case studies illustrate that cooperation is based on various factors, including the ability to monitor the situation in order to punish defectors leading to an external structure that opts to cooperate and self-organise with the inherent ability to communicate and share in order to effectively resolve social dilemmas. Cooperation and trust. According to Yamagishi and Cook 1993, trust can enhance or promote cooperation among individuals based on these, high trusters reciprocate others anticipated cooperation. (Granovetter 1992, De Cremer and Stouten 2003). These theories help to pass the message of cooperation among individuals thereby causing them to understand the dangers of social dilemma and how to avoid or reduce its effects in the society. Further research work has proved that trust levels are to be lower in a collective environment compared with that of individual cultures. According to Yamagishi theories, interregional trust difference applies in the US. Scholars suggest that comparing with the non-south, southern states are mostly characterized by a collectivist social relations (Reed 1974, 1983: Cohen et al. 1999). Various family ties are mostly paramount and a high lebel of poverty, strong regional identification and fundamentalist ethnic believes further unites ties to families. 4. Conclusion In conclusion, when evaluating the strengths the social dilemma of using carbon fuels, the need of the day to day consumer must be considered in the light of long term cost. Using a cooperative approach that serves to provide incentives and alternatives to possible defectors serves to enhance the underlying effort and add impact to the arguments that desire cooperation. Overall, it is certain that the core of the burden translates to effective planning while accounting for the present situation. With many possible solutions, this study has illustrated that following a radical approach could lead to empowerment of the service user, enable individuals to overcome social stigma attached to the pollution issue as educate them with skills needed to be independent in future. Creating a platform to educate and enlighten them will enhance their knowledge, skills and give them the idea of how to avoid or manage the effects of social dilemma in their society. In the end, in order to encourage cooperation there needs to be a viable alternative to be put in place that makes sense to individuals or the society at large on a day to day basis as well as being affordable to the common person. An inadequate well comprehensive strategy will only encourage those that resist change to depend on the technology of the past in order to face the challenges of the future. In addition, other solutions to this social dilemma require a full cooperation of the individuals to forgo their individual gain which will also be good for the benefit of the group. Other ways to deal with a social dilemma includes: environmental protection, media publicity such as TV and audio broadcasting, surveys and voting. Finally, there are several different methods of social dilemma, each involving different kinds of cooperation and approach e.g. one-time investment, prolonged investment and payoffs one-time benefit or loss, sustaining of a common resource pool. 5. References Balliet, D., Ferris, D. (2013). Ostracism and Prosocial behavior: A social dilemma perspective. Organizational Behavior And Human Decision Processes,120(2), 298-308. doi:10.1016/j.obhdp.2012.04.004 Banks, S. Gallagher, A. (2009). Ethics in professional life: virtues for health and social care. Basingstoke, Hampshire: Palgrave Macmillan. Banks, S. (2012). Ethics and Values in Social Work. (fourth edition). Basingstoke New York: Palgrave Macmillan. Beauchamp, T. L., Childress, J. F. (2001).Principles of biomedical ethics. Oxford university press. Beckett, C. (2007). The reality principle: Realism as an ethical obligation. Ethics and Social Welfare, 1(3), 269-281. Beckett, C. (2012). Values and ethics in social work. Sage. Chen, X., Szolnoki, A., Perc, M. (2012). Risk-driven migration and the collective-risk social dilemma. Physical Review E,86(3). doi:10.1103/physreve.86.036101 Clifford, D., Burke, B. (2008).Anti-oppressive ethics and values in social work. Palgrave Macmillan. Darwall, S. (1995). The British Moralists and the InternalOught: 1640-1740. Cambridge University Press. Dolgoff, R., Loewenberg, F. M., Harrington, D. (2009). Ethical issues for social work practice. Derlega, V., Grzelak, J. (1982).Cooperation and helping behavior. New York: Academic Press. Hill, L. (2010). Radical indecision: Barthes, Blanchot, Derrida, and the future of criticism. Johnson, R. (2008). Kants moral philosophy. Khachatryan, H., Joireman, J., Casavant, K. (2013). Relating values and consideration of future and immediate consequences to consumer preference for biofuels: A three-dimensional social dilemma analysis.Journal Of Environmental Psychology,34, 97-108. doi:10.1016/j.jenvp.2013.01.001 McCarter, M., Mahoney, J., Northcraft, G. (2011). TESTING THE WATERS: USING COLLECTIVE REAL OPTIONS TO MANAGE THE SOCIAL DILEMMA OF STRATEGIC ALLIANCES.Academy Of Management Review,36(4), 621-640. doi:10.5465/amr.2011.65554629 Parrott, L. (2010). Values and ethics in social work practice. SAGE. Payne, G., Payne, J. (2004).Key concepts in social research. Sage. Saleebey, D. (1996). The strengths perspective in social work practice: Extensions and cautions. Social work, 41(3), 296-305. Statman, D. (1997). Virtue ethics. Edinburgh: Edinburgh University Press. Sagiv, L., Sverdlik, N., Schwarz, N. (2011). To compete or to cooperate? Values impact on perception and action in social dilemma games.Eur. J. Soc. Psychol.,41(1), 64-77. doi:10.1002/ejsp.729 Thompson, N. (2007). Power and empowerment.Russell House Pub. Wilson, K. (2008). Social work: An introduction to contemporary practice. Pearson Education. Wilson, K., Ruch, G., Lymbery, M., Cooper, A. (2008).Social work. Essex: Pearson. 1

Practical Cognition :: essays research papers

Practical Cognition Theories of Knowledge (Karl Marx) In his early years of writing, Karl Marx's ideas were similar to American Pragmatism, especially his ideas about epistemology. He defines truth in a pragmatic fashion and explains cognition in terms of practical needs of the human being. While some of his ideas were not followed to their logical conclusion, nor made sense, the fundamentals of his epistemology contain valuable ideas which can be viewed as furthering pragmatism as a respectable philosophy. His theory of cognition states that cognition is a biological function of the human which is used as a tool for his survival. Marx defines truth in a pragmatic way. The truth value of a judgement is due to the usefulness of accepting or rejecting the judgement. A statement is true if accepting it makes a positive difference or has a helpful influence and it is false if accepting it causes difficulty or dissatisfaction. The meaning of a statement is the practical result of accepting the statement. In general, then, the truth or falsity of a statement is relative, not only to the individual accepting or rejecting the statement, but also to the circumstances in which that person finds himself. Truth is relative, but Marx is not an extreme relativist (no one to be taken seriously is) because there is a constraint to how relative the truth can be; Humans are making the truth judgements, and humans have a common element, viz . their needs, which do not vary greatly between people. Humans are in contact with nature at a fundamental level. The human understanding of nature is a consequence of the fact that nature confronts humans when they try to fulfill their needs. This is the case with any organism, and each species reacts according to the tools of that species. One of the human tools is the intellect, and it works through the cognition of the perception of elements of nature. Cognition occurs as the organizing of sensory data into categories. Without the ability to make generalizations, man would not be able to think. Moreover, the human capacity to think is exactly the same as making abstractions about experience. There is nothing more to descriptions of the world than those abstractions. Details about the world are described only in terms of generalizations, for if there were a word for a specific detail unique to only one event, then that word would be nothing but a name -an abbreviation for the term, the specific detail x , unique to only this one event, y . The assimilation of the external world, which is at first

Describe physical, intellectual, emotional and social development for each of the life stages of an individual Essay

The eldest of Frank and Isobel Hawking’s four children, Stephen William Hawking was born on the 300th anniversary of the death of Galileo—long a source of pride for the noted physicist—on January 8, 1942. He was born in Oxford, England, into a family of thinkers. His Scottish mother, Isobel Hawking, had earned her way into Oxford University in the 1930s—a time when few women thought of going to college—making her one of the college’s first female students. His father, Frank Hawking, another Oxford graduate, was a respected medical researcher with a specialty in tropical diseases. Stephen Hawking’s birth came at an inopportune time for his parents, who didn’t have much money. The political climate was also tense, as England was dealing with World War II and the onslaught of German bombs. In an effort to seek a safer place to have their first child, Frank moved his pregnant wife from their London home to Oxford. The Hawking’s would go on to have two other children, Mary (1943) and Philippa (1947). A second son, Edward, was adopted in 1956. In 1963 Hawking’s had many tests done on his well being and found that he had ALS and the doctors said he would die in 2 years. Hawking’s quest for big answers to big questions includes his own personal desire to travel into space. In 2007, at the age of 65, Hawking made an important step toward space travel. While visiting the Kennedy Space Centre in Florida, he was given the opportunity to experience an environment without gravity. He has also gone on to do many more things which I will go into detail about in this essay. Conception There was no given information about conception, this is what generally happens. However we can estimate the conception time. Physical Development Stephan hawking would have been conceived around the date May the 8th 1941. During conception the physical development is that the semen from the male joins with the egg from the female to create a new living cell. A baby’s sex is determined at fertilisation. A chromosome from the father’s sperm determines whether the child is male or female. If an X chromosome is present the baby is a girl; if a Y chromosome is carried by the sperm instead, the baby is a boy. Pregnancy There was no given information about the sort of pregnancy Stephan Hawking’s mother had so this is an overview of the general things that happen. Physical Development There are three Trimesters in pregnancy in the first: in the first four weeks from conception, fetal growth of the ovum begins with development of the spinal cord, nervous system, gastrointestinal system, heart and lungs. By eight weeks, in the embryonic stage, the face is forming, arms and legs move, the baby’s heart begins beating and the brain and other organs form. By 12 weeks, the baby, now called a foetus, grows to 3 inches long and weighs 1 ounce. She can move fingers and toes. Fingerprints are present. The baby smiles, frowns, sucks, swallows and urinates. The sex of the baby can be discerned by this time. In the second; during the second three months of pregnancy, the baby kicks, can hear and has a strong grip. At 16 weeks a strong heartbeat is evident. The skin is transparent and fingernails and toenails form. The baby can roll over in the amniotic fluid. At 20 weeks, the heartbeat can be heard with a stethoscope. The baby has hair, eyelashes and eyebrows. He can suck his thumb and may have hiccups. By 24 weeks, the baby is 11 to 14 inches long and weighs 1 to 1 1/2 pounds. His skin is covered with a protective coating, his eyes are open. The Third; the baby is very active at 28 weeks and initial breathing movements begin. She is adding body fat. By 32 weeks, the baby experiences periods of sleep and wakefulness and responds to sounds. A six months’ supply of iron is accumulating in the liver. By 36 to 38 weeks she is 19 or more inches long and weighs 6 pounds or more. At this point she is less active and gains immunities from her mother. Intellectual Brain waves have been recorded by EEG (electro- encephalograph) in the human embryo 40 days after fertilisation. Human embryos of five weeks gestational age have been seen to move away from an object touching the mouth area. The sensitive area extends to include the rest of the face in the sixth and seventh weeks and the palms of the hands and soles of the feet in the eighth and ninth weeks respectively. 10 weeks your baby’s forehead temporarily bulges with his developing brain and sits very high on his head, which measures half the length of his body. By 12 weeks nerve cells are multiplying rapidly, and in your baby’s brain, synapses are forming furiously. Birth & Infancy Infancy is a time when growth and development are at their most rapid. This is the time when they learn to control the reflexes they are born with and learn to support themselves such as head support and sitting up. Nothing was recorded on this life stage for Stephen Hawking apart from the fact he was born in Oxford and was the eldest of four Stephen Hawking’s birth came at an inopportune time for his parents, who didn’t have much money. The political climate was also tense, as England was dealing with World War II and the onslaught of German bombs. Physical Development From birth to 3 months Motor control develops from the head, moves down through the arms and the trunk and then to the legs and feet, according to an item on early development on the online magazine Parenting. Initial movements are reflexive in nature, such as turning the head to the side when the cheek is stroked, which aids in feeding. As the initial survival reflexes fade, motor skills are related to the growing ability to observe and interact with the environment. From 3 to 6 months At 3 months of age, infant progresses to lifting the head and chest up when lying in its belly and may press up with its arms. A 3-month-old kicks its legs when lying on the belly or back, and bats at and briefly grasps toys, according to Healthy Children. The Hawaii Early Learning Profile indicates that between 3 and 4 months, he begins rolling with belly to back first, and back to belly closer to 6 months. From 6 to 12 months the average age at which infants sat without support was 6 months. The average age for standing with support was 7. months. Infants in the study crawled on hands and knees at 8. 5 months. Walking with assistance occurred at 9. 2 months. The average age of an infant who achieved standing alone was 11 months. From 12 to 24 months a young toddler takes two to three steps alone around 12 months. They should walk unsupported across a room with stopping or changing direction between 13 and 15 months. Around 18 months, kicking and throwing balls, running, climbing stairs with assistance, and propelling scoot toys join the toddler’s set of mobility and play skills. From 24 to 36 months (3 years) between the ages of 2 and 3, balance improves and the toddler walks with a smoother pattern. During this period they learn to stand briefly on one foot, walk backwards, and walk on tiptoes. A child jumps in place around 24 months and progresses to jumping over a small obstacle by 36 months. At 24 months then should be able to climb a small ladder and goes down a small slide, then manoeuvres on a variety of playground equipment around 35 months. Between 30 and 34 months, toddlers begin to walk up stairs alternating feet without a hand held or use of a railing. Other play skills expected within a few months of the third birthday are catching a playground ball that has been tossed to the child and pedalling a tricycle. Intellectual Development From 0-6 months the baby can vocalise, it makes cooing sounds and chuckles, the baby will do this spontaneously and they will discover the impact they can have the world such as when they cry someone will come and that6 when they are played with and tickled they should laugh etc. From 6months- 1? years the child should be able to use one or two words to name things or actions such as ‘juice’ or ‘ball’, they should also be able to say ‘mama’ and ‘dada’. Point to familiar things when they want them or asked where they are, they should also be able to point to at least one body part when asked, for example if someone asked where their nose was they should clearly be able to show that they know. They will be more curious about everything around them and will start to explore and realise right from wrong. They should also start to realise that objects can still exist when they’re out of sight for example if they’re in their high chair and drop something they will then go off and look for it. From 1? years-3 years the child should be able to draw a partial person such as the head and body it may not be clear but you can easily tell that it’s supposed to be a body. They will be able to now talk in sentences and formulate them well and their speech is understandable most of the time. They will use the right pronouns for what they’re trying to say and identifying persons (I, you and me) Emotional & Social Development 0-3 months will develop a social smile, they will also at this time enjoy play and cry when play stops. The child will then in turn become more expressive and communicates more with the face and body. They will imitate some movements and other facial expression that they see on other people. 3-7 months they will enjoy social play with other children and other family members. They will be interested when seeing mirror images (seeing themselves in a mirror), the child will start to respond to facial expressions and emotions and often appears joyful and happy. 7months-1year When the child meets new people they will be shy and anxious at first, will cry when mother or father leaves them at day care, nursery etc. They will enjoy imitating people in his play and shows preference for certain people and different toys. The child will at this age start to test their parent’s responses to different behaviours to see how they react to them crying or laughing etc. Children can become fearful in some situations and will prefer their mother or regular care giver over everyone else. They will be able to finger feed themselves and will repeat gestures for attention and they will also extend their arms and legs to help when getting dressed. -3 years the child will imitate behaviours especially other children’s behaviours and their parent’s gestures and facial expressions, They will be more aware of themselves as separate from other people. They will be more excited about company of other children; they will also demonstrate growing independence and begin to show defiant behaviour. Their separation anxiety with their parents will begin to fade halfway between this years. Childhood age s 4-10 Childhood is the life stage when people develop control over their bodies. Our emotions become more complex as we get older and we have more control over how we respond to them. We develop more communication skills and learn to relate to others. There’s a few things that have come up about Stephan Hawking’s childhood. One of them is at an early age their mother would all lie outside with them and stare up at the stars, Hawking’s mother said that â€Å"I could tell the stars would draw him† and she knew he would from then out want something to do with science and the sky when he was older. Also there was a source that told us that they would all sit quietly at the dinner table and just read this could have affected at least two areas of development that I will talk about when I get to it. However it was said that he hated to be still and would always be on the go as a child and was a very active person even after he started Oxford University at the age of 17 he loved to dance and liked rowing and became one of the Oxford rowing teams coxswain. Also after Hawkings was born his parents would go on to have two other children, Mary (1943) and Philippa (1947). A second son, Edward, was adopted in 1956. Physical Development If Stephan Hawking was a very active child this means his gross motor skills would be very developed as he would never be still and always be running about and even later on in life he carried on with doing active sports and activities. Apart from this there wasn’t much more information on his physical development. At this age the average physical development of a child is: By the age of 4years a child should be able to bend down to pick up toys with their legs straight, can use ladders properly such as climbing up on play frames in the park, they should become better with ball games now finding it easier to kick and throw a ball and catching should begin to develop, if they own a trike (bike with stabilizers) they should now be very good on it, they should also be able to go up and down stairs efficiently, They may also run on their tip toes rather than the balls of their feet and also should be able to sit cross legged and stand on one leg for a short period of time. This is where all the basic things they learn in playgroup come into play and their gross and fine motor skills become more developed such as they can now pick up toys without any trouble where as when they were so many months old this was not possible. At age 5years they should be able to dance, play all sorts of ball games; their balance should have improved, they should be able to walk along a thin line, can touch toes with straight legs and should just be more lively and energetic in general. By the age of 6years they should be able to skip, ride a bike they will begin to lose any fat they have and gain muscle, they should be capable of cleaning their own teeth, they should be able to play jump robe, kick a ball and play catch. Many 6year olds will be interested in playing team sports this then will help boost social Development. Children of 6years will also be able to draw more neatly and clearly, and be able to write letters, they should also be more skilled at using scissors and they should now be learning or already know how to tie their shoe laces and do up buttons. 7years of age children should now have good hand eye coordination and they should have good balance by this age also they should be able to do basic gymnastic movements such as forward and backwards rolls and maybe somersaults. By the age of 8years this is the age when the amount of practice and play done in the earlier years begins to manifest itself in skilfulness and in what might be called â€Å"athleticism. † Motor skills like throwing, catching, kicking, balancing, rolling and batting approach the mature stage and allow some youngsters to be highly successful in traditional sports like baseball, soccer and basketball. Earlier years of practice also provide the foundation for success in sports like skiing, skating, golf, dance and gymnastics. This year is also the time when children frequently begin to identify themselves as â€Å"athletic† or â€Å"un athletic,† thereby influencing their future involvement in sports and physical activity 8 years of age information took from this website: http://www. pbs. rg/parents/childdevelopmenttracker/eight/ At the age of 9years (the final age of childhood) The growth in your 9 year old child can vary greatly some children at this age can experience puberty the motor skills of 9-year-old children are smoother and stronger than when they were younger, You can expect to see a wide range of physical abilities among children this age. Some 9year olds will have better coordination, balance, and endurance than others and they may take a great interest in a certain sport such as basketball, swimming, dance etc. Intellectual Development Stephen Hawkings family used to sit around the dinner table in silence at dinner times and they would all read a book, this means that intellectually Stephen Hawking should start learning to read from a younger age this means his reading age may be more advanced than other children of his age, even though this does not say what age he was when this used to happed it is presumed it would happen every day in the family home. His mother would also take him out to look at the stars this would encourage his interest in the world at a young age and get him more interested and maybe this could have made him want to learn, she said ‘I knew the stars would draw him’ she could tell he was very interested in the world/stars. The intellectual developmental averages for a child in childhood are: at 4years of age, They should be skilful at holding pencils, can draw a house, can draw people with heads bodies legs and most fingers, May decide on what they’re drawing/painting before they complete it, Knows all primary colours and can build a 10 brick high tower and can copy a six brick pattern. At the age of 5years a child should be able to; copy a 10 brick pattern, can count all fingers, can draw a more detailed house with windows chimney garden etc, they should be skilled at colouring in and doing jigsaws, can now copy a square triangle circle and the letters A, C, U, O, T, X, Y, V, H and L and should be able to correspond the time of day with everyday activities. At the age of 6years your child will start school and this is where they will learn all new and exciting things such as writing and reading and mathematics, They will be gaining a longer attention span the interest of the world around them will begin to increase, many 6year olds will begin to develop independent reading, enjoy writing stories, they will start to break words down into sounds vocab will increase and a lot more. Age 7years they should: use a vocabulary of several thousand words, demonstrates a long attention span, will use serious logical thinking, should be able to understand reasoning, knows days months and seasons, able to solve complex problems and individual learning styles become clearer cut. At the age of 8 your child should be able to count to 1000, can do simple comprehension tasks, they will read for pleasure and their vocabulary will now be laying the ground work for academic achievement. Emotional Development Stephan Hawking came from a big family and had sisters and brothers one of which was adopted, this may not have affected him emotionally however sometimes siblings can feel like other of the siblings are favourite and this can often make them feel not good enough and want to impress their parents. There are no records to say this happened to Stephan Hawking however there is a possibility it could have. At 4 years of age a few things they should be able to do include: identify basic emotions on pictures say if the picture looks happy or sad, they can identify care givers such as cares and parents. Obviously this shows Stephan Hawking knew who his mother was etc and maybe have a strong emotional bond as they would often go out and spend time together under the stars. By the age of 5years they will begin to describe their feelings and maybe learn how to control them a little bit by playing with friends/toys when sad, they may even start to imitate their care givers. At the age of 6years they can often become overwhelmed by emotions and feel doubt or shame they will also have formed strong bonds with at least one member of the family and may prefer to send time with them. At the age of 7 years your child will be learning to cope with emotions and can fully be able to describe how they feel when asked will have formed strong friendships at school and will enjoy being around other children. At the age of 8years your child should have a clear favourite friend and will enjoy spending time with them the most, many children will be able to handle their feelings and will know why and how they feel this way which is a good thing as they can then learn how to change how they feel.

Reaction to Triarchic Theory of Love According to Sternberg Essay

Wherein he shows us the different components of love, namely: intimacy, passion and decision/ commitment. This theory shows that love can be understood in terms of the three components, and they can be viewed as forming the triangle. Intimacy acts as the top vertex of the triangle, passion acts as the left point of the triangle and decision/commitment acts as the right point of the triangle. According to Sternberg, intimacy is refers to the feeling of closeness, connectedness, and bondedness in loving relationships. It can also be the feeling experienced happiness with the loved one, high regard for the loved one, being able to count on the loved one in times of need, mutual understanding with the loved one, sharing of one’s self and one’s possessions with the loved one, receipt of emotional support from the loved one, giving of emotional support to the loved one, intimate communication with the loved one, and valuing the loved one in one’s life. The next component, passion refers to the drive that leads to romance, physical attraction and lust in relationships. This component allows people in a relationship to experience passion and arousal. As for relationships that are fueled by passion, meaning the â€Å"arousal† drew the in to the relationship, it is the intimacy component that sustains the closeness in the relationship. And the last component, decision/ commitment can be defined in terms of the length of the relationship, in short term it can be defined as the decision we make to love someone, whereas in long term it can be defined as the commitment to maintain that love. If likened to temperature, intimacy can viewed as the â€Å"warm† one, passion as the â€Å"hot† one and decision/commitment as the â€Å"cold† one. In sum, all these three components are important in a loving and strong relationship, without the other, the relationship may not last as long. REACTION: Love. A four-letter word which means what? A great man once said, â€Å"Love is composed of a single soul inhabiting two bodies. † Who is this man? Aristotle. David Byrne said, â€Å"Sometimes it’s a form of love just to talk to somebody that you have nothing in common with and still be fascinated by their presence. Mark Twain said, â€Å"Love is the irresistible desire to be irresistibly desired. Do you understand it? Is it the same for you? Do you now know exactly what love is? I don’t. But I’ll try to sort things out through my experience and maybe, I can show you and tell you what love is. Love has been called many things, defined a thousand times, analyzed for ages. But no one can put into words what love is. Maybe because no words can explain or define what love is? No matter how cliche, mushy and hopelessly romantic that sounds, it’s true. Love is not easy to explain. Try it yourself and see how far you got, I’ll bet your still on â€Å"It’s what you feel. † From my experience, love brings you hope, pain, joy, memories worthy of treasuring forever and love. Love is shared between two people who have feelings towards each other, it may be a friend, or a special someone. And loving is never easy. From my experience, it did bring joy and pain. I’m not trying to scare you. Even if love brings pain, the joy that comes with it is wondrous. A joy that is immeasurable. A joy that has the power to make the pain and the burdens you have go away. It gives you butterflies in your stomach; it makes your heart do somersaults, it makes you nervous, it makes you cry, it makes you laugh, it makes you see the beauty in everything. Love is truly beautiful. And I think, without love, the world we know today would have ceased to exist a long time ago. Even amidst all these chaos, deep within we can find love. So, from what I see, love is everywhere, found in all things, beautiful and confusing. References: Sternberg, Robert J. â€Å"A triangular theory of love.† Psychological review 93.2 (1986): 119. Sternberg, Robert J. â€Å"Liking versus loving: A comparative evaluation of theories.† Psychological Bulletin 102.3 (1987): 331. Beall, Anne E., and Robert J. Sternberg. â€Å"The social construction of love.† Journal of Social and Personal Relationships 12.3 (1995): 417-438. Sternberg, Robert J., and Karin Weis. The new psychology of love. Yale University Press, 2006. Sternberg, Robert J., and Todd I. Lubart. â€Å"The concept of creativity: Prospects and paradigms.† Handbook of creativity 1 (1999): 3-15. Fehr, Beverley. â€Å"A prototype approach to studying love.† The new psychology of love (2006): 225-246. Bisson, Melissa A., and Timothy R. Levine. â€Å"Negotiating a friends with benefits relationship.† Archives of sexual behavior 38.1 (2009): 66-73.