Creating a Social Program Term Paper Example | Topics and Well Written Essays - 1750 words

Creating a Social Program - Term Paper Example Mentally ill persons in criminal justice system: Most of the mentally ill people are held in jail because they pose a good amount of threat to the people and to themselves. Previously the treatment incorporated insulin induced comas, freezing baths and shock treatment but in the late 1950’s the entire psychological fitness scene changed with the innovation and expansion of anti-psychotic treatment options. Mostly the offenders with the psychological illness do not get any sort of medications or special treatment during imprisonment. As a result of this lack of treatment facilities the conditions can get worse. The offenders may become a serious threat to the society or to themselves when they leave the jail. Therefore within the legal justice structure, the psychological health cases continue to be a serious challenge (Tracy, 2009) Treatment with mentally ill people: Sometimes the law enforcing people are not aware of the problem so the mentally ill people are kept with the no rmal prisoners but if diagnosed the mentally ill people in jails are not treated very well, as there is restriction with their movement in the jails, not allowed to meet people, less or almost no recreational activities etc. For apparent reasons, they are not provided with the televisions in their cells. The security concerns make it near to impossible for the correctional care takes and officials to take them to the fitness and exercise patio. These people are only allowed for 15 to 20 minutes to go out of their cells and provided them with the opportunity to have shower. Even this activity is also monitored. Usually the officers who are responsible for the security of these mentally ill people are not trained very properly so sometimes in odd situations they are not able to understand about how to deal with the particular situation and the consequences could be severe (James & Glaze, 2006). Aims: Our main aim is to propose and apply collaborative efforts among unlawful justice and psychological fitness systems. The program’s objective is to make improvement in the access system and to provide efficient handling for people with psychological problems concerned with the justice structure. The aim can be achieved through proper arrest, society based management, court appearances etc. It has been expected that almost one third or up to half of the imprisonments can be avoided if the mentally sick people are sent to proper places rather than taking them into the jails. A huge amount of money can be saved by simple changes in the system. It is proposed that if specialized training is provided to the officers most volatile situations can be avoided. Based on the guidance the officer will be able to distinguish between the normal and mentally ill people. He will use the techniques and methods which have been developed during the training period and as a result there will be a non violent ending of the faced encounter. Timeline: The timeline for the given proj ect is three years. Each year the program will be thoroughly evaluated for excellence. Policy Elements: 1. The police stations of few specific areas will be taken as subjects and special Crisis Intervention Team (CIT) training will be provided to all the correctional officers who deal with such mentally ill people in jails. The training will be provided only to the officers who come in direct contact with the patients and not the other staff. 2. There are some police

Effect of Mindfulness on Attention, Learning and Memory

Effect of Mindfulness on Attention, Learning and Memory Chapter-3 METHOD The present study aims to investigate the effect of mindfulness on attention, learning and memory among adolescents. Present study is of interventional nature, as it tries to manage and maintain the attention, learning and memory. The present chapter gives a detailed account of the research method used to carry out the study. The description of various methodological aspects has been presented under various headings: Sample Measuring Instruments Administration of Test Interventional Procedure Scoring Statistical Analyses 3.1 Sample: The sample for the present study was drawn from various school students of Hisar district. A total of 600 subjects were drawn by using the technique of cluster sampling. It was ensured that equal numbers of male and female subjects are sampled for the study. After the screening of 600 subjects, 60 subjects were chosen for intervention having low level of attention, learning and memory. The age of subjects ranged between 13 to 16 years. 3.2 Measuring Instruments: The measures used in the study were selected in accordance with the objectives of the study. The measures used in the study are related to both verbal and non-verbal test which were selected to assess the key variables of the study such as attention, learning and memory. The brief description of the measures used in the study is as under: A). Standard Progressive Matrices (Raven, Court and Raven, 1996) B). The d2 attention test ( Brickenkamp Zillmer, 1998) C). Serial Learning (Janbandhu Deshmukh, 1985) D). Digit span memory test from Wechsler Intelligence Scale for Children III (Weschler, 1992) 3.2.1 Standard Progressive Matrices: SPM is a non verbal assessment tool which was originated by Raven, Court and Raven, (1996) for the measurement of Intelligence. It consists of 60 diagrammatic puzzles which are divided into five sets (A, B, C, D, and E) of 12 items each. Each puzzle has a part missing and in it subject’s task is to identify the missing part of the diagram from several alternatives. All subjects are given exactly the same series of problems and asked to work at their own speed. It is an untimed capacity test and the total score provides an index of intellectual capacity. Kuhnlein et al. found a split-half reliability of .94 in German sample of psychiatric patient. Stinissen (1956) Swinnes (1958) have reported correlations of .94 .95 respectively of group of Belgian school children while Barahemi (1974) found the range from .89 to .95. Reliable correlation of SPM with the Binet Weschler scales range from .54 to .86 (Raven, 1948; Taibl, 1951; Sinha, 1951; Borratt, 1956). Rogers Holmes (1978) demonstrated SPM WISC – R correlations range from .83 to .92. 3.2.2 The d2 Attention test: The d2 attention test has been developed by Brickenkamp Zillmer (1998) to measure the selective attention and mind concentration in response to the discrimination of similar visual stimuli while selectively orient to relevant aspects in task and ignoring other irrelevant ones as well as doing so quickly and accurately. This test includes only one form which can be administered either individually or in group. Possible age range of this test is from 9 to 60 years. It comprised 14 lines with 47 characters for a total of 658 items. These contain characters â€Å"d† and â€Å"p† with one to four little dashes set either individually or in pairs above or below each letter. The subjects need to identify and cross out all â€Å"d’s† with two dashes. The d’s† with two dashes considered as the relevant elements in this test whereas the remaining combinations (the â€Å"p’s† with or without dashes and the â€Å"d’s† with one or no dash) are considered as irrelevant elements since they should not be crossed out. The subject is permitted 20 seconds for each line. The internal stability of test proved to be very high (r>.90) and test retest reliability also demonstrated satisfactory (r >.70). Many researches support the multiple clinical and empirical applications of the d2 test. For e.g. d2 test has been used in study of the remediation of attention deficits (Penkman, 2004), the neuropsychological markers of schizophrenia in adolescents (Stolz-Born, Heinrich, Kornhuber, Born, 1992; Klemm, Schmidt, Knappe, Blanz, 2006), the neuropsychological effects of irradiation for childhood leukemia (Langer et al., 2002). 3.2.3 Serial Learning Serial Learning is an experimental procedure developed by Janbandhu and Deshmukh (1985). This is an experiment in learning which includes a list of 10 nonsense syllables (CVC trigrams). In this experiment firstly subjects were show the list of CVC combination and asked to pronounce the syllable that would follow the preceding one. In it subject recalls the list in serial order. In this experiment, first trial is considered as a learning trial, consist ‘no responses’. From the second trial onward the trials taken by subjects are noted down. The subjects were given trials till the time they were not able to recall complete list in serial order. The more the number of the trials taken by subjects, the more the time subjects will take to learn and recall which indicates slow learning. 3.2.4 Digits span memory: Digits span memory test is the subtest of the Wechsler Intelligence Scale for Children III by Weschler (1992). This subtest includes two parts a) digit forward and b) digit backward items. In it the researcher reads a series of numbers to the subject. In first part subject’s task is to listen and then recall these numbers correctly in sequence order as spoken by researchers. In second part, the subjects listen to a sequence of number and recall them in reverse order (Digit backward). The lengths of digit sequences begin with 2 digits, and two trials are given at each increasing list length. In both parts length of digit sequences increases as child responds correctly. Maximum scores of digit forward are 16 and of digit backward are 14. The average split- half reliability coefficient across all age group for digit span was .90 with an average standard error of measurement of .94. Digit span exhibited moderate criterion validity when correlated with the Stanford – Binet I V composite score (r = .48) and Stanford – Binet IV short term memory (r =.52) (Weschler, 1997). 3.3 Administration of tests: The subjects were administered above described tests namely the standard progressive matrices, the d2 attention test, serial learning and digit span memory test. The subjects were approached directly in their institutions for data collection. They were tested in small groups ranging from 10 to 15 subjects or individually after obtaining their willingness to participate in the study. The general testing conditions were satisfactory and atmosphere was uniform all through. Subjects were encouraged to respond in a realistic way without rumination on all tests too much. A good rapport was established with them in order to get real position on the measuring instruments. They were told about the importance of the study and that the data collected will not be made public, rather confidentiality of their responses will be maintained. Subjects were informed that their position on different behavioral measures would be intimated to them, if they desire so. Though there was no time limit, subjects were asked to complete the tests as early as possible. They generally completed serial learning in 15 to 30 minutes, intelligence in 20 to 30 minutes, digit span in 10 to 20 minutes and the d2 test is a timed test in which 20 seconds per line are allowed. The instructions and administration procedures were same for all the subjects, and in accordance with described by the respecti ve test authors. 3.4 Interventional procedure Before the beginning of intervention, the sample screening was done on a sample of 600 students with the help of standard progressive matrices by Raven , Court and Raven (1996), the d2 attention test by Brickenkamp Zillmer, (1998), serial learning by Janbandhu and Deshmukh (1985) and digit span memory test for the assessment of memory by Weschler (1992). In present research intelligence test has been used as a control variable to know about the normal IQ of the subject. These pretest tools were administered on students to measure the levels of decided dependent variables. Students having low score in attention, learning and memory were administered the mindfulness procedure for the period of 6 months. After 6 month’s training program, post testing was done of all three variables i.e. attention, learning and memory. Before Mindfulness practice, an orientation programme for fifteen days has been designed for subject with the help of breathing exercises and imagery techniques. At initial level, students were instructed to direct their attention towards the things present in their environment. Firstly they were instructed to notice whatever sounds they hear from the external environment and they observed, for example, sound of footsteps of passing person outside the room, ringing of bell, chirping of birds, any type of vehicle sound, sound of bench, noise of door etc. This procedure has been continued for a week for approx. 30-40 minutes per day. After that, students were asked to observe the movements of the children sitting around them, like sound of scrapping, sound of yawning, coughing. This procedure was also continued for seven days. In next session, with closed eyes they were asked to focus the attention on their own actions for instance, shaking of body, movement of hands, changing of body position etc. After an orientation program, mindfulness training has been received by the students. Mindfulness training focus on various aspects such as external environment, experience of the body, and attention to thoughts, feelings, mind and meditation exercise. The following are the some exercises which were adopted by subjects during 6 month interventional program. Mindfulness of the Environment: At initial level, Mindfulness Training directs children attention to things in their environment. The following two exercises are introduced in this section. Awareness of objects: In first exercise, children were shown an object (for e.g. clock, scenery) and asked to draw it. They were educated to spend time looking at the object and paying attention to smaller and smaller detail. Next day, same procedure was done. They were instructed to compare the drawings and the subjects were also asked to recognize the missing details from the first drawing that they memorized in the second. This procedure was followed for seven days for 30-40 minutes approximately each day. Awareness of Self in the Environment: In the second exercise of mindfulness training subjects were asked to pay their attention to themselves or experiences in the environment. This session was conducted in evening in which subjects were instructed to write down step by step what they did from morning to evening. They repeated this exercise for seven days and paid attention to their whole day activities and added new things from the previous one. Mindfulness of the Body: After the children awareness of the environment, the next exercise was to focus on their body awareness. This session follows three steps: Attending the senses: The Raisin meditation: This step involves being aware of one’s own experience of an object. For example, subjects were given 3 raisins and instructed to bring to their attention one raisin and observe that carefully as if they had never seen that before. They were asked to observe the thoughts and feelings regarding raisin while looking at it. After that they were asked to smell the raisin, and put it into their mouth, chew that slowly and feel the actual taste. They were instructed to consciously experience their all thoughts, feelings, smell and taste of the raisin. Later, they were instructed to repeat the same procedure with second raisin and considering it as the first raisin which they have ever seen. Same procedure was followed with third raisin. This exercise was also continued for seven days with another small food items such as popcorn, almonds and chocolate etc. Awareness of Movement: In this step children were asked to pay attention to their own body while interacting with environment. Children were instructed to move around the room and to become aware of each movement of their body posture e .g. feeling the movement of thigh muscles, foot coming off the floor and setting it back down, movement of hands and arms were also noticed that they were moving slowly or faster. They were also instructed that if their thoughts begin to wander from their body and their moving experience, they should note it and return their attention to a part of their body. Meditation on the Breath: This 10 days exercise begins with a simple practice of breathing exercise. In this step subjects were asked to notice the movement of their breath in all parts of their body (lungs, stomach, ribs, chest, and shoulder). They were asked to be aware of the natural rhythm of the breath, how cool air enters in the nose and warm air is exhaled. Later on, subjects were instructed to count how many breath they inhaled. One breathes equals one inhalation plus an exhalation. They were told to avoid distracting thoughts and only to pay attention to their breath. This exercise focuses on the current breath and effectively enhances the subject’s awareness on the present moment. Mindfulness Meditation: Mindfulness meditation focused on the present moment, while being aware of the internal sensation, thoughts and feelings. This mindfulness meditation process follows under headings: Attending to the Thinking Process: The purpose of this exercise is to bring subject’s awareness to their thoughts and feelings. Children become aware that how they are the producers of their own thoughts. They were instructed to close their eyes and wonder what their next thought is going to be so that they become very alert and wait for the next thought. This exercise has been continued for 10 days. Meditation on the Bubble: Subjects were instructed to observe their thoughts, release them and let them go without any judgement. For this, subjects continued the meditation for a few minutes in silence. After that they were asked to envision the bubble which slowly rising up in front of them. They were told to visualize as if each bubble contains thoughts, feelings and perception. They were asked to notice the first bubble rising up and observe every thought slowly floating away with bubble. The procedure was same with each bubble. Now they were asked to observe that their mind goes blank, and then visualise the bubble rising up with â€Å"blank† inside and slowly floats away. Another example like imagination of clouds was also included. This procedure has been continued for 10 days. Visualization Meditation: Finding a safe haven: This exercise is related to visualization in which subjects were instructed to imagine a place that they feel comfortable, safe and relaxing. It might be beach, lake, temple and their own bed. Slowly the place becoming clearer to them. They were asked to look at the surrounding of that place, walk around the place. They were asked to stay focused on that place, look closer at certain things and observed their own feelings. If they found that their thoughts were wandering, they were asked to observe them, and then focus on bringing the image of their place back into focus in front of them. When they feel relaxed, can open their eyes. 3.5 Scoring: In Standard Progressive Matrices calculations are based on raw scores. Each of the 60 items were scored as 0 for incorrected or 1 for corrected. Total score is converted into percentile score which translated into IQ respectively according to norms table. The d2 attention was scored with the help of two scoring keys 1 and 2 that are placed in the upper and lower lines so that the number is read off on the scale. The resulting score are TN i.e. total number of elements tried on the 14 lines. Scoring Keys 1 computed E1 which is number of mistakes due to omission and scoring key 2 counted errors of commission. Then numbers of errors are added for each column (E = E1 + E2).For overall performance of D2 attention test; firstly, TN-E has been measured i.e. resulted from subtracting the number of errors (E) from the total numbers of characters processed and secondly, CP i.e. concentration performance which is derived by subtracting the type 2 errors (E2) from the number of correctly crossed out relevant items has been calculated. Standard Scores and percentile ranks can be determined by the raw scores from the appropriate norms table. In serial learning experiment, total numbers of trials were noted. In digit span memory test one score has been given to each correctly repeated digit forward items and digit backward items and then final score is total numbers of trials of both digit forward items and digit backward items. 3.6 Analyses of data The obtained data were subjected to various statistical analyses. Although analyses most pertinent to the objectives of the study are descriptive statistics, correlation, paired t test and independent t test. Correlations among all pairs of variable were computed through Pearson Product Moment method. Independent t-test was run to examine the difference between boys and girls in attention, learning and memory and paired t test computed to examine the effect of mindfulness on attention, learning and memory.

Great Ideas Project: Origin of Sex Essay -- DNA Biology Biological Pap

Great Ideas Project: Origin of Sex Sex, though usually used in terms of reproduction, is actually quite separate: it refers to the splitting and recombining of genetic material through the meiosis (fission) and fertilization (fusion) of genomes in such a way that, when they are reproduced, the new generation of cells contains a different set of genes than that of its parents. Sex is by no means necessary for reproduction. Asexual reproduction, or parthenogenesis, is actually about twice as efficient for population growth; there is thus a â€Å"two-fold cost† of sex in reproduction. There are many benefits to sex, however, that outweigh its inefficiency. Among these benefits are the opportunities for the repair of damaged DNA, the rapid recombination of genes to more readily adapt to changing environments, and the elimination of the accumulation of deleterious mutations from a population. It is easy to find benefits to sex; finding a theory for the origin of sex is not nearly as simple. There are many cont ested theories for what made organisms evolve in a pattern which is less efficient for population growth, but no sure-fire answers.[1] The predominant theory for the origin of sex has always been the benefits of DNA repair. In an asexual haploid cell, if both sides of a DNA strand were damaged—for instance, if the thymine and adenine erred and became unrecognizable—since the cell would have only one copy of the information, there would be no chance for the cell to repair the damage and the cell would either die or be able to pass on only grossly mutated genes. However, an asexual diploid cell and a sexual cell each contain an extra set of chromosomes providing the template to repair that damaged DNA strand. Using DNA r... ...rsity Press [2] Michod, Richard E. (1998). Origin of Sex for Error Repair. Theoretical Population Biology, 53, 60-74 [3] Mauro Santos, et. al. (2003) Origin of Sex Revisted. Origins of Life and Evolution of the Biosphere, 32, 405-432 [4] Dacks, Joel and Roger, Andrew J. â€Å"The First Sexual Lineage and the Relevance of Facultative Sex.† Journal of Molecular Evolution (1999), Issue 48 pg 779-783. [5] Leboeuf, Adrian. â€Å"UCSB Researchers Study Advantages of Sexual Reproduction† Daily Nexus, volume 82, issue #28 [6] Crow JF. â€Å"Advantages of Sexual Reproduction† PMID: 8062455 [7] Rothschild, Lynn J. â€Å"The Influence of UV Radiation on Protistan Evolution.† Journal of Eukaryotic Microbiology (1999), Issue 46 no. 5 pg. 548-555. [8] Sterrer, Wolfgang. â€Å"On the Origin of Sex as Vaccination.† Journal of Theoretical Biology (2002), Issue 216 pg. 387-396.

Physical development Essay

Throughout this coursework I will be writing about different life-stages of my chosen celebrity. My chosen celebrity is Michael Jackson. I will start with physical development and go through intellectual, emotional and social developments. Physical development Infancy At around THE AGE OF 3 months time baby Michael will be able to sit supported by their carers. This develops up to the age of 6 months the where the infant will be able to sit unsupported for a few minutes, turn their head and roll over. At about 9 months the infant will be able to sit for about 10 minutes, and roll and crawl around. At the age of 1, Michael will be to sit unsupported and go to a sitting position by himself. He will also be able to crawl fast and stand by holding onto something. At about 15 months the infant will be able to walk around briefly and crawl stairs or crawl onto different objects. At about 2 years he will be able to walk and walk UP AND down from THE stairs AND RUN on their own because their leg muscles will have grown a little bit. He will be able to walk fully unsupported. At the age of 3 he will be able to run around, throw and catch objects because he will have developed their reactions. Childhood At DURING childhood, Michael will not have fully grown their body, they will still have small parts of their body to fully grow. At this stage Michael will be able to ride bicycles and run and skip. His muscles will also develop; therefore they will be able to hit with bats and catch easier. In addition, at this stage the children may slightly start their puberty and show some signs. Adolescence At this stage, Michael will start to go through puberty. There will be massive changes on their bodies. For girls, they will start develop their breasts and grow pubic hair under armpits and around private parts. The girls hips will also start to widen. At later stage girls will have their periods, which meanS that they can start to have babies. For boys, they will grow more muscles and grow pubic hair around their armpits and around their penis. The boys testicles and penis will also grow larger, and boy will start to produce sperm. Boys can realize this by having wet dreams. One of the biggest developments in boys is that their voice will break, BY Their voice will start becomING deeper and their voice box grows. Adulthood At this stage Michael will be fully mature and grown. Usually adults gain weight at this stage normally because of their inactivity in sports. Men will ALSO be able to produce sperm until they are ABOUT 80 years old, however this varies on different people. For women they will stop having period at around the age of 45-55 AND THEY WILL START MENOPAUSE, which means they can’t have babies anymore. Some women will start TO feel some sense of loss when this occurs. Later adulthood At this stage Michaels body will start to become weaker. Some major changes will occur to peoples bodies. One of the most obvious changes is wrinkles. Michael will start have lots of wrinkles around their face and body. Another change is Michael’s hair. Some PEOPLE will start to get white or grey hair, but more often people lose their hair and start to become bald. Bones will start to become much weaker and easier to break if there is an accident especially women’s. Most people will start find it hard to breath because their hearts and lungs becomes weaker and less efficient. Another major change is that people’s sight starts to weaken. They will find it hard to see stuff from close range and far range. In addition, they will find it hard to hear stuff as their hearing will become weaker too. Another physical change in later adult hood is that joints become stiffer, old people will find it hard to move around due to this. As sense of balance reduc es more old people uses a stick to help them balance and walk. Intellectual development Language development At around 3 months old Michael will be able to make some noises because they will have learnt how to control their muscles used with giving speech. At around 12 months Michael will start making noises made by the parents or carers. For example, if the carer says â€Å"mommy MAMA†, the infant will repeat the carer and say â€Å"mommy MAMA†. At around the age of 2 Michael will be able to put two words together and make a two word speech. At the age of 3 children will start to make sentences to communicate with their parents. For example they can say â€Å"I want to go out† but their sentences might be hard to understand. At the age of 5 and above, children will be able to make clear sentences which could be understood by anyone and use adult grammar. Infancy and childhood At birth babies are born with senses. They will only be able to sense different objects. Babies are also born with reflexes. These reflexes will help to feed, for example, sucking reflexes to feed them self. These reflexes will lead to â€Å"motor actions† which controls the baby’s body muscles automatically. At this stage the babies thinking will be limited. Piaget states that babies will not be able to memories and think about the world until they are 18 months old. At the age of 2 Piaget believes that children will not be able to think logically, however the children will be able to make noises or use words to communicate but they still won’t understand it logically. At around the age of 5 children will be able to start thinking logically. Children will also understand different concepts. For example, the concept of colors, numbers and sizes. The child will also start learning whets right and wrong. At this stage children will also join school and meet new people. For this reason they will begin to learn new vocabulary because they will listen to other children in their class and therefore they will start to learn new words. They will be able to see stuff from someone else point of view and start to be able to solve problems on their own. Adolescence At early adolescence TEENAGERS will start to think in different ways. They will understand harder concepts and solve COMPLEX problems easier. They will also be able to blend different information from different sources. This means that they will be able to solve problems in their head without actually seeing them. Adulthood At this stage most people will find jobs and new careers. Due to this, adults will start to learn new skills such as effective communication skills. In addition, adults will start to live independently, which means that they will have to learn the skills of cooking and managing their homes. This will prepare them for children and marriage. Most adults will get under pressure at this stage therefore their thinking time will become a lot slower. But because of their experience they will find it easier to solve their problems Later adulthood At this stage Michael will find it hard to remembering things. Especially if they are under pressure. Their reaction time will also become slower. However, because of their past experience in life, they will be able to make better decisions than younger people. In addition at this stage Michael will start to get ready for retirement. Emotional developments Infancy 0-3 years When a baby is born they need to build an attachment with their carer. Bowlby argued that infants will have an automatic need to form attachment with their carer. This quality will have future affect on the child’s emotional developments. However Ainsworth argues that the quality of the attachment will affect the assumptions people make about their life and others. This means that infants with a good quality of attachment will be able to cope with stress and uncertainty in life whereas infants with insecure attachment will have a reduced ability to cope with stress and events in life. Later on during infancy, in about 6 months infants will be shy of strangers. at about 2 years, they will show jealousy with peers and siblings, they will not be able to control their emotions. At the age of 3 they will start to control their emotions better and not as jealous of other children. Childhood 4-9 years At this stage Michael become much better at controlling their emotions. They will learn how to express their emotions differently in different situations. Children will mostly depend on their carers and family. As children grow older they will meet new people and teachers. Their relationship between their teachers and friends will have affect on their self-confidence. For example, if a child gets bullied in school, their self confidence will be low whereas if they are popular in school it will have a positive affect on them and have a high self confidence. Adolescence 10-18 years At adolescence Michaels hormones change and therefore they will have different emotions. People will be excited one minute and depressed the next. Families and carers will find difficult to cope with these mood swings. This is usually because they are going through puberty. At this stage people also try to discover who they actually are and try to create an identity for themselves. Teenagers usually do this by having ideas of politics or religion, or by smoking or drinking. Erikson a famous psychologist has created an identity theory which states that in order for a person to feel fully secure when they work with others or having sexual attachments, they will need to have a clear understanding of their identity and they should fully understand who they are. This will be a very stressful time for teenagers and their development of their identity will have affect on their self-esteem. Adulthood 19-65 years During this life stage Michael will have to be more independent and self-reliant. At this stage Michael start living with their partners and this will take a high level of emotional maturity which some may struggle. People who struggle with this usually break up their relationships. Michael have to adapt with their partners and their own emotions and control them and respond in an accurate way. Erikson argues that the key task of early adulthood was learning to cope with emotional attachment to a sexual partner. This means that Michael must ensure that they do not become emotionally isolated and not being too self-centered. At later point of this stage adults will start having children. This means that adults have to accept new responsibilities. Having children will cause lots of stress because children are very demanding. Adults will have to be very emotionally mature to cope with this. Later adulthood 65+ At later adulthood Michaels emotions will become fully mature. You may experience some difficulties as you may suffer from bereavement and there not able to control your emotions. Because of retirement you will have more free time, therefore you will be able to spend more time with your family and friends and share emotions. Social developments Infancy 0-3 years At these stage infants usually start to interact with their carers. Once they are 2 months old they will start to smile. At 3 months they will start to make some responsive behavior when adults talk. This means that they are trying to respond when adults are talking to them. At around 5 months old, they will start to become scared and shy of strangers. They will be able to tell the difference between familiar and unfamiliar people. At around 2 years old, they become interested in playing with other children and start to slowly play alongside other children but still not interact with them. At about 2  ½ years, they might join other children for a few minutes but then play alone for the rest of the time as the child do not know how to share toys and playthings. At 3 years old they will be able to play with other children as they now have learnt how to share they toys, and they will also be able to stay away from their parents for few hours. Childhood 4-9 years At this stage Michael has formed a strong attachment with their carers and have learned all the social behaviors within their family. Michael will now be able to understand the emotions and feelings of others. He can be separated from their carers for long time without stressing. At about 5 years old children will start to socialize a lot more. He will for the first time join school and meet many new children. Due to this, he will start to learn the rules of fairness in different games. He will also learn how to co-operate with other children and they tend to choose their friends. They usually bond with friends who like and agree with each other. At about 7 years children start to understand the differences between sexes. Due to this they usually play with the same sex and are shy of opposite sex. This usually continues until adolescence. Adolescence 10-18 years At adolescence Michael will usually become independent from their parents. Friends become more important than family and parents. It becomes important to fit in with other groups. For this reason at this stage Michael usually tend to copy others styles and the way they dress to fit in groups. In early stages of adolescence teenagers usually do different activities in groups. Therefore, teenagers test drugs and alcohol as an experiment. In later stages of adolescence teenagers become more interested in opposite sex and usually start a sexual relationship with the opposite sex as an experiment. Overall adolescence will be a struggling time because teenagers goes through puberty however, in this life stage they will get prepared towards the adulthood as in this stage teenagers test everything such as sexual relationships. Adulthood 19-65 years In adulthood Michael have to make their most important decision in their life. Most of the people choose their forever partner this stage and marriage takes place. However, this happens at later stage of adulthood. At early adulthood friendship will still remain important but employment and work will take place. Therefore Michael may not be able to socialize as much as they could in adolescence. People start to work at this stage and become totally independent from parents. Parents will start to realize that their child will have to take care of them self from now on. Michael now also have to separate relationships. For example they will have formal relationship in work with colleagues and informal relationship with friends and older friends. Socializing with friends will decrease constantly throughout the adulthood. People socialize less once they have married and have children. The responsibility will be higher and people tend to spend more time with their own family and children. Due to this people may experience pressure during their adulthood. Later Adulthood 65+ At this stage, most people retire because the retirement age is 65 years old. This means that during this life stage Michael will have much free time therefore socialize more. Most people usually spend more time doing their hobbies and interests and some spends more time with their family. However, this all depends on the level of income. If Michael has more income, he will be able to enjoy his hobbies and travel around, whereas if you have low income you will not be able to do all those stuff. During retirement people children may live on their own with their own family, therefore older people might feel isolated and unneeded, however they may enjoy having their grandchildren and enjoying time with them. In addition, some people may suffer from bereavement of close friends or partners therefore they will have to get used to socialize in a smaller circle.

Examine The Way Shakespeare Presents The Power And Control Capulet Exerts Within The Play

Shakespeare clearly demonstrates that Lord Capulet is a very protective father. This is because in Act 1 scene 2 Capulet says â€Å" hopeful lady of my earth† In this quote Shakespeare shows that Capulet is a loving and protective father because children died easily and the words ‘hopeful lady’ means that Juliet was his only hope , Juliet was very precious for him because she was his only child. Also in that quote Shakespeare used flattering language.Lord Capulet was a responsible and protective father which the audience in those times found as a typical father, however throughout the play Capulet gives Juliet freedom to choose who she wants to marry which wasn’t considered as normal in those days. â€Å"My child is yet a stranger in the world† This could suggest that he does not feel ready about Juliet being married. The word ‘stranger’ shows that she’s naive and inexperienced. And that she hasn’t been long enough in the à ¢â‚¬Ëœworld’. Shakespeare shows that Lord Capulet has the ultimate power and control in his household.His power and control is shown trough his relationship between his wife, daughter and others members of his family. In act 1 scene 5 Capulet is presented as a kind and friendly man by starting his sentence â€Å" Welcome , gentlemans† But as he goes along Shakespeare shows that he can be manipulative not only over his family. â€Å"Ladies that have their toes unplagu’d with corns will walk a bout you. † This quote maybe is suggesting that he’s manipulating woman. Also throughout the scene he says â€Å"Am I the master here, or you? Go to.†The language used here is dominant. Shakespeare uses rhetorical question to show that Lord Capulet has control to tell people what to do and authority over his family, also he’s foreshadowing the disasters that are soon to come. He uses imperative words. Paris asked Capulet to marry Juliet, not Julie t herself which was found normal for the audience, however it gives a small bit of evidence to support that he, being Juliet’s father had power over Juliet’s own decisions. Juliet changes more than any other character throughout the play.In act 1 scene 3 Juliet says â€Å"But no more deep will I endart mine eyes Than your consent gives strength to make it fly† Juliet is being obedient by saying that she’ll do what her parents tell her to do. The word ‘consent’ suggests that she need her parent’s permission to do what she wants. But when she meets Romeo, she become more confident regarding the path of her life. Act 3 scene 5, Capulet tells her that she is to marry Paris, but instead of doing what he said she goes against her father’s will, â€Å"I will not marry yet.And when I do, I swear it shall be Romeo† This shows Juliet transformation throughout the play, she changes from an innocent obedient girl into a brave confide nt girl, this is because she confesses her love for Romeo to her parents. Lord Capulet expected Juliet to be happy with the match with Paris because Juliet obeys him, and in those days fathers picked their daughter’s husband and they couldn’t disagree with it; they should be happy and thankful. Also Paris was rich, he was related to the Prince and good looking.â€Å"Not proud you have, but thankful that you have† In this quote Shakespeare uses flattering language. As the play goes on Juliet makes a number of important decisions, she falls in love with the enemy of her family, gets married, would be an embarrassment to her family, and finally kills herself, this wasn’t expected from a girl in those times, the audience might have been shocked with her acts in the play because the society expected daughter to obey their parents. Destiny is the most powerful theme of the play. This is because destiny controls the end result in Romeo and Juliet’s ill-fa ted union.This is evidence from the line â€Å"A pair of star-cross’d lovers take their life† Shakespeare mentioned that Romeo and Juliet were ‘star-cross’d they’re destiny to die. He foreshadows Juliet and Romeo’s death. The prologue points out that Romeo and Juliet have fate against them. Is says that their love is â€Å"death-marked† and they have no control over what happens. Juliet tells Romeo of her vision of him dead at the bottom of a tomb. This is foreshadowing to the already destined event these two lovers will soon face. Before Romeo enters the house of the Capulets, he speaks about an unknown danger â€Å"hanging in the stars†.The word ‘star’ might suggest that events expected to occur being written in the ‘stars’, and explains how life is predetermined by fate. He says that he defies fate, by saying that he defies what is written in the stars. In act 5 scene 3 Romeo says â€Å"Shall I beli eve That unsubstantial Death is amorous,† Shakespeare used Oxymoron by saying ‘Death is amorous’ to create an dramatic effect. Romeo refuses to accept that Juliet is dead. What Romeo does not realize is that he has no control over is destiny. No matter how angry or motivated he is to change what is written in the stars, he cannot. It is already predetermined.Overall I feel that power and control of Capulet was critical in the development of the play because he certified to carry the feud between the Capulets and Montagues. However I think fate was the most important theme because it controls the end result in Romeo and Juliet’s ill-fated union, and no one can change destiny. From the beginning of the play Shakespeare uses foreshadowing to emphasise how important fate is. If it wasn’t for destiny Romeo and Juliet wouldn’t have met, married and therefore wouldn’t have settled the dispute between the Capulets and Montagues. Examine the way Browning reveals power and control In My last DuchessMy last Duchess is about the imbalance of power and control between man and women. On the surface the poem is about a dominant possessive duke who killed her wife because she was too easily admired by others and blushed The Duke holds a sort of ownership over his wife. â€Å"My last Duchess† The title itself revels that the speaker, the Duke, is very possessive. The word ‘my’ suggests that the Duke is very dominant and controlling. Browning used the voice of a possessive narrator, this might be because to show how completely he ruled over her. The quote â€Å"The curtain drawn for you, but I â€Å"shows that he’s possessive and powerful.The pronoun ‘I’ suggests self-importance. Nobody is allowed to touch the curtain but him. Furthermore, the Duke is presented as a controlling person; the evidence for this is â€Å"since none puts by’ The Duchess could be covered up giving him comp lete control thru the opening and closing of the curtain. Now he controls who sees the picture, but he cannot control time and mortality. The narrator is presented as a commanding, powerful and jealous. At the beginner of the poem the narrator, the duke, is giving the ambassador of his second wife a tour of his artworks in his house. We can see this in the quote â€Å"Will’t please you sit and look at her?†Really a command rather than a question. Throughout the poem the narrator uses the pronoun ‘My’ to show how dominant and possessive the Duke is. â€Å"My gift† This quote he used an arrogant tone, and the word ‘my’ again shows ownership. Moreover on the poem we can he is cold and powerful, the evidence for this is â€Å"I gave commands; Then all smiles stopped together. † This quote might be telling us that the Duke is vague, and that he ‘gave commands’ or orders to kill the Duchess. And foreshadows the Duchess dea th. He’s jealous that he can’t even bring himself to talk to her about her behaviour – murder is the only solution he can come up with.His jealousy isn’t just about romantic attention; it’s about any kind of attention. We know he is self-obsessed because of his repeated use of ‘I’. The narrator presents the Duchess as a happy, cheerful and flirtatious. which has displeased him. As the ambassador looks at the portrait of his late duchess he says â€Å"Of joy into the Duchess’ cheek† The Duchess blushed easily. We could see this furthermore on the verses 23-24: â€Å"she liked whate’er She looked on†. He’s jealous of the attention his wife shows to other, he’s jealous of every smile and every blush that she gives.He claims she flirted with everyone and did not appreciate his â€Å"gift of nine-hundred-years- old name. † He describes her cheek as having a â€Å"spot/ Of joy† in it, p erhaps a slight blush of pleasure ‘joy’. On the verse 14 he says â€Å"her husband’s presence only,† This suggests that it wasn’t just â€Å"her husband’s presence† that made her smiled and blush in this way, although the Duke seems to believe that it should have been the only thing that would. From the beginner of the poem we might conclude that his wife was no longer alive. The evidence for this is â€Å"as if she were alive.†We immediately begin to suspect that the duchess is no longer alive, but left enough uncertainly to capture our attention as readers. â€Å"That’s my last Duchess painted on the wall† In these lines, we are given our first hint that the duchess wasn’t that important to the duke, suggesting that his late wife was nothing more than her external appearance. The word â€Å"last† is the evidence that she was dead. As his monologue continues, the reader realizes that the Duke in fact caused the Duchess’s early end, when her behaviour escalated, he â€Å"gave commands;† In the verses 46-47 he says â€Å"There she stands As if alive.†This is another evidence that the Duchess is no longer alive, Browning uses juxtaposition to create an effect on the reader. We might conclude that he had his wife killed because the final image of the expensive bronze statue , a metaphor â€Å"Taming a sea-horse , thought a rarity,† The Duchess is being tamed by someone powerful , the Duke , which killed her because of jealousy, and to show that he had power and control to do anything that pleased him. We never got to hear her point of view. Did she really disrespect his â€Å"nine-hundred-years-old name† as he claimed she did?What is your response to the pieces of literature you have read? Make links between the ways the writers have considered and presented the theme. You will be hearing from us shortly , The conscript , Hawk roosting and My last duchess are all poems about power and control which we can link with the play Romeo and Juliet. Romeo and Juliet is a play about love, conflict, power and control. At the start of the play there’s a fight between the Montagues and the Capulets, which later in the play results Romeo and Juliet’s early death.Whereas ‘My last Duchess’ is about jealousy, selfishness, power and control, which also ends with death. In ‘Romeo and Juliet’ power is presented in fate, love and parental control. As ‘My last Duchess’ power is presented between man and women. Both of the poem and play uses commanding language and an imperative. In ‘Romeo and Juliet’ power and control can have an effect in individuals, similar to the Duchess. Both of the play and poem we can see that power and control corrupts the end result of the main characters.This has an impact on the reader because we can realise that power and control has a devastating cons equence. Lord Capulet and the Duke have a lot of similarities. Both of them has power and control, but it is viewed in a different perspective. Capulet wanted the best for his daughter that’s why he used his power and accidentally caused her death. As in ‘My last Duchess’ the duke wanted to kill his wife because of jealousy and to show that he’s won’t let anyone disrespect him or unpleased him , and that the only way to show his power was to kill her.Shakespeare also presents the theme of power and control between Lord Capulet and members of his family. Act 1 scene 5 Shakespeare presents Capulet’s power within his relationship between Tybalt, he says â€Å"Am I the master here, or you? † Shakespeare might have used rhetorical question to show his power and commanding word. He uses the pronoun ‘I’ to show that he’s the one who controls what happens. Browning also uses the pronoun ‘I’ frequently, this mig ht be because to show how self-obsessed, selfish, powerful and narcissistic he is. â€Å"Will’t please you sit and look at her?†This is really a commanding rather than a question which we can link with Lord Capulet being powerful and using rhetorical question. Romeo and Juliet and ‘Hawk roosting’ both seem to be about power and control. ‘Hawk roosting’ is about a dominant hawk that feels superior. The poem shows the world as seen from a hawk’s point of view. The hawk seems very determined and powerful, the evidence for this is â€Å"I sit in the top of the wood† This can be taken two ways , literally he is positioned at the top of the wood, but also metaphorically he is at the top of the tree- at the top of the food chain.Shakespeare also presents the theme of power and control , but the difference is that he presents power and determination within Capulet. â€Å"Am I the master here, or you? † The language used here is do minant, also Shakespeare uses a rhetorical question to shows that Lord Capulet has power and authority to tell people what to do, similar to hawk roosting â€Å"I am going to keep things like this† here Browning shows that the Hawk is powerful and determinate, and that no one can challenge him and he has power to do anything without needing permission from anyone.Both of the poem and play use the pronoun ‘I’ repeatedly which suggests self-importance and power. The techniques used in these quotes are dominant language, rhetorical questions and an imperative. The impact on the reader is that both the play and the poem show how people use their power to control. Friar Lawrence and the doctors in the poem ‘The conscript’ have some similarities. Shakespeare presents the power of religion within Friar Lawrence. Whereas in ‘the conscript’ power is shown by the doctors secularly.At the very beginning of the poem, the reader can realise that is a bout unsympathetic doctors. â€Å"Indifferent, flippant, earnest, but all bored† Here the poet is describing the doctors, from the word ‘bored’ we can deduce that the doctors are not doing their job properly. Friar Lawrence uses his religious power to make serious decisions such as suggesting the idea that Juliet could fake her death to be unrestricted and be with Romeo afterwards. ‘The Conscript’ uses the image of Jesus â€Å"With arms outstretched and drooping thorn-crowned head†