Life Span Case Study Project

Overview

Your project involves interviewing (and maybe spending some time) with a person from three of the following groups:
Early childhood (ages 4-6)
Middle and late childhood (ages 7-12)
Adolescence (ages 13-19)
Early adulthood (ages 20-39)
Middle adulthood (ages 40-64)
Late adulthood (ages 65 and over)

The project will consist of two different parts:
Part One-identify topic and identification of three generations (w/ appropriate questions)

Part Twoapproximately 15-20 page paper (double-spaced, 1 inch margins, 12 font size, indent new paragraphs, use headings to guide the reader, and references)

Goals

You should keep the following pints in mind when you interview your subjects:
What level or stage of development are they experiencing? (biological, cognitive, socio-emotional; be specific and provide examples that illustrate this)
Compare how the different ages are similar/different.
What is this persons view of the past? Future?
How is this person being affected by:
o Age-normative process?
o Historical processes?
o Non-normative processes?

You may have some other more specific goals, too (for example, from what perspective?). Maybe you can view this as an opportunity to learn something more about somebody, for example, you may use this as a chance to get to know your grandmother better.








Paper Guidelines

Paper must be in APA format. Please become familiar with formatting guidelines at http://www.apastyle.org/previoustips.html

Introduction
Tell me who you interviewed (no real names). Provide information regarding their age, how you found them, how much time you spent with them, how and where you interviewed them (e.g., telephone, tape-recorded, in person, over coffee, for lunch, etc)Tell me what your goals were in conducting this project. What did you think you would find out?

Interview #1: summarize your interview with the first person (you may want this to be the youngest person). It may be helpful to organize the summary by topic or question. You do not have to me everything the person said but put specific quotes in the body of your summary to back up a point you make. For example, if you interviewed a young child about what he or she wants to be when he/she grows up, you might summarize this and back it up with a quote such as:
Billy (pseudonym) said, I think being a fireman is fun because you get to put out
fires and ride in fast trucks with the sirens on.


Interview #2: see #1

Interview #3: see #1

Discussion
Here is where you compare the three interviews. How were these three people different? The same? What things may have affected why they were different or the same? Did any of the theorists in your textbook (e.g., Freud, Piaget, Maslow, etc)help you to understand these three groups? Did you find anything that disagrees with what these theorists say? Note: points will be deducted from any paper that does not apply a comparison of the theorists/theories from the textbook. You do not hat to mention all of the theorists/theories, just those that pertain to your age groups or goals. For example, if your goal is to study dating patterns across three generations you will want to include references to Sternbergs Triangular Theory of Love, Eriksons and Marcias work on identity, and so on.

Additionally, you should reflect on how attempted to insure honesty in your interviews and what difficulties you encountered in doing this project.

Conclusion
In a few sentences, tell me what you have learned. Were there any surprises? How did what you learned help you to understand (a) children, (b) friends, (c) grandparents, and/or (d) your future?

References
List in APA style any references used for this project.

Appendix
At the end of the paper, append the questions you asked your subjects and/or any other material that is useful in understanding the conclusions drawn from this study.

Life Span Interview?Part 1: Colleague Interview
Gathering facts about a client's life span through the interview process is an important social work skill. This week, you practice this skill by interviewing a colleague using the questions in the Life Span Interview document available in this week's resources. Your colleague will also interview you using the same questions.

For this week's Assignment, you submit the notes you recorded during the interview. Next week, you transform your interview notes into a narrative?that is, a life story??of the colleague you interview. You interweave within this narrative an analysis of the life story by applying person and the environment concepts to your understanding and interpretation of that story

Submit by Day 7 the interview notes for your Life Span Interview Project.

To submit your Assignment, click on Assignments on the course navigation menu, and select ?Assignment ? Week 10? to begin.

Reference:
Document: Life Span Interview(PDF)
You will use this document for your Life Span Interview Part 1 Assignment.

Life Span Interview?Part 2: Narrative Analysis
Throughout the HSBE I and II courses, you have explored the biological, psychological, and sociological aspects of different phases of the human life span. You have explored life-span development theories that help to explain human behavior. You also have considered how the social environment influences individuals and their behavior.

This week, you apply your learning of the person and the environment to an analysis of an individual's life span. Last week, you conducted a Life Span Interview with one of your colleagues. This week, you complete a narrative analysis based on your interview notes.

A narrative is a story. As you interviewed your colleague last week, several of the experiences your colleague shared may have struck you as being especially pertinent to his or her life story. For this assignment, you transform your interview notes into a narrative?that is, a life story??of the colleague you interviewed. You interweave within this narrative an analysis of the life story by applying person and the environment concepts to your understanding and interpretation of that story. For example, you may identify a life-span development theory that, when applied to your colleague's narrative, helps you to understand his or her development and behavior at that point in the life span.

Submit by Day 7 a 3- to 5-page narrative analysis of the Life Span Interview you completed in Week 10.

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

To submit your Assignment, click on Assignments on the course navigation menu, and select ?Assignment Turnitin ? Week 11? to begin.

Life Span Development and Personality Paper Resources:

Select a famous individual from the 20th or 21st century. (I choose Dr. Martin Luther King Jr).
Conduct research concerning the background of your selected individual to determine what forces impacted his or her life from the viewpoint of developmental psychology.
Prepare a 750- to 1,000-word paper in which you address the following items:

? Distinguish between the influences of heredity and environment on the person?s psychological development.
? What family issues or social support systems may have influenced the person?s developmental growth and adjustment?
? Explain which theoretical approach you believe best explains the individual's behaviors and achievements. Make sure to explain why you made this choice.

Use a minimum of three sources and be prepared to discuss your paper in class.
Format your paper consistent with APA guidelines.

Life Span Development: Depression in adolescence. Will be used to prepare for class presentation.

FULL DETAILS UPLOADED, MUST BE ADHERED TO STRICTLY.

I live and school in Canada, so some references must be form Canadian perspectives.

I have also attached some academic journal I sourced from my college library to be used if deemed appropriate.

The write up should be simple, easily understood and interesting.

INSTRUCTION Overview
This should be a 15-page reflective paper evaluating your knowledge of the various aspects of the field of lifespan development at the beginning of the course as contrasted to your thinking at the end of the course. You will synthesize your own view of lifespan development based on your specialization, theory, research, and your own beliefs. The Planning Worksheet that you develop throughout the course should give you much of the material you need to complete this project.
Keep the following in mind as you write your paper:
1. Consider prenatal, infancy, early childhood, middle childhood, adolescence, young adulthood, middle adulthood, and late adulthood in your paper.
2. Be sure to synthesize the influence theories have had on your thinking. For example, Piaget theories of development could have influenced the thinking of educators in the development of learning strategies.
3. Evaluate how early stages often influence later outcomes. For example, the influence of teratogens during the prenatal phase can influence later brain development, which could influence how a person learns, which may impact career success obtained, which could then lead to frustration tolerance issues for a person as an adult.
4. Evaluate how you can use what you now know about the various elements and how they influence each other in planning interventions in your specialization.
5. It is critical that you use developmental research as a basis for the conclusions you draw.
Your paper should be formatted according to APA (6th ed.) style and formatting guidelines; however, due to the reflective nature of this assignment, it is acceptable to use first person. Include at least 10 scholarly sources formatted according to APA.
Project Objectives
To successfully complete this project, you will be expected to:
1. Synthesize theory and research into a comprehensive view or approach to lifespan development based on a particular specialization.
2. Support view with theory and current scholarly research related to a specific approach of human development across the lifespan.
3. Analyze how your view of lifespan development has changed throughout the course.
4. Use well-developed written communication; successfully implement APA style.
.
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA (6th ed.) style and formatting.
Number of resources: Include a minimum of 10 resources.
Length of paper: 15 typed double-spaced pages.
Font and font size: Arial, 12 point.
1 MARGIN FOR TOP, BOTTOM AND SIDES


I NEED TWO MORE PAGES, ALONG WITH ANOTHER SOURCES.LET THIS ONE SOURCE TOP ON ALLL SUB HEADING. PLEASE REVIEW AND MAKE SURE THAT APA is DONE IN the 6th edition VERSION. PLEASE ADD A LIITLE MORE TO THE CONCLUSION.




Life-Span Development: From Birth to Death

Abstract: Ones personal, physical and emotional development is cumulative. The nature of experiences and development during each state of the life-span will have an impact on how subsequent stages are experienced for better or for worse. The following is a concise overview of the changes and normative patterns relating to the life-span. Thus, the discussion will provide a brief examination of each phase, including the prenatal, infancy, early childhood, middle childhood, adolescence, young adulthood, middle adulthood and late adulthood stages. This will contribute to a general understanding of the way that experiences, exposures and environments will impact one throughout ones life.

Introduction:
The process of human development is assessed according to multiple phases, each of which carries its own distinct set of expectations in terms of emotional growth, psychological development, physical maturation and social awareness. With each phase will also come a distinct set of life cycle considerations and a set of both socially and self-imposed pressures to participate in certain rites and elements of the life cycle. The intercession of these realities produces what are referred to in psychology and sociology as the stages of development. These will tend to be distinguished from one another in a normally developing individual by an array of physical, mental and sexual changes that will significantly shape the course of ones life. The concept of emotional development is described in Erik H. Eriksons 1963 text, Childhood and Society. Here, the sociologist asserts that the ability of ones parents during the formative stages of life to earn the infants trust will impact directly the success of his development. To the point, in elucidating the stages of emotional development which contribute to the mental and psychological growth of a human being, Erikson pays a great focus to the matter of trust and nurturing.

Prenatal:
The womb is this first place that a baby knows. During the later parts of pregnancy, when the cerebral cortex has developed and the fetus begins to gain a sense of awareness, recognition and tactile sensation, the environment provided by the womb is critical to development. The unborn child will be impacted by the safety, health and equanimity of this environment or by any conditions to the contrary. To this end Syncresis (2009) indicates that there is a deep interconnection between the emotional orientation of the mother and the fetus, explaining that the emotionality of the mother carries the implicit potential for a profound influence on the child-to-be. If the mother is constantly anxious, fearful, depressed ??" or joyfully ecstatic ??" the embryonic child-body will be grown and molded by this prevailing affective environment and will be subtly but inexorably conditioned and programmed to live with and to process in utero, whatever emotional experience passes through the mother. (Syncresis, 1) This provides a consistent foundation for what is likely to occur during the childs infancy as well.

Infancy:
In infancy, the first crucial human relationship which a person has is that which he shares with his mother, already established in the prenatal stage. It is within the confines of this relationship that a child may be expected to develop feelings of security. In his text, Erikson asserts that the firm establishment of enduring patterns for the solution of the nuclear conflict of basic trust versus basic mistrust in mere existence is the first task of the ego, and thus first of all a task for maternal care. (Erikson, 249) This, he explains, is what enables the child to begin to experience a sense of comfort even while achieving an awareness of his dependency on others. Constituted by the certainty that though she has left the room, the mother will soon return, a child comes into a sense of himself as he relates to other people according to the parameters of this first relationship. Trust, in this context, may be interchanged with confidence, which the sociologist explains is a virtue gained on the strength of ones ability to first trust others and then, with maturation, trust himself.
As we explore throughout this discussion, the manner in which one experiences each of the stages of development, Erikson believed, will have a cumulative effect on the individual. Thus, in infancy, we find that these issues of trust and comfort are absolutely imperative to the healthy development of the child. The absence of these can have stultifying, even emotionally devastating effects on the development of the individuals ego-orientation. According to Harder (2002), stated that if one fail to develop trust with persistent frustration due to one needs not met, will end up with a sense of worthlessness and do not feel secure with the environment one is in. However, researchers found that suicides and suicide attempts correlate with the early years in development of simple acceptance that the world is trustworthy and individual are support to be here (Harder, 2002).

Early Childhood:
As the extreme consequences potential inthis period denote, the rate of early childhood development is impacted as much by its environmental surroundings as by its individual capabilities. With the right framework and support structure, it is possible to facilitate the proper socialization in a child, thus encouraging the appropriate development of physical, emotional and cognitive abilities. Likewise, a suitable setting for these faculties would offer a stable test sample by which to measure individual progress. The home environment is a key role-player in shaping the early capabilities of children toward all manner of induction, socialization and emotional stability as are the first social contexts into which a child is entered. Eriksons view on early childhood was that this is a period of extremely dynamic integration of stimuli. Erikson formulates that at this stage one will learn to accept and work on master skills themself. Learning to walk, talk and feed one self, they learn finer motor development, in addition, to toilet training. Self-esteem and autonomy develops which will help the individual to learn and gain control over our bodies while acquiring new skills. (Harder, 2002).

Middle Childhood:
The effectiveness with which the child is able to navigate this period will lead to the phase known as middle childhood, which is distinguished by the first identification of paths toward validation through the nurturing of positive personal relationships. The social tendencies, the loyalty and the dedication which conform with the development of complex ethical cognizance will all play a part in a phase of development which demands the refinement of social instincts, promoting the composition of problem-solving skills and demanding participation in more formal social activities, serving as an ideal lens through which to reflect on the early emergence of either talents or handicaps which would mold future learning patterns. Here, the schema encountered through ones early childhood may be integrated into more meaningful and self-directed views of the world.
According to Huitt (2003) behavior (adaptation to the environment) is controlled through mental organizations called schemes that the individual uses to represent the world and designate action. This adaptation is driven by a biological drive to obtain balance between schemes and the environment (equilibration). (Huitt, 1) It is during this phase of middle childhood that we begin to develop an understanding of moral schemes as something more complex than simply that which is defined by consequences. This conforms to Piagets idea about moral growth as it coincides with the stages of development. This research found that at about 10 or 11 years, moral thinking in children will endures modifications. However, the younger the child their moral judgments are based on consequences, and older children are more of intentions. An example, young children making a comparison between a child breaking 15 cups and another only breaking 1 cup trying to help their mother, with this the young child will believe that breaking 15 is worse than 1. The young child studies the amount of damage and consequences. The older child will studies the motives of what when wrong in trying to helping his mother (Crain, 1985)
Adolescence:
Accordingly, this is a point in individual personal development in which we are able to observe the intrinsic value of actions and decisions rather than simply viewing them in terms of personal repercussions. This leads into a greater sense of the world as separate from ourselves. In the segue into adolescence, we begin to view ego orientation separately from society, ethical coding and the formation of relationships both formal and information. The period of our lives which passes between the ages of 12 and 20 is subject to a remarkable array of changes. During this time, one passes from childhood through adolescence and into early adulthood. This is a period especially distinguished by puberty and all which that implies. As KGI (2007) indicates, dramatic physical changes are the hallmark of early adolescence and these physical changes are important to your adolescent. They signify that he or she is developing like his or her peers. (KGI, 1)
Individuals will notice significant changes in themselves in terms of physical alteration, emotional tumult and sexual awareness. This will tend to manifest most concertedly in ones relationship to such social contexts as school, family and neighborhood. And to the point, this adolescent period is an important time in terms of cultivating a loose but increasingly intimate social network. This conforms with general research on this stage of development, which is highlighted by a transition from a life dominated by home and family to one increasingly more divided to the pursuits of school, extra-curricular activity, athletic team membership and information social gathering. These tend to function as substitutes in certain areas where previously only the family fulfilled certain needs.

Young Adulthood:
During this stage the young adult is more focus on consistent with expectations intimately with others. They explore relationships and commitments with other than parents or family members. When one is successful in this stage, this will lead to happy relationships and sense of commitment, security, and care within their relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. (Waters, 5) It is also at this point that one begins to develop what can be considered to be a moral compass to be applied where dilemmas and internal conflicts are encountered.
Again, this is an age where a growing awareness of personal identity, combined with a clearer insight into the ethical implications of our actions as described earlier, helps us to project ideas about that which we might like to accomplish in our lives. Though career aspirations will typically change in nature many times for some people, this is an age where the path begins to grow slightly clearer. According to Waters (2008), during adolescence, the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. (Waters, 5)
Identity is perhaps the key function of ones transition into early adulthood. This is a period which is often extremely tumultuous due to the social constructs which surround it. Particularly, it is here that expectations are foisted upon the individual to enter into a career and to achieve financial independence. Young adulthood is a moment which Erikson argues is impacted by a bevy of expectations and the sense that one must live up to these expectations without a fully developed sense yet of how to accomplish this. Accordingly, Wilder (2003) tells that writers, such as Harville Hendricks have developed descriptions of what adults are like if they get stuck at one of these developmental crises. Hendricks particularly focuses on the effects which getting stuck produces in love relationships and mate selection. Notice the importance of this connection between the failure to grow up properly and adult life. Omitting or distorting any stage of development will produce a deficit in all the stages that come afterwards. Once again we see the power of a hierarchical model, this time of maturation. (Wilder, 7)
To this point, Erikson points us toward the consideration of the pressures implied by the need to select a mate, engage in a fulfilling romantic life, to establish meaningful and satisfying friendships within ones peer group and to being the process of starting a family. These preoccupations and the success with which one is able to satisfy them will often be determinant in the capacity of individuals to mature properly into adults with the capacity for healthy and mutually fulfilling relationsips. As Eriksons framework reports, If negotiating this stage is successful, we can experience intimacy on a deep level. (Harder, 1) By contrast, a failure to successfully negotiate this state will yield some critical shortcomings in ones ability to be a suitable mate, an effective provider or a capable partner in parenting.

Middle Adulthood:
As we consider the transition into middle adulthood, this seems a useful point upon which to restate the overarching importance of Erkisons view on the cumulative nature of development, denoting that there is a direct correlation between ones healthy experience of all the normal stages of development and ones long term mental health, stability and functionality. Among the normal stages of development that one must go through, the desire to establish ones self professionally, financially and romantically is crucial. For the young adult, this pressure should serve as a motivation for diligent work and conscientious reflection on both career and personal aspirations.
Middle adulthood, according to available research, seems to bring about a set of developmental changes that, in the healthy and functional individual, may best be described as the refinement and solidification of certain personality features. Though some disagreement amongst sociologists and psychologists has persisted with regard to the extent to which adult characteristics actually change during the transition into middle adulthood, it seems most reasonable to claim that some personality traits are subject to change while other traits may be more rooted in individual tendencies which are not subject to change. (Srivastava et al, 1041)
This confirms Eriksons view that middle adulthood is a crucial point at which many of the tensions between ego orientation and the limitations of youth should be resolved. Here, the Harder text denotes that middle-age is when we tend to be occupied with creative and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can expect to be in charge, the role we've longer envied. (Harder, 1) It is thus that self-actualization will have become very important during this period to individuals. Indeed, Erikson indicates that a primary risk to the emotional health of adults during this stage is the continuing need to find meaning and to be fulfilled in the way that one occupies ones time. Erikson warms that this is especially true as critical relationships are altered. Particularly, the relationship between parenting and ones sense of self-actualization is altered when children mature to the point of leaving the house. Here marks a challenge for the adult to achieve or retain a sense of meaning independent from this critical role as a parent, nurturer and provider.

Late Adulthood:
In a sense, this brings our discussion to consideration of the single most important premise expressed in Eriksons theoretical model. Namely, the transition from middle adulthood into late adulthood is a critical nexus at which the developmental preparation experienced by the individual will predict his or her relative success in life. Accordingly, Harder tells that Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we've made a contribution to life, a feeling Erikson calls integrity. (Harder, 1)

Conclusion:
This view of integrity is also what Erikson argues would allow individuals to make the final emotional and psychological preparations for the terminal stages of life. Healthy development and the achievement of self-actualization during adulthood would significantly factor into the ability of the individual to cope with the reality of his or her own mortality. For those who have achieved the meaning and identity required for personal contentment, Erikson argues that this stage should bring about a sense of acceptance for the inevitable.




References:

Crain, W.C. (1985). Theories of Development. Prentice-Hall.

Erikson, E.H. (1963). Childhood & Society. W & M Morton & Co.

Harder, A.F. (2002). The Developmental Stages of Erik Erikson. Learning Place Online.

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Valdosta, GA: Valdosta State University: Educational Psychology Interactive.
KGI. (2007). Growth Milestone-12 Years: Declaration of Independence. Kids Growth.

Srivastava, S.; John, O.P.; Gosling, S.D. & Potter, J. (2003). Development of Personality in Early and Middle Adulthood: Set Like Plaster or Persistent Change? Journal of Personality and Social Psychology, 84(5), 1041-1053.

Syncresis. (2009). Prenatal Emotional Development. Jai Daemion.
.
Waters, E. (2008). Ego Psychologists: Erik Erikson. Stony Brook University.

Wilder, J. (2003). The Theoretical Basis for the Life Model. The Complete Guide to Living With Men.

Using Donald Super's Life-Span Theory of Career Development:
complete the following:
1)Overview of the Donald Super's Life Span Theory
a) the key figures that helped him shape his theory(such as Hull,Thorndike, Bandura, etc) and the major focus of this theory
b) philsophy and basic assumptions
c) key concepts
d) goals & outcomes predicted by the theory
e) techniques for working with clients using this theory
f)limitations ( if any) of using this theory

2) Review of Literature
a) Search the literature to see how this theory was developed.
b)How it has been used over time & what others think about it
c)Application of this theory in the real world
d) summary and recommendations
3) references

This paper MUST be in APA style.The textbook "Applying Career Development Theory to Counseling" is an excellent resource. The ISBN # is 0534367488, but the text cannot be the main source of literature!

Because of the demographic trend, it is reasonable to expect that clinicians will care for a growing number of elderly persons with challenging medical and psychosocial problems. these problems in turn may lead to daunting ethical issues and possibly dilemmas. the controversy of healthcare rationing, while has been in existence for and extended period of time, have gained increased public attention with the advent of Obama Care and articles on "death panels".

A) What is the relationship between natural death and natural life span?
should we consider natural life span to be identical to the maximum life span?
is age base rationing, like slavery, a kind of discrimination?
in what ways is age discrimination like or unlike race discrimination?
what is a feasible possible alternative?

1 reference from peer review journal.
3 pages, APA format
There are faxes for this order.

Identify for developmental processes across the life span within diverse sociocultural contexts; demonstrate theoretical comprehension and application in psychotherapy in order to identify theoretical strengths and weaknesses based on the setting and/or client population. Need demonstrate basic knowledge of the range of normal and abnormal behaviors and developmental processes. Need to collect data from various developmental contexts in order to identify both strengths and weaknesses for the developing person

Gender Identity in Life-Span Development
Gender identity?identifying oneself as male or female?is a critical component of an individual's life-span development. Misconceptions and stereotypes abound with regard to gender, and you may bring personal misconceptions and stereotypes to your work with clients.

As you read the resources this week, what concepts seem especially relevant to you as a social worker? Are you able to identify any personal misunderstandings about the formation of gender identity? What strategies might you use to apply your new understanding to social work practice?

Post by Day 3 a Discussion that includes:
?A new understanding you have gained in the resources about gender identity
?An explanation of how individuals' gender identity affects their development through young and middle adulthood
?A strategy you might use to apply your understanding of gender identity development to social work practice

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

To complete your Discussion, click on Discussions on the course navigation menu, and select ?Week 5 Forum? to begin.

Answer 3 of the following 4 essay questions listed below. Try to integrate as many of the last 3 modules into your responses to these questions with in-text citations. Please be specific in concepts discussed and associated citations from previous readings. Each of the 3 questions needs to be 4 pages in length and each essay should reflect an integration of information across all assigned readings. Do NOT cite from reading sources that were not previously assigned.
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1. Please discuss the dynamics of family relationships (both biological and non-biological) in later life, applying Family Systems Theory and other concepts in your discussion. How do relationship changes over time impact ones personal aging trajectories? Be specific and fully answer the question, utilizing content across all learning modules.
2. How does ones culture (e.g., broad U.S. culture) affect social relationships across the life-span into later life? What specific cultural, societal, and environmental (e.g., geographical location) factors underlie the dynamic process of relationship changes over time (loss, stability, gains). Be specific and fully answer the question, utilizing content across all learning modules.
3. How does aging impact ones social support network? How do life-span life choices (e.g., marriage) affect our aging trajectory? What individual difference factors seem to affect ones social support needs? Does gender role affect ones social roles and social relationships into later life? How so? Be specific and fully answer the question, utilizing content across all learning modules.
4. You are asked to give a talk to a community group of families and older adults. The focus of your talk will be the need for more community programs to support and help both families and older adults dealing with aging issues (e.g., eldercare). To explain this, you should explain how individual-difference (e.g., gender), societal (e.g., cultural), and task-specific (e.g., ADL needs) factors relate to these needs. Be specific and fully answer the question, utilizing content across all learning modules.
Pick any 3 and I need 4 pages on each of the 3.
Please see resources for documentation and previous papers you wrote.
There are faxes for this order.

Customer is requesting that (Cathii) completes this order.

Topic: Influence of Technology on the Health of Aging People

You are expected to provide a literature review discussing and integrating previous work on your topic. Also, this paper will challenge you to go beyond simply reporting a summary of published work. You are expected to integrate the assumptions of the life span developmental perspective (and another theoretical perspective(s)) and discuss how your particular health topic can be evaluated and understood for this viewpoint. What theoretical implications exist and how does theory help you to better understand your topic? What limitations exist in the current literature and what suggestions can you make to help improve the understanding of this topic? Are there particular research designs, intervention projects, and suggestions that you can make to enhance our current knowledge?

Please include information concerning assistive and medical interventative technologies. Do not focus only on elderly with disabilities, also include how healthy seniors are using technology to improve their health.

Please use at least 4-5 Peer-Reviewed Journal Articles which have been published within 12 years.
The rest of the resources can be Newspaper and Magazine articles, please no website citations.

Hello if possible I would like writer obsidiankc to do this project if he or she is available

Prepare a 700- to 1,050-word paper in which you explore human development. Address the following items:

Explain the life span perspective of development.
Summarize two theories of life span development.
Explain how heredity and the environment interact to produce individual differences in development.
Format your paper to APA standards.

Prepare a 700-word paper in which you analyze late adulthood and the death of an individual as a culmination of the life span developmental process. Be sure to address the following items in your paper.



? Evaluate how individuals can promote health and wellness into late adulthood and mitigate the negative effects of aging.

? Analyze ageism and stereotypes associated with late adulthood.

? Explore different views of death and dying at different points in human development.

? Examine various culture attitudes towards death and dying.



Use your text as your primary source. You may add other sources. Berger, K. S. (2008). The developing person through the life span (7th ed.). New York: Worth Publishers.
EBOOK COLLECTION: Guest, A. (2011)

Use headers that reflect the 4 items listed above.

3 parts to the paper.
1. Brief summary of the book ( The Five People You Meet in Heaven, written by Mitch Albom ), and what was learned from it
2. it's relevance to developmental psychology and a through discussion of that topic from text book ( Life-Span Development, by John Santrock 9th edition, Brown and benchmark publishers ).
3. How the book applies to life and psychological outlook.

Essay has to have thesis in introduction. Has to be based on the text below.Essay has to be 800 worlds.

-------------------------------------------------------------THE BEST YEARS OF MY LIFE
Betty Rollin
I am about to celebrate an anniversary. Not that there will be a party with funny hats. Nor do I expect any greetings in the mail. Hallmark, with its infinite variety of occasions about which to fashion a 50-cent card, has skipped this one. This, you see, is my cancer anniversary. Five years ago tomorrow, at Beth Israel Hospital in New York City, a malignant tumor was removed from my left breast and, along with the tumor, my left breast. To be alive five years later means something in cancer circles. There is nothing intrinsically magical about the figure five, but the numbers show that if you have survived that many years after cancer has been diagnosed, you have an 80 percent shot at living out a normal life span.
Still, you probably think Hallmark is right not to sell a card, and that it's weird to "celebrate" such a terrible thing as cancer. It's even weirder than you imagine. Because not only do I feel good about (probably) having escaped a recurrence of cancer, I also feel good about having gotten cancer in the first place. Here is the paradox: Although cancer was the worst thing that ever happened to me, it was also the best. Cancer (the kind I had, with no spread and no need of chemotherapy, with its often harrowing side effects) enriched my life, made me wiser, and made me happier. Another paradox: although I would do everything possible to avoid getting cancer again, I am glad I had it.
There is a theory about people who have had a life-and-death scare that goes something like this: For about six months after surviving the scare, you feel shaken and grateful. Armed with a keen sense of what was almost The End, you begin to live your life differently. You pause during the race to notice the foliage, you pay more attention to the people you lovemaybe you even move to Vermont. You have gained, as they say, a "new perspective." But then, according to this theory, when the six months are over, the "new perspective" fades, you sell the house in Vermont and go back to the same craziness that was your life before the car crash or whatever it was. What has happened is that you've stopped feeling afraid. The crash is in the past. The it-can't-happen-to-me feelings that were dashed by the accident re-emerge, after six months, as it-can't-happen-to-me-again
It's different for people whose crash is cancer. You can stay off the freeways, but you can't do much about preventing whatever went wrong in your own body from going wrong again. Unless your head is buried deep in the sand, you know damn well it can happen again. Even though, in my case, the doctors say it isn't likely, the possibility of recurrence is very real to me. Passing the five-year mark is reassuring, but I know I will be a little bit afraid for the rest of my life. But-ready for another paradox?-certain poisons are medicinal in small doses. To be a little bit afraid of dying can do wonders for your life. I; has done wonders for mine. That's because, unlike the way most people feel my sense of death is not an intellectual concept. It's a lively presence in my gui It affects me dailyfor the better.
First, when you're even slightly afraid of death, you're less afraid of other things-e.g., bosses, spouses, plumbers, rape, bankruptcy, failure, not being liked, the flu, aging. Next to the Grim Reaper, how ferocious can even the most ferocious boss be? How dire the direst household calamity? In my own professional life, I have lost not only some big fears, but most of the small ones. I used to be nervous in front of television cameras. That kind of nervousness was a fear of not being thought attractive, smart and winning. It still pleases me greatly if someone besides my husband and mother thinks I'm attractive, smart and winning; but I am no longer afraid that someone won't. Cancer made me less worried about what people think of me, both professionally and socially I am less concerned about where my career is going. I don't know where its going. I don't think about that. I think about where I am and what I'm doing and whether I like it. The result is that these days I continually seem to be doing what I like. And probably I'm more successful than when I aimed to please.
My book First, You Cry, which has given me more pleasure than anything else in my professional life, is a good example of this. As a career move, leaving television for six months to write a book about a cancer operation seemed less than sensible. But as soon as I got cancer, I stopped being "sensible." I wanted to write the book. And, just in case I croaked, I wanted to write it the way that was right for me, not necessarily for the market. So I turned down the publisher who wanted it to be a "how-to" book. I like to think I would have done that, cancer or not, but had it not been for cancer, I probably wouldn't have written a book at all, because I would have been too afraid to drop out of television even for six months. And if I had written a book, I doubt that I would have been so open about my life and honest about my less-than-heroic feelings. But, as I wrote, I remember thinking, "I might die, so what does it matter what anyone thinks of me?" A lot of people write honestly and openly without having had a disease, but I don't think I would have. I hadn't done it before.
A touch of cancer turns you into a hypochondriac. You get a sore throat and you think you've got cancer of the throat; you get a corn from a pair of shoes that are too tight and you're sure it's a malignant tumor. But-here's the bright side-cancer hypochondria is so compelling it never occurs to you that you could get anything else. And, when you do, you're so glad it's not cancer_ that you feel like celebrating. "Goody, it's the flu!" I heard myself say to myself a couple of weeks ago.
! Some physicians are more sensitive than others to cancer anxiety. My gynecologist prattled on once about some menstrual irregularity without noticing that, as he spoke, I had turned to stone. "Is it cancer?" I finally whispered. He looked dumbfounded and said, "Of course not!" As if to say, "How could you think such a thing?" But an orthopedist I saw about a knee problem took an X-ray and, before saying a word about what it was (a torn cartilage), told me what it wasn't. I limped home joyously.
I never went to Vermont because I can't stand that much fresh air; but in my own fashion, I sop up pleasure where and when I can, sometimes at the risk of professional advancement and sometimes at the risk of bankruptcy. An exaggeration, perhaps, but there's no question about it: Since cancer, I spend more money than I used to. (True, I have more to spend, but that's mostly because of the book, which is also thanks to cancer.) I had always been parsimonious-some would say cheap-and I'm not anymore. The thinking is, "Just in case I do get a recurrence, won't I feel like a fool for having flown coach to Seattle?" (I like to think I'm more generous with others as well. It seems to me that, since having cancer, I give better presents.)
Cancer kills guilt. You not only take a vacation now because next year you might be dead, but you take a better vacation because, even if you don't die soon, after what you've been through, you feel you deserve it. In my own case, I wouldn't have expected that feeling to survive six months because, once those months passed, I realized that, compared to some people, I had not been through much at all. But my hedonism continues to flourish. Maybe it was just a question of changing a habit.
My girlish masochism didn't resurface, either. Most women I know go through at least a phase of needing punishment from men. Not physical punishment, just all the rest: indifference, harshness, coldness, rudeness or some neat combination. In the past, my own appetite for this sort of treatment was voracious. Conversely, if I happened to connect with a man who was nice to e, I felt like that song: "This can't be love because I feel so well." The difference was that, in the song, it really was love, and with me, it really wasn't. Only when I was miserable did I know I really cared.
The minute I got cancer, my taste in men improved. It's not that my first husband was a beast. I'm fond of him, but even he would admit he was very hard on me. Maybe I asked for it. Well, once you've been deftly kicked in the pants by God (or whoever distributes cancer), you stop wanting kicks from mortals. Everyone who knows the man I married a year ago thinks I'm lucky-even my mother!-and I do, too. But I know it wasn't only luck. It was that cancer made me want someone wonderful. I wasn't ready for him before. I was so struck by this apparent change in me that I checked it out with a psychoanalyst, who assured me that I was not imagining things-that the damage to my body had, indeed, done wonders for my head.
Happiness is probably something that shouldn't be talked about too much, but I can't help it. Anyway, I find the more I carry on about it, the better it gets. A big part of happiness is noticing it. It's trite to say, but if you've never been ill, you don't notice-or enjoynot being ill. I even notice my husband's good health. (He doesn't, but how could he?)
I haven't mentioned losing that breast, have I? That's because, in spite of the fuss I made about it five years ago, that loss now seems almost not worth mentioning. Five years ago, I felt sorry for myself that I could no longer keep a strapless dress up. Today I feel that losing a breast saved my life, and wasn't I lucky. And when I think of all the other good things that have come from that loss, I just look at that flat place on my body and think: small price.
Most of my friends who are past 40 shudder on their birthdays. Not me. They feel a year closer to death, I suppose. I feel a year further from it.
O.K., what if I get a recurrence? I'm not so jolly all the time that I haven't given this some serious thought. If it happens, I'm sure I won't be a good sport about it-especially if my life is cut short. But even if it is, I will look back at the years since the surgery and know I got the best from them. And I will be forced to admit that the disease that is ending my life is the very thing that made it so good.

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Must be in APA format
in text citations
Not too many quotations
Fully developed ideas and examples (Please in text cite any information that is not common knowledge)
Life-Span Interviews??"Identity in Emerging Adulthood
Human development is a dynamic field of study. Researchers have recently identified a new stage of human development: emerging adulthood. As a newly identified stage, there is a growing research-base in the areas of social, emotional and moral development, relationships, and identity for this group.
Read Arnetts "Emerging Adulthood," which is listed on the Resources page for this module under the Identity heading. Under the same heading, read the article "If you want me to treat you like and adult, start acting like one!" by Nelson et al.
Next, develop a maximum 3-page proposal for a research study on identity development in emerging adults. The study can be in any area of interest to you, but must include an interview protocol for part of the study. Include the following sections in your proposal:
Title
Area of study
Need for study
Study design/methodology
Interview protocol
Summary

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I am sending you the information that the professor provide and also my information

1) COVER PAGE- TITTLE , STUDENT NAME , DATE ,SEMESTER AND COURSE NUMBER
2) INTRODUCTION- BRIEF AND CONCISE DESCRIPTION OF THE PAPER'S CONTENT
3) DESCRIPTION - FULL SELF- DESCRIPTION. INCLUDING GENDER , NUMBER OF SIBLINGS , BIRTH ORDER, FAMILY COMPOSITION , WITH WHOM DID YOU LIVE , WHO CARED FOR YOU , WHO RAISED YOU, A DESCRIPTION OF THE WAY YOU WERE RAISED / DISCIPLINED, ENVIRONMENT , DOMINANT FIGURE IN THE HOUSEHOLD , PLACE OF REARING ( URBAN, RURAL) , TYPE OF DOMICILE AND MORE. ALSO DISCUSS SIGNIFICANT PEOPLE
4) PERSONAL EXPERIENCE -DESCRIBE YOUR RELATIONSHIP WITH YOU SIBLINGS , FAMILY MEMBERS AND RELATIVES . WITH WHOM DID YOU MOST GET ALONG WITH AND WHY ? WHAT TYPES OF GAMES OR ACTIVITIES DID YOU ENGAGE IN?
5) ACADEMIC , INTELLECTUAL EXPERIENCES - DESCRIBE YOUR FIRST DAY AT SCHOOL OR YOUR MOST MEMORABLE SCHOOL / NURSERY . HOW DID YOU FEEL ? WHY IS THIS SO? DESCRIBE YOUR EXPERIENCE WITH EMOTIONS AND FEELINGS . DESCRIBE YOUR RELATION SHIP WITH YOUR TEACHERS , PEERS AND TYPES OF ACADEMIC AND EXTRA CURRICULAR ACTIVITIES . WRITE ABOUT YOUR ACADEMIC ACHIEVEMENTS THROUGHOUT YOUR LIFESPAN.

6) EXPERIENCE RELATED TO PHYSICAL DEVELOPMENT - DESCRIBE YOUR DEVELOPMENT PROCESS INTEGRATING PERSONALITY AND SOCIAL ASPECTS . HOW WOULD YOU SELF YOUR TEMPERAMENT ? HOW WOULD YOU DESCRIBE YOUR SELF IN TERMNS OF YOUR POSITIVE AND NEGATIVE QUALITIES ?WHAT DO YOU LIKE ABOUT YOUR SELF ? WHAT WOULD YOU CHANGE ? DO YOU LOOK LIKE SOMEONE WITHIN YOUR FAMILY ? DESCRIBE YOUR INTERPERSONAL RELATIONSHIPS ( FAMILY FRIENDS , SPECIAL PEOPLE ). WRITE ABOUT YOUR EMOTIONS WHEN YOU FELL IN LOVE FOR THE FIRST TIME , AS WELL AS WHEN YOU STOPPED FEELING IN LOVE.

7) A VISION TOWARD THE FEATURE - USE YOUR IMAGINATION AND AMBITION , DESCRIBE HOW YOU SEE YOURSELF IN THE FEATURE WITHIN THE NEXT 5 YEARS.

8) CONCLUSION - DESCRIBE YOUR INTERNAL PROCESSES AS YOU WERE PREPARING THE ASSINGMENT : HOW DID YOU FEEL ? DID YOU LIKE IT OR DID NOT? WICH FEELINGS AROSE DURING THIS PROCESS? WITHIN THE CONCLUSION , INCLUDE AN ANALYSIS OF THE ASSIGNMENT : WOULD YOU SAY IT WAS USEFUL ? WOULD YOU RECOMMEND IT TO OTHER PEOPLE ? WHAT YOU HAVE INCLUDE WHAT WOULD HAVE LEFT OUT ?

9) BIBLIOGRAPHY FORMAT
- ALPHABETICAL ORDER
- MINIMUM OF 3 REFERENCES ( MUST BE CITED WITHIN THE TEX
- PERIODICALS ( NEWSPAPERS AND MAGAZINES ) ARE ACCEPTED WITH INSTRUCTORS APPROVAL ONLY
- FOLLOW APA FORMAT : LAST NAMES , FIRST NAME , YEAR , TITTLE OF ARTICLE ,PLACE OF PUBLICATION , AND PUBLISHING HOUSE .


THE TEXT BOOK THAT WE READING IS HUMAN DEVELOPMENT
A LIFE - SPAN VIEW
BY ROBERT V. KAIL | JOHN C. CAVANAUGH

THIS IS MY INFORMATION
1) COVER PAGE - MY LIFE AUTOBIOGRAPHY , MY NAME IVIANNETTE
FIGUEROA , DATE , FALL AND THE COURSE IS DEVELOPMENTAL SICOLOGY

2) INTRODUCTION
3) I AM A FEMALE I HAVE TWO SIBILINGS ONE BROTHER AND ONE SISTER MY BROTHER IS 28 MY SISTER IS 32 AND I AM 37 . I AM MARRIED AND I LIVE WITH MY HUSBAND THAT NOW HE WORKS IN AFHGANISTAN AS AN INSTRUCTOR I HAW 4 KIDS MY SON 19 MY DAUGHTER IS 12 AND I HAVE A SET OF TWINS GIRLS THAT THEY ARE 5 , MY SON IS INCOLLEGE DOING DOUBLE MAJOR AS A PILOT AND BIOLOGY AND MY TWINS ARE IN PRE K AND MY 12 YEAR OLD IS IN 6 GRADE , I GROU UP WITH MY MOM AND MY DAD BUT I USE TO BE ALWAYS WITH A NANNY IN HER HOUSE SO I LEARN TO LOVE HER LIKE MY MOM , MY DAD WAS REALLY STRCI AND ALSO AND ALCOHOLIC AND USE TO VERBALLY ABUSED US AND ALSO HIT US A LOT
4) I LOVE MY BROTHER AND SISTER , I DID KARATE , TRACK , AND SOFT BALL
5) MY FIRST DAY AT SCHOOL WAS REALLY GOD AND I WAS SO HAPPY BECAUSE I WAS IN SCHOOL . I HAD A GOOD RELATIOSHIP WITH MY TEACHER . I WAS A GOOD STUDENT IMY GRADES USED TO BE REALLY GOOD BUT I USED TO FIGHT IN SCHOOL A LOT I ALWAYS THINK THAT IT WAS BECAUSE I WAS WITH ALL THAT ANGER INSIDE BECAUSE MY DAD .
6) I HAVE A PREATTY BAD TEMPERATURE BUT I HAVE A A POSITIVE ATTITUDE AND I HAVE A POSITIVE QUALITIES . WHAT I LIKE ABOUT MY SELF IS THAT I NEVER GIVE UP . FROM MY FAMILY I DONT REALLY ADMIRE NOBODY BUT I DO LOVE MY NANNY I WOULD NOT CHANGE NOTHING FROM MY LIFE . I THINK THAT IF GOOD DECIDE THAT THIS IS WHAT WAS FOR ME , IT IS WHAT IT IS AND I AM HAPPY ABOUT IT. THE FIRST TIME THAT I FELT IN LOVE WAS WHEN I WAS 23 HE IS NAME WAS ALEX AND WE WAS TOGETHER FOR A YEAR AND I DONT REALLY REMEMBER WHEN I STOPPED FEELIG IN LOVE
7) ON MY FUTURE I WANT TO FINISH AS A RESPIRATORY THERAPIST AND CONTINUED SCHOOL AND LATER ON PUT A CLINIC FOR SLEEP DISORDERS

8) PREPARING THIS WAS REALLY DIFFICULT FOR ME I DID NOT HAVE THE BEST INFANCY AND BRING BACK TO ME ALL THE STUFF THAT HAPPENS TO ME WHEN I WAS A LITTLE GIRL .

I ALSO WANT TO ADD THAT I AM IN SCHOOL NOW ON MY SECOND YEAR DOING MY PRE-REQUISITES TO APPLY FOR THE RESPIRATORY THERAPIST PROGRAM AND I REALLY WANT TO GET IN THE PROGRAM IS A LIMITED ACCES PROGRAM

HERE IS PART OF THE INFORMATION THAT I WANT ON THE AUTOBIOGRAPHY I JUST NEED THAT YOU PUT MORE AND PUT IT TOGETHER THE WAY IT SHOULD GO.

In APA format

Abstract
Liberace was born in West Allis, Wisconsin on May 16th, 1919. Liberace?s mother was of Polish descent Frances Zuchowaska and his father Salvatore Liberace, was an immigrant from Formia, Italy. Liberace was born with a twin who died at birth and also had a caul on his head. Many cultures believe caulbearers bring good omens and luck with their births and cannot drown. How and why people are born and developing into adults going through all the growing pains have been argued for many centuries. This paper will discuss the life and times of one well know, publically troubled individual, Liberace.


(Liberace )historical figure chose and address each of the developmental stages using Freud, Erikson, or Maslow?s theories to discuss the psychosocial development. Describe the life journey and consider whether the concepts for the theory chosen were notable in the life during that stage, the impact it had on the other person, and whether their life would be a good case study to support the theory. Use your text and a minimum of at least 4 other peer-reviewed journal articles to highlight specific areas of your journey and the theory. For example, if you are discussing the death of a parent when you were a child, and you are using Erikson's theory, you might want to do a search for Erikson and death of a parent in childhood; or, you may want to do a search for articles related to the use of Maslow's theory across the lifespan in order to pull out ideas as you are considering your own life. The following stages of life must be included:

Prenatal and Infancy
Early Childhood
Middle Childhood
Adolescence
Emerging Adulthood
Adulthood (assuming your historical figure has reached 30)
Late Adulthood (if your historical figure have or did reach that).

References
Upadlhyaya, D. (2009, October 16). The Mystery of Being Born In The Caul. Retrieved March 6, 2013, from http://www.ourbigearth.com/2009/10/16/bumps-the-myster-of-being-born-in-the-caul/

Berger, K. S. (2010) Invitation to the life span. New York, NY: Worth Publishers. ISBN-
13: 978-0-716-75466-4

The essays exact instructions are: Discuss the impact of modern technologies on human development over the life span within the framework of psychosocial development theory. (Modern technologies such as the internet not only bring about industry revolution but also exert profound influences on human development. (What are these influences? What aspects of development would be affected most? What are the implications for parenting, schooling, & workplace organisations? What are the implications of these phenomena for developmental research?) These questions addressed above in brackets are NOT to be taken as THE questions to be answered. They are listed for your reference only. Essay to be about 2000 words. I would like you to focus the modern technology for the purpose of the paper on the internet, more than other modern technologies. Any problems or questions email me [email protected] Cheers Nikki...

Analysis of the chapters one page each.

Book "Sexuality Today
Kelly G F (2008) New York MacGrew Hill

1.Human Sexuality Across the life Span ( chapter 6 and 7)
2.Contraception and Abortion Chapter 11
3. Solitary sex and shared sex: sexuality, sensuality, and eroticism Chapter 12
5 Sexual dysfunction and their treatment chapter 18

Theories of Life-Span Development
Zastrow and Kirst-Ashman (2016) stated, "We need theories to guide our thinking and our work so that we may undertake research-informed practice" (p. 127-128). At the same time, the authors asserted, "No theory will be perfectly applicable. Perhaps you will decide that only one or two concepts make any sense to you in terms of working with clients" (p. 128). Though you may be able to apply only a few concepts in a particular theory to your work with clients, as a social worker, you should be applying evidence-based research to your work. Empirically-based developmental theories may guide you as you assess clients and their presenting problems. You may also apply developmental theories to your treatment decisions.

For this Assignment, you discuss theories of life-span development by evaluating a theory that seems especially relevant to you and your role as a social worker. Select a theory of life-span development to address in this Discussion. This may be a theory described in the resources of this course, or you may select a theory based on personal research. Locate at least one scholarly resource (not included in the course resources) that addresses the theory you selected.

Post by Day 3 a Discussion in which you analyze the theory of life-span development that you selected. Summarize the theory; then, identify the strengths and weaknesses of this theory, especially as it relates to social work practice. Explain one way you might apply the theory to your social work practice.

Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

To complete your Discussion, click on Discussions on the course navigation menu, and select ?Week 10 Forum? to begin.


References:
Dybicz, P. (2012). The hero(ine) on a journey: A postmodern conceptual framework for social work practice. Journal of Social Work Education, 48(2), 267?283.
Retrieved from the Walden Library databases.
Villadsen, K. (2008). 'Polyphonic' welfare: Luhmann's systems theory applied to modern social work. International Journal of Social Welfare,17(1), 65?73.
Retrieved from the Walden Library databases

Open to all writers!! We will pay $60.00 for this!
Title page
Page number
Abstract
a. Define life span development
b. Describe the characteristics of the life span perspective
c. Identify the human development domains and periods
d. Examine at least two contemporary concerns related to life span dvelopment.
Conclusion
References

This paper has been written but was rejected by the professor and needs to be re-written. Below are the comments and the entire paper but I can upload the complete paper as a word document if necessary. It needs to be re-written to the professors specifications and comments:

"I am impressed with your engagement in a more difficult and demanding topic area. But I am disappointed at your stringing together vast quotes. As a doctoral student, there is need to develop a stronger presentation of research information that is drawn upon your selection and integration of ideasnot sources.
I am requesting that rewrite and redevelop this paper based upon a more thoughtful engagement and presentation that both draws upon your sources ??" but more so demonstrates your ability to synthesis and differentiate ideas from sources. Further, I dont want to see full paragraph citations from sources.
This presentation is not appropriate for doctoral student work So, I want you to model expected doctoral writing in a scholarly paper
I recognize that you may have had limited time to write the paperbut I want you to demonstrate your doctoral understandings of developing and presenting a research focused paper.

Criteria:
1) the use of current and varied scholarly resources representing adult development and learning - 10 points
You have drawn upon a variety of current and scholarly resources focused upon both the neuroscience of the brain as well as key elements that influence memory and learning in adults.

2) coherent organization of material - 5 points
The first few pages of your paper for a bit meandering. I think you started two far beyond the focus of your paper. I suspect you may have wanted to focus on the nature of adult development and its relationship to neuroscience. However, the initial introduction isnt that effective in establishing that connection.
The section on the biology of the brain and nervous system is amazingly complex and well-presented.
The section on Implications and development of neuroscience and adult Learning is also very good. However, you draw upon full paragraph quotes ??" in an excessive fashion. It is evident that you dont know how to paraphrase and only draw on select sentence quotes. It is also evident that you need to develop your own thinking in relation to the ideas presented across a number of sources. I realize that this topic area is highly complex and technical. However, as a doctoral student, you need to develop strong skills of use of sources for presentation of key ideas in a synthesis fashion. You seem to have developed a line of presentation that is coherent ??" but it appears to rely on a few key sources with significantly long quotes or paraphrasing.

3) logical and persuasive argument, - 10 points
You have developed a logical presentation of key aspects of this topic.

4) evidence of relationship to adult development/learning/education ??" 10 points
You have connected the discussion of neuroscience to concepts of adult learning ??" but have not attempted to integrate sources together ??" but rather done a rather pedestrian stringing of sources together. I would expect this presentation from a masters student, but not a doctoral student.

5) well-written in terms of style, format, - 5 points
Lack of understanding the use of APA style of reference note the comments below as primary examples.
For a citation with quote the quote follows the last word -- (author, year, page) follows. Note page 2 ??" Ulijasek modified quote mark, as well as a page number. Again, similar issue with the quote with Kastenbaum. P. 13 & p. 14 ??" quote on Hebb, same issue
p. 14-quotes ( two paragraph) from Demick & Andreoletti ??" Note APA any citation more than five lines is indented and should also have a page number. P. 16 ??" full paragraph cite from Guadagnoli ??" same issue. Same issue with the full paragraph ??" Smith quote. P. 17 ??" continuing full paragraphs as cites ???"

Below is the actual paper I submitted:

Introduction
One of the most noticeable aspects of humanity is the change in shape, size, form, and function from an underdeveloped fetus, to a full grown adult. Humans are a very successful species. Much of this success stems from the human design, which involves having a large body size, a brain that is disproportionately large relative to that body size, and an extended period of childhood (Ulijaszek, et al., 2000). The brain gives us advantages relative to other species, having the ability to think our way through problems, and the time to develop behaviors through learning and activities that will make us successful, social, problem-solving animals.
Human growth and development is very broad in nature. It covers many aspects of the human being such as structural, behavioral, physiological, humanistic, psychological, and cognitive among others. It usually provides a descriptive analysis of human development from fertilization until death, discussing each developmental stage from childhood to adulthood. Understanding human growth and development is intellectually and practically important for it can help in developing diagnostic tools as well as screening and treatment procedures for the health population.
There are many theorists who formulated growth and development models. Most theoretical models focus only on early stages of development. That is why people usually perceive the word development as child development. In an attempt to develop a concrete and viable model of development through the entire life course, some investigators attempted to extend the range of theories that focuses only on early stages of development. Disengagement theory was the first substantive and innovative theory to consider the middle and later adult years; 'mid-life' crisis emerged as an influential alternative a few years later (Kastenbaum, 1993).
Adult development, being considered by many theorists as part of their theoretical models, has become an interesting topic in the past few years. There are models that form the foundation for adult development as well as aging. One of the most important concepts developed is the life-span perspective model. It divides the human development into two phases: an early phase (childhood and adolescence) and a latter phase (young adulthood, middle age, and old age). This perspective emphasizes that it takes a lifetime for the human development to complete. It gives us an understanding of the many influences we experience and points out that each stages of the human life are equally important. Adult development is a complex phenomenon and understanding how an adult develops requires a variety of perspectives. It may include behavioral, physiological, and cognitive approaches (Cavanaugh & Fields, 2006).
Cognition is the activity of knowing. It refers to the processes of through which knowledge is acquired and problems are solved. Cognitive development refers not just to the structural development of the brain but also to the development of one's knowledge as well. Piaget indicated that the highest cognitive stage of development for adult people is formal operations. There are researches that revealed limitations in adult performance that must be explained, it suggests that some adults progress beyond formal operations to more advanced forms of thought (Sigelman & Rider, 2009).
Increasing interests and concern regarding adult development and learning has emerged in the past few years since the adult stage of development has been considered by many theorists. This study focuses on the cognitive aspect of growth and development of the adult. Specifically, this research aims to provide an in-depth discussion about the brain and neuroscience and its relation to adult development and learning.
Review of Related Literature
The Human Brain and Neuroscience
The Nervous System
All organisms receive information, process that information received, and produce an appropriate response. For most living organisms, these functions are perfrmed by two interconnected systems namely the nervous system and the endocrine system.
The nervous system is composed of large networks of nerve cells that perform three interconnecting functions. First, the nervous system allows organisms to receive information using their senses. It allows the individual to sense what is happening in their environment. Second, the nervous system processes the information received and compares it to other senses. Lastly, the nervous system allows the individual to respond, do things, and appropriately react to the perceived stimuli primarily by controlling muscles and glands. The three functions can be accomplished within a few milliseconds. The speed of this information transmission is achieved by electrical and chemical impulses within and between nerve cells (Harris, 2010).
The nervous system can be divided into two parts: the central and the peripheral nervous systems. The central nervous system consists of the brain and the spinal cord while the peripheral nervous system is outside the central nervous system and is composed of nerves and ganglia.
The peripheral nervous system has two subdivisions, namely the sensory division and the motor division. The sensory division conducts action potentials from sensory receptors to the central nervous system. Sensory neurons transmit action potentials from the periphery to the central nervous system. The motor division conducts action potentials from effector organs such as muscles and glands. Motor neurons transmit action potentials from the central nervous system toward the periphery (Seeley, et al., 2005).
Neurons and their Electrical Activity
The nervous system is composed of millions of nerve cells called neurons. Neurons are the parenchyma of the nervous system which performs every function of the said system from simple sensory functions to complex thinking and analysis. They receive stimuli and transmit action potentials to other neurons or to effector organs. The anatomy of a neuron is composed of four main parts namely the cell body, the dendrites, the axon, and the nerve fibers (Clark, 2005).
The cell body is the central region of the neuron. It varies in diameter and contains a single large nucleus. The nucleus of the neuron is the source of information for protein synthesis. It also contains most of the organelles of the neuron. Specifically, it contains large numbers of mitochondria because of its high metabolic function and also abundant rough endoplasmic reticulums which they call Nissl bodies (Seeley, et al., 2005).
The dendrites of a neuron are cytoplasmic extensions that reach out from the cell body like arms. They contain full array of cellular organelles, such as mitochondria, chromatophilic substance, and ribosomes. The most important feature of a dendrite is its electrical activity. They receive information from other neurons and transmit them toward the cell body. They produce electrical impulses called graded potentials. Graded potentials can have varying degrees of depolarization or hyperpolarization. They arise in the dendrites or in the cell body as a result of various stimuli and are important in initiating action potentials in neurons. As the graded potential passes through a cell body, it may initiate an action potential at the base of another cytoplasmic projection which is the axon (Clark, 2005).
An axon is a long cell process extending from the neuron cell body. There is only one axon in each neuron. It has a plasma membrane which is called the axolemma, and a cytoplasm which is called the axoplasm. Unlike dendrites, there are no chromatophilic substances found in axons. Axons may branch distally into axon terminals called telodendria. These end in sacs called synaptic end bulbs. Synaptic end bulbs are parts of synapses or neuroeffector junctions. Axons also play an important role in the electrical impulse activities of neurons. They carry action potentials away from the perikaryon toward the synaptic end bulbs, and these action potentials require the axolemma to have many volt-gaged ion channels. The releases of neurotransmitters from synaptic vesicles into the synaptic cleft are caused by these action potentials. A mechanism of active movement in the axon is called axonal transport. It expends energy to move substances in both directions in the axoplasm approximately 300 mm per day. This mechanism involves the cytoskeleton, and is used to deliver organelles and wastes back to the cell body (Clark, 2005).
Nerve fibers are collections of axons or dendrites. They sometimes have additional layers surrounding them for insulation. This insulation is called myelin. Axons are surrounded by cell processed of oligodendrocytes in the central nervous system and Schwann cells in the peripheral nervous system. Myelin sheaths are repeatedly wrapped around a segment of axon to form a series of tightly wrapped cell membranes. Myelin sheaths prevent almost all electrical current flow through the cell membrane. There are gaps in between the myelin sheaths which is called the nodes of Ranvier. It can be seen about every millimeter between the oligodendrocyte segments or between individual Schwann cells. Current flows easily between the extracellular fluid and the axon at the nodes of Ranvier, and action potentials can develop (Seeley, et al., 2005).
The Central Nervous System
The central nervous system consists of the brain which is present inside the cranial cavity, and the spinal cord present in the vertebral column. The peripheral part of the brain is made up of grey matter while the medulla, which is the inside of the brain, is made up of white matter. Both the brain and the spinal cord are completely surrounded by three meninges or membranes which lie between the skull and the brain. Meninges are connective tissue membranes that protect the brain and the spinal cord from injuries. Its function is to cushion the tissues of the brain and the spinal cord when a physical trauma occurs. The three protective meninges are named dura mater, arachnoid mater, and the pia mater (Bhise & Yadav, 2008).
The dura mater is the most superficial and thickest of the three meninges. Its folds extend into the longitudinal fissure between the two cerebral hemispheres and between the cerebrum and cerebellum. The dura mater contains spaces called dural venous sinuses within its folds. The sinuses collect blood from the small veins of the brain. The dural venous sinuses empty their collected blood into the internal jugular veins, which exit the skull. The dura mater is tightly attached to the periosteum of the skull. The dura mater of the spinal cord has a space between the vertebrae which we call epidural space. The epidural space is used for administration of anesthetics in times of surgery (Seeley, et al., 2005).
The second meningeal membrane is the arachnoid mater. It is composed of very thin and wispy connective tissues that cover the brain and the spinal cord. The space between the dura mater and the arachnoid mater is called the subarachnoid space, which is normally a potential space that contains a very small amount of serous fluid. It is a delicate serous membrane that contains cerebrospinal fluid (Bhise & Yadav, 2008).
The last meningeal membrane is the pia mater. It is very tightly bound to the surface of the brain and the spinal cord. The space between the arachnoid mater and the pia mater is called the subarachnoid space, which contains blood vessels and is filled with cerebrospinal fluid. Its function is to protect the nervous tissue, and to supply blood and nourishment to the central nervous tissue (Seeley, et al., 2005).
The central nervous system contains fluid-filled cavities called ventricles. These are irregularly shaped cavities that contain cerebrospinal fluid. There are four ventricles in the central nervous system namely the right and left lateral ventricles, the third ventricle, and the fourth ventricle. Their main function is to produce cerebrospinal fluid that will nourish and cushion the nervous tissues (Seeley, et al., 2005).
The lateral ventricles lie within the cerebral hemispheres, one on either side of the median plane just below the corpus calosum. The two lateral ventricles are separated by a thin membrane called septum lucidum. Blood capillaries are present in the lateral ventricles. It is also lined internally by means of ciliated epithelium called choroid plexus where cerebrospinal fluid is derived (Bhise & Yadav, 2008).
The third ventricle is a smaller midline cavity located in the center of the diencephalon between the two halves of the thalamus. It is a ventricle filled with cerebrospinal fluid and it is connected by holes to the lateral ventricles known as interventricular foramina (Bhise & Yadav, 2008).
The fourth ventricle is located at the base of the cerebellum and is connected to the third ventricle by the cerebral aqueduct which is a narrow canal. It is present below and behind the third ventricle and between the cerebellum and pons varolii. The fourth ventricle is connected continuously with the central canal of the spinal cord. It also opens into the subarachnoid space through foramina in its walls and roof (Seeley, et al., 2005).
The central nervous system has an abundant supply of cerebrospinal fluid. Cerebrospinal fluid is produced by the choroid plexuses. These are specialized structures made of ependymal cells which are located in the ventricles. Cerebrospinal fluid fills the brain ventricles, the central canal of the spinal cord, as well as the subarachnoid space. It flows from the lateral ventricles into the third ventricle and then through the cerebral aqueduct in the fourth ventricle. Only small amounts of cerebrospinal fluid enter the central canal of the spinal cord. Cerebrospinal fluid exits from the fourth ventricle through small openings and enters the subarachnoid space. There are masses of arachnoid tissue, called arachnoid granulations, which penetrate into the superior sagittal sinus, cerebrospinal fluid passes from the subarachnoid space into the blood through these granulations (Seeley, et al., 2005).
One of the main functions of the cerebrospinal fluid is to protect and support the delicate structures of the brain and the spinal cord. Also, it maintains uniform pressure around the brain structure. The cerebrospinal fluid also acts as a cushion and shock absorber for the brain and the spinal cord especially during times of injury and severe trauma. Lastly, the cerebrospinal fluid keeps the brain and the spinal cord moist as there may be an interchange of substances between the fluid and nerve cells (Bhise & Yadav, 2008).
The Human Brain
The major regions of the human brain are the brainstem, the diencephalon, the cerebrum, and the cerebellum.
The brainstem connects the spinal cord to the brain. It is composed of the medulla oblongata, pons, and midbrain and contains several nuclei involved in vital body functions such as the regulation of heart rate, blood pressure, and breathing. This is the reason of death for people who had severe injuries of the brainstem (Bear, et al., 2007).
The medulla oblongata is the most inferior portion of the brainstem. It is also connected continuously with the spinal cord. It extends from the level of the foramen magnum to the pons. The medulla oblongata contains ascending and descending nerve tracts as well as discrete nuclei which help in the regulation of heart rate and blood vessel diameter, breathing, swallowing, vomiting, coughing, sneezing, balance, and coordination. There are two prominent enlargements called pyramids on the anterior surface of the medulla oblongata. They contain descending nerve tracts, which transmit action potentials from the brain to motor neurons of the spinal cord. They are also involved in the conscious control of skeletal muscles (Bear, et al., 2007).
The pons is immediately superior to the medulla oblongata. It contains several nuclei, and ascending and descending nerve tracts. Some of the nuclei in the pons are responsible in relaying information between the cerebrum and the cerebellum. Several nuclei of the medulla oblongata extend into the lower part of the pons which functions in regulation of breathing, swallowing, and balance. Other nuclei in the pons are responsible in the control of activities such as chewing and salivation (Seeley, et al., 2005).
The smallest region of the brainstem is the midbrain. It is found just superior to the pons. The dorsal part of the midbrain is composed of four colliculi. The two inferior colliculi are major relay centers for the auditory nerve pathways in the central nervous system. The two superior colliculi are involved in controlling visual reflexes. Also, the midbrain contains nuclei involved in the coordination of eye movements, as well as in the control of pupil diameter and the lens shape. The midbrain has a substantia nigra, a black nuclear mass that is also part of the basal nuclei, which is involved in the regulation of body movements. The rest of the midbrain is composed of large ascending tracts from the spinal cord to the cerebrum and descending tracts from the cerebrum to the spinal cord or cerebellum (Seeley, et al., 2005).
There are group of nuclei scattered throughout the brainstem called the reticular formation. They play important regulatory functions in the brain. Specifically, they are involved in regulating cyclical motor functions such as respiration, walking, and chewing. The reticular activating system is composed mainly of reticular formations. They play an important role in arousing and maintaining consciousness and in regulating the sleep-wake cycle. Damage to cells of the reticular formation can result in coma (Bear, et al., 2007).
The cerebellum literally means little brain. It is attached to the brainstem by cerebellar peduncles. These large connections provide means of communication between the cerebellum and other parts of the central nervous system. The cerebellar cortex is composed of gray matter and it also has gyri and sulci. It consists of gray nuclei and white nerve tracts on the inside. The cerebellum is involved in balance, maintenance of muscle tone, and coordination of fine motor movement. The cerebellum also compares information about the intended movement from the motor cortex with sensory information from the moving structures because action potentials from proprioceptive neurons reach the cerebellum. Another function of the cerebellum involves learning motor skills such as playing the piano or driving a car (Bear, et al., 2007).
The next part of the brain is called the diencephalon. It lies between the brainstem and the cerebrum. The main components of the diencephalon are the thalamus, epithalamus, and the hypothalamus.
The thalamus is the largest part of the diencephalon. Its shape is somewhat like a yo-yo, with two large lateral parts connected in the center by a small interthalamic adhesion. The thalamus consists of a cluster of nuclei which is responsible for most sensory input that ascends through the spinal cord. The thalamus also influences mood and registers an un-localized, uncomfortable perception of pain (Seeley, et al., 2005).
The epithalamus is a small area located superior and posterior to the thalamus. It is involved in the emotional and visceral response to odors because of few small nuclei in it. The epithalamus also contains a pineal body which is an endocrine gland that may influence the onset of puberty. The pineal body may also play a role in controlling some long-term cycles that are influenced by the light-dark cycle (Bear, et al., 2007).
The hypothalamus is very important in maintaining homeostasis. It is the most inferior part of the diencephalon and it contains several small nuclei. The hypothalamus plays a crucial role in the control of body temperature, hunger, and thirst. It is responsible for sensations such as sexual pleasure, feeling relaxed and rested after a meal, rage, and fear. Nervous perspiration in response to stress or feeling hungry as a result of depression and other emotional responses which seem to be inappropriate to the circumstances also involve the hypothalamus. There is a funnel-shaped stalk inthe hypothalamus, called the infundibulum that extends to the pituitary gland. This gives the hypothalamus a major role in controlling the secretion of hormones from the pituitary gland. There are also mamillary bodies on the posterior portion of the hypothalamus. These are involved in emotional responses to odors and in memory as well (Bear, et al., 2007).
The largest part of the brain is the cerebrum. It is divided into two hemispheres by a longitudinal fissure: the left and the right hemispheres. Each hemisphere contains numerous folds called gyri which greatly increase the area of the cerebral cortex. It also has intervening grooves called sulci. Each hemisphere is divided into four lobes named for the skull bones overlying them. The frontal lobe is responsible in the control of voluntary motor functions, motivation, aggression, mood, and smell reception. The parietal lobe is the main center for the reception and conscious perception of most sensory information such as touch, pain, temperature, balance, and taste. The occipital lobe functions in the reception and perception of visual stimuli. The last lobe, the temporal lobe, is involved in smell and hearing sensations and plays an important role in memory (Seeley, et al., 2005).
Neuroscience and its Relationship to Adult Development and Learning
The Neuroscience of Learning and Memory
After having an in-depth discussion of the structures and functions of the human brain, the goal is now to relate the study of neuroscience with adult development, specifically adult learning. The field of cognitive neuroscience attempts to relate cognition to neuroscience in order to understand how thought is implemented in the brain.
The single most influential finding from the cognitive neuroscience of learning and memory is that there are a lot of relatively independent memory systems in the human brain. Long-term memory depends on different neural substances than does working memory, and working memory depends on different neural substances than sensory memory. Moreover, the executive system that controls these memory systems also depends on different neural substrates than do the core memory systems themselves.
Donald Hebb proposed one of the first neural theories of learning. Hebb's idea was that if two connected neurons are frequently active at the same time, some form of physiological change in their connectivity (learning) could render them more likely to be coactive in the future, thus providing a physiological basis for memory (Guadagnoli, et al., 2008). Evidence for synaptic strengthening was discovered in neural circuits of the mollusk Aplysia and in hippocampal neurons of the rabbit empirically supported Hebb's principle of learning. The principle of Hebbian learning provides an explicit account of how patterns of activities in a network of neurons can be stored in a pattern of synaptic connections, thereby serving as a neural substrate of memory.
Hebbian learning is a powerful mechanism, but operating in conjunction with recurrent connectivity without other constraints would be problematic for the formation of memory. The problem is that because neurons are highly interconnected, excitatory activity in a few neurons tends to spread to neighboring neurons. This problem is compounded by the presence of recurrent connectivity, which allows activity to reverberate in the network creating mutually reinforcing activity (Guadagnoli, et al., 2008). As activity progresses to a network of neurons, the more active neurons tend to increasingly excite each other and at the same time increasingly inhibit less active neurons. In this way, neurons become specialized, they specifically respond to some patterns of input.
In recent years, a number of theories and frameworks have emerged that try to address both the potentials and limitations of effective cognitive and social functioning during the adult years. Such frameworks have aided the articulation of the characteristics of adult development by integrating observations that would otherwise have been disconnected pieces of a puzzle and less meaningful. In the study of adult cognitive development, much of the available data and theory suggests that there are improvements or stability as well as declines in cognitive function during the adult years. These data are being used by researchers in the development of adult learning principles (Demick & Andreoletti, 2003).
The processes and outcomes of learning influence the nature and course of adult development, and reciprocally, developmental variables influence the processes and products of learning. The concepts of learning and development can be distinguished along two dimensions. First, in terms of the inclusiveness or scope of the behavior and of the antecedents of change, learning refers to the effects of practice or experience on behavior whereas development refers to a wider variety of influences that are associated with time-related change. It is generally determined that developmental change is multi-determined and multidirectional (Demick & Andreoletti, 2003).
Implications and Development of Neuroscience to Adult Learning
Significant advances have been made since the mid-1970s in understanding how the nervous system encodes and retrieves information. Recent researches focus on understanding adult learning and memory at the cellular level, where the information encoding process can be found and recognized to changes in the properties of neurons. This is because the encoding process is known to take place through modifications in the biophysical properties of neurons and the strength of synaptic connections among neurons (Guadagnoli, et al., 2008).
One of the emerging and famous neurobiological principles is that no single universal mechanism for learning and memory exists. Instead, different mechanisms can be used by different memory systems, and any single memory system can use a variety of cellular mechanisms. Therefore, an understanding of the general ways in which neurons are changed by learning and the ways in which those changes are maintained and expressed at the cellular level is required to have a comprehensive understanding of memory mechanisms (Guadagnoli, et al., 2008).
It was more than a century since the forerunners of modern theories of learning started their works. William James, an American psychologist, was among the first to discuss the physiological basis of the manner in which information is encoded into brain cells. James formulated the law of neural habit in 1890, which states that the formation of associations is driven by the coactivity of elementary brain processes (Guadagnoli, et al., 2008).
Other scientists were also able to identify the locus of the physiological modifications. The Italian anatomist Tanzi advanced a hypothesis in 1893, it states that the connection between neurons was the locus of the change that encodes experience. In 1911, Spanish neuroanatomist Ramon Cajal reasoned that if signaling between neurons takes place at the connections between neurons. It follows the changes in the signal strength could alter the flow of activity within the brain and, consequently, the way an organism responds to experiences. Donald Hebb later advanced the argument in 1949, that learning involved coincident pre-synaptic and post-synaptic activities which he called as the Hebb synapse (Guadagnoli, et al., 2008).
Advancement in neuro-scientific methods have stimulated a vast amount of research in cognition and aging. New findings describing linkages between behavioral and brain data require theoretical explanations. A new challenge for this field is that the same behavior can be related to different neuronal activation patterns. The question remains as to whether they are functionally equivalent, yet represent biologically different mechanisms. In addition, more theoretical and empirical work is needed to investigate whether different changes in the brain may be associated with identical or differential mechanisms. Another challenge is to study changes in the brain longitudinally to investigate ausal relationships. For instance, it may well be that certain brain patterns or changes in brain patterns can predict longitudinal behavioral changes. This, in turn, may have implications for pathologies of aging (Guadagnoli, et al., 2008).
Recent interest in placing behavior in both in a socio-emotional and biological context has broadened the investigation of adult developmental theories from a one-dimensional focus on mechanisms to the consideration of multiple determinants of behavioral change. For example, changes in processing of information are not simply a function of biological decline, but instead are also influenced by social context, motivation, beliefs, emotions, and life experiences. As a result we can observe a proliferation of research examining the emotion-cognition interface in the aging mind. Motivational shifts towards an increased importance of emotional gratification have been shown to influence older adults' differential allocation of cognitive resources to positive and negative information. Another determinant of cognitive performance in adulthood is social context, for instance by activating positive and negative stereotypes of aging. Other examples of determinants of behavioral change are lifestyle interfaces with biology as reflected in the influence of health on cognition (Smith, 2009).
The discussion of neuro-scientific methods has demonstrated that cognitive functioning can be understood at new levels. These methods allow us to adequately test conditions under which structural change is associated with decline, compensation, or even improvement in functioning. Rather than using general biological deterioration as the default explanation for cognitive changes, we can identify specific biological mechanisms reflected in different structures of and activation patterns in the brain. An example is that we are now able to differentiate preserved areas of the brain, such as the amygdala, from areas that are more prone to decay, such as specific areas in the prefrontal cortex. These respective areas relate to preserved emotional processing on the one hand, and decline in other more effortful cognitive processes on the other (Smith, 2009).
The number of studies examining the interface between emotion and cognition in the aging mind has been rapidly increasing. At this stage, the empirical findings have been somewhat supportive of a shift in motivational goals on the part of older adults. Although the shift towards instantiating emotionally gratifying experience is not challenged, how this shift influences cognitive processing is still more to be fully explained. As methodologies for time sampling are becoming more accessible and reliable, emotional processing can be more explicitly examined in and generalized to an everyday life context. Furthermore, the advances in statistical procedure analyzing individual variability and the coupling of psychological constructs will allow for an on-line assessment of the coupling between emotion and cognition. More information is needed on the degree to which emotion processing is resource demanding (Smith, 2009).
The study of adult development is grounded in the principles of scientific inquiry. Therefore, it is bound to produce results that are relevant to the subject matter being discussed. Researches in the past few years on several vertebrate and invertebrate model systems have led to the development of several general principles. These principles have been used by theorists in understanding adult learning processes. The principles developed might include the following (Squire, 2003).
1. Multiple memory systems are present in the brain.
2. Short-term forms of learning and memory require changes in existing neural circuits.
3. These changes may involve multiple cellular mechanisms within individual neurons.
4. Second-messenger systems play a role in mediating cellular changes.
5. Changes in membrane channels are often correlated with learning and memory.
6. Long-term memory requires new protein synthesis, whereas short-term memory does not.
In an adult cognitive development, it was thought that Piaget's four stages of cognitive development were universal, that it happens to every human being. Current research indicates that it is not universal when it was shown that development of formal operational thought is largely dependent on the influence of secondary and post-secondary educational institutions. Evidence from researches shows that many adults do not use formal operational thinking and that others use a form of dialectical thinking that is not accounted for by Piaget's definition of formal operational thought (Squire, 2003).
It is now believed that there is a fifth stage of cognitive development that is typical of mature adult thinking which is called post-formal or dialectical operational thought. The features of this stage must take into consideration the type of thinking that is typical of an adult's daily tasks.
Theorists made use of the data from the recent researches concerning adult learning and neuroscience. They are able to develop principles that will guide professionals with their respected field of study. Together, they formulated the following principles on adult development and learning (Mackeracher, 2004).
1. Adults must transfer knowledge from one context to another, most often from a training context to a practical, applied context. Transferability involves the recognition of new instances in which existing knowledge and skills can be applied, a form of contextual intelligence and learning not accounted for in formal operational thinking.
2. Adults are called on to develop specialized knowledge and skills. In 1984, Kolb describes specialization as a powerful developmental dynamic in which adults are encouraged, through professional, occupational, and role socialization, to develop personal characteristics deemed appropriate and acceptable to their field of specialization and that increasingly become an integral part of one's self and one's personal model of reality. When these characteristics become an integral part of personality, they may affect cognition.
3. While children and adolescents spend much of their time solving problems and answering questions posed by others, adults must be able to identify and formulate problems before solving them, or invent questions before answering them. While these tasks sound simple, many adults, even those in formal educational systems, cannot do them.
4. Many adults live in work, family, and community environments where it is not clear what one's goals should be. Indeterminate situations, or ill-structured problems, call for the development of projective images of future possibilities. Such situations also require cognitive strategies allowing the individual to move back and forth between this future image and the current situation in order to monitor forward progress and modify actions before implementation.
5. Adults must be able to deal with uncertainties, doubts, and ambiguities. In 1973, Riegel criticizes the idea that formal operational thinking is the highest stage of cognitive development on the ground that uncertainty, doubt, and ambiguity cannot always be resolved through formal logic or rational thought. Therefore, it is logical to assume such situations call for cognitive strategies that represent a more advanced stage of cognitive development.
6. Most adults must live and work within complex systems of roles and relationships and must learn how to manage the interactions and conflicts among them. Systems thinking involves cognitive strategies for managing the complex interactions that typify most places of work and also the complexities of an individual's adult life.
7. Adults need to be able to reflect on their own actions and change those actions even while in the process of acting. The cognitive strategies required for learning how to learn and for reflective practice involve the development of executive cognitive strategies to guide and control other cognitive strategies. Executive cognitive strategies are not acounted for in formal operational thought.
8. Adults need to be able to identify, through critical thinking, the assumptions that underlie ideas or system of ideas. Critical thinking calls for the use of cognitive processes allowing one to think about or operate on formal thoughts. In every previous stage of cognitive development, similar shifts in ability are perceived as the beginning of a new stage of development.
9. Adults need to be able to deal with paradoxical situations. Doubt, ambiguity, uncertainty, systems thinking, and self-reflective thought tend to give rise to paradoxes. It is reasonable to assume, therefore, that post-formal operational thought must allow the adult to develop strategies for dealing with paradox. A paradox is a conundrum raised when a rule, command, or generalization appears to contradict itself. All generalizations are false, this statement is false, and be spontaneous are examples of paradoxical statements. A paradox can only be resolved by moving outside the frame of reference (or personal model of reality) that contains it, and beyond the cognitive strategies that are creating it. This requires shifting into a new frame of reference and using new cognitive strategies. This type of learning is called perspective transformation (Mackeracher, 2004).

References
Bear, Mark F., Connors, Barry W., & Paradiso, Michael A. (2007). Neuroscience: Exploring the Brain (3rd ed.). USA: Lippincott Williams & Wilkins.
Bhise, S. B., & Yadav, A. V. (2008). Human Anatomy and Physiology. India: Nirali Prakashan. Human Anatomy and Physiology
Cavanaugh, John C., & Fields, Fredda Blanchard. (2006). Adult Development and Aging (5th ed.). USA: Thomson Wadsworth.
Clark, Robert K. (2005). Anatomy and Physiology: Understanding the Human Body. USA: Jones and Bartlett Publishers, Inc.
Demick, Jack, & Andreoletti, Carrie. (2003). Handbook of Adult Development. USA: Kluwer Academic / Plenum Publishers.
Guadagnoli, Mark (Ed.). (2008). Human Learning: Biology, Brain and Neuroscience. USA: Elsevier Publishing.
Harris, Tim (Ed.). (2010). Anatomy and Physiology: An Illustrated Guide. Malaysia: Marshall Cavendish Corporation.
Kastenbaum, Robert. (1993). Encyclopedia of Adult Development. USA: The Oryx Press.
Mackeracher, Dorothy. (2004). Making Sense of Adult Learning (2nd ed.). Canada: University of Toronto Press Incorporated.
Seeley, Rod R., Stephens, Trent D., & Tate Philip. (2005). Essentials of Anatomy and Physiology (5th ed.). New York: The McGraw-Hill Companies, Inc.
Sigelman, Carol K., & Rider, Elizabeth A. (2009). Life-Span Human Development (6th ed.). Canada: Wadsworth, Cengage Learning.
Smith, M Cecil (Ed.).(2009). Handbook of Research on Adult Learning and Development. New York: Taylor & Francis.
Squire, Larry R. (2003). Fundamental Neuroscience (2nd ed.). USA: Elsevier Publishing.
Ulijaszek, Stanley J, Johnston, Francis E., & Preece, Michael E. (2000). The Cambridge Encyclopedia of Human Growth and Development. United Kingdom: Cambridge University Press



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Case Study 3: Cost-Effectiveness of Health Insurance
As the Senior Manager of Epidemiology for the Cost-Effectiveness of Health Insurance (2010) evaluation team, research to identify current Health Outcomes from the Early Release of Selected Estimates Based on Data from the January-June 2009 National Health Interview Survey 2003 National Health Interview Survey data, that you can access at: http://www.cdc.gov/nchs/nhis/released200912.htm. Use the following four (4) Early Release Measures: (1) Obesity, (2) Lack of health insurance, (3) Current smoker, and (4) Leisure time personal activity.
Using the Early Release Measures, build a table similar to the Cost-Effectiveness of Health Insurance Case Study, table (Table 9.6 in Chapter 9) with the four (4) selected Health Outcomes values and put them on the Y axis of the table you have created.
Use the following demographic values on the X axis of the graph you are developing: age, gender, smoker/non-smoker, and leisure-time physical activity.
Using the simple graph that you developed, answer the seven (7) Questions in the Cost- Effectiveness of Health Insurance Case Study.
Using the simple graph that you developed, analyze, identify, and report on the results of your analysis in a three to six page report (includes the graph page) that answers the following:
Analyze and report on the relationships between each of the health outcome values and the demographic values that can be identified in the table you developed.
2. Describe the relationship between the values in your table (analyze the relationship between the Y values and the X values).
3. What, if anything, can be determined from the relationships between the values in your table?
4. Are the differences between the values in your table significant and explain how they have an impact on the quality of life and/or the probability of a shortened life span?
The format of the report is to be as follows: o Typed, double spaced, Times New Roman font (size 12), one inch margins on all
sides, APA format. o Type the question followed by your answer to the question. o In addition to the 3-6 pages required, a title page is to be included. The title page
is to contain the title of the assignment, your name, the instructors name, the course title, and the date.
NOTE: You will be graded on the quality of your answers, the logic/organization of the report, your language skills, and your writing skills.
The assignment will be graded using the following rubric:
Outcomes Assessed
? Examine epidemiology, financial management and cost-effectiveness analysis. ? Use technology and information resources to research issues in managerial epidemiology.
Grading Rubric for Assignment #3 - Cost-Effectiveness of Health Insurance
Criteria
0 Unacceptable
20 Developing
30 Competent
40 Exemplary
1. Analyze and report on the relationships between each of the health outcome values and the demographic values that can be identified in the table you developed.
Did not complete the assignment or did not analyze the key healthy outcomes values and demographic values possible sufficiently; or, included irrelevant information.
Partially analyzed relationships between some of the key health outcome values and the demographic values possible from the table. Reported with 70 ??" 79% accuracy, insight, and logic.
Sufficiently analyzed relationships between most of the key health outcome values and the demographic values possible from the table. Reported with 80 ??" 89% accuracy, insight, and logic.
Thoroughly analyzed relationships between all of the key health outcome values and the demographic values possible from the table. Reported with 90 ??" 100% accuracy, insight, and logic.
2. Describe the relationship between the values in your table (analyze the relationship between the Y values and the X values).
Did not complete the assignment or did not analyze the relationship sufficiently; or, included irrelevant information.
Analyzed the relationship between the values in the table with 70 ??" 79% accuracy, insight, and thoroughness.
Analyzed the relationship between the values in the table with 80 ??" 89% accuracy, insight, and thoroughness.
Analyzed the relationship between the values in the table with 90 ??" 100 % accuracy, insight, and thoroughness.
3. What, if anything, can be determined from the relationships
Did not complete the assignment or did not identify what can be determined from
Identified what can be determined from relationships between the values in the table
Identified what can be determined from relationships between the values in the table
Identified what can be determined from relationships between the values in the table

Criteria
0 Unacceptable
20 Developing
30 Competent
40 Exemplary
between the values in your table?
relationships between the values in the table sufficiently; or, included irrelevant information.
with 70 ??" 79% accuracy, insight, and thoroughness.
with 80 ??" 89% accuracy, insight, and thoroughness.
with 90 ??" 100 % accuracy, insight, and thoroughness.
4. Are the differences between the values in your table significant? Explain how they have an impact on the quality of life and/or the probability of a shortened life span.
Did not complete the assignment or did not discuss the significance or values in table sufficiently; or included irrelevant information.
Discussed the significance of values in table and explained how they have an impact on the quality of life and/or probability of shortened life span with 70 ??" 79% accuracy, insight, and thoroughness.
Discussed the significance of values in table and explained how they have an impact on the quality of life and/or probability of shortened life span with 80 ??" 89% accuracy, insight, and thoroughness.
Discussed the significance of values in table and explained how they have an impact on the quality of life and/or probability of shortened life span with 90 ??" 100 % accuracy, insight, and thoroughness.
5. Clarity
Did not complete the assignment or explanations are unclear and not organized.
(Major issues)
Explanations generally unclear and not well organized. (Many issues)
Explanations generally clear and/or organized. (Minor issues)
Explanations very clear and well organized. (Added helpful details)
6. Writing ??" Grammar, sentence structure, paragraph structure, spelling, punctuation, APA usage.
Did not complete the assignment or had 8 or more different errors in grammar, sentence structure, paragraph structure, spelling, punctuation or APA usage. (Major issues)
Had 6 - 7 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation or APA usage. (Many issues)
Had 4 - 5 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation or APA usage. (Minor issues)
Had 0 - 3 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation or APA usage.

There are faxes for this order.