Understanding Stages in Developmental Psychology

Understanding Stages in Developmental Psychology Theories Developmental Psychology Print Developmental Psychology By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on August 13, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 13, 2019 More in Theories Developmental Psychology Behavioral Psychology Cognitive Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology In This Article Table of Contents Expand Overview Developmental Psychology Theories Developmental Psychologists Developmental Stages Developmental Disorder Diagnosis View All Back To Top People go through many changes over the course of their lives. Development describes the growth of humans throughout their lifespan, from conception to death. Psychologists strive to understand and explain how and why people change throughout life. While many of these changes are normal and expected, they can still pose challenges that people sometimes need extra assistance to manage. By understanding the process of normative development, professionals are better able to spot potential problems and provide early interventions that can result in better outcomes. Developmental psychologists can work with people of all ages to treat issues and support growth, although some choose to specialize in a specific area such as childhood, adulthood, or old age. What Is Developmental Psychology? Developmental psychology is the branch of psychology that focuses on how people grow and change over the course of a lifetime. Those who specialize in this field are not just concerned with the physical changes that occur as people grow; they also look at the social, emotional, and cognitive development that occurs throughout life. Some of the many issues that developmental psychologists may help patients deal with include: motor skill developmentlanguage acquisitionemotional developmentthe emergence of self-awareness and self-conceptcognitive development during childhood and throughout lifesocial and cultural influences on child developmentpersonality developmentmoral reasoningdevelopmental challenges and learning disabilities These professionals spend a great deal of time investigating and observing how these processes occur under normal circumstances, but they are also interested in learning about things that can disrupt developmental processes. By better understanding how and why people change and grow, developmental psychologists can help people live up to their full potential. Understanding the course of normal human development and recognizing potential problems early on is important, because untreated developmental problems may lead to difficulties with depression, low self-esteem, frustration, and low achievement in school. Developmental Psychology Theories Developmental psychologists often utilize a number of theories to think about different aspects of human development. For example, a psychologist assessing intellectual development in a child might consider Piagets theory of cognitive development, which outlined the key stages that children go through as they learn. A psychologist working with a child might also want to consider how the childs relationships with caregivers influences his or her behaviors, and so turn to Bowlbys theory of attachment. Psychologists are also interested in looking at how social relationships influence the development of both children and adults. Eriksons theory of psychosocial development and Vygotskys theory of sociocultural development are two popular theoretical frameworks that address the social influences on the developmental process. Each approach tends to stress different aspects of development such as mental, social, or parental influences on how children grow and progress. When You (or Your Child) Might Need a Developmental Psychologist While development tends to follow a fairly predictable pattern, there are times when things might go off course. Parents often focus on what are known as developmental milestones, which represent abilities that most children tend to display by a certain point in development. These typically focus on one of four different areas: physical, cognitive, social/emotional, and communication. For example, walking is one physical milestone that most children achieve sometime between the ages of 9 and 15 months. If a child is not walking or attempting to walk by 16 to 18 months, parents might consider consulting with their family physician to determine if a developmental issue might be present. While all children develop at different rates, when a child fails to meet certain milestones by a certain age, there may be cause for concern. By being aware of these milestones, parents can seek assistance and healthcare professionals can offer interventions that can help kids overcome developmental delays. These professionals often evaluate children to determine if a developmental delay might be present, or they might work with elderly patients who are facing health concerns associated with old age such as cognitive declines, physical struggles, emotional difficulties, or degenerative brain disorders. Developmental psychologists can provide support to individuals at all points of life who may be facing developmental issues or problems related to aging. Concerns at Different Stages of Development As you might imagine, developmental psychologists often break down development according to various phases of life. Each of these periods of development represents a time when different milestones are typically achieved. People may face particular challenges at each point, and developmental psychologists can often help people who might be struggling with problems to get back on track. Prenatal: The prenatal period is of interest to developmental psychologists who seek to understand how the earliest influences on development can impact later growth during childhood. Psychologists may look at how primary reflexes emerge before birth, how fetuses respond to stimuli in the womb and the sensations and perceptions that fetuses are capable of detecting prior to birth. Developmental psychologists may also look at potential problems such as Down syndrome, maternal drug use, and inherited diseases that might have an impact on the course of future development. Early Childhood: The period from infancy through early childhood is a time of remarkable growth and change. Developmental psychologists look at things such as the physical, cognitive, and emotional growth that takes place during this critical period of development. In addition to providing interventions for potential developmental problems at this point, psychologists are also focused on helping kids achieve their full potential. Parents and healthcare experts are often on the lookout to ensure that kids are growing properly, receiving adequate nutrition, and achieving cognitive milestones appropriate for their age. Middle Childhood: This period of development is marked by both physical maturation and the increased importance of social influences as children make their way through elementary school. Kids begin to make their mark on the world as they form friendships, gain competency through schoolwork, and continue to build their unique sense of self. Parents may seek the assistance of a developmental psychologist to help kids deal with potential problems that might arise at this age including social, emotional, and mental health issues. Adolescence: The teenage years are often the subject of considerable interest as children experience the psychological turmoil and transition that often accompanies this period of development. Psychologists such as Erik Erikson were especially interested in looking at how navigating this period leads to identity formation. At this age, kids often test limits and explore new identities as they explore the question of who they are and who they want to be. Developmental psychologists can help support teens as they deal with some of the challenging issues unique to the adolescent period including puberty, emotional turmoil, and social pressure. Early Adulthood: This period of life is often marked by forming and maintaining relationships. Forming bonds, intimacy, close friendships, and starting a family are often critical milestones during early adulthood. Those who can build and sustain such relationships tend to experience connectedness and social support while those who struggle with such relationships may be left feeling alienated and lonely. People facing such issues might seek the assistance of a developmental psychologist in order to build healthier relationships and combat emotional difficulties. Middle Adulthood: This stage of life tends to center on developing a sense of purpose and contributing to society. Erikson described this as the conflict between generativity and stagnation. Those who engage in the world, contribute things that will outlast them, and leave a mark on the next generation emerge with a sense of purpose. Activities such as careers, families, group memberships, and community involvement are all things that can contribute to this feeling of generativity. Old Age: The senior years are often viewed as a period of poor health, yet many older adults are capable of remaining active and busy well into their 80s and 90s. Increased health concerns mark this period of development, and some individuals may experience mental declines related to dementia. Erikson also viewed the elder years as a time of reflection back on life. Those who are able to look back and see a life well lived emerge with a sense of wisdom and readiness to face the end of their lives, while those who look back with regret may be left with feelings of bitterness and despair. Developmental psychologists may work with elderly patients to help them cope with issues related to the aging process. Diagnosis of a Developmental Issue To determine if a developmental problem is present, a psychologist or other highly trained professional may administer either a developmental screening or evaluation. For children, such an evaluation typically involves interviews with parents and other caregivers to learn about behaviors they may have observed, a review of a childs medical history, and standardized testing to measure functioning in terms of communication, social/emotional skills, physical/motor development, and cognitive skills. If a problem is found to be present, the patient may then be referred to a specialist such as a speech-language pathologist, physical therapist, or occupational therapist. A Word From Verywell Receiving a diagnosis of a developmental issue can often feel both confusing and frightening, particularly when it is your child who is affected. Once you or your loved one has received a diagnosis of a developmental issue, spend some time learning as much as you can about the diagnosis and available treatments. Prepare a list of questions and concerns you may have and discuss these issues with your doctor, developmental psychologist, and other healthcare professionals who may be part of the treatment team. By taking an active role in the process, you will feel better informed and equipped to tackle the next steps in the treatment process.

Biology Prefixes and Suffixes blast-, -blast

The affix (blast) refers to an immature stage of development in a cell or tissue, such as a bud or germ cell. Prefix blast- Blastema (blast-ema): precursor cell mass that develops into an organ or part. In asexual reproduction, these cells may develop into a new individual. Blastobacter (blasto-bacter): a genus of aquatic  bacteria that reproduce by budding. Blastocoel (blasto-coel): a cavity containing fluid found in a blastocyst (developing fertilized egg). This cavity is formed in the early stages of embryonic development. Blastocyst (blasto-cyst): developing fertilized egg in mammals that undergoes multiple mitotic cell divisions and becomes implanted in the uterus. Blastoderm (blasto-derm): layer of cells that surround the blastocoel of a blastocyst. Blastoma (blast-oma): type of cancer that develop in germ cells or blast cells. Blastomere (blast-omere): any cell resulting from the cell division or cleavage process that occurs following the fertilization of a female sex cell (egg cell). Blastopore (blasto-pore): an opening that occurs in a developing embryo that forms the mouth in some organisms and the anus in others. Blastula (blast-ula): an embryo in an early stage of development in which the blastoderm and blastocoel are formed. The blastula is called a blastocyst in mammalian embryogenesis. Suffix -blast Ameloblast (amelo-blast): precursor cell involved in the formation of tooth enamel. Embryoblast (embryo-blast): inner cell mass of a blastocyst containing embryionic stem cells. Epiblast (epi-blast): the outer layer of a blastula prior to the formation of germ layers. Erythroblast (erythro-blast): immature nucleus-containing cell found in bone marrow that forms erythrocytes (red blood cells). Fibroblast (fibro-blast): immature connective tissue cells that form protein fibers from which collagen and various other connective tissue structures are formed. Megaloblast (megalo-blast): abnormally large erythroblast that typically results from anemia or vitamin deficiency. Myeloblast (myelo-blast): immature white blood cell that differentiates into immune cells called granulocytes (neutrophils, eosinophils, and basophils). Neuroblast (neuro-blast): immature cell from which neurons and nervous tissue are derived. Osteoblast (osteo-blast): immature cell from which bone is derived. Trophoblast (tropho-blast): outer cell layer of a blastocyst that attaches the fertilized egg to the uterus and later develops into the placenta. The trophoblast provides nutrients for the developing embryo.

Andy Warhol the “Founder and a Major Figure of the Pop Art...

Andy Warhol Andrew Warhola is considered to be the â€Å"founder and a major figure of the pop art movement†. He was born in Pittsburgh Pennsylvania in 1928. He graduated from the Carnegie Institute of Technology, where he majored in pictorial design. He worked as an illustrator in many magazines including Vogue, Harpers Bazaar and the New Yorker, but, his big break was in 1949, when he illustrated for Glamour Magazine. Andy Warhol was born with the name Andrew Warhola, he dropped the â€Å"a† when his credit for his drawing read, â€Å"Drawings by Andy Warhol†. Warhol was obsessed by ambition to become famous and wealthy, and he knew the only was to achieve this was with hard work. In the 1950s, he moved to a place on East 75th Street, his mother†¦show more content†¦In 1976 he did he Skulls, and Hammer, and Sickle series. On February 22, 1987, a â€Å"day of medical infamy†, quoted by a biographer, Andy Warhol died. Although the bullets didn’t kill him, his own gall bladder did. He died after a routine gall bladder surgery, he was 58 years old. After his burial in Pittsburgh, his friends and associates organized a memorial mass at St. Patricks Cathedral in New York that was attended by more than 2,000 people. In 1989, The Museum of Modern Art in New York had a major respective of his work. And, In May of 1994, The Andy Warhol Museum opened in Pittsburgh. Bibliography http://www.warholfoundation.org/ Biography by Martin Cribbs, Licensing Director. http://www.warhols.com/bio.html Jennifer Johnson 418 West 15th street New York, N.Y. 10011 Warhol, Andy; Ted Yanak and Pam Cornelison The Great American History Fact-FinderShow MoreRelatedHumanism : A Progressive Philosophy Of Life1128 Words   |  5 Pagesdifferent challenges than Andy Warhol to get his name accredited into the art community in the late 1900s. Basquiat was an American artist born in Brooklyn, New York. He was born to a Haitian father and a Puerto Rican mother. Do you really believe that Basquiat got the same resources, opportunities, and acclaim as Andy Warhol who was the product of immigrants from Slovakia? Although both artist are not from the U.S. and are presented as a minority group in the 1900s, Warhol on site passes off as aRead MoreAmerican Pop Art Essay2717 Words   |  11 Pagesiconographic features of American Pop Art. Centre your discussion on one or two examples each of the work of the following artists: Andy Warhol, Claes Oldenburg, Roy Lichtenstein, Tom Wesselmann, James Rosenquist. Pop Art is one of the major art movements of the Twentieth Century. Characterized by themes and techniques drawn from mass culture such as advertising and comic books, pop art is widely interpreted as a reaction to the ideas of abstract expressionism which preceded Pop in the late 1940s and earlyRead MoreJazz Albums as Art Essay4662 Words   |  19 PagesJazz Albums as Art In the Process of Completing Research for This Issue, I Realized That What I Want to Say May Be Divided into Two Sections. Part One Surveys the General Topic of Album Art; Part Two (Outlined in the Accompanying Sidebar) Considers the Conspicuous Absence of Black Artists from the Process of Designing Jazz Packages: Covers, Liner Notes Etc. This Second Part Will Be Published in an Upcoming Issue.--R.G.OM. The enclosed portfolio of album cover art springs from my ongoingRead MoreEssay about Summary of History of Graphic Design by Meggs14945 Words   |  60 PagesRosetta Stone, which was created in 196 or 197 BC, contains writing in Egyptian Hieroglyphics, Egyptian Demotic Script, and Greek. The major deciphering of the stone was done by Jean-Francois Champollion. - As hieroglyphics presented more opportunities than cuneiform, the language was used for commercial documents, poetry, myths, etc†¦ - Papyrus paper was a major step forward in Egyptian visual communication. - The Egyptians were the first people to produce illustrated manuscripts in which words

Transitions in lifespan Development Free Essays

string(96) " colleges and universities don’t give time to train teachers in regards to special needs\." The objectives of this case study are; a) to develop a better understanding of Aspirer syndrome, b) to identify the role of the unit in assisting the students in their education and personal development and finally, c) to investigate how integrated are students with Speaker’s in main stream schooling. Case Study As a secondary school teacher for the past five years in a mainstream school the aim f this case study was to gain a deeper understanding of how Special Needs Assistants help students with Speakers, as well as investigating how included these students are in our educational system. During the initial stages of planning the research, both qualitative and quantitative approaches were considered. We will write a custom essay sample on Transitions in lifespan Development or any similar topic only for you Order Now Firstly, the use of survey questionnaires was considered to study teachers’ perception of their role in educating students with special needs as well as measuring the experience of students with special needs in mainstream schooling. However, the nature of the search questions involved a lot of ethical considerations and the time scale available was not sufficient to address for the purpose of this assignment. Due to the fact that the unit currently catered for two students with Speaker’s syndrome a qualitative approach was more appropriate for this research study. The unit in which the research took place is situated in a community college in North Dublin, where the socio-economic profile ranges from working to middle class. There are three Special Needs Assistants currently working in the unit and the unit caters for six full time students with autism and two students with Speakers. The students with Speakers spend the majority of their time in mainstream education but come to the unit if exempt from certain subjects and on a needs basis. For example, if there had been difficulties with behavior or the student required time out for themselves. It was for these reasons that it provided the ideal setting needed to investigate the research questions posed by the author. In the initial visit it was clear to the author that the unit was differed in it’s lay out and atmosphere too normal class room. The unit was very bright, airy and spacious, as opposed to rows of tables and chairs there ere little working areas. Each of the students had their own working space and computer. The unit also had an art area, kitchen, common room, office and a sensory room. It was immediately sensed by the author that overall it was very relaxed area and the students themselves were very content and calm. The layout of the unit helped to create such an atmosphere giving the students the opportunity to sit at their own workspaces and listen to music if they became agitated. The author was hugely interested in the sensory room especially built for the two students with Speakers. There are frequently sensory issues with those with Speakers meaning that they can have a heightened sense of smell, taste, or sound. Their senses are often hyper-acute resulting in an over-reaction to ordinary sounds such as fluorescent lights, fans, and other electrical appliances. Thus, things that might be annoying for the average person can be amplified and uncomfortable to the person with Speakers. The aim of the sensory room was to help the students with this hyperactivity of their senses. Also the room was used as a space for them to withdraw if they had being involved in a highly stressful situation for example argument with teacher or another student. Over-reaction to situations is common occurrence for students with Speakers. Therefore, â€Å"time out† is an essential coping mechanism for students with Speakers. Results from eleven studies published from 1989 to 2003 indicated that those students with disabilities, both visible and non-visible, experience bullying more than their non-disabled educational peers and that boys were bullied more often than girls (Adkins, 1996; Memory Hillier (1989). Both students with Speakers involved in this case study were themselves victims of bullying. John (student one) was recently a victim of bullying and as a consequence was now suffering from very low self esteem. The Special Needs Assistants were working with John, rebuilding his self esteem and helping to create new friendships. In order to accomplish this, the Special Needs Assistants organized that John would learn how to make a pizza and have John invite some students in his class to have a pizza party. San (student two) experienced bullying within the classroom. San has great difficulty differentiating between appropriate and inappropriate social responses. He has learned to be argumentative and aggressive which has caused some problems for him in school. SNan’s behavior made him the perfect target for bullying where other students would provoke him within the class causing him to lash out at teachers and at students. The teachers felt that San was the culprit and causing hassle and was often removed from the classroom. Clare his Special Needs Assistant is helping him to identify different approaches to certain scenarios’ he may encounter in the school environment. She uses teaching material which looks at recognizing SNan’s feelings ND improving his social skills. The Special Needs Assistants in the unit are all in agreement that their role is to develop the students social and life skills. Clare highlighted some of the characteristics of the syndrome which include ‘poor choice of words when speaking, motor clumsiness, non-verbal communication and social interaction which is the most noticeable difficulty. Clare stressed that these impairments in social interaction work strongly against people with the syndrome. Therefore, it is important that this area in particular is worked on with the students. While great work is being carried out with the students it can sometimes be difficult for the Special Needs Assistants. While they work on strategies to help San and Johns’ behavior in the classroom it can be frustrating as cooperation from colleagues doesn’t come easy at times. Clare feels this is partially due to the fact that teacher training colleges and universities don’t give time to train teachers in regards to special needs. You read "Transitions in lifespan Development" in category "Papers" Also Special Needs Assistants are seen as a quick fix for students with special needs. But it can often lead to isolation rather than inclusion for the students. Analyses theoretical aspects One of the most striking aspects of the above case study is the huge impact the lack of social skills has on those students with Speakers, as they can be excluded by other students in a school environment. One of the most significant problems is their difficulty understanding the thoughts and feelings of others, since empathic imagination is lacking (Convict, Dizzied, Hastens, Rogers, Wolf, 2007). In addition, their brains work differently more effort is required to be in a relationship than for neurological people. As expert Tony Attwood points out, â€Å"Conventional social occasions can last too long for someone with Speaker’s syndrome, especially as social success is achieved by intellectual effort rather than natural intuition. Socializing is exhausting,† (2007, p. 91). So the desire to be social and the difficulties involved with being social are often at odds, creating an uncomfortable dilemma that requires understanding and patience from others. They often behave in unattractive ways to others, leading to repeated rejection and ridicule (Gauss, 2007). Bullying is also common (at least 4 times the rate reported by neurotically from 4-17 years old), nice those with Speakers tend to have a trusting nature along with the inability to predict the thoughts of others (Attwood, 2007). As a result, there is often a lack of adequate social support resulting in a sense of isolation, which has such clinical repercussions as depression and anxiety (Gaudiness, 2005). Speakers display varying degrees of international dysfunction in that some may suffer greatly and be noticed for it while others â€Å"pass† as normal (Standard, 2004). Some examples of unspoken social rule errors those with Speakers make include speaking too loudly in inappropriate situations, cutting ahead of lines, interrupting invitations, failing to notice social cues such as when someone wants to leave or finish a conversation, taking innocent Jokes as serious criticisms, and taking Jokes too literally so that the punch line is not responded to in the desired manner (Gauss). Sensory integration problems that are common in Speakers can make â€Å"touching and physical closeness uncomfortable or even painful† (Love, 2005, p. 199). Unaware individuals may touch or hug a person with Speakers, unwittingly putting him or her in the awkward position of wanting to avoid that person yet still seeming interested in being social. As seen with the case study, the lack of social skills can cause those individuals with Speakers to be Judged negatively by others with higher expectations for their functioning, such as parents or teachers. According to Love (2005, p. 72), â€Å"There is research that shows that autism spectrum disorders do seem to cause many people to live in a state of hyper-arousal – a sort of preparing state that can be very debilitating. † Thus, those with Speakers need more time to rest, recuperate and become refreshed between activities causing difficulties in cases where regular work schedules are demanded. In addition, sensor y issues like problems tolerating the light wavelengths and intensity of fluorescent lights, which are common in workplaces of all kinds, may interfere with comfort and performance at work (Attwood, 2007). L have spent my life trying to find a place for him in our educational system. It must be appreciated how different children with autism are from each other and no one recipe will work for all children simply because they have a diagnosis of autism/Speaker’s † (The Educational Provision and Support for Persons with Autistic Spectrum Disorders: Report of the Task Force on Autism 2001). Another issue highlighted from the case study was the inclusion of students with Speakers in main stream schooling. Due to the fact that many students with Speakers have proficient verbal expression skills and an overall IQ within the normal or above normal often mask outstanding deficiencies observed primarily in socially demanding situations, thus decreasing other people’s perception of their very salient needs for supportive intervention (Kiln and Palomar, 2000. P. 342). ‘Inclusive Education’ and ‘mainstreaming’ promote the ideal of equality of opportunity, acceptance, belonging and social inclusion by roving choice and quality of support. The Education for Persons with Special Educational Needs (EPEES) Act (2004), considers home, school and community sources of information about children with special needs. All can provide perspectives to implement programmer and strategies that can help the needs of a child with Speakers. However, this collaborative approach can have its difficulties, for example the diagnosis of an autistic spectrum disorder is a stressful and significant event in the lives of families. Such a diagnosis often follows years of uncertainty where parents struggle to cope tit their child’s ‘difference’ and try to rationalism behavior that is unusual, unmanageable and often unresponsive to parental controls. In Ireland, diagnosis of autistic spectrum disorders remains problematic, with significant delays being the norm in many instances (The Educational Provision and Support for Persons with Autistic Spectrum Disorders: Report of the Task Force on Autism 2001). Also a label can be incredibly systematizing for an individual, and some interpret this dark mark as a message that society has given up on him or her, which may lead to learned lifelessness and giving up on one’s self too (Standard, 2004). Another issue of inclusion for students with Speakers is that inclusion can be left to the discretion of the individual teacher. In a study of provision for pupils with special educational needs by the European Agency for Development in Special Needs Education (1998) it was indicated that the main areas of concern that emerged were teacher training, teachers’ attitudes, and the less developed nature of second-level systems in dealing with special educational needs. If inclusion is to be affective the Task Force considers he legal obligation on all schools to submit a Whole School Plan which includes a description of how the school plans to include students with special needs in the mainstream, as an important feature of department policy. Conclusion As seen from the case study improving social skills is important to the development of students with Speakers. Counseling can provide an environment to work on such skills, one such technique is Cognitive behavior therapy (CB). CB teaches people to monitor their own thoughts and perceptions with the hopes that they will become more aware of their interpretive errors. Psychotherapy is becoming more widely perceived as a viable treatment modality for individuals with Speakers (Attwood, 2007; Jacobsen, 2003) and some authors have recommended the use of cognitive- behavioral therapy (Attwood, 1998, 2004, 2006; Gauss, 2007; Hare paten, 1997). CB can help people with Speakers learn to re-conceptualize social interactions and become more able to more accurately â€Å"read† the behavior of others. Once they understand others’ motives they can more easily monitor their own behavior and adjust their responses to other people and situations. It is quiet evident that living tit Speakers poses many obstacles. These obstacles have implications for the individual’s personal life, physical well-being and employment. As a Career Guidance and Counselor it is vital to provide appropriate and effective supports and accommodations to students with Speakers. While counseling might be seen to be helpful for students with Speakers, it is vital to acknowledge that they may not have the ability to recognize problems they may be experiencing especially emotions. Therefore, it would be critical to work on the client/counselor relationship in the initial stages. Counselors are able to develop positive relationships with clients when they possess the personal qualities of Warmth, sincerity, congruence, understanding, acceptance, concern, openness, respect for the client and the willingness to be challenged by others’ (Corey, G, 2008 IPPP). These characteristics pave the way for counselors to develop positive therapeutic relationships with students, which would be vital to students with Speakers which sometimes are excluded by society. References Attwood, T. (1998). Speaker’s syndrome: A guide for parents and professionals. London: Jessica Kinsley Publishers. How to cite Transitions in lifespan Development, Papers

Julius Caesar Essays (918 words) - Ancient Rome, 1st Millennium BC

Julius Caesar Julius Caesar Act I: The play opens with a little word play between Flavius, Marullus, and a few workers. The workers are on their way to see Julius Caesar who has recently returned from his victorious battle against Pompey. The reader immediately sees the dislike the tribunes have towards Caesar. However, the commoners seem to love Caesar. The scene moves to a large gathering where Caesar is the focus. As Caesar converses with Mark Antony, we learn that Caesar is superstitious. The belief in the supernatural and the forces of nature are very prevalent in the play, and Caesar's comment is but one example. To keep with the idea of the supernatural, a soothsayer speaks, warning Caesar to beware the Ides of March. He acts as though he is not concerned. After the exchange with the soothsayer, Caesar is offered the crown three times and refuses each time, even though the people are cheering for him to accept the empororship. At the same time, Cassius is trying to convince Brutus that Caesar is too ambitious and should be killed before being allowed to rule the Roman Empire. Brutus, always seeking to do what is right, says that he will not betray his honor and loyalty to Rome. That evening, there are strange and unusual natural occurrences--the weather is very strange and violent and fire falls from the sky. Most of the people believe that the weather is a bad omen, but Cassius disagrees. He uses the unusual weather to reason that it is only for evil men (such as Caesar) who need to be afraid. The plotting against Caesar continues. Act II: Brutus is convinced by Cassius that it is for the good of Rome that Caesar be killed. Some of the other conspirators want to kill friends of Caesar's, but Brutus feels that it is not necessary to kill anyone else. Only the person responsible for the downfall of Rome should perish according to Brutus. Caesar is contemplating on whether he should remain home during the Ides of March (which is March 15th). Calphurinia, Caesar's wife, tells Caesar of the horrible dream she had about his death and that the strange occurrences the night before are a prelude of his death. He agrees to stay until Decius, a conspirator, tells him her dreams were not of his death, but of him saving Rome. Thus Caesar leaves for the Senate despite his wife's pleas. Meanwhile, Artemidorus waits in the streets of Rome for Caesar to pass so he can give him a note warning Caesar of the conspiracy. Act III: Attempts are made to warn Caesar of the plot to kill him, but none are successful. Caesar is murdered in the Senate House. Brutus keeps the others from killing anyone else and they all believe that their deed will be celebrated throughout the ages. Antony enters and pretends that he agrees with the conspirators actions and is granted permission to speak at Caesar's funeral. Brutus speaks first at the funeral to explain their reasons for killing Caesar. The people seem to accept his explanation and then Antony speaks. Throughout his speech, Antony never really says anything bad about Brutus and the others, but he talks about Caesar being such a great and noble man willing to sacrifice all for his people. The listeners become angry and a mob runs through the streets in search of the conspirators; they even kill a man because he had the same name as one of the conspirators. Act IV: Battle plans are being made as well as a list of people supportive of Brutus and the conspirators. These people are to be killed. Octavius and Antony methodically pick people (even family members) who are to be executed. This next part somewhat confused me. Brutus and Cassius are arguing with each other because Brutus would not pardon a friend of Cassius caught accepting bribes. It is almost as if Brutus is mad at Cassius for convincing him to kill Caesar and uses this to vent his anger. I'm not really sure if this is true, so don't take it as gospel. Then they make up saying they weren't really in there right minds. As if

48 Inspiring, Wise, and Witty Quotes to End Your Emails

48 Inspiring, Wise, and Witty Quotes to End Your Emails Your email signature- an optional footer you can add to every message you send out- is an ideal place to put your name and contact information, so people can easily reach you in a variety of ways. If youre using personal email, its also a field where you might add a quote- a few short words that are inspiring, wise, or humorous to enlighten the reader. The remarks of famous writers, politicians, activists, and entertainers can serve as personal statements in the digital age. Find a quote that speaks to you and then use it as a sign-off at the end of your emails. Inspiring Quotes These quotes from Maya Angelou to Confucius to Mark Twain were handpicked to help the seeker in all of us- to keep us bounding forward even during the most challenging days. Maya Angelou We may encounter many defeats, but we must not be defeated. Walter Bagehot The great pleasure in life is doing what people say you cannot do. Simone de Beauvoir Change your life today. Dont gamble on the future, act now, without delay. Josh Billings To bring up a child in the way he should go, travel that way yourself once in a while. Confucius The more man meditates upon good thoughts, the better will be his world and the world at large. William Hazlitt The more we do, the more we can do. Gary Player The harder you work, the luckier you get. Jim Rohn Discipline is the bridge between goals and accomplishment. Eleanor Roosevelt With the new day comes new strength and new thoughts. Charles R. Swindoll Life is 10 percent what happens to you and 90 percent how you react to it. Rabindranath Tagore You cant cross the sea merely by standing and staring at the water. Mark Twain The secret of getting ahead is getting started. Wise Quotes An email signature can be a place to share a nugget of wisdom, something that expresses your personal values or outlook on life. If you work in education, you might choose a quote about teaching or learning. If youre a writer or a painter, you might choose a quote about the power of art. Bill Clinton There is nothing wrong with America that cannot be cured by what is right with America. Paul Ehrlich To err is human, but to really foul things up you need a computer. Euripides Friends show their love in times of trouble, not in happiness. Robert Frost In three words I can sum up everything Ive learned about life. It goes on. Gandhi There are limits to self-indulgence, none to self-restraint. Khalil Gibran The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind. Omar Khayyam Be happy for this moment. This moment is your life. Thomas La Mance Life is what happens to us while we are making other plans. Jawaharlal Nehru Life is like a game of cards. The hand that is dealt you represents determinism; the way you play it is free will. General George S. Patton Jr. Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity. Pablo Picasso The purpose of art is washing the dust of daily life off our souls. Josiah Royce Thinking is like loving and dying. Each of us must do it for himself. Rumi Let the beauty of what you love be what you do. Bertrand Russell No one gossips about other peoples secret virtues. George Sand There is only one happiness in this life, to love and be loved. William Shakespeare A fool thinks himself to be wise, but a wise man knows himself to be a fool. Robert S. Surtees It is better to be killed than frightened to death. Oscar Wilde Keep love in your heart. A life without it is like a sunless garden when the flowers are dead. William Butler Yeats Education is not the filling of a pail, but the lighting of a fire. Witty Quotes Email signatures dont have to be serious. If youre known for being lighthearted and making people laugh, you might be happier using a funny email signature, such as a quote from a comedian. A snappy one-liner or a clever zinger can leave the person on the other end with a smile- just be sure you know your audience well. Fred Allen I dont want to own anything that wont fit into my coffin. Woody Allen I am thankful for laughter, except when milk comes out of my nose. Louis Hector Berlioz Time is a great teacher, but unfortunately, it kills all its pupils. Red Buttons Never raise your hands to your kids. It leaves your groin unprotected. George Carlin The day after tomorrow is the third day of the rest of your life. Lawrence Ferlinghetti If youre too open-minded, your brains will fall out. Carrie Fisher Instant gratification takes too long. Benjamin Franklin Keep your eyes wide open before marriage, and half-shut afterward. Fran Lebowitz Youre only as good as your last haircut. P.J. ORourke Cleanliness becomes more important when godliness is unlikely. Charles M. Schulz I never made a mistake in my life. I thought I did once, but I was wrong. George Bernard Shaw Youth is wasted on the young. Lily Tomlin Man invented language to satisfy his deep need to complain. Mark Twain Go to Heaven for the climate, Hell for the company. Never put off until tomorrow what you can do the day after tomorrow. Mae West I generally avoid temptation unless I cant resist it. Steven Wright If at first you dont succeed, then skydiving definitely isnt for you.

Thomas W. Stewart, Inventor of the Wringing Mop

Thomas W. Stewart, Inventor of the Wringing Mop Thomas W. Stewart, an African-American inventor  from Kalamazoo, Michigan, patented a new type of mop (U.S. patent #499,402) on June 11, 1893. Thanks to his invention of a clamping device that could wring water out of the mop by using a  lever, floor cleaning was not nearly the chore it once was. Mops Through the Ages Throughout much of history, floors were made out of packed dirt or plaster. These were kept clean with simple brooms, made from straw, twigs, corn husks, or horse hair. But some kind of wet cleaning method was needed to care for  the slate, stone, or marble floors that were a feature of the homes of the aristocracy and, later, the middle classes. The word mop goes back probably as far as the late 15th century, when it was spelled mappe in Old English. These devices were likely nothing more than bundles of rags or coarse yarns attached to a long wooden pole. A Better Way Thomas W. Stewart, one of the first African-American inventors to be awarded a patent, lived his whole life trying to make peoples everyday lives easier. In order to save time and ensure a more healthy environment in the home, he came up with two improvements to the mop. He first designed a mop head that could be removed by unscrewing it from the base of the mop handle, allowing users to clean the head or discard it when it wore out. Next, he designed a lever attached to the mop head, which, when pulled, would wring water from the head without users getting their hands wet. Stewart described the mechanics in his abstract: 1. A  mop-stick, comprising a stick proper, provided with the T-head having the grooved ends, forming one portion of the clamp, the rod having a straight portion forming the other part of the clamp and from thence converging rearwardly to the sides of the stick, a lever to which the free ends of said rod are pivoted, a ring loose on the stick, to which the forked ends of the lever are pivoted, and a spring between said ring and the T-head; substantially as set forth. 2. The combination of a mopstick provided with a T-head, forming one part of the clamp, a moveable rod forming the other part of the clamp, a lever to which the free ends of said rod are pivoted, said lever being fulcrum-ed to a moveable support on the stick, and a spring exerting a resistance against the lever when the latter is thrown back; substantially as set forth. Other Inventions Stewart also co-invented with William Edward Johnson an improved station and street indicator in 1883. It was used with railways and cars on the street to signal what road or street the vehicles were crossing. Their indicator would automatically activate a signal by means of a lever on the side of the track. Four years later, Stewart invented an improved metal-bending machine that was able to oscillate.