AP US History Free Response Sample Essay

AP US History Free Response Sample EssayThis is an amazing Ap US History Free Response Sample Essay to help you start your research for your AP US History exam. One of the many AP US History courses will tell you that this essay is difficult, and it should not be written as a work of art. But a quick look at the number of people who got good grades in their AP US History classes is proof enough that this essay can be done well by a person who knows how to write.It is good to keep in mind that an AP US History free response sample essay can be hard or easy depending on the style you choose to follow. The essay is a great way to get ideas about yourself, your family and what America stands for.The first thing to do when writing an AP US History free response sample essay is to prepare a list of what your big questions are. Try to take a step back and think about the answers you would give to those questions. Once you know your questions, you can begin looking for good answers to them. Be sure to think carefully about what the answers will say about your own actions and the roles you played in helping your family, country and your fellow Americans.After you have thought about these questions and you have all the answers you need, you can then proceed to writing your AP US History free response sample essay. You may want to use it as a guide to helping you answer the questions you might have about yourself.When preparing your response sample essay, be sure to make sure you really understand everything that you are writing. Have you given careful thought to the subject matter and the type of prose you will be using? Be sure to pay attention to everything you write and what it says. You do not want to end up writing an essay that is too complex or too plain and even hard to read.In addition to thinking about all your thoughts about yourself, your family and the United States, you will want to think about why it is important for you to study the United States in this specific class. This free-response sample essay is an excellent way to start your AP US History class.As you continue your AP US History free response sample essay, you will want to write about your class and your goals. These notes and the answers you get will help you figure out what areas you need to work on to make sure you finish with a solid grade.

Robert Frosts Road Not Taken Essays - The Road Not Taken

Robert Frost's Road Not Taken Do not follow where the path may lead... Go instead where there is no path and leave a trail. -Robert Frost Everyone is a traveler, choosing the roads to follow on the map of their continuous journey, life. There is never a straight path that leaves one with but a sole direction in which to head. Regardless of the original message that Robert Frost had intended to convey, his poem, The Road Not Taken, has left its readers with many different interpretations. It is one's past, present and the attitude with which he looks upon his future that determines the shade of the light that he will see the poem in. In any case however, this poem clearly demonstrates Frost's belief that it is the road that one chooses that makes him the man who he is. And sorry I could not travel both... It is always difficult to make a decision because it is impossible not to wonder about the opportunity cost, what will be missed out on. There is a strong sense of regret before the choice is even made and it lies in the knowledge that in one lifetime, it is impossible to travel down every path. In an attempt to make a decision, the traveler looks down one as far as I could. The road that will be chosen leads to the unknown, as does any choice in life. As much he may strain his eyes to see as far the road stretches, eventually it surpasses his vision and he can never see where it is going to lead. It is the way that he chooses here that sets him off on his journey and decides where he is going. Then took the other, just as fair, and having perhaps the better claim. What made it have the better claim is that it was grassy and wanted wear. It was something that was obviously not for everyone because it seemed that the majority of people took the other path therefore he calls it the road less travelled by. The fact that the traveler took this path over the more popular, secure one indicates the type of personality he has, one that does not want to necessarily follow the crowd but do more of what has never been done, what is new and different. And both that morning equally lay in leaves no step had trodden black. The leaves had covered the ground and since the time they had fallen no one had yet to pass by on this road. Perhaps Frost does this because each time a person comes to the point where they have to make a choice, it is new to them, somewhere they have never been and they tend to feel as though no one else had ever been there either. I kept the first for another day! The desire to travel down both paths is expressed and is not unusual, but knowing how way leads on to way, the speaker of this poem realizes that the decision is not just a temporary one and he doubted if I should ever come back. This is his common sense speaking and acknowledging that what he chooses now will affect every other choice he makes afterward. Once you have performed an act or spoken a word that crystalizes who you are, there is no turning back, it cannot be undone. Once again at the end of the poem the regret hangs over the traveler like a heavy cloud about to burst. He realizes that at the end of his life, somewhere ages and ages hence, he will have regrets about having never gone back and traveling down the roads he did not take. Yet he remains proud of his decision and he recognizes that it was this path that he chose that made him turn out the way and he did and live his life the way in which he lived. I took the road less trvaeled by and that had made all the difference. To this man, what was most important, what really made the difference, is that he did what he wanted, even if it meant taking the road less traveled. If he hadn't, he wouldn't be the

University of the District of Columbia Admissions Data

University of the District of Columbia Admissions Data University of the District of Columbia Description: The University of the District of Columbia is a historically black, public university located in Washington, D.C. (learn about other D.C. colleges). It is the only public university in the District of Columbia and one of the few urban land grant institutions in the United States. The nine-acre main campus is situated in northwest D.C., just a short distance from many of the Washington metropolitan area’s cultural and recreational offerings. UDC offers more than 75 degree programs for undergraduate and graduate students, including popular programs in business administration, accounting, biology and administration of justice. The university is especially proud of its education program, including its Center for Urban Education. Academics are supported by a 14 to 1 student / faculty ratio. The university also includes the UDC Community College, a branch of the university that grants associate’s degrees, and the David A. Clarke School of Law. Campus life is active at UDC, wi th more than 50 student clubs including the Aviation Student Association and Video Game Association, and a host of fraternities and sororities. The UDC Firebirds field ten men’s and women’s varsity athletic teams in the NCAA Division II East Coast Conference. Admissions Data (2016): UDC Acceptance Rate: -University of the District of Columbia has open admissionsTest Scores 25th / 75th PercentileSAT Critical Reading: - / -SAT Math: - / -SAT Writing: - / -Whats a good SAT score?ACT Composite: - / -ACT English: - / -ACT Math: - / -Whats a good ACT score? Enrollment (2016): Total Enrollment: 4,318  (3,950 undergraduates)Gender Breakdown: 43% Male / 57% Female46% Full-time Costs (2016 - 17): Tuition and Fees: $5,612  (in-state); $11,756 (out-of-state)Books: $1,280  (why so much?)Room and Board: $16,425Other Expenses: $4,627Total Cost: $27,944  (in-state); $34,088 (out-of-state) University of the District of Columbia Financial Aid (2015  - 16): Percentage of New Students Receiving Aid: 75%Percentage of New Students Receiving Types of AidGrants: 65%Loans: 30%Average Amount of AidGrants: $6,756Loans: $5,530 Academic Programs: Most Popular Majors:  Accounting, Biology, Business Administration, Corrections, Economics, Graphic Design, Health Education, Social Work Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 56%Transfer-out Rate: 30%4-Year Graduation Rate: 13%6-Year Graduation Rate: 33% Intercollegiate Athletic Programs: Mens Sports:  Soccer, Tennis, Lacrosse, BasketballWomens Sports:  Tennis, Track and Field, Cross Country, Lacrosse, Basketball Data Source: National Center for Educational Statistics If You Like the University of DC, You May Also Like These Schools: Virginia State University: Profile | GPA-SAT-ACT GraphDelaware State University: Profile  George Washington University: Profile | GPA-SAT-ACT GraphVirginia Union University: Profile  American University: Profile | GPA-SAT-ACT GraphGeorge Mason University: Profile | GPA-SAT-ACT GraphTennessee State University: Profile  Clark Atlanta University: Profile | GPA-SAT-ACT GraphShaw University: Profile  Norfolk State University: Profile   University of the District of Columbia Mission Statement: mission statement from  udc.edu/about/history-mission/ The University of the District of Columbia is a pacesetter in urban education that offers affordable and effective undergraduate, graduate, professional, and workplace learning opportunities. The institution is the premier gateway to postsecondary education and research for all residents of the District of Columbia. As a public, historically black, and land-grant institution, the University’s responsibility is to build a diverse generation of competitive, civically engaged scholars and leaders.

Characterization of Granny Weatherall from The Jilting of Granny Essay

Characterization of Granny Weatherall from The Jilting of Granny Weatherall - Essay Example she was jilted away from her desired path because of collapsing relationships, and this may be the reason why she got projected as hypercritical and callous. Granny suffers from an unvarying series of hurt which make her intensely bitter. This is the largest obstacle in Granny’s life. She longs to overcome the challenges in her life and imagines herself as a perfectionist fulfilling all her duties to please herself and her family. This makes the plot even more ironic. The reference to light and dark directs the readers to the religious symbolism used in the story which allows them to decipher Granny’s flashbacks from her present life. Religion played a strong role in Granny’s life. She staunchly believes that death is inevitable and that she should be prepared for it. She imagines herself floating as she dies and goes to heaven. She believes that if she is not directed to heaven she will feel herself descending back on earth. Whether she utters a prayer in her mind or not she is heard praying and thanking â€Å"God for all my life I thank Thee. Without Thee, my God, I could never have done it† (Porter 1965). Granny Weatherall, however, seems to be upset with God in the last hours of her life for reminding her of the dreadful past she always wanted to forget. â€Å"There was the day  .  .  . but a whirl of dark smoke rose and covered it, crept up and over into the bright field where everything was planted so carefully in orderly rows. That was hell.  .  .  . For sixty years she had prayed against remembering him and against losing her soul in the deep pit of hell.  .  .  .†Ã‚  (Porter 1965) During dark hours Granny felt her thoughts falling prey to confusion. The â€Å"jilting† becomes Granny’s own life as each time she attempts to overcome hardships another one is on her way like a bolt. The very first shock of her life was the time when she was standing in the church as a bride and her fiancà © didn’t turn up for her. This moment makes her weak but she has

Environmental Science in DomesHc Dwellings Report Coursework

Environmental Science in DomesHc Dwellings Report - Coursework Example The information includes the possible options of accessing the house from various directions and the options of transport. The space in the house and the number of rooms will be a critical factor in determining the occupancy of the house in terms of the number of occupants. This is essential because in addition to the wall dimensions of the walls and the space in the house provides direct how the occupants will use every space as well as their reactions to the issues arising in the usage of the space. Apart from the basic information about the house, it will be necessary to examine the suitability of the wall, the floor and the roof structures. From these we obtain the u-value of the house and the suitability of the construction materials used for the house. In the same part 1, there will be an analysis involving the calculation of the upper limit and the lower limit from which it will be possible to do calculations of the coefficient of heat loss. From the wall construction and open air ventilation, the project will calculate the heat loss through ventilation. 2. House Description The project involves Linley and Simpson house located along the 12 Station Road in Horsforth in West Yorkshire, UK. Aerial View from Google map Latitude: 52.70 Longitude: 1.217 Wind angle to facade (Summer Season): 100 Wind angle to facade (Winter Season): 150 Front View Back View 3. Required Adjustment The second step of this project involves the study of the meteorological data in relation to the house structure in order to make adjustments out of the reaction of the occupants. The adjustment will depend on the necessary resistance required for the management of wind velocity. Adjustment in this case includes the wall dimensions, space between walls and the orientation of the house in relation to the direction of wind. From the adjustments and the calculation of heat loss coefficient for the house ventilation, the project will require maintaining proper quality of air good air qual ity by making changes. Other than energy losses, we will look at the sources of heat gain. Externally solar gain and internally from the daily electrics and metabolic we usually use. As we group out the values from heat loss and gain, we can estimate the extra energy needed to heat the house to the optimum internal temperature. Furthermore, to calculate energy use we need to identify our balance point- the external temperature above which a building needs no further heating to achieve a constant internal comfort temperature. By then we can calculate degree-days and hence estimate the amount of time needed to heat our houses over a period of time. After that, we calculate the carbon emissions of the building and move on to the part 2 of our project. In part 2, I will work out two methods to improve the energy loss and gain from the building. By using different material in order to reduce carbon emission and increase energy gain and maintain a good living standard for occupants 4. Ana lysis of the House Structure Linley and Simpson House is a simple brick house with between 25% - 30% glazing. Due to its location, it receives sufficient sunlight from 9 am in the morning to 4pm in the evening. Both the front view of the building and the back has an opening. The privacy of the building is ensured using curtains, and this is a limiting factor to the exposure of the house interior to

Developmental Issues in Identity Formation and Self Esteem

Developmental Issues in Identity Formation and Self Esteem Critically discuss the significance of understanding the developmental issues of identity formation and self-esteem as a guidance counsellor with reference to the work of at least 3 theorists covered on the module. Early adolescence is a period of obvious human development and growth which occurs between childhood and adolescence. Adolescence is the transition from childhood to adulthood, its when the form of attachment with their parents change as the child begins to seek autonomy from their parents and at the same time they need to keep their sense of relatedness to them. At the beginning of the adolescence the parent-child conflict approaches its peak. (Boyd Bee, 2014) During this significant stage of the life cycle, young adolescents, 10 15 year olds, experience rapid and momentous developmental change. During this phase of young adolescents education, to understand and respond to the distinct developmental characteristics is crucial. A person is not a composite of isolated attributes, but instead resembles a system of characteristics. (Schoon, I. 2006, p. xv) Identity formation, also known as individuation, is defined as the development of the distinct personality of an individual charac teristics that are possessed by one, by which one is recognised or known. Such traits include a sense of uniqueness from others and a sense of identity within society. From research we see that development is physical, cognitive or psychosocial is unique for every child. Some young people develop in certain areas faster than others but that does not mean that a slower or a faster development than the average is not uncommon. The assumption that the potential for development continues throughout life raises the question of what we mean by development. Are we to say that change and development are synonymous? (Sugarman, L. 1996, p. 3) In this essay I will be discussing developmental issues of identity formation and self-esteem as guidance counsellor, for this I am mostly going to concentrate on Erikson, Marcia and Kohlberg and their theories. Eric Erikson (1902-1994) was a German born, American developmental psychologist and psychoanalyst well known for his theory on psychosocial development of humans. The intrinsic affirmation affiliated with Eriksons theory of psycho-social development is that the personality is tenacious over the lifespan as the individual matures biologically and cognitively. Bee Boyd refer to lifespan perspective as the current view of developmentalists that changes happen throughout the entire human lifespan and that changes must be interpreted in light of the culture, and context in which they occur (Boyd, D and Bee, H. 2003, p.14). The life-span perspective . Sees both the individual and the environment as potentially influencing and being influenced by each other (Sugarman, L. 1996, p. 3). At each stage of development there is an associated set of developmental tasks. The fundamental element to a successful route through lifes stages is the distinction of the social environment. Erikson referred to this development in terms of the Epigenetic Principle, an organic perspective. He referred to this in his book Identity, youth and crisis (1968), and used it to encompass the notion that we develop through an unfolding of our personality in predetermined stages, and that our environment and surrounding culture influence, how we progress. Erikson explained the factors which have been linked with healthy identity development, these include: security, trust, safety with having the freedom to explore their environment. According to Erikson, to a achieve a healthy personality, an individual must successfully resolve a crisis at each of the eight stages of development in, as summarized in the table below: (Boyd, D and Bee, H. 2003, p.28). Figure 1: Eriksons Epigenetic Principle and Middle Childhood, 8 Psychosocial Stages: Stage Age Stages of Development Developmental Characteristics 1 Birth to 1 year Trust versus mistrust (hope) Attachment Bonding 2 1 to 3 Autonomy versus shame and doubt Potty training self-maintenance 3 3 to 6 Initiative versus guilt Academic success, adding, abcs, making friends 4 6 12 Industry versus inferiority Social competence, friendship network 5 12 18 Identity versus role confusion Loyalty friendship 6 18 30 Intimacy versus isolation Falling in love, maintaining a relationship 7 30 to old age Generativity versus stagnation Having nurturing children 8 Old age Integrity versus despair Imparting wisdom to others (Boyd, D and Bee, H. 2003, p.29). Erikson believed the behaviour of the main caregiver (usually the mother) is critical to the childs resolve of this crisis, the caregiver must be consistently loving, and must respond to the child predictably and reliably. He goes on to state that infants whose early care has been eratic or harsh may develop mistrust. (Boyd, D and Bee, H. 2003, p.29). It was Eriksons belief that throughout ones lifetime, they experience different conflicts or crisis. Each of the conflicts can arise at a certain point in life and needs to be successfully resolved before progression to the next of the eight stages. Failure to successful complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. These stages can be resolved successfully at a later time. Eriksons theory has not been without its critics. At times, he overemphasizes the symbiotic relationship between individual development and societal progress and, .. has been criticized for having a conformist theory (Sugarman, L. 1996, p. 93) Socially competent adolescents can strike a balance between their identity as individuals and as part of groups, the ability of maintaining equality, and their own wants, needs, desires and their ability to meet the needs of others. Identity is the major personality target that a child needs to achieve during this phase in order to become a content, productive and satisfied adult. The particular stage which is relevant to identity formation takes place during adolescence, known as Identity versus Role Confusion. Identity is influenced by how the adolescent sees him/herself and is also based on their relationships with others and their perception of how others see them. (OBrien, E. Z. 2013, p.151). In development stage five, adolescents need to decide who they are, which are their strengths and weaknesses and what their path in life is. Erikson considered Identity Formation as personality and role experimentation, with the number of choices it can be overwhelming so adolescents may se em to appear to go through a period of moratorium. Moratorium is defined as A crisis in progress, but no commitment has yet been made (Boyd, D and Bee, H. 2003, p.312). Many teenagers during this period can try out roles to see if they right, for example a teenage girl trying to be glamorous and flirty (her sexuality maybe blossoming), or a teenage boy who is experimenting with the tough guy image. Erikson never saw identity as static or unchangeable but believed identity formation was a life-long process, across the life span. Also pressurising someone into an identity can result in rebellion in the form of chartering feelings of unhappiness and a negative identity. Erikson also referred to identity crisis which is period by which the adolescent is troubled by their lack of identity, which can result in the inability to continue responsibilities as adults or entering into isolation, or loosing ones identity in the crowd. This change in adolescence is usually an indication of an ind ividuals development of multiple perspectives in social relationships. adolescent adjustment predicted changes in authoritative and neglectful parenting styles more robustly than these styles predicted changes in adolescent adjustment. (Eccles, J., 2012, p.2) Marcia is another significant theorist who elaborated upon Eriksons perception of identity crisis and identify confusion. James Marcia (1937 ) a Canadian clinical and developmental psychologist took Eriksons theory further. He described the process as having four basic, main steps on the continuation of identity development, the structure is designed to classify adolescents into one of four main stages of identity. The identity statuses are used to pinpoint the progression of an adolescents identity formation. In Marcias theory, he states that identity is whether an individual has explored various alternatives and made firm commitments to: an occupation, religion, sexual orientation and political values. **REFERENCE Marcias four identity statuses are in the table below: Figure 2 : Marcias identity statuses Experienced crisis Not in Crisis Degree of commitment to a particular role or values HIGH LOW HIGH Identity achievement status (crisis is past) Foreclosure status Committed LOW Moratorium status (in midst of crisis) Identity diffusion status Not Committed Degree of crisis (OBrien, E. Z. 2013, p.153) Marcias theory does not conclude that each adolescent will go through and encounter all four identity statuses. Some may experience only one or two identity statuses throughout their adolescence. Furthermore unlike Eriksons, Marcias theory takes into account multidirectional movement between and among the various identity statuses. For example, an adolescent may experience a traumatic event such as their parents separating, or an assault, which may cause them to re-assess their perception of the world and its value system. The type of crisis may result in them reverting to a previous enacted identity status as to adjust to this new situation. These are four identity statuses proposed by Marcia, furthering Eriksons theory. Marcia described the process as having four main, reoccurring steps. Identity formation has two key parts: Crisis and Commitment. For fully achieved identity, young people must have both examined value/gaols and reached firm commitment. For Identity achievement: Marcia suggests that adolescents who have experienced crisis and reached an undertaking to ideological, occupational or other objectives. Moratorium: is when a crisis is in progress, but no commitment has yet been made. With foreclosure: adolescents who have made a commitment without having gone through a crisis. Then identity diffusion: this represents either an early stage before the crisis, or a failure to reach a commitment after a crisis. Marcia suggested that identity involves the adoption of ideals and values, sexual orientation and work possibilities. He formulated the idea of status which allowed for a more fluid conception of identity f ormation. (OBrien, E. Z. 2013, p.168) According to Schlossberg the best way to cope with a crisis or transition in life, is to adapt the 4 Ss System: Situation, Self, Supports and Strategies. (Schlossberg, N. K., 2011) Minority teenagers, especially those of colour in a predominantly white culture, face the task of creating two identities in adolescence. (Boyd, D and Bee, H. 2003, p.316) Boyd and Bee define Ethnic Identity as a sense of belonging to an ethnic group. American developmental psychologist Jean Phinney, proposed in 1990 that in adolescence, the development of a complete ethnic identity moves through three stages: Unexamined ethnic identity: which is very similar to Marcias identity status called foreclosure. Ethnic identity search: parallel to crisis in Marcias analysis of ego identity. Resolution: Of conflicts and contradictions similar to Marcias status of identity. Young people of colour often develop two identities, a psychological sense of self and an ethnic identity. (Boyd, D and Bee, H. 2003, p.317) In addition to establishing a sense of personal identity minority teens must also develop an ethnic identity. Some resolve this developmental task by creating a bicultural identity for themselves, one that allows them to interact comfortably with members of the majority group, individuals who belong to other minority groups and members of their own group. . (Boyd, D and Bee, H. 2007, p.284) An ethnic identity is identification with definite ethnicity, usually on the basis of a presumed shared ethnic descent. Ethnic groups are often also united by common cultural, behavioural, linguistic or religious traits. They must also develop an ethnic or racial identity, including self-identification as a member of some specific group, commitment to that group and its values and attitudes. (Boyd, D and Bee, H. 2007, p.284). Phinneys stage model is a useful general description of the process of ethnic identity formation. While others resolve the dilemma by consciously choosing their own ethnic groups patterns and values, yet this choice could limit their access to a larger culture but they make this as an informed decision. Also adolescents from different cultural backgrounds who try to compete and succeed in the most dominant culture might be shunned by their own peers. Based on the studies which have derived from Eriksons Marcias Theories there is a need to examine the pros and cons of both theories. Eriksons can be ambiguous about the causes of development and his theory does not have a universal structure for crisis resolution. Eriksons theory is more a depictive overview of human social and emotional progression that does not comprehensively explain why or how this advancement occurs. Furthermore Erikson does not clearly explain how the outcome of one psychosocial stage influence personalities at a later stage. Then on the more positive side of Eriksons theory is, its ability to bring together important psychosocial developments across the entire lifespan. Also Erikson was more positive than Freud as he believed that negative outcomes in a stage could be resolved at a later date. (OBrien, E. Z. 2013, p.22) Unlike Ericksons stage theory, Marcias theory accounts for multi-directional movement among and between the various identity statuses. Final ly Marcia formulated the idea of status, which allowed for a more fluid conception of identity formation. (OBrien, E. Z. 2013, p.168) Lawrence Kohlberg (1927-1987), an American psychologist best known for his work on the Theory of stages of moral development, also known as a stage theorist. Kohlbergs theory was developed from the research and principles of Jean Piagets identity development. Previously, Piaget (1932) suggested a two-way theory of moral development (moral realism and moral relativism). (Hearne, L., 2017, p. 11). Kohlbergs moral development is focused on the cognitive process rather than the actual moral actions of a person. Continually people who are able to cognitively discuss appropriate moral choices do not always exhibit moral behaviour. Furthermore, persons can know the right moral decisions to make and decide to respond in the opposite manner. However, the theorist whose work has had the most powerful impact has been Kohlberg (Bergman, 2002; Colby et al., 1976, 1981). Moreover, theories of moral reasoning have been important in explanations of adolescent antisocial behaviour. (Boyd, D and Bee, H. 2006, p.335). Kohlbergs moral judgement development seems to have a parallel relationship between age and stage. Before the age of ten years of age a child believes rules are fixed, handed down by a higher authority (such a parent or adult) and subject to change. After the age of ten, the child realises that rules are flexible and can be modified, with the agreement of others. (OBrien, E. Z. 2013, p.120) Kohlberg based his theory on interviews he conducted with children and adolescents regarding moral reasoning. He then devised moral dilemmas, the answers to which were used to categorise moral development, one of example of this is the Heinz dilemma. Where a woman was near death from a specific cancer but there was one drug which doctors thought might save her. But the drug was very expensive to make it was made in her same town, it was $2,000 for a small dose of the drug so her husband became desperate and broke into the laboratory to steal the drug for his wife. Kohlberg then suggested 6 responses for this moral dilemma to assess peoples reasoning on their decision. Listed below are the six stages of Kohlbergs moral development: Level 3 POSTCONVENTIONAL Shared standards, rights and duties Stage 6: Self-selection of universal values and principles Stage 5: -Sense of democracy and relativity of rules Level 2 CONVENTIONAL Performing right roles Stage 4: Fulfilling duties and upholding laws Stage 3: Meeting expectations of others Level 1 PRECONVENTIONAL Values in external events Stage 2: Getting what you want by trade-off or in exchange for behaving Stage 1: Punishment avoidance Figure 2: Kohlbergs Theory of Moral Development Various theorists have criticized Kohlbergs theory, by those who placed more emphasis on learning moral behaviour and by those who believe moral reasoning is based mostly on emotional factors rather than on their ideas of fairness and justice. Carol Gilligan claims Kohlbergs theory is flawed because his research was based on male responses and represents a male perspective of moral development and reasoning. . (OBrien, E. Z. 2013, p.138) From Gilligans work with women she deduced that women apply an ethic of care in the judgements rather than a male ethic of justice. Eisenberg has defined empathy as an affective response that stems from the apprehension or comprehension of anothers emotional state However .an empathic response usually turns into either sympathy or personal distress (Eisenberg, 2000, p.671) In conclusion young adolescents warrant educational experiences and schools try to care for their physical, intellectual, emotional/psychological, moral/ethical, social developmental and spiritual, characteristics. Parents, practitioners and others who work with young adolescents need to be aware of both obvious and subtle changes in their developmental characteristics. Changes like these can give adults intuitive into the demands facing young adolescents and emphasise possible logic for transference in their capabilities and behaviour. Educators and career guidance counsellors and policymakers today need to persevere with their support of initiatives that allow young adolescents with developmentally appropriate environment and learning experiences. Teenage aspirations, especially educational, in combination with academic attainment are an important predictor of adult social status. (Schoon, I. 2006, p. 138). Bibliography Schoon, I. (2006) Risk and Resilience; Adaptations in changing times, 1st ed., Cambridge: Cambridge University Press. Boyd, D and Bee, H. (2003) Lifespan development, 3rd ed., Allyn and Bacon, Pearson Boyd, D and Bee, H. (2006) Lifespan development, 4th ed., Allyn and Bacon, Pearson Boyd, D and Bee, H. (2007) The Developing Child, 11th ed.,Pearson, International Edition. Allyn and Bacon. OBrien, E. Z., (2013) Human Growth Development, 2nd ed., Gill and MacMillan Sugarman, L. (1986) Life-Span Development, Concepts, Theories and Interventions, 1st ed., Methuen Co. Ltd. Eisenberg, 2000 .. https://en.wikipedia.org/wiki/Identity_formation Hearne, L., (2017). Session 5: Theories of Social and Personality Development, Lecture Notes, University of Limerick. Eccles, J., (2012) Developmental Psychology, Vol 48(6), Nov 2012, 1540-1553. http://dx.doi.org/10.1037/a0027720 Schlossberg, N. K., (2011). The Challenge of change: The transition model and its applications. Journal of employment counselling, Vol 48

Being an Insider

In my first paper, I wrote about being an outsider. It was hard for me to come to America, not speaking English as my first language, and attending a private Christian school where I did not always understand important things. Now, I would like to describe a time when I was no longer an outsider, but actually an insider.When I first came to the U. S. , I was not sure when I would ever feel like I belonged. It wasn’t that I disliked my new home, it was that I could not understand what was being said around me. As I said in my previous paper, it was very difficult and I just hoped that summer camp would be a different experience for me.The first day of summer camp, I remember being quite nervous. Not only was I going to a new place, but I was leaving the friends that I had made in high-school for a summer. When I had struggled so much to fit in, it was hard to leave foreign place that had become familiar only to come to another foreign place; summer camp. Part of me thought it m ight be like high school. Maybe I would be the only foreign one there and maybe I would have trouble understanding what people were saying. Maybe it would be hard for me to connect with people. I did not know what to expect. The first day that I was in nearly confirmed all of my fears.The couselor spoke quick English. I groaned inwardly to myself, because I could see my high-school experience happening all over again. I was not sure how I would survive an entire summer of summer camp if it was the same as high-school. I went throughout my first day floating from activity to activity, still unsure if this was going to work out for me. I missed my family and my friends from home so much that it hurt. Never in my dreams, could I have known that nearly everyone else there was missing his or her family and friends, just like I was. They, however, had the advantage of speaking fluent English.It was when I was walking back to my bunk at the end of my last activity that something amazing ha ppened for me. Tossing a little pebble in front of me, I was not paying attention to what was going on around me. I tossed the pebble up, hit it with my knee and then kicked it out and hit a nearby tree. One squirrel came scampering out of the tree as though I had been aiming the pebble at him. â€Å"Wow. That was pretty good! Are you as good with a ball? † This guy with crazy hair asked me. I just stared at him. I understood what he was asking, but I was just surprised that he was talking to me.â€Å"I played basketball at home,† I said. It was something that my family loved to do together. â€Å"You should play for one of our camp basketball teams,† he said. â€Å"Me? † I asked. I still just could not believe what was happening. Basketball was something that I definitely knew something about. On top of that, I could make new friends. It was perfect! He told me where they were meeting and the time. I was so excited that I went back to the bunk and search ed for my good sneakers. I called home and told my family what had happened to me that day. I definitely sounded chipper than I had when they dropped me off at the camp.The next day, when I walked to the basketball court, I was a little intimidated by how good these people were. Guys and girls alike were handling the basketball ball like they were Michael Jordan. I ran over and began playing with them. They did not make a big deal about my being there. With basketball, it does not matter who you are or where you are from. In basketball, it matters how you play the game. One thing I was confident with was that I could play basketball and play it well. A basketball had been in my hands since I could remember. That is just how it was in my family.While fishing is something that some American families bond over, basketball is what my family bonded over. â€Å"Hey,† waved Juan, the guy with the wild hair that I had seen yesterday. â€Å"You know something? You are good! † I t did not take long for me to learn that he was the team captain. He was really good and had great ideas. I smiled and shrugged. It was nice to be told that by somebody who was probably just as good. Throughout the remainder of the game, I kept getting pats on the back and cheers from people I did not know who were sitting on the side of the court. It really felt good to finally fit in with people.â€Å"You play basketball at home, yes? † asked this girl who had a thick accent. I was no longer the â€Å"foreign kid. † I was among many different kinds of people who enjoyed the same game as I did. We continued to play basketball once or twice a week for official practice before we were going to compete with another camp team. We joked about â€Å"practicing† those two days, but in reality, we always ended up gravitating towards the basketball court when we did not have to practice. When we were not playing basketball, we were all going over to someone’s cab in and watched a game. It was just in our blood.It was like a hunger that could not be met. During my activities, I thought about my teammates. I drew basketballs all over my notebook for my activities and thought about different moves that I should try during the next practice. Juan was okay with teammates coming up with ideas. He was not a captain who had to have all of the power. That made us all respect him more. Just knowing that I had a great new group of friends who all enjoyed a sport that I love made school that much easier and bearable. I was also beginning to learn more English by being around them. Especially their slang.Phrases like â€Å"that is wiggin’ me out,† and â€Å"for real,† slipped out of my mouth as naturally as if I had grown up saying them. The more we played basketball, the more they acknowledged my skill. I did not understand all of the rules in English, but the other teammates took the time to explain a lot to me and we also had acce ss to the camp’s computer lounge so that we could research basketball online. Once I researched the rules, I found a lot of online information about basketball that I thought might help me perfect my skill. Juan and the other teammates would need me at my best for our upcoming competition against another intramural team.It was going to be my first time competing with people that were not family members since I had been in the states. When I told my teammates about the research I was doing, they were very enthusiastic. We huddled around one computer, researching things from different plays to the history of basketball. It was amazing that we were researching something not because we had to do it for a class, but because we actually wanted to simply to gain more knowledge on the subject. Some of the terms were hard to learn, but websites like www. basketball. com/nba/rules/rule4. shtml, helped me understand.To dribble, is to bounce the ball with one hand without letting it stop bouncing from that spot on the floor. A block is when one player makes illegal personal contact with another player on the opposite team and interferes with the player’s move. A free throw is when one player from a team is allowed to make an attempt at a basket without any interference with players on the opposing team. The player must act within ten seconds. There are many more terms that I learned while researching that really made me understand how to communicate with my teammates, or understand when they were communicating something to me.We learned a lot about our game that day that we thought would help us that much more win the basket on the game day. We kept practicing until the game that we had done so much preparation for was only a week away. â€Å"We could not win it without you,† said Juan to me. I could not help but grin. These people were really my friends. Home, though it still seemed far away, was not as present in my mind as it had been before. It wa s at the practice before the game that I thought my whole new experience was going to be ruined. We were practicing, like always. It had just rained earlier that morning, but the pavement was still a little damp.We did not want to cancel the practice, because we wanted to get in as much practice as possible. I had the ball and was so close to the basket. Leo was next to me, getting closer and closer. As he put his foot out to get the ball, my sneaker slipped and made me fall awkwardly onto the court. When I fell to the ground, I heard a pop. It was my ankle and I knew it. After I went to the camp clinic, I was relieved that it was only badly sprained and not broken. I was heartbroken, however, that I could not play at the game. â€Å"You know what, come to the game, anyway. If we can’t have you on the court, we can sure use your support,† said Juan.The team was disappointed, though. I felt like I had let them down, but they did not see it that way. They said that in my practicing with them and researching with them, they learned a lot about the sport that they love so much and that what they learned could actually help them have an advantage over their opponents. They said I was still going to be the reason that they were going to win. That made me feel much better and it assured me that I was still going to be an insider. They were not going to turn their backs on me just because of my injury. Later, I asked Juan if he thought anyone would blame me if the team did not win.He told me that if I wanted to, I could blame Leo. I was surprised he said that. â€Å"Blaming does not help anything. It won’t heal your ankle and it won’t make us win the game. Stuff just happens. We definitely want you to play as soon as that ankle heals. † I would look forward to putting my basketball sneakers on again. Until then, I knew I had to be content in just cheering for my friends. The game day came and I sat on the bleachers with my ankle tigh tly wrapped and propped up high. I have to admit that I was disappointed and a little jealous when my friends dribbled the orange ball around on the court.I felt bad, but only until the first basket was scored. It was the first of many scores. Basket after basket lead to a big victory. We had one the camp competition! As we celebrated that night over Coke floats and pizza, I was reminded of a quote that I had obtained while working a project for school. It was something that Mia Hamm had once said that captivated me and still remains with me this day: â€Å"I am a member of a team, and I rely on the team, I defer to it and sacrifice for it, because the team, not the individual, is the ultimate champion. †Though the team considered me a champion and at first, I wanted to be, to be included, but I realized something from that game. I was never an outsider, really. All mankind, no matter what creed or color, are a part of the human race that laughs and cries and works and plays. I learned from my basketball summer camp experience that I was certainly not the only one who was homesick. We were just all missing the homes that we knew. People are not as different as we think. There are different situations and circumstances and cultures, but we are all people. That, I learned, makes us all insiders. There are insiders and outsiders everywhere.Organizations even have them. It is a problem that can split an organization. Outsiders can be due to language barrier, status in business, or disagreements among employees. According to Forbes. com, â€Å"In high-conflict climates, 50% of employees say they get less done while fuming, 46% thought about quitting and 37% became less committed to their work. † It is proven that when several outsiders are not happy in the business, it affects their work. â€Å"Think about it: If employees are stewing over something a co-worker did or about the promotion they didn’t get, chances are they’re not getting their work accomplished–at least not well.Rather than dealing with more revenue-producing matters, managers report they're spending 30% of their time dealing with conflict, according to John Ford, founder of John Ford & Associates, a workplace conflict management firm in California. Resolving those issues quickly saves time and money and boosts employee retention rates,† said Forbes. com. To make employees feel included and help them to get along with one another without having anyone left out, I have made a list of things that I believe are necessary to accomplish the unity goal. 1.Allow all employees to anonymously report when there is an office bully or problem. This helps them know that they do not have to simply â€Å"put up with† what they are going through. 2. Allow all employees a voice. Let them make suggestions and do not forget to give credit where it is due. If a more timid employee comes up with a great idea, then giving him the credit for it can mak e the other employees respect him more. 3. If there is a language barrier, it would be beneficial to have at least one person who can translate. That would help ease confusion. 4.Make sure that all employees are treated equally. No matter what position they are in. 5. Appreciate all employees. 6. Do not place blame in the workplace. If something goes wrong, it went wrong and blaming will not help matters. Allow the person who made the mistake to right it by coming up with a quick, successful plan. 7. Videotaping a meeting could also be a good idea. This way, reviewing who seems to not be participating is easier. Then speak with the one who is not participating and discover and fix the problem. 8. Make sure that employees are trained well enough for their position.If they know what they are doing, they will feel more confident and may participate more. This also decreases the number of mistakes made. 9. Refer to the staff as a â€Å"team. † This automatically suggests unity. 1 0. Have a coach come in and give important lectures about teams. This could even be an annual reminder that the staff is a team. After the meeting, find out if there is anything that could be hindering the unity. From both of my experiences, being an insider and outsider, I think that it is very important that everyone feel like an insider – particularly in an organization.I hope that if people do feel left out, as I did in the beginning of my stay in the United States, that they will tell someone. Communication is the best remedy. Works Cited Hamm, Mia. â€Å"Mia Hamm Quotes. † Thinkexist. 2006. 29 Nov. 2006 . â€Å"NBA Rules. † Basketball. 2002. 29 Nov. 2006 . Weiss, Tara. â€Å"Can't We All Just Get Along? † Forbes. 2006. 29 Nov. 2006 .