Timber free essay sample

Timber Classifications (slides 3-16) Most commonly used types of timber (slide 17) Brief description, pictures uses of most commonlyused timber in Sri Lanka ( 19-26) Timber Classifications Supper Luxury Class Teak Ebony Nedun Calamander Tectona grandis Diospyros ebenum Pericopsis mooniana Diospyros quaesita Timber Classifications Luxury Class Satin Halmilla Milla Mahogany (narrow leaves) Mahogany (broad leaved) Jak Chloroxylon swietenia Berrya cordifolia Vitex pinnata Swietenia microphyla Swetenia Macrophylla Artocarpus heterophyllus Timber Classifications Special Class Upper Gammalu Hulanhik Pterocarpus marsapium Chukrasia velutina Margosa Suriyamara, Wewarana Kolon Velang Palu Azadirachta indica Albizia odoratissima Alseodaphane semecarpifolia Adina cardifolia Pterospermum canescens Manickara hexandra Timber Classifications Special Class Tamarind (Hard Wood), Kumbuk Tamarindus indica Terminalia arjuna Eucalyptus microcorys Timber Classifications Class 1 Tawwanna Uva Mandora Munamal Ubberiya Eucalyptus Pilularis Eucalyptus Pilularis, Aceasia Melanoxylon Palacuium rubiginosum Hopea cordifolia Mimusops elengi Carallia calycina Eucalyptus Pilularis Eucalyptus Pilularis, Aceasia Melanoxylon Page 1 Timber Classifications Class 1 Hora Kirihambiliya Dipterocarpus zeylanicus Palaquium grande Page2 Urukanu or Uruhonda Mandora Pihimbiya Ginikulu Lasianthera apicalis Vertica chinensis Filicium decipiens Diospyros oocarpa Halamba Del Liyan Mitragyna parvifolia Artocarpus nobills Homalium zeylanicum Timber Classifications Class 1 Panakka Neralu Madan Pleurostylia opposita Elaeodendron Glausum Syzygium Cumini Page3 Koon Na Pathkela Keeriya Paramara Hedawaka Schleichera eleosa Mesua ferrea Bridelia Mooni / Acacialeucophloea Samamea saman Chaetocarpus castanocarpus Treated Grandis Eucalyptus grandis Timber Classifications Class 2 Alubo Dawata Dawul-Kurundu Godapara Halmandora Panamora Wa Wellpenna Toona Syzygium Makul Carallia brachiata Neolitssa cassia Dillenia retusa Vatica offinis Doona oblonga Cassia siamea Amisophyllea cinnamocides Cedrella toona Page1 Timber Classifications Class 2 Mihiriya Damba Karaw Panu-Dan Rathatiya Thimbiri Dorana Na-Imbul Gonapana Cordonia zeylanica Syzygium gardneri Prosouus indicus Syzyjium spp Palaquium thwaitsii Diospyros embryopteria Diptejacarpus glandulosus Harpullia arborsa Garcinia spicata Page2 Timber Classifications Class 2 Kosganna Kiripedda Talang Eucalyptus Grandis Cypress Ethdemata Ginisapu Ehela Kirikoon Dunumandala Boron Treated Sawn Rubberwood, Ficus altissima Palaquium grande Listea gardneri Eucalyptus Grandis Cupresus macrocarpa / Gmelina arborea Michelia champaca Cassia fistula Walsura piscidia / stevosperm tetragonnm Hevea braciliensis Page3 Timber Classifications Class 2 Alastonia (Havari Nuga) Boron Treated Sawn Pinus Eucalyptus Robusta (Red Gum) Blue Gum, Alstonia macrophylla Pinus spp Eucalyptus Robusta (Red Gum) Eucalyptus globulus Page 4 Comporta Redness Coconut Thiththeta. We will write a custom essay sample on Timber or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page All Doona and shorea spp:except doona congestiflora All calophyllum spp: species other than calaphyllum bracteatum Aporesa cardiosperma Trichadenia zeylanica All Doona and shorea spp:except doona congestiflora All calophyllum spp: species other than calaphyllum bracteatum Timber Classifications Class 3 Aridda Malaboda Diyathaliya Pinus Lunumedella Kalu-Sudu Thalambu Atamba Bulu Kahata Mangifera zeylanica Terminalia belerica Careya arbovea Compnosperma zeylanica Myristica dactylosdes Mastixia tetrandra Pinus spp: Melia dulia Page 1 Timber Classifications Class 3 Rubber Rata-amba (Mango) Ratadel Godakaduru Gokalu Sabbukku(Gravilliya) Accacia Decaran Strychuos nuxvomica Garcinia morella Gravillea robusta Accacia Decaran Page 2 Hevea braciliensis Mangifera indica Athdemata Godakirilla Gmelina arborea Holoptelea integrifolia Timber Classifications Class 3 Mara Kataboda Goraka Tammarin(Sapwood) Bakme Kakuna Casurina(Kasa Kasa) Page 3 Albizzia molucana Cullenia ceylonica Garcinia cambogia Tamarindus indica Nauclea orientalis Canarium zeylanicum Casuarina equisetifolia Beth-hik Davu. Lannea coromandelica Anogeissus latifolia Most commonly used types of Timber Kumbuk /Arjun/White mardah  » Burutha (Satin wood)  » Nedun  » Mara  » Halmilla /Trincomalee wood/Petwood  » Teak ( Sri Lankan)  » Calamander  » Jak (D. quaesita) (Artocarpus heterophylum) (Terminalia Arjuna) (Chloroxylon swetenia DC. ) (Pericopsis Mooniana) (Albizia Odoratissima) (Berrya cordifolia ) Description of tree Kumbuk /Arjun/White mardah-(Terminalia Arjuna) The tree yields a d ense timber which in modern times is being used for furniture, flooring and decking (both outdoor/indoor), heavy and light construction and in the past railway sleepers and boat building. Kumbuk is the most majestic beautiful of all other trees and its timber is one of the most attractive in the world Description of tree Burutha (Satin wood)-(Chloroxylon swetenia DC. ) The Satinwood or Burutha is a large tree growing upto 30 m. The tree has a characteristically grayish green appearance and feathery crown. The wood is hard and heavy and when polished has a lustrous, satiny, honey coloured grain. It is prized for making furniture and also for building purposes. Description of tree Nedun-(Pericopsis Mooniana) Is found on the western coast, from the southwestern province to the Sabaragamuwa Province, including the hill country. Chocolate brown in color with striking grain, this wood has a lustrous polish and color that deepens with age. Description of tree Mara -(Albizia labbek) Is a rare and valuable tree found bordering forest areas. This tree produces a long straight bole and when polished takes on a gold luster. Description of tree Halmilla /Trincomalee wood/Petwood-(Berrya cordifolia ) This is found in the low land dry zone encircling the central mountains. It has a brownish color, is easy to work, and takes on a good polished look. The wood was also used for arrack casks as it is durable and lends itself to bending. Description of tree Teak (Tectona grandis) Teak is a close grained hardwood. This makes it possible to cut joints very accurately and makes it suitable for carving as the close grain means it can be carved to include great detail. It is one of the hardest, strongest and most durable of all natural woods. Resistant to rotting and to the effects of hot sun, rain, frost or snow, making it most suitable for outside. Description of tree Calamander (D. quaesita) Calamander wood or Coromandel wood is a valuable wood from India, Sri Lanka (Ceylon) and South East Asia. It is of a hazel-brown color, with black stripes (or the other way about), very heavy and hard. It is also known as Macassar Ebony or variegated ebony and is closely related to genuine ebony, but is obtained from different species in the same genus; one of these is Diospyros quaesita Thwaites, from Sri Lanka. The name Calamander comes from the local sinhalese name, kalu-medhiriya, which means dark chamber; referring to the characteristic ebony black wood. It is used in furniture, Luthiery and for sculpture. Description of tree Jak (Artocarpus heterophylum) The golden yellow-coloured timber with good grains is used for building furniture and house construction . Jackfruit wood is widely used in the manufacture of furniture, doors and windows, and in roof construction. The heartwood is used by Buddhist forest monastics in Southeast Asia as a dye, giving the robes of the monks in those traditions their distinctive light-brown color.

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