A Critical Review of Erikson’sTheory Essay

The Psychosocial Stages of Development is Erik Erikson’s major contribution to personality formation. According to his theory, an individual passes through eight stages of development. Each stage has its own unique characteristics. This paper will focus on the strengths and weaknesses of Erikson’s Theory as well as its application to adult learning and in real life. A Critical Review of Erikson’sTheory Erik Erikson’s Theory Explained Erik Erikson’s Psychosocial Stages of Development holds a significant place as far as studying and understanding human development is concerned. His place in psychology cannot be discounted because of the contribution he gave to the field. Although Erikson’s theory is similar in some aspects with other personality development theories, there are some unique distinctions as well(Marshall, n.d). His theory is comparable with Freud’s theory in a sense that both of them believed that the development of an individual passes through various stages. The difference between the two theories is that while Freud’s development stages focus on the libido or sexual drives, Erikson’s psychosocial stages focuses on the evolution of social traits(Marshall, n.d). According to Erikson’s theory, an individual passes through eight critical stages throughout his life. Each of these stages have their own unique attributes and time period. As the individual goes through each development stage, their ultimate goal is to successfully complete each stage before they can proceed to the next. Failure to complete a stage may have unfavorable outcomes to the individual(Chapman, n.d). For instance, in Erikson’s sixth stage of development which is Intimacy vs. Isolation, the failure of the child to develop socialization skills or the ability to form relationships may cause him to become a loner, individualistic, uncomfortable with other people, and others(Chapman, n.d). Erikson’s theory indicates that throughout the life of an individual, they will experience a certain crisis. In the development stage mentioned above, the conflict they experience is their inability to develop social skills(Chapman, n.d). Application to Adult Education The psychosocial stages of Erik Erikson is an implication that the formation of individual personality does not stop in childhood but is a lifelong process. The negative consequences of incomplete stages may manifest themselves during the later stages of life which is why it is important to as much as possible succeed in each stage(Chapman, n.d). For individuals who successfully completed each stage, they will have an idea of what to do when they are faced with a similar situation. Most of the time, these individuals tend to be stronger amidst the adversities of life(Chapman, n.d). Another implication of Erikson’s Psychosocial stages of development is that the person will have a better understanding of themselves, their strengths, weaknesses, their skills, abilities, and others(Chapman, n.d). Critical Analysis of the Theory An in-depth criticism of Erikson’s theory is presented by Professor George Boree of Shippensburg University in Pennsylvania. He raised the following points concerning the psychosocial stages of Erikson(Boeree, n.d): Things happen in a certain sequence and not because of biological programming. For example, one cannot have the ability to love unless they have developed sexual maturity. The timing for each stage may vary from one culture to another. For instance, a baby can start talking earlier or much later than what is indicated. Nowadays, people get married even before reaching 18 or 21 years old. Erikson’s theory is applicable and useful to various cultures and in any period. It is applicable to current and future generations. Conclusion   Understanding of the self is a life-long process. It does not stop at Stage Eight of Erikson’s Psychosocial Development. Likewise, identity crisis can take place at any point of life. The most important thing is that parents play a major influence in the successful formation of their child’s personality. References Boeree, G(n.d). Erik Erikson. Shippensburg University. Retrieved July 2 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://webspace.ship.edu/cgboer/perscontents.html Chapman, A(n.d). Erikson’s Psychosocial   Ã‚  Ã‚   Development Theory. Businessballs.com. Retrieved   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   July 2 2008 from http://www.businessballs.com/   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   erik_erikson_psychosocial_theory.htm#freud’s_psychosexual_stages Marshall, J(n.d). Erikson’s Theory of Psychosocial Development. Kid’s Development. Retrieved July   Ã‚   2 2008 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.kidsdevelopment.co.uk/   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   EriksonsPsychosocialDevelopmentTheory.html

The Structure of Education from Early Years to Post-Compulsory Education

The structure of education from early years to post-compulsory education Entitlement & provision for early years education. As part of the every child matters agenda and the Childcare Act 2006 every child aged 3 & 4 is entitled to receive part time early years education of up to 12. 5 hours per week for 38 weeks of the year to ensure that they receive up to 2 years free education before reaching school age. The characteristics of schools & school governance. All schools are seeking to enforce expectations in terms of meeting the national curriculum. Under the National Curriculum there are four Key Stages to education: Foundation4 year olds Key Stage 15 to 7 year olds Key Stage 27 to 11 year olds Key Stage 311 to 14 year olds Key Stage 414 to 16 year olds Mainstream State Schools All children in England aged 5 to 16 are entitled to free education at a state school, most go to state schools. Nursery school: 3 to 4 year olds Reception: 4 year olds Primary: 5 to 11 year olds (Key Stage 1 & 2) Secondary: 11 to 16 (Key Stage 3 & 4) There are 4 main types of state school: Community schools, Foundation & Trust schools, Voluntary aided schools, Voluntary Controlled schools. Community schools These are run & owned by the local authority & cover all 4 Key Stages. Foundation & Trust schools Foundation schools are run by a governing body which employs the staff and sets the entrance criteria. Land and buildings are owned either by the governing body or by a charitable foundation. Trust schools are similar, but are run together with an outside body – usually a business or charity – which has formed an educational trust. Voluntary aided schools Voluntary-aided schools are religious or faith schools. Just like foundation schools, the governing body employs the staff and sets the entrance criteria. School buildings and land are usually owned by a charity, often a church. Voluntary Controlled schools Voluntary-controlled schools are a cross between community and voluntary-aided schools. The local authority employs the staff and sets the entrance criteria, like a community school, but the school land and buildings are owned by a charity, often a church, which also appoints some members of the governing body. Specialist schools State secondaries often specialise, which means they have an extra emphasis in one or two subjects. Schools can specialise in: the arts, maths and computing, business and enterprise, music, engineering, science, humanities, sports, languages, and technology. Special schools Special schools are for the education of students with special needs that addresses the students' individual differences and needs. This could involve the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings designed to help learners with special needs achieve a higher level of success in school and community than would be available if the student were only given access to a typical classroom education. State schools with particular characteristics There are a number of schools within the state schools system with particular characteristics, some may have different admission criteria or funding arrangements but as with other state schools admissions are coordinated by the local authority. Academies Academies are independently managed schools set up by sponsors from business, faith or voluntary groups in partnership with the local authority and the government Department for Children, Schools and Families. City Technology Colleges These are urban-based, independently managed secondary schools geared towards science, technology and the world of work. They offer a range of vocational qualifications as well as GCSEs and A levels. Community and foundation special schools Pupils at a special school have usually been assessed and given a statement of special educational needs (SEN). These may include learning disabilities or physical disabilities. Some special schools are funded by the local education authority. These could be community, voluntary-aided or controlled, or foundation special schools. Some special schools are independent. Faith schools Faith schools are mostly run in the same way as other state schools. However, their faith status may be reflected in their religious education curriculum, admissions criteria ; staffing policies. Grammar schools Grammar schools select all or most of their pupils based on academic ability. Maintained boarding schools Maintained boarding schools offer free tuition, but charge fees for board ; lodging. Independent schools An independent school (also referred to as a private school, or in England as a public school) is a school that is not financed through the taxation system by local or national government and is instead funded by private sources, predominantly in the form of tuition charges, gifts and long-term charitable endowments, and so is not subject to the conditions imposed by accepting state financing. Free schools Free Schools are normally brand-new schools set up by teachers, charities, community or faith groups, universities and groups of parents where there is parental demand. They will be set up as Academies and will be funded in the same way, directly from central government. They also share with Academies a greater control over their finances, the curriculum, and teachers' pay and conditions. Post 16 options for young people & adults. There are more opportunities now than ever before when it comes to post 16 education, previously pupils aged 16 or over either left school and started employment or stayed on to continue their studies. There has been an increase in government funding of education for 14-19 year olds and in particular a focus on reducing the number of young people not in education, employment or training (NEET) post 16. Just under an estimated one million 16 to 24-year-olds (979,000 in total) are considered NEET, according to official figures published in August, of these, around 186,000 are aged 16-18. If you are aged 16 or 17 and coming towards the end of a school or college course, the â€Å"September Guarantee† means that you’ll definitely be able to continue learning. The September Guarantee Under the last Labour government the guarantee was as follows: * Full or part-time education in school, sixth form college, independent learning provider or further education (FE) college * An Apprenticeship or programme-led Apprenticeship, which must include both the training element and a job or work placement * Entry to Employment (E2E) * Employment with training to NVQ level 2 By 2013 all pupils will be required to continue in education or training to at least 17 years of age although under new governments this could change.

Interview Outline

In life everyone has different think and behaviors usually do to how a person is raised during childhood, what they have seen during childhood, or it is inherited through genes that are passed on to them. I chose two people for my final paper, they happen to be a husband and wife, their names are Lela and Jerry Hyles, they have been married for ten years they have no children together but they have many step children, Lela is 40 and Jerry is 58, the wife is about eighteen years younger than her husband, They are both currently unemployed they are disabled to work. These people are my parents Lela is my mother and jerry is my step father but if I have to choose one I would rather speak to the wife instead of the husband because I have more contact with her than him the wife is not only my mother but she is my best friend. I made the decision of choosing both a male and female for my interview because men and women think a little differently in some situations, which I thought, might shed a little light on the difference between the two genders and their thinking. Interview Questions; 1. ) Does the interviewee prefer studying in a library, or at home where there are background noises and some distractions? 2. ) Has the person you are interviewing taken the Myers Briggs test? Report the results. 3. ) Does the interviewee think these results are accurate? Why or Why not? 4. ) Which experience does this person think contributed most in the development of his or her personality? 5. Does this person feel that he or she is self-monitoring in regards to his or her attitudes? How or how not? 6. ) What does the interviewee feel was the strongest influence on his or her attitude? 7. ) What role does your interviewee think a person’s race, gender, or ethnicity play when forming that person’s personality and attitudes? 8. ) Does this person feel he or she is better at tasks when intrinsically motivated or extrinsically motivated? . ) The learning and memory process? 10. ) Does the interviewee remember information more accurately if he/she ob serves the behavior being performed? Yes I do have permission to speak to them on this paper. Also Instructor Michelle Hill I hope I done this assignment correctly. My reference: I got them from the questions from Appendix A that I will be asking to the interviewers. – Final Project Overview.

Nazi Opposition and the Holocaust

In â€Å"Opposition and Resistance in Nazi Germany†, Frank McDonough explains that the Christian Church was the only organization in Hitler’s Germany that opposed Nazism.   For this reason, the Church was vehemently opposed by Hitler for Nazi opposition.   The chief opponents of Nazism within the Church were punished by the Nazis.   Nevertheless, the Church refused to bow to the Nazi regime seeing as the values of the Church differed widely from Nazism. Samuel P. and Peral M. Oliner write in â€Å"The Holocaust: Problems and Perspectives of Interpretations† that there were around 50,000 to 500,000 non-Jews with altruistic personalities that came to rescue the Jews during World War II.   Although the period was marked by extreme violence and bloodshed, good was meant to overcome evil in the form of countless people that risked their lives for the Jews, despite the fact that they were not related to the Jews by religion, culture, or ethnicity. Peter Hayes mentions several such people by name in his article, â€Å"Lessons and Legacies: The Meaning of the Holocaust in a Changing World.†Ã‚   According to the author, although the Nazis believed that it was a crime to help the Jews, the brave people who helped the Jews refused to submit to Nazi pressure and injustice. Analysis All of the articles summarized above provide evidence to back up the authors’ theses.   While Frank McDonough provides historical examples of the conflict between the Church and Nazism; Samuel P. and Peral M. Oliner provide research evidence to show the altruistic characteristics of the brave non-Jewish rescuers that came to help the Jews without expecting a monetary reward in exchange for their help.   Peter Hayes uses the case study method to describe the altruistic personality of the non-Jewish rescuer. Hence, all three articles provide enough information for the writer to understand the respective topics in depth.   What is more, all three articles present information in a logical manner.   After introducing the topics of their articles, the authors present evidence to support their thesis, connecting each of their sentences and paragraphs to the previous ones.   At no point does it appear that the authors are digressing or providing little in terms of reasoning.   Rather, the articles are complete in terms of logic. Personal Response to the Readings In my opinion, the most important fact to infer from the summarized readings is that good and evil can be interwoven even in terms in great distress.   Indeed, it is good news for humanity that everybody would not submit to evil despite all odds.   So, even though the Nazis were a great threat for the good people in their area, innumerable such people refused to be afraid of Nazism,  and instead made an effort to help the Jews.   The Church refused to bow to Nazi dictatorship to boot.   I believe this is a victory for religion, even if the Jews were being persecuted because of their religion alone.   Indeed, my faith in the power of religion as well as good over evil has been strengthened through these readings.      

The Effectiveness of Government Subsidies for Goods Essay

The Effectiveness of Government Subsidies for Goods - Essay Example Subsidies involve payment of a certain portion of the cost of production to the firm with an objective of lowering the price of the good and thereby encouraging more consumption of the same (Lines, 2005). Subsidizing farm produce has the effect of ensuring there is enough food stuff and agriculture related products in the economy. However, critics of this economic policy argue that it breeds inefficiency and misallocation of scarce resources. Objective This research will be guided by the following objective: To establish the effectiveness of government subsidies on commodities in the product market. Literature Review Conradie (2009) notes that the poor condition of most of the marine capture fisheries in the world has raised increasing public concern of late. There is an imminent economic impact of diminished resources of fish on the regions’ economies in both developed and developing world economies, as well as near commercial extinction of stocks of fish that have placed gre at impact on ecosystems. The declaration which emanated in the World Trade Organization (WTO) meeting that was held in Doha emphasized on fisheries as a sector which needs maximum considerations in the next meeting of international negotiations on world trade. While there is a concern on overfishing, the main operational concern remains the role played by subsidies in stimulation of overfishing. If it comes out that the existence of subsidies stimulate overfishing, and then there is need to come up with a control mechanism or completely eliminate the policy. Subsidies often play two key extra roles; they do stimulate fishing and may possibly raise the national income of the country (Grosh, 2008). If the fishing level is below that level that can be safely sustained in the economy, then subsidies that enhance fishing could be useful. Lines (2005) cite that subsidies could interfere with the World Trade Organization control regulations if they lie within the realms of the Internationa l Agreements on Subsidies and Countervailing Measures by the WTO. The concept of subsidies is delicate in the sense that the government introduces them for valid purposes, like economic development strategies. However, with the passage of time, subsidies that were intended for useful purposes may become entrenched and start serving primarily the desires of industry participants who receive the subsidies. Elimination of these subsidies therefore becomes a political thing in the locality, with external implications. Haddad and Shepherd (2011) argue that the policy of subsidies is a complex one due to the fact that there exist no agreement as to what a subsidy actually is. There also exists no scientific way of measuring a subsidy and evaluating its impact to the intended economic sector. At the policy level, we do not have an agreement on when subsidies can be considered harmful or useful. Part of the reason behind the existence of an agreement is the fact that it is complicated to ev aluate the impacts of subsidies in the environment, economy, internal and international trade. Part of the reason for non- agreement on what the definition of a subsidy entails is because subsidies are nowadays being eliminated by governments, it could not be politically wise for a country admitting that a policy actually implies a subsidy. Clements (1998) explains a situation where South African government, through the Department of Agriculture,

Macro & Micro economics Essay Example | Topics and Well Written Essays - 1250 words

Macro & Micro economics - Essay Example The micro and the macro environmental factors influence the market and the marketing decisions. The product of a company considers the differentiation strategies so that the product is accepted by the consumers. Thus, for influencing the market the marketing decisions on the product is important. The price of the product also influences the response of the market towards purchase of the product. This influences the marketing decision for fixing a competitive price. Similarly place and promotion for launch and sell of the product influences the market. The decision on the distribution system of the products enables a smoother access of the products by the consumers. The decision on promotional strategies on the basis of the target customer segment influences the behaviour of the market. Similar to the micro environmental factors, the macro environmental factors like the political scenario influences the operations of the market. Thus marketing decisions should take into consideration the uncertainties of the political factors. Similarly, the other macro environmental factors like the culture of the society, surge in economic conditions, legal constraints influence the market investments. These factors are not under the direct control of the market and hence, the marketing decisions are influenced by the uncertainties associated with the market performance. Segmentation variables to define a market segment The various segmentation variables that need to be considered to define a target market segment are the sizes of the market segments, growth rate of the market segment, suitability of the market segment with respect to the product of the company, access of the market segment by the company and the purchasing power of the market segment. The various market segments are identified based on various features like the demographics, psychographic and the geographic factors. The target size of the market segment is identified based on the suitability of the market seg ment with respect to the product. The growth rate of the market segment is then determined to estimate whether its matches the required growth rate and the future prospects. After determining the suitability of the market segment, the potential access to the market segment is determined by the firm. Finally the purchasing power of the market segment is analyzed to determine whether it matches the price of the product. By considering all these segmentation variables, the target market segment is defined that matches the requirement of the company with respect to the desired features. Different types of pricing strategy The various ways of maximization of profits of the business lies at the cutting of costs, increase in sales and increasing the profits. In a situation where costs are reduced to the limit and it’s difficult to increase the sales of the company, the pricing strategies are adopted in such a scenario. The different pricing strategies are namely, cost plus pricing, market-oriented pricing and penetration pricing. The cost plus pricing method takes into consideration the basic cost of production and then adds a certain percentage to the basic cost to determine the sale price of the pro

Constantine and Christianization Research Paper

Constantine and Christianization - Research Paper Example His mother was a Christian and it is assumed that her influence may have been a factor in his conversion, although this is based on speculation since there is no record relating to the reasons for his faith. He was undoubtedly a man of conviction who changed his spiritual allegiance out of sincere motives, but his individual beliefs do not explain the gradual consolidation of the Christian place which took place during his lifetime. In order to explore this fascinating period of history and explain the rapid process of Christianization in this period it is necessary to look at the political and economic conditions of the time as well as some of the religious and philosophical debates which were carried out in clerical and academic circles. Constantine became emperor of the whole Roman Empire in 324 at a time when most of the Roman authorities were convinced that the stability of the empire depended upon persecuting Christians and promoting the traditional polytheistic religion of Roman antiquity, while admitting some secular and philosophical debate drawn from the widely popular Greek culture of the time. According to Gill (1) Constantine’s conversion to Christianity was one major contribution to Western history but it is matched by his creation of the illustrious city of Constantinople, which became a model for other cities to follow and a rival to the glory of Rome. His massive building plan gave greater credibility to the Christian faith, particularly as he was interested in Church architecture and devoted significant sums of money to Christian projects. Constantine was a remarkably generous patron to the arts and architecture, leaving his mark on the history of European culture in the form of many ambitious buildings which together characterise what came to be known as Byzantine culture. Some important