Adolescent’s discussion of physical appearance

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Adolescent’s discussion of physical appearance

Choose from Milestone 063, 064, or 065 video in Chapter 7. How might the concepts of Fuzzy Trace Thinking, Creative Thinking, and Metacognition explain the changes in children’s thinking from the youngest children in the video to the oldest? (Remember that not everyone in discussion may have watched the video so be sure to provide sufficient detail.)

Watch Milestone081. How does the section of Chapter 9: Body Image explain each adolescent’s discussion of physical appearance compare to the information in the section? (Remember that not everyone in discussion may have watched the video so be sure to provide sufficient detail.)

Choose Milestone 094, 095 or 096 videos. Where would each adolescent presented in your chosen video fall in identity development based on Figure 1 on Page 294? (Remember that not everyone in discussion may have watched the video or seen the Figure so be sure to provide sufficient detail.)

Explain Figure 3 on page 300 in Chapter 10. Use information from the section on Peers to explain the changes show in the figure. (Remember that not everyone in discussion may have see the figure so be sure to provide sufficient detail.)

NUMBER 2:
Based on information provided in Ch. 11 & 12, how do you define “being an adult”? (Remember to support your opinions with course material.)

How do close relationships (romantic relationships, friendships, and family relationships) change as individuals develop into adulthood? What aspects of development (physical, cognitive, and psychosocial) impact these changes?

What are some of the physical changes that occur in early and middle adulthood? How can some of these changes impact health? How might these changes impact cognitive and psychosocial development in middle adulthood?

Ch. 14 discusses Adult Stage theories (Erikson’s Generativity vs Stagnation, Levinson’s Seasons of Life, and the Life-Events Approach). Which of these theories resonates with you? Why? How would you explain your chosen theory to your friends and family?

NUMBER 3

How would you explain the seven theories of aging to friends and family? Which resonates with you most? Why? How might your perspective on aging impact your approach to late adulthood?
Based on all you have read about development in late adulthood, what does “use it or lose it” mean to you? (Be sure to include information from the reading to support your thoughts.) Are there any aspects of development in late adulthood that this phrase does not apply to? How?
Ch. 16. Discusses four theories of socioemotional development in middle and late adulthood. How would you explain these theories to your friends and family? Which theory resonates with you most? Why?
The readings this week discuss “successful aging”. Based on all you have read throughout this course, what does that phrase mean? (Feel free to refer to information from previous weeks.)
Ch. 17 can be difficult to read for some individuals. In a previous textbook, there was discussion of “A Good Death”. Based on the readings this week, how would you describe “A Good Death”? Is there a possibility of “Good Mourning”? Why or why not?

Sample Solution

Fuzzy Trace Thinking, Creative Thinking and Metacognition are all important concepts that can help explain the changes in children’s thinking from the youngest to oldest. In particular, Fuzzy Trace Theory suggests that when faced with complex decision-making situations people rely on both verbatim traces (memorized information) and gist-based traces (underlying meaning of a situation) to make decisions (Reyna et al., 2010). This means that as children mature and gain more experience they will be able to better utilize their knowledge of past events combined with abstract ideas in order to solve problems or come up with creative solutions. This can be seen in Milestone 063 video where even though the youngest children initially struggled somewhat when asked how they would handle certain scenarios as they got older their responses became more sophisticated demonstrating an increase in fuzzy trace thinking ability.

Furthermore, creativity is essential for problem solving since it allows individuals to approach tasks from a new perspective which can generate innovative solutions (Beranek & Houdek , 2020). This is illustrated by looking at Milestone 065 video where several participants demonstrated thought processes that could be considered creative such as coming up with unique ways of tackling issues related to bullying or taking initiative without being prompted by adults. Lastly metacognitive skills are also important because they enable people to assess their own thought process during various stages such as planning, execution and evaluation thus enabling them to become better problem solvers over time (Swanson et al., 2017). An example of this can be seen in the Milestone 064 video where the oldest child was able think through her answer before providing it demonstrating evidence of metacognitive development. Therefore, these three concepts provide insight into how children develop intellectually over time; from relying on memorized information while younger to utilizing knowledge along with abstract ideas while older finally leading into making decisions based on higher order thinking skills like creativity and reflective analysis later on in life.

harm done to each other, to pass judgment on the activities after a conflict. For instance, one can’t just nuke the psychological oppressor bunches all through the center east, since it isn’t just relative, it will harm the entire populace, a potentially negative result. All the more significantly, the warriors should have the right aim in the thing they will accomplish, forfeiting the expenses for their activities. For instance: if fighters have any desire to execute all detainees of war, they should do it for the right aim and for a worthy motivation, corresponding to the mischief done to them. This is upheld by Vittola: ‘not generally legal to execute all warriors… we should consider… size of the injury incurred by the foe.’ This is additionally upheld by Frowe approach, which is much more upright than Vittola’s view however infers similar plans: ‘can’t be rebuffed essentially for battling.’ This implies one can’t just rebuff another in light of the fact that they have been a soldier. They should be treated as others consciously as could really be expected. Notwithstanding, the circumstance is raised on the off chance that killing them can prompt harmony and security, inside the interests, everything being equal. Generally, jus in bello recommends in wars, damage must be utilized against soldiers, never against the guiltless. In any case, eventually, the point is to lay out harmony and security inside the federation. As Vittola’s decision: ‘the quest for equity for which he battles and the guard of his country’ is the thing countries ought to be battling for in wars (Begby et al (2006b), Page 332). Hence, albeit the present world has created, we can see not very different from the pioneer accounts on fighting and the traditionists, giving one more segment of the hypothesis of the simply war. In any case, we can in any case presume that there can’t be one conclusive hypothesis of the simply war hypothesis on account of its normativity.

Jus post bellum
At last, jus post bellum recommends that the moves we ought to make after a conflict (Frowe (2010), Page 208). First and foremost, Vittola contends after a conflict, it is the obligation of the pioneer to judge how to manage the foe (Begby et al (2006b), Page 332).. Once more, proportionality is underscored. For instance, the Versailles deal forced after WWI is tentatively excessively unforgiving, as it was not all Germany’s problem for the conflict. This is upheld by Frowe, who communicates two perspectives in jus post bellum: Moderation and Maximalism, which are very varying perspectives. Minimalists propose a more tolerant methodology while maximalist, supporting the above model, gives a crueler methodology, rebuffing the foe both monetarily and strategically (Frowe (2010), Page 208). At the last case, notwithstanding, the point of war is to lay out harmony security, so whatever should be done can be ethically legitimate, on the off chance that it keeps the guidelines of jus promotion bellum.

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