Types Of A Person Is A Swimmer Or Treader?

Life has its way of turning an individual’s attention to better understanding the overall course of life. One may experience different transitions, and turning points as well as particular life events and family experiences that may influence the developmental trajectories of life. The Moore Family- Ed, Jessica, Derrick, Terrance, Debbie and Barbara- all have stories that have unfolded over a period of time. One of the useful ways I will attempt to explain the Moore’s family stories, and the relationship between time and human behavior, is the life course perspective. The life course perspective maintains that chronological age, relationships, common life transitions, and social change shape people’s lives from birth to death (Hutchinson, 2013). Timing is very important.

Inconsistency and selfishness from the “Catch-30” stage turns into rationality and order in the early thirties. This is the “Rooting and Extending” stage where one is known to mature. People lay out their future with settled

By starting the transition period sooner it allows the young person time to decide with help what they want from adulthood and gives professionals the chance to implement these things for the young person.

When it comes to life span development you have to understand what it is and where it comes from or even how it got its name. As it was said by Boyd and Bee that life span development is the name that psychologists have given to the physical and cognitive changes that occur throughout a person’s life (Boyd & Bee, 2009). So I will be first explaining the life span of development, along with summarizing two different theories of life span development, and then the last one is just explaining how heredity and the environment interact to produce individual difference in the development.

In The Swimmer a short story by John Cheever a man named Neddy Merrill decides to swim across every pool in the county naming his route the Lucinda River after his wife. As he goes on this journey some of his neighbors are nice, some show pity, and others show distaste for him. Throughout the story Cheever gives subtle hints that Neddy is disoriented as he doesn’t remember key details of things that have happened to his friends in the area. At the end of the story a disoriented Neddy reaches his home to find it empty, with his family gone. Cheever uses this short story to critique the way of life in the upper class suburbs of America that contributed to the social demise of Neddy Merrill

The majority of lifespan development theories analyze growth and development from two major possibilities, that is, development as a continuous process and development as a discontinuous process (Berk, 2007). Continuous development is defined as the process where an individual builds on the same skills exhibiting at an early age while the discontinuous development is the process that allows individuals to exhibit new and different ways of understanding and responding to different situations and occurrences (Berk, 2007; Koren, 2011). The lifespan development theories that explain growth and development as a process of stages follow a discontinuous development perspective (Berk, 2007).

In Frank Perry’s 1986 film adaptation of “The Swimmer”, Cheever, Neddy, an upper middle class man who decides to swim across his neighbors’ pools home only to discover that his house no longer belongs to him and he is no longer a part of his family, is characterized as a very suave and robust man. The first scene of The Swimmer emphasizes Neddy’s vitality by the ways in which the camera encompasses Neddy’s body and that of his friends, the addition of two characters as well as additional interactions between Neddy and the women in this text. This contrasts the characterization of Neddy in the short story in the sense that Cheever’s Neddy is not presented as this sexual and aggressively masculine figure.

This article was on a study that compared developmental trajectories of non-students, versus college-educated young adults, on the aspects of Arnett’s theory of emerging adulthood (Mitchell & Syed, 2015). However, there is a large group that literature has not been explored, and that category is on the young teen/adults who choose to not attend college, or are unable to because of socio economic status (Mitchell & Syed, 2015). The emerging adulthood theory has been controversial. The controversial topic has been brought up by researchers questioning how non-students may not experience the development of other emerging adults based on their interests to pursue adulthood without attending postsecondary education. The aim of the study was intended to compare emerging adulthood among individuals with college degrees, some college, and no college (Mitchell & Syed, 2015). Arnett’s development tasks for emerging adulthood include: finding a reliable and satisfying career, choosing a partner and starting a family, and establishing financial independence (Mitchell & Syed, 2015).

The journey of competitive swimming started at the age of eight for my local `neighborhood team. I exhibited great potential for the future, for I won nearly all my races. This seemed like the sport

Evaluating the difficulty of being an athlete and in good academic standing, it is understandable that some people will agree with Mr. Vroon’s claim that smart students cannot be athletes. According to Beron, J. Kurt and Alex R. Piquero, Student athletes (SAs), however, must focus on GPA during their collegiate career. . . [h]owever, they are required to “be in good academic standing and make satisfactory progress toward a degree as determined by the institution,” which invariably includes campus-level GPA requirements” (Determinants) (143). SAs or student athletes are required to be in good academic standing in order to have a collegiate career which contradicts with Mr. Vroon’s claim that smart students cannot be athletes; furthermore, athletes have an advantage over ordinary students because if their career in sports fails they have their degree or degrees to fall back on. According to the authors, both male and female student athletes had higher grade point averages due to encouragement from their coaches towards their majors and if their parent or parents had a college degree (147). If these conditions are met a

Life span developmental psychology takes a scientific approach to human growth and change, focusing on change during the life span. There are three main aspects to life span development: cognitive, social, and physical development. This class is not simply a discussion of nature vs. nurture, it explores the interaction between genetic and environmental factors that orient us towards specific behaviors. Initially, my views on life span development were limited to more sociological factors, and did not take into consideration physical developments of the brain. In relation to my personal and professional identity this course has made me realize that development occurs on a spectrum and that not everyone develops at the same time, in the same ways, making me more understanding and compassionate towards those who developed differently than me. The three most important lessons I have learned from this class are that development occurs throughout the entire life span, infants begin learning at a very young age, and that senescence begins as early as young adulthood.

The purpose of this essay is to analyze the short story “The Swimmer” by Jon Cheever and it’s film adaptation. Overall, the film and the short story use different dialogue, different characterization, and different visual effects and imagery to provide the reader and the viewer with the allegory of Ned Merrill’s life. While both works focus on the fanciful nature of moving across an entire neighborhood using swimming pools, there are more differences between the film and short story than similarities. Firstly, I will begin by describing the usage of visual effects in the film and imagery in the short story. Secondly, I will describe the differences in dialogue. Finally, I will conclude by describing the ways in which both pieces leverage their characters.

The life course theory provides a framework for evaluating the development of an individual’s life in relation to their environment. It focuses on looking at the progression on an individual’s life through the contexts of history and culture. The theoretical model itself hasn’t been around for very long and is constantly evolving. Elizabeth Hutchison (2005) mentions six major themes of the life course perspective: interplay of human lives and historical time, timing of lives, linked or interdependent lives, human agency in making choices, diversity in life course trajectories, and developmental risk and protection. Along side the major themes there are 5 basic concepts that factor into each theme.

The life-span perspective is a modern scientific approach to the study of human development that accounts for all phases of life including childhood, adolescence, and adulthood, and it breaks each phase into individual stages of development (Berger,2014). This perspective suggests that development is multidirectional, metacontextual, and all stages of development are important and play a crucial role in the individuals cognitive health (Berger,2014). The stages of development are categorized as infancy, early childhood, middle childhood, adolescence, emerging adulthood, adulthood, and late adulthood. For the purpose of this paper I will be focusing on the infancy stage due to the importance of cognitive development before the age of two, middle childhood due to a child’s social structure becoming a defining factor in their lives, and emerging adulthood due to the stresses that an individual must endure while maturing into a young adult.

According to Crawford and Walker(2010), the life course is defined in literature as, “The progression and path an individual takes from conception to death.” (Crawford and walker, 2012, p.3). The study of the life course and human development is extremely complex and could be described as interdisciplinary as it encompasses many fields of study. When examining the life course of individuals it is necessary to consider all of the various factors that affect human behaviour. These may include; psychological, biological, social, behavioural, cognitive or culture factors. Age can also be considered as a factor that influences lifespan development. In the early 19th century, the term “age related change” was regarded as only applicable to the early childhood stage but in recent years, psychologists have come to accept that age related changes occur throughout the entire life span. According to Boyd and Bee (2014), other earlier theories included Charles Darwin’s suggestion that, “the wide variety of life forms that exist on earth evolved gradually as a result of the interplay between environmental factors and genetic process.” (Boyd and Bee, 2014, p.3) Therefore Darwin proposed that it was either solely, “nature” or “nurture” that influenced the human development, but instead, a combination of both. In this assignment, I am going to focus on the specific psychological factors that influence human behaviour during the life course. I will compare two different psychological