Technological Advancement is Natural Essay -- Argumentative Persuasive

Technological Advancement is Natural As we enter the twenty-first century, it is clear that many things about our method of interacting with our environment are different than in previous centuries, and that, in fact, the very philosophy of the man-nature interaction may change again. Some look forward to these changes. Others are fearful or condemnatory. In many cases, people implicitly or explicitly argue that certain technologies are unnatural. They claim that while certain technologies may be useful, other technologies represent a form of Nature manipulation and this that tinkering is unwise. Since this argument may appear in many places, it is important to critically analyze it. I feel that this argument is the arbitrary reaction of one philosophy against another, and does not by itself prove anything. Examining perceptions of the natural from history and certain exemplary situations, along with modern thinking on the subject, may illuminate the deeper issues that lie behind this argument. Aboriginal humanity seems to have had various religious systems designated broadly as "nature-worship". Objects in nature, places, and the spirits of friends or relatives (living or dead) were to be worshiped, feared, and appeased. For instance, a native American might leave an offering to the soul of a deer he had hunted. Other societies would gather in groves or caves to celebrate religious ceremonies. In agrarian and feudal societies, more complex and technical religious systems were developed. They might be designated "Polytheism", "Monotheism", and "Universalism". For the purposes of this discussion, let us define these terms as follows: Monotheism identifies exactly one transcendent supernatural being, who, by his own nat... ...nded tones of fear of the alien and suspicion of the mixed." I also worry that, in the debates over modern technology, many people fear change and use the word "unnatural", as well as others, to draw unwarranted assumptions into the debate. There are cases where "tinkering" with nature can have major unintended consequence, just as a man manipulating the works at a hydroelectric dam could cause a flood in the valley below. However, these consequences arise not because it is evil to play with nature but because Nature herself is both extremely powerful and morally neutral. Man has always tried to subdue Nature and hold her at bay. This becomes easier as we understand her better, so I claim that technology is perfectly natural. Work Cited Holy Bible. Authorized King James Version. Ed. C.I. Scofield. New Scofield Reference Edition. New York: Oxford UP, 1997.

Information and Communication Technology in Higher Education Essay

Introduction: Information and communication technology (ICT) is a force that has changed many aspects of the way we live. If one was to compare such fields as medicine, tourism, travel, business, law, banking, engineering and architecture, the impact of ICT across the past two or three decades has been enormous. The way these fields operate today is vastly different from the ways they operated in the past. But when one looks at education, there seems to have been an uncanny lack of influence and far less change than other fields have experienced. A number of people have attempted to explore this lack of activity and influence (e.g. Collis, 2002). There have been a number of factors impeding the wholesale uptake of ICT in education across all sectors. These have included such factors as a lack of funding to support the purchase of the technology, a lack of training among established teaching practitioners, a lack of motivation and need among teachers to adopt ICT as teaching tools (Starr, 2001). But in recent times, factors have emerged which have strengthened and encouraged moves to adopt ICTs into classrooms and learning settings. As we move into the 21st century, these factors and many others are bringing strong forces to bear on the adoption of ICTs in education and contemporary trends suggest we will soon see large scale changes in the way education is planned and delivered as a consequence of the opportunities and affordances of ICT. This paper seeks to explore the likely changes we will see in education as ICT acts as a powerful agent to change many of the educational practices to which we have become accustomed. In particular, the paper will explore the impact both current and emerging information and communication technologies will be likely to have in coming years on what is learned, when and where learning will take place and how the learning will occur. The impact of ICT on what is learned: Conventional teaching has emphasized content. For many years course have been written around textbooks. Teachers have taught through lectures and presentations interspersed with tutorials and learning activities designed to consolidate and rehearse the content. Contemporary settings are now favoring curricula that promote competency and performance. Curricula are starting to Emphasize capabilities and to be concerned more with how the information will be used than with what the information is. A. competency and performance-based curricula: The moves to competency and performance-based curricula are well supported and encouraged by emerging instructional technologies (e.g. Stephenson, 2001). Such curricula tend to require: access to a variety of information sources; access to a variety of information forms and types; student-centered learning settings based on information access and inquiry; learning environments centered on problem-centered and inquiry-based activities; authentic settings and examples; and teachers as coaches and mentors rather than content experts. Contemporary ICTs are able to provide strong support for all these requirements and there are now many outstanding examples of world class settings for competency and performance-based curricula that make sound use of the affordances of these technologies (e.g. Oliver, 2000). For many years, teachers wishing to adopt such curricula have been limited by their resources and tools but with the proliferation and widespread availability of contemporary ICTs, many Restrictions and impediments of the past have been removed. And new technologies will continue to drive these forms of learning further. As students and teachers gain access to higher Bandwidths, more direct forms of communication and access to sharable resources, the capability To support these quality learning settings will continue to grow. B. information literacy Another way in which emerging ICTs are impacting on the content of education curricula stems from the ways in which ICTs are dominating so much of contemporary life and work. Already There has emerged a need for educational institutions to ensure that graduates are able to display Appropriate levels of information literacy, â€Å"the capacity to identify and issue and then to identify, Locate and evaluate relevant information in order to engage with it or to solve a problem arising from it† (McCausland, Wache & Berk, 1999, p.2). The drive to promote such developments Stems from general moves among institutions to ensure their graduates demonstrate not only skills and knowledge in their subject domains but also general attributes and generic skills. Traditionally generic skills have involved such capabilities as an ability to reason formally, to Solve problems, to communicate effectively, to be able to negotiate outcomes, to manage time, Project management, and collaboration and teamwork skills. The growing use of ICTs as tools of Every day life have seen the pool of generic skills expanded in recent years to include information Literacy and it is highly probable that future developments and technology applications will see This set of skills growing even more. The impact of ICT on how students learn Just as technology is influencing and supporting what is being learned in schools and universities, So too is it supporting changes to the way students are learning. Moves from content-centered Curricula to competency-based curricula are associated with moves away from teacher-centered Forms of delivery to student-centered forms. Through technology-facilitated approaches, Contemporary learning settings now encourage students to take responsibility for their own Learning .In the past students have become very comfortable to learning through transmissive Modes. Students have been trained to let others present to them the information that forms the Curriculum. The growing use of ICT as an instructional medium is changing and will likely Continue to change many of the strategies employed by both teachers and students in the learning Process. The following sections describe particular forms of learning that are gaining prominence in universities and schools worldwide. A. Student-centered learning Technology has the capacity to promote and encourage the transformation of education from a Very teacher directed enterprise to one which supports more student-centered models. Evidence of This today is manifested in: The proliferation of capability, competency and outcomes focused curricula Moves towards problem-based learning Increased use of the Web as an information source, Internet users are able to choose the Experts from whom they will learn The use of ICT in educational settings, by itself acts as a catalyst for change in this domain. ICTs By their very nature are tools that encourage and support independent learning. Students using ICTs for learning purposes become immersed in the process of learning and as more and more Students use computers as information sources and cognitive tools (e.g. Reeves & Jonassen, 1996), the influence of the technology on supporting how students learn will continue to increase. B. Supporting knowledge construction The emergence of ICTs as learning technologies has coincided with a growing awareness and recognition of alternative theories for learning. The theories of learning that hold the greatest Sway today is those based on constructivist principles (e.g. Duffy & Cunningham, 1996). These Principles posit that learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts. The strengths of constructivism lie in its emphasis on learning as a process of personal understanding and the development of meaning in ways which are active and interpretative. In This domain learning is viewed as the construction of meaning rather than as the memorization of facts (e.g. Lebow, 1993; Jonassen & Reeves, 1996). Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centered settings and by enabling learning to be related to context and to pra ctice (e.g. Berge, 1998; Barron, 1998). As mentioned previously, any use of ICT in learning Settings can act to support various aspects of knowledge construction and as more and more Students employ ICTs in their learning processes, the more pronounced the impact of this will Become. The impact of ICT on when and where students learn In the past educational institutions have provided little choice for students in terms of the method And manner in which programs have been delivered. Students have typically been forced to Accept what has been delivered and institutions have tended to be quite staid and traditional in terms of the delivery of their programs. ICT applications provide many options and choices and Many institutions are now creating competitive edges for themselves through the choices they are offering students. A. Any place learning The concept of flexibility in the delivery place of educational programs is not new (e.g. Moore & Kersey, 1996). Educational institutions have been offering programs at a distance for many Years and there has been a vast amount of research and development associated with establishing Effective practices and procedures in off-campus teaching and learning. Use of the technology, However, has extended the scope of this activity and whereas previously off-campus delivery was An option for students who were unable to attend campuses, today, many more students are able to make this choice through technology-facilitated learning settings. The scope and extent of this Activity is demonstrated in some of the examples below. The communications capabilities of modern technologies provide opportunities for many Learners to enroll in courses offered by external institutions rather than those situated locally. These opportunities provide such advantages as extended course offerings and eclectic class Cohorts comprised of students of differing backgrounds, cultures and perspectives. ï‚ ·Ã¯â‚¬  The freedoms of choice provided by programs that can be accessed at any place are also Supporting the delivery of programs with units and courses from a variety of institutions, There are now countless ways for students completing undergraduate degrees for example, to Study units for a single degree, through a number of different institutions, an activity that Provides considerable diversity and choice for students in the programs they complete. B. Any time learning In concert with geographical flexibility, technology-facilitated educational programs also remove Many of the temporal constraints that face learners with special needs (e.g. Moore & Kearsley, 1996). Students are starting to appreciate the capability to undertake education anywhere, Anytime and any place. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments (e.g. Young, 2002). Through online technologies learning has become an activity that is no longer set within Programmed schedules and slots. Learners are free to participate in learning activities when time permits and these freedoms have greatly increased the opportunities for many students to Participate in formal programs. ï‚ ·Ã¯â‚¬  The wide varieties of technologies that support learning are able to provide asynchronous Supports for learning so that the need for real-time participation can be avoided while the Advantages of communication and collaboration with other learners are retained. Emerging Issues A number of other issues have emerged from the uptake of technology whose impacts have yet to Be fully explored. These include changes to the makeup of the teacher pool, changes to the Profile of who are the learners in our courses and paramount in all of this, changes in the costing And economics of course delivery. A. expanding the pool of teachers In the past, the role of teacher in an educational institution was a role given to only highly qualified people. With technology-facilitated learning, there are now opportunities to extend the Teaching pool beyond this specialist set to include many more people. The changing role of the Teacher has seen increased opportunities for others to participate in the process including Workplace trainers, mentors, specialists from the workplace and others. Through the affordances And capabilities of technology, today we have a much expanded pool of teachers with varying Roles able to provide support for learners in a variety of flexible settings. This trend seems set to Continue and to grow with new ICT developments and applications. And within this changed pool of teachers will come changed responsibilities and skill sets for future teaching involving high levels of ICT and the need for more facilitative than didactic teaching roles. B. expanding the pool of students In the past, education has been a privilege and an opportunity that often was unavailable to many students whose situation did not fit the mainstream. Through the flexibilities provided by technology, many students who previously were unable to participate in educational activities are now finding opportunities to do so. The pool of students is changing and will continue to change as more and more people who have a need for education and training are able to take advantage of the increased opportunities. Interesting opportunities are now being observed among, for example, school students studying university courses to overcome limitations in their school programs and workers undertaking courses from their desktops. C. The cost of education Traditional thinking has always been that technology-facilitated learning would provide economies and efficiencies that would see significant reductions in the costs associated with the delivery of educational programs. The costs would come from the ability to create courses with fixed establishment costs, for example technology-based courses, and for which there would be savings in delivery through large scale uptake. We have already seen a number of virtual universities built around technology delivery alone. The reality is that few institutions have been able to realize these aims for economy. There appear to have been many underestimated costs in such areas as course development and course delivery. The costs associated with the development of high quality technology-facilitated learning materials are quite high. It has found to be more than a matter of repackaging existing materials and large scale reengineering has been found to be necessary with large scale costs. Likewise costs associated with delivery have not been found to diminish as expected. The main reason for this has been the need to maintain a relatively stable student to staff ratio and the expectation of students that they will have access to teachers in their courses and programs. Compared to traditional forms of off-campus learning, technology-facilitated learning has proven to be quite expensive in all areas of consideration, infrastructure, course development and course delivery. We may have to brace ourselves for the advantages and affordances which will improve the quality of education in the near future to also increase components of the cost. Efforts of Indian government in this aspect Realizing the importance of Information and Communication Technology (ICT) the Ministry of Human Resource Development as per the Mission Document, ICT is the tool in education available to enhance the current enrolment rate in Higher Education, at present 15 percent to 30 percent by the end of the 11th Plan period. The Ministry also launched a web portal named â€Å"SAKSHAT† a ‘One Stop Education Portal’. The high quality e-content once developed will be uploaded on SAKSHAT in all disciplines and subjects. Several projects are in the completion stage and are expected to change the way teaching and learning is done in India. The Mission has two major components viz., (a) content generation and (b) connectivity along with provision for access devices for institutions and learners. It seeks to bR&Dge the digital divide, i.e., the gap in the skills to use computing devices for the purpose of teaching and learning among urban and rural teachers/learners in Higher Education domain and empower those, who have hitherto remained untouched by the digital revolution and have not been able to join the mainstream of the knowledge economy. It plans to focus on appropriate pedagogy for e-learning, providing facility of performing experiments through virtual laboratories, on-line testing and certification, on-line availability of teachers to guide and mentor learners, utilization of available Education Satellite (EduSAT) and Direct to Home (DTH) platforms, training and empowerment of teachers to effectively use the new method of teaching learning etc. On the one hand, the Mission would create high quality e-content for the target groups and on the other, it would simultaneously seek to extend computer infrastructure and connectivity to over 18000 colleges in the country including each of the departments of nearly 400 universities/deemed universities and institutions of national importance. The peer group assisted content development would utilize the Wikipedia type of collaborative platform under the supervision of a content advisory committee responsible for vetting the content. Interactivity and problem solving approach would be addressed through â€Å"Talk to a Teacher† segment. It is an opportunity as well as a challenge for the bright faculty members of our Universities and Institutions of Excellence to invest their intellectual capital for the knowledge empowerment of all the learners of our Country. We need to synergize our individual efforts in this direction. Summary and Conclusions This paper has sought to explore the role of ICT in education as we progress into the 21st century. In particular the paper has argued that ICTs have impacted on educational practice in education to date in quite small ways but that the impact will grow considerably in years to come and that ICT will become a strong agent for change among many educational practices. Extrapolating current activities and practices, the continued use and development of ICTs within education will have a strong impact on: What is learned; How it is learned; When and where learning takes place; Who is learning and who is teaching. To ensure that the opportunities and advantages are realized, it will be important as it is in every other walk of life to ensure that the educational research and development dollar is sustained so that education at large can learn from within and that experiences and activities in different institutions and sectors can inform and guide others without the continual need for re-invention of the wheel. Once again ICTs serve to provide the means for much of this activity to realize the potential it holds. References Collis, B. (2002). Information technologies for education and training. In Adelsberger, H., Collis, B, & Pawlowski, J. (Eds.) Handbook on Technologies for Information and Training. Berlin: Springer Verlag. Duffy, T., & Cunningham, D. (1996). Constructivism: Implications for the design and delivery of instruction, Handbook of research for educational telecommunications and technology (pp. 170-198). New York: MacMillan. Oliver, R. (2000). Creating Meaningful Contexts for Learning in Web-based Settings. Proceedings of Open Learning 2000. (pp 53-62). Brisbane: Learning Network, Queensland. Oliver, R. & Towers, S. (2000). Benchmarking ICT literacy in tertiary learning settings. In R. Sims, M. O’Reilly & S. Sawkins (Eds). Learning to choose: Choosing to learn. Proceedings of the 17th Annual ASCILITE Conference (pp 381-390). Lismore, NSW: Southern Cross University Press. Soloway, E. & Pryor, A. (1996). The next generation in human-computer interaction. Communications of the ACM, 39(4), 16-18. Starr, L. (2001). Available at http://www.education-world.com/a_tech/tech075.shtml [Accessed July 2002]. Stephenson, J., Ed. (2001). Learner-managed learning- an emerging pedagogy for online learning. Teaching and Learning Online: Pedagogies for New Technologies. London, Kogan Page. Young, J. (2002). The 24-hour professor. The Chronicle of Higher Education, 48(38), 31-33.

How Racism Affects Minority Students in Public Schools

Institutional racism doesn’t just affect adults but children in K-12 schools as well. Anecdotes from families, research studies and discrimination lawsuits all reveal that children of color face bias in schools. They’re disciplined more harshly, less likely to be identified as gifted or to have access to quality teachers, to name but a few examples. Racism in schools has serious consequences—from fueling the school-to-prison pipeline to traumatizing children of color. Racial Disparities in Suspensions Persist Even in Preschool Black students are three times more likely to be suspended or expelled than their white peers, according to the U.S. Department of Education. And in the American South, racial disparities in punitive discipline are even greater. A 2016 report from the University of Pennsylvania, Center for the Study of Race and Equity in Education, found that 13 Southern states (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia) were responsible for 55 percent of the 1.2 million suspensions involving black students nationwide. These states also accounted for 50 percent of expulsions involving black students nationally, according to the report, â€Å"Disproportionate Impact of K-12 School Suspension and Expulsion on Black Students in Southern States.† The finding most indicative of racial bias is that in 84 Southern school districts, 100 percent of students suspended were black. And grade school students aren’t the only black children facing harsh forms of school discipline. Even black preschool students are more likely to be suspended than students of other races, the U.S. Department of Education found. The agency reported that while blacks make up just 18 percent of children in preschool, they represent nearly half of preschool children suspended. â€Å"I think most people would be shocked that those numbers would be true in preschool because we think of 4- and 5-years-olds as being innocent,† Judith Browne Dianis, co-director of think tank the Advancement Project told CBS News about the finding. â€Å"But we do know that schools are using zero-tolerance policies for our youngest also, that while we think our children need a head start, schools are kicking them out instead.† Preschool children sometimes engage in troublesome behavior such as kicking, hitting and biting, but quality preschools have behavior intervention plans in place to counter these forms of acting out. Furthermore, it’s highly unlikely that only black children act out in preschool, a stage in life in which kids are notorious for having temper tantrums. Given how black preschoolers are disproportionately targeted for suspensions, it’s very likely that race plays a role in which children teachers single out for punitive discipline. In fact, a study published in Psychological Science in 2016 suggests that whites begin to perceive black boys as threatening at just 5 years old, associating them with adjectives such as â€Å"violent,† â€Å"dangerous,† â€Å"hostile† and â€Å"aggressive.† The negative racial biases black children face, and the correlated high suspension rates result in African American children missing a great deal of school. This can lead to them falling behind academically, including not reading at grade level by third grade, and eventually dropping out of school. Pushing children out of class increases the chances that they will have contact with the criminal justice system. And a 2015 study published on children and suicide suggested that punitive discipline may be one of the reasons suicides among black boys are rising. Of course, black boys aren’t the only African American children targeted for punitive discipline in school. Black girls are more likely than all other female students (and some groups of boys) to be suspended or expelled as well. Minority Children Less Likely to Be Identified as Gifted Poor children and children from minority groups are not only less likely to be identified as gifted and talented but more likely to be identified as requiring special education services by teachers. A 2016 report published by the American Educational Research Association found that black third graders are half as likely as whites to participate in gifted and talented programs. Authored by Vanderbilt University scholars Jason Grissom and Christopher Redding, the report, â€Å"Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs,† also found that Hispanic students were also about half as likely as whites to be involved in gifted programs. Why does this imply that racial bias is at play and those white students aren’t just naturally more gifted than children of color? Because when children of color have teachers of color, the chances are higher that they will be identified as gifted. This indicates that white teachers largely overlook giftedness in black and brown children. Identifying a student as gifted involves a number of considerations. Gifted children may not have the best grades in the class. In fact, they may be bored in class and underachieve as a result. But standardized test scores, portfolios of schoolwork and the ability of such children to tackle complex subjects despite tuning out in class may all be signs of giftedness. When the school district in Broward County, Florida, changed the screening criteria for identifying gifted children, officials found that the number of gifted students in all racial groups rose. Rather than rely on teacher or parent referrals for the gifted program, Broward County used a universal screening process that required that all second graders take a nonverbal test to identify them as gifted. Nonverbal tests are said to be more objective measures of giftedness than verbal tests, especially for English language learners or children who don’t use Standard English. Students who scored well on the test then moved on to I.Q. tests (which also face allegations of bias). Using the nonverbal test in combination with the I.Q. test led to the number of black and Hispanic students in the program tripling from 1 to 3 percent and 2 to 6 percent, respectively. Students of Color Less Likely to Have Qualified Teachers A mountain of research has found that poor black and brown children are the youth least likely to have highly qualified teachers. A study published in 2015 called â€Å"Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students† found that in Washington, black, Hispanic and Native American youth were most likely to have teachers with the least amount of experience, the worst licensure exam scores and the poorest record of improving student test scores. Related research has found that black, Hispanic and Native American youth have less access to honors and advanced placement (AP) classes than white youth do. In particular, they are less likely to enroll in advanced science and math classes. This can reduce their chances of being admitted to a four-year college, many of which require completion of at least one high-level math class for admission. Other Ways Students of Color Face Inequalities Not only are students of color least likely to be identified as gifted and enroll in honors classes, but they are also more likely to attend schools with a greater police presence, increasing the odds that they will enter the criminal justice system. The presence of law enforcement on school campuses also increases the risk of such students being exposed to police violence. Recordings of school police slamming girls of color to the ground during altercations have recently sparked outrage across the nation. Students of color face racial microaggressions in schools as well, such as being criticized by teachers and administrators for wearing their hair in styles that reflect their cultural heritage. Both black students and Native American students have been reprimanded in schools for wearing their hair in its natural state or in braided styles. Worsening matters is that public schools are increasingly segregated, more than they were in the 1970s. Black and brown students are most likely to attend schools with other black and brown students. Poor students are most likely to attend schools with other poor students. As the nation’s racial demographics shift, these disparities pose serious risks to America’s future. Students of color comprise a growing share of public school students. If the United States is to remain a world superpower for generations, it’s incumbent upon Americans to ensure that disadvantaged students and those from ethnic minority groups receive the same standard of education that privileged students do.

Bankruptcy Card Debts Young Executives Example For Free - Free Essay Example

Sample details Pages: 4 Words: 1268 Downloads: 2 Date added: 2017/06/26 Category Finance Essay Type Cause and effect essay Did you like this example? Background of the study The raise of credit card ownership and usage has been devastating around the globe. A credit card is a system of payment named after the small plastic card issued to users of the system and is different from a debit card in that it does not remove money from the users account after every transaction. The increasing of the credit card due to many reasons which one of it stated by Watkins (2000), which is credit card becomes one of the main systems of transaction or payments that encourage domestic and personal spending even in many developing countries of the world (as cited in Ahmed, U.Z., Ismail I., Sohail, M. Don’t waste time! Our writers will create an original "Bankruptcy Card Debts Young Executives Example For Free" essay for you Create order S., Tabsh, I., Hasbalaila, A. 2010). In the case of credit cards, the issuer lends money to the consumer or the user for the usage of the credit cards. Besides, a credit card allows the consumer to rotate their balance, and having the interest charged at top of it. A review of literature on credit card reveals that most studies have been undertaken in developed country. Credit cards were first issued in the USA in the early twentieth century. In Malaysia, the first card was introduced in the mid-1970s (Loke. 2007; as cited in Ahmed, U.Z et al., 2010). At the early on period, credit cards were only issued to professionals or successful businesspersons by card issuing companies. However, with the passage of time, eligibility criteria for obtaining credit cards have been changed because credit cards are now easily obtained by individuals regardless of their income or other measures of financial well being. As a result, the number of cardholders reached to about three million by the turn of the last century (Ahmed, U.Z et al., 2010).The market for consumer credit has undergone significant change over the past few decades. This because there is deregulation of the banking industry and the need of lenders for more profit-making market instruments increased the availability of consumer credit in the form of credit cards. Therefore, increasing in credit card ownership means that the use of credit cards as short term loans has increased as well. Besides that, the increase of credit card has brought many side effects to the users especially for the young executives. This is because credit card influence them in making the excessive spending because it easier and convenient for user to pay with credit card rather than bring the cash with them. As a result, in the year March 2009, outstanding debts from credit card holders amounted to RM15.719 billion were reported. Then, by the year 2009 outstanding credit card debts accounted for 1.35 percent of the total loans o utstanding or 11.41 percent of the total consumer credit (Bank Negara Malaysia, 2009; as cited in Ahmed, U.Z et al., 2010). Thus, its shows that increase in the number of credit card holders seeking bankruptcy records over the years were also reported. The people below 30 are the leading aged group that has been declared bankrupt because of credit card debts (Credit Card Debt And You: Under-30s Under Siege ,Malay Mail Insight, 2009). Problem statement According to Datuk Abdul Karim Abdul Jalil, Director-General of the Department of Insolvency Malaysia there is total of 3,548 people declaring bankruptcy due to the credit card debt whereby 1,780 people belong to those aged 30 and below (Credit Card Debt And You: Under-30s Under Siege ,Malay Mail Insight, 2009). YEAR TOTAL BANKRUPTCY TOTAL BANKRUPTCY BELOW 30 YEARS PERCENTAGE 2005 733 362 49.39% 2006 285 132 46.32% 2007 1,011 564 55.79% 2008 1,065 513 48.17% 2009 (As of May) 454 209 46.04% Total 3,548 1,780 Table 1.1: Number of Malaysian below 30 declaring bankruptcy due to credit card debts (Sources: Bank Negara Malaysia, 2009, as cited in Malay Mail Insight, June 15th, 2009). Table 1.2: Graph show number of Malaysian below 30 declaring bankruptcy due to credit card debts (Sources: Bank Negara Malaysia, 2009, as cited in Malay Mail Insight, June 15th, 2009) Tables 1.1 and 1.2 indicate t he number of bankruptcy due to credit card debts focused on the young executives aged below 30. The researches found that from year 2005 until May 2009, more than 46% of the bankruptcy was experienced by the people aged below 30. The above figure shows the seriousness of this bankruptcy problem due to credit card debts among the young executives happen within 5 years. Besides that, as stated by Datuk Abdul Karim, there are many reasons for the situation occurs but there is no serious study of the matter has yet been done. (Credit Card Debt And You: Under-30s Under Siege, Malay Mail Insight, 2009). Therefore, researchers found the great base to conduct this study. 1.2 Research Objectives To identify the relationship between the factor of knowledge on credit card and bankruptcy, financial management, and lifestyles towards the bankruptcy due to credit card debts among young executives. To identify which factor (knowledge on credit card and bankruptcy, financial management and lifestyles) that contribute most to the bankruptcy due to credit card debts among young executives. 1.3 Scope of research 1.3.1 Territory This research will be conducted in Sungai Petani area, namely at Central Square, Tesco Utara, Tesco Selatan and Giant hypermarket. Time The research conducted from March 2011 until April 2011. Level The research focused on public opinion on factors contributed to the young executives bankruptcy due to credit card debts. Research was conducted among respondents ages 18 years until 30 years old. Significance of research 1.4.1 Young executives The result of the research can provide the information to young executives about the factor that lead to the increase number of bankruptcy due to credit card debts within their aged. Besides, it can educate them in order to make a greater planning by using the credit card in their daily lives. 1.4.2 Public The result of the research can help public to know about the right way of using the credit card so that they can be more careful in using the credit card. Thus, it can avoid them from being declared as bankruptcy because of credit card debts. Limitation Limited literature review because there is not much study this issue. Therefore it quite difficult for the researches in order to finds the appropriate article to review and support the research. The result of this research will not represent the whole public opinion on this issue because the research only done at Sungai Petani area and not throughout Malaysia. 1.6 Definition terms and concept Credit card bankruptcy According to Datuk Haji Mohamad bin Haji Aziz stated in copies of the Third Meeting of the Twelfth Board of the Parliament (2010), he stated that the Malaysian young executives declaring bankruptcy because of unable to pay the credit cardà ¢ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¡Ãƒâ€šÃ‚ ¬ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¾Ãƒâ€šÃ‚ ¢s debts .This can be concluded that, bankruptcy due to credit card debts is mostly because of inability to pay back their debts. Therefore, the same definition used in this research. Knowledge on credit card Knowledge on credit card bankruptcy Financial management Joyce K.H. Nga, Lisa H.L. Yong and Rathakrishnan D. Sellappan (2009) stated that financial literacy has been defined as the competence to undertake rational, informed judgments pertaining to money management (as cited in Worthington, 2006). This includes the general understanding on budgeting, conceptual knowledge of financial products offerings by financial institutions and ability t o make responsible investments to facilitate the achievement of oneà ¢ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¡Ãƒâ€šÃ‚ ¬ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¾Ãƒâ€šÃ‚ ¢s financial goal (Macy, 2001; Beal and Delpachtra, 2003; as cited in Worthington, 2006). General financial awareness concepts surveyed in this study. Hence, this research will go through the same definition in term of the financial management among the young executives. Lifestyle 1.6.6 Young executives G.M. Mirchandani (2000), President of Arvind Brands Limited segmented and targeted his customer into categories which are teenagers and young executives. He defined that the young executive is the young people that aged below 30.In this research, the researcher defined the young executive just like G.M. Mirchandani, which are people below aged 30.

Essay on Heroes in the Iliad - 1113 Words

Throughout The Iliad, the heroic characters make decisions based on a definite set of principles, which are referred to as the code of honor. The heroic code that Homer presents to the reader is an underlying cause for many of the events that take place, but many of the characters have different perceptions of how highly the code should be regarded. Hektor, the greatest of the Trojan warriors, begins the poem as the model of a Homeric hero. His dedication and strict belief in the code of honor is illustrated many times throughout the course of The Iliad. An example of this is presented in book three of the poem, where Hektor reprimands Paris for refusing to fight. He says to Paris, Surely now the flowing-haired Achains laugh†¦show more content†¦You yourself would fight with another whom you saw anywhere hanging back from the hateful encounter, (6:327). Paris agrees that he has been dishonoring himself, and tells Hektor he will return with him to fight. Hektor then goes to f ind Andromache, who is standing by the walls outlining the battlefield with Astanax, their son. When Andromache pleads with Hektor to stay home and cease fighting, Hektor refuses, telling her that he would feel deep shame in front of the Trojans if he were to withdraw himself from the war. Hektor then tells Andromache that the thought of her being dragged off by the Achains troubles him, but he is relieved by the knowledge that she will be looked at as the wife of Hektor, who was ever the bravest fighter of the Trojans, breakers of horses, in the days when they fought about Ilion, (6:460). This causes Andromache to shed tears. On the one hand, she understands Hektors beliefs and deep sense of morality, but on the other feels it is just as honorable to stay home and care for ones family. This is a second place in which Hektor feels torn between two conflicting responsibilities. A characters social status was mainly based upon his performance in the battlefield. Achilleus is a tragic figure who believes strongly in social order, but questions the idea of fighting for glory. When Aias and Odysseus are sent by Agamemnon to plead with Achilleus to fight for the Greeks, Achilleus denies them, saying ThereShow MoreRelatedThe Iliad and Greek Heroes1500 Words   |  6 PagesThe Iliad is an epic tale of war and heros within the Greek way of life. A predominant and consistent theme of honor and glory reside throughout the poem. The motivation for any Homeric Greek is glory, or Kleos, that is to be honored and respected among their people. Emphasis is put on living by the heroic code. Honor is essential to the Greeks and life would not be worth living without it. When a warrior or hero is advised to avoid risking their life in battle it almost drivesRead MoreEssay on Differences in Heroes in The Iliad780 Words   |  4 PagesDifferences in Heroes in The Iliad â€Å"What a worthless, burnt-out coward I’d be called If I would submit to you and all your orders, Whatever you blurt out. Fling them at others, Don’t give me commands ! Never again, I trust, will Achilles yield to you – My hands will never do battle for that girl, Neither with you, King, nor any man Alive.†(p 111) With these wrathful words of Achilles to his commander Agamemnon, so begins the sequence of events in The Iliad that ultimately pits AchillesRead More The Immortal Heroes of Homer’s Iliad Essay1419 Words   |  6 PagesThe Immortal Heroes of Homer’s Iliad In Homer’s Iliad, a warrior can only attain heroism and immortality by embracing an early death. Jean-Pierre Vernant describes this paradox in his essay, â€Å"A ‘Beautiful Death’ and the Disfigured Corpse in Homeric Epic.† According to Vernant, heroes accept the fact that life is short and â€Å"devote themselves completely and single-mindedly to war, adventure, glory, and death† (53). 1 Curiously, this is because heroes overcome death only when they embrace itRead MoreHeroes Found in the Iliad and the Odyssey by Homer767 Words   |  3 Pages In Greek culture it is customary to find a very strong social prototype in society , especially in men, heroes are usually found in every story, such is the case of the literary works of the Iliad and the Odyssey by Homer. Homer’s poems reflect the qualities that should be found on men of this stage, these were predominantly heroic values. Is Homer building an ideal world through his poems? Is he writing about the quiet desires of every man and woman of Greece from these times? The idealRead MoreInfluence of Iliad to Heroes in Todays World2063 Words   |  9 PagesThe Influence of the Iliad on Individuals The classical hero is a timeless description of human beings all around the world. Not only is it part of some human’s nature; it is used as a source of entertainment for people as well. The classical hero is seen both in the Iliad, as we have discussed, and in today’s world every day and in most cases everywhere. Heroes are seen today in TV shows, novels, movies, sports, in politics, and on the news, etc. As an audience, we love to study the classicalRead MoreEssay on The Iliad of Homer and Greek Heroes1495 Words   |  6 Pages The Iliad is an epic tale of war and hero’s within the Greek way of life. A predominant and consistent theme of honor and glory reside throughout the poem. The motivation for any Homeric Greek is glory, or â€Å"Kleos†, that is to be honored and respected among their people. Emphasis is put on living by the heroic code. Honor is essential to the Greeks and life would not be worth living without it. When a warrior or hero is advised to avoid risking their life in battle it almost drives themRead MoreThe Iliad, A Homeric Epic That Depicted The Age Of Heroes987 Words   |  4 Pages The Iliad, a Homeric epic that depicted the Age of Heroes in Archaic Greece. An age of giant, god-like, men, and a time of true heroism. The themes of the Iliad encompass a realm consisting of the principles of justice, vengeance, and honour in Achaean society. A monumental theme that Homer brought through the Iliad was the idea of Greek Shame culture, which Involved public praise and blame, to honor and shame one before others in one s society. The assemblies, called by the Achaean commandersRead MoreTragic Heroes of The Iliad and Oedipus Rex Analysis749 Words   |  3 Pagesonly in the man, but in the occasion† (brainyquote.com). Heroes are among one of the most popular literary figures of all time. 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The assemblies, called by the Achaean commanders, whereRead MoreHector and Achilles as Classic Heroes of Homers Iliad Essay983 Words   |  4 Pages Hector and Achilles as Classic Heroes of Homers Iliad nbsp; nbsp; nbsp; Literary heroes have been important to stories and poems throughout history. Each author develops his hero through a unique writing style, combining conscious use of detail, diction, tone and other narrative techniques to outline a heros personality. Homer, in his epic poem The Iliad, develops two classic heroes who are distinctly different at first glance, but upon closer inspection are very similar in

Cognitive Development in Adolescents

Question: Discuss about the Cognitive Development in Adolescents. Answer: Introduction The lifespan perspective that I chose was adolescence which refers to the transitional phase from childhood to adulthood between the ages of 13 and 19 and the developmental characteristics that accompany these stage. Adolescents experience cognitive development characteristics and as presented by Jean Piaget in his theory of cognitive development, they include hypothetic-deductive reasoning which refers to the ability of the adolescent to think abstractly in a logical and scientific approach. The other characteristic is the imaginary audience awareness whereby the adolescents awareness of others is heightened and acquires the habit of observing, interpreting and judging others (Crain, 2015). Bronfenbrenners ecological theory has an impact on these characteristics in that the microsystem, the exosystem the mesosystem, and the macrosystem directly influence the cognitive development of an adolescent. The essay will discuss on hypothetic- deductive reasoning and imaginary audience aware ness development characteristic in adolescents. Lifespan of Perspectives The lifespan of the adolescents perspectives begins at the onset of puberty which is the early stage of adolescence and is carried forward for a long-term period of time that extends to the early adulthood or emerging adulthood. Emerging adulthood refers to the stage between adolescence and the full-fledged adulthood phase. It is usually between the ages of 18-25 where adolescents begin to explore various life possibilities and become more independent from their parents (Arnett, 2014) Hypothetic- deductive Reasoning During the lifespan perspective of adolescents, they experience hypothetic-deductive reasoning which entails thoughts about propositions that reflect on reality and imaginations then making inferences about the imagined incidences and finally interpreting the repercussions of the imagined affairs (Heckhausen and Schulz, 2015). There are mental simulations involved that help to explore the casual knowledge about the real world and puts into place the conditions and possibilities specified in the mental demeanor of an alternative existence and finally enables the adolescent to establish the possible outcome of their intended actions. According to Piaget in his theory of cognitive development, adolescents are capable of forming various hypotheses about reality and going ahead to test them out(Mahoney, 2015). The hypothetic-deductive model, lets the adolescent expect all logical consequences of acting on an imagined hypothesis. Adolescents can, therefore, reason systematically and object ively and estimate the various variables that may influence the possible outcomes. This theory helps us understand the unique way by which their imagination is based on an abstract reasoning system that brings about the hypothetical deductions and logical reasoning pertaining to a systematic objective of considerablepossible results (Labouvie, 2015). According to the research conducted by Rosa and Tudge(2013), the ability of hypothetic- deductive reasoning gives an individual the ability to solve problems by handling part of the problem. For instance, if an individual enters a dark room and tries to switchthe lights on which are not functional, the person makes the assumption that the bulb is not working. However after inserting the new bulb and still does not light, he will check if the light is plugged in, this is exactly how hypothetic- deductive reasoning works which are part of the developmental characteristics of adolescents. Impact of Bronfenbrenners Theory on Hypothetic-deductive Reasoning According to Bronfenbrenner's theory, adolescents cognitive development characteristics are greatly influenced by the environment one lives in as explained by Urie Bronfenbrenner in his ecological systems theory. Bronfenbrenners macrosystem is the most far-fetched and largest set of people to an adolescent and it entails matters such as the relative levels of freedom allowed by the authorities, cultural values or the economy. These factors can influence the adolescents hypothetic-deductive reasoning characteristic because they will have to put these ecological factors into consideration as they form an abstract hypothesis and deduce the possible results and consequences of their imagined reality (Shaffer and Kipp, 2013). Imaginary Audience Awareness The other cognitive developmental characteristic experienced by adolescents in their lifespan perspective is the imaginary audience awareness whereby an adolescent develops a new awareness of those around them due to the changes taking place in their bodies. It is an egocentric state where the adolescent imagines and feels that they are under the scrutiny of other people and this makes them be very self-conscious. Through their observations and interpretations of other peoples behavior, appearance, comments, and expressions they make reasonable conclusions regarding what the next person is thinking about or feeling(Arnett, 2014). In his theory, Piaget described egocentrism as confusion between the adolescents ego and the external world. He said that it features the cognitive characteristic whereby the person is not able to differentiate between their own preoccupations pertaining to self and what the others are really thinking of them. This theory helps us to understand the reasons a s to why during puberty, the early adolescence stage, egocentrism is highly influential on the social cognition of an adolescent (Weil, Fleming, Dumontheil, Kilford, Weil, Rees, Dolan, and Blakemore, 2013). Bronfenbrennersexosystem refers to all the people that an individual rarely interacts with but still has a large impact on them. These persons could be the entire neighborhood or the extended family members. The Microsystems is the adolescents immediate environment that comprises of the nuclear family, the church or the school. Additionally, the mesosystem refers to the different parts of the adolescents microsystem that work hand in hand for the sake of the adolescent (Blakemore, 2013). These ecological systems form the imaginary audience that the adolescent thinks that are constantly watching them and as a result, they become self-conscious and ego-centric (Berk, and Meyers, 2015). Therefore, the ability of an adolescent to develop appropriately will substantially depend on the environment. In addition, Labouvie (2015) argues that the imagery audience is a sensitive understanding of others which gives an individual the ability to make a concise judgment, observe, and interpret events. In adolescents, this characteristic develops over time as their bodies are changing. In this case, adolescents feel the analysis from others making them develop the same scrutiny towards other. Further, this trait makes adolescents start comparing themselves to others which make them develop the ability to notice their strengths and weaknesses (Larson, Uthando, and Armstrong, 2014). The theory of cognitive development by Piaget helps us to understand how an adolescent creates an abstract model of the world and how their perspectives are influenced by changes taking place in their bodies and their interaction with the environment. His theory has triggered thorough research in an attempt to gain a better understanding of adolescence cognitive development. A collaborative research study called the Adolescent Brain Cognitive Development (ABCD) study helps us understand the many factors that disrupt or enhance an adolescents intellectual growth. With the help of recent advances in technology, such studies can explore the environmental and biological factors that have an impact on adolescents cognitive development by incorporating functional and structural brain development, neuropsychology, behavioral and health assessments of the young people. As a result, we gain an understanding of the dramatic changes taking place in adolescents cognitive development by linking t he genetic and environmental impacts on their intellectual and brain development. Conclusion To sum up, the cognitive developments in an adolescent are the hypothetic-deductive reasoning and the imaginary audience awareness which can be explained using Piagets theory of cognitive development in adolescents. This theory together with extensive research studies helps us to understand the nature of hypothetical thinking of an adolescent and to come to terms with the fact that adolescents can be ego-centric and self-conscious due to their awareness of the imaginary audience. The environment surrounding an adolescent as explained in Bronfenbrenners ecological models greatly influences their cognitive development because how the adolescent thinks and feels about themselves is affected by those around them. Reference List Arnett, J.J., 2014.Adolescence and emerging adulthood. New York, NY, USA: Pearson Education Limited. Berk, L.E. and Meyers, A.B., 2015.Infants, children, and adolescents. Pearson. Crain, W., 2015.Theories of development: Concepts and applications. Psychology Press.Heckhausen, J. and Schulz, R., 2015. A life-span theory of control.Psychological review,102(2), p.284. Labouvie-Vief, G., 2015. CognitiveEmotional Development from Adolescence to Adulthood. InIntegrating Emotions and Cognition throughout the Lifespan(pp. 89-116). Springer International Publishing. Larson, R.W., Lampkins-Uthando, S. and Armstrong, J., 2014. Adolescents' development of new skills for prospective cognition: Learning to anticipate, plan, and think strategically.Journal of Cognitive Education and Psychology,13(2), pp.232-244. Mahoney, J.W., 2015.The development of mental toughness in adolescents: utilising established theories(Doctoral dissertation, The University of Birmingham). Rosa, E.M. and Tudge, J., 2013. Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology.Journal of Family Theory Review,5(4), pp.243-258. Shaffer, D.R. and Kipp, K., 2013.Developmental psychology: Childhood and adolescence. Cengage Learning. Weil, L.G., Fleming, S.M., Dumontheil, I., Kilford, E.J., Weil, R.S., Rees, G., Dolan, R.J. and Blakemore, S.J., 2013. The development of metacognitive ability in adolescence.Consciousness and Cognition,22(1), pp.264-271.

Significant Impact on Later Adult Behaviour

Question: Is attachment crucial to the development of individual differences and has a significant impact on later adult behaviour? Answer: Discussing the research into attachment: As discussed by Winke (2007), attachment is very crucial for the development of individual child within the particular phase of life. Children need very good attachment to develop their early and future life. Relationship between child and parents should be very good. A good relationship between parents and children helps to develop the life of the children within the context of society. In this context, attachment theory is relevant and appropriate. Attachment theory is a psychological model that aims to attempt significant relationship between different individual human beings. A child from his/her birth has demanded for care and nourishment for the development of his/her physical and psychological aspect. However, Greenwald et al. (1998) stated that, there are different researches in relation to the attachment. John Bowlby has developed theory of attachment. Theory of attachment has been developed by understanding the level of distress that has been experienced by few children who stay separately from their parents. Bowlby has experienced that few differences among these separated children are mainly involved in emotional pain. Therefore, Stanovich (1986) stated that, emotional pain is very common phenomenon for the mammalian species. Attachment theory has discussed the important aspect of childs developmental context that an infant always needs a good relationship with somebody who gives care for the development as well as success of the emotional and social development of the child. An infant needs sensitive caregiver who will manage the emotional aspect of the child. Traits, relationship and behavioral system are the most important aspects of infant-adult attachment of the children . In this context, attachment behavior system is very important as well as essential concept. Attachment behavior system seeks to link between some ethological models of human development and modern types of theories upon personality and regulation of emotion. According to Bowlby, young children have often experienced a deep anguish and depression because of separation or loss of their parents. These separated children have often experienced unnatural behavior. They often have experienced anxiety, lack of confidence etc. An infant needs care in every aspects of their life. A good relationship among the parents can be considered as the central element of the development of the children. Parents should participate within the needs and demands of child within every aspects of the life (Luck and Vogel, 2013) Discussing possible effects of early relationship upon the behavior of future level: As discussed by, McRae et al. (2012), early experiences often have influenced later development of a child. Early experiences of infant often have affected upon the cognition, social skills, personality, emotional responses and other developmental contexts of a child. Early experiences of a child often guarantee different long-term developmental outcomes of a child. On the other hand, early experiences also help to provide guarantee to protect against succeeding trauma. As stated by Ciechanowski et al. (2014), researches of 30 years have discussed that birth infants can be more competent as well as responsive to the environment of their development. Therefore, effective relationship between mother and child is very important for the development of an infant within the social and psychological context. The relationship between an infant and his/her parents also affects upon the future level of development of the child. Essential need of an infant is one good caregiver who will provide care to every aspects of his/her lives. The attachment between the child and parents should be well established for the sake of future developments of the child. Attachment theories have always focused upon the contributions and notions of early experiences of the child. According to John Bowlby, working model have discussed that experience of primary caregiver leads to the beliefs and expectations about him/her self and the society. Early experiences are very essential to influence over the future developments of the child. On the other hand, Holmes (2014) discussed that, early bonds between child and parents and other caregivers influence upon the behavioral context of the child. There are some different behaviors of child, like aggression, negative behavior, immature behavior, non-compliance. As the case study has discussed, children do not have proper assurance and caregiver for their different aspects of life. Their stepmother abused them and the children did not have proper guidance from their father. These children did not get proper nourishment and necessary care. They had suffered from malnutrition, rickets. Therefore, these children could not walk properly. Their living practice was very much unusual. The speech of those children was underdeveloped and poor. As these children did not proper physical care from their parents, therefore they have not learned any usual behavior. They were built up through unnatural process. Therefore, the case study has shown that later these children have been cared properly. After getting proper care, the children have been developed. They have started to behave like normal children. They also have prospered normal as well as productive lives (Dykas and Cassidy, 2011). However, it can be assumed that early experiences have affected certain stages of their life. After getting god care, these children have properly behaved like normal human being. These children need care for the development of their life. Therefore, after getting the necessary care early experiences have not affected the later life of these children. Explaining the developments of individual differences: As discussed by, Wu et al. (2014), every individual person differs from each other by different features, characteristics. It is obvious that an individual should be different from each other by their physical as well as psychological differences. There are study of individual differences is related with the study of variance. In order to study the differences among individual study of personal psychology is essential and often required. However, individuals are often distinguished by distinct nature of their differences. Those differences include sex, social identity, culture, age and ethnicity. On the other hand, George and West (2012) argued that, researches in the field of individual differences are based on three distinct questions; those are involved in the development of adequate descriptive taxonomy of the differences of individual, application of differences in one situation in order to know the differences in another situation, explanation of different theoretical approaches within the perspective of individual differences. Within the taxonomies of individual differences, test theory is relevant and essential to know the differences of individual. There can be differences of English vocabulary or other languages among the people. Classical Test theory often has developed measurement pattern of individual differences by measuring performance of the people on small sample of papers. On the other hand, Richards et al. (2011) stated that, Individual ability and personality can also be considered as the parameter of differences within the group of individual. Personality refers to the individual as well as personal ability of the individual. Personality of an individual is often involved within the overall performance of the individual. However, taxonomic and predictive studies discuss individual differences with the relational aspect of feelings, behavior as well as thoughts and the outcomes. As discussed by Zeanah et al. (2011), study of individual differences is very much different from the study of experimental psychology. Area of study with individual differences is involved in describing stable differences among every individual. There are individual differences within the field of education. Every individual performs differently within the educational sector. The differences among education are closely related with the differences of intelligence among the individual persons. Therefore, environmental context and societal aspect of ones development often affect upon the development of intelligence of a person. Evaluating evidence for different natures of individual: As discussed by Lamb et al. (2013), differences among people can be considered as very common observational process. Individual differences happen as because of there are difference among the environment and genetic factors of individual people. Individual differences often occur due to interaction of environment and genetic factors. Individual people often gather some characteristics from the gens of their parents. A child gathers some similar features from the genetic codes of his/her parents. Therefore, the child resembles his/her parents. On the other hand, other characteristics often have grown with different contributions of social as well as environmental context. Environmental and social context are very responsible for the development of individual within the society. On the other hand, Luck and Vogel (2013) discussed that, differences between society and environment often affect upon the development of identity among the individual. A child often has resembled with the physical aspects of childs parents. A child shares physical similarities with their parents but the child has not shared not all the similarities. A child consumes emotional as well as cognitive and other characteristics from his/her parents. Children also develop intellectual properties from their parents. They also gather creativity and other aspects from their parents. A child also develops distinct characteristics by the support of societal and environmental context that can be inhabited by the child. Therefore, environment or society and different micro aspects often help in order to achieve the particular development of an individual. Reference lists Ciechanowski, P. S., Katon, W. J., Russo, J. E., and Walker, E. A. (2014). The patient-provider relationship: attachment theory and adherence to treatment in diabetes. Dykas, M. J., and Cassidy, J. (2011). Attachment and the processing of social information across the life span: theory and evidence.Psychological bulletin,137(1), 19. George, C., and West, M. L. (2012).The Adult Attachment Projective Picture System: attachment theory and assessment in adults. Guilford Press Greenwald, A. G., McGhee, D. E., and Schwartz, J. L. (1998). Measuring individual differences in implicit cognition: the implicit association test.Journal of personality and social psychology,74(6), 1464 Holmes, J. (2014).The search for the secure base: Attachment theory and psychotherapy. Routledge Lamb, M. E., Thompson, R. A., Gardner, W., and Charnov, E. L. (Eds.). (2013).Infant-mother attachment: The origins and developmental significance of individual differences in Strange Situation behavior. Routledge. Luck, S. J., and Vogel, E. K. (2013). Visual working memory capacity: from psychophysics and neurobiology to individual differences.Trends in cognitive sciences,17(8), 391-400 McRae, K., Jacobs, S. E., Ray, R. D., John, O. P., and Gross, J. J. (2012). Individual differences in reappraisal ability: Links to reappraisal frequency, well-being, and cognitive control.Journal of Research in Personality,46(1), 2-7 Richards, D. A., and Schat, A. C. (2011). Attachment at (not to) work: applying attachment theory to explain individual behavior in organizations.Journal of Applied Psychology,96(1), 169 Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.Reading research quarterly, 360-407 Winke, P. M. (2007). The psychology of the language learner: Individual differences in second language acquisition.Studies in Second Language Acquisition,29(01), 143-144 Wu, C. H., and Parker, S. K. (2014). The Role of Leader Support in Facilitating Proactive Work Behavior A Perspective From Attachment Theory.Journal of Management, 0149206314544745 Zeanah, C. H., Berlin, L. J., and Boris, N. W. (2011). Practitioner Review: Clinical applications of attachment theory and research for infants and young children.Journal of Child Psychology and Psychiatry,52(8), 819-833