...M2. Discuss two major theories of ageing in relation to the development of the individual In this assignment I will explaining the two major theories of ageing which are disengagement activity theory according to my chosen celebrity and discuss if she might have any changes as she gets older Disengagement is the theory where the elderly naturally withdraw from all social engagement with others they saw their restraint possibilities. My chosen celebrity is Marilyn Monroe and probably remain socially active for a long time since her career is acting and she will not stop performing until she reaches retirement, so it would still be active and not withdraw from the social activity, however Monroe did not live past the age of 33 and this could not have been certain. She could have stop at any point her career and become a person withdraw from social life. Marilyn Monroe being in an acting career would stay socially active for a long while. As Monroe would be acting she would not have stopped until departure, this would mean Monroe would still be active and less withdrawn from society, however because Monroe did not live past the age of 33 this could not have been certain. Monroe may have stopped her career and became socially withdrawn faster than what was prophesied. Activity theory is a major theory that demonstrates that the elderly need to disengage but at the same time they should remain active to prevent the disengagement of going too far or become uncontrollable. Otherwise...
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...Qualification suite covered | Edexcel BTEC Level 3 Diploma/Extended Diploma, Health and Social Care | Assignment title | Life Stages | Unit number and title | Unit 4:Development Through the Life Stages | Assessor | Kelly Ocloo | Learning aims covered | On completion of this unit a learner should:1. Know the stages of growth and development throughout the human lifespan 2. Understand the potential effects of life factors and events on the development of the individual 3. Understand the physical and psychological changes of ageing | Context | The study of lifespan development is about understanding the way we change over time. In this unit you will be able to identify some patterns in the course of human development and a range of factors that will influence how your life turns out. You will also need to make up your own mind about some very deep questions. Will you have a fixed life course where you can predict much of what will happen to you? How far is your life fixed for you by your genetics or by the social and economic environment you grow up in? How far can you choose to control your own life and can you try to ensure a happy old age? | Overall Scenario | As part of your work experience you have been asked to produce a fact file to show your understanding of the different life stages. You have been asked to discover as much information as possible about a family member (Parent, Aunt, Uncle, Grandparents) or a high profile person, to describe the...
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...CERTIFICATE IN HEALTH AND SOCIAL CARE UNIT 4 DEVELOPMENT THROUGH THE LIFE STAGES Unit abstract Knowledge of human growth and development through the life stages is important for learners who are considering careers in the health or social care sectors because it will assist understanding of the needs of individuals at different stages of life, including their potential care needs. It will also help you understand the influence of unexpected events on patients/service users and their families. This unit enables you to gain understanding of different life stages and how people grow and develop. It requires you to reflect on the importance of a variety of factors and major life events on the development of individuals, and to consider the nature-nurture debate. The unit also allows you to gain an insight into the ageing process and to understand both positive and negative perspectives on ageing. Learning Outcomes On completion of this unit you should: 1. Understand human growth and development through the life stages 2. Understand how life factors and events may influence the development of the individual 3. Understand physical changes and psychological perspectives in relation to ageing HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 describe physical, intellectual, emotional and social development through the life stages P2 describe the potential influence...
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...[pic] BTEC Level 3 Subsidiary/Diploma in HEALTH & SOCIAL CARE UNIT 4 DEVELOPMENT THROUGH THE LIFE STAGES Name : …………………….. Target Grade ………………. Current Grade ……………… January – April 2014 |Pass |Merit |Distinction |Attempted |Complete | |P1 – Produce a series of posters that|M1 : Write a report that discusses |D1 : As a conclusion to your report, |P1 | | |describe physical, intellectual, |the nature – nurture debate in |evaluate how nature and nurture may | | | |emotional and social development for |relation to the development of the |affect the physical, intellectual, |M1 | | |each of the life stages of an |individual |emotional and social development of 2| | | |individual | |stages of the development on an |D1 | | | | |individual | | | |P2 – Using examples from someone’s | | |P2 | | |life, explain the potential...
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... | |Edexcel BTEC Level 3 Diploma in Health and Social Care (QCF) |Unit 4: Development Through the Life Stages | |Learner name | Assessor name | | |Hayley Vincent | |Date issued | Hand in deadline |Submitted on | |9.11.15 |23.11.15 | | | | | |Assignment title |Ageing | |Criteria |To achieve the criteria the evidence must show that the learner is able to: | |reference | | |P4 |Explain two theories of ageing | |P5 |Explain...
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...P4- Explain two theories of ageing. M2- Discuss two major theories of ageing in relation to the development of an individual. D2- Evaluate the influence of two major theories of ageing on health and social care provision. In this assignment I will be talking about two different theories of ageing. The two different theories of ageing I will be talking about are, disengagement theory and the activity theory. I will also be talking about the impact that one of these theories have had on my individual, (Muhammad Ali). Also I will be talking about the different services that are available to help overcome these theories. P4: Explain two theories of ageing Disengagement Theory: Disengagement theory states that in every society, the elderly undergo a process of adjustment in which they leave important public roles and narrow their social world to family and friends. This process benefits societies by avoiding the potential disruption of its key members dying suddenly. It also enables individuals to die without the stress and strain of fuller participation in social life. http://sociology.about.com/od/D_Index/g/Disengagement-Theory.htm According to Stretch and Whitehouse (2010), the definition of disengagement theory is, a theory that older people will need to withdraw from social contact with others, older people will disengage because of reduced physical health and loss of social opportunities. The disengagement theory was developed by Cummings and Henry in the...
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...P4: Explain two theories of ageing (use examples to fully explain what each of the theories are.) This work I am going to be doing is explaining two theories which are disengagement and activity theory. Disengagement theory: This is a theory that in most societies elderly people go through a process of adjustment. They reduce their social time with their family and friends and vice versa. This theory was formed by Cumming and Henry, because according to them “ageing is an inevitable, mutual withdrawal or disengagement, resulting in decreased interaction between the aging person and others in the social system he belongs to”. Disengagement tends to be required rather than voluntary. It was said that disengagement was popular and this was believed that it explained how people prepared for death at times. They have reduced health and social opportunities. Activity theory: It was proposed in 1972 by Lemon, Bengtson & Peterson. Activity theory challenges that staying mentally and physically active keeps old adults happy and stops disengagement from going to far. It was Bromley that said ‘It is not sufficient merely to provide facilities for elderly people. They need to be educated to make use of them and encouraged to abandon apathetic attitudes and fixed habits.’ If there was too much disengagement then this would lead to lack of progress and defeat of mental and physical skills. Old people need to stay to a certain degree engaged in social activity so they avoid becoming...
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...This piece of work will be about ageing explaining two theories (Disengagement & activity theory) I will explain what these theories are. Disengagement- This is a theory that older people will need to withdraw from social contact with others. Older people will disengage because of reduced physical health and loss of social opportunities having them withdrawn from involvement. Authors put forward this disengagement theory that older people would naturally tend to withdraw from social involvement with others as they get older; older people would have restricted opportunities to interact with others due to reduced health and social opportunities. Activity theory- It has been argued that older people needed to disengage, but that they also needed to remain ‘active’ in order to prevent disengagement going too far. Bromley said ‘It is not sufficient merely to provide facilities for elderly people. They need to be educated to make use of them and encouraged to abandon apathetic attitudes and fixed habits.’ Too much disengagement would lead to ‘stagnation’ and a loss of mental and physical skills. Elderly people need to stay somewhat engaged in social activity to avoid becoming completely isolated from society. M2- Discuss two major theories of ageing in relation to the development of the individual. I will be discussing two major theories of ageing (disengagement & activity theory) and discuss at which point my chosen celebrity might disengage or stay actively involved with...
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...Unit 4: development through life stages Task 1 P4: Explain two theories of ageing Social Disengagement Theory The social disengagement theory is a theory that was discovered in 1961 by William Henry and Elaine Cumming and it claims the beliefs that as people get older and become more fragile (elderly), they would naturally tend to withdraw themselves from social involvement, being less active and restricting themselves from interacting with others. http://www.wisegeek.org/what-is-the-disengagement-theory.htm (Pearson education limited, 2010, pg170). However this is not the case for all ageing individuals as reasons for their disengagement may not be the result of the theory. For example, ill health of an individual may be the reason they become less sociable as it may prevent/restrict them from doing things and interacting with people how they would’ve before. In the case study we learn of Martha and Catherine, two elderly individuals of 80 who out of choice live in sheltered housing due to physical disabilities and as looking after their own home is too stressful, who have taken to the theory in different ways. The social disengagement theory hasn’t yet affected Martha fully or her look on life as she enjoys interacting with others in the home she lives – ‘there are always people to talk to and sometimes we get together to play cards’. Martha says ‘I like to get out and walk in the park as much as possible in order to stay fit’, while however she said she ‘couldn’t cope...
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...Unit 4: Development through the life stages Unit 4: Development through the life stages Name: Fatimah Al_Asadi Teacher name: Ms John What is this unit about? This unit enables learners to gain understanding of the different life stages and how people grow and develop. It requires learners to reflect on the importance of a variety of factors and major life events on the development of individuals, and to consider the nature-nurture debate. This unit will also allow learners to gain an insight into the aging process and to understand both positive and negative perspectives of ageing. Learning outcomes: * Understand human growth and development through the life stages. * Understand how life factors and events may influence the development of the individual. * Understand physical changes and psychological perspectives in relation to ageing. P1: Describe the physical, intellectual, emotional and social development through the life stages. The main life stages of human development are: * Conception * Pregnancy and birth. * Infancy * Childhood * Adolescence * Adulthood * Later adulthood. The holistic development of an individual involves them developing physically, intellectually, emotionally and socially. All humans go through the following things: * Growth: an increase in some measured quantity, such as height or weight. * Development: complex changes including an increase in skills...
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...quantities" in 1433 (French). Its literal meaning for retail was to "cut off, shred, off my toes paring".[2] Like the French, the word retail in both Dutch and German (detailhandel and Einzelhandel respectively), also refers to the sale of small quantities of items. Retail consists of the sale of goods or merchandise from a fixed location, such as a department store, boutique or kiosk, or by mail, in small or individual lots for direct consumption by the purchaser.[1] Retailing may include subordinated services, such as delivery. Purchasers may be individuals or businesses. In commerce, a "retailer" buys goods or products in large quantities from manufacturers or importers, either directly or through a wholesaler, and then sells smaller quantities to the end-user. Retail establishments are often called shops or stores. Retailers are at the end of the supply chain. Manufacturing marketers see the process of retailing as a necessary part of their overall distribution strategy. The term "retailer" is also applied where a service provider services the needs of a large number of individuals, such as a public utility, like electric power. Shops may be on residential streets, shopping streets with few or no houses or in a shopping mall. Shopping streets may be for pedestrians only. Sometimes a shopping street has a partial or full roof to protect customers from precipitation. Online retailing, a type of electronic commerce used for business-to-consumer (B2C) transactions and mail order, are...
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...Chaotic Growth with the Logistic Model of P.-F. Verhulst Hugo Pastijn Department of Mathematics, Royal Military Academy B-1000 Brussels, Belgium Hugo.Pastijn@rma.ac.be Summary. Pierre-Fran¸ois Verhulst was born 200 years ago. After a short biograc phy of P.-F. Verhulst in which the link with the Royal Military Academy in Brussels is emphasized, the early history of the so-called “Logistic Model” is described. The relationship with older growth models is discussed, and the motivation of Verhulst to introduce different kinds of limited growth models is presented. The (re-)discovery of the chaotic behaviour of the discrete version of this logistic model in the late previous century is reminded. We conclude by referring to some generalizations of the logistic model, which were used to describe growth and diffusion processes in the context of technological innovation, and for which the author studied the chaotic behaviour by means of a series of computer experiments, performed in the eighties of last century by means of the then emerging “micro-computer” technology. 1 P.-F. Verhulst and the Royal Military Academy in Brussels In the year 1844, at the age of 40, when Pierre-Fran¸ois Verhulst on November c 30 presented his contribution to the “M´moires de l’Acad´mie” of the young e e Belgian nation, a paper which was published the next year in “tome XVIII” with the title: “Recherches math´matiques sur la loi d’accroissement de la e population” (mathematical investigations of the law of...
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...Interaction of Employment Relationships and Employee Rewards Systems in Two Unionised Private Sector Organisations. Doctoral thesis, Northumbria University. This version was downloaded from Northumbria Research Link: ht tp://nrl.northumbria.ac.uk/4415/ Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral r ights for i tems on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full i tems can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, ti t le and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full i tems must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html REWARDING RELATIONSHIPS: A STUDY OF THE INTERACTION OF EMPLOYMENT RELATIONSHIPS AND EMPLOYEE REWARDS SYSTEMS IN TWO UNIONISED PRIVATE SECTOR ORGANISATIONS NICK CREABY-ATTWOOD PhD 2010 REWARDING RELATIONSHIPS: A STUDY OF THE INTERACTION OF EMPLOYMENT RELATIONSHIPS AND EMPLOYEE REWARDS SYSTEMS IN TWO UNIONISED PRIVATE SECTOR ORGANISATIONS NICK CREABY-ATTWOOD A...
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...Structural Engineer’s Pocket Book This Page Intentionally Left Blank Structural Engineer’s Pocket Book Fiona Cobb AMSTERDAM BOSTON HEIDELBERG LONDON NEW YORK OXFORD PARIS SAN DIEGO SAN FRANCISCO SINGAPORE SYDNEY TOKYO Elsevier Butterworth-Heinemann Linacre House, Jordan Hill, Oxford OX2 8DP 200 Wheeler Rd, Burlington, MA 01803 First published 2004 Copyright ª 2004, Fiona Cobb. All rights reserved The right of Fiona Cobb to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988 No part of this publication may be reproduced in any material form (including photocopying or storing in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright holder except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London, England W1T 4LP. Applications for the copyright holder’s written permission to reproduce any part of this publication should be addressed to the publisher Permissions may be sought directly from Elsevier’s Science and Technology Rights Department in Oxford, UK: phone: (þ44) (0) 1865 843830; fax: (þ44) (0) 1865 853333; e-mail: permissions@elsevier.co.uk. You may also complete your request on-line via the Elsevier homepage (http://www.elsevier.com), by selecting...
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...Centre for Economic Policy Research (CEPR) The Centre for Economic Policy Research (CEPR) is a network of almost 900 research economists based mostly in European universities. The Centre’s goal is twofold: to promote world-class research, and to get the policy-relevant results into the hands of key decision-makers. CEPR’s guiding principle is ‘Research excellence with policy relevance’. A registered charity since it was founded in 1983, CEPR is independent of all public and private interest groups. It takes no institutional stand on economic policy matters and its core funding comes from its Institutional Members and sales of publications. Because it draws on such a large network of researchers, its output reflects a broad spectrum of individual viewpoints as well as perspectives drawn from civil society. CEPR research may include views on policy, but the Executive Committee of the Centre does not give prior review to its publications. The opinions expressed in this report are those of the authors and not those of CEPR. Chair of the Board President Director Research Director Guillermo de la Dehesa Richard Portes Richard Baldwin Kevin Hjortshøj O’Rourke Contents Introduction Richard Baldwin and Coen Teulings 1 Opening the debate 1 Reflections on the ‘New Secular Stagnation...
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