The table above is for testing your functions; not for writing them. There is no reason for you to waste your time hard-coding in all of the currencies listed in this table into your program, since the web service you will contact already knows them all anyway.
Are studies of cognitive and emotional developments in adolescents useful for setting public policy guidelines? To begin this assignment, you will read three sources full citations and abstracts below: An analysis by Steinberg et al.
Review the writing assignment guidelines given on the Syllabus. Your specific goal for Writing Assignment 1 is to analyze the arguments in the three papers, construct a coherent argument about the role of studies of cognitive and emotional development in setting public policy guidelines, and support this argument with specific evidence from the papers.
A number of different approaches to this topic can satisfy the requirements of this writing assignment. For example, your thesis might address: In what circumstances can psychological research on cognitive and emotional development be used to set public policy?
When, if ever, should public policy distinguish between cognitive and emotional development and why or why not? Whose view of psychological development — Steinberg or Fischer — is better for setting public policy and why?
There is no "correct" answer you are expected to discover. Instead, you should read the papers and develop your own conclusion about what role psychological research should play in setting public policy. Your thesis should clearly state your position, and you should use the rest of the paper to justify your conclusion with specific evidence from the background readings.
Sources Abstracts are presented courtesy of the American Psychological Association.
In its Supreme Court amicus brief in Roper v. Simmonswhich abolished the juvenile death penalty, APA described adolescents as developmentally immature. In its amicus brief in Hodgson v. Minnesotahowever, which upheld adolescents' right to seek an abortion without parental involvement, APA argued that adolescents are as mature as adults.
The authors present evidence that adolescents demonstrate adult levels of cognitive capability earlier than they evince emotional and social maturity. On the basis of this research, the authors argue that it is entirely reasonable to assert that adolescents possess the necessary skills to make an informed choice about terminating a pregnancy but are nevertheless less mature than adults in ways that mitigate criminal responsibility.
The notion that a single line can be drawn between adolescence and adulthood for different purposes under the law is at odds with developmental science. Drawing age boundaries on the basis of developmental research cannot be done sensibly without a careful and nuanced consideration of the particular demands placed on the individual for "adult-like" maturity in different domains of functioning.
Steinberg, Cauffman, Woolard, Graham, and Banich see record measured these two classes of abilities with narrow, biased assessments that captured only a segment of each pathway and created misleading age patterns based on ceiling and floor effects. It is a simple matter to shift the assessments to produce the opposite pattern, with cognitive abilities appearing to develop well into adulthood and psychosocial abilities appearing to stop developing at age Their measures also lacked a realistic connection to the lived behaviors of adolescents, abstracting too far from messy realities and thus lacking ecological validity and the nuanced portrait that the authors called for.
A drastically different approach to assessing development is required that a includes the full age-related range of relevant abilities instead of a truncated set and b examines the variability and contextual dependence of abilities relevant to the topics of murder and abortion.
In response to Fischer et al.
The authors reaffirm their position that there is considerable empirical evidence that adolescents demonstrate adult levels of cognitive capability several years before they evince adult levels of psychosocial maturity.Christopher Morris Assignments: Unit 1 Unit 1: Understand Child & Young Person Development Explain the sequence and rate of each aspect of development from birth – 19 years Child development is a process every child goes through.
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Assignment 1 Topic Development The following activities will help you to explore a possible topic for Assignment 1 as well as conceive a developmental strategy to write it.
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Free Essays for Students. Join; Login; Assignment 1 – Understanding development and supporting equality, diversity and inclusion. Chapter 1 assignment. STUDY. PLAY.
theory recognizes the contributions of behaviorism but also stresses that thinking is an important ingredient in understanding development. social. Lifespan Development Chapter 1.
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