The Tropical Storm and Hurricane Names for 2015

The Tropical Storm and Hurricane Names for 2015 Below you will find the listing of hurricane names for the Atlantic Ocean for the year 2015. For every year, there is a pre-approved list of tropical storm and hurricane names. These lists have been generated by the National Hurricane Center since 1953. At first, the lists consisted of only female names; however, since 1979, the lists alternate between male and female. Hurricanes are named alphabetically from the list in chronological order. Thus the first tropical storm or hurricane of the year has a name that begins with A and the second is given the name that begins with B. The lists contain hurricane names that begin from A to W, but exclude names that begin with a Q or U. There are six lists that continue to rotate. The lists only change when there is a hurricane that is so devastating, the name is retired and another hurricane name replaces it. The 2015 hurricane name list is the same as the 2009 hurricane name list. Since 2009 did not include any devastating storms, the 2009 hurricane name list and the 2015 hurricane name list are exactly the same. 2015 Hurricane Names AnaBillClaudetteDannyErikaFredGraceHenriIdaJoaquinKateLarryMindyNicholasOdettePeterRoseSamTeresaVictorWanda Hurricane Names From Other Years 200420052006200720082009201020112012201320142015201620172018

Heart-rending and Gut-wrenching

Heart-rending and Gut-wrenching Heart-rending and Gut-wrenching Heart-rending and Gut-wrenching By Maeve Maddox Although widely used by a great many speakers, an expression that makes me cringe is heart-wrenching. Gut-wrenching is fine. Guts twist, both literally and figuratively. And in the bad old days people had their innards pulled out as a form of torture and execution, hence the verb to disembowel and the expression to draw and quarter. To me, something described as gut-wrenching is frightening, the way its used in this readers comment: In a mystery the reader is trying to figure out what is going on and the puzzle is more of a brain teaser, but not a gut-wrenching life and death struggle. Heart-wrenching, on the other hand, always strikes my ears as mistake for heart-rending. I suppose that an argument could be made for either heart-rending or heart-wrenching, but it seems to me that when someone says, The sight of the displaced earthquake victims was heart-rending, the emotion felt is probably more gentle than the violent word wrench would suggest. wrench: trans. To twist or turn (a thing) forcibly or with effort; to jerk or pull with a violent twist A strong argument against heart-wrenching is that neither the OED nor Merriam-Webster includes it, while both the British and American dictionaries have entries for heart-rending/heartrending. OED: heart-rending: That rends the heart; terribly distressing. So heart-rending vbl. n., terrible distress, pangs of anguish; ï ¿ ¼heart-rendingly adv. Merriam-Webster: heartrending: causing intense grief, anguish, or pain I suggest reserving wrenching attached to gut for things that cause fear, and rending with heart to describe emotional pain caused by the sight of something truly piteous. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:35 Synonyms for â€Å"Look†50 Latin Phrases You Should Know50 Tips on How to Write Good

Privacy Concerns of Sensor Networks Coursework Example | Topics and Well Written Essays - 500 words

Privacy Concerns of Sensor Networks - Coursework Example This is necessary to protect the privacy of all involved. Information that is sent over the networks may be modified by hackers, rendering it unavailable. The time synchronization of sensor networks may also be thwarted by adversaries by masquerade attacks, replay attacks, and delay attacks. (Bojkovic, 2008, pp. 107, 112). An Intrusion Detection System (IDS) is one way of combating threats. The IDS protects the WSN by monitoring it, alerting the user that an attack has occurred and reconfiguring the network and marking the root of the malicious problem. The IDS works either by preventing known attacks by matching attack signatures against the monitored system, or by anomaly detection, in which anomalies in data profiles are identified. The first of these solutions have the drawback of not recognizing new attacks; the second has the drawback of creating a high number of false alarms. One of the problems with sensor networks is the risk of data misrepresentation, as all relevant information is impossible to gather in the sensornet environment, as all data that is collected represents data from a discrete time and space, hence it might be taken out of context. Also, the readings are only approximate for the same reason – that the data collected represent the state of the world at a particular time and space, which is the time and space where the samples were acquired. Therefore, the accuracy of the data that is acquired is subject to misrepresentation and inaccuracies even in situations where security is not compromised.

Law as Essay Example | Topics and Well Written Essays - 750 words

Law as - Essay Example The provisions of this Act that are of interest to the Human Resource departments include the basic minimum wage, subminimum wage rates, exemptions from overtime and the minimum wage of persons who provide companionship services, the exempt ion for employees in computer –related occupations, compensatory time in lieu of overtime pay, and break time for nursing mothers. With regard to child protection, the Act explicitly prohibits employment of children under the age of eighteen years in what it terms as dangerous jobs whether the job is agricultural or nonagricultural. In agricultural operations, the Act outlaws employment of children below the age of sixteen years during school hours when such children are supposed to be at school. The letter and spirit of this Act is to ensure that the employees get compensation for all hours they have provided labor including all time they are on duty or are at a prescribed place of work, work performed at home, travel time, waiting time, t raining, and probationary periods. Some of the major provisions of this law include section 206, which touches on minimum wage payable to employees. Pursuant to section 206 (a), employees engaged in commerce, homework in Puerto Rico and Virgin Islands as well as those in American Samoa, seamen on American vessels, and lastly agricultural employees are supposed to be paid $ 7.25 an hour. The Act obliges every employer to pay each of the employees engaged in commerce or in the production of goods for commerce, or is employed in an enterprise engaged in commerce or in the production of goods for commerce, wages of not less than for instance, $5.85 an hour beginning on the 60th day after May 25, 2007. In light of section 206, the Act prohibits discrimination based on sex. Section 206 (a) (4) (d) deters any employer from discriminating based on sex. The Act demands for equal pay to Workers, who perform equal work, employ equal skill, effort, and responsibility and working under similar c onditions. However, the Act exempts wages on basis of seniority, merit, quantity, or quality of production. Section 206 (a) ( 2) prohibits a labor organization or its agents representing employees of an employer having employees subject to any provisions of this section shall cause or attempt to cause such an employer to discriminate against an employee in violation. Section 206(g) is concerned about the welfare of new employees who are below the age of twenty. The Act provides that such workers during the first ninety consecutive calendar days be entitled to a wage of not less than $4.25 an hour. However, subsection 2 protects the other employees from displacement of any kind in order to give room for such new employees. For instance, the act requires to pay covered nonexempt employees at least the minimum wage of $7.25 an hour, which was raised from $5.25. These directions came into place in 2007. Many states have complied with this requirement with most paying their workers at a rate higher than that set by the federal minimum wage. With regard to tipped workers, the employer can pay them a wage lower than the basic minimum wage. However, the tip they get in addition to the wage paid must correspond with the minimum basic wage of $7.25 per hour. The Act also prescribes for a special minimum wages payable to workers with disabilities with the aim of

The Sword in the Stone of the Arthurian Legend Essay -- Arthurian Lege

The Sword in the Stone of the Arthurian Legend King Arthur and the knights of the round table belong to a long line of books and stories of the Arthurian legend. Merlin, Lancelot, The lady of the lake, King Arthur, and Excaliber are all very important in the Arthurian legend. In this essay we will talk about King Arthur, the knights of the round table, and Merlin in the famous story, The sword in the stone.   Ã‚  Ã‚  Ã‚  Ã‚  The Sword in the stone is a book about an adopted child named wart. He is of royal blood and does not know this. One day when Wart is in the forest, he finds a magician named Merlin. Merlin comes home with Wart and agrees with Sir Ector, Wart’s guardian, to become Wart’s tutor. Merlin goes about educating Wart by Transforming him into different animals. Through each transformation Wart experiences different forms of power, each being a part of how he should rule as king.   Ã‚  Ã‚  Ã‚  Ã‚  The first transformation takes Wart and Merlin into the castle’s moat as a fish. They then meet the largest fish in the moat, which is an alligator who is the ruler. The alligator takes what he wants because of his size. In a speech about power, he tells Wart that â€Å"Might is right,† and might of the body is greater than might of the mind. Because of the way the alligator rules, his subjects obey him out of fear for their lives. Wart experiences this firsthand when the gator tells him to leave. He has grown bored of Wart, and if Wart does not leave he will eat him. The king uses his size as his claim to power, therefore his subjects follow him out of fear.   Ã‚  Ã‚  Ã‚  Ã‚  In Wart’s next transformation into a hawk, he soars into the castle’s mews. All the birds into the mews have a military rank. Their leader is an old falcon, who Sir Ector keeps just for show. The birds who rank below the falcon, hold her in the highest regard because of her old age. She applies her power over the other birds with no concern for their lives. In one instance, Wart is ordered to stand next to the cage of a crazy hawk who almost kills him. On the other hand, her seasoned age brings respect, since she had not been released once she outlived her usefulness as a hunter. This allows her to maintain a powerful grip over all the birds she rules through fear and respect.   Ã‚  Ã‚  Ã‚  Ã‚  In Wart’s next make over Wart is transformed into an ant and posted within an ant colony. There is a single leader of the ant... ...ncelot killed the man responsible for this thievery he said, for shame that a knight not withhold or respect his high calling. Lancelot also showed his dedication to his knighthood and his King when he was tempted to sleep with Gwynevere but didn’t sleep with her by riding out and looking for adventure to prevent anything bad happening disrespecting King Arthur and his knightly standards by sleeping with her.   Ã‚  Ã‚  Ã‚  Ã‚  Sir Lancelot is the best example of the loyalty of the Knights of the round Table in all of his actions. Lancelot did not let love get into any of his affairs and yet showed compassion and proved that he was not out to win personal gain. The Knights of the Round Table were noble in their actions.   Ã‚  Ã‚  Ã‚  Ã‚   That’s the story of how we know the story (or stories) today. King Arthur was raised and taught by the wise Magician named Merlin who has helped many kings before Arthur be great. Who created the Round Table and the Knights that sit around it and among those the famous Lancelot. Without Merlin there is no Arthur, without Arthur there is no Lancelot. So we now know that even though it’s called the Arthurian legend, all of them are big contributors to the legend.   Ã‚  Ã‚  Ã‚  Ã‚  

Erikson’s psychosocial development theory Essay

Introduction As a young child, he was learning everything an independent, curious, and analytical toddler would be learning. At one and a half years of age, in his second stage of child development, he was mastering his walking skills and beginning to work on control and management. By the time he turned four he was in his next stage of development, beginning to copy what he was learning from adults, and exploring new and interesting activities. He was given the opportunity of free play and improved his sense of self-esteem. This sense of imagination and creativity would help him transition to the next stage. Finally, in the fourth stage of child development, around age seven, he was beginning to question who he really was and what his purpose and role was. He was put into social situations and was given the opportunity to interact with other children. He was Erik Erikson, and little did he know may have once lived through his own stages of psychosocial development. In this paper, I will discuss Erikson’s psychosocial development theory. His credentials and research are important to support his theory, and it is interesting to know the facts about famous theorists. I will be concentrating on stages two, three, and four as they pertain to primarily early childhood students. I will also discuss what I observed in an actual classroom and compare and contrast what I found out related to the different stages. Finally, I will mention the controversy over Erik Erikson’s theory and the evidence to support and argue the facts. Erikson developed an important theory that has helped explain human development. Erik Erikson Erik Erikson was born in 1902 in Germany. He did not start his career as a psychologist; â€Å"†¦in fact, Erikson never graduated from high school† (Woolfolk, 2007, p. 67). Erikson’s heavy interest and influences for identity were developed through his own experiences during school (Van Wagner, 2007). â€Å"Erikson spent his childhood in Germany, his adolescence wandering through Italy, and his young adulthood in Austria† (Berger, 2005, p. 35). A meeting with Sigmund Freud in Vienna led Erikson to an  interest for studying psychoanalysis (Woolfolk, 2007). According to Van Wagner (2007), Erikson earned a certificate from the Vienna Psychoanalytic Society.  Along with psychologists such as Freud, Erikson believed that crises of adult life reflect unresolved conflicts of childhood. However, his stages differed â€Å"significantly from Freud’s in that they emphasized people’s relationships to their family and culture, not only to their sexual urges† (Berger, 2005, p. 36). Through his stages, Woolfolk (2007) suggests that â€Å"Erikson offered a framework for understanding the needs of young people in relation to the society in which they grow, learn and later make their contributions† (p. 67). Each of the developmental stages confronts a person with a new task or ability that must be mastered for the best possible and most successful development (Coon, 2006). Because of this mastery, Erikson firmly believed in a psychosocial dilemma that causes problems through each stage. â€Å"A psychosocial dilemma is a conflict between personal impulses and the social world† (Coon, 2006, p. 113). The process in which the individual resolves each developmental conflict will have an impact on their self-image and view of the world (Woolfolk, 2007). Erikson identified eight different stages in the life cycle for human development (Gerrig and Zimbardo, 2005). â€Å"Erikson’s psychosocial theory emphasized the emergence of self, the search for identity, the individual’s relationships with others, and the role of culture through life† (Woolfolk, 2007, p. 67). Erikson furthered his career by moving to the United States in 1933 and accepting a teaching position at t he Harvard Medical School. As well as his new teaching position, he also developed his own private practice in child psychoanalysis (Van Wagner, 2007). After arriving in the United States, according to Berger (2005), Erikson â€Å"studied Harvard students, children at play, and Native American cultures† (p. 35). All of these different experiences helped Erikson to understand the importance of cultural diversity and significant changes that occur throughout the life cycle (Berger, 2005). According to the Erik Erikson Biography, â€Å"he utilized the knowledge he gained of cultural, environmental, and social influences to further develop his psychoanalytic theory.† Through his research, Erikson gathered  all of his information and results and published numerous books on his findings, including Childhood and Society and The Life Cycle Completed. Erikson’s book, Ghandi’s Truth, was awarded the Pulitzer Prize and received a national Book Award. In addition to Erikson’s psychosocial development theory, he also added an understanding of the development of personality and how it changes throughout the l ife cycle (Van Wagner, 2007). Psychosocial Development Stages â€Å"Erikson proposed eight developmental stages covering the entire life span, each characterized by a particular challenge, or developmental crisis† (Berger, 2005, p. 36). Throughout stage one, trust versus mistrust, the main challenge of a child is the significant dependence on other people, mainly the parents. Erikson suggested that this stage was known as trust or mistrust because certain attitudes are developed at this time (Coon, 2006). After attaining the goal of stage one, the ability to trust, the child is ready to move onto stage two of development. Stage Two- Autonomy versus Shame and Doubt â€Å"Erikson’s second stage, autonomy versus shame and doubt, marks the beginning of self-control and self-confidence† (Woolfolk, 2007, p. 68). This stage occurs between the ages of eighteen months and three years. Children are either sufficient in activities including toilet training, or begin to doubt their own abilities if they are unsuccessful (Berger, 2005). The children that can complete this stage with success develop a sense of confidence and security, but those who do not succeed are left with a feeling of self-doubt (Van Wagner, 2007). â€Å"If parents do not maintain a reassuring, confident attitude and do not reinforce the child’s efforts to master basic motor and cognitive skills, children may begin to feel shame; they may learn to doubt their abilities to manage the world on their own terms† (Woolfolk, 2007, p. 68). Toddlers want to develop autonomy (also known as self-rule) over themselves and be able to control their actions. According to Erikson, the most efficient way of getting past this crisis and developing autonomy is a sense of guidance and security from parents (Berger, 2005). Overall, in stage  two, Erikson believes that if children experience too much doubt they will lack self-esteem in their abilities throughout their life. As long as the child can maintain their self-esteem and develop their sense of autonomy, they can move on to the third stage (Woolfolk, 2007). Stage Three- Initiative versus Guilt â€Å"During the third developmental stage described by Erikson, called initiative versus guilt, selfesteem emerges from the skills and competencies that demonstrate independence and initiative† (Berger, 2005, p. 237). This stage generally happens between the ages of three and six. During this stage, children move from simple activities to more complex such as developing self-control and beginning to take initiative (Coon, 2006). Woolfolk states â€Å"the challenge of this period is to maintain a zest for activity and at the same time understand that not every impulse can be acted on† (2007, p. 68). During the first years of school, children take the initiative and control their world through organizing social interactions (Van Wagner, 2007). Children want to participate in adult like activities, but are afraid of the guilt they may experience (Berger, 2005). â€Å"If children are not allowed to do things on their own, a sense of guilt may develop; they may come to bel ieve that what they want to do is always wrong† (Woolfolk, 2007, p. 68). When children play, they learn how to make plans and follow through with them. Parents should give children the freedom and opportunity to do things on their own, such as ask questions, play, and choose their own activities (Coon, 2006). Toward the end of the preschool years, children who develop that sense of trust can initiate activities both intellectual and motor, to help them learn that they can do things on their own (Gerrig and Zimbardo, 2005). According to the article entitled, Erikson’s Theory of Psychosocial Development, â€Å"Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative† (Van Wagner, 2007). Many psychologists, such as Erikson, believe that guilt is a more mature and natural emotion than shame, but both shame and guilt derive from social standards. On the other hand, guilt indicates that the child has  become self-motivated (Berger, 2005). The ways that parents react to their child’s activities either encourages their sense of freedom and confidence or produces the feelings of guilt, which makes the child feel that they are doing wrong and canno t overcome this challenge to move to the next stage (Gerrig and Zimbardo, 2005). After overcoming and mastering the skill to take initiative, the child is ready to move to the fourth stage of development. Stage Four- Industry versus Inferiority The challenge for the child during their school years is what Erikson named industry versus inferiority (Woolfolk, 2007). This is the fourth stage of psychosocial development, and occurs during the early school years from approximately age five to eleven. â€Å"During the elementary school years, the child who has successfully resolved the crises of the earlier stages is ready to go beyond random exploring and testing to the systematic development of competencies† (Gerrig and Zimbardo, 2005, p. 338). During these years, children learn and develop skills that are valued by society, and their success or failure affects their feeling of competence (Coon, 2006). During this psychosocial crisis of industry versus inferiority, children work on mastering the abilities that are valued by their culture (Berger, 2005). The children can see the relationship between determination and the pleasure that comes when a job is completed (Woolfolk, 2007). Erikson’s Theory of Psychosocial Development suggests that social interactions allow children to develop pride in their accomplishments and abilities (Van Wagner, 2007). Children learn the sense of industry if they win praise for their productive activities, and the sense of inferiority if their efforts are inadequate or unsuccessful (Coon, 2006). â€Å"Children must master new skills and work toward new goals, at the same time they are being compared to others and risking failure† (Woolfolk, 2007, p. 69). Each child judges themselves in their own way as either industrious or inferior; they look at it as either being a winner or a loser (Berger, 2005). The way that each individual child copes with their own crisis in this stage, affects the  outcomes of the rest of their school years (Woolfolk, 2007). Once again parental guidance is important. The  children that are praised by their parents develop a feeling of confidence and belief in their own abilities, but those who receive little recognition from their parents revert back to the feeling of doubt from the previous stages (Van Wagner, 2007). As children move to the adolescence stage, their cognitive processes develop more effectively and they can think theoretically and can understand the ideas of others more clearly (Woolfolk, 2007). The severity and degree to the challenges varies widely from each child, and they must learn how to cope with their challenges individually to overcome them, and move onto the next stage of development. Most of the techniques to transition to the next stage come naturally, but each child may develop them at different rates. It is important to help the child successfully overcome their challenges to help them move onto the next stage (Berger, 2005). There are four more developmental stages that help in describing the development of the psychosocial theory, and Van Wagner (2007) states that during each stage people experience a conflict or crisis that helps as a transition in the developmental process. This challenge or crisis must be met and overcome before the child can move onto the next stage. While figuring out how to conquer their own personal challenge, the child will learn skills and abilities that will help them in their development throughout the life cycle (Woolfolk, 2007). Observations When children start school, around the age of five, their cognitive abilities are developing rapidly (Woolfolk, 2007). â€Å"The elementary-school years are a child’s ‘entrance into life’† (Coon, 2006, p. 114). Children begin to process more information faster; they are moving from preoperational to concrete operational thinking. â€Å"As these internal changes progress, the children are spending hours every weekday in the new physical and social world of school† (Woolfolk, 2007, p. 69). On March 3, 2008, I visited Kasson-Mantorville Elementary School. I was in a second grade classroom and  was able to observe and analyze the children. I wanted to look for the specific actions and transitions Erik Erikson discusses in his second, third, and fourth stages of psychosocial development. Since I was in a second grade classroom I knew that I would probably see children transitioning from stage three to four, and also children already in stage four. I was first looking for the physical development of the children. By the age of six or seven most children should have the ability of grasping and controlling, which is one of the main abilities learned in stage two. I observed that most children had good control over their actions and knew what they were doing. Next, I wanted to look for the independence in each student. As Woolfolk (2007) states â€Å"the child continues to become more assertive and to take more initiative but may be too forceful, which can lead to guilty feelings† (p. 67). I looked for a student that seemed to be very talkative or participated often. I wanted to try and find patterns in their behavior. I watched one specific student for awhile, and noticed a few interesting things. First, he always wanted to participate, which signified that he w asn’t afraid to talk in front of the class. This shows that he is able to be independent and shows that he has successfully reached the goal of stage three, which is self-esteem and â€Å"self-concept, or understanding of the self† (Berger, 2005, p. 237). Lastly, I wanted to see if any student was in stage four of industry versus inferiority. Erikson suggests that social relationships and interaction become very important in this stage. Students face the challenge of learning new tasks and when accomplishing each assignment they either feel a sense of success (industry) or failure (inferiority). I noticed that if a student received a wrong answer they would cover their head in their desk or look down. On the other hand, if a student was correct, they would hold their head high and were quite proud. These observations made it easier to picture what each child goes through during each stage. Observing students in the classroom gives sufficient first-hand experience in what children act like in each stage, and being able to analyze their actions made it easier to understand. I was able to directly apply the characteristics common to each stage to specific  children, and see how each child was different from the others. It is important to remember that all children develop at different rates and some students may not be in the same stage as others. I looked for common characteristics and  behaviors to compare, and found it very helpful in my research to link the qualities with the specific stages. Controversy Erikson’s research and development of his psychosocial theory has sparked controversy over the years. There have been specific questions about his theory regarding the issues of the identity and intimacy, and how they intertwine in the development of a person. â€Å"Erikson’s work helped start the lifespan development approach, and his theories have been especially useful in understanding adolescence. But feminists have criticized this notion that identity precedes intimacy, because their research indicates that for women, identity achievement is fused with achieving intimacy† (Woolfolk, 2007, p. 72). Erikson did not believe in the intimacy part of development in young children, unlike other psychologists such as Sigmund Freud. Erikson believed that the main part of each stage was a developmental crisis, while Freud on the other hand believed in the sexual impulses each person experienced. There are different opinions and perspectives on human development, and ea ch theorist has a different approach in figuring out the best way to describe the human life cycle. There are more positive observations on Erikson’s theory than there are negative. Most of the negative responses can be outweighed by positive remarks. One of the main concerns with people that disagree with Erikson is the developmental crisis aspect. According to the article entitled Erikson’s Psychosocial Development Theory (2007), the challenges and conflicts in each stage are not clearly defined. This article also suggests that the challenges in each stage may overlap and that could cause confusion in determining which stage a child may be in. On the other hand, Erikson suggests that these challenges must be achieved progressively and cannot be  overcome in one day. There are disagreements with every theory and each theorist has their own way of proving its truth. Erikson believed that the crises were not determined by age, rather the achievement of the abilities that must be mastered in each stage (Chapman, 2007). Conclusion All in all, the psychosocial development theory created by psychologist Erik Erikson, has been helpful in trying to figure out the process of the human life cycle. Erikson’s background was important in that his own personal experiences influenced him, and sparked the interest of human development and identity. Being influenced by Freud, he was able to compare and contrast his own theory to Freud’s, and give reasons why he thought his stages of development were more accurate. In Erikson’s eight stages, primarily stages two, three, and four, concentrate on the years of early childhood. These stages are crucial for the development of a child while going through many changes, such as beginning school and becoming more independent. The second stage of autonomy versus shame/doubt, from the age of eighteen months to three years, is when the child develops self-esteem and confidence. After mastering these skills the child progresses to stage three, (age three to six year s) initiative versus guilt, and begins to develop a sense of independence. Finally between the age of five and eleven and in stage four, industry versus inferiority, the child is met with social interactions and learns the abilities valued by society. These three stages are important in a child during their early years of life. By observing an actual classroom setting, I was able to apply the abilities described in each stage and analyze how the children acted. I noticed common patterns and behaviors that were described in each of the three stages, and thought it was very helpful to see the children in an actual classroom setting at work. There were some differences from Erikson’s theory to the way the children acted. As with any theory, there are controversies that need to be researched. Erikson’s theory has been questioned on why there isn’t a place for intimacy in the stages, but his stages are set up to evolve the identity. There is also the question of the clearly defined transition from each crisis. Erikson concludes that  one c annot transition from one crisis to the next in one day. The change of stages must be gradual with the mastering of specific abilities. Erik Erikson believed that his stages of psychosocial development would help people understand the changes each child goes through. He labeled each phase according to the characteristics and behaviors the child exhibits around a certain age. With his theory, people can begin to understand what children go through during their first few years of development. I believe that Erikson created an efficient theory for people to analyze and observe in children to determine how they develop. I think that this theory, along with any other theory, gives an alternate view on the development of a human, and how they develop and master the abilities learned throughout life. References Berger, K. S., (2005). The developing person through the life span. New York, NY: Catherine Woods. Chapman, A. (2006-7). Erikson’s psychosocial development theory. Retrieved March 16, 2008, from http://www.businessballs.com/erik_erikson_psychosocial_theory.htm#freud’s_psychose xual_stages. Coon, D. (2006). Psychology: A journey. Mason, OH: Thomson Wadsworth. Gerrig, R. J., & Zimbardo, P. G. (2005). Psychology and life. Boston, MA: Pearson Education. Van Wagner, K. (2007). Erik Erikson biography. Retrieved February 18, 2008, from http://psychology.about.com/od/profilesofmajorthinkers/p/bio_erikson.htm. Van Wagner, K. (2007). Erikson’s theory of psychosocial development. Retrieved February 23, 2008, from http://psychology.about.com/od/theoriesofpersonality/a/psychosocial.htm. Woolfolk, A. (2007). Educational psychology. Boston, MA: Pearson Education.

A Critical Concerns Surrounding The Tallits Male...

When we walk into the sanctuary of any synagogue, the first sights we most likely see are the aron hakodesh, the eternal lamp, and every man in the congregation wearing a tallit, the ritual prayer shawl worn during weekday and Shabbat morning services. Now, we might also see women wearing the tallit, too. In more recent years, women in synagogue have begun to wear the tallit as a movement towards egalitarianism, taking religious practice into their own hands and projecting a personal style to boot. In this paper, we will explore the critical concerns surrounding the tallit’s male-dominated origins, the move by women to wear the tallit on practical and symbolic levels, and the tallit as a method of personal expression. The Origins of the Tallit Based on the sea of tallitot we observe on men and women’s shoulders in synagogue, we might think that the tallit has Biblical roots. Understanding where the tallit, and the commandment to wear it, come from, however, requires both closer analytical and physical examination. The actual commandment is to wear tzitzit, or fringes, on the corners of our garments: Speak unto the children of Israel, and bid them that they make them throughout their generations fringes in the corners of their garments, and that they put with the fringe of each corner a thread of blue. (Numbers 15:38) This passage, which also appears in the blessings of the Shema, commands the wearing of tzitzit as a reminder to fulfill the mitzvoth and commandments in