Journal of Young Adulthood and Middle Age, 1991. INSTITUTION New Orleans Univ., La

Total Page:16

File Type:pdf, Size:1020Kb

Journal of Young Adulthood and Middle Age, 1991. INSTITUTION New Orleans Univ., La DOCUMENT RESUME ED 386 606 CG 025 248 TITLE Journal of Young Adulthood and Middle Age, 1991. INSTITUTION New Orleans Univ., La. PUB DATE 91 NOTE 240p.; For 1989 and 1990 volumes, see CG 025 246-247; cover says "Volume 3"; title page says "volume 1, No. 3 u PUB TYPE Collected Works Serials (022) JOURNAL CIT Journal of Young Adulthood and Middle Age; v3 Spr 1991 EDRS PRICE MFOI/PC10 Plus Postage. DESCRIPTORS *Adult Development; *Career Counseling; Career Development; Continuing Education; *Counseling; Dislocated Workers; Dual Career Family; Eating Disorders; Incest; *Middle Aged Adults; *' x Differences; Sex Role; *Young Adults IDENTIFIERS Cajuns ABSTRACT The "Articles" section of this issue includes: (1) "Continuing Education Needs of Counselots Working with Adult Clients: Results of A Survey" (Larry Burlew and Peter Emerson) ;(2) "Gender Differences in Adult Development" (Cindy Rigamer);(3) "Developmental Counseling and Therapy with Involuntary Midlife Career Changes" (Dianne M. Kenney and Joseph G. Law);(4) "Relationship of Gender-Role Conditioning to Self-Esteem in Women" (Vonda 0. Long); (5) "Nontraditional College Students: A Developmental Look at the Needs of Women and Men Returning to School" (James M. Benshoff); (6) "Dual-Earner Marriages: Research, Issues, and Counseling Implications" (M. Susan Wilkie);(7) "Effects of Gender and Cultural Variables on the Perceptions of Cajuns and Non-Cajuns toward Middle Age" (Daya S. Sandhu and Michael Assel);(8) "Build)r1 the Classroom Community as a Support System for the Adult Learner (eenina Frankel); 9) "Gender Roles in(Relationships and the Workplace: A Preliminary Study" (Patricia WirStevens);(10) "A Comparison of the Attributions and Depression Level of Incest Victims and Non-Victims" (Cheryl Thomas) ;(1-1) "Gender Differences in Career Development (Larry D. Burlew and Scott F. Butler); (12) "The Effect of the 12-Step Program on the Locus of Control, Self-Esteem, and Coping Styles of Female Compulsive Eaters" (Cynthia Boone-Hawkins and Isadore Newman) ;(13) "Planning for a Preferred Future: Using the AADA Preretirement Checklist" (James A. Boytim and others);(14) "Cultural Stereotypes, Double Standards, and Rater Age Effects in Perceptions of Middle-Age Attractiveness" (Richard D. Mathis and Zoe Tanner). The "Practically Speaking" section includes:(1) "Working with the 'New Male': A Guide for Female Therapists" (Bernadette Halbrook);(2) "Connected vs. Separate Knowing: Development of a Woman's Voice" (Dawn B. Young, Susan U. McCormick and George McCormick);(3) "Is That All There Is? Career Disenchantment in Thirtysomething Females" (Audrey Canaff and Leslie Weizer Drummond); (4) "Working toward Independence: The Double Bind in Communication Dilemma" (William W. Saxon, Wendel A. Ray and R. Lamar Woodham). The articles include a list of selected references. (BF) VOLUME III SPRING, 1991 w--10 NI 0 F YOUNG ADULTHOOD AND MIDDLE AGE U.S. DEPARTMENT OF EDUCATION Office ot Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as rfte.ved iron, the serson or organization originating it Z.- Minor changes have been made to improve reproduction quainy I-'orrr t view or oconronS stated in this docu nrent do not neressanis represent olticiai OFR! positton or MACY PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY p. uetu_ser4 BEST COPY AVAILABLE 0,1 ! To THE EDUCATIONAL RESOURCES (2) INF ORMATION E WE H f RIC CD Official Publication Of The Association For Adult Development And Aging The University Of New Orleans Chi Sigma Iota: Alpha Eta Chapter JOURNAL EDITORS AADA: The purpose of the AADA, a division of AACD, is to provide Larry D. Burlew leadership. advice and counsel to Educational Leadership & Foundations counselors, other persons and University of New Orleans service providers in the helping New Orleans, LA 70148 professions, family members, James M. Benshoff legislators, and other community Counselor Educ. Program agencies and persons on matters -;niversitv r North Carolina. Greensboro related to the development of Greezisboro, NC 27403 adults across the life span. Second, Peter M. Emerson AADA shall serve as an advocate Counselor Educ. Program for quality professional services Southeastern Louisiana University with appropriate governmental Hammond, LA 70402 agencies and in the legislative AADA OFFICERS process effecting these services. President Third, AADA will promote Richard Johnson accurate information regarding the Dept. Family Practice aging process to individuals, St. John's Mercy Medical Center families and caregivers. St. Louis, MO 63141 President-Elect COPIES of the Journal are Marilyn Edwards available by request for $7.50 per 714 Sort Rogers St. issue. Price includes postage. Bloomington, IN 47401 Requests should be directed to Past-President Larry D. Burlew, Journal Editor. Lorraine Clark Be sure to list volume requested. 8144 Walnut Hill Ln. Dallas, TX 75231 MANUSCRIPTS: Solicited annually. Announcements will CONFERENCE STAFF appear inThe Guidepostand be Susan gynes, President sent by request. Manuscripts must Chi Sigma IotaAlpha Eta Chapter be submitted by stated deadlines University of New Orleans for consideration. See back cover New Orleans, LA 70148 for specific instructions. The June Williams, President-Elect editors reserve the right to make Chi Sigma IotaAlpha Eta Chapter final changes for grammar, University of New Orleans spelling and punctuation. Some New Orleans, L A, 70148 content changes may also be made Mike Wascome, Secretary for clarity. Chi Sigma IotaAlpha Eta Chapter University of New Orleans MEMBERSHIP: Information on New Orleans, LA 70148 joining the Association For Adult Lynn Friedman, 'freasurer Development and Aging may be Chi Sigma IotaAlpha Eta Chapter obtained by contacting the University of New Orleans Membership Coordinator, Barbara New Orleans, LA 70148 Keene, 231 East Colonial Dr., 1: 1990 by the Association For Adult Development Suite 2, Orlando, FL 32801. And Aging. The University of New Orleans and Chi Sigma Iota: Alpha Eta Chapter 3 BEST COPY AVAILABLE Journal of Young Adult and Middle Age Volume I. No. 3 October, 1990 FROM THE EDITORS 1 Larry D. Burlew. James M. Benshoff, Peter M. Emerson ARTICLES Continuing Education Needs of Counselors Working with Adult Clients: Results of a Survey Larry Burlew, Peter Emerson Gender Differences in Adult Development 11 Cindy Rigamer Developmental Counseling and Therapy with Involuntary Mid life Career Changers Dianne M. Kenney, Joseph G. Law Relationship of Gender-Role Conditioning to Sell-Esteem in Women 40 Vonda 0. Long, Ph.D. Nontraditional College Students: A Developnwntal Look :it the Needs of Women and Men Returning to School 47 James M. Bensholf Dwd-Farner Marriages: Research, Issues, and Counseling Implications 62 M. Susan Wilkie 4 Effects of Gender and Cultural Variables on the Perceptions of Cajuns and Non-Cajuns toward Middle Age 76 Daya S. Sandhu, Michael Assel Building the Classroom Community as a Support System for the Adult Learner 87 Pemna Frankel Gender Roles in Relationships and the 1Norkplace: A Preliminary Study 97 Patricia W. Stevens A Comparison of the Attributions and Depression Level of Incest Victims and Non-Victims 114 Cheryl Thomas Gender Differences in Career Development 128 Larry D. Burlew, Scott F. Butler The Effect of the 12-Step Program on the Locus of Control, Self-Esteem, and Coping Styles of Female Compulsive Eaters 142 Cynthia Boone-Hawkins, Isadore Newman Planning for a Preferred Future: Using the AADA Preretirement Checklist 164 James A. Boytim. Michael J. [her, Sona Adlakha. Julie T. Diaz, Stacie A. Smith, Susan L. Strauss, and Cara E. Williams Cultural Stereotypes, Double Standards, and Rater Age Effects in Perceptions of' Middle-Aged Attractiveness 178 Richard D. Mathis, Zoe Tanner f"-; PRACTICALLY SPEAKING Working with the "New Male": A Guide for Female Therapists 194 Bernadette HaIhrook Connected vs. Separate Knowing: Development of a Woman's Voice 201 Dawn B. Yonne, Susan U. McCormick, George McCormick Is That All There Is? Career Dis.:nchantment in Thirtysomething Females 210 Audrey Canaff, Leslie Wei ier Drummond Working toward Independence: TheDouble Bind inCommunication Dilemma William W. Saxon, Wendel A Ray R. Lamar Woodham FROM THE EDITORS The creation of the Journal of Young Adulthood and Middle Age was undertaken to stimulate interest and research in the often overlooked epochs of young adulthood and middle age.The response to this publication has been extremely gratifying to the editors. This is the third year of publication and the number and quality of manuscripts were exceptional.Both this journal and the national conference on Young Adulthood and Middle Age have received a positive response from the Association for Adult Development and Agine (AADA), which is now forming a national task force dedicated to promoting the study of young adulthood and middle age within AADA. Articles for publication in this issue were selected with the purpose of including innovative work and research pertaining to men's and women's issues. To accomplish this, calls for papers were published in the Guidepost, Adultspan, and Lagniappe. The editors appreciate the tremendous response and apologize for any inconvenience by the delay in the distribution of the journal.The delay was due to the volume of manuscripts submitted.It was indeed a pleasant dilemma for the editors to have too many submissions. Several manuscripts of hieh quality were not selected because space limitations did not
Recommended publications
  • Adolescence and Adulthood 10
    PSY_C10.qxd 1/2/05 3:36 pm Page 202 Adolescence and Adulthood 10 CHAPTER OUTLINE LEARNING OBJECTIVES INTRODUCTION ADOLESCENCE Physical development Cognitive development Social and emotional development EARLY ADULTHOOD Physical development Cognitive development Social and emotional development MIDDLE ADULTHOOD Physical development Cognitive development Social and emotional development LATE ADULTHOOD Physical development Cognitive development Social and emotional development FINAL THOUGHTS SUMMARY REVISION QUESTIONS FURTHER READING PSY_C10.qxd 1/2/05 3:36 pm Page 203 Learning Objectives By the end of this chapter you should appreciate that: n the journey from adolescence through adulthood involves considerable individual variation; n psychological development involves physical, sensory, cognitive, social and emotional processes, and the interactions among them; n although adolescence is a time of new discoveries and attainments, it is by no means the end of development; n there is some evidence of broad patterns of adult development (perhaps even stages), yet there is also evidence of diversity; n some abilities diminish with age, while others increase. INTRODUCTION Development is a lifelong affair, which does not the decisions of others, or governed by pure stop when we reach adulthood. Try this thought chance? Do you look forward to change (and experiment. Whatever your current age, imagine ageing), or does the prospect unnerve you? yourself ten years from now. Will your life have It soon becomes clear when we contemplate progressed? Will
    [Show full text]
  • Effective Childhood Intervention Programs Can Significantly Close
    Effective Childhood Intervention Programs Can Significantly Close the Gap Between Haves and Have-Nots, New Center on Children and Families Research Finds Resulting Increased Incomes as Adults Pay for Programs 10-Fold; Likely Positive Taxpayer Value, Too Well-evaluated targeted interventions could close over 70 percent of the gap between more- and less- advantaged youths, helping more children end up in the middle class by middle age, according to a new research paper released today by the Center on Children and Families (CCF) at Brookings. As a result, social mobility would increase, along with the lifetime incomes of less advantaged children. Those earnings could equal 10 times more than the cost of the programs themselves, suggesting that once the higher taxes paid by beneficiaries, and reduced need for government programs likely to accompany these higher incomes are taken into account, the programs would have a positive ratio of benefits to costs for the American taxpayer. In “How Much could We Improve Children’s Life Chances by Intervening Early and Often?” Brookings Senior Fellow and Co-Director of the Center on Children and Families Isabel Sawhill and Senior Research Assistant Quentin Karpilow warn that while the potential is there, the biggest challenge to undertaking these types of interventions would be taking them to scale without diluting their effectiveness. The Social Genome Model (SGM), a partnership between Brookings, Child Trends, and the Urban Institute, divides life into 6 distinct stages (family formation, early childhood, middle childhood, adolescence, transition to adulthood and adulthood) and then sets outcomes for each of those stages that, according to prior research, are predictive of later outcomes and eventual economic and social success.
    [Show full text]
  • Women, Ageing and Health : a Framework for Action : Focus on Gender
    WOMEN, AGEING AND HEALTH: A FRAMEWORK FOR ACTION Women, Ageing and Health: A Framework for Action Focus on Gender WOMEN, AGEING AND HEALTH: A FRAMEWORK FOR ACTION Women, Ageing and Health: A Framework for Action Focus on Gender PAGE 57 WHO Library Cataloguing-in-Publication Data Women, ageing and health : a framework for action : focus on gender. 1.Ageing. 2.Women's health. 3.Longevity. 4.Women. 5.Gender identity. I.World Health Organiza- tion. II.United Nations Population Fund. ISBN 978 92 4 156352 9 (NLM classification: WA 309) © World Health Organization 2007 All rights reserved. Publications of the World Health Organization can be obtained from WHO Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; e-mail: [email protected]). Requests for permission to reproduce or translate WHO publications – whether for sale or for noncommercial distribution – should be addressed to WHO Press, at the above address (fax: +41 22 791 4806; e-mail: permis- [email protected]). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concern- ing the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned.
    [Show full text]
  • Adulthood Age Group Growth & Development
    Adulthood Age Group Growth & Development Lecture 11 Three Phases of Adulthood Period Significant Events Early (young) Adulthood •Begins when adolescence reaches maximum height •Girls –age 20 yr •Boys – age 22 yr •Lasts until age 40 yr Middle Adulthood •Ages 40-60 yrs Late (old) Adulthood •Age 60 until death dr.Shaban 2 Emerging Adulthood In some countries, added years of education and later marriage has delayed full adult independence. This seems to have created a new phase which can be called emerging adulthood, ages 18-25. dr.Shaban 3 Early (Young) Adulthood . Begins in late teens/early 20s and lasts through the 40s . Term for the transition from adolescence to adulthood that is characterized by experimentation and exploration . Early adulthood is a time of: – establishing personal and economic independence – Identity exploration, especially in love and work – Instability; Self-focused – Feeling in-between dr.Shaban 4 Young Adulthood Physical Development – Physical strength typically peaks in early adulthood (the 20’s and 30’s) – Although physical changes are minimal during this phase , the weight and muscle mass change as a result of diet , exercise ,pregnancy and lactation. – Growth and strength in early adulthood, then slow process of decline afterwards – Decline affected by health and lifestyles dr.Shaban 5 Cognitive Development in Early Adulthood . Piaget believed that the formal operational stage (ages 11 to 15) is the highest stage of thinking . Adults gain knowledge, but ways of thinking are the same as those of adolescents . Some researchers disagree with Piaget and believe that thinking in early adulthood becomes more realistic and pragmatic . Post-formal thought - thought that is – Reflective and relativistic – Realistic, their idealism decreases – Emotion & subjective factors can influence thinking – Late adolescence to early adulthood is the main age window for wisdom (expert knowledge about the practical aspects of life that permits excellent judgment about important matters).
    [Show full text]
  • The Lifelong Development of Identity and Psychotherapy on the Basis Of
    Hiroshima Psychological Research 2011 , No.11 The lifelong development of identity and psychotherapy on the basis of developmental crises Yuko Okamoto The purpose of the present study was to clarify the characteristics of identity crises and developmental process in adulthood empirically based on Erikson's Epigenetic Schema. Middle age and retirement age were developmental crisis periods as well as adolescence, in which the identity was re-questioned and reconfirmed. It was found that these psychodynamic process were similar to the separation-individuation process in early childhood. Based on these empirical data, The Spiral Model ofIdentity Development in Adulthood was advocated. Many people in middle age visit psychotherapists claiming a lot of mental problems. By analysis of psychotherapy cases by the author, it was suggested that the depth of middle age crises were related to the roots of their clients' conflict level, that is, the roots of their unresolved conflict was in early childhood, the pathology of middle age crisis was serious. Some points of psychotherapy for middle aged clients were suggested according to the levels of unresolved conflicts. Key Words: identity, adult development, middle age crisis, psychotherapy Introduction In this paper, I would like to consider the light and shadow of a person going through life as an adult. Adulthood comprises the longest time of a person's life, and it has long been thought of as the peak period in life. However, the life of our mind cannot be simply classified into phases such as growth, peak, and decline. There is no doubt that in life there are ups and downs, and at times people undergo crises that they cannot manage by themselves.
    [Show full text]
  • Chapter 5 Developmental Stages of the Learner
    CHAPTER 5 Developmental Stages of the Learner Susan B. Bastable Gina M. Myers CHAPTER HIGHLIGHTS ■ Developmental Characteristics ■ The Developmental Stages of Childhood • Infancy (First 12 Months of Life) and Toddlerhood (1–2 Years of Age) • Early Childhood (3–5 Years of Age) • Middle and Late Childhood (6–11 Years of Age) • Adolescence (12–19 Years of Age) ■ The Developmental Stages of Adulthood • Young Adulthood (20–40 Years of Age) • Middle-Aged Adulthood (41–64 Years of Age) • Older Adulthood (65 Years of Age and Older) ■ The Role of the Family in Patient Education ■ State of the Evidence KEY TERMS pedagogy conservation dialectical thinking object permanence causal thinking ageism causality propositional reasoning gerogogy precausal thinking egocentrism crystallized intelligence animistic thinking imaginary audience fluid intelligence egocentric causation personal fable syllogistic reasoning andragogy © Helaine Weide/Moment/Getty 169 9781284127461_CH05.indd 169 24/08/17 6:46 PM 170 Chapter 5 Developmental Stages of the Learner OBJECTIVES After completing this chapter, the reader will be able to 1. Identify the physical, cognitive, and psychosocial characteristics of learners that influence learning at various stages of growth and development. 2. Recognize the role of the nurse as educator in assessing stage-specific learner needs according to maturational levels. 3. Determine the role of the family in patient education. 4. Discuss appropriate teaching strategies effective for learners at different developmental stages. hen planning, designing, implement- cognitive, and psychosocial development. Also, ing, and evaluating an educational this chapter emphasizes the role of the nurse program, the nurse as educator must in assessment of stage-specific learner needs, Wcarefully consider the characteristics of learn- the role of the family in the teaching–learning ers with respect to their developmental stage process, and the teaching strategies specific to in life.
    [Show full text]
  • Individuals' Life Structures in the Early Adulthood Period Based On
    KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ EDUCATIONAL SCIENCES: THEORY & PRACTICE Received: January 5, 2016 Revision received: December 21, 2016 Copyright © 2017 EDAM Accepted: February 14, 2017 www.estp.com.tr Online First: May 18, 2017 DOI 10.12738/estp.2017.4.0001 August 2017 17(4) 1383–1403 Research Article Individuals’ Life Structures in the Early Adulthood Period based on Levinson’s Theory Yahya Aktu1 Tahsin İlhan2 Siirt University Gaziosmanpaşa University Abstract Early adulthood is one of the important milestones considered within lifelong development in the relevant literature. Adulthood is examined through various theories; however, universality of many of these is still being discussed. One of these theories is Levinson’s theory of life structure. Thus, the current research aims to examine the extent to which Levinson’s theory of individual life structure is valid in Turkish society. The current study, with a qualitative design, was based on phenomenology approach. Participants were selected through maximum variation sampling among purposive sampling methods. Participants included 28 young adults living in seven geographically different regions. Data collection was conducted with The Form of Individual Life Structure Evaluation developed by researchers. Data were analyzed through content analysis in NVivo8.0 software. Through content analysis, self-representation and social relationships themes were obtained based on life structure category. Current research results showed that participants accomplished the tasks of modifying their life structures in a transitional period (ages 28-33 and 40-45) of their lives and the tasks of preserving their life structures in a building period (ages 34-39) of their lives. The findings indicated that participants in a transitional period built change-oriented metaphors and those in a building period built stability-oriented metaphors.
    [Show full text]
  • Age-Relevance of Content Material on Relativistic and Dialectical
    DOCUMENT RESUME ED 282 655 PS 016 633 AUTHOR Kramer, Deirdre A.; And Others TITLE Age-Relevance of Content Materialon Relativistic and Dialectical Reasoning. PUB DATE May 87 NOTE 20p.; Paper presented at the Annual Symposiumof the Jean Piaget Society (17th, Philadelphia, PA,May 28-30, 1987). PUB TYPE Reports - Research/Technical (143)-- Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Adolescents; Age Differences; *Cognitive Ability; Cognitive Development; *Middle AgedAdults; *Older Adults; Performance Factors; Problem Solving;*Young Adults IDENTIFIERS Age Relevance; *Dialectical Reasoning; *Relative Thinking; Story Content ABSTRACT The effects of age-relevance of content materialon reasoning were systematically studied in120 adolescents, young adults, middle-aged adults, and older adults.Subjects were presented with either an adolescent,young adult, middle-aged, or older adult interpersonal dilemma and askeda series of structured questions assessing relativistic and dialectical assumptions.On the relativism questions, there was botha main effect of age, with highest overall performance by middle-aged and older adults,and an age by story interaction. On the dialectical questions,there was a significant age by story interaction. Subjects tended to performmost poorly on their same-aged dilemma, and theexact age trend was dependent upon the story, suggesting the role of affectiveprocesses in reasoning about emotionally relevant dilemmas. (Author) *********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** '4 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Xhis document hes been reproduced as received from the person or organization originating it. C Minor changes have been made to improve reproduction Quality.
    [Show full text]
  • From Young Adulthood Through the Middle Ages
    From Young Adulthood Through the Middle Ages Ravenna Helson Christopher J. Soto Rebecca A. Cate University of California, Berkeley Periods of life have underpinnings in the universals of biology and social life, but they are conceptualized differently in different cultures and historical periods (Menon, 2001 ; Shweder, 1998).Middle age is not recognized at all in some societies, but in ours estimates often stretch from age 35 or 40 to age 60 or 65-a span of 20 to 30 years. The question of whether or not personality should be expected to change or develop within this period has received little attention. This chapter begins with a brief and selective review of two background topics: (a) relations between age, roles, status, and personality, and (b) personality change in adulthood. Then after a brief consideration of middle age as a whole, the issue of making differentiations within this long expanse is discussed. Three phases of middle age are proposed, then longi- tudinal evidence supporting the conception along with divergent findings are pre- sented. Finally, there are suggestions for further research. BRIEF REVIEW OF RESEARCH AREAS Relations between Age, Roles, Status, and Personality Anthropologists and sociologists have linked age to roles and social status across a diverse range of societies (e.g., Linton, 1936; Riley, 1976). There are norms about what people of a certain age should be doing, and these norms may be internalized and help to guide or motivate behavior (Neugarten, 1977). In Western culture, the first half of adulthood has been described as a period of growth and expansion during which individuals seek to find and maximize their status in society, whereas security and threat-avoidance become more important in the second half (Kuhlen, 1968; Staudinger & Bluck, 2001).
    [Show full text]
  • Embryology-1.Pdf
    EMBRYOLOGY COURSE CONTENT COMPETENCIES The first year medical student should be able to understand and explain the principles of fertilization, contraception, stages of early development of the embryo, development of various organ systems; developmental basis of congenital defects, twinning and teratology. GENERAL EMBRYOLOGY INTRODUCTION Stages of human life Prenatal – Zygote, pre-embryonic, embryonic, foetal, birth events Postnatal – Neonatal, infancy, childhood, prepubertal, pubertal, adolescent, adult - young, middle age, old age, death events Ontogeny, trimester, viability, abortion, miscarriage, medical termination of pregnancy, conceptus, abortus Terms of reference — Cranial, rostral, caudal, dorsal, ventral, lateral, medial, median, planes of section Level 3: Ontogeny in relation to phylogeny – The law of recapitulation; “Critical period”; Congenital vs. hereditary malformations; Investigations - USG, amniocentesis, chorionic villus biopsy, fetoscopy, teratology and its significance with respect to obstetrics, paediatrics; Intrauterine surgery; History of embryology GAMETOGENESIS AND FERTILISATION Menstrual cycle with reference to other reproductive cycles, concept of “first day of last menstrual period”, germ cell transport and fertilisation, sperm capacitation, acrosome reaction, zona reaction, methods of contraception, sex determination Level 2: Reference to genetics, abnormal gametogenesis, abnormal germ cells – morphology, abnormal chromosomal contents, biological significance, conception, assisted reproductive techniques
    [Show full text]
  • Social Engagement from Childhood to Middle Age and the Effect Of
    Heidi Hietanen, Marja Aartsen, Noona Kiuru, Tiina-Mari Lyyra and Sanna Read Social engagement from childhood to middle age and the effect of childhood socio-economic status on middle age social engagement: results from the National Child Development study Article (Accepted version) (Refereed) Original citation: Hietanen, Heidi, Aartsen, Marja, Kiuru, Noona, Lyyra, Tiina-Mari and Read, Sanna (2016) Social engagement from childhood to middle age and the effect of childhood socio-economic status on middle age social engagement: results from the National Child Development study. Ageing and Society, 36 (3). pp. 482-507. ISSN 0144-686X DOI: 10.1017/S0144686X1400124X © 2016 Cambridge University Press This version available at: http://eprints.lse.ac.uk/63637/ Available in LSE Research Online: May 2016 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author’s final accepted version of the journal article. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it.
    [Show full text]
  • The Lasting Impact of Childhood Health and Circumstance
    Journal of Health Economics 24 (2005) 365–389 The lasting impact of childhood health and circumstance Anne Case∗, Angela Fertig1, Christina Paxson2 Center for Health and Wellbeing, Wallace Hall, Princeton University, Princeton, NJ 08544, USA Received 4 May 2004; accepted 20 September 2004 Available online 5 January 2005 Abstract We quantify the lasting effects of childhood health and economic circumstances on adult health, employment and socioeconomic status, using data from a birth cohort that has been followed from birth into middle age. Controlling for parental income, education and social class, children who experience poor health have significantly lower educational attainment, poorer health, and lower social status as adults. Childhood health and circumstance appear to operate both through their impact on initial adult health and economic status, and through a continuing direct effect of prenatal and childhood health in middle age. Overall, our findings suggest more attention be paid to health as a potential mechanism through which intergenerational transmission of economic status takes place: cohort members born into poorer families experienced poorer childhood health, lower investments in human capital and poorer health in early adulthood, all of which are associated with lower earnings in middle age—the years in which they themselves become parents. © 2004 Elsevier B.V. All rights reserved. JEL classification: I1; D1; J0 Keywords: NCDS; Panel data; Life course models; Childhood health ∗ Corresponding author. Present address: 367 Wallace Hall, Princeton University, Princeton, NJ 08544-1013, USA. Tel.: +1 609 258 2177; fax: +1 609 258 5974. E-mail addresses: [email protected] (A. Case), [email protected] (A.
    [Show full text]