Lifespan Growth & Develop (SS)
Section 3 Group Project
(The others names on the project where removed, but in no way do I take full credit for this. It could not have turned out as well as it did with out all of our hard work on it)
Erick Nicholson
Psychology 1100-02
Dr. Karen Kwan, Ed.D
November 14, 2013
On the first day of the fifth grade, everybody thought everyone else was in the wrong place. Questions were racing through everyone's minds. Why won’t he stop fidgeting? Is she retarded? Why does he keep inhaling that stuff? Is she even American? None of them had wanted to switch schools though, so they had some common ground. Noémi and Bristol became friends before class was over. John tried to talk to Ben, but he was too tired to hold a conversation (Ch. 9, p. 312, Eveningnes's is a genetic trait, more frequent in males and exacerbated by puberty, that causes some people to be more alert during the evening than the morning).
Due to her Down syndrome, Bristol was developing faster in some ways than the other girls in her class. She had already gone through menarche, so she assumed everyone else had (Ch. 9, p. 310, Menarche is the first menstrual period). However, they had not, and when some of the other girls found out about it, they teased her mercilessly, calling her “Bloody Mary” when no teachers were around. Noémi, herself had received some teasing and knew how badly she felt when it would happen to her, which made her stick up for Bristol occasionally, but mostly just tried to help Bristol avoid them. The girls quickly became closer friends and it strengthened both of their self-esteems, knowing that although they were different, they were still capable of creating meaningful friendships.
One day during lunch, Ben forgot his inhaler and coincidentally suffered an asthma attack during history class. He had almost passed out before one of the other kids got a teacher to help. Although he had recovered just fine, the fear of almost dying left an impact on him. He started having nightmares where he would suffer an attack with his inhaler just out of reach. The immense feeling of helplessness he had experienced never fully went away, added with the factor of moving to a new school and his tiredness in the mornings this led to an overabundance amount of stress. His body reacted to it by increasing his testosterone production (Ch. 9, p. 314, Stress increases sex hormone production during puberty). This eventually made him slightly more aggressive, but did not lead to any significant changes in his development. Additionally, due to the quick and effective treatment he received, John's ADHD had little affect on how he was doing at school. So far, he was shaping up to be a very normal young boy.
Our four kids are starting to settle into there new school and surroundings even though they still have a lot of variation, between them selves, their families, their original cultures and their new environment. John comes from a small, relatively safer community city where his parents did not have to worry so much about drugs, alcohol and to some extent, gang activity. Noémi comes from an entirely different country and this is a culture shock to her and her mother. Her mother, Adela, is extremely worried that her daughter will be bombarded with high levels of peer pressure and further exposure to unclean things like alcohol, street drugs and sex. Which is something she has been trying to minimize exposure through Noémi’s world. Ben and Bristol’s were raised in and around the Los Angeles area, so their parents are all ways worried about gangs enticing their kids into bad choices. However, Ben and Bristol are accustomed to these types of exposures and have learned how to deal with them. Additionally, all of the families have different religious back grounds and worry what their kids may learn things that goes against their upbringing. An additional concern that is shared among their parents is the possibility of their children falling into a "bad crowd" or that they may be pressured into doing something that would hurt them emotional or physically. However, while their parents dealt with how to manage their concerns, the kids were oblivious to this and began to become better friends.
It started at lunchtime, they where all new kids to the school, which made them gravitate towards one another. They quickly learned each other names and where each other were from and about their families. Ben, John and Noemi discovered that they all enjoyed soccer, when they found out that Bristol had never played they decided to form an after school group to teach her, which also gave them another excuse to all hang out. The after school games progressed into trips to the movies, playing games on Friday or Saturday nights until late at night. It got to the point that it seamed the kids just moved as one unit. It was now time for them to start high school and at this point the parents were getting a little nervous about their kids and how it appeared that they did not think on their own any more, but did what the crowd did. They had heard from other parents that there were wild parties held by some of the kids in the school and that alcohol; drugs and sex frequented these parties. To make matters worse, there was a girl in Ben's class that was already pregnant. Something the parents were unaware of, was that Bristol, Noemi, Ben and John had all ready attended one of these party's and saw how their fellow class mates acted on alcohol and drugs, and not just at the party but the next day they where slow and disconnected at school and could not preform in team sports as they normally would. Since these were behaviors (lack of self control, stupid risk's, lack of performance in school and sports, not to mention the health hazards that they learned about in school about such activities) that were collectively not appreciated within their close nit circle, they did not have any further inclinations to attend any other parties of the sort. They wanted to see in each other excel and that as good friends they owed it to each other to keep one another on the right path. Before they got home from their first party, they made a pact that they would watch each other and encourage themselves stay clean, to stay off drugs, both illegal and legal (i.e. no prescription sharing) and alcohol. As a group they often thought about why their peers did what they did and how they could counter it. They decided most of the kids did stuff at those parties because they wanted to be cool. With that in mind the cool factor did not appeal to them as it previously had, instead they kept themselves preoccupied with sports, movies and just hanging out, this way they would not to get drawn into the preconception of what the rest of the kids their age thought would make them cool. By doing this they where able to keep there group free of all the things that destroy other kids brains and reflexes, not only that, but also help themselves and those in their group to get better grades by work together in study groups and encouraging each other to take harder class's and to press harder physical as well. This also helped Bristol further develop mentally and physically in sports, in addition to helping her with her schoolwork. They eventual formed a co-ed soccer team and played other co-ed schools in their region and won most of their games. All this effort and time that they put into their group eventually let to a school program to help their peers, to teach that peer pressure is not always a negative thing, but it can all so be a support to those that need and or want it. (Ch.10, p.357, Peer Pressure: encouragement to conform to one's friends or contemporaries in behavior, dress, and attitude; usually conceded a negative force).
At this point in adolescence Erikson fifth stage of development starts, that stage is called identity versus role confusion, Erikson highlighted four aspects of identity: religion, sex, politics and vocation. As mentioned earlier the four kids come from different parts of the country or world, cultures, religion and social economic status. As they start to form more of their own sense of self they started to look at the religion they practiced growing up. They all continue going to their families churches on Sunday because that was what their parents did. However, one Saturday after soccer practice, they started talking about what they would do after church on Sunday. That is when Ben asked Noémi if she was Muslim and what her church was like. Noémi giggled a little bit and told Ben she was not Muslim, but that she was Catholic. This lead to a continuous conversation for the rest of the day and picked up into the next week about what each of them believed and what their respective church services were like. In the course of this conversation they each started to realize that they are going to religious service because that is what their parents do. This also led to all four questioning theology and spiritual possibilities. It was rather easy for them in the beginning since Ben was raised Atheist, John was raised Jehovah’s Witness, Noémi was raised Catholic and Bristol was non-denominational Christian. Which eventually led them to agree that for the next few week's they would visit other houses of worship to learn different faiths and to question those faiths beliefs in order to learn more about them; and to widen their own understanding of religion. This became particularly exciting for Ben, who was raised to believe that karma and the Golden rule was all he needed to know. They all went to a Catholic service, then a Kingdom Hall of Jehovah’s Witnesses, followed by a Christian church, after each Sunday excursion they would get together and compare notes and thoughts of what they saw, heard, learned and felt while in that specific denominations services. They continued doing this, visiting other religions until each one of them had come to a deep personal understanding of what they each believe and felt secure enough in that belief not to be threatened by temptation from other faiths or causing confliction in their own. All the time building on the foundation of what they learned and deepening their commitment and achieving a identity in religion for themselves (Ch. 10, p. 349, Religious Identity is a specific type of identity formation. Particularly, it is the sense of group membership to a religion and the importance of this group membership as it pertains to one's self-concept). Since religion is a controversial topic we will not say what their choice or choices were, you the reader, is welcome to fill in the same for all or one different for each of the four kids and by doing so learn something new, whether that be some thing of another religion or of your own.
As high school end draws near each of the kids are being encouraged to pick a direction in their life, Bristol's mother wants her to follow her steeps and go into public service, Noemi's mom want's her to go to college to be a doctor, Ben's parents want him to be a great lawyer and Johns dad's want him to be an architect. While these careers are not bad choices, the kids are not sure what they want to do, they feel as if they are being push in a direction that is not their own. They all want to get started, but at the same time they do not really know what they want to do or achieve after high school, they all have an underlying fear of failing. In order to postpone their final identity achievement in the form of careers after high school they start talking about their options and what they really feel like doing or accomplishing. During one of their pizza nights, they begin writing their ideas and wishes for the future. Ben had the idea to work backwards and find a means to connect their wishes into realities. Bristol has always enjoyed chemistry and thinks it would be nice to find a cure for Down syndrome or at least a preventative cure. Subsequently, in line with this she begins thinking about taking some general courses at the local Community College. Ben has always loved the outdoors and thinks that it would be interesting to join Greenpeace (an non-governmental environmental organization that uses peaceful protest and creative communication to expose global environmental problems and to promote solutions that are essential to a green and peaceful future) and do some good for Mother Earth in new and different places around the world. Noemi has always been fascinated by dolphins and thinks it would be fun to work with all the different kinds of creatures in an aquarium. However, her thought process and hopes for the future are clouded by the fact that she really likes Ben and hopes to sleep with him soon. With this on her mind, she thinks she may join Ben in his research and application to join Greenpeace for a year or so after high school. Last we have John who loves to build things, but like the other three he is not quite positive that is what he wants to do. Instead, he starts to look at other opportunities that might be a fun distraction or “experience” when his parents ask. With the help of his friends and further research he, along with Ben and Noemi decided to join the National Forest Service in clearing trails, planting new growth and even fire fighting for the summer right after high school ends. They promise to help Bristol with registration and all the piles of paperwork she needs to finish before she is accepted at her local Community College. They also make an additional promise to Bristol and their parents, after the end of the summer season with the National Forest Service, they will meet up with Bristol at their local community college to start their own classes in whatever it is they choose to learn (Ch. 10, p. 349, Moratorium: An adolescent's choice of a socially acceptable way to postpone making identity-achievement decision. Going to college and taking generals without a specific degree in mind, ROTC, etc. is a common example).
Graduation day is finally here and while all four are really excited about it, Noémi had two things to look forward to; she was finally going to confess her feelings towards Ben. Noémi helped Bristol getting ready for their special day and Bristol’s parents were so happy that although she had down syndromep, she did not have any of the social limitations that most had. The boys arrived to Bristol’s house and were excited to get on with the ceremony, this was a day that all of them had looked forward to since a very young age. Adela sat with the other proud parents, they sat in the fifth row, admiring their children and talking about their futures and hopes. Adela sat quietly, remembering the world she left behind and how grateful she was for the opportunity to give her daughter, Noémi a better life; all of her hard work had paid off.
Once the words were spoken “Congratulations class of 2020!”, the kids threw their hats up into the air and felt as if their lives had just begun. Within a few weeks Ben, John and Noémi were packing their bags and getting ready to head for the beautiful mountains of California, Big Bear in specifically. After Noémi’s confession to Ben, they dated briefly, but decided to enjoy their summer and be casual about their relationship. Ben and John were more focused on completing the training to be Smokejumpers, but Noémi did not share the same interest in having such a dangerous, potentially deadly job (Ch. 11, pg. 391*, Occupations, recreational activities, or other ventures that involve a degree of risk or danger. The prospect of “living on the edge” makes edgework compelling to some individuals); she looked forward to clearing the trails and maintaining the beauty of Big Bear Mountain.
After settling in the bunks that Ben and John had been assigned, they headed over to Noémi’s cabin, because of course, that is where all the girls were bunking. Shortly after scoping out the lady scene, they headed over to the mess hall. Their metabolisms were still in full gear and they knew that with the upcoming Smokejumper training, they needed to load up on protein and carbohydrates in order to be at their full training potential. The following morning, Ben and John were woken up at 5:30 a.m. and were quickly started on their training. They ran three miles and hiked an additional two with 150 pounds of gear on their backs, did endless pushups, pull-ups, and sit-ups. Needless to say, they were exhausted by the time they made it to dinner at the mess hall. Noémi asked Ben if he would be interested in a late night walk around the lake and even though he was exhausted, he did not want to upset or disappoint Noémi. After dinner he headed back to his cabin took a quick hot shower and put on a fresh set of clothes and as he walked to Noémi’s cabin, he was surprised that after all of the physical work he had just endured, he did not feel as tired as he had earlier; just like his metabolism, his homeostasis was in high gear (Ch. 11, pg. 388*, Homeostasis The adjustment of all the body’s systems to keep physiological functions in a state of equilibrium. As the body ages, it takes longer for these adjustments to occur, so it becomes harder for older bodies to adapt to stress).
As the summer progressed and the end was near, John had finally found a niche in a career and had something to look forward to when he got home, he had decided to an aeronautical engineer. He wanted to build planes and helicopters that would improve the ability to prevent forest fires from spreading and containing those that have already ignited. On the other hand, Ben wanted to take a more eco-friendly approach, but follow in John’s footsteps. He decided to become an environmental engineer; he loved the idea to be able to develop feasible solutions to problems affecting the welfare of humans and nature. The thought of preventing pollution of the environment by designing systems of air and water quality control, vibration and noise reduction, and hazardous waste disposal excited him. Noémi on the other hand, continued with her fascination with animals and decided to pursue a degree in marine biology. However, with Ben and Noémi’s relationship getting more serious, John began to feel like a third wheel. He had made other friendships while living at Bear Lake and began to branch off on his own. He opted for a school in Washington State University. Meanwhile, Ben was accepted to UCLA and Noémi received a scholarship to attend San Diego State University. However, Bristol was still attending community college, but she hoped that in the near future she could move down to San Diego and be with Noémi. Nevertheless, Noémi’s attention was no longer on her promises to Bristol; she was more focused on how she would maintain her relationship with Ben. Unfortunately, Noémi and Ben’s relationship did not progress other than a few weeks after summer ended. Subsequently, that was not the only relationship that did not stand the test of time. The group eventually began new paths and lost the closeness they once had.
Six years had come and gone, and now all four had landed excellent jobs in their respective careers. John and Ben had reconnected after a few years and Ben was offered a job working for Boeing at their Seattle, Washington location; which made it easier to stay in contact with John. After college, John felt comfortable to come out and be openly gay, which was great for him and his family. Ben was also happy to hear the news, he finally saw his best friend be comfortable in his own skin and be sincerely happy. Noémi was still living in San Diego and living with her boyfriend of four years. Although she looked forward to being married and having kids, cohabiting was working for both her and her boyfriend at the time (Ch. 11, pg. 414*, To live with an unrelated person—typically a romantic partner—to whom one is not married). Across the country was Bristol, living in Portland, Maine and working as a Speech Language Pathologist. She was not married, but her dating life was alive and well.
(The others names on the project where removed, but in no way do I take full credit for this. It could not have turned out as well as it did with out all of our hard work on it)
Erick Nicholson
Psychology 1100-02
Dr. Karen Kwan, Ed.D
November 14, 2013
On the first day of the fifth grade, everybody thought everyone else was in the wrong place. Questions were racing through everyone's minds. Why won’t he stop fidgeting? Is she retarded? Why does he keep inhaling that stuff? Is she even American? None of them had wanted to switch schools though, so they had some common ground. Noémi and Bristol became friends before class was over. John tried to talk to Ben, but he was too tired to hold a conversation (Ch. 9, p. 312, Eveningnes's is a genetic trait, more frequent in males and exacerbated by puberty, that causes some people to be more alert during the evening than the morning).
Due to her Down syndrome, Bristol was developing faster in some ways than the other girls in her class. She had already gone through menarche, so she assumed everyone else had (Ch. 9, p. 310, Menarche is the first menstrual period). However, they had not, and when some of the other girls found out about it, they teased her mercilessly, calling her “Bloody Mary” when no teachers were around. Noémi, herself had received some teasing and knew how badly she felt when it would happen to her, which made her stick up for Bristol occasionally, but mostly just tried to help Bristol avoid them. The girls quickly became closer friends and it strengthened both of their self-esteems, knowing that although they were different, they were still capable of creating meaningful friendships.
One day during lunch, Ben forgot his inhaler and coincidentally suffered an asthma attack during history class. He had almost passed out before one of the other kids got a teacher to help. Although he had recovered just fine, the fear of almost dying left an impact on him. He started having nightmares where he would suffer an attack with his inhaler just out of reach. The immense feeling of helplessness he had experienced never fully went away, added with the factor of moving to a new school and his tiredness in the mornings this led to an overabundance amount of stress. His body reacted to it by increasing his testosterone production (Ch. 9, p. 314, Stress increases sex hormone production during puberty). This eventually made him slightly more aggressive, but did not lead to any significant changes in his development. Additionally, due to the quick and effective treatment he received, John's ADHD had little affect on how he was doing at school. So far, he was shaping up to be a very normal young boy.
Our four kids are starting to settle into there new school and surroundings even though they still have a lot of variation, between them selves, their families, their original cultures and their new environment. John comes from a small, relatively safer community city where his parents did not have to worry so much about drugs, alcohol and to some extent, gang activity. Noémi comes from an entirely different country and this is a culture shock to her and her mother. Her mother, Adela, is extremely worried that her daughter will be bombarded with high levels of peer pressure and further exposure to unclean things like alcohol, street drugs and sex. Which is something she has been trying to minimize exposure through Noémi’s world. Ben and Bristol’s were raised in and around the Los Angeles area, so their parents are all ways worried about gangs enticing their kids into bad choices. However, Ben and Bristol are accustomed to these types of exposures and have learned how to deal with them. Additionally, all of the families have different religious back grounds and worry what their kids may learn things that goes against their upbringing. An additional concern that is shared among their parents is the possibility of their children falling into a "bad crowd" or that they may be pressured into doing something that would hurt them emotional or physically. However, while their parents dealt with how to manage their concerns, the kids were oblivious to this and began to become better friends.
It started at lunchtime, they where all new kids to the school, which made them gravitate towards one another. They quickly learned each other names and where each other were from and about their families. Ben, John and Noemi discovered that they all enjoyed soccer, when they found out that Bristol had never played they decided to form an after school group to teach her, which also gave them another excuse to all hang out. The after school games progressed into trips to the movies, playing games on Friday or Saturday nights until late at night. It got to the point that it seamed the kids just moved as one unit. It was now time for them to start high school and at this point the parents were getting a little nervous about their kids and how it appeared that they did not think on their own any more, but did what the crowd did. They had heard from other parents that there were wild parties held by some of the kids in the school and that alcohol; drugs and sex frequented these parties. To make matters worse, there was a girl in Ben's class that was already pregnant. Something the parents were unaware of, was that Bristol, Noemi, Ben and John had all ready attended one of these party's and saw how their fellow class mates acted on alcohol and drugs, and not just at the party but the next day they where slow and disconnected at school and could not preform in team sports as they normally would. Since these were behaviors (lack of self control, stupid risk's, lack of performance in school and sports, not to mention the health hazards that they learned about in school about such activities) that were collectively not appreciated within their close nit circle, they did not have any further inclinations to attend any other parties of the sort. They wanted to see in each other excel and that as good friends they owed it to each other to keep one another on the right path. Before they got home from their first party, they made a pact that they would watch each other and encourage themselves stay clean, to stay off drugs, both illegal and legal (i.e. no prescription sharing) and alcohol. As a group they often thought about why their peers did what they did and how they could counter it. They decided most of the kids did stuff at those parties because they wanted to be cool. With that in mind the cool factor did not appeal to them as it previously had, instead they kept themselves preoccupied with sports, movies and just hanging out, this way they would not to get drawn into the preconception of what the rest of the kids their age thought would make them cool. By doing this they where able to keep there group free of all the things that destroy other kids brains and reflexes, not only that, but also help themselves and those in their group to get better grades by work together in study groups and encouraging each other to take harder class's and to press harder physical as well. This also helped Bristol further develop mentally and physically in sports, in addition to helping her with her schoolwork. They eventual formed a co-ed soccer team and played other co-ed schools in their region and won most of their games. All this effort and time that they put into their group eventually let to a school program to help their peers, to teach that peer pressure is not always a negative thing, but it can all so be a support to those that need and or want it. (Ch.10, p.357, Peer Pressure: encouragement to conform to one's friends or contemporaries in behavior, dress, and attitude; usually conceded a negative force).
At this point in adolescence Erikson fifth stage of development starts, that stage is called identity versus role confusion, Erikson highlighted four aspects of identity: religion, sex, politics and vocation. As mentioned earlier the four kids come from different parts of the country or world, cultures, religion and social economic status. As they start to form more of their own sense of self they started to look at the religion they practiced growing up. They all continue going to their families churches on Sunday because that was what their parents did. However, one Saturday after soccer practice, they started talking about what they would do after church on Sunday. That is when Ben asked Noémi if she was Muslim and what her church was like. Noémi giggled a little bit and told Ben she was not Muslim, but that she was Catholic. This lead to a continuous conversation for the rest of the day and picked up into the next week about what each of them believed and what their respective church services were like. In the course of this conversation they each started to realize that they are going to religious service because that is what their parents do. This also led to all four questioning theology and spiritual possibilities. It was rather easy for them in the beginning since Ben was raised Atheist, John was raised Jehovah’s Witness, Noémi was raised Catholic and Bristol was non-denominational Christian. Which eventually led them to agree that for the next few week's they would visit other houses of worship to learn different faiths and to question those faiths beliefs in order to learn more about them; and to widen their own understanding of religion. This became particularly exciting for Ben, who was raised to believe that karma and the Golden rule was all he needed to know. They all went to a Catholic service, then a Kingdom Hall of Jehovah’s Witnesses, followed by a Christian church, after each Sunday excursion they would get together and compare notes and thoughts of what they saw, heard, learned and felt while in that specific denominations services. They continued doing this, visiting other religions until each one of them had come to a deep personal understanding of what they each believe and felt secure enough in that belief not to be threatened by temptation from other faiths or causing confliction in their own. All the time building on the foundation of what they learned and deepening their commitment and achieving a identity in religion for themselves (Ch. 10, p. 349, Religious Identity is a specific type of identity formation. Particularly, it is the sense of group membership to a religion and the importance of this group membership as it pertains to one's self-concept). Since religion is a controversial topic we will not say what their choice or choices were, you the reader, is welcome to fill in the same for all or one different for each of the four kids and by doing so learn something new, whether that be some thing of another religion or of your own.
As high school end draws near each of the kids are being encouraged to pick a direction in their life, Bristol's mother wants her to follow her steeps and go into public service, Noemi's mom want's her to go to college to be a doctor, Ben's parents want him to be a great lawyer and Johns dad's want him to be an architect. While these careers are not bad choices, the kids are not sure what they want to do, they feel as if they are being push in a direction that is not their own. They all want to get started, but at the same time they do not really know what they want to do or achieve after high school, they all have an underlying fear of failing. In order to postpone their final identity achievement in the form of careers after high school they start talking about their options and what they really feel like doing or accomplishing. During one of their pizza nights, they begin writing their ideas and wishes for the future. Ben had the idea to work backwards and find a means to connect their wishes into realities. Bristol has always enjoyed chemistry and thinks it would be nice to find a cure for Down syndrome or at least a preventative cure. Subsequently, in line with this she begins thinking about taking some general courses at the local Community College. Ben has always loved the outdoors and thinks that it would be interesting to join Greenpeace (an non-governmental environmental organization that uses peaceful protest and creative communication to expose global environmental problems and to promote solutions that are essential to a green and peaceful future) and do some good for Mother Earth in new and different places around the world. Noemi has always been fascinated by dolphins and thinks it would be fun to work with all the different kinds of creatures in an aquarium. However, her thought process and hopes for the future are clouded by the fact that she really likes Ben and hopes to sleep with him soon. With this on her mind, she thinks she may join Ben in his research and application to join Greenpeace for a year or so after high school. Last we have John who loves to build things, but like the other three he is not quite positive that is what he wants to do. Instead, he starts to look at other opportunities that might be a fun distraction or “experience” when his parents ask. With the help of his friends and further research he, along with Ben and Noemi decided to join the National Forest Service in clearing trails, planting new growth and even fire fighting for the summer right after high school ends. They promise to help Bristol with registration and all the piles of paperwork she needs to finish before she is accepted at her local Community College. They also make an additional promise to Bristol and their parents, after the end of the summer season with the National Forest Service, they will meet up with Bristol at their local community college to start their own classes in whatever it is they choose to learn (Ch. 10, p. 349, Moratorium: An adolescent's choice of a socially acceptable way to postpone making identity-achievement decision. Going to college and taking generals without a specific degree in mind, ROTC, etc. is a common example).
Graduation day is finally here and while all four are really excited about it, Noémi had two things to look forward to; she was finally going to confess her feelings towards Ben. Noémi helped Bristol getting ready for their special day and Bristol’s parents were so happy that although she had down syndromep, she did not have any of the social limitations that most had. The boys arrived to Bristol’s house and were excited to get on with the ceremony, this was a day that all of them had looked forward to since a very young age. Adela sat with the other proud parents, they sat in the fifth row, admiring their children and talking about their futures and hopes. Adela sat quietly, remembering the world she left behind and how grateful she was for the opportunity to give her daughter, Noémi a better life; all of her hard work had paid off.
Once the words were spoken “Congratulations class of 2020!”, the kids threw their hats up into the air and felt as if their lives had just begun. Within a few weeks Ben, John and Noémi were packing their bags and getting ready to head for the beautiful mountains of California, Big Bear in specifically. After Noémi’s confession to Ben, they dated briefly, but decided to enjoy their summer and be casual about their relationship. Ben and John were more focused on completing the training to be Smokejumpers, but Noémi did not share the same interest in having such a dangerous, potentially deadly job (Ch. 11, pg. 391*, Occupations, recreational activities, or other ventures that involve a degree of risk or danger. The prospect of “living on the edge” makes edgework compelling to some individuals); she looked forward to clearing the trails and maintaining the beauty of Big Bear Mountain.
After settling in the bunks that Ben and John had been assigned, they headed over to Noémi’s cabin, because of course, that is where all the girls were bunking. Shortly after scoping out the lady scene, they headed over to the mess hall. Their metabolisms were still in full gear and they knew that with the upcoming Smokejumper training, they needed to load up on protein and carbohydrates in order to be at their full training potential. The following morning, Ben and John were woken up at 5:30 a.m. and were quickly started on their training. They ran three miles and hiked an additional two with 150 pounds of gear on their backs, did endless pushups, pull-ups, and sit-ups. Needless to say, they were exhausted by the time they made it to dinner at the mess hall. Noémi asked Ben if he would be interested in a late night walk around the lake and even though he was exhausted, he did not want to upset or disappoint Noémi. After dinner he headed back to his cabin took a quick hot shower and put on a fresh set of clothes and as he walked to Noémi’s cabin, he was surprised that after all of the physical work he had just endured, he did not feel as tired as he had earlier; just like his metabolism, his homeostasis was in high gear (Ch. 11, pg. 388*, Homeostasis The adjustment of all the body’s systems to keep physiological functions in a state of equilibrium. As the body ages, it takes longer for these adjustments to occur, so it becomes harder for older bodies to adapt to stress).
As the summer progressed and the end was near, John had finally found a niche in a career and had something to look forward to when he got home, he had decided to an aeronautical engineer. He wanted to build planes and helicopters that would improve the ability to prevent forest fires from spreading and containing those that have already ignited. On the other hand, Ben wanted to take a more eco-friendly approach, but follow in John’s footsteps. He decided to become an environmental engineer; he loved the idea to be able to develop feasible solutions to problems affecting the welfare of humans and nature. The thought of preventing pollution of the environment by designing systems of air and water quality control, vibration and noise reduction, and hazardous waste disposal excited him. Noémi on the other hand, continued with her fascination with animals and decided to pursue a degree in marine biology. However, with Ben and Noémi’s relationship getting more serious, John began to feel like a third wheel. He had made other friendships while living at Bear Lake and began to branch off on his own. He opted for a school in Washington State University. Meanwhile, Ben was accepted to UCLA and Noémi received a scholarship to attend San Diego State University. However, Bristol was still attending community college, but she hoped that in the near future she could move down to San Diego and be with Noémi. Nevertheless, Noémi’s attention was no longer on her promises to Bristol; she was more focused on how she would maintain her relationship with Ben. Unfortunately, Noémi and Ben’s relationship did not progress other than a few weeks after summer ended. Subsequently, that was not the only relationship that did not stand the test of time. The group eventually began new paths and lost the closeness they once had.
Six years had come and gone, and now all four had landed excellent jobs in their respective careers. John and Ben had reconnected after a few years and Ben was offered a job working for Boeing at their Seattle, Washington location; which made it easier to stay in contact with John. After college, John felt comfortable to come out and be openly gay, which was great for him and his family. Ben was also happy to hear the news, he finally saw his best friend be comfortable in his own skin and be sincerely happy. Noémi was still living in San Diego and living with her boyfriend of four years. Although she looked forward to being married and having kids, cohabiting was working for both her and her boyfriend at the time (Ch. 11, pg. 414*, To live with an unrelated person—typically a romantic partner—to whom one is not married). Across the country was Bristol, living in Portland, Maine and working as a Speech Language Pathologist. She was not married, but her dating life was alive and well.
Eportfolio Reflection
Nicholson, Erick
Phy 1100 by Dr. Karen Kwan, Ed.D.
I started this class with the expectation that it would be dry physiological definition of how cells combine to create life and how the body grows and eventually dies. I thought that all I would have to do to pass the course is memorize the facts and use them on the test's, wile thats partly true, it's not all there is to this class. In the first day of class the instructor told us about the paper's we would have to wright and all I could think was how can I get out of this project, for I have never liked writing papers.
I have sense learned that this course is more than the simple dry physiological definition, it also covered the socio economics status of not only the individual but the group or cohort, genetic abnormalities and the statement that different does not equal deficit, the way that as humans we learn things like motor skills and langue, and the physiological way's and stages that we all go through to reach the oldest of the old in physical stage.
One of the thinks that I found fascinating was the concept of egocentrism, I all way's thought of the word narcissism but I have now learned that the concept and the word really don't correlate. The concept that in early age its apples because the young child's brain has not grown enough yet to realize that not every one likes what they like. This concept is not just in the early years ether, the class went on to show how this can stay with people as they grow and how the idea of the concept changes with us as we grow. This is just one example of the concepts that I have learned that have changed the way I see people, I don't just right them all off as self obsessed any more.
As mentioned earlier I hate writing papers but in this class we had to wright 4 person papers, we created a baby and then followed that baby through his or her life and apply concepts that we learned in the book. I started out hating the idea and by the end of the class I find my self not wanting to say good by to the person in the paper that I haves been wighting about. Looking back on these papers I think it helped me to understand some of the ideas the book try's to get across by making me use them in a person life and see how they effect that person's growth through out their whole life, both physical and mentally.
I believe that in the future I will try to approach my class's with a much more open mind and with out the certainty that I know what to expect from the class. I have realized that in order to enjoy a class and to learn as much as I can I must keep an open mind, even if it means writing more papers.
Nicholson, Erick
Phy 1100 by Dr. Karen Kwan, Ed.D.
I started this class with the expectation that it would be dry physiological definition of how cells combine to create life and how the body grows and eventually dies. I thought that all I would have to do to pass the course is memorize the facts and use them on the test's, wile thats partly true, it's not all there is to this class. In the first day of class the instructor told us about the paper's we would have to wright and all I could think was how can I get out of this project, for I have never liked writing papers.
I have sense learned that this course is more than the simple dry physiological definition, it also covered the socio economics status of not only the individual but the group or cohort, genetic abnormalities and the statement that different does not equal deficit, the way that as humans we learn things like motor skills and langue, and the physiological way's and stages that we all go through to reach the oldest of the old in physical stage.
One of the thinks that I found fascinating was the concept of egocentrism, I all way's thought of the word narcissism but I have now learned that the concept and the word really don't correlate. The concept that in early age its apples because the young child's brain has not grown enough yet to realize that not every one likes what they like. This concept is not just in the early years ether, the class went on to show how this can stay with people as they grow and how the idea of the concept changes with us as we grow. This is just one example of the concepts that I have learned that have changed the way I see people, I don't just right them all off as self obsessed any more.
As mentioned earlier I hate writing papers but in this class we had to wright 4 person papers, we created a baby and then followed that baby through his or her life and apply concepts that we learned in the book. I started out hating the idea and by the end of the class I find my self not wanting to say good by to the person in the paper that I haves been wighting about. Looking back on these papers I think it helped me to understand some of the ideas the book try's to get across by making me use them in a person life and see how they effect that person's growth through out their whole life, both physical and mentally.
I believe that in the future I will try to approach my class's with a much more open mind and with out the certainty that I know what to expect from the class. I have realized that in order to enjoy a class and to learn as much as I can I must keep an open mind, even if it means writing more papers.