Your Children International Development Topics Essay

Your Children International Development Topics EssayYour children international development topics essay may include subjects such as entrepreneurship, politics, philosophy, physical education, world heritage, and many more. However, when writing a Children International Development topics essay, it is important to remember that each subject should be analyzed in its own way.When you think about your children's international development topics essay, you should keep in mind that every topic should have a specific purpose. It should not be just chosen for the sake of it being written. Rather, it should be chosen because it has the best chance of benefiting your child. This is also why you need to pay attention to detail when you are writing your children international development topics essay.Remember that the International Development Association (IDA) has these International Principles of Teaching International (ITI) to guide students through their education. Although they may not s ound like much at first, they are very crucial when you are trying to teach your children international development. In order to meet the requirements of the IDA ITI, it is very important to read through the standards when you are preparing your children international development topics essay.The IDA has four common examples of International Standards of Teaching for your children. When you are thinking about your children's international development topics essay, you should consider these four examples when writing your essays. Keep in mind that the four ITI standards all focus on the same idea: the value of education to provide a good future for the children.One example of International Standard of Teaching for International Education is the requirement that students learn about the dignity of man. To learn about this concept, they need to learn about man's achievements and accomplishments in history. So what you need to do when you are preparing your children international develo pment topics essay is to take advantage of this idea.Another example ofInternational Standard of Teaching for International Education is the Global Economic Crisis that was the result of the greed and the failure of mankind to protect its environment. Now, all of humanity faces a great danger as we cannot handle the future properly. This is why your children's International Development topics essay needs to take advantage of this idea. To do this, you should learn about the economy of all countries in the world and understand the current economic situation in the United States.And last but not least, another example of International Standard of Teaching for International Education is the need to educate children of the importance of democracy. Therefore, when you are writing your children international development topics essay, you should be aware of the importance of democracy and the history of how we came to become a democracy. All of these ideas are important and can help to tea ch your children international development.

University of New Mexico (UNM) Admissions Data

The University of New Mexico has an acceptance rate of 58 percent. Those with good grades and test scores are likely to get into the school. To apply, interested students will need to visit the schools website for the application form and complete admissions guidelines/instructions. Required materials to apply include official high school transcripts and SAT or ACT scores. Be sure to contact the admissions office if you have any questions. Admissions Data (2016) University of New Mexico Acceptance Rate: 58 percentTest Scores: 25th / 75th PercentileSAT Critical Reading: 470 / 600SAT Math: 480 / 600What these SAT numbers meanSAT comparison for New Mexico collegesMountain West SAT comparisonACT Composite: 19 / 25ACT English: 18Â  / 25ACT Math: 18Â  / 25What these ACT numbers meanACT comparison for New Mexico collegesMountain West ACT comparison University of New Mexico Description The University of New Mexicos 600-acre campus sits in the heart of Albuquerque. Its distinctive buildings are designed with Pueblo-style architecture, and the park-like campus features a duck pond and an impressive arboretum. In academics, Business is the most popular major, but the University of New Mexicos strengths in the liberal arts and sciences earned the school a chapter of Phi Beta Kappa. Academics are supported by a good 19 to 1 student / faculty ratio. In athletics, the UNM Lobos compete in the NCAA Division I Mountain West Conference. Enrollment (2016) Total Enrollment: 26,999Â  (21,023 undergraduates)Gender Breakdown: 44Â  percent male / 56 percent female76 percent Full-time Costs (2016-17) Tuition and Fees: $7,340 (in-state); $21,929 (out-of-state)Books: $1,080 (why so much?)Room and Board: $9,472Other Expenses: $3,858Total Cost: $21,750 (in-state); $36,339 (out-of-state) University of New Mexico Financial Aid (2015-16) Percentage of Students Receiving Aid: 96 percentPercentage of Students Receiving Types of AidGrants: 95Â  percentLoans: 38 percentAverage Amount of AidGrants: $6,157Loans: $4,626 Academic Programs Most Popular Majors: Biology, Business Administration, Elementary Education, General Studies, Nursing, Psychology Graduation and Retention Rates First Year Student Retention (full-time students): 80 percent4-Year Graduation Rate: 16Â  percent6-Year Graduation Rate: 44Â  percent Intercollegiate Athletic Programs Mens Sports: Football, Skiing, Tennis, Track and Field, Golf, Basketball, BaseballWomens Sports: Skiing, Swimming, Volleyball, Tennis, Basketball, Soccer, Volleyball If You Like University of New Mexico, You May Also Like These Schools New Mexico State University: ProfileNorthern Arizona University: Profile | GPA-SAT-ACT GraphFort Lewis College: ProfileTexas Tech University: Profile | GPA-SAT-ACT GraphStanford University: Profile | GPA-SAT-ACT GraphUniversity of Oregon: Profile | GPA-SAT-ACT GraphUniversity of Utah: Profile | GPA-SAT-ACT GraphColorado State University - Fort Collins: Profile | GPA-SAT-ACT GraphUniversity of Arizona: Profile | GPA-SAT-ACT GraphUniversity of Colorado Boulder: Profile | GPA-SAT-ACT GraphUniversity of Texas - Austin: Profile | GPA-SAT-ACT Graph Data Source: National Center for Educational Statistics

Canada Research Paper Rough Draft Essay - 1178 Words

CANADA RESEARCH PAPER ROUGH DRAFT Canada is the country to the north of North America, surrounded by the United States in northwest of Alaska. and shares borders with the United States of America. Canada and the USA actually share the longest international border in the world. It is 8,891km/5,525miles long. The country expands from the Atlantic Ocean all the way to to the Pacific Ocean and right underneath the Arctic Ocean. Canada is the world s second-largest country in land mass, but has a small population of 31 million people. Canada was discovered and named by the French explorer Jacques Cartier in the year 1534. Kanata means village or settlement in the Saint-Lawrence Iroquoian language, the language spoken by the natives who gave Cartier directions. Canada is an contemporary and technology based advanced country populated by various First Nation tribes, French and British people. Canada is today a cultural mosaic made up of people who have come from all around the world. Canada is a very energy self-sufficient country that economy relies greatly on its great quantity of natural resources. The Canadian people are called Canadians. Most of the Canadian families have roots in England and France, as during the French and British colonized the country and thus many families from the old world immigrated into Canada. Canada has two official languages: English and French. Almost half of the population can speak both languages. The majority of Canadians speakShow MoreRelatedMy Star Predominant : Portrait Of John Keats1573 Words   |  7 Pagesexamined the critique gà ©nà ©tique (primary sources) of Canadian writer and poet Raymond Knister for my archives project. I focused on the manuscript and research material of Knister’s novel, My Star Predominant: Portrait of John Keats, as well as his correspondence and newspaper clippings about his death. In doing so, I was able to write the history of the research and writing process of My Star Predominant, as well as Knister’s relationship with Pelham Edgar, Frederick Phillip Grove, and his wife. FurthermoreRead MoreSummary : The Winter Olympics 1275 Words   |  6 PagesAshlee Cortez HCOM 211, Section 15 Research Paper Rough Draft 10 December 2014 Jamaican Bobsledding In 1988, the Winter Olympics were held in Calgary, Alberta, Canada.   One of the most remembered events within the Winter Olympics was the debut of the Jamaican National Bobsled team.   Bobsled is a winter sport in which teams of two or four sled down tight, winding ice tracks.   It is done in a cart that is called a bobsled; â€Å"a large usually metal sled used in racing and equipped with two pairs ofRead MoreAnalysis of We Were Soldiers Once and YOung: Ia Drang The Battle that Changed the War in Vietnam1968 Words   |  8 Pagesorder and gives us detailed back ground leading up to the battle and the sobering aftermath. We Were Soldiers Once and Young – Ia Drang- the Battle That Changed the War in Vietnam, was a result of several years of work that involved incredible research that involved first person accounts of those who fought in the battle, maps and official records, American military and ex-military members, family of the soldiers, former government officials, Vietnamese Military officials and numerous books, articlesRead MoreQuestions On Writing An Essay Essay9089 Words   |  37 Pagesessay. You are saying that your idea is in fact the better idea compared to the opposition. You can address the counter argument in a couple of different ways. You can either write the counter arguments all in one paragraph, or weave them into your paper. The most important thing to remember is to address the opposition for every assertion you make. Being consistent in this makes you seem like you have a though out position, and will be taken more seriously by the reader. How to Write a CollegeRe ad MoreSmart Note Taker3641 Words   |  15 Pages | | |English - Canada,  Ã‚  English - GB, English - US, German, Simplified Chinese, Traditional Chinese, Korean, Danish, Spanish, Spanish - Mexico, Finnish, French, | | |French - Canada, Greek, Italian, Japanese, Dutch, Norwegian, Portuguese, Portuguese - Brazil, Russian,Swedish. | Read MoreRole Of Sme ( Small And Medium Enterprises Companies Businesses Do Play Against The Economy Of Any Country2752 Words   |  12 PagesPEXIMCO EUROPE LTD: 4 1.3 THE PURPOSE OF STUDY: 6 1.3 HYPOTHESIS: 6 1.4AIMS OF THE STUDY: 7 1.5OBJECTIVE OF THE STUDY: 7 1.6RESEARCH QUESTIONS: 8 1.7 Time Scale (Work Plan): 8 2. CHAPTER TWO 10 2.1. LITERATURE REVIEW: 10 3. CHAPTER THREE 15 3.1. RESEARCH METHODOLOGY: 15 3.2. ANALYSIS AND PRESENTATION: 16 3.3. DISCUSSIONS AND RESULTS: 16 3.4. CONCLUSION: 16 3.5. LEGITIMACY AND CREDIBILITY: 17 3.6. ETHICAL ISSUES: 17 REFERENCES AND BIBLIOGRAPHY: 17 TITLE: What role SME (small and medium enterprises)Read MoreDesign Driven Innovation vs. User Driven Innovation6027 Words   |  25 PagesInnovation Julie Feit Almberg, Susan Hilbolling, Morten Grau Jensen, Floor Nijs and Mathijs Voorend Delft University of Technology, The Netherlands Abstract In this paper design and user driven innovation strategies (DDI and UDI) are investigated from the literature and from a case study in order to answer the following research question: what are the differences between UDI and DDI and what implications does this have regarding design management? Literature helps explaining the main characteristicsRead MoreImplementing A Leadership Position At A Graduate Program Offers Opportunity For Young Professionals1928 Words   |  8 PagesLeadership Differentiated, Generativity, and Integration/Synthesis. Awareness, engagement, and leader identified are all stages that are developed throughout childhood and, though important, are not relevant to a doctorate program. Because this paper focuses on leadership in higher education, it will focus on stages four, five, and six. Leadership differentiated, or stage four, describes how students engage when entering a graduate nurse anesthesia curriculum. Students enter this stage withRead Moreau2 exa m - cga10692 Words   |  43 PagesCGA-CANADA ADVANCED EXTERNAL AUDITING [AU2] EXAMINATION December 2012 Marks 30 Time: 4 Hours Question 1 Select the best answer for each of the following unrelated items. Answer each of these items in your examination booklet by giving the number of your choice. For example, if the best answer for item (a) is (1), write (a)(1) in your examination booklet. If more than one answer is given for an item, that item will not be marked. Incorrect answers will be marked as zero. Marks will notRead MoreResearch Methodology16940 Words   |  68 PagesRESEARCH METHODOLOGY S. Rajasekar School of Physics, Bharathidasan University, Tiruchirapalli – 620 024, Tamilnadu, Indiaâˆâ€" P. Philominathan Department of Physics, Sri AVVM Pushpam College, Poondi, Thanjavur – 613 503, Tamilnadu, India V. Chinnathambi Department of Physics, AKGS Arts College, Srivaikundam – 628 619, Tamilnadu, India In this manuscript various components of research are listed and brieï ¬â€šy discussed. The topics considered in this write-up cover a part of the research methodology paper

Erikson free essay sample

The Importance of Identity in Adult Learners Melissa Nicole Salas East Carolina University Abstract The major issues to ponder here for adult educators revolve around our sense of how important it is to know our students as more than just students. How concerned should educators be with what life stages students are currently struggling with and the past success/failures they’ve had? The purpose of this research is to highlight the importance of instructors knowing learners well enough so that they can effectively teach them. The findings of the research are that it is important to know what stages of life learners are currently in, and to identify through conversations and interactions how best to assess learners, and that it is important to know these things because then educators will be more prepared for the responses and actions of students in their classrooms. Introduction It is important for adult learners and educators to know that certain life stages play a major part in our maturity as an individual, our self-esteem, values morals and responsibilities. As young adults, we must find who we are and where we are going. Intimacy with another person is possible; otherwise we may become isolated from others. In adulthood, we must continue our mental growth, health, creativity, and productivity or risk the chance of stagnation. As older adults nearing the end of our lives, we must choose between maintaining a feeling of worth and integrity or yield to feelings of despair where we sense that life was a waste of time and energy. Erik Erikson’s Stages of Development, known as the â€Å"Psychosocial Theory of Development†, suggests there are eight stages of development that begin with birth and end with death. The development of the individual depends mainly on the social/environmental influences that interact directly with the physical and psychological growth of the person. The first five stages occur between infancy and end during adolescence. The final three stages with which adult educators must pay particular attention occur during early adulthood and extend through old age (Erikson’s Theory of Personality, 2006). Erikson was a German-born American psychoanalyst who was heavily influenced by Sigmund Freud. Erikson asserted that each of the psychological developmental stages is characterized by a specific psychological conflict that seeks a resolution (Learning Theories, 2012). With two possible outcomes in each stage, either a positive completion of a stage (which results in a healthy personality and interaction with others), or a failure to successfully complete a stage (which can result in unhealthy personality traits and a warped sense of self), occurs. These important developments in personality and self-identity correlate directly with success in undergraduate and graduate studies. Erikson’s theory described the relationship between societal development, biological development, and psychological development, and the connections these have with a person’s relationship to society (B. Newman and P. Newman, 2011). Purpose Because Erikson’s theory attempts to explain changes that occur in our social lives and in self-understanding, it is important for adult educators to learn and study the different stages of development. Theories provide framework for understanding human behavior through development and learning. Educators can better understand themselves and others by learning and studying different theories. Erikson’s theory is especially helpful in diagnosing why certain adults respond the way they do in the classroom. Each stage of Erikson’s development has two possible outcomes, therefore, if when the adult was in an early stage and did not reach the positive outcome, the negative outcome can and will often stand in the way of learning (in the beginning). Each stage will be discussed further in the Discussion section. Success in the classroom is the most important part of a student’s life; therefore, it is important that teachers give students plenty of chances and opportunities to succeed. This also means that teachers need to provide opportunities to succeed in challenging environments, because success with ease is never appreciated. Teachers can take and use Erikson’s theories to appropriate respond to students’ needs in the classroom and use the information to produce positive outcomes. The purpose of this research is to set the stage for myself and other adult educators in the arena of getting to know students for who they are as people rather than just who they are in the classroom. Learning about students’ pasts and their various stages of developmental failures and successes can help shape and mold our own vision of how each session will progress. Another purpose of research Erikson’s theory is to enlighten and teach myself the importance of psychology in the classroom. As an educator, I focus mostly on pedagogy and androgogy rather than psychology while studying. The value of understanding psychological changes and progression in students never occurred to me prior to this research experience, and therefore I believe I will be a better educator to all ages of students. Selected Literature Review My first interest in Erikson’s theory spawned from Silver’s Role Transitions, Objects, and Identity research. He focused primarily on one major role transition: going to college. This is particularly important to my research, as I’m dealing directly with college-aged students. In his research, Silver speaks volumes about Erikson’s ego identity, where new social identities â€Å"tend to emerge only when social roles change profoundly† (Silver, 2009, p. 3). He goes on to call attention to other theorists, such as Berger and McAdams who share Erikson’s ideas about ego identity and call their approach the life story perspective. More interestingly, Springett’s studies, which revolve around students’ satisfaction with college instruction/experience, speak volumes to Erikson’s stages. Springett’s research led him to Waterman and Waterman, and they found that students who â€Å"were in some crisis of Occupational Ego-Identity while at college would report relatively low course satisfaction because they would associate the college with the personal crisis† (Springett, 1986, p. 324). Unfortunately for Waterman and Waterman (1970), methodological weaknesses were present, such as small sample sizes and the absence of sex as an independent variable (Springett, 1986). Discussion According to Erikson, there are eight stages of development – each with Ego Developmental Outcomes that can potential help or hinder learning later in life. It is important to note that age listings for each stage are approximate, and that in teen to adult and on, the stages can be progressed through more quickly or more slowly, depending on the success of the previous or latter stages. In infancy (birth to eighteen months), infants struggle with trust vs. mistrust. In early childhood, children struggle with autonomy vs. shame. Between the ages of three and five, children struggle with initiative vs. guilt. Once children reach school age, the variables change because they’re met with a more diverse set of people – they go from just the immediate family and select others to a whole slew of children and teachers. They then start to deal with industry vs. inferiority. As the years progress, children who are now teens begin to struggle with bigger issues in addition to the success (or not) of the past struggles. During adolescence, twelve to eighteen years old, teens begin struggling between identity vs. ole confusion. Because identity is, for the most part, established during the stages surrounding adolescence, the success of each previous challenge contributes at least in part to the make-up of the student’s healthy identity. Infants succeeding at the early stages are forming trusting relationships in their minds. Other childhood psychosocial challenges establish autonomy, initiative, and industry. Achieving these previous psychosocial functions facilitates establishing identity in adolescence (Brogan, 2003). It is after the teen years that we are most concerned as adult educators. In early adulthood, ages eighteen to thirty-five, we struggle with intimacy and solidarity vs. isolation. In middle adulthood, students who have successfully passed through early adulthood are now facing struggles with work – they struggle between generativity vs. self-absorption or stagnation. Often we see students at this stage coming back to school to change careers or to enhance their established careers (Cherry, 2010). In late adulthood, students are nearing the end of their lives. They struggle mostly with the question, â€Å"Is what I’ve done meaningful? † The answer can hinder or help students move forward. It is essential that we recognize that students in this stage need reassurance that yes, they matter and what they’ve done matters, or they’ll quit classes and move on (or not) to other things. As educators, we obviously want students to stay with us, if not for furthering careers then for the love of learning (Erikson, 1993). A More Detailed Look at Erikson’s Stages of Development and the Implications of Each Stage on an Adult’s Life If an infant passes through the first stage of life successfully, he learns that life is basically good and learns to have confidence in himself in future settings. However, if an infant fails at this stage, learning is hindered greatly. Later in life, students who fail at this stage end up with feelings of worthlessness and a general mistrust of his surroundings. In early childhood (eighteen months to three years), children struggle with autonomy vs. shame. During this stage, children learn how to master skills such as tying shoelaces and self-feeding. Children learn fine motor development and are learning to talk and walk. It is during this time that children have the chance to build (or not) self-esteem. It is during this stage that children learn autonomy and shame. If a child is shamed during potty training, he or she may end up doubting his or her capabilities and suffer low self-esteem throughout life. Between years three to five, children struggle with initiative vs. guilt. It is during this time that children begin copying and imitating the adults immediately around them. Often children are caught assigning adult roles to their favorite toys. If children are left without initiative, they end up experiencing guilt. In the school age years, ages six to twelve, children/students begin to learn and accomplish new skills and knowledge. This is called industry – and the negative outcome is called inferiority. It is now that children begin to truly compare themselves with other children and can either become confident or self-conscious. In adolescence, teens who are between twelve and eighteen are no longer children but are also not yet adults. They begin to question their own identities and roles – which can lead to many issues. Life becomes more complex and teens wrestle with moral issues, social interactions, and finding their identities. The major task of this age is for teens to figure out who they are as a separate entity from their families. It is at this age that the most significant relationship formed are those with other teens. Young adulthood is the age where we as adult educators are most concerned. We meet, often for the first time, young adults in the classroom. So many of the other struggles have been resolved (either positively or negatively), and now we watch as many of our students struggle with intimacy and solidarity (finding mutually satisfying elationships, starting a family, making lifelong friends) vs. isolation (distance from others). When we see students who are struggling through this stage of life, we as educators and as nurturers need to remember and understand that while students may or may not share the intimate details of their lives, they are struggling nonetheless. In the classroom, it is important to remember that at this age, many students are either establishing or leaving relationsh ips like revolving doors, but that those relationships are often heartbreaking and life changing. This affects students in the classroom in many ways, mostly in that they can lose focus on the task at hand because of a life-changing event at home. Students at this age are going through many changes, and all of them are huge. Starting a family is one change that students go through during this age, and this can hinder learning in many ways, regardless of the student’s abilities and will power. In middle adulthood, thirty-five to fifty-five/sixty-five, students are now most likely established and have succeeded (or not) in their personal lives. This is the point where we see students who are coming back to school for the first time, or changing careers and therefore coming back to college or university level learning. Middle adulthood is when students identify that they are in charge of their own lives – a life-changing event for many adults. Though many students and adults seem to think they’ve got their lives under control, in early adulthood, they are still dependent on others in many ways (Erikson, 1993). By the time a student has established him or herself in a career, they are completely autonomous. Middle adulthood is when students are occupied with creative and meaningful work, and when they are concerned more with issues about family. Students’ children are getting older and progressing through their own stages, furthering the development of the student him/herself. At this stage, we also see the mid-life crisis, and witness the struggle with finding new meanings and purposes in life (Cherry, 2010). Some students may just return to school for the fanciful idea of learning new things, while others have a more work-oriented mindset. In late adulthood, ages fifty-five or sixty-five to the end of life, we see struggles with integrity vs. despair. The biggest strength and outcome from this stage is wisdom – Erikson expressed in much of his work that the best part of life is recovering from middle adulthood. Most adults at this stage (who have successfully progressed through the previous seven stages) look back at their lives satisfied and content. Students who have failed at some stage will look back in despair and perceived failures; they fear death and struggle to find purpose (Cherry, 2010). Many students who are at this stage in life need reassurance that what they are doing now matters in the long run – and if they don’t feel it matters, they’ll quit. Assessment Erikson’s Stages of Development are particularly important to adult educators, as identifying different stages and their implications, either negative or positive, shapes how we motivate and encourage our students. Each year that we teach, we have different students with different needs and goals, and it is critical to pay close attention to the success or failure of students at previous stages. It is easy to identify many successes or failures based on what we witness in the classroom – and therefore we can adjust and modify our teaching style along with our people skills in order to make the most of everyone’s experience each class. Conclusions In conclusion, the most important thing to note is that we, as adult educators, must pay particular attention to how we handle different ages and stages of student development. If educators notice and can identify a student who has particular needs (has failed in certain stages, according to Erikson), they can adjust their teaching and mentoring styles to help those students succeed. For example, if a teacher notices a student who struggles with self-confidence, he knows that student needs extra support and reassurance to overcome this particular stage of life in order to succeed and move forward. Evaluations of Erikson’s stages of development have had positive reviews towards the validity of his formulations. He has stimulated a great deal of discussion and many attempts at application by professionals in a variety of fields, including social work, education, nursing and history. His theory has had a major impact in the field of mental health (Boyd amp; Koskela, 1970). Erikson placed a great deal of emphasis on the adolescent period and his work has impacted psychology of adolescence. On the other hand, Erikson has been criticized for watering down the Freudian theory and for creating an overly optimistic view of the concept of â€Å"ego† and of human beings. In Kauffman and Feldman’s (2004) research, they found that studying direct and â€Å"what might be called indirect interaction† among students and faculty was most beneficial. They found that by asking students themselves to inform them about social interactions in college, they were able to conclude that a â€Å"symbolic interactionist framework [allowed them to] consider not only face-to-face interaction between students and teachers, students and students, and other such encounters, but also the feelings, thoughts, and perhaps the [silent admiration of] the teacher (or not), as they compare themselves to their student peers, as they study alone in their dorm rooms, as they reflect on what it means to be a college student, and the like† (Kaufmman and Feldman, 2004, p 466). Recommendation It is easy to see that one would strongly recommend adult educators be familiar with Erikson’s Stages of Development. Though much of the successes and failures occur prior to our face-to-face meeting with students, they shape who students are from the time they walk through our doors and throughout each semester/quarter/year. We can shape and adjust our teaching styles and people skills in the classroom to help our students succeed best if we take notice of the different success/failure rates of each group of students who walk through our doors. It is only when teachers take the time to create nurturing, caring environments where each student feels valued that our students become motivated and learn at high rates (Stipek, 2002). References Boyd, R. D. amp; Koskela, R. N. (1970). A test of Erikson’s theory of ego-stage development by means of a self-report instrument. The journal of experimental education. 38(3), 1-14. http://www. jstor. org/stable/20157104 Brogan , R. (2003). Identity-development. Classroom education. In education. com. Retrieved from http://www. education. com/reference/article/identity-development/ Cherry, K. (2010). Eriksons psychosocial stages summary chart. Retrieved from http://psychology. about. com/library/bl_psychosocial_summary. htm Erikson, E. H. (1993). Childhood and society. W. W. Norton amp; Company. Erikson’s Theory of Personality. (2006). In Elsevier’s dictionary of psychological theories. Retrieved from http://www. credoreference. com/entry/estpsyctheory/erikson_s_theory_of_personality Kauffman, P. , Feldman, K. (2004). Forming identities in college: A sociological approach. Research in higher education, 45(5). p. 466. Learning Theories Knowledgebase. (2012). Erikson’s stages of development. Retrieved from http://www. learningtheories. com/eriksons-stages-of-development. html? Newman, B. M. , amp; Newman, P. R. (2011). Development through life, a psychosocial approach. (11 ed. , Vol. 11). Belmont, CA: Wadsworth Pub Co. Silver, I. (1996). Role transitions, objects, and identity. Symbolic Interaction, 19(1), 1-20. Springett, N. R. (1986). Course satisfaction and occupational ego-identity among undergraduates. Higher education, 15(3/4), 323-331. Stipek, D. (2002). Motivation to learn: Integrating theory and practice (4th ed. ). Boston: Allyn and Bacon. Waterman, A. , amp; Waterman, C. (1970). The relationship between ego identity status and satisfaction with college. The journal of educational research, 64(4),