Similarities between Colin Luther Powell and Jane Fonda - Research Paper Example

? Compare Colin Powell and Jane Fonda Introduction Colin Luther Powell is an American sman as well as a retired four-star army general in the U.S. Army. Powell was the 65th U.S. Secretary of State. He served under the previous President, George W. Bush, from 2001 to 2005. Powell was the first African American to serve in that rank. Throughout his military career, he also worked as National Security Advisor. This was from 1987 to 1989). Powell was also a Commander of the United States Armed Forces in 1989. Finally, he acted as the Chairman of the Joint Chiefs of Staff from 1989 to 1993, holding the last position throughout the Gulf War. Powell was the foremost, and up to now the only, African American to work at the Joint Chiefs of Staff. Jane Fonda, on the other hand, is an American actress, political activist, fitness guru, writer plus a former fashion model. Fonda rose to fame in the 60s with movies such as Cat Ballou and Barbarella. She won a double Academy Awards and received a couple of other movie nominations and awards during more than five decades of her acting. After 15 years of retirement, Fonda returned to acting in 2005 with A Monster in Law and Georgia Rule. Georgia Rule was produced two years after A Monster in Law. This paper will compare Collin Powell’s and Jane Fonda’s cognitive, physical and social-emotional development processes. It will also explain the impacts of Powell’s and Fonda’s diverse views on cognitive, physical and social-emotional development processes. Colin Luther Powell had his views on cognitive, physical, and social-emotional developmental processes. Some researchers tend to compare his views with Jane Fonda’s views. They say that some of the views of the two personalities are alike, and others are diverse (Durkin, 2006). Below follows a description of their similar and diverse views about cognitive, physical, and social-emotional developmental processes. Similarities between Colin Luther Powell and Jane Fonda According to Powell and Fonda, human development comes about physically as from conception. Powell and Fonda believe that physical development contains both the growth of the body and mind. They say that it is also characterized by the development of behavioral patterns and motor skills. According to the two personalities, physical development is extremely quick in babyhood and teenage years (Durkin, 2006). During babyhood, physical development begins with learning how to crawl and use the hands and feet proficiently. Powell and Fonda believe that cognitive development is characterized in terms of reasoning and logic. They say that this area of human development relates to thought processes and their difficulty. It is also reflected by enhanced capability of understanding theories and rising vocabulary usage and level. Powell and Fonda believe that, in childhood development, cognitive nature is apparent through learning to converse and write. It is also made evidence through the application of theories to rationalize and understand matters. As children develop into teenagers cognitive learning is improved, and it continues growing as a human develops (Howard, 2006). Also, Powell and Fonda believe that social-emotional development of human beings relates to emotions, feelings, morals, ethics and beliefs. Social-emotional development in human beings takes place throughout age. It is evident through thoughts on what are correct and incorrect and other matters of opinion and belief. As a human being develops, his or her thoughts tend to take in more reasoning and complexity than when he or she was a child. Powell and Fonda believe that, through this development, a person turns out to be more aware of his or her selves and others, and he or she will be capable of dealing with social-motional developments better (Higher Alignment, 2005). Differences between Colin Luther Powell and Jane Fonda Powell’s and Fonda’s theory in cognitive, physical, and social-emotional developmental processes differed in a number of ways. According to Powell, human development is divided into diverse areas as all of these areas have precise traits. Fonda, on the other hand, thinks that the cognitive, physical, and social-emotional developmental of a human being can be placed in only one category. This is because the traits of development mostly interrelate. According to Powell, however, the cognitive, physical and social-emotional developments in human beings all influence one another in diverse ways (Higher Alignment, 2005). Powell believes that physical development influences both social-emotional development and cognitive development. He says that cognitive development is subjected by physical development since the motor skills and brain naturally influence the development of thought models. Powell also reasons that behavior is powerful over cognitive development since behavioral models will make thought development diverse. He says that cognitive development influences the social-emotional development since the capability of thinking and reasoning will influence a person's capability of understanding emotions and feelings. It will also affect a human's capability of understanding themselves and other people. Powell also, unlike Fonda, thinks that physical development is impacted by social-emotional development. A person’s growth of confidence may be influenced by the physical development. According to him, puberty is another basis why physical development influences the social-emotional development (Higher Alignment, 2005). Impacts of Powell’s and Fonda’s Diverse Views on Cognitive, Physical and Social-Emotional Development Processes Both Powell’s and Fonda’s views on cognitive, physical and social-emotional development processes have brought major impacts to the society. Some of the impacts follow below. These two personnel’s diverse views have fostered research in the development processes. These researches have led to a better interpretation and understanding of the emotional displays of other people (Howard, 2006). It is now easier to understand that from the age of six until eleven, emotional development absorbs the integration of self-awareness emotions plus developing moral code. At this stage, emotional self-regulation is more situations specific and internalized. This is stage at which the capability of conforming to the regulations of emotional display enhances. People now understand that, at this stage, emotional understanding expands to take in numerous sources of information. This is because individuals can now interpret the emotions of others and understand that emotional displays are misleading (Howard, 2006). In conclusion, it is clear that emotional understanding in children connects positively to adaptive social actions. It is also clear that emotional understanding in children connects negatively to measures of internalizing behavior that may indicate feelings of depression, anxiety, and solitude. Additionally, emotion awareness has also been found to arbitrate the outcome of verbal capability of academic competence. The skill of detecting and reacting to emotion cues has turned out to be a vital key of maintaining rapport between peers and teachers in school. This has encouraged closer and more efficient educational exchanges with teachers and guard against the self-esteem decrements that go with poor relations with peers. References Durkin, K. (2006). Adolescence and adulthood. NP. Retrieved from http://www.blackwellpublishing.com/intropsych/pdf/chapter10.pdf Higher Alignment. (2005). Appreciating differences and similarities. NP. Retrieved from http://www.higheralignment.com/articles/Appreciating_Differences_and_Similarities/Appreciating_Differences_V2%5B1%5D.0.pdf Howard, J. (2006). Social cognition. New York: The Guilford Press. The Goodheart-Willcox. (2008). Child development principles and theories. NP. Retrieved from http://www.g-w.com/PDF/SampChap/59070_8132_CH04.pdf Read More