Lo primero que tienen que hacer es buscar un texto relacionado con la adolescencia siguiendo el siguiente vinculo http://www.oberlin.edu/faculty/ndarling/adolesce.htm (en Inglés) escoge cualquiera de los textos que ahí aparecen y a partir de él, localizar todos los referentes que aparecen en el mismo, después deben elaborar la siguiente tabla:
1ª Columna: Párrafo y línea
2ª Columna:Referente
3ª Columna: Significado
4ª Columna: A qué o a Quién sustituye
Debes publicar el texto (seleccionarlo y pegarlo) y después realizar la tabla indicada, esta tarea debe ser realizada por equipo, no se aceptan trabajos individuales.
Cuando ya estén todas las tareas, debes revisar las tares de los demás equipos de tu grupo y poner una calificación de acuerdo a la forma como fue realizado el trabajo.
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39 comentarios:
Hola!!
Nosostros somos el equipo "Psy-dux" el tema que nos toco es el Vampirismo, lo que no me queda claro si es el tema de la adolescencia.
hola mestro nosotros somos el equipo baby's del 204 aqui le dejamos la tarea y espero se la este pasando super ehhhhh bueno ps kcuidese y portese mal bye.........
Párrafo y línea
(enunciado) Referente: Significado: Sustituye a:
Párrafo 1, línea 1 She ella La chava
Párrafo 1, línea 1 She Ella La chava
párrafo 1, línea 2 Her Ella La chava
párrafo 1, línea 2 she ella La chava
párrafo 1, línea 2 she ella La chava
párrafo 1, línea 2 she ella La chava
párrafo 1, línea 2 I yo El profesor
párrafo 1, línea 3 I`m yo El profesor
párrafo 1, línea 3 I`m yo El profesor
párrafo 1, línea 3 I yo El profesor
párrafo 1, línea 3 I’ll Yo El profesor
párrafo 2, línea 1 you tu El profesor
párrafo 2, línea 1 your su El estudiante
párrafo 2, línea 2 This Esto El problema
párrafo 2, línea 2 You Tu El profesor
párrafo 2, línea 2 You Tu El profesor
párrafo 2, línea 2 her ella La chava
párrafo 2, línea 4 Her Ella La chava
párrafo 2, línea 5 She Ella La chava
Párrafo 4, línea 2 them ellos Los padres
Párrafo 5, línea 2 problem problema El alcohol
Párrafo 5, línea 4 persons persona El afectado
Párrafo 5, línea 5 Problem Problema El alcohol
Párrafo 5, línea 9 Problem Problema El alcohol
Párrafo 6, línea 1 services servicios Programas de alcohol y drogas
hola profe somos el grupo 206 y el equipo es UNISEX y nos toco el tema de adoscencia: cambio y continuidad esperamos que el trabajo realizado este bien elaborado saludos bye
hola
puez aqui dejandole un comentario deseandole q este bien y pues para imformarle somos des grupo 204 equipo los camellos y deciandole un super dia cuidece y q este bien
aqui esta la tarea haber si le entiende y estamos bien ehhhh??????
esperemos y si, y si no ps comprenda es la primer tarea, pero prometido que la segunda no falla.
Psychosocial Problems in Adolescence
Marcia Chirico
Definition of psychosocial problems:
Referring to development, it is the way an individual goes through various stages of development that are both psychological and social in nature, where conflict structures each stage (Steinberg, 1993).
What are some specific psychosocial problems?
• Stress
• Depression
• Addictions
• Anorexia
Statistics of psychosocial problems:
• Stress refers to the mental or physical tension or strain on the body. According to recent , nearly half of all adolescents report difficulty in coping with stressful situations at home or school (Gans,1990). Major life changes and stressors can lead to internalized disorders such as depression.
• Depression is an emotional condition usually characterized by hopelessness or sadness. The prevalence rate for major depression in adolescents has been estimated to range from .4% to 6.4%, and is twice as prevalent in females than males (Powell, Denton, Mattsson,1995). Depression in adolescents tended to be related to the increased suicide. The teenage suicide rate rose 287% from 1960 to 1980 (Lester, 1991). Suicide attempts are higher among adolescents than any other age group.
• Addictions are the habitual use of narcotic drugs. Alcohol and cigarettes are the most commonly used substances. Nearly all adolescents have tried alcohol and two -thirds have tried cigarettes. Nearly half of all seniors in high school have tried marijuana and about one-fifth have smoked it in the past month (Steinberg, 1993). However, the percentage of adolescents trying various other drugs dropped significantly.
• Eating Disorders are a growing problem and concern among many adolescents today. The one of the most prevalent disorder is anorexia nervosa. Anorexics tend to lose weight by not eating and have a disturbed body self image. Fewer than one-half of one percent of adolescents are anorexic (Steinberg,1993). Somewhere between 2 and 10 in every 1,000 adolescents ages 12-18 could have eating disorders in any point in their lives.
Prevention methods for psychosocial problems:
• Strong source of social support including friends, parents, siblings, or other adults who adolescents can turn to.
• Activities and organizations that adolescents participate in help to promote self-esteem and involvement in groups.
• Good schools, teachers, and counselors who help adolescents strive towards goals and self worth.
• All these can aid in an adolescents development and help to prevent some of these psychosocial problems.
Coping with Stress in Adolescence
Jennifer N. Ross
Definition of Stress
Stress is your physical, emotional, and mental response to change, whether or not the change is positive or negative. It also has been defined as the extreme physiological and emotional arousal a person experiences when confronted with threatening situations--the body's reaction to a noxious stimulus (Vecchio 1991).
Signs of Stress*
• Problems eating or sleeping
• Increased use of alcohol or other drugs
• Increased boredom and fatigue
• Problems making decisions
• Becoming anxious or confused over unimportant events
• Inability to concentrate or pay attention
• Inability to get organized
• Weakness, dizziness, and shortness of breath
• Persistent hostile or angry feelings
• Nightmares
• Overpowering urges to cry or run or hide
• Frequent headaches and ailments
• Frequent indigestion, diarrhea, or urination
• Frequent colds and infections
Coping Strategies for Handling Stress*
Some short-term ways to handle stress include: relaxing where you are, taking a break, asking yourself whether it's worth being upset over the situation, and listing all the things you think you need to do right away.
Here's a list of long-term ways to handle stress:
• Choose your own goals
• Become part of a support system
• Think positive
• Make decisions
• Keep your expectations realistic
• Accept what you cannot change
• Anticipate potentially stressful situations
• Live in the present
• Manage your time
• Take care of your health
• Take time for yourself
*American College Health Association, 1990
For additional information on stress
contact Health Works at the Pennsylvania State University at (814)863-5200, or check out these additional sites:
How do adolescents cope with the loss of a loved one?
Christine M.Gallagher
Adolescents share the adult concept of death as a universal, inevitable process by life as we know it terminates (Morin&Welsh,1996). Losing a loved one, is by far, one of the most horrific tragedies that a young adult has to face. According to a recent survey of thirty-two adolescents, 70.6% first encountered death when an older relative passed away, 25% when a parent died and 8.3% first encountered death through violence (Morin&Welsh,1996). Every adolescent has a different perception of death which may influence their reactions. Whatever the circumstance may be, adolescents have individual ways of coping with loss by expressing a variety of emotions and reactions. Teenagers need to realize that these reactions are normal and need to be expressed.
Common reactions to losing a loved one:
Emotional Physical Behavioral
depression crying lack of concentration
withdrawal from society insomnia confronting one's own death
loneliness exhaustion
denial chills
hatred numbness
Coping techniques employed by adolescents
In order to deal with death effectively, adolescents utilize many coping techniques to help them eliminate their pain. These techniques are often used in combination. Some of the most common ones used are talking about the loss, keeping busy, developing new interest, time it self and most of all through social support systems such as family, friends and counselors ( LaGrand, 1988). Coping with the loss of a loved one can strengthen an individual and enhance one's knowledge about death. Adolescents who experience such a loss can offer support to those who are going through a similar situation.
Understanding grief
Grief is the process by which one "works through" or experiences emotion after a significant loss has taken place (LaGrand,1988). It is typically associated with all of the individual responses that are experienced in coping with massive change. Adolescents should express their grief immediately so they can adapt to death and accept it as a part of life. Grief can be a short or long process depending on the individual and the type of loss that occurred.
Helping others deal with death
Helping someone deal with death can be extremely difficult, especially when an adolescent thinks no one knows how they feel. If you know someone who recently lost a loved one, the best advice is to let them express what they feel. If they need someone to talk to, let them know that you will always be there for them. Some adolescents do not feel comfortable expressing their emotions and would rather be alone. Seeking professional help can be an alternative if the person is experiencing additional problems or if they are in any type of danger. Professional help could include a school counselor, a mental health center, clergy, teachers and doctors.
1,1 Is the Es la Problemas
4,3 and is Y es Depresion
5,4 It Es A la escuela
6,6 Their Ellos Adolescents
7,7 These Estos Prevenciones
8,2 It Eso Estrés
11,2 We Nosotros Adolescents
12,2 Their Ellos Adolescents
13,4 They ellos Adolescents
Parrafo y linea referente: significado: sustituye a:
cualquier duda revisar en el nuestro porque no pudimos en el suyo....... gracias lo queremos todos (barba) jijijijijiji cuidese bye
hello! maestro!!!
nosotros buscamos el tema de la adolecencia somos del grupo 204 llamado Pink-rocker esperamos y este bien nuestro trabajo!
chau!
Supportive Environments ¬ Allowing for Transition
Julie Ann Lammel
1The need to provide a supportive environment for gay/ lesbian and bisexual (g/l/b) adolescents is paramount to the wellness and at times, survival of these adolescents. 2Homosexuality is a controversial subject. 3Many of the established cultural institutions in our society maintain a stance of non-acceptance toward it, while others have merely adopted a position of tolerance. 4These institutions base their attitudes on traditional beliefs and religious interpretations that portray the notion of homosexuality as unnatural. 5These concepts then identify individuals who are gay/lesbian and bisexual as mentally ill, perverted and a threat to the wholesome goodness of our society. 6Many have not educated themselves or helped to create an awareness in their constituents that allows for an objective evaluation of the situation.
Is there a need for safe environments?
7These attitudes create an environment of fear, uncertainty and distrust in those adolescents who have recognized the emotional, intellectual and physical attractions they feel to people of the same gender. 8The following statistics provide support for this:
• G/l/b adolescents are 30% more likely to attempt suicide than their "straight" peers.
• 25% of all homeless youths are gay/lesbian or bisexual. (Hetrick-Martin Institute, 1992)
• 1 in 4 g/l/b youths are forced to leave home because of their orientation.
• One-half of g/l/b youths reported being rejected by their parents for being gay. (Dept. Of Health and Human Services, 1989)
Transition and Acceptance
9For many, the "cause" of homosexuality remains a key issue in acceptance. 10There is no predominant scientific theory that provides a reason for homosexuality. 11There has, however, been a great deal of research that indicates genetic and hormonal factors in individuals that establish a predisposition to gay/lesbian or bisexual orientation. 12What we may be safe to say, is that an individual does not make a choice to be gay but rather a choice to accept this fact in his/her life.
13Parents, Family, and Friends of Lesbians and Gays (P-FLAG), a national support network, identifies a general pattern of resolution in the process of "coming out" in a family structure. 14These processes are dynamic and involve the entire family unit.
• 15Shock
• Denial
• Guilt: parents blaming themselves for their child's homosexuality
• Feelings Expressed: a verbal expression often characterized by anger, sadness and hurt
• Personal Decision Making: an attempt to objectively evaluate the situation and possible options related to acceptance or non-acceptance
• True Acceptance (P-FLAG as quoted by Blumenfeld &Lindop).
16Although P-FLAG lists true acceptance as the sixth stage, it would also be reasonable to believe that true non-acceptance is evident in many situations. 17Acceptance is not always a reality. 18Honest communication and respect, two essential factors in any relationship, are necessary antecedents to resolution. 19These two elements allow for discourse, expression and resolution that may eventually end in positive understanding rather than broken relationships.
Resources
20Support groups and resources for parents, families and adolescents provide avenues for understanding and possible acceptance. 21These resources are available in your communities. 22Because a child cannot always turn to the community for support, a safe home environment is imperative.
PARRAFO Y LINEA REFERENTE SIGNIFICADO SUSTITUYE A:
1-1 THESE “ ESTOS” ADOLECENTES
1-3 OUR “NUESTRA” SOCIEDAD
1-3 IT “LA” HOMOSEXUALIDAD
1-4 THESE “ESTAS” INSTITUCIONES
1-4 THEIR “SUS” ACTITUDES
1-4 THAT “ESAS” ACTITUDES Y TRADICONES
1-5 THESE “ESTOS” CONCEPTOS
1-5 WHO “QUIENES” GAYS,LESBIANAS Y BISEXUALES
1-5 OUR “NUESTRA” SOCIEDAD
1-6 THEIR “SUS” COMPONENTES
1-6 THAT “ESO” PERMITE
2-7 THESE “ESTAS” ACTITUDES
2-7 THOSE “ESOS” ADOLEDENTES
2-7 WHO “QUIENES” ADOLECENTES
2-7 THEY “ELLOS” ADOLECENTES
2-8 THIS “ESTAS” ACTITUDES
2-8 THEIR “SU” COMPAÑERO
2-8 THEIR “SU” ORIENTACION
2-8 THEIR “SUS” PADRES
3-10 THAT “ESO” PROPORCIONA
3-11 THAT “AQUELLAS” PERSONAS
3-12 WE “NOSOTROS” SALVANDO
3-12 THAT “ESA” PERSONA
3-12 HIS/HER “SU” VIDA
4-14 THESE “ ESTOS” PROCESOS
4-14 THEIR “SUS” HIJOS
5-16 IT “LA” P-FLAG
5-16 THAT “ESA” VERDADERA
5-19 THESE “ESTOS” ELEMENTOS
5-19 THAT “ESAS” RELACIONES
6-21 THESE “ESTOS” RECURSOS
6-21 YOUR “SUS” COMUNIDADES
TAREA 1
HOLA PROFESOR!!!
NOSOTRAS SOMOS DEL GRUPO 204
YA TENIAMOS UN BLOG (USUMACINTAS 204) PERO OCURRIO UN PROBLEMA PERO AQUI YA ESTA NUESTRA TAREA...OJALA Y ESTE BIEN...GRACIAS...!!!
IntroductionAdolescence is a time of change and continuity and in many cases, the change can be discontinuous. As teens rely less on their parents and more on themselves they become faced with many decisions that they think they can handle on their own. However, choosing a career is a serious decision they have to make and are unaware of the affects it may have on their lives and the lives of their families.This website focuses on informing parents on different aspects of teenage employment. After all, working as an adolescent is a discontinuous transition from young adulthood into adulthood. Young adults often work part time, whereas adults work more full time professional jobs. Young adults work in more service-orientated jobs (food and clothing industries) and adults hold business-orientated jobs. Furthermore, adults gain more benefits from working than teenagers do. This discontinuous transition may cause confusion for teens and their parents. We intend for this website to help parents gain insight into the working world of teens.About UsKatherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working.
ejemplo:
parrafo y linea, referente, significado, sustituye a:
1-2,3,4 They Ellos (as) Adolescentes
1-5 Their Su de ellos Adolescentes
2-2 this Estos (as) Sitio web
2-6 this Estos (as) Adultos jóvenes
2-7 We Nosotros Sitio web
3-3 We Nosotros Estudiantes
3-4 that Aquellos (as)Estudiantes
3-5 This Estos (as) Sitio web
3-6 WeNosotrosPadres
3-6 This Estos (as) Padres
3-8 We Nosotros Sitio web
3-9 Them, they, their Ellos Sitio web
taareeaa 1 grupo 201
PARRAFO Y LINEA REFERENTE SIGNIFICADO SUSTITUYE A:
2-6 This Este Relaciones interracionales
2-6 these estos factores de relaciones interracionales
2-7 this este informacion estadistica
3-10 this este relaciones interracionales
4-16 who quienes hombres y mujeres
5-17 these estos años
5-20 they ellos hombres y mujeres
6-24 which el cual a los matrimonios
7-30 these estos blancos y negros
8-36 who quienes individuales
8-37 it algo blanco y negro
9-40 their su de ellos actitudes
9-42 his de el a su novia
9-44 their esta decidida
9-49 their su de ellos resultados
9-49 they su de ellos hipotesis
10-54 they ellos hombres negros
12-61 it algo hombres blancos y mujeres
12-62 who quienes hombres blancos
12-63 who quienes mujeres blancas
12-64 she ellas mujeres
13-66 who quienes familias
13-66 who quienes hombres y mujeres
14-67 these estos individuos
14-71 when cuando adolescentes
14-72 it algo imperativo
15-76 when cuando llegaron
15-81 these este tipos de releaciones
Publicado por valeria en 15:05 0 comentarios
hhhoooolllaaa somos el equipo all stars esperamos que esta tarea no esté tan gaxa bbyyyeee
The Transition to Romantic Relationships: Statistics on Interracial Marriage By Stefanie Saia
Interracial marriage, a fairly new concept, has been increasing throughout the United States. The law forbidding interracial marriage was terminated in 1967, and as a result, since 1970 to 1993, interracial marriages have increased from 310,000 to 1,161,000. Statistically speaking, interracial unions have expanded from .7 percent of all marriages in 1970 to 2.2 percent in 1992 (Qian, 1999). Interracial relationships and marriage is a very important concept to study due to the large increase in the number of these marriages in the United States. Many positive and negative factors contribute to interracial marriage including acceptance within each race, and family acceptance. Before one can consider this type of relationship, these factors as well as other statistical information concerning this topic should be understood. Despite the recent growth in interracial marriages, many negative attitudes still control this type of union, and as a result, this topic becomes very difficult to discuss. Viewing and understanding the statistics among marriage in general and interracial marriage will help adolescents and adults with the transition into this type of relationship. Furthermore, an open mind and knowledge about this subject will also contribute to an easy transition.
Marital Status of the Population According to the U.S. Bureau of the Census, in 1998, 58,633 (numbers in thousands) men of all races were married. From this total, 51,299 of the men were white, and 4,675 were black. In comparison, there were 59,333 women of all races married in 1998, 51,410 being white and 4,983 being black. Moreover, the men and women accounted for were aged fifteen years and above, and this information only included men and women who were at that time married, not divorced or widowed. In 1998, the average age for men of all races to marry was 26.7, as compared to a mean age of 25 for women. These ages have remained fairly consistent throughout the eighties and nineties for both men and women. However, due to the changing times and greater opportunities for men and women, the average age of marriage has shown an increase from the early 1900's. This is not a surprising finding since the roles of men and women have changed and most people feel they do not have to marry to obtain true success and happiness (U.S. Bureau of the Census, 1998).
Marital Status of Interracial Couples According to the U.S. Bureau of the Census, in1998, 2.4 percent of all married couples were interracial. This figure does not differ significantly from 1990, in which 1.8 percent of all married couples were interracial. Moreover, 1.3 percent of marriages were interracial unions in 1980. These increases, although not high, do represent a significant finding that interracial marriages, in time, will be more acceptable in society. The U.S. Bureau of the Census also indicated in 1998, 24.5 percent of interracial marriages were between black and white women and men. This percent decreases to 21.9 in 1990; however, in 1980 the rate was 25.6 percent of interracial unions were black and white women and men. These findings were surprising since the percent of interracial unions decreased in 1990. Of these black/white marriages, in 1998, 63.6 percent of the couples consisted of a black husband and a white wife. In 1990, 71.1 percent of husbands were black compared to 73.1 percent in 1980.
Acceptance of Interracial Marriage There have been many studies devoted to the attitudes and acceptance of interracial marriage. The increase in interracial unions has conjured up many positive and negative beliefs throughout black and white communities. Although interracial relationships has caused racism to decline, many black and white individuals feel it has increased racial distances due to the negative stereotypes that surround the couples. Both black and white communities share various opinions on this topic, as well as families of individuals who are in interracial relationships. It is imperative to study black, white and family acceptance of interracial marriage in order to gain an understanding of all the positive and negative aspects surrounding this issue (Qian, 1999). Black Acceptance Researcher Mwamwenda (1998) devoted two studies to African college students and their attitudes toward interracial relationships and marriage. In response to having an intimate relationship with a white individual of the opposite sex, Mwamwenda found black women to be more reluctant to date outside of her race. Black men however, found the race of his girlfriend to be insignificant. Most of the college students in this study agreed to marrying a person of their race, and the majority of the students felt family preference was a huge factor in their decision. In contrast to this study, many researchers have found black individuals to be more accepting of interracial relationships and marriage than white individuals. This may be due to the fact as a minority, black individuals are sometimes pressured into seeking relationships with white individuals (Mills, Daly, Longmore, & Kilbride, 1994). Within the black community, however, women have been found to disagree more with interracial marriage than men. Researchers Paset and Taylor (1991) studied black and white college women and their attitudes toward interracial marriage. Their results proved their hypothesis that black women see interracial relationships of black men and white women as a threat to their personal and community well being. Todd, McKinney, Harris, Chadderton, and Small (1992) did a similar study, and their findings were almost identical to the previous study. Black women were found to be the most negative group in the study since almost half of the female participants disagreed with interracial dating and marriage. These women held traditional values and felt that dating and marrying outside their race was perceived as a "let down." They also resented the competition of white women dating black men since they felt their minority group has a lack of available partners.
White Acceptance The rate of interracial marriage for whites has increased over the past two decades. Eighty-two percent of white men were more likely to wed black women in the nineties as compared to the eighties. Moreover, thirty-two percent of white women were more likely to marry a black man within the same time period. These rates can be associated with educational attainment of both white men and women (Qian, 1996). It has been found that a white man's education is not associated with his likelihood of marrying a black women. However, white men who have reached high educational levels are more inclined to marry Asian women than black women. Furthermore, there is a decline in interracial marriage for white women when high educational levels have been obtained. A white woman who has a college degree is forty-two percent less likely to wed a black man, however, she is 374 percent more likely to wed an Asian man (Qian, 1999).
Family Acceptance Interracial marriage is more likely to occur in families who accept the union. Men and women who have traditional family values may be less likely to be involved in these relationships. Overall, it has been proven that white families have a more negative acceptance toward interracial couples than black families. This can be due to social conditioning and stereotypical attitudes held by these traditional families (Mills, Daly, Longmore, & Kilbride, 1994). Individuals who find themselves stepping outside of their race when looking for a relationship, rate themselves as being more independent and assertive than those who do not accept interracial relationships. These same individuals, regardless of their own race, described themselves as "able to get their own way." Family acceptance for these interracial couples does not have a strong impact on the decisions they made. Instead, these individuals found themselves to be their own person, as well as persuasive and powerful (Todd, McKinney, Harris, Chadderton, & Small, 1992).
Conclusion Interracial marriages are extremely important to study since the rate of such unions continues to increase. When adolescents and young adults develop these types of relationships, it is imperative that they have support and understanding from family and friends. Although racism has declined as a result of interracial relationships, it is still difficult to find full acceptance on this issue. Looking at the statistics and various studies on interracial marriage and dating, one can begin to understand and view these unions as acceptable. Prejudices due to social conditioning and strong stereotypes are barriers to interracial relationships. It is indeed true that traditional family attitudes act as a threat to interracial unions. When someone is raised in a household where this type of relationship is absolutely forbidden, it is difficult for that person to even seek interracial friendships. Favorable attitudes toward interracial friendships and relationships will make the transition from adolescence to young adulthood much easier. Holding prejudices and stereotypes do not help the adolescent expand their relationships, in fact, the adolescent is being held back to meeting new people and following their hearts (Mills, Daly, Longmore, & Kilbride, 1994). Through time and as interracial relationships become more accepting, these statistics will indeed increase and make it easier for adolescents and young adults to maintain these types of relationships. taareeaa 1
PARRAFO Y LINEA REFERENTE SIGNIFICADO SUSTITUYE A:
2-6 This Este Relaciones interracionales
2-6 these estos factores de relaciones interracionales
2-7 this este informacion estadistica
3-10 this este relaciones interracionales
4-16 who quienes hombres y mujeres
5-17 these estos años
5-20 they ellos hombres y mujeres
6-24 which el cual a los matrimonios
7-30 these estos blancos y negros
8-36 who quienes individuales
8-37 it algo blanco y negro
9-40 their su de ellos actitudes
9-42 his de el a su novia
9-44 their esta decidida
9-49 their su de ellos resultados
9-49 they su de ellos hipotesis
10-54 they ellos hombres negros
12-61 it algo hombres blancos y mujeres
12-62 who quienes hombres blancos
12-63 who quienes mujeres blancas
12-64 she ellas mujeres
13-66 who quienes familias
13-66 who quienes hombres y mujeres
14-67 these estos individuos
14-71 when cuando adolescentes
14-72 it algo imperativo
15-76 when cuando llegaron
15-81 these este tipos de releaciones
Publicado por valeria en 15:05 0 comentarios
hhhoooolllaaa somos el equipo all stars esperamos que esta tarea no esté tan gaxa bbyyyeee
The Transition to Romantic Relationships: Statistics on Interracial Marriage By Stefanie Saia
Interracial marriage, a fairly new concept, has been increasing throughout the United States. The law forbidding interracial marriage was terminated in 1967, and as a result, since 1970 to 1993, interracial marriages have increased from 310,000 to 1,161,000. Statistically speaking, interracial unions have expanded from .7 percent of all marriages in 1970 to 2.2 percent in 1992 (Qian, 1999). Interracial relationships and marriage is a very important concept to study due to the large increase in the number of these marriages in the United States. Many positive and negative factors contribute to interracial marriage including acceptance within each race, and family acceptance. Before one can consider this type of relationship, these factors as well as other statistical information concerning this topic should be understood. Despite the recent growth in interracial marriages, many negative attitudes still control this type of union, and as a result, this topic becomes very difficult to discuss. Viewing and understanding the statistics among marriage in general and interracial marriage will help adolescents and adults with the transition into this type of relationship. Furthermore, an open mind and knowledge about this subject will also contribute to an easy transition.
Marital Status of the Population According to the U.S. Bureau of the Census, in 1998, 58,633 (numbers in thousands) men of all races were married. From this total, 51,299 of the men were white, and 4,675 were black. In comparison, there were 59,333 women of all races married in 1998, 51,410 being white and 4,983 being black. Moreover, the men and women accounted for were aged fifteen years and above, and this information only included men and women who were at that time married, not divorced or widowed. In 1998, the average age for men of all races to marry was 26.7, as compared to a mean age of 25 for women. These ages have remained fairly consistent throughout the eighties and nineties for both men and women. However, due to the changing times and greater opportunities for men and women, the average age of marriage has shown an increase from the early 1900's. This is not a surprising finding since the roles of men and women have changed and most people feel they do not have to marry to obtain true success and happiness (U.S. Bureau of the Census, 1998).
Marital Status of Interracial Couples According to the U.S. Bureau of the Census, in1998, 2.4 percent of all married couples were interracial. This figure does not differ significantly from 1990, in which 1.8 percent of all married couples were interracial. Moreover, 1.3 percent of marriages were interracial unions in 1980. These increases, although not high, do represent a significant finding that interracial marriages, in time, will be more acceptable in society. The U.S. Bureau of the Census also indicated in 1998, 24.5 percent of interracial marriages were between black and white women and men. This percent decreases to 21.9 in 1990; however, in 1980 the rate was 25.6 percent of interracial unions were black and white women and men. These findings were surprising since the percent of interracial unions decreased in 1990. Of these black/white marriages, in 1998, 63.6 percent of the couples consisted of a black husband and a white wife. In 1990, 71.1 percent of husbands were black compared to 73.1 percent in 1980.
Acceptance of Interracial Marriage There have been many studies devoted to the attitudes and acceptance of interracial marriage. The increase in interracial unions has conjured up many positive and negative beliefs throughout black and white communities. Although interracial relationships has caused racism to decline, many black and white individuals feel it has increased racial distances due to the negative stereotypes that surround the couples. Both black and white communities share various opinions on this topic, as well as families of individuals who are in interracial relationships. It is imperative to study black, white and family acceptance of interracial marriage in order to gain an understanding of all the positive and negative aspects surrounding this issue (Qian, 1999). Black Acceptance Researcher Mwamwenda (1998) devoted two studies to African college students and their attitudes toward interracial relationships and marriage. In response to having an intimate relationship with a white individual of the opposite sex, Mwamwenda found black women to be more reluctant to date outside of her race. Black men however, found the race of his girlfriend to be insignificant. Most of the college students in this study agreed to marrying a person of their race, and the majority of the students felt family preference was a huge factor in their decision. In contrast to this study, many researchers have found black individuals to be more accepting of interracial relationships and marriage than white individuals. This may be due to the fact as a minority, black individuals are sometimes pressured into seeking relationships with white individuals (Mills, Daly, Longmore, & Kilbride, 1994). Within the black community, however, women have been found to disagree more with interracial marriage than men. Researchers Paset and Taylor (1991) studied black and white college women and their attitudes toward interracial marriage. Their results proved their hypothesis that black women see interracial relationships of black men and white women as a threat to their personal and community well being. Todd, McKinney, Harris, Chadderton, and Small (1992) did a similar study, and their findings were almost identical to the previous study. Black women were found to be the most negative group in the study since almost half of the female participants disagreed with interracial dating and marriage. These women held traditional values and felt that dating and marrying outside their race was perceived as a "let down." They also resented the competition of white women dating black men since they felt their minority group has a lack of available partners.
White Acceptance The rate of interracial marriage for whites has increased over the past two decades. Eighty-two percent of white men were more likely to wed black women in the nineties as compared to the eighties. Moreover, thirty-two percent of white women were more likely to marry a black man within the same time period. These rates can be associated with educational attainment of both white men and women (Qian, 1996). It has been found that a white man's education is not associated with his likelihood of marrying a black women. However, white men who have reached high educational levels are more inclined to marry Asian women than black women. Furthermore, there is a decline in interracial marriage for white women when high educational levels have been obtained. A white woman who has a college degree is forty-two percent less likely to wed a black man, however, she is 374 percent more likely to wed an Asian man (Qian, 1999).
Family Acceptance Interracial marriage is more likely to occur in families who accept the union. Men and women who have traditional family values may be less likely to be involved in these relationships. Overall, it has been proven that white families have a more negative acceptance toward interracial couples than black families. This can be due to social conditioning and stereotypical attitudes held by these traditional families (Mills, Daly, Longmore, & Kilbride, 1994). Individuals who find themselves stepping outside of their race when looking for a relationship, rate themselves as being more independent and assertive than those who do not accept interracial relationships. These same individuals, regardless of their own race, described themselves as "able to get their own way." Family acceptance for these interracial couples does not have a strong impact on the decisions they made. Instead, these individuals found themselves to be their own person, as well as persuasive and powerful (Todd, McKinney, Harris, Chadderton, & Small, 1992).
Conclusion Interracial marriages are extremely important to study since the rate of such unions continues to increase. When adolescents and young adults develop these types of relationships, it is imperative that they have support and understanding from family and friends. Although racism has declined as a result of interracial relationships, it is still difficult to find full acceptance on this issue. Looking at the statistics and various studies on interracial marriage and dating, one can begin to understand and view these unions as acceptable. Prejudices due to social conditioning and strong stereotypes are barriers to interracial relationships. It is indeed true that traditional family attitudes act as a threat to interracial unions. When someone is raised in a household where this type of relationship is absolutely forbidden, it is difficult for that person to even seek interracial friendships. Favorable attitudes toward interracial friendships and relationships will make the transition from adolescence to young adulthood much easier. Holding prejudices and stereotypes do not help the adolescent expand their relationships, in fact, the adolescent is being held back to meeting new people and following their hearts (Mills, Daly, Longmore, & Kilbride, 1994). Through time and as interracial relationships become more accepting, these statistics will indeed increase and make it easier for adolescents and young adults to maintain these types of relationships. v
Hola maestro nosotros somos el equipo kins of kings T_T del grupo 209 y aquì esta nuestro que hicimos del tema Supportive Environments, Allowing for Transition
"1"The need to provide a supportive environment for gay/ lesbian and bisexual (g/l/b) adolescents is paramount to the wellness and at times, survival of these adolescents."2"Homosexuality is a controversial subject."3"Many of the established cultural institutions in our society maintain a stance of non-acceptance toward it, while others have merely adopted a position of tolerance."4"These institutions base their attitudes on traditional beliefs and religious interpretations that portray the notion of homosexuality as unnatural."5"These concepts then identify individuals who are gay/lesbian and bisexual as mentally ill, perverted and a threat to the wholesome goodness of our society."6"Many have not educated themselves or helped to create an awareness in their constituents that allows for an objective evaluation of the situation.
Is there a need for safe environments?
"7"These attitudes create an environment of fear, uncertainty and distrust in those adolescents who have recognized the emotional, intellectual and physical attractions they feel to people of the same gender."8"The following statistics provide support for this:
• G/l/b adolescents are 30% more likely to attempt suicide than their "straight" peers.
• 25% of all homeless youths are gay/lesbian or bisexual. (Hetrick-Martin Institute, 1992)
• 1 in 4 g/l/b youths are forced to leave home because of their orientation.
• One-half of g/l/b youths reported being rejected by their parents for being gay. (Dept. Of Health and Human Services, 1989)
Transition and Acceptance
"9"For many, the "cause" of homosexuality remains a key issue in acceptance."10"There is no predominant scientific theory that provides a reason for homosexuality."11"There has, however, been a great deal of research that indicates genetic and hormonal factors in individuals that establish a predisposition to gay/lesbian or bisexual orientation."12"What we may be safe to say, is that an individual does not make a choice to be gay but rather a choice to accept this fact in his/her life.
"13"Parents, Family, and Friends of Lesbians and Gays (P-FLAG), a national support network, identifies a general pattern of resolution in the process of "coming out" in a family structure."14"These processes are dynamic and involve the entire family unit.
• "15"Shock
• Denial
• Guilt: parents blaming themselves for their child's homosexuality
• Feelings Expressed: a verbal expression often characterized by anger, sadness and hurt
• Personal Decision Making: an attempt to objectively evaluate the situation and possible options related to acceptance or non-acceptance
• True Acceptance (P-FLAG as quoted by Blumenfeld &Lindop).
"16"Although P-FLAG lists true acceptance as the sixth stage, it would also be reasonable to believe that true non-acceptance is evident in many situations"17"Acceptance is not always a reality."18"Honest communication and respect, two essential factors in any relationship, are necessary antecedents to resolution."19"These two elements allow for discourse, expression and resolution that may eventually end in positive understanding rather than broken relationships.
Resources
"20"Support groups and resources for parents, families and adolescents provide avenues for understanding and possible acceptance."21"These resources are available in your communities."22"Because a child cannot always turn to the community for support, a safe home environment is imperative.
P.-L.-REFER.--SIG.--SUST.
1-1 These “ ESTOS” ADOLECENTES
1-3 Our “NUESTRA” SOCIEDAD
1-3 It “LA” HOMOSEXUALIDAD
1-4 These “ESTAS” INSTITUCIONES
1-4 Their “SUS” ACTITUDES
1-4 That “ESAS” ACTITUDES Y TRADICONES
1-5 These “ESTOS” CONCEPTOS
1-5 Who “QUIENES” GAYS,LESBIANAS Y BISEXUALES
1-5 Our “NUESTRA” SOCIEDAD
1-6 Their “SUS” COMPONENTES
1-6 Thet “ESO” PERMITE
2-7 These “ESTAS” ACTITUDES
2-7 Those “ESOS” ADOLEDENTES
2-7 Who “QUIENES” ADOLECENTES
2-7 They “ELLOS” ADOLECENTES
2-8 This “ESTAS” ACTITUDES
2-8 Their “SU” COMPAÑERO
2-8 Their “SU” ORIENTACION
2-8 Their “SUS” PADRES
3-10 That “ESO” PROPORCIONA
3-11 That “AQUELLAS” PERSONAS
3-12 We “NOSOTROS” SALVANDO
3-12 That “ESA” PERSONA
3-12 His-Her “SU” VIDA
4-14 These “ ESTOS” PROCESOS
4-14 Ttheir “SUS” HIJOS
5-16 It “LA” P-FLAG
5-16 That “ESA” VERDADERA
5-19 These “ESTOS” ELEMENTOS
5-19 That “ESAS” RELACIONES
6-21 These “ESTOS” RECURSOS
6-21 Your “SUS” COMUNIDADES
Becoming a parent is often a very scary, confusing, and difficult transition to make for someone of any age. It is a new step in the path of an individual's life. A child does not come with an instruction manual. Therefore the new parents may have many questions regarding what they need to know in order to raise the child and how people before them have done it. Individuals often learn the most from their own experiences, though knowledge of how others are making it through this unique time, and how they have made it through can also benefit.
This web site is directed towards individuals who are interested in becoming parents. It can be especially useful to supplement classes on parenting for adolescents, individuals thinking about having children, or individuals preparing to have children. This site describes for the reader how the transition is made historically and today in the United States, in the industrial culture of Korea, and in the traditional culture of Greece. It also contains interviews from three different individuals: one reflecting on traditional knowledge of family, another is a mother, now grandmother speaking about her experiences, and the last is a young mother in midst of parenthood.
1 - 2 It Ello Convertirse en padre
1 - 3 They Ellos Nuevos padres
1 - 4 Them Ellos Nuevos padres
1 - 4 It Ello Cómo criar a un hijo
1 - 5 Their Sus Sus experiencias
1 - 5 It Ello Criar a un hijo
1 - 6 They Ellos Otros padres
1- 6 It Ello Criar a un hijo
2 - 1 Who Quienes Los que están en ser padres
2 - 1 It Este Sitio web
2 - 5 It Este Sitio web
2 - 6 One Uno Uno de los individuos
2 - 6 Another Otro Otro de los individuos
2 - 7 Her Ella La madre que ahora es abuela, el segundo individuo
2 - 7 Last El último El tercer individuo
Hola Prof. somos el equipo 4 "the white angels" del grupo 201, esperamos entienda nuestro cuadro y nos ponga una muy buena calificación
Becoming a parent is often a very scary, confusing, and difficult transition to make for someone of any age. It is a new step in the path of an individual's life. A child does not come with an instruction manual. Therefore the new parents may have many questions regarding what they need to know in order to raise the child and how people before them have done it. Individuals often learn the most from their own experiences, though knowledge of how others are making it through this unique time, and how they have made it through can also benefit.
This web site is directed towards individuals who are interested in becoming parents. It can be especially useful to supplement classes on parenting for adolescents, individuals thinking about having children, or individuals preparing to have children. This site describes for the reader how the transition is made historically and today in the United States, in the industrial culture of Korea, and in the traditional culture of Greece. It also contains interviews from three different individuals: one reflecting on traditional knowledge of family, another is a mother, now grandmother speaking about her experiences, and the last is a young mother in midst of parenthood.
1 - 2 It Ello Convertirse en padre
1 - 3 They Ellos Nuevos padres
1 - 4 Them Ellos Nuevos padres
1 - 4 It Ello Cómo criar a un hijo
1 - 5 Their Sus Sus experiencias
1 - 5 It Ello Criar a un hijo
1 - 6 They Ellos Otros padres
1- 6 It Ello Criar a un hijo
2 - 1 Who Quienes Los que están en ser padres
2 - 1 It Este Sitio web
2 - 5 It Este Sitio web
2 - 6 One Uno Uno de los individuos
2 - 6 Another Otro Otro de los individuos
2 - 7 Her Ella La madre que ahora es abuela, el segundo individuo
2 - 7 Last El último El tercer individu
K hay maestro nhus deja mucha tarea spro k le entienda, xk nos costo mucho trabajo hacerlo o.k nos vemos en clase mmmmm no se me okurre nada mas . =)
hola Profesor:
nosotras somos el equipo estrellas de colores del grupo 204, dejandole la tarea, esperando que este bien y obtener la calificacion que nos corresponda.
gracias por su atencion.
Adolescent Friendship in The Context of Social Change
Jessica A. Gassler
ADOLESCENT DEVELOPMENT
Pubertal maturation is often accompanied by an increase in autonomy and an increase in emotional distance from the adolescent's parents (Cole & Cole, 1993, p.583). During adolescence, peer friendships increase in their importance. However, teenagers are still actively seeking their parents' approval and do not want to come across as trivial or childish. Because of this, adolescents are more likely to be open with their friends, discussing such issues as dating, sexuality, personal experiences, and common interests (Savin-Williams & Berndt, as cited in Feldman & Elliot, 1990).
CHARACTERISTICS OF FRIENDSHIPS
Loyalty is a highly valued aspect of friendship. Adolescents believe that friends should not talk about one another behind their backs. Friends should 'stick up for' one another. Intimacy is also highly valued. Adolescents have a need to share their innermost thoughts and feelings with a friend. Sullivan (1953) hypothesized that intimate friendships during early adolescence provide emotional support, information, and advice; these friendships also help to increase self esteem. Adolescents also feel that their friends understand them and allow them to be themselves (Cole & Cole, 1993). Another characteristic of friendship is personal preference. For, example, those who choose to join an athletic program have something in common which draws them together.
INCREASED AUTONOMY
Adolescents in the United States attend larger schools, and are more mobile than younger children. Therefore, they have a greater opportunity to associate with peers (Cole & Cole, 1993). Adolescents also experience a change of schools: elementary to middle school, and middle to high school. These new schools tend to be larger, and have a greater number of students. This opens opportunities for teenagers to engage in new friendships. Also during adolescence, children begin to question their parents' authority. Conflict arises when children decide that they should have a vote in what they can and cannot do (Allyn & Bacon, 1994). At this time, adolescents gain more personal mobility, usually in the form of a driver's license. The driver's license contributes to a greater amount of time being spent away from home, which in turn leads to more time spent with peers.
OTHER SIMILARITIES
Adolescents also tend to seek out relationships that are relatively stress free, safe, and comfortable. Friends also have similar attitudes on issues such as dating and religion. Another similarity between friends is biologically based. Girls tend to choose friends who are at the same maturational level, not necessarily the same age level. Friends also tend to be similar in behavior and academic achievement.
TRADUCCION DEL TEXTO
Amistad adolescente en el contexto del cambio social
Jessica A. Gassler
DESARROLLO ADOLESCENTE
La maduración puberal es acompañada a menudo por un aumento en la autonomía y un aumento en distancia emocional del adolescentes padres (& del col; Cole, 1993, p.583). Durante adolescencia, las amistades del par aumentan de su importancia. Sin embargo, los adolescentes todavía están buscando activamente su parte la aprobación y no quiere parecer como trivial o infantil. Debido a esto, los adolescentes son más probables estar abiertos con sus amigos, discutiendo las ediciones tales como la datación, sexualidad, experiencias personales, y los intereses comunes (& de Savin-Williams; Berndt, según lo citado en el & de Feldman; Elliot, 1990).
CARACTERÍSTICAS DE AMISTADES
La lealtad es un aspecto altamente valorado de la amistad. Los adolescentes creen que los amigos no deben hablar de uno otro detrás de sus partes posteriores. Amigos si pegue para arriba uno u otro. La intimidad también se valora altamente. Los adolescentes tienen una necesidad de compartir sus pensamientos y sensaciones íntimos con un amigo. Sullivan (1953) presumió que las amistades íntimas durante adolescencia temprana asesoran la ayuda, la información, y emocionales; estas amistades también ayudan a aumentar amor propio. Los adolescentes también sienten que sus amigos los entienden y permiten que sean ellos mismos (& del col; Cole, 1993). Otra característica de amistad es preferencia personal. Para, el ejemplo, los que elijan ensamblar un programa atlético tiene algo en el campo común que los dibuja juntos.
AUTONOMÍA CRECIENTE
Los adolescentes en los Estados Unidos atienden a escuelas más grandes, y son más móviles que niños más jóvenes. Por lo tanto, tienen una mayor oportunidad de asociarse a los pares (& del col; Cole, 1993). Los adolescentes también experimentan un cambio de escuelas: elemental a la escuela secundaria, y al centro a la High School secundaria. Estas nuevas escuelas tienden a ser más grandes, y tienen un mayor número de estudiantes. Esto abre las oportunidades para que los adolescentes enganchen a nuevas amistades. También durante adolescencia, los niños comienzan a preguntar su parente autoridad. El conflicto se presenta cuando los niños deciden que deben tener un voto en lo que pueden y no pueden hacer (& de Allyn; Bacon, 1994). En este tiempo, los adolescentes ganan una movilidad más personal, generalmente bajo la forma de driver' licencia de s. El driver' la licencia de s contribuye a una mayor cantidad de tiempo que es de fuera pasado, que alternadamente lleva a más tiempo pasado con los pares.
OTRAS SIMILARIDADES
Los adolescentes también tienden a buscar las relaciones que son relativamente tensión libre, segura, y cómoda. Los amigos también tienen actitudes similares en ediciones tales como datación y religión. Otra semejanza entre los amigos biológico se basa. Las muchachas tienden a elegir a los amigos que están en el mismo nivel maduración, no necesariamente el mismo nivel de la edad. Los amigos también tienden a ser similares en comportamiento y el logro académico.
TABLA DE REFERENTES
PARRAFO Y LINEA REFERENTE SIGNIFICADO A QUÉ O AQUIEN
SUSTITUYE
Párrafo 1, línea 3 Their Sus, su La importancia de la
adolescencia.
Párrafo 1, línea 2 their Sus, su A sus padres de los
adolescentes.
Párrafo 1, línea 6 this Este(a) Debido a adolescentes
Párrafo 2, línea 11 their Sus, su Debido a adolescentes
Párrafo 2, línea 13 their Sus, su Su intimidada de los
adolescentes
Párrafo 2, línea 16 these Estos(as) Amistades en adolescentes.
Párrafo 2, línea 17 their Sus, su A sus amigos de los
adolescentes.
Párrafo 2, línea 17 them Ellos A los adolescentes.
Párrafo 2, línea 19 those Aquello(s) Adolescentes
Párrafo2, línea 19 who Quien, quienes A los adolescentes.
Párrafo 2, línea 20 which Que, la cual, el A los adolescentes.
cual.
Párrafo 3, línea 26 these Esto(as) Nuevas escuelas
Párrafo 3, línea 27 this Este(a) Nuevas oportunidades
Párrafo 3, línea 28 their Su, sus A sus padres
Párrafo 3, línea 29 when Cuando A los niños.
Párrafo 3, línea 30 this Este(a) A los adolescentes.
Párrafo4, línea39 who Quien, quienes A las niñas.
Somos del grupo 209, del equipo de las "tutti frutti", le enviamos la tarea.
Teen Pregnancy
Abigail Hopkins
Nearly one million teenagers become pregnant each year in the United States; approximately thirty-three percent have an abortion, 14% miscarry, and 52% carry to term (Maynard, 1996). Of those who carry to term, 72% do so out of wedlock (Maynard). The U.S. has the highest teenage pregnancy rate among all industrialized nations; two times Great Britain, and 15 times Japan (Maynard). However, the rate of sexual activity of teens in the U.S. is not notably higher than the rate in other countries (Brooks-Gunn & Furstenberg, 1989). According to the Alan Guttmacher Institute, the unusually high teen pregnancy rate in the U.S. is mainly due to teens receiving mixed messages about contraception and also due to the ineffective delivery of birth control services to the teenage population (Brooks-Gunn & Furstenberg).
Why are so many U.S. teenagers becoming pregnant?
Over the last century, the age of menarche has decreased among teenage girls to 12.5 years, whereas the age of marriage has increased to the mid 20's, resulting in a 10 to 15 year gap between menarche and marriage (Warren, 1992). At the same time, the average teenager watches about 9000 scenes of sexual activity or innuendo per year (Warren). The combination of these two factors contributes to the high rate of premarital sex among teens and young adults (Warren). One of the main reasons why so many of these teenagers are becoming pregnant is because half of all teens do not use any type of birth control the first time they have sex (Brooks-Gunn & Furstenberg, 1989).
Research has discovered many common characteristics among pregnant teens. These include having little access to free confidential family planning, little communication with parents, lack of knowledge of parents' contraceptive experiences, low educational achievement and aspirations, low self-esteem, and not knowing when, in the menstrual cycle, a woman is most likely to get pregnant (Brooks-Gunn & Furstenberg, 1989).
What happens to teens who become pregnant and their children?
Pregnant teenagers have many obstacles ahead of them. For example, seven out of 10 girls who become pregnant drop out of high school and subsequently are unable to successfully support themselves and their children (Maynard, 1996). After birth, it becomes even more difficult to get an education that will help them find a good job. Day care is expensive and doing homework with a child present is difficult. Without good support from family and friends, it is nearly impossible to complete school. The result of these obstacles is a high dependency on welfare; fifty percent higher than women who delay childbearing (Maynard). In addition, children of teenage parents are more likely to have health and cognitive disadvantages and to be neglected or abused (Maynard). Furthermore, daughters of teenage mothers are more likely to be pregnant as teens, and sons are more likely to end up in prison than children of later child bearers (Maynard).
What can be done?
One way to alleviate this problem is through prevention. Education in the schools has been one option. Unfortunately, U.S. sex education programs only cover limited topics in an extremely limited amount of time and therefore have not decreased the likelihood of pregnancy (Barth, Fetro, Leland, Volkan, 1992; Warren, 1992). However, in countries such as Sweden, England, and France, where sex education is required or encouraged in the schools, birth control attitudes and behavior have been positively affected by an ongoing program (Warren). Therefore, sex education programs in the schools have the potential for decreasing teen pregnancy.
Research points towards family communication as a major key to prevention. Children prefer to receive sexuality education from their parents over any other source (Handelsman, Cabral, & Weisfeld 1987; White & DeBlassie, 1992). In addition, studies have found that when sex education is provided by parents, adolescents have a later onset of first intercourse and use birth control more often (Huston, Martin, & Foulds, 1990). Unfortunately, only 10% of U.S. families have any kind of ongoing sexuality discussion (Warren, 1992).
In addition to prevention, programs need to be developed that will help pregnant teens obtain an education, secure good jobs, and learn parenting skills. Furthermore, it is important to recognize that each pregnant or parenting teen may not fit into the categories described above. If these individuals are stereotyped as poor parents and welfare abusers, they will not feel that they can be good parents who can support themselves. One important step that we can all take is to offer support and encouragement toward those who have already become pregnant.
Pregnancy is a major concern among those teenagers who are sexually active. Unfortunately, pregnancy is not the only thing that sexually active teens need to worry about.
AQUI TA LA TAREA ESPERO LE AGRADE Y PERDON POR LA TARDANZA ......YO CREO Q LAS EXPLICASIONES SOBRAN Y ADEMAS LO Q IMPORTA ES EL TRABAJO...¿NO LO CREE?.....ASI Q AUI ETA...!!!!!!!ESPERO Q ESTE BIEN!!!!!! NOS ESFORZAMOS....CREALO!!!
The Downside of Your Teen Working
In this section of the website I will examine the negatives of having your teenager work. This is an important topic because three fourths of high school teenagers are working more than fifteen hours a week on average, and this number is steadily rising (Grant & Snyder, 1984 in Artwater, 1988). This increasing prevalence is linked to many negative affects that teenagers experience while at the work place, during school, and at home with their family life. The framework I will use to talk about the negative affects of working teenagers. First I will describe the negative psychological problems and their effects, and then second, I will discuss the physical hazards that teenagers and their families must be aware of, then, finally, the economic issues that face teenagers on a day-to-day basis.
Psychological Problems
The increasing prevalence of teenagers going to work is linked to mental health in many different ways according to research conducted on this topic of working teenagers. The experience of problems and stressors in the work environment, work overload, and difficulties in managing diverse responsibility may translate into a general sense of ineffectuality, increased strain, depressive affect, and self derogation (Mortimer, J.T., Finch, M., Shanahan, M., & Ryu, S., 1991). Other psychological problems include anxiety, depression, tension, fatigue, insomnia, low self-esteem, and somatic complaints such as head aches, stomachaches, colds, etc (Mortimer et al, 1991). A prime contributor to these psychological problems is due to the work intensity. Most research suggests that teenagers working more than twenty hours a week are faced with more negative effects then their peers who are not working or working a limited number of hours. On the other hand, teenagers that work fifteen to twenty hours per week are faced with less negative psychological problems (Mortimer et al, 1991). Also, due to psychological problems and long hours faced at work, teens develop cynical attitudes that are developed towards work, which will inhibit their job performance among other things (Mortimer et al, 1991). In a report in Northwest News Channel by Gene Russo, an expert in labor relations, says that many kids feel pressured to work longer hours at work and as a result, grades suffer, "When their supervisor says, 'I have to have you work at night,' says Russo, "there's pressure, indirectly, that he doesn't want to say no or he'll lose his job" (Russo, G., 2002). This demonstrates the emotional and psychological strain that is exerted on the working teenager. Another research article by Harvard Education Letter Research Online, entitled, "Working Teenagers: Do After-School Jobs Hurt?: High schoolers who work more than 20 hours a week may be at higher risk for failure", states "Students who work longer hours report diminished engagement in schooling, lowered school performance, increased psychological distress, higher drug and alcohol use, higher rates of delinquency, and greater autonomy from parental control" (Steinberg, 1993 in Kelly, 1998).
Physical Hazards
This section has many different parts to it that blanket many different physical hazards with teenagers and working. Every year 70 teenagers die from work related injuries in the United States. Seventy thousand teenagers were hurt enough to go to the hospital. The hazards are broken up into different jobs that teens may have. One job that was cautioned is janitor and clean up jobs. Here, there may be toxic chemicals that are used for cleaning or blood on discarded needles. A second job that was cautioned was food service. Here, the teenager will be faced with slippery floors, hot cooking equipment, and sharp objects. A third job is retail and sales. There may be violent crimes such as robberies or lifting of heavy objects such as boxes or displays.
Other hazards include the high amount of work that teens do is correlated to less time devoted to extracurricular activities (Kablaoui & Pautler, 1991). This will affect the teen in many different ways such as increased body weight that leads to being lazy, causing problems with performing with work. Also, working affects the teenagers' tendency to become involved in delinquent behavior that includes increased rates of smoking, drinking, and stealing which could cause physical harm such as cancers, or gangs, or even jail (Kablaoui & Pautler, 1991).
Economic Problems
Family resource management consists of a series of decisions that reflect the values of household members. How money is obtained, attitudes towards money, and patterns of spending money as well as time affect adolescents' relationships with their families and family resource management in general. Patterns of spending money and time, many of which are established during adolescents, may continue into adult life (Bailey, 1992). Teenagers generally spend most of what they earn on themselves, usually not to save for long-term goals, and seldom contribute toward household responsibilities (Bailey, 1992). Working teenagers have also been found to develop attitudes of possessiveness toward free time and the income they earn (Bailey, 1992).
Another idea that has been discussed as a problem for teenagers that have entered the work force is consumer power. Employment often affects the way teenagers spend money in the future. In addition to employment earnings, the adolescent may even get an allowance from their parents. On average, males (ages sixteen to nineteen) earn $31.65 a week and receive $21.80 from their parents, making it a total of $53.45 (Bailey, 1992). They spend 81% on primarily dating, entertainment, transportation, and clothing, only saving $10.15 a week (Bailey, 1992). Females (ages sixteen to nineteen) earn $32.55 a week and receive $22.05 from their parents, making it a total of $54.60 (Bailey, 1992). They spend 83% on clothing, cosmetics, transportation, and entertainment, and only save $9.30 a week (Bailey, 1992). These figures are what bring me to my point that teenagers spend a lot more money then they save. Even more staggering the total that teenagers spend in the United States, which is seventy-nine billion dollars (Bailey, 1992). A teenager needs to be a rational consumer when spending their hard earned money, because they will not have any, or at least not a lot, saved up to go to college, or to buy school books, help out with family expenses, or some unexpected events such as birthdays. To add to this, I found a research article entitled Premature Affluence: Do High School Students Earn Too Much?, that conducted a study about teenagers and how they spend their money. The survey questions was: " When you think about the money you earned during the past year, including last summer, about how much of your past year's earnings have gone into…" on a scale of none, a little, some, or most respectively. (1) Saving for your future education? Forty-eight percent of males said none, and 50% of females said none. (2) Saving or payments for a car or car expense? Thirty-five percent of males said none, and 58% of females said none. (3) Other savings for long range purposes? Forty-eight percent of males said none, and 48% of females said none also. (4) Spending on your own needs and activities such as clothing, stereo, TV, records, eating out, or other recreation, hobbies, gifts for others, or personal. Four percent of males said none and 36% said most. Five percent of females said none, while 44% said most. (5) Helping to pay family living expenses? Fifty-six percent of males said none, and 55% of females said none (Bachman, 1983). This research done by Bachman indicates that teenagers rarely save the money that they have earned for future expenses, and is actually spent on materialistic objects that the teenager must have at that moment. According to Herrman (1982 in Bailey, 1992), a rational consumer will: (a) shop around looking for the best price instead of buying things impulsively; (b) actively seek information and advice about products with high prices and/or high perceived risks; (c) evaluate skeptically the selling claims made in advertisements; (d) budget expenses wisely; and (e) save money for the future (Herrman, 1982 in Bailey, 1992). Research also indicates that frequent communication with parents on consumption-related matters, frequent communication with peers, and newspaper reading also has direct and positive effects on the learning of consumer skills (Bailey, 1992).
Conclusion
From the research that I have found, there are many negatives to having your teenager work, from psychological to economic to physical problems or cautions. What I want you to take away from this research summary is that you must look at all the negatives that may influence your teenager when they enter the working world. Not all of the consequences are good. In another research summary on this website, I will explore the positives of having your teenager work
Párrafo y Línea Referente Significado Sustituye
1 - 1 this este sitio
1 - 3 This is este es tema
1 - 15 their sus estos efectos
2 - 3 this este el tema
2 - 17 their su trabajo
2 - 20their su el supervisor
3- 1 This esta seccion
3 - 5 that los adolescentes
3 - 6 there may puede haber quimicos
3 - 8Here aqui el adolescente
4 - 3This esto causa
5 - 10 they earn que ganan ingresos
6 - 1problem problema discussed
7 - 1From the de la investigasion
7 - 2problems problemas psicologicos
http://delpax2minutos.blogspot.com
Hola profe bunea tarde!!!!
somos el equipo K'chikarcas, un poco dificil de pronunciar pero en fin, aqui le dejamos nuestro trabajo ps lo mas seguro es q este mal porque ya ve que nosotros hacemos todo mal verdad???, bueno ps es la primera tarea pero la segunda y las demas no fallaran, le damos nuestra palabra, nos vemos profe!!!!!!
HOLA PROFE NOSOTRO SOMOS DEL GRUPO 209 EL EQUIPO fENIX 666 AQUI ESTA NUESTRO TRABAJO ESPERAMOS QUE SEA DE SU AGRADO.
Psychosocial Problems in Adolescence
Marcia Chirico
Definition of psychosocial problems:
Referring to development, it is the way an individual goes through various stages of development that are both psychological and social in nature, where conflict structures each stage (Steinberg, 1993).
What are some specific psychosocial problems?
• Stress
• Depression
• Addictions
• Anorexia
Statistics of psychosocial problems:
• Stress refers to the mental or physical tension or strain on the body. According to recent , nearly half of all adolescents report difficulty in coping with stressful situations at home or school (Gans,1990). Major life changes and stressors can lead to internalized disorders such as depression.
• Depression is an emotional condition usually characterized by hopelessness or sadness. The prevalence rate for major depression in adolescents has been estimated to range from .4% to 6.4%, and is twice as prevalent in females than males (Powell, Denton, Mattsson,1995). Depression in adolescents tended to be related to the increased suicide. The teenage suicide rate rose 287% from 1960 to 1980 (Lester, 1991). Suicide attempts are higher among adolescents than any other age group.
• Addictions are the habitual use of narcotic drugs. Alcohol and cigarettes are the most commonly used substances. Nearly all adolescents have tried alcohol and two -thirds have tried cigarettes. Nearly half of all seniors in high school have tried marijuana and about one-fifth have smoked it in the past month (Steinberg, 1993). However, the percentage of adolescents trying various other drugs dropped significantly.
• Eating Disorders are a growing problem and concern among many adolescents today. The one of the most prevalent disorder is anorexia nervosa. Anorexics tend to lose weight by not eating and have a disturbed body self image. Fewer than one-half of one percent of adolescents are anorexic (Steinberg,1993). Somewhere between 2 and 10 in every 1,000 adolescents ages 12-18 could have eating disorders in any point in their lives.
Prevention methods for psychosocial problems:
• Strong source of social support including friends, parents, siblings, or other adults who adolescents can turn to.
• Activities and organizations that adolescents participate in help to promote self-esteem and involvement in groups.
• Good schools, teachers, and counselors who help adolescents strive towards goals and self worth.
• All these can aid in an adolescents development and help to prevent some of these psychosocial problems.
Coping with Stress in Adolescence
Jennifer N. Ross
Definition of Stress
Stress is your physical, emotional, and mental response to change, whether or not the change is positive or negative. It also has been defined as the extreme physiological and emotional arousal a person experiences when confronted with threatening situations--the body's reaction to a noxious stimulus (Vecchio 1991).
Signs of Stress*
• Problems eating or sleeping
• Increased use of alcohol or other drugs
• Increased boredom and fatigue
• Problems making decisions
• Becoming anxious or confused over unimportant events
• Inability to concentrate or pay attention
• Inability to get organized
• Weakness, dizziness, and shortness of breath
• Persistent hostile or angry feelings
• Nightmares
• Overpowering urges to cry or run or hide
• Frequent headaches and ailments
• Frequent indigestion, diarrhea, or urination
• Frequent colds and infections
Coping Strategies for Handling Stress*
Some short-term ways to handle stress include: relaxing where you are, taking a break, asking yourself whether it's worth being upset over the situation, and listing all the things you think you need to do right away.
Here's a list of long-term ways to handle stress:
• Choose your own goals
• Become part of a support system
• Think positive
• Make decisions
• Keep your expectations realistic
• Accept what you cannot change
• Anticipate potentially stressful situations
• Live in the present
• Manage your time
• Take care of your health
• Take time for yourself
*American College Health Association, 1990
For additional information on stress
contact Health Works at the Pennsylvania State University at (814)863-5200, or check out these additional sites:
How do adolescents cope with the loss of a loved one?
Christine M.Gallagher
Adolescents share the adult concept of death as a universal, inevitable process by life as we know it terminates (Morin&Welsh,1996). Losing a loved one, is by far, one of the most horrific tragedies that a young adult has to face. According to a recent survey of thirty-two adolescents, 70.6% first encountered death when an older relative passed away, 25% when a parent died and 8.3% first encountered death through violence (Morin&Welsh,1996). Every adolescent has a different perception of death which may influence their reactions. Whatever the circumstance may be, adolescents have individual ways of coping with loss by expressing a variety of emotions and reactions. Teenagers need to realize that these reactions are normal and need to be expressed.
Common reactions to losing a loved one:
Emotional Physical Behavioral
depression crying lack of concentration
withdrawal from society insomnia confronting one's own death
loneliness exhaustion
denial chills
hatred numbness
Coping techniques employed by adolescents
In order to deal with death effectively, adolescents utilize many coping techniques to help them eliminate their pain. These techniques are often used in combination. Some of the most common ones used are talking about the loss, keeping busy, developing new interest, time it self and most of all through social support systems such as family, friends and counselors ( LaGrand, 1988). Coping with the loss of a loved one can strengthen an individual and enhance one's knowledge about death. Adolescents who experience such a loss can offer support to those who are going through a similar situation.
Understanding grief
Grief is the process by which one "works through" or experiences emotion after a significant loss has taken place (LaGrand,1988). It is typically associated with all of the individual responses that are experienced in coping with massive change. Adolescents should express their grief immediately so they can adapt to death and accept it as a part of life. Grief can be a short or long process depending on the individual and the type of loss that occurred.
Helping others deal with death
Helping someone deal with death can be extremely difficult, especially when an adolescent thinks no one knows how they feel. If you know someone who recently lost a loved one, the best advice is to let them express what they feel. If they need someone to talk to, let them know that you will always be there for them. Some adolescents do not feel comfortable expressing their emotions and would rather be alone. Seeking professional help can be an alternative if the person is experiencing additional problems or if they are in any type of danger. Professional help could include a school counselor, a mental health center, clergy, teachers and doctors.
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P:16 L:5 THEIR Sus de ellos Emociones
P:16 L:7 THEY Ellos Adolescentes
hola!! somos el equipo de los fulanitos, del grupo 206 esperamos que la tarea se encuentre muy bien realizada y que nos ponga diez vale pues se cuida mucho, pasesela muy bien va. adios.
integrantes:
Diaz de Sandi Juarez Fernanda.
Olguin Rojas Roberto.
Ortega Correa Dulce.
Salinas Garcia Arturo.
Zamora Lopez Sayuri.
YOUR TEEN IN THE WORKING WORLD
Adolescence is a time of change and continuity and in many cases the change can be discontinuous. As teens rely less on their parents and more on themselves they become faced with many decisions that they think they can handle on their own. they ghave to make and are unaware of the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of teenage employment. After all, working as an adolescent is a discontinuous transition from young adulthood into adulthood. Young adults often work part time, whereas adults work more full time professional jobs. Young adults work in more service-orientated jobs (food and clothing industries) and adults hold business-orientated jobs. Furthermore, adults gain more benefits from working than teenagers do. This discontinuous transition may cause confusion for teens and their parents. We intend for this website to help parents gain insight into the working world of teens.
About Us
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, we chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working.
Esta es la tabla:
PÀRRAFO Y LÌNEA REFERENTE SIGNIFICADO A QUÈ O A QUIÈN SUSTITUYE
Párrafo 1, línea 3 they Ellos a los adolecentes que creen que ellos saben mas que sus papas
Párrafo 1, linea4 they Ellos a los adolecentes que tienen que tomar una decisión
Párrafo 2, línea 7 We Nosotros a los que hicieron el programa
Párrafo 3, línea 3 We Nosotros a los que hicieron el programa
Párrafo 3, línea 5 We Nosotros a los que hicieron el programa
Párrafo 3, línea 6 We Nosotros a los que hicieron el programa
Párrafo 3, línea 9 We Nosotros a los que hicieron el programa
Párrafo 3, línea 9 they Ellos A los padres
le pedimos una disculpa profesor por nuestro retardo,perdon¡¡¡¡¡¡¡¡¡¡¡
aqui ahora si esta el trabajo completo somos el equipo de tittifrutti............mil disculpas.
Teen Pregnancy
Abigail Hopkins
(1) Nearly one million teenagers become pregnant each year in the United States; apporoximately thirty-three percent have an abortion, 14% miscarry, and 52% carry to term (Maynard, 1996). (2) Of those who carry to term, 72% do so out of wedlock (Maynard). (3) However , the rate of sexual activity of teens in the U.S is not notably higher than the rate in other countries (Brooks-Gunn & Furstenberg, 1989). (4) According to the Alan Guttmacher Ïnstitute, the unusually high teen pregnacy rate in the U.S is mainly due to teens receiving mixed messages about contraception and also due to the ineffective delivery of birth control services to the teenage population (Brooks-Gunn & Furstenberg).
Why are so many U.S teenagers becoming pregnant?
(5) Over the last centrury, the age of menarche has decreased among teenage girls to 12.5 years, whereas the age of marriage has increased to the mid 20's, resulting in a 10 to 15 years, gap between menarche and marriage (Warren, 1992). (6) At the same time, the average teenager watches about 9000 scenes of sexual activity or innuendo per year (Warren). (7) The combination of these two factors contributes to the high rate of premarital sex among teens nd Young adults (Warren). (8) One of the main reasons why so many of these teenagers are becoming pregnant is because half of all teens do not use any type of birth control the first time they have sex (Brooks-Gunn & Furstenberg, 1989).
(9) Research has discoverd many common characteristics among pregnant teens. (10) These include having Little acces to free confidential family planning, Little communication with parents, lack of knowledge of parents’ contraceptive experiences,low aducational achievement and aspirations, low self-esteem, and not knowing when, in the menstrual cycle, a woman is most likely to get pregnant (Brooks-Gunn & Furstenberg, 1989).
What happens to teens who become pregnant and their children?
(11) Pregnant teenagers have many obstacles ahead of them. (12) For example, seven out of 10 girls who become pregnant dropo ut of high school and subsequently are unable to successfully support themselves and their children (Maynard., 1996). (13) After birth, it becomes even more difficult to get an aducation that will help them find a good job. (14) Day care is expensive and doing homework whit a child present is difficult. (15) Without good support from family and friends, it is nearly imposible to complete school. (16) The result of these obstacles is a high dependency on welfare; fifty percent higher tan women who delay childbearing (Maynard). (17) In addition, children of teenage parents are more likely to have health and cognotive disavantages and to be neglected or abused (Maynard). (18) Furthermore, daughters of teenage mothers are more likely to be pregnant as teens, and sons are more likely to end up in prisions tan children of later child bearers (Maynard).
What can be done?
(19) One way to alleviate this problema is through prevention.(20) Education in the schools has been one option. (21) Unfortunately, U.S sex education programs only cover limited topics in an extremely limited amount of time and therefore ave not decreased the likelohood of pregnancy (Barth, Fetro, Leland, Volkan,1992; Warren,1992). (22) However, in countries such as Sweden, England;and France; where sex educations is required or encouraged in the schools, birth control attitudes andbehavior heve been positively affected by an ongoing program (Warren). (23) Therefore, sex education programs in the schools have the potencial for decreasing teen pregnancy.
(24) Research points towards family communication as a major kay to prevention. (25) Children prefer to receive sexuality education from their parents over any other source (Handelsman, Cabral, & Weisfeld 1987; White & DeBlasside,1992). (26) In addition, studies have found that when sex aducation is provided by parents, adolecents have a later onsent of first intercourse and use birth control more often (Huston, Martin, &Foulds, 1990). (27) Unfortunately, only 10% of U.S families have any kind of ongoing sexualitydiscussion (Warren, 1992).
(28) In adidition to prevention, programs need to be developed that will help pregnant teens obtain an education, secure good jobs, and learn parenting skills. (29) Furthermore, it is important to recognize that each pregnant or parenting teen may not fit into the categories described above. (30) If these individuals are stereotyped as poor parents and welfare abusers, they will not feel that they can be good parents who ccan support themselves. (31) One important step that we can all take is to offer suport and encouragement toward those who have already become pregnant.
(32) Pregnancy is a major concern among those teenagers who are sexually active. (33) Unfortunately, pregnancy is not the only thing that active teens need to worry about.
PARRAFO REFERENTE SIGNIFICADO Referidos
1-Enunciado 2 Those Esos A el porcentaje de adolescentes que se cazan
2-Enunciado 7 These Estos La combinación de lamenarquía y el matrimonio
2-Enunciado 8 These Estos
A los adolescentes
3-Enunciado 10 These Estas Las adolescentes embarazadas
-------------ana vez mas disculpenos ----------- el texto estaba un poco confuso solo pudimos encontrar estos referentes.
HOLA PROFE NOSOTROS SOMOS DEL107 "THE MUPPETS" Y AQUI ESTA NUESTRO TRABAJO
HABER SI ESTAMOS BIEN OK SALE SE CUIDA CHAO
Introduction Adolescence is a time of change and continuity and in many cases the change can be discontinuous. As teens rely less on their parents and more on themselves they become faced with many decisions that they think they can handle on their own. However, choosing a career is a serious decision they have to make and are unaware of the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of teenage employment. After all, working as an adolescent is a discontinuous transition from young adulthood into adulthood. Young adults often work part time, whereas adults work more full time professional jobs. Young adults work in more service-orientated jobs (food and clothing industries) and adults hold business-orientated jobs. Furthermore, adults gain more benefits from working than teenagers do. This discontinuous transition may cause confusion for teens and their parents. We intend for this website to help parents gain insight into the working world of teens.
About Us Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, we chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working.
TRTABAJO:
1,2,3 TheyEllosEllas Adolescentes
1,5 Their Su de ellos Adolescentes
2,2 this Estos, Estas Sitio web
2,6 this EstosEstas Adultos jóvenes
2,7 We Nosotros Sitio web
3,3 We Nosotros Estudiantes
3,4thatAquellosAquellas Estudiantes
3,5 This Estos, Estas Sitio web
3,6 We Nosotros Padres
3,6 This Estos, Estas Padres
3,8 We Nosotros Sitio web
3,9 Them, they,their EllosSitio web
Introduction
Adolescence is a time of change and continuity and in many cases the change can be discontinuous. As teens rely less on their parents and more on themselves they become faced with many decisions that they think they can handle on their own. However, choosing a career is a serious decision they have to make and are unaware of the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of teenage employment. After all, working as an adolescent is a discontinuous transition from young adulthood into adulthood. Young adults often work part time, where as adults work more full time professional jobs. Young adults work in more service-orientated jobs (food and clothing industries) and adults hold business-orientated jobs. Furthermore, adults gain more benefits from working than teenagers do. This discontinuous transition may cause confusion for teens and their parents. We intend for this website to help parents gain insight into the working world of teens.
About Us
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, we chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working.
TRABAJO DE REFERENTES
PARRAFO Y LINES REFERENTE
SIGNIFICADO A QUE O QA QUIEN SUSTITUYE
PARRAFO 1,LINEA 3 THEY ELLOS SE ENFRENTAN CON MUCAHS DECISIONES
PARRAFO 1, LINEA 4 THEY ELLOS PIENSAN
PARRAFO1, LINEA 4 THEY ELLOS PUEDEN MANEJAR
PARRAFO 1,LINEA 4 THEY ELLOS POSEER
PARRAFO 1, LINEA 5 THEY ELLOS TIENEN QUE HACER Y SON DEPREVENIDOS
PARRAFO1, LINEA 6 IT ALGO PUEDEN TENER
PARRAFO1, LINEA 6 THEIR SU DE ELLOS SUS VIDAS Y LAS VIDAS DE LOS ADOLESCENTES
PARRAFO 1, LINEA 7 THEIR SU DE ELLOS SUS FAMILIAS
PARRAFO1 , LINEA 4 THAT ESO/AQUELLOS QUE ELLOS PIENSAN
PARRAFO 1, LINEA 2 THEIR SU DE ELLOS LOS PADRES
PARRAFO 1, LINEA 3 THEMSELVES ELLOS MISMOS MAS EN ELLOS
PARRAFO 2, LINEA 1 THIS ESTE/ESTOS ENFOQUES
PARRAFO 2, LINEA 4 WHERE DONDE UN ADULTO TREABAJA
PARRAFO 2, LINEA 8 THIS ESTE/ESTOS TRNSICION DISCONTINUA
PARRAFO 2, LINEA 9 THEIR SU DE ELLOS PADRES DE ADOLESCENTES
PARRAFO 2, LI8NEA 9 WE NOSOTROS PENSAR
PARRAFO 2, LINEA 10 THIS ESTE/ESTOS SITIOS PARA AYUDAR A LOS PADRES
PARRAFO 3, LINEA 4 WE NOSOTROS TRANSICIONES ESPECIFICAS
PARRAFO 3, LINEA 5 THAT ESO/AQUELLOS ADOLESCENTES
PARRAFO 3, LINEA 6 THIS ESTE/ESTOS SITIO DEL PROJECTO
PARRAFO 3, LINEA 6 WE NOSOTROS TRANSICION ETERNA DEL MUNDO ACTIVO
PARRAFO 4, LINEA1 WE NOSOTROS CREER
PARRAFO 4, LINEA 1 THAT ESO/AQUELLO ATENCION
PARRAFO 4, LINEA 1 THIS ESTE/ESTOS NUEVA ACTIVIDAD
PARRAFO 4, LINEA 4 WE NOSOTROS INFORMAR A PADRES Y AYUDAR
PARRAFO 4, LINEA 5 THEM ELLOS NINGUNA PREGUNTA
PARRAFO 4, LINEA 5 THEY ELLOS PODRIAN TENER TRABAJO
PARRAFO 4, LINEA 6 THEIR SU DE ELLOS ADOLESCENTES Y TRABAJANDO
Q onda profe nosotros somos las superpoderosas del 107 y aqi esta nuestro trabajo
las superpodrosas 107
hola bunas noches a todos este es mi trabajo esper y les guste
Adolescence is a time of change and continuity and in many cases the change can be discontinuous. As teens rely less on their parents and more on themselves they become faced with many decisions that they think they can handle on their own. they ghave to make and are unaware of the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of teenage employment. After all, working as an adolescent is a discontinuous transition from young adulthood into adulthood. Young adults often work part time, whereas adults work more full time professional jobs. Young adults work in more service-orientated jobs (food and clothing industries) and adults hold business-orientated jobs. Furthermore, adults gain more benefits from working than teenagers do. This discontinuous transition may cause confusion for teens and their parents. We intend for this website to help parents gain insight into the working world of teens.
About Us
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, we chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working.
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p1 l5 their sus a los padres
p2 l1 this esto ala pagina internet
p2 l1 of de a los cambios
p2 l5 and y a los adultos
p2 l6 from para a los cambios
p2 l7 may puede a las causas
p2 l8 their sus a los padres
p2 l8 we nosotros intentos d papas
p2 l8 to para ayuda a los padres
p2 l9 the el al trabajo
p2 l10 abaut us acerca de nosotros
p3 l1 all todos alos estudiantes
p3 l3 Throughout a lo largo
p3 l4 about acerca los estudios
p3 l4 have tener a una capacidad
p3 l5 before entrar al aolescencia
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creo y son todos y algunos se repiten espero y este bien hasta luego
Adolescence is a time of change and continuity and in many cases the change can be discontinuous. As teens rely less on their parents and more on themselves they become faced with many decisions that they think they can handle on their own. However, choosing a career is a serious decision they have to make and are unaware of the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of teenage employment. After all, working as an adolescent is a discontinuous transition from young adulthood into adulthood. Young adults often work part time, whereas adults work more full time professional jobs. Young adults work in more service-orientated jobs (food and clothing industries) and adults hold business-orientated jobs. Furthermore, adults gain more benefits from working than teenagers do. This discontinuous transition may cause confusion for teens and their parents. We intend for this website to help parents gain insight into the working world of teens.
About Us
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, we chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working.
parrafo- linea-referente-significado-sustituye.
1-2-Their-suyo de ellos-Los adolescentes
1-2-Themselves-ellos mismos-Los adolescentes
1-2-They-ellos-Los adolescentes
1-3-That-eso,esa,aquel,aquello,aquella-Los adolescentes
1-3-They-ellos-Los adolescentes
1-3-They-ellos-Los adolescentes
1-3-Their-suyo de ellos-Los adolescentes
1-4-They-ellos-Los adolescentes
1-5-Their-suyo de ellos-Los adolescentes
1-5-Their-suyo de ellos-Los adolescentes
2-1-This-este,esta,esto-Al sitio web
2-6-This-esta,este,esto-Al trabajo
2-7-Their-suyo de ellos-Los padres de los adolescentes
2-7-This-esta,este,esto-Sitio web
3-3-We- nosotros-A los estudiantes
3-5-This-esta,este,esto-Sitio web
3-5-We- nosotros-Sitio web
3-5-We- nosotros-A los estudiantes
3-6-That-eso,esa,aquel,aquello,aquella-A la actividad de los adolescentes
3-6-This-esta,este,esto-A la actividad
3-6-That-eso,esa,aquel,aquella,aquello-A los adolescentes
3-8-We-nosotros-A los profesores
3-9-They-ellos-A los adolescentes
3-9-Their-suyo de ellos-A los adolescentes
espero que estemos bien aqui esta la traduccion y en nuestro blog estan las imagenes
UN DIA DE FIESTA ANTIGUO
El centro del invierno ha sido de largo una época de la celebración alrededor del mundo.
En esos momentos del año, la mayoría de los ganados eran matados y no los tendrían que alimentar durante el invierno. Para muchos, era la última vez del año en que comían carne fresca, de los animales que mataban. Los vinos y la cerveza que habían hecho durante el año finalmente estaban fermentados y listos para beber.
SATURNALIA
En Roma, se celebraba la Saturnalia esta fiesta es en honor a Saturno y al dios de la agricultura, comenzaban una semana antes del solsticio de invierno y terminaban un mes después, en este mes se cambiaba de roles, los Esclavos eran Amos y los Campesinos tomaban control de la ciudad, negocios y escuelas eran cerradas, existía la Juvenalia un banquete en honor a niños Romanos el 25 de Diciembre celebraban a Mithra dios del sol invencible y para ellos el día más sagrado del año.
NAVIDAD DE PROSCRIBIR
En el siglo 17 una onda religiosa cambio la manera de navidad en Europa, gracias a Oliver Cromwell cancelaron Navidad. Después de la revolución americana las costumbres, los ingleses bajaron de favor incluyendo Navidad, su congreso estaba en sesión el 25 de diciembre de 1789, pero fue declarada fiesta Federal hasta el 26 de Junio de 1870.
IRVING REINVENTA NAVIDAD
Hasta el siglo XIX los americanos tomaron la Navidad como un día de fiesta, de Paz y de nostalgia, debido a los problemas a los que se enfrentaron en 1819, el autor Irving Washington escribió una serie de historias sobre la celebración de la Navidad, sus historias no fueron basadas en vivencias personales y por eso muchos historiadores dicen que él “Invento realmente la Navidad” y descubrió las verdaderas costumbres de estas fechas.
CAROL DE NAVIDAD
El escritor Charles Dickens creo un cuento clásico de estas fechas “Un Carol de Navidad” el mensaje de esta historia es la calidad y la voluntad para toda la humanidad, después de esos tiempos alrededor de unos cien años después los americanos incluyeron a la Navidad costumbres como son la de adornar arboles, enviar tarjetas, regalar y recibir obsequios y gracias a estos las necesidades culturales de esta nación cada vez fueron mayores.
martes 25 de noviembre de 2008
tarea del grupo 203. EQUIPO LOS CUASH
INTEGRANTES
Hernandez Basilio Adriana.
Linares Martinez Loana.
Lopoez Lopez Silvia.
Ortiz Bermejo Victor.
Pavia Gutierrez Cristian.
Introduction
Adolescence is a time of change and continuity and in many cases the change can be discontinuous. As teens rely less on their parents and more on themselves they become faced with many decisions that they think they can handle on their own. However, choosing a career is a serious decision they have to make and are unaware of the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of teenage employment. After all, working as an adolescent is a discontinuous transition from young adulthood into adulthood. Young adults often work part time, whereas adults work more full time professional jobs. Young adults work in more service-orientated jobs (food and clothing industries) and adults hold business-orientated jobs. Furthermore, adults gain more benefits from working than teenagers do. This discontinuous transition may cause confusion for teens and their parents. We intend for this website to help parents gain insight into the working world of teens.
About Us
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, we chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working
Parrafo y linea
Referente
Signuficado
A que o a quien sustituye
1, 3 they ellos teens
1, 3 they ellos teens
1, 3 they ellos teens
1, 4 their sus decisions
1, 5 they ellos teens
1, 5 their sus teens
1, 6 ther de sus lives
1, 10 them a ellos parents
1, 10 they ellos parents
1, 11 their sus parents
Una disculpa profesor por entregarle este trabajo hasta este dia es que no encontrabamos la forma de publicar la tarea en su blog pero nadamas lo publicamos en el blog de nosotros pero pues ya se pudo publicar no se si aun no los quiera aceptar
Hola maestro le keremos pedir una grandisima disculpa por nuestra tardanza pero pues lo importante es de ke lo hicimos esperamos y no los kiera revisar, bueno le dejamos nuestro blog los-pelu2.blogspot.com
Adolescence: Change and Continuity
Adolescence is a time when our bodies, our families, our schools, and the larger society demand that we change. This website provides an introduction to some of the developmental changes that shape our lives between puberty and the end of college. Although each life unfolds in its own unique pattern, this site provides information about basic changes, settings, and issues that are particular to the teenage years
TO THE LEFT are links to hundreds of articles on specific aspects of adolescent development as well as links to additional resources. Below, you can find information about specific transitions, such as SCHOOL TO WORK, ROMANTIC RELATIONSHIPS, FINANCIAL INDEPENDENCE, as well as autobiographies describing adolescents' own experiences and student answers to questions proposed by middle school teachers.
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, we chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working.
(Enunciado) Referente: Significado: Sustituye a
Párrafo 1 línea 1: our – nosotros, a los estudiantes
Párrafo 1 línea 2: this –este, sitio Web
Párrafo 1 línea 2: that - Aquellos(as), a los estudiantes
Párrafo 1 línea 4: its – su de ellos, a su patrón
Párrafo 1 línea 4: this – este, a la información proporcionada
Párrafo 1 línea 5: that – aquellos(as), al adolescente
Párrafo 2 línea 2: you – tu, a nosotros
Párrafo 3 línea 3: we – nosotros, aquellos
Párrafo 3 línea 4: that – aquellos(as), a los adolescentes
Párrafo 3 línea 5: this – este, sitio Web
Párrafo 3 línea 5: we – nosotros, a aquellos
Párrafo 3 línea 6: we – nosotros, a aquellos
Párrafo 3 línea 6: this – este, a las actividades
Párrafo 3 línea 8: we – nosotros, a aquellos
Párrafo 3 línea 9: them – ellos, adolescentes
martes 2 de diciembre de 2008
TAREA "orientacion"
TAREA
Adolescence is a time of change and continuity and in many cases
the change can be discontinuous. As teens rely less on their parents
and more on themselves they become faced with many decisions
that they think they can handle on their own. However, choosing a
career is a serious decision they have to make and are unaware of
the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of
teenage employment. After all, working as an adolescent is a
discontinuous transition from young adulthood into adulthood. Young
adults often work part time, whereas adults work more full time
professional jobs. Young adults work in more service-orientated jobs
(food and clothing industries) and adults hold business-orientated
jobs. Furthermore, adults gain more benefits from working than
teenagers do. This discontinuous transition may cause confusion for
teens and their parents. We intend for this website to help parents
gain insight into the working world of teens.
About Us
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey
are all students in Professor Darling’s Human Development and
Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific
transitions that adolescents have had to make before entering
adulthood. For this website project, we chose to focus on the
transition of entering the working world. We believe that not enough
attention is given to this relatively new activity that many teens
take part in today. After all, over the past 50 years there has been a
service industry mainly composed of teens and created for teens.
We wanted to inform parents and help them with any questions they
might have about their teens and working.
EJERCICIO LOCALIZAR AL REFERENTE
1, 3 they> adolescentes que ellos
1, 3 they> adolescentes que ellos
1, 3 they> adolescentes que ellos
1, 4 their> de sus sus decisiones
1, 5 they> adolescentes que ellos
1, 5 their> sus adolescentes
1, 6 ther> hay de sus vidas
1, 10 them> de sus padres
1, 10 they> sus padres
martes 2 de diciembre de 2008
TAREA "orientacion"
TAREA
Adolescence is a time of change and continuity and in many cases
the change can be discontinuous. As teens rely less on their parents
and more on themselves they become faced with many decisions
that they think they can handle on their own. However, choosing a
career is a serious decision they have to make and are unaware of
the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of
teenage employment. After all, working as an adolescent is a
discontinuous transition from young adulthood into adulthood. Young
adults often work part time, whereas adults work more full time
professional jobs. Young adults work in more service-orientated jobs
(food and clothing industries) and adults hold business-orientated
jobs. Furthermore, adults gain more benefits from working than
teenagers do. This discontinuous transition may cause confusion for
teens and their parents. We intend for this website to help parents
gain insight into the working world of teens.
About Us
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey
are all students in Professor Darling’s Human Development and
Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific
transitions that adolescents have had to make before entering
adulthood. For this website project, we chose to focus on the
transition of entering the working world. We believe that not enough
attention is given to this relatively new activity that many teens
take part in today. After all, over the past 50 years there has been a
service industry mainly composed of teens and created for teens.
We wanted to inform parents and help them with any questions they
might have about their teens and working.
EJERCICIO LOCALIZAR AL REFERENTE
1, 3 they> adolescentes que ellos
1, 3 they> adolescentes que ellos
1, 3 they> adolescentes que ellos
1, 4 their> de sus sus decisiones
1, 5 they> adolescentes que ellos
1, 5 their> sus adolescentes
1, 6 ther> hay de sus vidas
1, 10 them> de sus padres
1, 10 they> sus padres
http://solarvision.blogspot.com
solarvision206.blogspot.com
hola prof nosotros somos del grupo203ajaaaaa asi k somos el ekipo FUNNY GIRLS esperando y sea d su agrado nuestra tarea
Psychosocial Problems in Adolescence
Marcia Chirico
Definition of psychosocial problems:
Referring to development, it is the way an individual goes through various stages of development that are both psychological and social in nature, where conflict structures each stage (Steinberg, 1993).
What are some specific psychosocial problems?
• Stress
• Depression
• Addictions
• Anorexia
Statistics of psychosocial problems:
• Stress refers to the mental or physical tension or strain on the body. According to recent , nearly half of all adolescents report difficulty in coping with stressful situations at home or school (Gans,1990). Major life changes and stressors can lead to internalized disorders such as depression.
• Depression is an emotional condition usually characterized by hopelessness or sadness. The prevalence rate for major depression in adolescents has been estimated to range from .4% to 6.4%, and is twice as prevalent in females than males (Powell, Denton, Mattsson,1995). Depression in adolescents tended to be related to the increased suicide. The teenage suicide rate rose 287% from 1960 to 1980 (Lester, 1991). Suicide attempts are higher among adolescents than any other age group.
• Addictions are the habitual use of narcotic drugs. Alcohol and cigarettes are the most commonly used substances. Nearly all adolescents have tried alcohol and two -thirds have tried cigarettes. Nearly half of all seniors in high school have tried marijuana and about one-fifth have smoked it in the past month (Steinberg, 1993). However, the percentage of adolescents trying various other drugs dropped significantly.
• Eating Disorders are a growing problem and concern among many adolescents today. The one of the most prevalent disorder is anorexia nervosa. Anorexics tend to lose weight by not eating and have a disturbed body self image. Fewer than one-half of one percent of adolescents are anorexic (Steinberg,1993). Somewhere between 2 and 10 in every 1,000 adolescents ages 12-18 could have eating disorders in any point in their lives.
Prevention methods for psychosocial problems:
• Strong source of social support including friends, parents, siblings, or other adults who adolescents can turn to.
• Activities and organizations that adolescents participate in help to promote self-esteem and involvement in groups.
• Good schools, teachers, and counselors who help adolescents strive towards goals and self worth.
• All these can aid in an adolescents development and help to prevent some of these psychosocial problems.
Coping with Stress in Adolescence
Jennifer N. Ross
Definition of Stress
Stress is your physical, emotional, and mental response to change, whether or not the change is positive or negative. It also has been defined as the extreme physiological and emotional arousal a person experiences when confronted with threatening situations--the body's reaction to a noxious stimulus (Vecchio 1991).
Signs of Stress*
• Problems eating or sleeping
• Increased use of alcohol or other drugs
• Increased boredom and fatigue
• Problems making decisions
• Becoming anxious or confused over unimportant events
• Inability to concentrate or pay attention
• Inability to get organized
• Weakness, dizziness, and shortness of breath
• Persistent hostile or angry feelings
• Nightmares
• Overpowering urges to cry or run or hide
• Frequent headaches and ailments
• Frequent indigestion, diarrhea, or urination
• Frequent colds and infections
Coping Strategies for Handling Stress*
Some short-term ways to handle stress include: relaxing where you are, taking a break, asking yourself whether it's worth being upset over the situation, and listing all the things you think you need to do right away.
Here's a list of long-term ways to handle stress:
• Choose your own goals
• Become part of a support system
• Think positive
• Make decisions
• Keep your expectations realistic
• Accept what you cannot change
• Anticipate potentially stressful situations
• Live in the present
• Manage your time
• Take care of your health
• Take time for yourself
*American College Health Association, 1990
For additional information on stress
contact Health Works at the Pennsylvania State University at (814)863-5200, or check out these additional sites:
How do adolescents cope with the loss of a loved one?
Christine M.Gallagher
Adolescents share the adult concept of death as a universal, inevitable process by life as we know it terminates (Morin&Welsh,1996). Losing a loved one, is by far, one of the most horrific tragedies that a young adult has to face. According to a recent survey of thirty-two adolescents, 70.6% first encountered death when an older relative passed away, 25% when a parent died and 8.3% first encountered death through violence (Morin&Welsh,1996). Every adolescent has a different perception of death which may influence their reactions. Whatever the circumstance may be, adolescents have individual ways of coping with loss by expressing a variety of emotions and reactions. Teenagers need to realize that these reactions are normal and need to be expressed.
Common reactions to losing a loved one:
Emotional Physical Behavioral
depression crying lack of concentration
withdrawal from society insomnia confronting one's own death
loneliness exhaustion
denial chills
hatred numbness
Coping techniques employed by adolescents
In order to deal with death effectively, adolescents utilize many coping techniques to help them eliminate their pain. These techniques are often used in combination. Some of the most common ones used are talking about the loss, keeping busy, developing new interest, time it self and most of all through social support systems such as family, friends and counselors ( LaGrand, 1988). Coping with the loss of a loved one can strengthen an individual and enhance one's knowledge about death. Adolescents who experience such a loss can offer support to those who are going through a similar situation.
Understanding grief
Grief is the process by which one "works through" or experiences emotion after a significant loss has taken place (LaGrand,1988). It is typically associated with all of the individual responses that are experienced in coping with massive change. Adolescents should express their grief immediately so they can adapt to death and accept it as a part of life. Grief can be a short or long process depending on the individual and the type of loss that occurred.
Helping others deal with death
Helping someone deal with death can be extremely difficult, especially when an adolescent thinks no one knows how they feel. If you know someone who recently lost a loved one, the best advice is to let them express what they feel. If they need someone to talk to, let them know that you will always be there for them. Some adolescents do not feel comfortable expressing their emotions and would rather be alone. Seeking professional help can be an alternative if the person is experiencing additional problems or if they are in any type of danger. Professional help could include a school counselor, a mental health center, clergy, teachers and doctors.
1,1 Is the Es la Problemas
4,3 and is Y es Depresion
5,4 It Es A la escuela
6,6 Their Ellos Adolescents
7,7 These Estos Prevenciones
8,2 It Eso Estrés
11,2 We Nosotros Adolescents
12,2 Their Ellos Adolescents
13,4 They ellos Adolescents
Hola maestro!! Somos el equipo "Pitiful" del 203
Le entrregamos la tarea 1 de la adolescencia:
A Parents Guide: Your Teen In The Working World
Adolescence is a time of change and continuity and in many cases the change can be discontinuous. As teens rely less on their parents and more on themselves they become faced with many decisions that they think they can handle on their own. However, choosing a career is a serious decision they have to make and are unaware of the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of teenage employment. After all, working as an adolescent is a discontinuous transition from young adulthood into adulthood. Young adults often work part time, whereas adults work more full time professional jobs. Young adults work in more service-orientated jobs (food and clothing industries) and adults hold business-orientated jobs. Furthermore, adults gain more benefits from working than teenagers do. This discontinuous transition may cause confusion for teens and their parents. We intend for this website to help parents gain insight into the working world of teens.
About Us
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, we chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working.
Párrafo y línea Referente Signicado Sustituye a:
1, 2 They Ellos Los adolescentes
1, 3 They Ellos Los adolescentes
1, 3 They Ellos Los adolescentes
1, 4 They Ellos Los adolescentes
1, 5 Their Sus Los adolescentes
1, 5 Their Sus Los adolescentes
2, 6 This Esta Al trabajo
2, 7 Their Suyo Los padres
3, 3 We Nosotros Los estudiantes
3, 5 We Nosotros Los estudiantes
3, 6 We Nosotros Los estudiantes
3, 8 We Nosotros Los estudiantes
3, 9 Them Ellos Los padres
3, 9 They Sus Los padres
3, 9 Their Sus Los padres
Hola!! Somos el equipo "Pitiful" del 203 le entregamos la tarea 1:
A Parents Guide: Your Teen In The Working World
Adolescence is a time of change and continuity and in many cases the change can be discontinuous. As teens rely less on their parents and more on themselves they become faced with many decisions that they think they can handle on their own. However, choosing a career is a serious decision they have to make and are unaware of the affects it may have on their lives and the lives of their families.
This website focuses on informing parents on different aspects of teenage employment. After all, working as an adolescent is a discontinuous transition from young adulthood into adulthood. Young adults often work part time, whereas adults work more full time professional jobs. Young adults work in more service-orientated jobs (food and clothing industries) and adults hold business-orientated jobs. Furthermore, adults gain more benefits from working than teenagers do. This discontinuous transition may cause confusion for teens and their parents. We intend for this website to help parents gain insight into the working world of teens.
About Us
Katherine Piper, Alison DeCecco, Alicia Haines, and Rachel Mummey are all students in Professor Darling's Human Development and Family Studies course 433 at The Pennsylvania State University. Throughout the course of the semester, we learned about specific transitions that adolescents have had to make before entering adulthood. For this website project, we chose to focus on the transition of entering the working world. We believe that not enough attention is given to this relatively new activity that many teens take part in today. After all, over the past 50 years there has been a service industry mainly composed of teens and created for teens. We wanted to inform parents and help them with any questions they might have about their teens and working.
Párrafo y línea Referente Signicado Sustituye a:
1, 2 They Ellos Los adolescentes
1, 3 They Ellos Los adolescentes
1, 3 They Ellos Los adolescentes
1, 4 They Ellos Los adolescentes
1, 5 Their Sus Los adolescentes
1, 5 Their Sus Los adolescentes
2, 6 This Esta Al trabajo
2, 7 Their Suyo Los padres
3, 3 We Nosotros Los estudiantes
3, 5 We Nosotros Los estudiantes
3, 6 We Nosotros Los estudiantes
3, 8 We Nosotros Los estudiantes
3, 9 Them Ellos Los padres
3, 9 They Sus Los padres
3, 9 Their Sus Los padres
Sexually Transmitted Diseases
Miranda Kite
Unfortunately, the term STD (sexually transmitted disease) has become a household description for many varieties of infections that plague society. A STD can only be transmitted from an infected person to an uninfected person usually through oral, anal, or vaginal sex. Some diseases have also been passed through IV drug use. 1 in every 4 persons is said to contract a STD in their lifetime (Gross), and "globally, an estimated 333 million new cases of (bacterial) STDs …occur each year. Viral STDs …are estimated to be in the billions (Dallabetta)." Not only are adults at risk for STD infection, but STD infection in adolescents is on the rise: "6 youth between the ages of 15 and 24 are infected with HIV every minute (AIDAtlanta)."
In order for us to better serve the global population, it is necessary to understand the common STDs and their effects on our lives.
Unique Facts:
• There appears to be an 80/20 split among men and women in detection of STDs. Of the women who contract a STD, 20% of the time they will show symptoms, and 80% of the time they will not. Of the men who contract a STD, 80% of the time they will show symptoms, and 20% of the time they will not. The key factor in this distinction is that most of the women’s anatomy is internal, with very few nerves to detect pain. On the other hand, a male’s anatomy is mainly external, enabling a man to see exactly what is going on most of the time (Gross).
• "1 in 50 high school students reports having injected an illegal drug. Use of alcohol and drugs impairs a person’s willingness and ability to postpone sex or use condoms and other precautions while having sex. People who have sex while intoxicated are at a higher risk for sexually transmitted diseases(AIDAtlanta)."
• Anyone may contract a STD: black or white, male, female or transgendered. All you have to do is put yourself at risk.
• Byer, Curtis O. and Louis W. Shainberg. Dimensions of Human Sexuality. 3rd Ed. Dubuque: Wm.
• C. Brown Publishers, 1991. 142-172.
• Gross, Jenny and Gayle Mingledorff. ASKUS Presentation Guide. AIDAtlanta, 1999.
• Hyde, Janet Shibley. Understanding Human Sexuality. 4th Ed. New York: McGraw-Hill, 1990. 552-579.
• "Just the Facts! Youth & HIV." AIDAtlanta, 1999.
Facts About Kids, Sex, and STD's
Cory Kline
Do Kids Have Sex?
According to a study by the Center for Disease Control and Prevention:
• The average age for a U.S. adolescent to engage in sexual activity is 16.
• Over half of 9-12 graders reported engaging in sexual intercourse at least once.
• 19% had engaged in sexual intercourse with four or more partners.
• Of the students who have had four or more partners, only 41% reported using a condom .
What's Wrong With Kids Having Sex? Aren't They Too Young to Get STD's?
• Sexually transmitted disease rates are highest among adolescents. According to the U.S Department of Health and Human Services (September 1996,):
• Gonorrhea rates were highest for adolescents age 15-19 years of age.
• Adolescents age 10-19 are at a higher risk for contracting STD's for several reasons.
• Over the past 20 years, the age at which kids first have sex has gone down and the age at which they marry has gone up.
• This results in an increase of premarital sex, placing adolescents at a higher risk for contracting STD's.
• They are more likely to have multiple sexual partners rather than one long-term relationship.
• Adolescents are more likely to have unprotected sex and choose "high-risk" sexual partners.
• Adolescent females may have an increased physiological susceptibility to STD's due to "increased cervical ectopy and lack of immunity" (Moore, et al.,).
• Sexual activity that puts adolescents at risk for Gonorrhea, HPV, and chlamydia also put them at risk for contracting HIV. In 1995, HIV was 6th among the leading causes of death for 15-24 year olds. Lets look at some factors that may influence these behaviors.
Who is most likely to have sex when they are young?
According to More et al., adolescents who engage in early sexual intercourse are likely to have other unconventional behaviors as well. For example:
• Early use of alcohol, tobacco and other drugs.
• School problems.
• Delinquency.
• Physical aggression.
• Other factors linked to early sexual intercourse are:
• Living with a single parent or experiencing parents marital disruption.
• Having sexually active peers and siblings.
Factors related to later onset of sexual activity are:
• Having educated parents.
• Strong family relations.
• Parental supervision.
• Sexually abstinent peers.
• Good grades in school.
• Frequent church attendance.
Are You In Trouble? You Can Get Help.
Anybody who has engaged in sexual activity (even once) is at risk for STD's. However, proper use of contraception greatly reduces the risk of contraction. All adolescents in the United States have access to confidential diagnosis and treatment of STD's (including HIV testing and counseling). Treatment and medical care are offered to adolescents with out parental consent or knowledge. These services may be obtained through a school nurse or a community health service.
WHAT IS HOMOSEXUAL LOVE LIKE IN TODAY'S SOCIETY?
Michelle Stacey
Homosexual Unions in Public
Homosexual love, against the norm, is not widely accepted in today's society. As a result, most homosexuals
suppress their sexual feelings and romantic love for the same sex partner. Public affection for homosexuals in very difficult. First, homosexuals do not have many choices of where they can go on a date, without being maligned by the general public. Second, homosexual couples can not legally marry. However, some localities have begun to extend the marriage of "family" to encompass same sex unions (Riedmann, 1996).
Homosexual Relationships
Although some gay male and lesbian unions are commitments "for life" and have lasted 35 years of more, on
average relationships for both gay males and lesbians last two or three years. A pattern of serial monogamy exists, exceptions of permanence (Riedmann, 1996).
Opposition to Homosexuals
The opposition of homosexuality usually argues that homosexuality is immoral for the following reasons:
1. It is contrary to the procreative purpose of sexual intercourse.
2. It is an attack on the basic unit of society- the family.
3. It is deficient in the potential for complementary interaction between partners.
4. It is deliberate pursuit of sexual pleasure in the absence of a stable. (Brooke, 1993).
Support to Homosexuals
The support for homosexuality is that it is not a crime, legally. In regards to the above, homosexual couples can adopt and form a loving family. It is not an attack at the basic unit of family, instead the general public is attacking the homosexuality unit of family. Finally, if two people of the same sex are happy together who are we to judge that homosexuality is right or wrong.
REFERENCES
Brooke, Stephanie L. (1993). The Morality of Homosexuality. The Haworth Press, Inc.
Geest, Hans (1993). Homosexuality and Marriage. The Haworth Press, Inc.
Riedmann, Agnes (1996). Lesbian and Gay Male Families. The McGraw-Hill Companies, Inc.
Webster, Merriam (1993). Merriam Webster's Collegiate Dictionary: The Tenth Edition.
I would recommend The Morality of Homosexuality and Homosexuality and Marriage to non-HDFS majors who want to find out more about this topic.
Teen Pregnancy
Abigail Hopkins
Nearly one million teenagers become pregnant each year in the United States; approximately thirty-three percent have an abortion, 14% miscarry, and 52% carry to term (Maynard, 1996). Of those who carry to term, 72% do so out of wedlock (Maynard). The U.S. has the highest teenage pregnancy rate among all industrialized nations; two times Great Britain, and 15 times Japan (Maynard). However, the rate of sexual activity of teens in the U.S. is not notably higher than the rate in other countries (Brooks-Gunn & Furstenberg, 1989). According to the Alan Guttmacher Institute, the unusually high teen pregnancy rate in the U.S. is mainly due to teens receiving mixed messages about contraception and also due to the ineffective delivery of birth control services to the teenage population (Brooks-Gunn & Furstenberg).
Why are so many U.S. teenagers becoming pregnant?
Over the last century, the age of menarche has decreased among teenage girls to 12.5 years, whereas the age of marriage has increased to the mid 20's, resulting in a 10 to 15 year gap between menarche and marriage (Warren, 1992). At the same time, the average teenager watches about 9000 scenes of sexual activity or innuendo per year (Warren). The combination of these two factors contributes to the high rate of premarital sex among teens and young adults (Warren). One of the main reasons why so many of these teenagers are becoming pregnant is because half of all teens do not use any type of birth control the first time they have sex (Brooks-Gunn & Furstenberg, 1989).
Research has discovered many common characteristics among pregnant teens. These include having little access to free confidential family planning, little communication with parents, lack of knowledge of parents' contraceptive experiences, low educational achievement and aspirations, low self-esteem, and not knowing when, in the menstrual cycle, a woman is most likely to get pregnant (Brooks-Gunn & Furstenberg, 1989).
What happens to teens who become pregnant and their children?
Pregnant teenagers have many obstacles ahead of them. For example, seven out of 10 girls who become pregnant drop out of high school and subsequently are unable to successfully support themselves and their children (Maynard, 1996). After birth, it becomes even more difficult to get an education that will help them find a good job. Day care is expensive and doing homework with a child present is difficult. Without good support from family and friends, it is nearly impossible to complete school. The result of these obstacles is a high dependency on welfare; fifty percent higher than women who delay childbearing (Maynard). In addition, children of teenage parents are more likely to have health and cognitive disadvantages and to be neglected or abused (Maynard). Furthermore, daughters of teenage mothers are more likely to be pregnant as teens, and sons are more likely to end up in prison than children of later child bearers (Maynard).
What can be done?
One way to alleviate this problem is through prevention. Education in the schools has been one option. Unfortunately, U.S. sex education programs only cover limited topics in an extremely limited amount of time and therefore have not decreased the likelihood of pregnancy (Barth, Fetro, Leland, Volkan, 1992; Warren, 1992). However, in countries such as Sweden, England, and France, where sex education is required or encouraged in the schools, birth control attitudes and behavior have been positively affected by an ongoing program (Warren). Therefore, sex education programs in the schools have the potential for decreasing teen pregnancy.
Research points towards family communication as a major key to prevention. Children prefer to receive sexuality education from their parents over any other source (Handelsman, Cabral, & Weisfeld 1987; White & DeBlassie, 1992). In addition, studies have found that when sex education is provided by parents, adolescents have a later onset of first intercourse and use birth control more often (Huston, Martin, & Foulds, 1990). Unfortunately, only 10% of U.S. families have any kind of ongoing sexuality discussion (Warren, 1992).
In addition to prevention, programs need to be developed that will help pregnant teens obtain an education, secure good jobs, and learn parenting skills. Furthermore, it is important to recognize that each pregnant or parenting teen may not fit into the categories described above. If these individuals are stereotyped as poor parents and welfare abusers, they will not feel that they can be good parents who can support themselves. One important step that we can all take is to offer support and encouragement toward those who have already become pregnant.
Pregnancy is a major concern among those teenagers who are sexually active. Unfortunately, pregnancy is not the only thing that sexually active teens need to worry about.
PARRAFO Y LINEA REFERENTE SUSTITUYE A SIGNIFICADO
1-4 THEIR ENFERMEDADES ALGUNAS
2-1 IT ALA POBLACION A ESTAS
2-2 THEIR ENFERMEDADES ALGUNAS
3-2 THEY HOMBREY MUJERES ELLOS
3-11 YOU CUALQUIER PERSONA ELLOS
6-6 THEY ADOLECENTES ELLOS
6-9 THEY MUJERS ADOLECENTES ELLAS
9-2 THEIR HOMOSEXUALES ELLOS
9-3 THEY PAREJAS ELLAS
12-1 IT HOMOSEXUALIDAD ESTAS
12-2 IT PAREJAS ESTAS
16-7 THEY ADOLECENTES ESTOS
18-3 IT AL NACIMIENTO A ESE
18-5
IT FAMILIAS ESAS
20-2 THEIR PREOCUPACIONES SU DE ELLOS
21-2 IT TRABAJO ESE
21-4 THEY EMBARAZADAS ESTAS
21-5 WE PADRES NOSOTROS
21-4 THEY ADOLECENTES ACTIVOS ELLOS
Que tal maestro somos el equipo del grupo 209 "stars" integrado por Kevin,Joel,Elsy,Jessica,Blanca y Nayely y nuestro tema es Supportive Environments, Allowing for Transition
"1"The need to provide a supportive environment for gay/ lesbian and bisexual (g/l/b) adolescents is paramount to the wellness and at times, survival of these adolescents."2"Homosexuality is a controversial subject."3"Many of the established cultural institutions in our society maintain a stance of non-acceptance toward it, while others have merely adopted a position of tolerance."4"These institutions base their attitudes on traditional beliefs and religious interpretations that portray the notion of homosexuality as unnatural."5"These concepts then identify individuals who are gay/lesbian and bisexual as mentally ill, perverted and a threat to the wholesome goodness of our society."6"Many have not educated themselves or helped to create an awareness in their constituents that allows for an objective evaluation of the situation.
Is there a need for safe environments?
"7"These attitudes create an environment of fear, uncertainty and distrust in those adolescents who have recognized the emotional, intellectual and physical attractions they feel to people of the same gender."8"The following statistics provide support for this:
• G/l/b adolescents are 30% more likely to attempt suicide than their "straight" peers.
• 25% of all homeless youths are gay/lesbian or bisexual. (Hetrick-Martin Institute, 1992)
• 1 in 4 g/l/b youths are forced to leave home because of their orientation.
• One-half of g/l/b youths reported being rejected by their parents for being gay. (Dept. Of Health and Human Services, 1989)
Transition and Acceptance
"9"For many, the "cause" of homosexuality remains a key issue in acceptance."10"There is no predominant scientific theory that provides a reason for homosexuality."11"There has, however, been a great deal of research that indicates genetic and hormonal factors in individuals that establish a predisposition to gay/lesbian or bisexual orientation."12"What we may be safe to say, is that an individual does not make a choice to be gay but rather a choice to accept this fact in his/her life.
"13"Parents, Family, and Friends of Lesbians and Gays (P-FLAG), a national support network, identifies a general pattern of resolution in the process of "coming out" in a family structure."14"These processes are dynamic and involve the entire family unit.
• "15"Shock
• Denial
• Guilt: parents blaming themselves for their child's homosexuality
• Feelings Expressed: a verbal expression often characterized by anger, sadness and hurt
• Personal Decision Making: an attempt to objectively evaluate the situation and possible options related to acceptance or non-acceptance
• True Acceptance (P-FLAG as quoted by Blumenfeld &Lindop).
"16"Although P-FLAG lists true acceptance as the sixth stage, it would also be reasonable to believe that true non-acceptance is evident in many situations"17"Acceptance is not always a reality."18"Honest communication and respect, two essential factors in any relationship, are necessary antecedents to resolution."19"These two elements allow for discourse, expression and resolution that may eventually end in positive understanding rather than broken relationships.
Resources
"20"Support groups and resources for parents, families and adolescents provide avenues for understanding and possible acceptance."21"These resources are available in your communities."22"Because a child cannot always turn to the community for support, a safe home environment is imperative.
Parrafo Linea Ref Signif Sust
1-1 These ESTOS ADOLECENTES
1-3 Our NUESTRA SOCIEDAD
1-3 It LA HOMOSEXUALIDAD
1-4 These ESTAS INSTITUCIONES
1-4 Their SUS ACTITUDES
1-4 That ESAS ACTITUDES Y TRADICONES
1-5 These ESTOS CONCEPTOS
1-5 Who QUIENES GAYS,LESBIANAS Y BISEXUALES
1-5 Our NUESTRA SOCIEDAD
1-6 Their SUS COMPONENTES
1-6 Thet ESO PERMITE
2-7 These ESTAS ACTITUDES
2-7 Those ESOS ADOLEDENTES
2-7 Who UIENES ADOLECENTES
2-7 They ELLOS ADOLECENTES
2-8 This ESTAS ACTITUDES
2-8 Their SU COMPAÑERO
2-8 Their SU ORIENTACION
2-8 Their SUS PADRES
3-10 That ESO PROPORCIONA
3-11 That AQUELLAS PERSONAS
3-12 We NOSOTROS SALVANDO
3-12 That ESA PERSONA
3-12 His-Her SU VIDA
4-14 These ESTOS PROCESOS
4-14 Ttheir SUS HIJOS
5-16 It LA P-FLAG
5-16 That ESA VERDADERA
5-19 These ESTOS ELEMENTOS
5-19 That ESAS RELACIONES
6-21 These ESTOs RECURSOS
6-21 Your SUS COMUNIDADES
asta es nuestra primera tarea del equipo "lots in the city" del grupo 107.
1.1these(estos)adolecentes,1.3our(nuestra)sociedad,1.4that(esas)actitudes,1.5these(estos)conceptos,1.5who(quienes)gays,lasvianas y homosexuales,1.5our(nuestra)sociedad,1.6that(eso)permite,2.7who(quienes)adolecentes,2.7they(ellos)adolecentes,2.8their(su)compañero,2.8their(su)orientación,2.8theri(sus)padres,3.12we(nosotros)salvando,3.12that(esa)persona,4.14these(estos)proceso,5.16that(esa)verdadera,5.16it(la)p-flag,6.21your(sus)comunidades
"1"The need to provide a supportive environment for gay/ lesbian and bisexual (g/l/b) adolescents is paramount to the wellness and at times, survival of these adolescents."2"Homosexuality is a controversial subject."3"Many of the established cultural institutions in our society maintain a stance of non-acceptance toward it, while others have merely adopted a position of tolerance."4"These institutions base their attitudes on traditional beliefs and religious interpretations that portray the notion of homosexuality as unnatural."5"These concepts then identify individuals who are gay/lesbian and bisexual as mentally ill, perverted and a threat to the wholesome goodness of our society."6"Many have not educated themselves or helped to create an awareness in their constituents that allows for an objective evaluation of the situation.
Is there a need for safe environments?
"7"These attitudes create an environment of fear, uncertainty and distrust in those adolescents who have recognized the emotional, intellectual and physical attractions they feel to people of the same gender."8"The following statistics provide support for this:
• G/l/b adolescents are 30% more likely to attempt suicide than their "straight" peers.
• 25% of all homeless youths are gay/lesbian or bisexual. (Hetrick-Martin Institute, 1992)
• 1 in 4 g/l/b youths are forced to leave home because of their orientation.
• One-half of g/l/b youths reported being rejected by their parents for being gay. (Dept. Of Health and Human Services, 1989)
Transition and Acceptance
"9"For many, the "cause" of homosexuality remains a key issue in acceptance."10"There is no predominant scientific theory that provides a reason for homosexuality."11"There has, however, been a great deal of research that indicates genetic and hormonal factors in individuals that establish a predisposition to gay/lesbian or bisexual orientation."12"What we may be safe to say, is that an individual does not make a choice to be gay but rather a choice to accept this fact in his/her life.
"13"Parents, Family, and Friends of Lesbians and Gays (P-FLAG), a national support network, identifies a general pattern of resolution in the process of "coming out" in a family structure."14"These processes are dynamic and involve the entire family unit.
• "15"Shock
• Denial
• Guilt: parents blaming themselves for their child's homosexuality
• Feelings Expressed: a verbal expression often characterized by anger, sadness and hurt
• Personal Decision Making: an attempt to objectively evaluate the situation and possible options related to acceptance or non-acceptance
• True Acceptance (P-FLAG as quoted by Blumenfeld &Lindop).
"16"Although P-FLAG lists true acceptance as the sixth stage, it would also be reasonable to believe that true non-acceptance is evident in many situations"17"Acceptance is not always a reality."18"Honest communication and respect, two essential factors in any relationship, are necessary antecedents to resolution."19"These two elements allow for discourse, expression and resolution that may eventually end in positive understanding rather than broken relationships.
Resources
"20"Support groups and resources for parents, families and adolescents provide avenues for understanding and possible acceptance."21"These resources are available in your communities."22"Because a child cannot always turn to the community for support, a safe home environment is imperative.
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