The Differences Between Adult And Adolescent Thinking Essay

From adolescence to late adulthood, our lives change drastically. Our goals, achievements and conceptions of life differentiate as we mature. As we grow older, we no longer concern ourselves with self-identity or the opinions of others, but instead we focus on our accomplishments and evaluate our life (if we lived a meaningful life). From adolescence to late adulthood, we experience different developmental tasks at a particular place in our life span. Our cognitive processes, such as how we think, remember, decide and perceive, change over time. There is a substantial difference between adult and adolescent thinking. Adult thinking differs in three ways from adolescent thinking: Practical, cognitive flexibility and dialectical thinking. Adults have more flexibility in their thought patterns, understanding that there are multiple opinions on issues, and that there is more than one way to approach a problem (Stassen Berger, 2014). Furthermore, the difference between adolescent and young adult reasoning is particularly obvious when it involves reasoning requiring the conjunction of emotion and logic. Adolescents try to figure out who they are in order to form a basic identity that they will build on throughout their life; whereas, older adults acquire a lifetime of self-knowledge, which leads to a more secure and complex understanding of themselves than at earlier ages. According to psychologist Jean Piaget, cognitive development is a progressive reorganization ofShow MoreRelatedThe Major Hormonal Changes That Occur During Adolescence1100 Words   |  5 Pagesspermarche during puberty. What factors influence the way adolescents respond? Describe the impact of puberty on parent–c hild interaction and the adaptive value of this change in adolescents’ relationships with their parents. During Adolescence children are transitioning into adulthood. At this time, both boys and girls are experiencing hormonal changes. Both sexes react differently to these changes. Girls begin menarche typically between the ages of twelve and thirteen years of age. At this timeRead MoreA Research Study On Social Anxiety1462 Words   |  6 PagesThis review is conducted with the purpose of providing detailed summary of available research literature about social anxiety in adolescent and to further explore the literature supporting cognitive behavioural therapy for the treatment of social anxiety disorder in adolescent. As in literature, three processes describe the adolescent development and these are termed as biological, cognitive and socio-emotional (Santrok, 2001). Biological process states that every individual has a unique and matchlessRead MoreDrug Abuse Treatment1097 Words   |  5 Pagesprofessionals in the initial screening of individuals that may have a substance use disorde r (Zgierska, Amaza, Brown, Mundt, Fleming, 2014, p.527). 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According to Dorathy roger : Adolescence is a process rather than period, a process of achieving the attitude and neededRead MoreBlack Box Warnings1182 Words   |  5 Pagesdeath for 15-24 y/o †¢ Adolescents age 15-19 _ completed suicide rate 0.008% (0.4-0.5% if depressed) Other studies suggest average 7% with depression †¢ Suicide attempts = 8.8% (35-55% if depressed) Suicidal ideation = 19% (higher if depressed) †¢ Availability of guns is the paramount risk factor for younger, impulsive individuals †¢ Among ages 15-19 years, firearm-related suicides accounted for 62% of the suicide rate over the last few decades. †¢ As in adults, depression in childrenRead MorePsychology : Psychology And Psychology1198 Words   |  5 Pagesstarting with developmental psychology. Developmental psychology is the scientific study of how and why human beings change over the course of their life. 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The Concept Of Social Stratification - 893 Words

The concept of social stratification is quite complex. It involves categorizing a person into socioeconomic levels based upon one’s profession, wealth, social status, and perceived power. Such a stratification makes up a social hierarchy, which involves placing groups of people in a higher standing than another group, with fewer people being included into the ‘higher’ classes. These concepts were not always apparent, only developing as result of human influence. Using Sumer and Uruk as examples, one is able to witness evidence of the formation of some of the earliest forms of complex social establishments. Further, both early civilizations illustrate the emergence of social strata as a result of social organization through agriculture and skill specialization, which still influence social strata. As societies and cultures have evolved through millennia, it is evident that the social strata has increasingly become complex and more people are included into the lower ranks, while the most elite becomes a smaller group of individuals and increasingly powerful. Sumer is one of the earliest ancient civilizations, located in modern Iraq. It was during the Bronze Age that Sumer was permanently settled, around 5500 BC. To survive and flourish in their environment, Sumerians developed the practice of irrigation. Through irrigation the Sumerian agriculture was able to greatly develop, allowing for a continued rise in population that may have accumulated to over 10,000 persons (HoleShow MoreRelatedThe Concept of Social Stratification1290 Words   |  5 PagesSocial stratification can be simply defined by stating that it is a system in which a society ranks categories of people in a hierarchy (Macionis, page 224). 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3rd Millennium and Linguistically Diverse Communities free essay sample

[pic] PROMOTIONAL STRATEGY A step by step guide for promoting services to people from culturally and linguistically diverse communities Prepared by Migrant Information Centre (Eastern Melbourne) in cooperation with the MIC Health and Aged Care Working Group and the Migrant Communities Advisory Group August 2000 A. B. N. 27 084 251 669 Framework for a Promotional Strategy Identify the culturally and linguistically diverse communities in your catchment area Identify how your service can be seen to be relevant to culturally and linguistically diverse communities Identify gaps between your current service delivery and the cultural needs of people from culturally and linguistically diverse communities (e. g. undertake a cultural audit) Identify the current useage of your services by people from culturally and linguistically diverse backgrounds Identify culturally and linguistically diverse communities with low useage rates Hold a focus group with communities with low and high useage rates to identify what they value about your service and how they heard about your service Develop an action plan to address gaps between your current services and the needs identified through focus groups and the cultural audit Choose appropriate mechanisms for promoting services to culturally and linguistically diverse communities (see attachment 1) Implement promotional activities Monitor useage rates by people from targeted culturally and linguistically diverse communities Identify the culturally and linguistically diverse communities in your catchment area MIC can supply demographic data by 1996 census collection districts as well as local government areas and settlement since 1996 based on Department of Immigration and Multicultural Affairs settlement database Identify how your service can be seen to be relevant to culturally and linguistically diverse communities MIC can assist services to identify the cultural needs of culturally and linguistically diverse communities through talking with your staff, arranging meetings between your staff and community leaders and referring staff to relevant literature Identify gaps between your current service delivery and the cultural needs of the communities (e. g. undertake a cultural audit) MIC staff can assist in undertaking a cultural audit e. g. through providing a framework, undertaking the audit in conjunction with your staff or referring to other agencies who could assist you Identify the current useage of your services by people from culturally and linguistically diverse backgrounds Examine current useage figures from client records Identify culturally and linguistically diverse communities with low useage rates Compare useage to demographic data Hold a focus group with communities with low and high useage rates to identify what they value about your service and how they heard about your service MIC can assist through facilitating focus groups, assisting your agency to develop focus group formats or referring you to individuals who can assist Develop an action plan to address gaps between your current services and the needs identified through focus groups and the cultural audit MIC can assist through, for example, facilitating discussions or reviewing your action plans Identify mechanisms to promote your service to culturally and linguistically diverse communities based on MIC Promotional Strategy For example, ethnic press, meeting with community leaders, written information, information forums, etc. (See attachment 1) Implement promotional activities Monitor useage rates by targeted migrant communities Informing People from Culturally and Linguistically Diverse Communities of your service Ways of informing communities of your services include: †¢ Translated brochures, flyers and pamphlets using simple, concise language †¢ Ethnic radio programs including talk back radio programs Ethnic newspapers †¢ Community and social club newsletters †¢ Promotion through community and religious leaders and places of worship †¢ Information provided to bilingual GPs and language teachers who can then advise and refer their clients †¢ Information forums targeted at specific communities using bilingual staff and professional interpreter s †¢ Service providers visiting clubs, English classes and group meetings to highlight and talk about their services and how they can help people – professional interpreters should be used where necessary †¢ Promotion stalls at forums and community festivals Inviting community leaders to your service, to launches of new services, etc. Choosing the best mechanism for service promotion To choose the most appropriate mechanisms for promoting services, agencies need to have knowledge of the communities they are trying to reach and their access to information through ethnic media. For example, many elderly Armenian people in the Eastern Region speak Turkish so they do not listen to the Armenian radio program. A number of Chinese people have stated that they cannot listen to their radio program because it is broadcast at an inconvenient time. Therefore you can reach a wider audience through Chinese newspapers. A third example is the Greek community that has well developed radio coverage and television through channel 31. In choosing the medium for a particular community the MIC can assist you in choosing the medium that will maximise your services’ exposure. The assistance could be in the form of providing you with information on the most popular medium or introducing you to community leaders, etc. See Attachment 2 for contact details of ethnic media. Language |Press |Phone |Fax |Radio[1] |Phone |Fax |TV |Phone |Fax | |Afghan | | | | | | | | | | |Arabic |El Telegraph |9387 1590 |9387 9199 |3CR |9419 8377 | |Ch 31 |9663 5831 |9663 8465 | |Arabic |An Nahar |9383 7422 |9383 7399 |SBS |9949 2121 |9949 2120 |SBS |9949 2473 |9949 2473 | |Arabic |Al Bairak | | |3ZZZ |9415 1930 |9417 1675 | | | | |Cambodian | | | |SBS |9949 2121 |9949 2120 | | | | |Chinese |Aust Chinese Age |9663 8181 |9663 3696 |2AC | |9654 1118 |Ch 31 |9663 5831 |9663 8465 | |Chinese |Melb Chinese Post |9663 8455 |9663 8209 |3ZZZ |9415 1930 |9417 1675 |SBS |9949 2473 |9949 2473 | |Chinese |The Tide |9329 8686 |9329 5088 |SBS |9949 2121 |9949 2120 | | | | |Chinese |Chinese Australian |9663. 833 |9663 1033 |3AW |9696 1278 |9690 0630 | | | | |Chinese |Chinese Commercial Weekly |9480 1919 |9480 1919 |3CW 1341am |9326 8002 |9329 9243 | | | | |Chinese |Aust Chinese Daily |9663 8045 |9639 2645 |3SER 97. 7fm |9796. 7977 |9796. 7745 | | | | |Chinese |Pacific Times |9639 2825 |96 39 2825 | | | | | | | |Chinese |Melb Asian News |9663. 2855 |9663. 2877 | | | | | | | |Chinese |21st Century Chinese News |9639 3429 |9639. 0857 | | | | | | | |Chinese |Asian Multimedia |9897 3663 |9897 3633 | | | | | | | |Chinese |Chinese Herald |9416 3888 |9416 2079 | | | | | | | |Chinese |The Independence Daily |(02)9283 2722 |(02)9283 5233 | | | | | | | |Croatian |Croatian Herald |9521 3366 |9482 2830 |3ZZZ |9415 1930 9417 1675 |Ch 31 |9663 5831 |9663 8465 | |Croatian |Spremnost Croatian Weekly |(02)9150 4074 |(02)9150 4074 |SBS |9949 2121 |9949 2120 | | | | |Dari | | | |SBS |9949 2121 |9949 2120 | | | | |Dutch |The Dutch Courier |9752 5953 |9754 7242 |3ZZZ |9415 1930 |9417 1675 | | | | |Dutch |The Dutch Weekly |9439 0755 |9439 0733 |SBS |9949 2121 |9949 2120 | | | | |Filipino |Philippine Times |9689 2855 | |3ZZZ |9415 1930 |9417 1675 |SBS |9949 2473 |9949 2473 | |Filipino | | | |SBS |9949 2121 |9949 2120 | | | | |French |Le Courier Australien |(02)45771 0836 |(02) 4577 6726 |SB S |9949 2121 |9949 2120 |Ch 31 |9663 5831 |9663 8465 | |French | | | | | | |SBS |9949 2473 |9949 2473 | |German |Neue Helmat und Well |9521 3366 | |3ZZZ |9415 1930 |9417 1675 |SBS |9949 2473 |9949 2473 | |German |Die Woche |(02) 9707 4999 |(02) 9708 6025 |SBS |9949 2121 |9949 2120 | | | | |Greek | | | |3XY |9495 1422 |9495 1424 |Mega | | | |Greek |Ta Nea (The News) |9495 1422 |9495 1422 |3AB |9347 8111 |9347 8969 |Ch 31 |9663 5831 |9663 8465 | |Greek |Greek Times |9482 4433 |9482 2962 | | | | | | | |Greek |Melbourne |9481 7800 |9481 7800 | | | | | | | |Greek |Greek Herald |9486 9522 |9486 9858 | | | | | | | |Hungarian |Hungarian Life |9521 3366 |9521 3436 |3ZZZ |9415 1930 |9417 1675 | | | | |Hungarian | | | |SBS |9949 2121 |9949 2120 | | | | |Indonesian |Warta Berilia Aquilla |(02) 95608510 |(02)9560 8510 |3ZZZ |9415 1930 |9417 1675 |SBS |9949 2473 |9949 2473 | |Indonesian | | | |SBS |9949 2121 |9949 2120 | | | | |Language |Press |Phone |Fax |Radio[2] |Phone |Fax |TV |Phone |Fax | | Italian |II Globo |9481 0666 |9486 1412 |Rete Italia |9481 0666 |9486 1412 |Ch 31 |9663 5831 |9663 8465 | |Italian | | | | | | |SBS |9949 2473 |9949 2473 | |Macedonian |Aust Macedonian Weekly |9471 3960 |9471 3961 |3ZZZ |9415 1930 |9417 1675 |Ch 31 |9663 5831 |9663 8465 | |Macedonian |Today denes |9404 2990 |9404 2990 |SBS |9949 2121 |9949 2120 | | | | |Macedonian |Macedonian Weekly Herald |5781 1999 |5781 0045 | | | | | | | |Maltese |Maltese Herald |9637 9992 |9682 1923 |3ZZZ |9415 1930 |9417 1675 | | | | |Maltese | | | |SBS |9949 2121 |9949 2120 | | | | |Persian/Farsi |Golbang (published monthly) |9894 2644 | |SBS |9949 2121 |9949 2120 | | | | |Persian/Farsi |Golchin (published monthly) |9464 2228 |9464 2229 | | | | | | | |Polish |Polish Weekly |9362 0128 |9362 0108 |3ZZZ |9415 1930 |9417 1675 |Ch 31 |9663 5831 |9663 8465 | |Polish |Kurier Zachodni |9753 4035 | |SBS |9949 2121 |9949 2120 | | | | |Portugese |Portugese Noticlas |(02) 9680 7877 |9680 8602 |3ZZZ |9415 1930 |9417 1675 | | | |Portugese |O Portugese Na Australia |(02) 95685911 |9560 6044 |SBS |9949 2121 |9949 2120 | | | | |Russian |Unification |9521 3366 |9521 3436 |3ZZZ |9415 1930 |9417 1675 |Ch 31 |9663 5831 |9663 8465 | |Russian |Horizon |9369 4122 |9387 1461 |SBS |9949 2121 |9949 2120 |SBS |9949 2473 |9949 2473 | |Russian |Panorama |9578 0598 |9578 0598 | | | | | | | |Serbian |World Serbian Voice |9521 3366 |9521 3436 |3ZZZ |9415 1930 |9417 1675 |Ch 31 |9663 5831 |9663 8465 | |Serbian |Novosti |9486 9522 |9486 9858 |SBS |9949 2121 |9949 2120 | | | | |Serbian |Vesti |9662 8555 |9662 8755 | | | | | | | |Spanish |Extra Informativo |(02) 9755 7938 |(02)9727 7102 |3ZZZ |9415 1930 |9417 1675 |SBS |9949 2473 |9949 2473 | |Spanish |Spanish Herald |9486 9522 |9486 9858 |SBS |9949 2121 |9949 2120 | | | | |Spanish |El Espanol |(02) 9585 9669 | | | | | | | | |Tamil |Eelamurasu |9457 6347 |9408 7303 |SBS |9685 2525 |9685 2519 |Ch 31 | | | |Tamil |Uthayam |9561 0242 |9561 0242 |3CR |9419 8377 |9417 4472 | | | | |Tamil | | | |3MDR |9713 1861 | | | | | | | | | | |9754 3390 | | | | | |Tamil | | | |3ZZZ |9415 1928 |9415 1818 | | | | |Turkish |Turkish Report |9464 7782 | 9464 7783 |3ZZZ |9415 1928 |9415 1818 |Ch 31 |9663 5831 |9663 5931 | |Turkish |Yeni Valan |(02) 9646 3039 |(02) 9643 2361 |SBS |9685 2525 |9685 2519 | | | | |Turkish |Zaman |9309 6168 |9309 7225 | | | | | | | |Vietnamese |TiVi Tuan San |9417 1292 |9417 0655 |PBS |9534 1067 |9534 5765 |Ch 31 |9663 5831 |9663 5931 | |Language |Press |Phone |Fax |Radio[3] |Phone |Fax |TV |Phone |Fax | |Vietnamese |Human rights |9419 6793 |9419 6793 |3ZZZ |9415 1928 |9415 1818 | | | | |Vietnamese |Viet Luan |9521 3366 |9521 3436 | | | | | | | |Vietnamese |Dan Viet |(02) 9892 4441 |(02)9726 5356 | | | | | | | |Vietnamese |Chieu Duong |(02) 9725 6444 |9725 6446 | | | | | | | |Vietnamese |TiVi Victoria |9795 2811 |9795 2944 | | | | | | | |Vietnamese |Thuong Nghiep Tuan Bao -Vietnamese golden guide Weekly |9421 0655 |9421 0881 | | | | | | | | [1] Check radio guides e. g. the Green Guide for times and days for language programs [2] Check radio guides e. g. the Green Guide for times and days for language programs [3] Check radio guides e. g. the Green Guide for times and days for language programs

Thomas Hardy Was An English Writer Who Was Born On June 2, 1840 In Hig

Thomas Hardy was an English Writer who was born on June 2, 1840 in Higher Brockhampton Doretshire, England (Something About the Author 129). Hardy wrote form personal knowledge and experiences, his characters were real people of the time and settings consisted of places he had been. Many Things influenced Hardy's writings throughout his life including his early life, work experiences and his first wife Emma Gifford Thomas Hardy did not begin his education until late in his childhood. He started to go to school at the age of eight years old and continued on through public school for eight more years. Following these eight years of general schooling Thomas went off to London to study at Kings College for five years after which his father, a stonemason, apprenticed him early to a local architect engaged in restoring old churches. The Royal Institute of British Architects awarded him with a medal because of the excellent work he had done as an architect (Dorset May 12, 1999). Thomas inherited his fathers business, but decided to give it to his brother Henry to take care of, which gave him more free time towards his passion of writing. Hardy worked for this architect for five years while at the same time took up poetry writing with little success. Thomas started writing many poems after he had completed his apprenticeship, but all were rejected except for one entitled "How I Built Myself A House." This particular piece of literature was initially written for the entertainment of his friends, yet somehow appeared in Chambers Journal in 1865 (Dorset May 12, 1999). After minimal success with poetry Thomas turned to novels as a more reasonable approach to financially supporting himself through writing. By 1874 he had achieved his goal and was now able to maintain a stable life. The novels he wrote were not directly written as books, but in fact they were mostly published in monthly sections through magazines (as were many famous books of the time). Hardy apparently had to partially fund his first story that was named "Desperate Remedies." "Under the Greenwood Tree" was his first truly successful novel that was published anonymously in 1872. (Dorset May 12, 1999) Hardy used many of the places he had been and things he had experienced so far in his life to write this particular story. For example: the local village school he attended when was a boy makes an appearance in the book. Thomas Hardy was considered to be a fairly sharp person and he noticed that the way he wrote "Under the Greenwood Tree" had a positive response, so he decided to continue to write in this manner. "In 1870 he met Emma Lavinia Gifford, sister-in-law of the vicar of St. Juliot in Cornwall to whom he had been sent to plan a church restoration." (Dorset May 12, 1999) At the time social standings usually affected who got married to whom, but in this case, despite her high social position, Emma and Thomas fell in love and became married four years later. After the success of his first novel Thomas was hired to write a novel for Tinsley's Magazine. The title was to be "A Pair of Blue Eyes" and in parts reflected his relationship with his wife and was published in 1873. This novel was well received by his audiences and after good reviews he began another story, "Far From the Madding Crowd." The setting was in Puddle Town where he had family, so he knew it well, but it was renamed in the story to Weatherbury; an example of how he used places he knew in his writings. "Tess of the d'Urbervilles" was published in 1891 (Something About the Author 129) and is considered to be one of his greatest pieces ever written. This story was recently made into a movie (1979) named Tess because of how popular this proclaimed story had been. The final novel written by Thomas Hardy was "Jude the Obscure" in which he subsequently stated that "...sexual attraction is a natural force unopposable by human will" (Microsoft Encarta "Hardy, Thomas"). English critics very harshly criticized "Jude the Obscure" and his wife Emma was outraged at him because "...she took this as an attack on the sanctity of