Young people in Europe
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Carmen Leccardi on theoretical and research issues stemming from and connected to the situation of young people in contemporary Europe. Lecture at the M.A. EYS Short Course in February 2011.
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Emerging adulthood is proposed as a new conception of
development for the period from the late teens through the
twenties, with a focus on ages 18-25. A theoretical back-
ground is presented, Then evidence is provided to support
the idea that emerging adulthood is a distinct period de-
mographically, subjectively, and in terms of identity explo-
rations. How emerging adulthood differs from adolescence
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role. exploration during the late teens and twenties.
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this is a pretty exciting time. Sometimes, when I look out across
the wide expanse that is my future, I can see beyond the void. I
realize that having nothing ahead to count on means I now have
to count on myself; that having no direction means forging one of
my own. (Kristen, age 22; Page, 1999, pp. 18, 20)
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this time, many young people obtain the level of education
and training that will provide the foundation for their
incomes and occupational achievements for the remainder
of their adult work lives (Chisholm & Hurrelmann, 1995;
Wil l iam T. Grant Foundation Commission on Work, Fam-
ily, and Citizenship, 1988). It is for many people a time of
frequent change as various possibilities in love, work, and
worldviews are explored (Erikson, 1968; Rindfuss, 1991).
By the end of this period, the late twenties, most people
have made life choices that have enduring ramifications.
When adults later consider the most important events in
their lives, they most often name events that took place
during this period (Martin & Smyer, 1990),
Sweeping demographic shifts have taken place over
the past half century that have made the late teens and early
twenties not simply a brief period of transition into adult
roles but a distinct period of the life course, characterized
by change and exploration of possible life directions. As
recently as 1970, the median age of marriage in the United
States was about 21 for women and 23 for men; by 1996,
it had risen to 25 for women and 27 for men (U.S. Bureau
of the Census, 1997). Age of first childbirth ...
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Emerging Adulthood A Theory of Development From the Late Tee.docx
Emerging Adulthood
A Theory of Development From the Late Teens Through the Twenties
Jeffrey Jensen Arnett
University of Maryland College Park
Emerging adulthood is proposed as a new conception of
development for the period from the late teens through the
twenties, with a focus on ages 18-25. A theoretical back-
ground is presented, Then evidence is provided to support
the idea that emerging adulthood is a distinct period de-
mographically, subjectively, and in terms of identity explo-
rations. How emerging adulthood differs from adolescence
and young adulthood is explained. Finally, a cultural con-
text for the idea of emerging adulthood is outlined, and it
is specified that emerging adulthood exists only in cultures
that allow young people a prolonged period of independent
role. exploration during the late teens and twenties.
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at least had some idea what they were going to do with their
lives . . . . I, on the other hand, will have a dual degree in majors
that are ambiguous at best and impractical at worst (English and
political science), no ring on my finger and no idea who I am,
much less what I want to do . . . . Under duress, I will admit that
this is a pretty exciting time. Sometimes, when I look out across
the wide expanse that is my future, I can see beyond the void. I
realize that having nothing ahead to count on means I now have
to count on myself; that having no direction means forging one of
my own. (Kristen, age 22; Page, 1999, pp. 18, 20)
F or most young people in industrialized countries, the years from the late teens through the twenties are years of profound change and importance. During
this time, many young people obtain the level of education
and training that will provide the foundation for their
incomes and occupational achievements for the remainder
of their adult work lives (Chisholm & Hurrelmann, 1995;
Wil l iam T. Grant Foundation Commission on Work, Fam-
ily, and Citizenship, 1988). It is for many people a time of
frequent change as various possibilities in love, work, and
worldviews are explored (Erikson, 1968; Rindfuss, 1991).
By the end of this period, the late twenties, most people
have made life choices that have enduring ramifications.
When adults later consider the most important events in
their lives, they most often name events that took place
during this period (Martin & Smyer, 1990),
Sweeping demographic shifts have taken place over
the past half century that have made the late teens and early
twenties not simply a brief period of transition into adult
roles but a distinct period of the life course, characterized
by change and exploration of possible life directions. As
recently as 1970, the median age of marriage in the United
States was about 21 for women and 23 for men; by 1996,
it had risen to 25 for women and 27 for men (U.S. Bureau
of the Census, 1997). Age of first childbirth ...
Three recommendations from postmodernist thinking in curriculum
This document discusses three recommendations for curriculum based on postmodernist thinking. [1] Curriculums should include multicultural perspectives that respect diverse cultures, lifestyles, and identities. [2] They should include both global/national and local issues to avoid disadvantaging certain social groups. [3] Knowledge should be presented as emergent and relative rather than fixed to encourage critical thinking in students.
Future of Modernization- Essay
This document outlines an assignment for a paper on modernization. It provides questions for the paper, including how modernization manifests in US society, if it will continue, if it is a worldwide trend, and the consequences. It asks students to choose a modernization theorist and research in the library to support their answers. The paper should be 1,050-1,750 words and cite 3-5 sources using APA format, with at least two from the library.
Arnett emerging adulthood_theory
Emerging adulthood is proposed as a new developmental period between adolescence and young adulthood focusing on ages 18-25. Demographic shifts over the past 50 years including delays in marriage and parenthood have altered development during this period, which is now characterized by exploration of life possibilities rather than entering stable adult roles. The theory argues this period is distinct from adolescence and young adulthood, as it involves relative independence while exploring love, work and worldviews before taking on enduring adult responsibilities.
Youth Research History
Helena Helve on the history of youth research. Presentation at the M.A. EYS Short Course in February 2011.
Chapter 1
This document provides an overview of an introductory sociology course, including what sociology is, why people take sociology courses, and key concepts like the sociological perspective and sociological imagination. The instructor encourages students to make observations about classroom interactions and discusses using sociological perspectives to understand issues like the Virginia Tech shooting. Major theoretical paradigms in sociology like structural functionalism, social conflict theory, and symbolic interactionism are also briefly introduced.
SociologyExchange.co.uk Shared Resource
The document provides an overview of sociological perspectives on age and the life course. It discusses how age is a social construct and the meaning of age varies across societies and historical periods. For example, childhood as a distinct life stage is a relatively recent development. It also summarizes functionalist views of age from Parsons, which see different age roles as beneficial to social stability, and conflict views that see age groups as defined by their relationship to employment in capitalist societies.
Youth Essay. Pine Technical and Community College
The document discusses the challenges of writing an essay on the topic of 'Youth'. It notes that youth encompasses a broad range of topics from adolescence to activism, requiring a narrow scope. It also notes the diversity of youth experiences across backgrounds and the need to represent this diversity coherently. Additionally, it states that youth involves conflicting narratives and expectations around education, health, and social issues that require balancing perspectives. Finally, it mentions that rapid technology changes continuously reshape young people's experiences and identities, necessitating an understanding of current trends. In conclusion, an essay on youth requires navigating complexities, diverse views, and evolving cultures through research and a nuanced narrative.
A Conceptual Framework for Examining Adolescent Identity,Med.docx
A Conceptual Framework for Examining Adolescent Identity,
Media Influence, and Social Development
Blake Te’Neil Lloyd
University of South Carolina
The adolescent identity, media, and sociocognitive schema (AIMSS) framework offers
a theoretical understanding of adolescent consumption and cognitive processing of
media entertainment. Review and integration of mass communication theory, develop-
mental theory, and ecological theory serves as the conceptual foundation. The frame-
work outlines linkages between media exposure and adolescent development, in par-
ticular adolescent identity formation and social competence. A key contribution of the
model is consideration of the positive and negative aspects of adolescent cognition and
behavioral functioning. The present article offers several recommendations for testing
the utility of the AIMSS framework.
Less than a century ago, G. Stanley Hall pub-
lished his seminal work, Adolescence (1904),
which popularized the idea of adolescence as a
time of storm and strife. Since then our under-
standing of adolescence has slowly progressed
beyond a narrow focus on reactive, transient be-
haviors of maturing children to the study of intri-
cate developmental processes. Along the way,
several researchers have provided major concep-
tual and practical insights into our understanding
of how cognitive, social, and biological develop-
ment contribute to the overall well-being of the
adolescent. Erikson (1968), Elkind (1990), Brooks-
Gunn (1988), and numerous others have proposed
exemplary theoretical models that examine the
salient biological, psychosocial, and cognitive
tasks faced by adolescents. The key to deepening
this understanding of adolescent development is to
synthesize existing exemplary frameworks so as
to create new, perhaps eclectic, conceptual mod-
els. These new models must incorporate relevant
historical frameworks while simultaneously pre-
senting new theoretical perspectives that address
the interaction of the multiple domains of human
development within a contemporary context. If
adolescent social functioning is to be addressed
adequately, a close examination of the current
zeitgeist in which these youths develop is
paramount.
In this millennium, adolescents develop in an
environment saturated with technology, multi-
culturalism, and mass media imagery. Current
theories of adolescent development address the
biological and psychological growth of these
youths, but a comprehensive model that incor-
porates the sociocultural specificity of the 21st
century has not been set forth. If there is to be
an in-depth and more accurate understanding of
adolescent behavior, researchers must account
for these cultural and technological changes
within a developmental context. This article
lays out such a conceptual framework. It en-
deavors to present adolescent social develop-
ment within the context of these multiple phe-
nomena by considering the impact on adoles-
cent development and its most salient.
Levinson theory on adult life stages
This document summarizes Daniel Levinson's conception of adult development, which includes the concepts of life course, life cycle, and life structure. It outlines Levinson's view that the life cycle consists of alternating eras and transitional periods, with early adulthood being the era from ages 17-45. This era is characterized as a time of both great energy and contradiction, as adults pursue careers and raise families while lacking full maturity. The document also discusses issues that must be addressed in the field of adult development.
Article Review Of Quot Research On Globalization And Education Quot By Joel...
This document provides a summary and evaluation of the article "Research on Globalization and Education" by Spring (2008). It discusses four major theoretical perspectives on the globalization of education: world culture, world systems, post-colonial, and culturalist. It analyzes how these perspectives relate to different sociological paradigms such as structural functionalism and conflict theory. It also discusses concepts like global flows and networks, and how education shapes and is shaped by society in the context of globalization. The evaluation provides an in-depth analysis of the topics and issues covered in the original research article and presentation.
Linking Social Change and Developmental ChangeShifting Path.docx
Linking Social Change and Developmental Change:
Shifting Pathways of Human Development
Patricia M. Greenfield
University of California, Los Angeles
P. M. Greenfield’s new theory of social change and human development aims to show how changing
sociodemographic ecologies alter cultural values and learning environments and thereby shift
developmental pathways. Worldwide sociodemographic trends include movement from rural resi-
dence, informal education at home, subsistence economy, and low-technology environments to
urban residence, formal schooling, commerce, and high-technology environments. The former
ecology is summarized by the German term Gemeinschaft (“community”) and the latter by the
German term Gesellschaft (“society”; Tönnies, 1887/1957). A review of empirical research dem-
onstrates that, through adaptive processes, movement of any ecological variable in a Gesellschaft
direction shifts cultural values in an individualistic direction and developmental pathways toward
more independent social behavior and more abstract cognition—to give a few examples of the
myriad behaviors that respond to these sociodemographic changes. In contrast, the (much less
frequent) movement of any ecological variable in a Gemeinschaft direction is predicted to move
cultural values and developmental pathways in the opposite direction. In conclusion, sociocultural
environments are not static either in the developed or the developing world and therefore must be
treated dynamically in developmental research.
Keywords: social change, culture, cognitive development, social development, learning
The goal in this article is to develop a theory that links social
change with developmental change. It therefore deals simulta-
neously with two scales of development: change within a lifetime
and change across succeeding generations. In the field of devel-
opmental psychology, one normally thinks of developmental tra-
jectories as a constant across historical time. Indeed, a theoretical
problem is that theory and research in cultural psychology, includ-
ing cultural developmental psychology, assume that cultures are
static rather than dynamic. This article, in contrast, presents a
theory that, paradoxically, sees change in developmental trajec-
tories as the constant. A major goal of the theory of social
change and human development is to explain how, as sociode-
mographic conditions change, cultural values and developmen-
tal patterns are transformed across generations. Because socio-
demographic conditions are changing throughout the world—in
the direction of greater urbanization, higher levels of formal
schooling, increasing commercialization, and ever higher levels
of technology—the influence of social change on developmen-
tal patterns is an important domain in which theory is needed to
guide empirical research and to understand children and youths
in the United States and around the world.
A major strength of the theory of social change and human
development is.
#Consumption and Identity
1. This study examines how fashion consumption influences identity development among university students in Lima, Peru. It finds that the students see themselves as having academic, economic, and social strength compared to previous generations, allowing them to overcome historical segregation.
2. Fashion consumption acts as a tool for social mobility and communication of evolving identities. Students use clothing to project future leadership roles and navigate different social spheres. Mothers especially influence fashion choices as a way to advance the family name.
3. Identities are flexible and combinatorial, allowing students to strategically present themselves differently in various social contexts. Fashion brands provide "pieces of a puzzle" to construct identities seen as desirable within social groups.
Essay About Population
Essay on Population Population Essay for Students and Children in .... Write an essay on World Population Day Essay Writing English - YouTube. Remarkable Overpopulation Essay Thatsnotus. Persuasive Essay: Essay on population growth. Human population levels throughout history essay. Human Population: The Overpopulation Problem and Sustainable Solutions .... Calaméo - Population Control Essay: Reasons for Rising Population Growth. Essay websites: Over population essay. World Population Growth - Free Essay Example PapersOwl.com. Essay on Population problem: For class 12th English Special - YouTube. An essay on population growth. Essay on world population day - OCEANSNELL OCEANSNELL. Population - GCSE Geography - Marked by Teachers.com. How and why is population changing? - A-Level Geography - Marked by .... College essay: Population essay. Essay on world population day - Expert Custom Essay Writing Service You .... Population Research Paper Example Topics and Well Writ
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This document summarizes a journal article that examines the growth of spiritualism and new age practices as trends. It discusses how concepts like positive thinking, spiritual awareness, and personal development have proliferated in language, culture, and daily life. The rise of these trends is seen as a response to anxieties around existence, death, and changing social structures in modern society. Individuals are seeking new guides and perspectives outside traditional religions. The popularity of books and seminars on personal development also indicates their emergence as a new cultural product and industry.
annurevsoc_social isolation_parigi_henson
This document reviews previous research on social isolation and proposes a new conceptual framework. It begins by discussing two perspectives on isolation: one that sees it as a negative outcome of modernization processes, and another that views it as a structural position with potential benefits. It then reviews the explosion of recent research on isolation and loneliness, fueled in part by new social media. The document outlines competing views on whether new social media create more or less isolation. It concludes by proposing a new definition of isolation as having too many social connections, rather than too few, which can lead to feelings of loneliness due to the cognitive costs of navigating many relationships.
JHH Final Draft of Thesis with signature page 1315
This document is a thesis presented to Gonzaga University examining how social media and texting has influenced Generation iY's ability to communicate face-to-face in academic settings. The thesis consists of 4 focus groups with Generation iY students and faculty to understand their perspectives. The theories of Postman, McLuhan, and Ong regarding technological change are applied. The study found Generation iY prefers face-to-face communication but finds social media less intimidating. They also struggle with critical thinking skills due to overreliance on social media to prove beliefs to peers rather than find answers. The thesis will discuss limitations, recommendations, and conclusions.
Between my mother and the big brother Israeli adolescents’ vi.docx
Between my mother and the big brother: Israeli adolescents’ views of
heroes and celebrities
Yaron Girsh*
Department of Sociology and Anthropology, Hebrew University of Jerusalem, Jerusalem, Israel
(Received 9 April 2013; accepted 7 January 2014)
Sociological interest in popular culture has contributed much to our understanding of
heroes and celebrities as promoted by the media in a macro-cultural sense. However,
knowledge of how individuals interpret these processes and the characters promoted
thereby is lacking. Based on 44 group interviews with Jewish adolescents in 12 Israeli
high schools, this study explores youth attitudes toward heroes and celebrities,
including how they are differentiated from one another, and the cultural, social, and
personal meanings associated with them. In contrast to prevalent social conceptions,
and offering a differing focus from that of previous research, this article argues that the
characters promoted by the media have little meaning for adolescents. Moreover,
adolescents view celebrity worship as a phenomenon that threatens one’s identity. A
few celebrities do gain the title of hero, however, thus shifting the traditional
dichotomy between hero and celebrity toward a more nuanced position on the
continuum. These findings undermine the moral panic accompanying celebrity
worship and the place of celebrities in adolescents’ lives, and challenge the analytical
hero-celebrity dichotomy.
Keywords: adolescence; celebrity; expressive individualism; heroes; popular culture;
youth
Introduction
Celebrity is a modern idea, described as a symptom of the secular malaise of an age
devoid of heroes. Based on 44 semi-structured interviews with 132 Israeli-Jewish
adolescents from various religious, socioeconomic, and geographical backgrounds, this
study attempts to sketch their attitudes and ideas regarding heroes and celebrities, and to
question their place, influence, and the possible meanings in their lives.
The study contributes to the sociology of youth and the sociology of culture by
expanding our knowledge of how adolescents in late modernity craft their identity in the
context of popular consumer culture and the models and values that it offers. I begin by
illustrating the research sample and the method used for analyzing the data. I then review
the literature concerned with the concepts of heroes and celebrities, and debate on the
possible influences of media and celebrities. Israeli youth is briefly profiled in order to fix
the specific cultural and social arena in which the study takes place. The Results section
highlights the main themes arising from the interviews, followed by a Conclusion
presenting the key implications of the study.
*Email: [email protected]
Journal of Youth Studies, 2014
Vol. 17, No. 7, 916–929, http://dx.doi.org/10.1080/13676261.2014.881984
© 2014 Taylor & Francis
mailto:[email protected]
http://dx.doi.org/10.1080/13676261.2014.881984
Methodology
The research sample includes 13 ...
RESEARCH PROPOSAL3Research proposalCompare and contra.docx
RESEARCH PROPOSAL
3
Research proposal
“Compare and contrast society during the early Renaissance in Europe to contemporary society”
In the fourteenth and fifteenth century, Europe experienced significant changes in history. This marked the rebirth and intellectual growth of Europe since many changes were realized during the people. Renaissance was the word used to describe the rebirths that occurred. Renaissance marked the time of significant changes in cultural, literature, philosophical, and art revolution in other nations in Europe (Kaufman, 2012). The change started in Italy and expanded to other areas in Europe. During the early Renaissance, the society had unique characteristics. However, after the occurrence of changes, contemporary society or the current society was developed. The contemporary society is also characterized by unique features compared to the early Renaissance. However, the two types of society are characterized by features that are similar, while others are different. This research is guided by a thesis statement indicating that similarities and differences between the two spread across all aspect of life, including the education system, cultural practices, and economic inventions, among others.
According to Guarnieri and Negro (2012), the difference in the two societies is marked by changes in the spread of knowledge whereby during the early renaissance society information was spread through handwritten forms. Renaissance left to the invention of the printing press. This also reformed the education system since in the ancient times, education was reserved for the rich people, but the rebirth led to the middle class and low classes are educated. This has led to early discoveries and the spread of information. Currently, society spread written material through online press whereby it reaches many people as compared to contemporary society. Renaissance has also facilitated the rise of Humanism. In the early Renaissance era, people were devoted to living a religious life. This was accompanied by fulfilling their spiritual purpose of life. In contemporary society, humanism raised such that people are now interested in filling their interests rather than religious demands. The modern society emphasize more on worldly presses as well as studied classic texts from scholars and philosophers such as Aristotle and Plato to obtain aspirating. People have developed an increased desire to travels and acquire knowledge (Kaufman, 2012).
The goal of the paper is to deeply study the two societies “to compare and contrast society during the early Renaissance in Europe to contemporary society.” To achieve this goal, the researcher will strive to meet various objectives, which include identifying characteristics of religious and cultural practices in early renaissance society and contemporary society. The study seeks to examine the changes in the education system between the two societies. The researcher will also determine the chan.
Futures, communication and social innovation
This paper presents the results of a comparative pilot study of images of the future in youngsters from 2 different European countries: Spain and Finland. The survey of two groups of university students -from both countries- tries to look into identified cultural values and the message sources that can influence the way we look at the (expected and desired) future.
The importance of this project, that has been developed using the web platform www.F212.org, a pilot project funded by FECYT (Spanish Foundation for Science and Technology), relies on the idea that communication and exchange of information about images of the future through social networks will empower new generations for facing the challenge of building a desired future.
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