...being able to stay up til all hours of the night on the phone/Skype with them. 6. Alcohol. 7. Buying clothes that you enjoy, rather than clothes that your parents insist look good on you but actually make you look like a bean-shaped clown. 8. Getting to date different people and see what you like and don’t like about them, taking your time and knowing that you have a lot to learn from each person you are with. 9. Not having a bedtime, curfew, or authority figure who arbitrarily decides if you are allowed to go out this weekend. 10. Halloween transforming from a sweet holiday where you get to dress up and get free candy from strangers to a sweet holiday where you get to dress up as a sexy DMV employee and make out with strangers. 11. Watching movies with curse words and boobies in them. 12. Getting to go back and hang out with your family in the context of “Just dropping in for a visit,” which means you’ll get lavished with delicious food and attention. 13. Being able to decide what kind of city you want to live in. (Yes, even if it’s a terrible one like Arlington.) 14. Getting to maintain a blog in which you can say ~saucy~ things about your personal life and not fear the repercussions of your parents finding it. (Though keep it from the prying eyes...
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...A report about the key concepts about care underpinning the policy proposals presented in the Coalition Government’s Department of Health Consultation Document A Vision for Adult Social Care: Capable Communities and Active Citizens, (2010) Department of Health website, http://dh.gov.uk/publications Dawn E. Paton Table of Contents Page 1 Introduction 3 1.1 Aims and objectives 3 1.2 Report structure 3 2 Dept of Health paper: A Vision for Adult Social Care 3 2.1 Background 3 3 Consultation document proposals 3 3.1 Table of proposals 4 3.2 Evidence to support the proposals 5 4 Constructions and locations...
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...Whenever I go to the emoji section of my phone and see a hand emoji, I sometimes wonder what types of symbols those hand gestures might mean in sign language. Emojis may be easy or complex to understand when receiving them in a text message depending on the situation. They may lead to some misconceptions about what is being discussed through the messages, and they could also cause people to begin making stereotypes about others. Misconceptions and stereotypes are both similar in a way that they are both about a view or opinion towards something, however they both have different meanings. Misconceptions are incorrect views or opinions that are based on faulty thinking or understandings. Stereotypes are images or ideas of a specific type of person...
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...The teenage brain is the same, if not better than the brain of an adult. Adolescents can have adult conversations, and are mature at an earlier age than many once thought. However, they can act different according to how they were raised, who they hang out with, and how their parents treat them either responsibly or like an elementary scholar. First, the teenage brain makes more mistakes and thinks about their decisions better than adults and children because they have more brain development and more capacity to learn than adults and children. This displays that the teenage brain is the same, if not better than, an adult brain. (In the article Why Teenagers Are So Impulsive, Kristina Caudle states, "On the whole, teenagers made about 15% more errors than...
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... 07/04/2014 4057624 Executive Summary Within this report I will be covering the basis of adult learning, other wise known as andragogy. It will be based upon me recently working in a HR graduate position at the Google office in Sydney. I will be covering what andragogy actually means and the types of principles of learning that are suggested by this theory by Malcolm Knowles. Then I shall be writing suggestions on how the Google training manager could use the principles of the theory andragogy in skills training at Google, on the principles they have yet to introduce in their training. Finally I will list four references that I will recommend to the HR manager at Google that I found gave me a better understanding of andragogy. Introduction Learning is "a relatively permanent change in behaviour (or behaviour potential) resulting from one's experiences" (Delahaye, 2011: 31). When adults are learning, we call this andragogy. As we already should know, adults learn vastly different to how children learn (pedagogy). There are many key differences in the learning department when comparing children to adults, such as instead of asking what, adults would ask why. Andragogy is a theory that holds a set of assumptions about how adults learn and it holds a great importance on the value of the process of learning. At the Google office in Sydney, the environment and people there are great...
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...design and function of class activities (Okojie, Olinzock, and Okojie-Boulder, 2006). Pedagogy evolved in 7th and 12th century schools of Europe and its foundational theories about learning and learners are based on observations of monks teaching simple skills to children. These ideas were further adopted and reinforced in 18th and 19th century Europe and North America elementary schools. Even in the beginning stages of the scientific study of learning around the turn of the 20th century, research was limited to mostly the reactions of children. Because of this pedagogy evolved into a learning model predominately for the education of pre-adults (Holmes and Abington-Cooper, 2000). In the early 20th century when adult education began emerging, teachers of adults began seeing problems with the pedagogical model. One of the biggest problems was that pedagogy proposes that the purpose of education was the transmittal of knowledge and skills through the use of lectures, assigned readings, drills, quizzes, note memorizing, and examinations. Another problem with the pedagogic model is that many of the assumptions about the characteristics of learners do not fit the adult students. Because of this Adult learners began to get frustrated and resist the pedagogic teaching strategies, causing the dropout rates for adult students to increase...
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...In the article Helping Adult Learner Succeed: Tools for Two-Year College, it breaks down how Adult learners can Succeed and become successful. Jobs now are expecting more than ever some kind of college degree. Therefore Adult have no choice but to go to school to further there education. Many adult attend community college work related or training or just to obtain a degree. Need to say there can be many challenges and obstacles on how to help adult learners become their better selves. Often students needs maps to guide them with there courses. You have to understand adult learns transitions. In reading this article that has been a development of a non- credit program targeting adults to assist them in transitioning to college. This program...
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...Adult Learning Theory SD Liberty University Online INFT 101-B65 March 8, 2013 Summary The two articles on adult learning theory studied were “ALT: Application to Non-Traditional College Students” written by Cari Kenner and Jason Weinerman and “ALT for the Twenty-First Century” by Sharan B. Merriam. Both of these articles point out that having a passion for teaching is the most important thing. In “ALT: Application to Non-Traditional College Students”, the author begins by giving an example of one of the reasons many people take the route of not going to school and go straight into a job that will provide the training they need in order to be successful at it. It also gives one of the many reasons why an adult decides to go back to school. Many people, upon high school graduation lack the resources to continue to go to college and earn a degree (Weinerman & Kenner, 2011). This article focuses on what educators should do to help adult students be successful in completing a college degree. The authors say, “By understanding what makes adult learners different from traditional students, developmental educators can provide specific tools that help adult learners integrate into the college or university environment and increase their chances for success” (Weinerman & Kenner, 2011). The article goes on by talking about four principles that describe adult learners: self-direction, self-identity, ready to learn, and task motivated (Weinerman & Kenner, 2011). The second...
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...2013 Instructor Candice Murray Title: Emotional Challenges are the Biggest Challenges Youngest Adults Face Today A. General Purpose: To inform B. Specific Purpose: To inform my audience about the causes and effects of the most prominent emotional challenges young adult face. C. Central Idea: To inform my audience about the causes and effects of the most prominent emotional challenges/problems young adults face by first looking at single households, by second, reflecting on low self esteem due to bullying and certain environmental factors and by third, looking at the trying time youth have in forming their own identity and purpose in life despite outward pressures. I. Introduction A. Growing up in a single parent household has been found to cause emotional challenges for young adults. B. Having low self esteem due to the environment and/or bullying by peers is also a source of the emotional challenges that young adults face. C. Discovering who they are, where they want to go in life, and having the personal strength of character to make that certain dream a reality in a world of adult pressures/expectations and peer pressure is a turbulent process that has shown to be an emotional challenge for young adults. II. Body of Presentation A. Growing up in a single parent household has been found to cause emotional challenges for young adults. 1. About 6 out of 10 children who live with only their mother are living near or below the ...
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...Williams INFT 101-B60 LUO March 6, 2013 Summary In the article “Adult learning Disorders: Contemporary Issues” the authors discuss a book that is made of 4 different parts: Development, Neurobiology and Specific Learning Disorders, Diagnosis and Assessment, and Life Outcomes. Throughout the article they break down those different parts into what each one actually means. The article “Adult Learning Theory for the Twenty-First Century” discusses the ways that adult learning and all of its theories change and have changed over time and how drastically they have changed. The first part, Development, discusses different theories for understanding different adult learning disorders. Those chapters talk about how some learning disorders may have sex-related differences among the disorders. It also discusses how certain adults with a variety of learning disabilities might have atypical brain development. If a person that is determining a disability uses a model of an atypical brain development, it could possibly help them better understand a need for a very flexible plan of treatment. The second part, Neurobiology and Specific Learning Disorders, explains a case where a graduate student who is high functioning was having a lot of issues keeping up with the extraneous amounts of reading and work even though he is very intelligent because he was not able to absorb the information. It also discusses the problems that adults with nonverbal learning disabilities, especially emotional ones...
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...explains how adults learn. The adult learning process is complex, context bound, and highly personal. As a result, there is no single theory of learning that can be applied to all adults. Instead, the literature of the past century has yielded a variety of models, sets of assumptions and principles, theories, and explanations that make up the adult learning knowledge base. The more adult educators are familiar with this knowledge base, the more effective their practice can be, and the more responsive it can be to the needs of adult learners. This fact sheet reviews three major theories and discusses their implications for practice. What is Andragogy? In attempting to document differences between the ways adults and children learn, Malcolm Knowles (1980) popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). He posited a set of assumptions about adult learners, namely, that the adult learner • Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning; • Draws on his/her accumulated reservoir of life experiences to aid learning; • Is ready to learn when he/she assumes new social or life roles; • Is problem-centered and wants to apply new learning immediately; and • Is motivated to learn from internal, rather than external, factors. Inherent in these assumptions are implications for practice. Knowles (1984) suggests that adult educators...
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...criminals are juveniles who are committing adult crimes. When being tried in the juvenile court system, they are receiving shortened sentences, and they are being released and given new identities to continue to go about their lives but the victims and their families of the crime are left to suffer without having justice served. By changing the way the court system sees juveniles, the United States can change their motives and approach to society. Minors should be tried as adults because everyone has control over their actions unless diagnosed with a mental disability, victims will not receive full justice, and lastly the young adults might not learn from their mistakes. When it comes to trying teens as adults, many say trying them as adults is to cruel and harsh of a punishment but instead to try them as juveniles instead, others say they must be tried as adults after committing an adult crimes. Younger induviduals should be held accountable for their actions and tried as adults. Children almost always know right from wrong even starting at young age. These young adults are usually always taught to talk or consult with...
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...the reading relatively simplistic, yet double up to make for a dramatic, or tense part of a story. Another one of these techniques is merely keeping the wording of the story simple. This not only makes reading easier, but also allows the reader, mainly a child, to read quickly, and develop a clear understanding of exactly what is happening in the novel or story. During this essay, I am going to consider Harry Potter and the Prisoner of Azkaban of the Harry Potter series by J.K Rowling, and Peter and Wendy of the Peter Pan series by J.M Barrie Any book in the Harry Potter series may be the perfect choice for such an essay due to the fact they are all unbelievably popular with readers of all ages. “As of June 2011, the book series has sold about 450 million copies, making it the best-selling book series in history, and has been translated into 67 languages.” As Harry Potter himself is the same age as the target audience, it allows the children reading the story to relate to him, and wish and wonder what it would be like to be like Harry Potter, and overcome the challenges that he has to in his wizarding world. In my experience, books within the genre of children’s literature are often very descriptive, for example “A dementor rose slowly from the box, its hooded face turned toward Harry, one glistening, scabbed hand gripping its cloak.” This excessive description is done in order to let the child let their imagination run wild whilst they are reading the story and imagine what...
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...“Trait and Social Anxiety in Adults with Chronic Stuttering: Conclusions Following Meta-analysis” is written by Ashley Craig and Yvonne Tran (2014). The purpose of this article is to explore how much of an impact stuttering has on anxiety levels in adults. The article focuses on both trait anxiety and social anxiety. Trait anxiety is stability of anxiety in many life domains, while social anxiety is the stability of anxiety in different social situations (Kraaimaat, Vanryckeghem, & Van Dam-Baggen, 2002). Stuttering is a communication disorder that includes core behaviors of part-word repetitions, prolongations, and tense hesitations (Bloodstein & Bernstein Ratner, 2008). Also included in the definition of stuttering are secondary behaviors,...
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...International Perspectives on Adult Education Author: Susan Imel Date: 2000 Adult education is practiced throughout the world. Although the adult education enterprise varies in scope, philosophy, and structure in different nations, it is not unusual for approaches to adult education developed in one region or country to spread. Certainly, adult education in the United States has been influenced by the ideas of international adult educators such as Paulo Freire and Roby Kidd and by practices such as the English University Extension Movement, Swedish Study Circles, and the Danish Folk Schools (Reischmann, Bron, and Zoran 1999). Currently, a number of perspectives on adult education are evident in the international literature. Some of the trends and issues from this literature are highlighted in this Alert. Publications from the Fifth International Conference on Adult Education held in Hamburg, Germany, in July 1997 are a particularly rich source of information on international perspectives about adult education. Sponsored by the UNESCO Institute for Education (UIE), the conference brought together more than 1,500 adult educators from around the world who participated in plenary sessions, workshops, and roundtables to shape statements about adult education and develop actions for the future. A clear trend in the conference and the documents it produced was the critical importance of adult education and adult learning "for fostering ecologically sustainable development, for promoting...
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