jueves, 3 de abril de 2008
Statisticas
Estaba pensando hoy que mi investigacion en mi taller fue muy subjective y que talves, si habia estudios que ya han passado, y que tienen credibilidad, yo podria crecer el cuerpo de ideas y conocimientos y ser mas sistematica!
Pero que significa todo estas statisticas? Cada uno era desarollado en una forma sistmatica y usando metodos muy precisos llegar con las resultados, y en general se aporta la idea que jovenes estan falta algo, y esta álgo´esta de la sociedad donde empezo esta necessidad!!
Esta informacion esta extractado del sitio web de statisticas de Australia
http://www.abs.gov.au/ausstats/abs@.nsf/mf/4102.0?OpenDocument yo encontre una parte dedicada a las statisticas sociales.
3-4-08
1. Suicidio de jovenes, selectado por su edad, en una isla de ´´Australia Tasmania´´
SUICIDE BY SELECTED AGE GROUPS, Tasmania(a)
--------------------------------------------------------------------------------
15-19 years 20-24 years All others Total persons
no. no. no. no.
--------------------------------------------------------------------------------
1989 6 7 46 59
1990 6 9 55 70
1991 4 8 55 67
1992 8 17 72 97
1993 3 9 70 82
1994 4 13 56 73
1995 - 8 56 64
1996 7 4 60 71
--------------------------------------------------------------------------------
- nil or rounded to zero
(a) There is occasionally variance between the figures presented here and figures found in other ABS publications. This occurs because the ABS needs to collect figures before all Coronial inquiries have been completed. This table is a summary of Coroner’s verdicts of suicide
Y Jovenes en general
Taken from http://www.abs.gov.au/AUSSTATS/abs@.nsf/ProductsbyReleaseDate/9C310A5E79B9BF7CCA256F390074DF3E?OpenDocument (3-4-08)
THE HEALTH OF CHILDREN
In June 2006, there were 4 million children aged under 15 years in Australia, representing one-fifth (19%) of the total population (ABS 2006a). Health gains brought about by better living conditions, education, medical care and vaccination would suggest that this generation of children should be the healthiest ever (Patton et al. 2005). However, there are emerging concerns related to rapid social change and the associated new morbidities such as increasing levels of behavioural, developmental, mental health and social problems (AIHW 2006). Early childhood in particular has become a key priority for Australian government and non-government organisations (AIHW 2006).
Mental health
According to the 1998 Child and Adolescent Component of the National Survey of Mental Health and Wellbeing, 14% of young people aged 4-17 years were reported to have a mental health problem (Sawyer et al. 2000) .
The most frequently identified mental health problems were somatic complaints (that is chronic physical complaints without a known cause) (7%), delinquent behaviour (7%), attention problems (6%) and aggressive behaviour (5%) (Sawyer et al. 2000).
There was a strong association found between mental health problems and certain demographic factors, with high rates of mental health problems among children and adolescents living in low-income, step/blended and one-parent families (Sawyer et al. 2000).
In 2004-05, 7% of children aged under 15 years were reported to have some form of mental or behavioural problem as a long-term health condition, with rates rising from very low levels among children aged under five years to 10% of children aged 10-14 years.
Injury
Preventable injuries are higher amongst children compared with other age groups. In 2004 the Australian government identified injuries in children aged 0-14 as a priority issue (AIHW 2006).
In 2004-05, 25% of children aged 0 -14 years had experienced an injury during the four weeks prior to the NHS interview that required professional assistance, treatment or reduced their usual activity.
Of children who experienced a recent injury, the most common causes were falling from a low height - one metre or less (43%), hitting something or being hit by something (14%), or being bitten or stung (13%).
MORTALITY
Death rates for both infants (aged under one year) and children (aged 1-14 years) have fallen in recent decades and continue to fall (AIHW 2006).
Between 1984 and 2003 the death rate for Australian children aged 1-14 years decreased from 30 to 15 deaths per 100,000 children (AIHW 2006).
Most childhood deaths (68% in 2004) occurred in the first year of life, with 15% among those aged 1-4 years and the remaining 17% in the 5-14 years age group (AIHW 2006).
Infant mortality (less than one year of age)
During the period 2002-2004 an average of 1,200 infant deaths occurred in Australia each year (ABS 2006b).
In 2005, the death rate for neonatal deaths (deaths within the first four weeks of life) was 3.6 per 1,000 live births, and 1.4 per 1,000 live births for post-neonatal infant deaths (deaths after 28 days and before one year of life) (ABS 2006b) (footnote 6).
Of neonatal deaths, 55% were male and 45% were female, while of post-neonatal deaths, 54% were male and 46% were female (ABS 2006b).
In 2004, certain conditions originating in the perinatal period (the period five months before or one month after birth) accounted for 47% of total infant deaths while congenital malformations, deformations and chromosomal abnormalities accounted for 24% (footnote 7) (ABS 2006c).
Sudden Infant Death Syndrome (SIDS) comprised 5% of infant deaths in 2004 (ABS 2006c).
Child mortality (1-14 years of age)
In 2004, there were 569 deaths of children aged 1-14 years. The death rate for children was 15 per 100,000 children (footnote 8) (ABS 2006c).
Of the total deaths of children aged 1-14 years, 60% were male and 40% were female resulting in death rates of 18 per 100,000 boys and 13 per 100,000 girls, respectively (ABS 2006c).
The difference between death rates for boys and girls aged 1-14 years has been decreasing since the 1980s (AIHW 2005a).
The major causes of death in children were from external causes (36%), cancer (19%), and diseases of the nervous system (11%) (ABS 2006c).
External causes of death among children included traffic accidents (15% of total deaths) and accidental drowning (7% of total deaths) (ABS 2006c).
Assault accounted for 9% of childhood deaths between 1999 and 2003 (128 childhood deaths). Of these deaths, two thirds (65%) occurred for children aged under five years (ABS 2005a).
Major causes of mortality among children aged 1-14 years, 2004
DISABILITY
In 2003, 319,900 children aged under 15 years (8%) reported a disability (footnote 9) (ABS 2004).
Among children with a disability, 62% were boys and 38% were girls (ABS 2004).
In 2003, 4% of children aged under five years and 10% of children aged 5-14 years had a disability (ABS 2004).
Of those with a disability, 67% of children aged under five years and 49% of those aged 5-14 years had a profound or severe core activity limitation (footnote 10) (ABS 2004).
Disability by age and sex, 2003
INFANT HEALTH
Immunisation
There has been a trend of increasing vaccination coverage over time for children aged one, two and six years (footnote 11). However, the rate of increase has slowed over the past three years, especially for children aged one and two years (AIHW 2006).
As at 31 December 2005, vaccination coverage for Australian children at age one year was 91% and covered diphtheria, tetanus, whooping cough, poliomyelitis, measles, mumps, rubella, Haemiphilus influenza (Hib) and hepatitis B (AIHW 2006).
Correspondingly, the proportion of children fully vaccinated at age two years was 92% and at age six years it was 84% (AIHW 2006).
Breastfeeding
Breastfeeding has a positive impact on the growth, development and health of an infant (AIHW 2006).
Of children aged up to three years in 2004-05, 88% had at some stage obtained nutrition from breastmilk, which was similar to the rate (87%) in 2001 (ABS 2006 & ABS 2002).
In 2004-05 (at the time of the NHS interview), of infants aged up to three months, 67% were currently being breastfed while for infants aged 4-6 months 52% were currently being breastfed (footnote 12).
LIFESTYLE RISK FACTORS
The 2004 NSW Schools Physical Activity and Nutrition Survey (SPANS) showed that 26% of boys and 24% of girls in NSW aged approximately 5-16 years were overweight or obese, compared with 11% of all young people aged 7-16 years in 1985 (COO 2006).
The 2004 SPANS found that there has been a recent increase in the proportion of children who fulfil the exercise requirements of moderate to vigorous physical activity according to the Australian Physical Activity Recommendations for Children and Young People (DoHA 2005). Nevertheless, the level of sedentary behaviour for children is still high. (COO 2006) (footnote 13).
In the 12 months to April 2006, 63% of children aged 5-14 years participated in sport, outside of school hours, which had been organised by a school, club or association. This was an increase of two percentage points in the rate of participation from 2003 (ABS 2006d).
Children spent an average of 20 hours over a school fortnight in the 12 months to April 2006 watching television, videos or DVDs and also spent an average of eight hours playing electronic or computer games (ABS 2006d).
HOSPITALISATION
Of total hospital separations (footnote 14) in 2004-05, 528,100 (8%) involved children aged under 15 years (AIHW 2007).
Certain conditions originating in the perinatal period (38%) and diseases of the respiratory system (13%) were the main causes of hospitalisation for children under one year of age (AIHW 2007).
Respiratory disease (25%) and injury (12%) were the main causes of hospitalisation of children aged 1-14 years (AIHW 2007).
Rates of hospitalisation due to respiratory disease fell from 25% of children aged 1-4 years to 18% of children aged 5-9 years and 10% of children aged 10-14 years (AIHW 2007).
Among children, rates of hospitalisation due to injury increased with age and were higher for boys than for girls (ABS 2005a).
Other leading causes for hospitalisation among children included disorders related to short gestation and low birthweight (for children aged under five years) and chronic diseases of tonsils and adenoids (AIHW 2006).
Major reasons for hospital separations for children aged 1-14 years, 2004-05
INDIGENOUS CHILDREN
In 2004-05, 44% of Indigenous children aged under 15 years were reported to have at least one type of long term health condition, which was not significantly different from the corresponding rate for non-Indigenous children (41%) (ABS 2006e).
The most common long term health conditions among Indigenous children were diseases of the respiratory system (19%), diseases of the ear and mastoid (10%), and diseases of the eye and adnexa (8%) (ABS 2006e).
The prevalence of ear/hearing problems, including total/partial hearing loss and otitis media (middle ear infection), was three times higher among Indigenous than non-Indigenous children (ABS 2006e).
Between 1999 and 2003, mortality rates for Indigenous infants were nearly three times higher than those for other Australian infants (AIHW 2006).
According to data combined from Queensland, Western Australia, South Australia and the Northern Territory, in 1999-2003, the death rate for Indigenous children aged 1-14 years was 39 per 100,000 children, compared with 16 deaths per 100,000 among other Australian children (AIHW 2006).
According to the 2000-02 National Perinatal Data Collection, babies of Indigenous mothers were twice as likely as those born to non-Indigenous mothers to have low birthweight (13% compared with 6%) (AIHW 2005b).
In 2004-05, nine in ten Indigenous children who were aged under seven years and living in non-remote areas were reported as being vaccinated against diphtheria, tetanus, whooping cough, polio, hepatitis B, measles, mumps, rubella and haemophiles influenza type B (ABS 2006e).
In 2003-04, Indigenous infants aged less than one year were hospitalised at a rate that was one-and-one-thirds higher than that for non-Indigenous infants while among children aged 1-14 years, rates of hospitalisation were similar for most conditions regardless of Indigenous status (ABS 2005b).
Diseases of the respiratory system was the most common reason for hospitalisation for both Indigenous and non-Indigenous children aged 1-14 years (ABS 2005b).
Pero que significa todo estas statisticas? Cada uno era desarollado en una forma sistmatica y usando metodos muy precisos llegar con las resultados, y en general se aporta la idea que jovenes estan falta algo, y esta álgo´esta de la sociedad donde empezo esta necessidad!!
Esta informacion esta extractado del sitio web de statisticas de Australia
http://www.abs.gov.au/ausstats/abs@.nsf/mf/4102.0?OpenDocument yo encontre una parte dedicada a las statisticas sociales.
3-4-08
1. Suicidio de jovenes, selectado por su edad, en una isla de ´´Australia Tasmania´´
SUICIDE BY SELECTED AGE GROUPS, Tasmania(a)
--------------------------------------------------------------------------------
15-19 years 20-24 years All others Total persons
no. no. no. no.
--------------------------------------------------------------------------------
1989 6 7 46 59
1990 6 9 55 70
1991 4 8 55 67
1992 8 17 72 97
1993 3 9 70 82
1994 4 13 56 73
1995 - 8 56 64
1996 7 4 60 71
--------------------------------------------------------------------------------
- nil or rounded to zero
(a) There is occasionally variance between the figures presented here and figures found in other ABS publications. This occurs because the ABS needs to collect figures before all Coronial inquiries have been completed. This table is a summary of Coroner’s verdicts of suicide
Y Jovenes en general
Taken from http://www.abs.gov.au/AUSSTATS/abs@.nsf/ProductsbyReleaseDate/9C310A5E79B9BF7CCA256F390074DF3E?OpenDocument (3-4-08)
THE HEALTH OF CHILDREN
In June 2006, there were 4 million children aged under 15 years in Australia, representing one-fifth (19%) of the total population (ABS 2006a). Health gains brought about by better living conditions, education, medical care and vaccination would suggest that this generation of children should be the healthiest ever (Patton et al. 2005). However, there are emerging concerns related to rapid social change and the associated new morbidities such as increasing levels of behavioural, developmental, mental health and social problems (AIHW 2006). Early childhood in particular has become a key priority for Australian government and non-government organisations (AIHW 2006).
Mental health
According to the 1998 Child and Adolescent Component of the National Survey of Mental Health and Wellbeing, 14% of young people aged 4-17 years were reported to have a mental health problem (Sawyer et al. 2000) .
The most frequently identified mental health problems were somatic complaints (that is chronic physical complaints without a known cause) (7%), delinquent behaviour (7%), attention problems (6%) and aggressive behaviour (5%) (Sawyer et al. 2000).
There was a strong association found between mental health problems and certain demographic factors, with high rates of mental health problems among children and adolescents living in low-income, step/blended and one-parent families (Sawyer et al. 2000).
In 2004-05, 7% of children aged under 15 years were reported to have some form of mental or behavioural problem as a long-term health condition, with rates rising from very low levels among children aged under five years to 10% of children aged 10-14 years.
Injury
Preventable injuries are higher amongst children compared with other age groups. In 2004 the Australian government identified injuries in children aged 0-14 as a priority issue (AIHW 2006).
In 2004-05, 25% of children aged 0 -14 years had experienced an injury during the four weeks prior to the NHS interview that required professional assistance, treatment or reduced their usual activity.
Of children who experienced a recent injury, the most common causes were falling from a low height - one metre or less (43%), hitting something or being hit by something (14%), or being bitten or stung (13%).
MORTALITY
Death rates for both infants (aged under one year) and children (aged 1-14 years) have fallen in recent decades and continue to fall (AIHW 2006).
Between 1984 and 2003 the death rate for Australian children aged 1-14 years decreased from 30 to 15 deaths per 100,000 children (AIHW 2006).
Most childhood deaths (68% in 2004) occurred in the first year of life, with 15% among those aged 1-4 years and the remaining 17% in the 5-14 years age group (AIHW 2006).
Infant mortality (less than one year of age)
During the period 2002-2004 an average of 1,200 infant deaths occurred in Australia each year (ABS 2006b).
In 2005, the death rate for neonatal deaths (deaths within the first four weeks of life) was 3.6 per 1,000 live births, and 1.4 per 1,000 live births for post-neonatal infant deaths (deaths after 28 days and before one year of life) (ABS 2006b) (footnote 6).
Of neonatal deaths, 55% were male and 45% were female, while of post-neonatal deaths, 54% were male and 46% were female (ABS 2006b).
In 2004, certain conditions originating in the perinatal period (the period five months before or one month after birth) accounted for 47% of total infant deaths while congenital malformations, deformations and chromosomal abnormalities accounted for 24% (footnote 7) (ABS 2006c).
Sudden Infant Death Syndrome (SIDS) comprised 5% of infant deaths in 2004 (ABS 2006c).
Child mortality (1-14 years of age)
In 2004, there were 569 deaths of children aged 1-14 years. The death rate for children was 15 per 100,000 children (footnote 8) (ABS 2006c).
Of the total deaths of children aged 1-14 years, 60% were male and 40% were female resulting in death rates of 18 per 100,000 boys and 13 per 100,000 girls, respectively (ABS 2006c).
The difference between death rates for boys and girls aged 1-14 years has been decreasing since the 1980s (AIHW 2005a).
The major causes of death in children were from external causes (36%), cancer (19%), and diseases of the nervous system (11%) (ABS 2006c).
External causes of death among children included traffic accidents (15% of total deaths) and accidental drowning (7% of total deaths) (ABS 2006c).
Assault accounted for 9% of childhood deaths between 1999 and 2003 (128 childhood deaths). Of these deaths, two thirds (65%) occurred for children aged under five years (ABS 2005a).
Major causes of mortality among children aged 1-14 years, 2004
DISABILITY
In 2003, 319,900 children aged under 15 years (8%) reported a disability (footnote 9) (ABS 2004).
Among children with a disability, 62% were boys and 38% were girls (ABS 2004).
In 2003, 4% of children aged under five years and 10% of children aged 5-14 years had a disability (ABS 2004).
Of those with a disability, 67% of children aged under five years and 49% of those aged 5-14 years had a profound or severe core activity limitation (footnote 10) (ABS 2004).
Disability by age and sex, 2003
INFANT HEALTH
Immunisation
There has been a trend of increasing vaccination coverage over time for children aged one, two and six years (footnote 11). However, the rate of increase has slowed over the past three years, especially for children aged one and two years (AIHW 2006).
As at 31 December 2005, vaccination coverage for Australian children at age one year was 91% and covered diphtheria, tetanus, whooping cough, poliomyelitis, measles, mumps, rubella, Haemiphilus influenza (Hib) and hepatitis B (AIHW 2006).
Correspondingly, the proportion of children fully vaccinated at age two years was 92% and at age six years it was 84% (AIHW 2006).
Breastfeeding
Breastfeeding has a positive impact on the growth, development and health of an infant (AIHW 2006).
Of children aged up to three years in 2004-05, 88% had at some stage obtained nutrition from breastmilk, which was similar to the rate (87%) in 2001 (ABS 2006 & ABS 2002).
In 2004-05 (at the time of the NHS interview), of infants aged up to three months, 67% were currently being breastfed while for infants aged 4-6 months 52% were currently being breastfed (footnote 12).
LIFESTYLE RISK FACTORS
The 2004 NSW Schools Physical Activity and Nutrition Survey (SPANS) showed that 26% of boys and 24% of girls in NSW aged approximately 5-16 years were overweight or obese, compared with 11% of all young people aged 7-16 years in 1985 (COO 2006).
The 2004 SPANS found that there has been a recent increase in the proportion of children who fulfil the exercise requirements of moderate to vigorous physical activity according to the Australian Physical Activity Recommendations for Children and Young People (DoHA 2005). Nevertheless, the level of sedentary behaviour for children is still high. (COO 2006) (footnote 13).
In the 12 months to April 2006, 63% of children aged 5-14 years participated in sport, outside of school hours, which had been organised by a school, club or association. This was an increase of two percentage points in the rate of participation from 2003 (ABS 2006d).
Children spent an average of 20 hours over a school fortnight in the 12 months to April 2006 watching television, videos or DVDs and also spent an average of eight hours playing electronic or computer games (ABS 2006d).
HOSPITALISATION
Of total hospital separations (footnote 14) in 2004-05, 528,100 (8%) involved children aged under 15 years (AIHW 2007).
Certain conditions originating in the perinatal period (38%) and diseases of the respiratory system (13%) were the main causes of hospitalisation for children under one year of age (AIHW 2007).
Respiratory disease (25%) and injury (12%) were the main causes of hospitalisation of children aged 1-14 years (AIHW 2007).
Rates of hospitalisation due to respiratory disease fell from 25% of children aged 1-4 years to 18% of children aged 5-9 years and 10% of children aged 10-14 years (AIHW 2007).
Among children, rates of hospitalisation due to injury increased with age and were higher for boys than for girls (ABS 2005a).
Other leading causes for hospitalisation among children included disorders related to short gestation and low birthweight (for children aged under five years) and chronic diseases of tonsils and adenoids (AIHW 2006).
Major reasons for hospital separations for children aged 1-14 years, 2004-05
INDIGENOUS CHILDREN
In 2004-05, 44% of Indigenous children aged under 15 years were reported to have at least one type of long term health condition, which was not significantly different from the corresponding rate for non-Indigenous children (41%) (ABS 2006e).
The most common long term health conditions among Indigenous children were diseases of the respiratory system (19%), diseases of the ear and mastoid (10%), and diseases of the eye and adnexa (8%) (ABS 2006e).
The prevalence of ear/hearing problems, including total/partial hearing loss and otitis media (middle ear infection), was three times higher among Indigenous than non-Indigenous children (ABS 2006e).
Between 1999 and 2003, mortality rates for Indigenous infants were nearly three times higher than those for other Australian infants (AIHW 2006).
According to data combined from Queensland, Western Australia, South Australia and the Northern Territory, in 1999-2003, the death rate for Indigenous children aged 1-14 years was 39 per 100,000 children, compared with 16 deaths per 100,000 among other Australian children (AIHW 2006).
According to the 2000-02 National Perinatal Data Collection, babies of Indigenous mothers were twice as likely as those born to non-Indigenous mothers to have low birthweight (13% compared with 6%) (AIHW 2005b).
In 2004-05, nine in ten Indigenous children who were aged under seven years and living in non-remote areas were reported as being vaccinated against diphtheria, tetanus, whooping cough, polio, hepatitis B, measles, mumps, rubella and haemophiles influenza type B (ABS 2006e).
In 2003-04, Indigenous infants aged less than one year were hospitalised at a rate that was one-and-one-thirds higher than that for non-Indigenous infants while among children aged 1-14 years, rates of hospitalisation were similar for most conditions regardless of Indigenous status (ABS 2005b).
Diseases of the respiratory system was the most common reason for hospitalisation for both Indigenous and non-Indigenous children aged 1-14 years (ABS 2005b).
Un idea!!
Que nos afecten?
Un diagrama de las influencias en el tomar de decisiones y como puede pasar el fenómeno de adolescentes teniendo desafíos grandes en su juventud.
Escrito en cada seccion de mi debujo hay factores creo affectan las situaciones, y tan bien como crecen nuestras jovenes.
El el centro hay `El individual y sus decisiones´, la proxima es `Su familia, tradiciones, ambiente, cultura´, la proxima es ´Su comunidad´, y la penultima es ´Las instituciones Educativas y salud´, la ultima es ´´El gobierno´´.
Yo creo estas influencias estan como un rio, los quien tienen derecho cambiar reglas estan arriba la corriente, los quien ponen reglas en nuestra sociedad, y hacen cambios de encima, despues tenemos las organisaciones quien cambian sus estructura estar a dentro esta ´format´y las decisiones de las familias y individuales esta influyedo en esta forma!!
miércoles, 2 de abril de 2008
BIBLIOGRAFIA: Taller uno
Fuenzalida, Álvaro Valenzuela. Epistemología y Pedagogía. Doctor en Filosofía (2005).
Popper, Kart. Búsqueda sin término. Un a autobiografía intelectual. (1974), Ed. Tecnos, Madrid, 1985.
Dewey, J. Art as experience. New York; Perigee Books, 2005.
Popper, Kart. Búsqueda sin término. Un a autobiografía intelectual. (1974), Ed. Tecnos, Madrid, 1985.
Dewey, J. Art as experience. New York; Perigee Books, 2005.
Reflexión
Hay mucha relevancia de este fenómeno en nuestras vidas como seres humanos. Como profesora, mi enfoco siempre será como apoyar mis estudiantes mas en el proceso de crecimiento que es ‘el colegio’, pero mi meta Professional es mas como facilitar esta crecimiento que definimos como adolescencia. El concepto de adolescencia es algo construido de nuestra sociedad, pero con evidencia muy distinta y cuantitativa. La aprendiese que quiero provenir es uno que dar el mas poder posible a las estudiantes realizar su potencial. La convivencia escolar es algo posiblemente muy harmonizable y llena de descubrimientos, si usamos los helamientos de la educación alternativa.
El actuar pedagógico tiene grande relevancia a esta tema, en como tomamos decisiones en nuestra practica, y que son las prioridades de las sistemas en que trabajamos, cuantas veces trabajaos como un oveja, tal vez no pensando. En las consecuencias del trabajo. La incidencia en nuestras prácticas docentes de este fenómeno es frecuente. Y tan bien es la fenomenal de terrible teenagers´ frequente para los profesores de colegio. Todos hemos mirado el cambio de los niños quien no tiene miedo buscar, descubrir, cantar y ser ´silly´ y hacer errores en el proceso preguntar a adolescentes llena de dudas y depresión, buscando alternativos, buscando acepción. Entonces, tan bien nosotros vemos mucho ocurrencia del fenómeno biológico, y mental, y puédenos tomar la decisión en que como vamos a apoyar estos cambios, y facilitar una viaje mantener el ´wonder´y ´excitement´of childhood.
3. Verificación
La hipótesis que la causa del problema de adolescencia es causada de la situación de nuestra sociedad en combinación con procesos naturales usa una combinación de explicativo e interpretativo paradigmas.
LA PROCESSO DE PUBERTAD:
Información a circa del proceso de pubertad es muy acubile y muestra fuertemente la conexión entre las cambios biológicas y cambios emocionales y mentales (Se domingo 30 de marzo de 2008 Pubertad). El método explicativo es evidente en el paradigma de desarrollo en seres humanos. Tan bien, Individualmente, las síntomas de fenómeno podrían ser estudiado mas profundamente y cualitativamente. Las experimentos hecho han incluyendo pruebas de cantidad de hormonas como estrógeno y testosterona y han conectado estas hormonas con una cambio en nivel de irritabilidad y ocurrencias de depresión y bajo autoestima. Tan bien esta dicho que el imaginé de sus propios cuerpos esta muy cambiando y los experimentos de Xiaojia Ge, Gene H. Brody, Rand D. Conger and Ronald L. Simons, (2006) muestran que hay una ´measurable´ impacta of low self esteem and body image on comportamiento. Además, un cambio en las reacciones de otras personas alrededor era mostrado cambiar la perspectiva de ellos mismos y dar vergüenza del sexo opuesto. En este caso vemos que tan bien las estereotipas y expectaciones para un ´gender´ empezaren cuando nacen los niños, y esta mas exagerada en adolescencia.
FALTA DE OPPORTUNIDADES
Jóvenes necesitan oportunidades ser lideres y expresar y descubrir las posibilidades de la mente es un hipótesis en que el filosofe John Dewey puede apoyar (Dewey, J., 2005). Sin una oportunidad para aventura y expresión, jóvenes sufren en varias formas.
Bourdieu, P escribe que hay un capital en nuestra sociedad que todas quieren y admiran. Esta teoría puede explicar el presión exterior encima las jóvenes (Fuenzalida, A., 2005). Cuando nuestra sociedad siempre esta empujando ganar una ´capital´ todas nuestras estructuras (incluyendo educativas) va a dar presión y querer acciones cumplir estas metas. Por ejemplo, las ultimas exámenes que las estudiantes de Chile tienen, que puede dictar cual universidad entras. Encima esto, hay muchas Universidades y colegios privadas que permitan un sección pequeño de sociedad ten acceso a esta capital educativa.
Metaphysics, “Requires students to think, not do” (David Isaac) y es una perspective de ciencias sociales que nos permitan agradezca el poder de la mente controlar nuestra realidad. En esta contexto, si estas jóvenes quien están tan desacerados que toman drogas y no tengan motivación en sus clases, ellos toda vía tienen la capacidad aprender una responsabilidad personal y manejar su realidad. Por ejemplo, si jóvenes aprenden su poder mental cambiar sus sentimiento y acciones, van a poder tomar decisiones como lideres, hacer cosas increíbles, y pillar contra una sistema que no esta igual para todos.
Roman Plutarch (in Fuenzalida, 2005) dice que “for intelligent people the passage from childhood to adulthood is not an abandonment of rules, but a change of the ruler”. Esa dicho explicar exactamente el proceso de tomar una censo de su propio poder hacer posibilidades y cambiar su mundo, que Daria nuestras jóvenes la clave arreglar su situación.
Popper, K (1974), ha presumido que el criterio de partido entre lo que es ciencia o no, es la falsación. Entonces, propongo que hay posibilidad que estas teorías son falsas y que jóvenes anualmente nunca van a tener esta paz durante un tiempo tan termutulus. A pesar de que podría ser falso, hay que mirar la evidencia disponible, y en nuestra alrededor solo tenemos que ver la delincuencia, las jóvenes quien sienta vacías y sin dirección en la vida, y una mayoría de las jóvenes llegando en carreras o trabajos que no cumplan sus sueños y aspiraciones.
Esta hipótesis tiene la reproducibilidad en el censo que en cada cultura y mundo, seres humanos desarrollan en un proceso de pubertad. Al mismo tiempo, todos nuestras adolescentes se enfrontan desafíos de una manera como de trabajo, educación o familia.
¿SOLUCION?
La solución podría ser que nuestros colegios incorporan mas instrucción en el aire libre, tengan un énfasis en los ramos de naturaleza, comunicación, expresión creativa y liderazgo. Tan bien, cada joven que esta escribido en el colegio debe tener la oportunidad atender campamentos o programas de liderazgo y desarrollo personal. Incluso oportunidad cada DIA expresar sus opiniones y recibir apoyo. Estructuralmente, necesitaremos un cambio en el énfasis del currícula en todos las colegios, y un cambio en la forma en que examen las jóvenes. La clave mas extremo seria parar la cultura de sexualificacion de mujeres en el proporganda, y terminar el acceso de tecnología para que todos vivamos en el bosque otra vez como nuestros ancestros. Desafortunadamente, la solución es diversa y necesitaría cambios en el nivel goviernmental, institucional, de comunidades y tan bien al nivel de cada individual. Los cambios serian una actitud mas positivo para nuestras jóvenes, una empática, y oportunidades availiable desarrollar las capacidades y oportunidades ser líderes que buscan en esta fase de la vida.
LA PROCESSO DE PUBERTAD:
Información a circa del proceso de pubertad es muy acubile y muestra fuertemente la conexión entre las cambios biológicas y cambios emocionales y mentales (Se domingo 30 de marzo de 2008 Pubertad). El método explicativo es evidente en el paradigma de desarrollo en seres humanos. Tan bien, Individualmente, las síntomas de fenómeno podrían ser estudiado mas profundamente y cualitativamente. Las experimentos hecho han incluyendo pruebas de cantidad de hormonas como estrógeno y testosterona y han conectado estas hormonas con una cambio en nivel de irritabilidad y ocurrencias de depresión y bajo autoestima. Tan bien esta dicho que el imaginé de sus propios cuerpos esta muy cambiando y los experimentos de Xiaojia Ge, Gene H. Brody, Rand D. Conger and Ronald L. Simons, (2006) muestran que hay una ´measurable´ impacta of low self esteem and body image on comportamiento. Además, un cambio en las reacciones de otras personas alrededor era mostrado cambiar la perspectiva de ellos mismos y dar vergüenza del sexo opuesto. En este caso vemos que tan bien las estereotipas y expectaciones para un ´gender´ empezaren cuando nacen los niños, y esta mas exagerada en adolescencia.
FALTA DE OPPORTUNIDADES
Jóvenes necesitan oportunidades ser lideres y expresar y descubrir las posibilidades de la mente es un hipótesis en que el filosofe John Dewey puede apoyar (Dewey, J., 2005). Sin una oportunidad para aventura y expresión, jóvenes sufren en varias formas.
Bourdieu, P escribe que hay un capital en nuestra sociedad que todas quieren y admiran. Esta teoría puede explicar el presión exterior encima las jóvenes (Fuenzalida, A., 2005). Cuando nuestra sociedad siempre esta empujando ganar una ´capital´ todas nuestras estructuras (incluyendo educativas) va a dar presión y querer acciones cumplir estas metas. Por ejemplo, las ultimas exámenes que las estudiantes de Chile tienen, que puede dictar cual universidad entras. Encima esto, hay muchas Universidades y colegios privadas que permitan un sección pequeño de sociedad ten acceso a esta capital educativa.
Metaphysics, “Requires students to think, not do” (David Isaac) y es una perspective de ciencias sociales que nos permitan agradezca el poder de la mente controlar nuestra realidad. En esta contexto, si estas jóvenes quien están tan desacerados que toman drogas y no tengan motivación en sus clases, ellos toda vía tienen la capacidad aprender una responsabilidad personal y manejar su realidad. Por ejemplo, si jóvenes aprenden su poder mental cambiar sus sentimiento y acciones, van a poder tomar decisiones como lideres, hacer cosas increíbles, y pillar contra una sistema que no esta igual para todos.
Roman Plutarch (in Fuenzalida, 2005) dice que “for intelligent people the passage from childhood to adulthood is not an abandonment of rules, but a change of the ruler”. Esa dicho explicar exactamente el proceso de tomar una censo de su propio poder hacer posibilidades y cambiar su mundo, que Daria nuestras jóvenes la clave arreglar su situación.
Popper, K (1974), ha presumido que el criterio de partido entre lo que es ciencia o no, es la falsación. Entonces, propongo que hay posibilidad que estas teorías son falsas y que jóvenes anualmente nunca van a tener esta paz durante un tiempo tan termutulus. A pesar de que podría ser falso, hay que mirar la evidencia disponible, y en nuestra alrededor solo tenemos que ver la delincuencia, las jóvenes quien sienta vacías y sin dirección en la vida, y una mayoría de las jóvenes llegando en carreras o trabajos que no cumplan sus sueños y aspiraciones.
Esta hipótesis tiene la reproducibilidad en el censo que en cada cultura y mundo, seres humanos desarrollan en un proceso de pubertad. Al mismo tiempo, todos nuestras adolescentes se enfrontan desafíos de una manera como de trabajo, educación o familia.
¿SOLUCION?
La solución podría ser que nuestros colegios incorporan mas instrucción en el aire libre, tengan un énfasis en los ramos de naturaleza, comunicación, expresión creativa y liderazgo. Tan bien, cada joven que esta escribido en el colegio debe tener la oportunidad atender campamentos o programas de liderazgo y desarrollo personal. Incluso oportunidad cada DIA expresar sus opiniones y recibir apoyo. Estructuralmente, necesitaremos un cambio en el énfasis del currícula en todos las colegios, y un cambio en la forma en que examen las jóvenes. La clave mas extremo seria parar la cultura de sexualificacion de mujeres en el proporganda, y terminar el acceso de tecnología para que todos vivamos en el bosque otra vez como nuestros ancestros. Desafortunadamente, la solución es diversa y necesitaría cambios en el nivel goviernmental, institucional, de comunidades y tan bien al nivel de cada individual. Los cambios serian una actitud mas positivo para nuestras jóvenes, una empática, y oportunidades availiable desarrollar las capacidades y oportunidades ser líderes que buscan en esta fase de la vida.
2. Hipótesis
La hipótesis en este caso incluye ambos la estructura de nuestra sociedad y sistemas y el proceso de pubertad y desarrollo juvenil. En esta parte de la vida adolescentes están buscando su propio puesto en el mundo, pero están constantemente puesto en una ´caja´. La mayoría de nuestros colegios y escuelas hacen sus clases a dentro paredes de concreto. Las mesas y sillas forman una estructura formal y a veces estudiantes no se muevan sus puestos en su silla por más que cuarenta minutos. Tan bien la mayoría de las clases tienen una estructura de mesas que ´face´ adelante al profesor, y no en una formar interactuar con compañeros. Hoy hay una mínima cantidad de experiencia real o en la naturaleza, educación de comunicación, programas de desarrollo personal, movimiento, juegos y cosas creativas e interactivas en el currículo. Desde aproximadamente diez años arriba jóvenes empiezan una fase de desarrollo que lleva muchos estreses a su mundo. Encima estas grandes cambios y desarrollos, nuestra sociedad pone muchas expectaciones y presuras encima nuestra juventud. Entre estas opresiones hay prejuicios y discriminación, estereotipas, roles de genero, y un presura cumplir su educación exitosamente como es dictado sobrevivir en esta mundo desarrollando. Todos estos jóvenes necesitan apoyo, amor y paz, pero cuando no hay oportunidad ni experiencia significante en sus colegios y casas, la mayoría de nuestras jóvenes buscan en otros lugares. Parece que hay una combinación de más desafío por nuestras jóvenes aunque no tienen suficiente apoyo o las oportunidades cumplir su potencial. Otras ideas podría ser que tal vez tratamos entender el proceso de pubertad más. Tal vez buscar formas apoyar individuales y comunidades dar oportunidades de liderazgo y desarrollo personal para sus jóvenes.
Taller Uno- 1. Descripción
Hay un fenómeno en que adolescentes en nuestras sociedad falten liderazgo y un sentimiento o actitud de ‘posibilidades’. En muchas casos en nuestras colegios, hay estudiantes quien faltan motivación, fuerza enfocar, confianza, habilitad comunicar claramente y asertivamente, y expresar su creatividad y sentimentales en un espacio apoyado. Desde antes que empezar su viaje del colegio, hay muchas jóvenes quien vive con adicciones, necesidades grandes y una falta de desarrollo personal. En nuestros gobiernos, instituciones, comunidades, colegios, y en la calle, no hay muchas jóvenes quien está en posiciones de poder para hacer decisiones. Además, nuestras jóvenes ´face´ problemas de salud mental y física que no son aceptables.
Esta es el fenómeno voy a explorar;
¿Que es el clave dar nuestras adolescentes un poder ser responsables, valientes, ´resilient´, expresivos y llena de pensamientos de ‘posibilidades’?
Esta es el fenómeno voy a explorar;
¿Que es el clave dar nuestras adolescentes un poder ser responsables, valientes, ´resilient´, expresivos y llena de pensamientos de ‘posibilidades’?
martes, 1 de abril de 2008
Rousseau
Free spirits? Free choice? Freedom of expression?
Growing up with just nature and no influence from society....is this possible?
Rousseau once said, ‘man is born free, and everywhere he is in chains’.
This clearly outlines a reality I think is still evident, that children are workers within a big network of factories running in our society. These children grow up to be just that, in the system that had them from the moment they were born.
What I want to know is how can our Education system help them to reason, question and find their peace. And how teenagers can fight a system that is obviously at least part of the cause of their depression, addiction and desperation.
Growing up with just nature and no influence from society....is this possible?
Rousseau once said, ‘man is born free, and everywhere he is in chains’.
This clearly outlines a reality I think is still evident, that children are workers within a big network of factories running in our society. These children grow up to be just that, in the system that had them from the moment they were born.
What I want to know is how can our Education system help them to reason, question and find their peace. And how teenagers can fight a system that is obviously at least part of the cause of their depression, addiction and desperation.
Suscribirse a:
Entradas (Atom)