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The author explores human vitality as an indicator of people's ability to develop, adapt and maintain stability/balance in challenging life situations. The concept of vitality embraces two aspects: susceptibility to negative circumstances and subsequent successful adaptation or positive outcome. The core factors of human vitality are considered personal traits, social competence, and available external support. The paper reflects the procedure of adapting and testing the psychometric indicators of the questionnaire aimed at assessing the vitality factors. It describes the findings of the study focused on the development of vitality in teenagers and adolescents. It is assumed that vitality differs across age groups at different stages of ontogeny, and personality traits and social relations are either protective or risk factors. It is shown that vitality differs across different age groups of young people, including by gender. The author discusses the personal development of junior schoolchildren with different levels of vitality. The group of viable younger adolescents expresses the "high IQ" factor (V), and "low-vitality" adolescents feel a high level of anxiety (factor O).

"In today's culture of sexual identity confusion, ubiquitous pornography, and the #MeToo movement, teens need to know how to protect themselves as well as how to treat others. In this resourceful tool, Drs. Robinson and Scott help you understand your teen's world, and provide useful conversation starters and insightful guidance"--

Successful techniques for careful mainstreaming of accoustically handicapped teenagers are presented. Many of the factors can be useful in mainstreaming learning disability, mentally retarded, and emotionally disturbed students. The following questions are discussed: (a) What team effort is required? (b) How are future mainstreamed students and their teachers prepared? (c) In what ways are teenagers evaluated to forecast success? (d) How does mainstreaming affect students' social, educational, and/or work life?

The purpose of this article is to examine the socially constructed nature of the story telling process by drawing on an example from one locality in Northern Ireland. The research draws on focus group interviews with teenagers from polarized working-class communities in North Belfast. The overall locality is divided into Catholic and Protestant areas and a recurring feature of the data is the tendency for each group to define themselves in opposition to the other. Throughout the focus group interviews, the teenagers produced four types of stories and the article assesses the relevance of each type to producing, reproducing or challenging sectarian divisions. The first three groups of stories, First-hand stories, Second-hand stories and Collective stories reflect individual and group attitudes to distinctions between 'us' and 'them' while the fourth, Alternative stories, questions the homogeneity of the in-group and the immutability of these divisions. These stories verbalize the internal recollections of both individuals and groups and rely on real and imagined memories. The thrust of the article illustrates the ways in which sectarian identities are constructed, shaped and diluted through these narrative encounters.

MySpace and other social networking websites should be banned / Michael G. Fitzpatrick -- MySpace and other social networking websites should not be banned / Bart Stupak and American Library Association -- MySpace should be used as a teaching tool and not be banned / Christopher Harris -- MySpace and other social networking websites are dangerous for children and teens / Domenick Maglio -- Fear of MySpace is generated by backlash / Kevin Poulsen -- Sexual predators use MySpace and other social networking websites to find victims / John Carlin -- Social networking websites may be used to distribute child pornography / InformationWeek -- MySpace takes measures to safeguard minors from predators and explicit content / Julia Angwin and Brian Steinberg -- Schools should intervene and punish students for harassment and delinquency on social networking websites / Duff, White & Turner, LLC -- Punishing students for their activities on social networking websites is inappropriate / Maggie Thompson -- Social networking websites have benefits for children and teens / Jan Farrington -- Social networking websites reveal class divisions / Danah Boyd -- The military has legitimate reasons to ban MySpace and other social networking websites / Erika Morphy -- The military ban on MySpace and other social networking websites lowers morale / Todd Garvin

SummaryThis article discusses the conflicting positions on the effectiveness of sex education and availability of birth control facilities in lowering the rate of teenage pregnancies. It provides evidence of a drop in the rate of teenage births only one-third of which can be accounted for by the rise in abortions. It concludes that teenagers must have been using birth control more effectively than in the early 1970s.

Part I. What is friendship -- What is friendship and why is it important? -- The difference between friendship and other relationships -- Types of friendships -- Part II. Expectations and challenges -- How do friendships happen? -- How do you recognize a true friend? -- When friendship fails -- Part III. What's next? -- What you learn from friendship -- How a pandemic affected friendships -- Tips on making and keeping good friends.

The image of the body is the dynamic perception of the body as it looks, feels, and moves. It is formed by perception, emotions, and physical sensations and is not static, but can change in terms of mood and physical ways. In terms of self-esteem, which is a positive and negative orientation towards itself, a general assessment of values or qualities. His study is analyzing the relationship between self-esteem levels in relation to perceptions adolescents have of body image. The study was conducted as a champion of 120 students in Maminas high school. The selection of the champion was in a casual way. The ages of the students ranged from the age 13 to the age 18. The measuring instruments used for this study are 2 questionnaires. The body image avoidance questionnaire [Body Image Avoidance Questionnaire (BIAQ)], consists of 19 questions about image avoidance for the body. The second questionnaire is that of self-esteem (SES, Rosenberg, 1965), which was used to measure the degree of self-esteem. In line with the study's objectives, results showed that there is an important link between the image of the body and the level of self-worth in adolescents and that there are significant gender differences in the image of the body in adolescents. Four were hypotheses raised in this study, whereof these hypotheses, 3 were proven and only one of the hypotheses collapsed. The results achieved were supported by similar field studies.

It is argued that the focus on teenage violence has resulted in an understanding that teenagers are losing their values when, in reality, it is societal values that are changing. The insights on cultural disorder offered by anthropologists Margaret Mead (1955) & J. Meyrowitz (eg, 1992) are discussed. Mead views teenagers as representatives of an emerging culture that both breaks with, & is linked to, patterns of parental behavior. She emphasizes the need to study the ethnosocial significance of the transformation. Meyrowitz posits that adults traditionally created their own intellectual & communicative spaces; however, the separation of worlds dissolved in the latter 20th century, largely because of TV, which permits children to view the adult world. He argues that TV does not of itself change society but, rather, catalyzes preexisting movements & corrupts parental control & the hierarchical learning process. The manipulation of the generational rupture by the market & the implications of the paradigm shift are discussed. J. Lindroth

part PART I Parallel lines: home and school literacy -- chapter 1 Patterns of community literacy -- chapter 2 Pathway(s) to literacy -- chapter 3 Change and literacy practices: Teenagers and technology -- chapter 4 Mediation in community and school literacy -- chapter 5 Con?ict and control: literacy as management -- chapter 6 Identity, place and literacy -- part PART II Making sense of literacy research -- chapter 7 No single factor: Literacy and disadvantage -- chapter 8 No single answer: what schools can and can't do -- chapter 9 Researching in multilingual/multicultural contexts -- chapter 10 A harbourful of yachts: Making sense of literacy research -- chapter 11 Researching reading and writing in homes and schools.