Recent orders
Physical, Emotional and Social Changes Teenagers Experience
Physical, Emotional and Social Changes Teenagers Experience
Student’s name
Institutional Affiliation
Course Code
Professor
Due Date
Physical, Emotional and Social Changes Teenagers Experience
The teenage years are the most confusing and challenging time for both children and parents. It can be a source of anger and frustration for them since adolescents try to establish independence, an aspect that may weaken their bond if not properly handled. More often than not, parents clash with their adolescents during this stage of growth because teenagers are on a self-discovery journey and may appear rebellious. Conflict can emerge for various reasons, including but not limited to poor communication between the parent and the adolescent, differences in opinions, a shift in the family dynamics, different belief systems, studies, choice of a partner, access and use of electronic gadgets such as phones and religious beliefs (Goldfarb & Lieberman 2015). Since conflict during this stage is inevitable, parents must be more understanding but stern with their adolescents. In addition, they should invest their time and energy in building and maintaining healthy relationships with their children. Parents’ positive energy and patience help teenagers grow healthier, be intentional and critical in their decisions and actions and tighten bonds with other family members.
Parents need to understand the physical changes adolescents go through to support them and assure them that nothing is wrong with the physical changes they are experiencing. The rate at which these changes occur varies. Some teenagers may experience the signs of maturity earlier than their peers, while others are late bloomers. In most cases, adolescents may take several months to grow several inches. Shortly after, they experience a slow growth rate before experiencing another growth spurt. Sexual maturation, otherwise known as puberty, may happen gradually alongside other signs. The hormonal changes in the body trigger sexual and other physical maturation (Albert et al., 2013). Contrary to girls, boy’s changes are gradual and occur over a period of time rather than a single event, making it challenging to know when it’s coming.
Puberty usually occurs between the ages of nine and fourteen for boys and eight to thirteen for girls. The first pubertal change in boys is the enlargement of the testicles. Penis enlargement follows approximately after a year. Pubic hair appears between the ages of thirteen and fourteen. At fourteen years old, boys experience nocturnal emissions, also known as “wet dreams” (Zilk, 2020). Finally, at fifteen, the voice changes/breaks, and hair grows in their underarms and faces. Some boys may develop acne during this stage as well. Meanwhile, the first pubertal change in girls is the enlargement of breasts. Shortly after the breasts develop, pubic hair grows. Girls also grow hair under their arms at the age of twelve. Finally, girls experience menstrual periods between the ages of ten and sixteen. Parents also need to be aware of specific developmental stages characterized by secondary sexual characteristics for both boys and girls, such as pubic hair distribution, body shape and voice changes.
Furthermore, the teenage years increase the ability of adolescents to think abstractly and set long-term goals. However, parents must understand that children may have different world perspectives since they progress at different rates. They begin to engage in political, philosophical and social conversations, think critically and compare themselves to their peers. Most teenagers struggle to find their own identity. They try out new friendship groups, music tastes, sports, subcultures and clothing styles to make them unique (Allen, 2020). During these years, family, culture, friends and the media influence their choices. Moreover, adolescents may start taking on more responsibilities in different settings. For instance, they may begin doing chores, being a school counselor or cooking dinner for the family. For this reason, parents need to engage them and properly and patiently guide how to go about complex responsibilities.
Besides developing stronger sets of morals and values, teenagers desire to have new experiences, including risky ones. Parents need to understand that this is perfectly okay because they are exploring their abilities and limits and at the same time testing the boundaries their parents set for the. However, parents should be present and vigilant during this stage because teenagers have not fully developed to think about the consequences of their actions and can sometimes be reckless. Additionally, some teenagers may start having romantic relationships. Sometimes it can be from a place of influence from their peers or social media platforms.
However, most adolescents don’t explore intimate relationships until later in their lives. Parents need to understand this chapter of their children’s growth to offer appropriate guidance and counseling without sounding too controlling and rigid. This can only happen if they create a neutral and safe environment where their children can comfortably talk about these changes in their lives. Parents can start with open communication with their children, frequent conversations about different issues without necessarily projecting on them and building trust. In terms of emotional changes, adolescents may develop intense emotions and unpredictable moods, become more sensitive to others and be self-conscious (Allen, 2020). During this period, parents notice that their children want to spend more time with their peers than with family. For parents to successfully tackle this stage, they need to pay attention to their children’s feelings, use appropriate words when addressing them, be open about their feelings, know their children’s friends to understand their social dynamics and most importantly, be role models.
Conclusion
Teenagehood can be overwhelming, especially for children, because they are bombarded with physical, emotional and social changes and don’t know how to navigate them. It is a big time for relationship changes, changes in their emotions and abilities to make meaningful connections with people around them. For parents to maneuver this turbulent time with their children, they need to evolve, especially in their roles as parents. For instance, they need to take the sidelines as the supporters of their children rather than assuming the role of a constant protector, as it can frustrate both them and the children. However, this does not mean that the parent should let go of their primary roles and responsibilities towards their children. Instead, they have to strike a balance between their involvement in their adolescent’s lives and the extent of independence they offer them.
References
Albert, D., Chein, J., & Steinberg, L. (2013). The teenage brain: Peer influences on adolescent decision making. Current directions in psychological science, 22(2), 114-120.
Allen, V. (2020). Strategies for understanding and supporting teenagers through school. In Supporting Behavioural, Emotional and Social Difficulties in School (pp. 41-45). Routledge.
Goldfarb, E. S., & Lieberman, L. (2015). Sexuality education during adolescence. In Evidence-based Approaches to Sexuality Education (pp. 242-260). Routledge.
Zilka, G. C. (2020). Teenagers connected to digital environments–what happens when they get to school? Commonalities, similarities and differences from their perspective. Education and Information Technologies, 25(3), 1743-1758.
History Analytical Essay of Kit Carson
Name
Course
Course Instructor
Date
History- Analytical Essay of Kit CarsonKit Carson must have been a very intelligent fellow especially considering his ability to fluently speak Spanish tongue and other natural abilities such as successful operation that he carried out. His education was very natural since he gained it from what he experienced. He gained a lot from his wilderness life than any other student who underwent formal education. Kit was an intelligent fighter who would not expose himself to the enemies particularly when he decides to sleep away from the fireplace where he can be seen by enemies. His intelligence can also be seen when by his quiet but very keen habit (Abbot 30-35).
Kit enjoyed adventuring so much that even after walking through the wilderness and reaching Santa Fe, he still wanted to go to other places such as Chihuahua. Travelling and interpretation was one of Kit’s favorite jobs that made his desire to adventure even more successful. Kit Carson was always fully armed and ready to either confront the enemy or skillfully hunt with his tools such as butcher knife tomahawk. Kit was very courage since he could reluctantly sleep in the wilderness without any fear since he believed in himself. He really loved excursions and was business oriented since he could kill animals and preserve their skins ready for sale. According to Abbot “Kit Carson’s power in quickly conceiving the safest plan of action in difficult emergencies” (69).
The attack by Indians by applying their tactical skills and less superior weapons against the party of eighteen trappers who had sophisticated weapons such as rifles was really interesting. Young’s skills and capabilities in war made Mr. Young to trust him in the revenge mission where they successfully defeated the Indians. Even after meeting the kind strangers who were also hunters and trappers from Canada, kit did not hesitate to carefully ask them questions that he deemed important to him. Carson approached war with lots of skills and intelligence but not depending on his physical abilities.
Works Cited
Abbot, John. Christopher Carson Familiarly Known As Kit Carson The Pioneer Of The West. New York: Newburgh Stereotype, 1874. Print.
Shot–by–Shot Worksheet Editing and Sound
Student Name:
Student ID:
Shot–by–Shot Worksheet: Editing and Sound
Shot # Length
(sec.) Brief description of the shot EDITING–most significant aspect SOUND–most significant aspect
1 0.06
6 secs
Medium shot straight on angle. Shaun and Ed exit from door, Shaun leading the way. As he opens the gate he gets hit by a ball on the head. Mobile axis and no 180⁰ established. Soccer-ball sound hitting like a smashed glass,
2 0.07
1 sec Shaun and Ed are confused. Pan R and L Mobile axis diegetic sound increasing tension
3 0.08
1 sec Medium close-up angle. Shaun and Ed react to the soccer-ball hit. Ed unlocks the car. Pan R Spatial continuity editing, evidence of 180⁰. Reverse shot, pace and rhythm increases Vehicle siren, increasing tension, diegetic sound
4 0.10
2 secs Frontal Long shot. Shaun and Ed gaze at the car with alarm, quick pan L to zombies and back to Pan L on the boy zombie Eyeline shot on the character faces and the zombies, Car alarm continues, diegetic sound, zombies moan
5 0.12
2 secs Shaun and Ed reaction. Rhythmic relations. Shaun is confused but Ed takes action Continuity editing, rising pace, Diegetic sound, zombies moan,
6 0.14
2 secs Ed observes around to determine action eyeline shot of character and zombies Car alarm stops
7 0.16
2 secs Medium shot. Ed pushes off the boy zombie and heads to open the car door continuity editing, rising pace and Zombies continue moaning, diegetic sounds
8 0.17
1 sec Ed heads towards the driver seat increasing rhythm Zombies moaning
9 0.18
1secs Medium shot. Ed heads towards the other zombies but quickly holds the car door. Continuity editing, rising pace Zombies moaning, diegetic sounds
10 0.19
1 sec Ed gets into the car Continuity editing Diegetic sounds
11 0.20
1 sec Medium close-up shot. Shaun is inside, They tie their safety belts. Overlapping editing, Ed movement to car is overlapping, Zombies moaning, Diegetic sounds
12 0.21
1 sec Quick pan R to zombies approaching the car. Eyeline shot Diegetic Sounds
13 0.22
2 secs Medium close up shot. The focus is on the characters astonished faces. Quick pan to L and R to see the zombies on all sides Continuing editing. Eyeline shot focusing on the zombies, Increasing zombie moaning sounds,
14 0.24
2 secs Ed and Shaun still confused and amazed with the high number of zombies. Pan R and L Increasing rhythm, rising pace Zombie moaning
15 0.25
1 sec Medium close up shot on the character faces. Ed and Shaun are scared of the zombies and show tension with quick pan L and R Continuing editing, match on action, eyeline shot, rising pace, 360⁰ space. Zombie increased moaning, tension sounds,
16 0.27
2 secs Ed and Shaun quick glancing on the zombies from different sides Camera moves from one side to another focusing on zombies car starting
17 0.28
1 sec Medium close up on Shaun, Long shot Inconsistent camera shots Zombie moaning
18 0.29
1 sec Ed and Shaun still confused, Pan R and L, zombies surround the car, Shaun stares off extreme L Continuing editing, eyeline shot, rising pace, Flash frames Zombie moaning, Increasing tension sound and Shaun voice. “drive’
19 0.30
1 sec Medium shot focusing on all characters, zombies, vehicle, ed and Shaun. The zombies are so close to the car Continuity editing, spatial continuity, Zombie moaning, tension sounds
20 0.32
2 secs Reverse shot, Ed takes action, starts car and drives off, zombies, Continuity editing, constant screen direction, Zombie moaning, vehicle starts,
21 0.33
1 sec The zombies try to follow the car Reestablishing shot, focuses on the space for previous shot screeching sound
22 0.34
1 secsReverse shot, the car moves along the street. Ed and Shaun drive while listening to news on the occurrence Continuity editing, crosscutting, Vehicle sound moving, increasing tension sound
23 0.36
2 secs Shaun looks through the window in search of zombies surrounding them Camera movement is not consistent Radio Broadcast
24 0.38
2 Secs Shaun and Ed look around Eyeline matching Engine sound
25 0.40
2 secs Medium close up shot. Focus on Shaun astonished face. He is dumbfounded as they listen to the radio. Pan extreme L Eyeline match, Continuity editing, Radio sounds,
26 0.41
1 sec Shaun still looks through the window Continuity Editing vehicle moving sounds
27 0.43
2 secs Shaun glares. Pan R and L Continuity Editing Vehicle Moving sound
28 0.45
2 secs Medium close up shot. Focus on Shaun. Pan L. Shaun focuses outside the window on the events and moving zombies. Eyeline shot, continuity editing, consistent movement, Radio sounds, car movement,
29 0.46
1 sec Medium close shot Rhythmic cutting. Zombie Screams, Radio broadcast
30 0.48
2 secs Medium close up shot. Pan R. Shaun turns to the right to view more zombies. He is scared. Frontal close up shot on Shaun face Continuity Editing, axis of action, 180⁰ line. Radio sounds, car sounds
31 0.50
2 secs Medium close up shot. Pan R. Ed is disturbed with the news and bends on the radio system. Continuity Editing, distant profile shot, Ed voice, Radio broadcast
32 0.51
1 sec Establishing Shot. Pan L- El looks at Shaun Continuity Editing Radio broadcast
33 0.52
2 secs Medium close up, Pan R and L. Ed is uncomfortable with the news and insert a cassette to play. Spatial editing, Shaun and Ed talking, loud music
34 0.54
2 secs Shaun shouts at Ed for playing loud music Close Profile Shot Loud Music
35 0.55
1 sec Shaun stares at Ed and back to the radio system Continuity editing Loud music
36 0.57
2 secs Medium close up, extreme long shot. Shaun tries to stop Ed from playing the oud music. Ed resists while not focusing on the road, he hits a man Continuity editing, crosscutting, Shaun shouting ‘What are you doing’
37 1.00
3 secs Medium close shot, Ed tries to stop the car Discontinuity editing Screeching of car, loud sound, music stops
38 1.01
1 sec Ed and Shaun turn to see the hit an Continuity editing Silence
39 1.02
1 sec Close shot, Ed and Shaun converse Continuity editing Ed speaks, ‘did you hear something’
40 1.04
2 secs Ed and Shawn movements on side as they check the hit man from behind and the side mirror Continuity Editing Diegetic sound
41 1.07
3 secs Medium close shot, they view out the window through side mirror Continuity editing Shaun, ‘or someone’
42 1.09
2 secs Close shot from below, They look behind as the car moves Continuity editing Car engine
43 1.10
1 sec Car Stops. They both turn L Continuity Editing Car Engine, Screech
44 1.12
2 secs Medium close shot, they take reverse to see the hit man Continuity editing Car beep
45 1.14
2 secs The car stops besides the man Continuity editing Car engine sound,
46 1.16
2 secs They both look out the window to confirm if the man is okay Continuity Editing Car engine, rising tension
47 1.18
2 secs They check through the window Continuity editing Shaun asks, “are you alright”
48 1.20
2 secs They check the man and asks him questions to see how he is doing Continuity editing Ed- ‘come on let’s just go’
49 1.22
2 secs Medium close shot, still looking at the man Continuity editing Car engine sound
50 1.25
3 secs Ed and Shaun argue if the man is okay or not Continuity editing Ed and Shaun conversation, car engine
51 1.26
1 Sec Shaun tuns to look at Ed explaining that he may be a person and not a zombie Continuity Editing Ed, Shaun arguing
52 1.27
1 sec Shaun and Ed Pan L Continuity editing Rising tension
53 1.29
2 secs The man raises his head, Ed and Shaun are scared Continuity editing Cracking sound, car engine
54 1.30
1 sec Ed and Shaun still scared that the man is not responding Continuity editing Car engine
55 1.32
2 secs The man raises his head Continuity editing Rising Tension
56 1.33
1 sec The man keeps rising Continuity Editing Engine sound
57 1.34
2 sec Close up shot, zombie turns to look at Shaun and Ed Continuity editing Shaun- ‘thank God…
58 1.35
1 sec Ed and Shaun relieved that it’s a zombie Continuity editing Engine Starts
59 1.36
1 sec Distant shot. Ed switches on the radio, and starts the car Continuity editing Car screeching, Loud music,