DOCSLIB.ORG

Phobias Literacy Assignment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Phobias Literacy Assignment Name: ______________________________________________________________Date:_________________________________________ Core: ___ Phobias Literacy Assignment Fear is an emotion caused by a perceived threat (real or imaginary). perceived=recognized; understood Phobia is a persistent fear of an object or situation that is often excessive and irrational. persistent=constantly repeated excessive=more than the normal amount irrational= unreasonable; without logic or sound judgment Option A: Children’s Picture Book Create a 3‐5 page children’s picture book. You must also design a cover page. Option B: Comic Strip Create a 6-frame comic strip with full color images and text written in complete sentences. Option C: Script / Radio Play Create a 2‐3 minute script. Include sound effects. Requirements for all options: 1) Focus on one of the phobias on the provided list 2) Common theme/message: It is possible to overcome fear 3) Common mood: Scary at first, then optimistic / happy in the end 4) Written for a very young audience. Your pictures and diction (words and phrases) should be appropriate for kindergarten students. Name: ______________________________________________________________Date:_________________________________________ Core: ___ Phobias Literacy Assignment Fear is an emotion caused by a perceived threat (real or imaginary). perceived=recognized; understood Phobia is a persistent fear of an object or situation that is often excessive and irrational. persistent=constantly repeated excessive=more than the normal amount irrational= unreasonable; without logic or sound judgment Option A: Children’s Picture Book Create a 3‐5 page children’s picture book. You must also design a cover page. Option B: Comic Strip Create a 6-frame comic strip with full color images and text written in complete sentences. Option C: Script / Radio Play Create a 2‐3 minute script. Include sound effects. Requirements for all options: 1) Focus on one of the phobias on the provided list 2) Common theme/message: It is possible to overcome fear 3) Common mood: Scary at first, then optimistic / happy in the end 4) Written for a very young audience. Your pictures and diction (words and phrases) should be appropriate for kindergarten students. Phobia List - An A to Z List of Phobias By Kendra Cherry, About.com Guide A Hemophobia - Fear of blood. Achluophobia - Fear of darkness. Herpetophobia - Fear of reptiles. Acrophobia - Fear of heights. Hydrophobia - Fear of water. Agliophobia - Fear of pain. I Agoraphobia - Fear of open spaces or crowds. Iatrophobia - Fear of doctors. Aichmophobia - Fear of needles or pointed objects. Insectophobia - Fear of insects. Amaxophobia - Fear of riding in a car. K Androphobia - Fear of men. Koinoniphobia - Fear of rooms. Anginophobia - Fear of choking. L Anthrophobia - Fear of flowers. Leukophobia - Fear of the color white. Anthropophobia - Fear of people or society. Lilapsophobia - Fear of tornadoes and hurricanes. Aphenphosmphobia - Fear of being touched. Lockiophobia - Fear of childbirth. Arachnophobia - Fear of spiders. M Arithmophobia - Fear of numbers. Mageirocophobia - Fear of cooking. Astraphobia - Fear of thunder and lightning. Megalophobia - Fear of large things. Ataxophobia - Fear of disorder or untidiness. Melanophobia - Fear of the color black. Atelophobia - Fear of imperfection. Microphobia - Fear of small things. Atychiphobia - Fear of failure. Mysophobia - Fear of dirt and germs. Autophobia - Fear of being alone. N B Necrophobia - Fear of death or dead things. Bacteriophobia - Fear of bacteria. Noctiphobia - Fear of the night. Barophobia - Fear of gravity. Nosocomephobia - Fear of hospitals. Bathmophobia - Fear of stairs or steep slopes. O Batrachophobia - Fear of amphibians. Obesophobia - Fear of gaining weight. Belonephobia - Fear of pins and needles. Octophobia - Fear of the figure 8. Bibliophobia - Fear of books. Ombrophobia - Fear of rain. Botanophobia - Fear of plants. Ophidiophobia - Fear of snakes. C Ornithophobia - Fear of birds. Cacophobia - Fear of ugliness. P Catagelophobia - Fear of being ridiculed. Papyrophobia - Fear of paper. Catoptrophobia - Fear of mirrors. Pathophobia - Fear of disease. Chionophobia - Fear of snow. Pedophobia - Fear of children. Chromophobia - Fear of colors. Philophobia - Fear of love. Chronomentrophobia - Fear of clocks. Phobophobia - Fear of phobias. Claustrophobia - Fear of confined spaces. Podophobia - Fear of feet. Coulrophobia - Fear of clowns. Porphyrophobia - Fear of the color purple. Cyberphobia - Fear of computers. Pteridophobia - Fear of ferns. Cynophobia - Fear of dogs. Pteromerhanophobia - Fear of flying. D Pyrophobia - Fear of fire. Dendrophobia - Fear of trees. S Dentophobia - Fear of dentists. Scolionophobia - Fear of school. Domatophobia - Fear of houses. Selenophobia - Fear of the moon. Dystychiphobia - Fear of accidents. Sociophobia - Fear of social evaluation. E Somniphobia - Fear of sleep. Ecophobia - Fear of the home. T Elurophobia - Fear of cats. Tachophobia - Fear of speed. Entomophobia - Fear of insects. Technophobia - Fear of technology. Ephebiphobia - Fear of teenagers. Tonitrophobia - Fear of thunder. Equinophobia - Fear of horses. Trypanophobia - Fear of injections. G V-Z Gamophobia - Fear of marriage. Verminophobia - Fear of germs. Genuphobia - Fear of knees. Wiccaphobia - Fear of witches and witchcraft. Glossophobia - Fear of speaking in public. Xenophobia - Fear of strangers or foreigners. H Zoophobia - Fear of animals. Heliophobia - Fear of the sun. .
Load more

Recommended publications
  • Enhancing Youth-Elder Collaboration in Governance in Africa
    Discussion Paper ENHANCING YOUTH-ELDER COLLABORATION IN GOVERNANCE IN AFRICA The Mandela Institute for Development Studies Youth Dialogue 7-8 August 2015 Victoria Falls, Zimbabwe Authored and presented by Ms. Ify Ogo PhD Candidate, Maastricht University MINDS Annual African Youth Dialogue 2015 Discussion Paper ABSTRACT Youth constitute the majority of the population on the African continent. This paper explores the convergence of traditional (African Tradition) and modern ways of social engagement in political governance interactions. It discusses the imperative for youth participation in governance, as well as the challenges and opportunities for dialogue between youth and elders in governance systems. In the first chapter, the paper discusses cultural norms which have prevented the development of collaboration between youth and elders, as well as the consequences of constricted relationships, for example the entrenchment of elders as leaders. The chapter concludes with proffering strategies for reform, including a redefined understanding of governance, performance based evaluation criteria for leaders and the strengthening of institutions. Through case studies, the second chapter of this paper outlines key issues the youth face in collaborating with elders in governance. The case studies present youth who have attempted to drive development agenda within government, as well as those who have successfully influenced political decision making and action. This chapter highlights some of the strategies the youth who have successfully influenced elders in political decision making have employed, in order to gain influence and collaborate with the elders. 2 MINDS Annual African Youth Dialogue 2015 Discussion Paper CONTENTS Abstract 2 Chapter One 4 1.1. The Imperative for Youth-Elder Collaboration in Governance 4 1.2.
    [Show full text]
  • Harvesting Summary EU Youth Conference 02 – 05 October 2020 Imprint
    Harvesting Summary EU Youth Conference 02 – 05 October 2020 Imprint Imprint This brochure is made available free of charge and is not intended for sale. Published by: German Federal Youth Council (Deutscher Bundesjugendring) Mühlendamm 3 DE-10178 Berlin www.dbjr.de [email protected] Edited by: German Federal Youth Council (Deutscher Bundesjugendring) Designed by: Friends – Menschen, Marken, Medien | www.friends.ag Credits: Visuals: Anja Riese | anjariese.com, 2020 (pages 4, 9, 10, 13, 16, 17, 18, 20, 23, 26, 31, 34, 35, 36, 40, 42, 44, 50, 82–88) picture credits: Aaron Remus, DBJR: title graphic, pages 4 // Sharon Maple, DBJR: page 6 // Michael Scholl, DBJR: pages 12, 19, 21, 24, 30, 37, 39, graphic on the back // Jens Ahner, BMFSFJ: pages 7, 14, 41,43 Element of Youth Goals logo: Mireille van Bremen Using an adaption of the Youth Goals logo for the visual identity of the EU Youth Conference in Germany has been exceptionally permitted by its originator. Please note that when using the European Youth Goals logo and icons you must follow the guidelines described in detail in the Youth Goals Design Manual (http://www.youthconf.at/wp-content/uploads/2018/08/BJV_Youth-Goals_ DesignManual.pdf). Berlin, December 2020 Funded by: EU Youth Conference – Harvesting Summary 1 Content Content Preamble 3 Context and Conference Format 6 EU Youth Dialogue 7 Outcomes of the EU Youth Conference 8 Programme and Methodological Process of the Conference 10 Harvest of the Conference 14 Day 1 14 Day 2 19 World Café 21 Workshops and Open Sessions 23 Day 3 24 Method:
    [Show full text]
  • Exploring Social Entrepreneurship As a Youth Peacebuilding Tool to Mitigate Structural Violence: Action Research Using Mixed Methods in Zimbabwe
    Exploring social entrepreneurship as a youth peacebuilding tool to mitigate structural violence: Action research using mixed methods in Zimbabwe A dissertation submitted in fulfilment of the requirements for the degree of Doctor of Philosophy: Public Administration-Peace Studies in the Faculty of Public Management at Durban University of Technology Hillary Jephat Musarurwa AUGUST 2019 Supervisor: Dr. Sylvia B. Kaye Date: 28 August 2019 Co-supervisor: Date: 28 August 2019 Prof. Geoffrey Harris ii Abstract Youth around the world bear the brunt of many conflicts, as these impact their progression in life. Zimbabwean youth are not an exception in this regard, and like many other citizens across the country, they have experienced different forms of violence since independence in 1980. Structural violence (SV) is related to the uneven distribution of resources which then leads to the social exclusion and marginalisation of people. Structural violence equates to social inequality and leads to impaired human growth and development. The main purpose of this study was to evaluate the potential of social entrepreneurship as a tool for promoting sustainable peace in Zimbabwe. Given the fact that youth are energetic and willing to act, they have the potential to be notable change-makers and to exhibit the characteristics of social entrepreneurs. Providing youth with civic or peace education alone cannot be effective in addressing social inequality and structural violence. Therefore, social entrepreneurship support becomes the final ingredient that completes the empowerment of youth, giving them the capacity to be independent decision-makers who will not be easily swayed into violence. The study was based on an action research strategy within a mixed methods research framework.
    [Show full text]
  • Can Detention Reduce Recidivism of Youth? an Outcome Evaluation
    CAN DETENTION REDUCE RECIDIVISM OF YOUTH? AN OUTCOME EVALUATION OF A JUVENILE DETENTION CENTER A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Tia Simanovic In Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE Major Department: Criminal Justice and Political Science May 2017 Fargo, North Dakota North Dakota State University Graduate School Title CAN DETENTION REDUCE RECIDIVISM OF YOUTH? AN OUTCOME EVALUATION OF A JUVENILE DETENTION CENTER By Tia Simanovic The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF SCIENCE SUPERVISORY COMMITTEE: Andrew J. Myer, PhD Chair Amy J. Stichman, PhD James E. Deal, PhD Approved: May 12, 2017 Jeffrey Bumgarner, PhD Date Department Chair ABSTRACT This study is an outcome evaluation of a secure unit of one juvenile detention center in the Midwest. The primary purpose of this study was to elucidate the relationship between a secure detention placement and recidivism on a sample of Midwest juvenile offenders. Besides the examination of recidivism of the total sample, this study examined differences between two subsamples of the institutionalized juveniles, those in a treatment program and those in detention only. The importance of demographics, prior admissions, length of stay, frequency of institutional misconduct, and exposure to treatment was examined. Results suggest a significant negative relationship between the age at admission and recidivism, and a positive one between prior admissions and recidivism. Length of stay, institutional misconduct, and treatment did not reach significance.
    [Show full text]
  • Any Honest Conversation About Youth Must Address the Challenges That
    Any honest conversation about youth must address the challenges that young people and adult allies face when they work to engage children and youth throughout our communities. By their very existence, youth programs are made to respond to these challenges; ignoring them is not being honest about the purpose of youth programs. Racism, sexism, classism, homophobia… the list of challenges facing young people is enormous. However, one of the core challenges is a common experience that all people face early in their lives. That challenge is discrimination against children and youth. Discrimination occurs anytime one thing is chosen before something else. That is often a good thing – otherwise, why wouldn’t we all steal our food instead of growing it or buying it? We all discriminate everyday. However, discrimination often excludes people because of false bias or prejudice. Discrimination against children and youth is caused by the bias adults have for other adults that causes them to discriminate against young people. Bias for adults is called adultism. When something is based on adultism, it is called adultcentrism.While adultism is sometimes appropriate, adultcentrism is often inappropriate. Compulsory education can force students to disengage from the love of learning. Youth development programs can force youth to disconnect from adults. Almost every activity that is for young people is decided upon, developed, assessed and redeveloped without young people. That is adultcentrism. Language, programs, teaching styles, and all relationships between young people and adults are adultcentric. The most “youth-friendly” adults are often adultist, assuming that youth need them – which, while it may be true, is still centered on adult perspectives.
    [Show full text]
  • Guide to Social Change Led by and with Young People Adam Fletcher
    University of Nebraska Omaha DigitalCommons@UNO Service Learning and Community Engagement Guides Projects 2006 Guide to Social Change Led By and With Young People Adam Fletcher Joseph Varvus Follow this and additional works at: http://digitalcommons.unomaha.edu/slceguides Part of the Service Learning Commons Recommended Citation Fletcher, Adam and Varvus, Joseph, "Guide to Social Change Led By and With Young People" (2006). Guides. Paper 4. http://digitalcommons.unomaha.edu/slceguides/4 This Report is brought to you for free and open access by the Service Learning and Community Engagement Projects at DigitalCommons@UNO. It has been accepted for inclusion in Guides by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. By Adam Fletcher and Joseph Vavrus ~~ CommonAction ~"' Connecting Younp, P~ople & A\lults Togeth11r for Demor.rar._y The Guide to Social Change Led By and With Young People - 2- © 2006 by CommonAction. All rights are reserved. Parts of this guide may be quoted or used as long as the authors and CommonAction are duly recognized. No part of this publication may be reproduced or transmitted for commercial purpose without prior permission. Inquiries regarding permission to reprint from CommonAction should be addressed to Permissions Editor, CommonAction, PO Box 6185, Olympia, WA 98507- 6185. CommonAction, a national nonprofit organization, provides training and support for the Guide to Social Change Led By and With Young People. For more information, send email to [email protected] or calling 360-753-2686. SUGGESTED CITATION Fletcher, A & Vavrus, J. (2006). The Guide to Social Change Led By and With Young People.
    [Show full text]
  • Book Beat: a Young Adult Services Manual for Louisiana's Libraries
    DOCUMENT RESUME ED 384 360 IR 055 538 AUTHOR Fairbanks, Gretchen, Ed.; Jaques, Thomas F., Ed. TITLE Book Beat: A Young Adult Services Manualfor Louisiana's Libraries. Face It: Read a Book: Be Somebody. [Updated Edition.] INSTITUTION Louisiana State Library, Baton Rouge. PUB DATE 95 NOTE 264p.; For the 1992 edition, see ED 364252. PUB TYPE Guides Non-Classroom Use (055) Reference Materials Bibliographies (131) EDRS PRICE MFO1 /PC11 Plus Postage. DESCRIPTORS *Adolescent Literature; Adolescents; Books; Childrens Libraries; Evaluation Methods; Films; Library Collection Development; *Library Services;Library Surveys; *Reading Programs; SecondaryEducation; Teaching Methods; Workshops IDENTIFIERS *Book Talks; *Louisiana ABSTRACT Libraries need to reach out to teens and enhance their skills in serving the teenage population.Through the Louisiana Young Adult Services program, it is hopedthat all staff working with young adults will be reached toaccomplish the following:(1) promote a better understanding ofthe psychology of this age group; (2) increase skills in approaching and responding to youngadults; (3) increase knowledge of young adult literature andreference tools; and (4) increase success in attracting young adults topublic libraries. This manual contains information on understandingthe nature of young adults and developing a young adult servicephilosophy for a library. Ideas are provided for programs, activities,and workshops. Ready-to-use book talks and publicity materials areincluded, along with bibliographies for young adult collectiondevelopment. Introductory materials include suggestions for a surveyof teen users, an assignment alert packagefor teachers, community resources, and young adult service goals and objectives.Twenty-eight activities are described. In addition togeneral information on book-talking, ideas are provided for 7 thematic booktalks;13 workshop ideas are outlin(d.
    [Show full text]
  • List of Phobias
    Important Phobias - List Of Phobias List Of Phobias Achluophobia - Fear of darkness Acrophobia - Fear of heights Aerophobia - Fear of flying Algophobia - Fear of pain Agoraphobia - Fear of open spaces or crowds Aichmophobia - Fear of needles or pointed objects Amaxophobia - Fear of riding in a car Androphobia - Fear of men Anginophobia - Fear of angina or choking Anthrophobia - Fear of flowers Anthropophobia - Fear of people or society Aphenphosmphobia - Fear of being touched Arachibutyrophobia - Fear of peanut butter Arachnophobia - Fear of spiders Arithmophobia - Fear of numbers Astraphobia - Fear of thunder and lightning Ataxophobia - Fear of disorder or untidiness Atelophobia - Fear of imperfection Atychiphobia - Fear of failure Automatonophobia - Fear of Human-Like Figures Autophobia - Fear of being alone Bacteriophobia - Fear of bacteria Barophobia - Fear of gravity Bathmophobia - Fear of stairs or steep slopes Batrachophobia - Fear of amphibians Belonephobia - Fear of pins and needles Bibliophobia - Fear of books Botanophobia - Fear of plants Cacophobia - Fear of ugliness Catagelophobia - Fear of being ridiculed Catoptrophobia - Fear of mirrors Chionophobia - Fear of snow Chromophobia - Fear of colors Chronomentrophobia - Fear of clocks Chronophobia - Fear of Time Claustrophobia - Fear of confined spaces Coulrophobia - Fear of clowns Cyberphobia - Fear of computers Cynophobia - Fear of dogs Dendrophobia - Fear of trees Dentophobia - Fear of dentists Domatophobia - Fear of houses Dystychiphobia - Fear of accidents Ecophobia - Fear
    [Show full text]
  • Roper V Simmons and Age Discrimination
    Columbia Law School Scholarship Archive Faculty Scholarship Faculty Publications 2005 Aggravating Youth: Roper v Simmons and Age Discrimination Elizabeth F. Emens Columbia Law School, [email protected] Follow this and additional works at: https://scholarship.law.columbia.edu/faculty_scholarship Part of the Civil Rights and Discrimination Commons, Criminal Law Commons, Juvenile Law Commons, and the Supreme Court of the United States Commons Recommended Citation Elizabeth F. Emens, Aggravating Youth: Roper v Simmons and Age Discrimination, 2005 SUP. CT. REV. 51 (2005). Available at: https://scholarship.law.columbia.edu/faculty_scholarship/275 This Article is brought to you for free and open access by the Faculty Publications at Scholarship Archive. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of Scholarship Archive. For more information, please contact [email protected]. ELIZABETH F. EMENS AGGRAVATING YOUTH: ROPER v SIMMONS AND AGE DISCRIMINATION At the penalty phase of Christopher Simmons's murder trial, the prosecutor argued to the jury that Simmons's youth should be con- sidered aggravating, rather than mitigating: Let's look at the mitigating circumstances .... Age, he says. Think about age. Seventeen years old. Isn't that scary? Doesn't that scare you? Mitigating? Quite the contrary I submit. Quite the contrary.' The prosecutor's argument is striking. Indeed, when Roper v Simmons2 reached the Supreme Court this Term, his argument was criticized in briefs, at oral argument, in the majority opinion, and in a dissent.3 These words from the prosecutor played, I will argue, Elizabeth F. Emens is Associate Professor of Law, Columbia Law School.
    [Show full text]
  • Kirk A. Astroth
    Kirk A. Astroth 1830 W Paseo Monserrat Tucson, Arizona 85704 520-343-5855 [email protected] [email protected] Personal Statement Archaeology has always been my passion—now I want it to be my profession. After years of pursuing archaeology as an avocation and volunteering in the field of archaeology, I am working to earn my master’s degree in applied archaeology so that I can work in cultural resource management with a small, non-profit organization with a commitment to collaborative archaeology and dedicated to exploring and protecting our shared past. Google Scholar ProFile: https://scholar.google.com/citations?user=c39Ti9AAAAAJ&hl=en Education Master’s Program—Applied Archaeology University of Arizona, Fall 2017 Expected Graduation: December 2019 Coursework Taken: Fall 2017 • ANTHRO 540—Cultural Resources Management (3 credits) Spring 2018 • ANTHRO 547—Pueblo Archaeology (3) • ANTHRO 606—Descendant Communities (3) • ARC 250—Archaeology Lab Technology (4)—Pima College Summer 2018 • ANTHRO 597J—Dendroarchaeology (3) Fall 2018 • ANTHRO 608A—History of Anthropological Theory (3) • ANTHRO 636—Foundations of Archaeological Interpretation (3) • RNR/GEOG 517—Fundamentals of GIS (3) • ANTHRO 596—Internship: Laboratory of Tree Ring Research (3) • ARC 275—Excavation (3)--Pima Community College Spring 2019 • ANTHRO 637—Archaeological Methodology (3) • ANTHRO 518—Southwest Land and Society (3) • ANTHRO 638—Culture Contact and Colonialism (3) • ANTHRO 599—Independent Study: Arizona State Museum Conservatory (1) 1 Certifications • CITI Human Subjects Training-Expiration date: March 28, 2022 • University of Arizona General Laboratory Chemical Safety Training—issued December 9, 2018 • University of Arizona Radiation Generating Machine Protection Course—issued January 15, 2019 • Texas Archaeological Society Rock Art Recording Academy—issued February 17, 2019.
    [Show full text]
  • Implications of Adolescents' Perceptions and Values For
    Implications of Adolescents’ Perceptions and Values for Planning and Design Camille Passon, Project Design Consultants, San Diego, CA Daniel Levi, California Polytechnic State University, San Luis Obispo, CA Vicente del Rio, California Polytechnic State University, San Luis Obispo, CA Abstract Adults are responsible for selecting and creating the environments where their children and youth live, but it is not clear if these places contain the qualities that young people value. In this study, high school students from three communities were surveyed regarding their perceptions of where they live to determine whether indicators identified by previous research as qualities that youth value are present in those communities and perceived to be important. Although the results suggest the indicators are important to the adolescents, their communities lack a majority of them and this has contributed to low satisfaction ratings. Recommendations for better integrating adolescents into public participation processes are discussed along with implications for planning and design. Keywords: community participation; youth’s perceptions; urban design; environmental values Planners and designers have always been concerned about improving the quality of life for the residents in a community. Discovering how people use, perceive, and value their environments is a major step in this quest, and public participation is the common means through which community needs are identified and incorporated into plans. One significant segment of the population that is frequently overlooked in this process is youth or adolescents—people in their teens or early twenties. There is some research regarding how children evaluate their environments, which has resulted in a greater understanding of how to make a community a good place to grow up.
    [Show full text]
  • What Is Youth Participation?
    What is Youth Participation? Barry Checkoway Professor of Social Work and Urban Planning, School of Social Work, University of Michigan, Ann Arbor MI 48109, United States Tel.: +1 734 763 5960 Fax: +1 734 763 3372. E-mail address: [email protected]. Abstract Youth participation strengthens personal and social development, provides expertise for children and youth programs and services, and promotes a more democratic society, but questions arise about its most fundamental phenomena. Lacking agreement on its basic content, however, youth participation as a field of practice and subject of study will be limited. This paper examines what we know about youth participation, general propositions which are substantiated by research or practice, and unanswered questions or unresolved issues which remain for future work. It draws upon various academic disciplines and professional fields, in order to contribute to knowledge development and advance the field. 1. Introduction What do we know about youth participation? What are some general propositions which are substantia- ted by research or practice? What are some unanswered questions or unresolved issues which remain for future work? Youth participation is important, because when young people participate, it draws upon their expertise, enables them to exercise their rights as citizens, and contributes to a more democratic society. It also promotes their personal development, and provides them with substantive knowledge and practical skills. Youth participation is important, but questions arise about its most fundamental phenomena. What is participation, who are the participants, what do they do, and with what outcomes? When we say that so- meone participates, is it about “community service,” or “social action,” or “civic engagement”? Lacking agreement on its basic content, a field of practice or subject of study will be limited.
    [Show full text]