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Relevant bibliographies by topics / Too Young For Ghosts

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Academic literature on the topic 'Too Young For Ghosts'

Author: Grafiati

Published: 11 December 2022

Last updated: 26 January 2023

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Journal articles on the topic "Too Young For Ghosts"

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Vardi, Amiel D. "An anthology of early Latin epigrams? A ghost reconsidered." Classical Quarterly 50, no. 1 (2000): 147–58. http://dx.doi.org/10.1093/cq/50.1.147.

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In Book 19, chapter 9 of the Nodes Atticae Gellius describes the birthday party of a young Greek of equestrian rank at which a group of professional singers entertained the guests by performing poems by Anacreon, Sappho, ‘et poetarum quoque recentium ⋯λεγεῖα quaedam erotica’ (4). After the singing, Gellius goes on, some of the Greek συμπόται present challenged Roman achievements in erotic poetry, excepting only Catullus and Calvus, and criticized in particular Laevius, Hortensius, Cinna, and Memmius. Rising to meet this charge, Gellius’ teacher of rhetoric, Antonius Julianus, admits the superiority of the Greeks in what he calls ‘cantilenarum mollitiae’ in general (8), but to show that the Romans too have some good erotic poets, he recites four early Latin love epigrams, by Valerius Aedituus (frs. 1 and 2), Porcius Licinus (fr. 6), and Lutatius Catulus (fr. I). The same three poets are listed in the same order in Apuleius’ Apology in a list of amatory poets which he provides in order to establish precedents and thus invalidate his prosecutors’ referral to his erotic poems in their accusation (Apul. Apol. 9). Catulus is also enumerated in Pliny's list of Roman dignitaries who composed ‘uersiculos seueros parum’ like his own (Ep. 5.3.5), and an amatory epigram of his is cited by Cicero in De Natura Deorum 1.79 (fr. 2). We possess no further evidence connecting the other two with the composition of either erotic or, more generally, ‘light’ verse, but a poem by Porcius Licinus on Roman literary history is attested by several sources including Varro, Suetonius, and Gellius himself.

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Whiten, Andrew, Nicola McGuigan, Sarah Marshall-Pescini, and Lydia M. Hopper. "Emulation, imitation, over-imitation and the scope of culture for child and chimpanzee." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1528 (2009): 2417–28. http://dx.doi.org/10.1098/rstb.2009.0069.

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We describe our recent studies of imitation and cultural transmission in chimpanzees and children, which question late twentieth-century characterizations of children as imitators, but chimpanzees as emulators. As emulation entails learning only about the results of others' actions, it has been thought to curtail any capacity to sustain cultures. Recent chimpanzee diffusion experiments have by contrast documented a significant capacity for copying local behavioural traditions. Additionally, in recent ‘ghost’ experiments with no model visible, chimpanzees failed to replicate the object movements on which emulation is supposed to focus. We conclude that chimpanzees rely more on imitation and have greater cultural capacities than previously acknowledged. However, we also find that they selectively apply a range of social learning processes that include emulation. Recent studies demonstrating surprisingly unselective ‘over-imitation’ in children suggest that children's propensity to imitate has been underestimated too. We discuss the implications of these developments for the nature of social learning and culture in the two species. Finally, our new experiments directly address cumulative cultural learning. Initial results demonstrate a relative conservatism and conformity in chimpanzees' learning, contrasting with cumulative cultural learning in young children. This difference may contribute much to the contrast in these species' capacities for cultural evolution.

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Seth, Anil. "Too many ghosts in the machine." Nature Machine Intelligence 1, no. 7 (2019): 294–95. http://dx.doi.org/10.1038/s42256-019-0065-9.

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Sadler, Catharine. "Too much too young." Nursing Standard 18, no. 7 (2003): 16–18. http://dx.doi.org/10.7748/ns.18.7.16.s33.

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Cowley, Sue. "Too much too young?" Early Years Educator 22, no. 12 (2021): 14–16. http://dx.doi.org/10.12968/eyed.2021.22.12.14.

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The summer born ‘gap’, deferred entry and the baseline assessment are issues which both educators and parents have been battling with for a while. Now, with the added pressures of the pandemic, these issues are evermore present.

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Westly, Erica. "Too Much, Too Young." Scientific American Mind 21, no. 3 (2010): 11. http://dx.doi.org/10.1038/scientificamericanmind0710-11a.

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Adams, R. A. "Too much, too young." Practical Pre-School 2008, no. 88 (2008): 24. http://dx.doi.org/10.12968/prps.2008.1.88.38320.

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Whitebread, David, and Sue Bingham. "Too much, too young." New Scientist 220, no. 2943 (2013): 28–29. http://dx.doi.org/10.1016/s0262-4079(13)62688-3.

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McMullan, Roz. "Too much too young?" BDJ Student 27, no. 1 (2020): 6. http://dx.doi.org/10.1038/s41406-019-0104-3.

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Palmer, Sue. "Too much, too young?" Early Years Educator 8, no. 6 (2006): 52–54. http://dx.doi.org/10.12968/eyed.2006.8.6.22164.

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Dissertations / Theses on the topic "Too Young For Ghosts"

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Crifasi, Michael Aeneas. "Young Ghosts." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1260240698.

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Huq, Rupa. "Too much too young : British youth culture in the 1990s." Thesis, University of East London, 1999. http://roar.uel.ac.uk/1287/.

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The study of youth culture in Britain, after a fertile period in the 1 970s, underwent a fallow stretch in the 1980s. By the 1990s it was being claimed from some quarters that youth culture had ceased to exist. This thesis presents the results of a study of various aspects of contemporary youth culture undertaken in Britain and France with the mixed methodologies of textual secondary source analysis, ethnographic participant observation, semi-structured interviewing and quantitative survey techniques. The central aim was to determine whether and in what forms youth culture exists in contemporary times and to redress some of the earlier imbalances in research on this subject in doing so. There are nine main findings. The first three are concerned with matters of theory and method, the remainder with the empirical work presented in the thesis: 1. It is more useful to draw on several theoretical approaches rather than constrict oneself to singular explanations of 'grand theory.' 2. Furthermore, 'theory' alone is not enough: ethnography is a key instrument for examining youth culture. 3. The exclusively class-based explanations offered by existing British subcultural studies are increasingly untenable given the transient, non-linear youth cultural forms of today. 4. Second generation hybridic British Asian youth cultures, long ignored by subculturalists, are a crucial expanding area. 5. Youth are not simply an 'urban species'; a rich under-researched suburban youth culture also exists, and is worthy of serious study. 6. Our considerations of youth culture should look beyond British shores to parallels with other countries, with whom British youth have many similarities. The expressive postcolonial cultures of French youth are one example, through which we can see both parallels with the British experience, and that there is some evidence for an emergent 'pan European youth culture'. 7. The above developments unfold despite governments' attempts at preserving 'national culture.' 8. Pop music can no longer be seen as a synonym for youth culture. 9. Reports of youth culture's death have been greatly exaggerated. It may not exist as previously conceptualised but it is taking on multiple, shifting meanings in an ageing world.

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Lajoie, Brooke L. "Never too old, never too young? : exploring stereotypes in the mixed-age college classroom." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1447.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Psychology

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Makeham, Paul B. ""Across the long, dry stage": Discourses of Landscape in Australian Drama." Thesis, University of Newcastle, NSW, Australia, 1996. https://eprints.qut.edu.au/8980/1/c8980.pdf.

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This thesis is concerned with the representation of landscape in nine Australian plays. The introduction examines the functions and effects of landscape discourses within Australian culture generally, and on the stage in particular. The introduction is followed by three chapters, each of which examines three plays. In the sequence in which they are discussed, the plays are: 'At Dusk' (1937) by Millicent Armstrong; 'Pioneers' (1919) by Katharine Susannah Prichard; 'The Drovers' (1919) by Louis Esson; 'The Fields of Heaven' (1982) by Dorothy Hewett; 'Too Young For Ghosts' (1985) by Janis Balodis; 'Inside the Island' (1980) by Louis Nowra; 'Bran Nue Dae' (1990) by Jimmy Chi and Kuckles; 'The Kid' (1983) by Michael Gow; and 'Aftershocks' (1991) by Paul Brown and the Workers' Cultural Action Committee. The readings proposed here proceed on the understanding that landscapes are systems of representation rather than topographical entities. Landscapes are thus conceivable as textual formations, constituted of discourses and inscribed with a variety of ideologies. 'Discourse' here refers both to the spoken (dialogic) and the visual (scenic) modes of dramatic expression. A wide range of thematic concerns and dramaturgical forms is encompassed by these nine plays; accordingly, a variety of reading strategies is applied to them. In each of the plays examined, landscape and character are shown in a dynamic, mutually determining relationship, even in those realist works in which landscape is rendered as 'background' to the primary sites of interpersonal action. The thesis traces a movement from early realist one-act plays set in bush landscapes, to more recent, non-realist works of full-length set partially or wholly in cities. This structure might be characterised as a movement from the landscapes of 'nature' to the cityscapes of 'culture'.

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Lewis, Erica. "Encouraging leaders to be followers too : strengthening young women's leadership in a global, intergenerational, women's organisation." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/127794/.

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This thesis starts by exploring an under-researched area, young women’s leaders and returns a potentially unexpected answer – to strengthen young/er women’s leadership we need old/er women to be willing to follow them. Or more broadly, to see more non-traditional leaders emerge and be recognised, we need more people to realise a practice of emancipatory and critical followership that can influence who is recognised as a leader in their groups. Rather than considering youth as a time of preparation for a future practice of leadership, this thesis argues there is a need to recognise young people, and particularly young women, as leaders now and that building this recognition may not be about doing more indiviudal leader development work, but about collective leadership development which includes work with followers. Building on the frameworks that have been used explain and promote work within organisations to increase the numbers of women leaders, this research draws particularly from work on followership, which has questioned both the lack of focus on followers within leadership research and the lack of recognition of the agency that followers possess. Doing so allows the argument to be built that to ensure non-traditional leaders emerge and are recognised in organisations, we need to develop a practice of critical and emancipatory followership which would purposively seek to support the emergence and recognition of non-stereotypical leaders.

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Husband, Terry. "He's too young to learn about that stuff an examination of critical, anti-racist pedagogy in an early childhood classroom /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211327601.

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Larsson, Marta Cristina Loureiro de Bragança Sousa Ribeiro. "Too old for work, too young for retirement: the psychosocial experience of unemployment among older adults." Tese, 2013.

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Larsson, Marta Cristina Loureiro de Bragança Sousa Ribeiro. "Too old for work, too young for retirement: the psychosocial experience of unemployment among older adults." Doctoral thesis, 2014. https://repositorio-aberto.up.pt/handle/10216/115049.

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Larsson, Marta Cristina Loureiro de Bragança Sousa Ribeiro. "Too old for work, too young for retirement: the psychosocial experience of unemployment among older adults." Tese, 2014. https://repositorio-aberto.up.pt/handle/10216/115049.

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Almeida, Leonor Maria Correia de Sá. "“You are never too old to be young”: The effect of priming a childlike mindset through walt disney pictures on divergent thinking." Master's thesis, 2018. http://hdl.handle.net/10400.12/6764.

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Dissertação de Mestrado apresentada no ISPA - Instituto Universitário para obtenção do grau de Mestre em Psicologia Social e das Organizações.<br>A criatividade é considerada uma característica chave para ocorrer inovação nesta “era da criatividade” que estamos a viver presentemente na sociedade actual. O apelo à criatividade no nosso dia-a-dia levou a que a investigação se debruçasse sobre a identificação de formas eficazes de aumentar a criatividade. “Pensar como um criança” tem sido um mantra frequentemente apregoado como fórmula para o aumento da criatividade - nomeadamente o pensamento divergente - porém, este cliché popular tem recebido quase nenhuma atenção de investigação empírica. Procuramos primar os nossos participantes com um mindset de criança, através da exposição do vídeo de abertura da Walt Disney Pictures, prevendo que isto iria aumentar o desempenho em medidas de pensamento divergente - nomeadamente em fluência, flexibilidade e originalidade. Resultados para as medidas de flexibilidade e originalidade não foram significativas. Por outro lado, a fluência aparentou ser ligeiramente inibida após exposição ao estímulo da Disney. Surpreendentemente, numa das condições de controle onde os participantes assistiram ao vídeo de abertura da 20th Century Fox, foram encontrados os níveis mais elevados de fluência. Discutimos os nossos resultados à luz de teorias de activação e foco regulatório, processamento local e global, e os efeitos cognitivos e comportamentais da nostalgia. Deliberamos ainda de forma breve sobre a conceito de honestidade (associado à marca Disney) no pensamento divergente. Limitações do estudo são discutidas e direcções futuras são fornecidas.<br>ABSTRACT: Being creative is considered a key characteristic for innovation in the so-called “creativity age” that we are currently living in modern society. The cry for creativity in our day-to-day lives has been a major driver in focusing investigation on the search for effective ways in which creativity may be enhanced. “Thinking like a child” has been an oft touted mantra as a formula for increasing creativity - namely divergent thinking (DT) - yet this popular cliché has received close to no empirical investigation. We sought to prime individuals with a childlike mindset through exposure to the Walt Disney Pictures opening logo video clip, predicting that this would increase performance in DT measures - specifically in fluency, flexibility and originality. Results for flexibility and originality scores were not significant. Unexpectedly, fluency was shown to be slightly inhibited when exposed to the Disney stimulus. Surprisingly, in one of the control conditions, where participants watched the 20th Century Fox opening logo video, fluency scores were highest. Our results are discussed in light of behaviour activation and regulatory-focus theories, global and local processing, and the cognitive and behavioural effects of nostalgia as well as briefly deliberating over the concept of honesty (associated to the Disney brand) and DT. Limitations of the study are also discussed and future directions are provided.

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Books on the topic "Too Young For Ghosts"

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Balodis, Janis. Too young for ghosts. Currency Press, 1991.

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Balodis, Janis. Too young for ghosts. Currency Press in association with the Stage Company, Adelaide, 1985.

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3

Parry, Linda. A Christmas carol: Dickens' classic tale retold for young children. Hunt & Thorpe, 1996.

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1812-1870, Dickens Charles, and Parry Alan 1940 ill, eds. A Christmas carol: Dickens' classic tale retold for young children. Word Pub., 1996.

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Young ghosts. Scholastic Inc., 1995.

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Cohen, Daniel. Young ghosts. Scholastic Inc., 1995.

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Young ghosts. Cobblehill Books, 1994.

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1920-, Asimov Isaac, Greenberg Martin Harry, and Waugh Charles, eds. Young Ghosts. Harper & Row, 1985.

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Fanny, Blake, ed. Too much too young. Ebury, 2006.

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Weathered too young. Center Point Large Print, 2015.

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Book chapters on the topic "Too Young For Ghosts"

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Marcucci, Catherine. "Too Young to Die." In A Case Approach to Perioperative Drug-Drug Interactions. Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-7495-1_120.

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Aarseth, Asbjørn. "Ghosts at The Young Vic 1986." In Peer Gynt and Ghosts. Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-09204-8_15.

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Wu, Ning. "Silenced Inequalities: Too Young or Too Old?" In Inequality and Organizational Practice. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11647-7_4.

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Farley, Caroline. "Never too old." In Young Children and Their Communities. Routledge, 2018. http://dx.doi.org/10.4324/9781315151342-6.

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Alfandary, Rony. "1937 – Sam Cohen – too poor to wed." In Postmemory, Psychoanalysis and Holocaust Ghosts. Routledge, 2021. http://dx.doi.org/10.4324/9781003189121-26.

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Luu, Lien. "Protecting against dying too young." In Essential Personal Finance. Routledge, 2018. http://dx.doi.org/10.4324/9781351041669-5.

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Alfandary, Rony. "1926 – On brotherly love and young men in France." In Postmemory, Psychoanalysis and Holocaust Ghosts. Routledge, 2021. http://dx.doi.org/10.4324/9781003189121-15.

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Beckman, Ludvig. "Too Young to Vote? Children’s Suffrage." In The Frontiers of Democracy. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244962_4.

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Cohen, David. "Children as Victims Too." In The New Power of Children and Young People. Routledge, 2022. http://dx.doi.org/10.4324/9781003165484-10.

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Kramer, Karen L. "Evolutionary Perspectives on Teen Motherhood: How Young Is Too Young?" In The Arc of Life. Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4939-4038-7_5.

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Conference papers on the topic "Too Young For Ghosts"

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Koy, Karen, Katie O'Callaghan, and Shelbie Zirkle. "TOO YOUNG OR TOO SMALL? THE EFFECT OF SIZE AND LIFE STAGE ON TERRESTRIAL VERTEBRATE TAPHONOMY." In GSA Connects 2022 meeting in Denver, Colorado. Geological Society of America, 2022. http://dx.doi.org/10.1130/abs/2022am-380208.

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Bashun, Vladimir, Anton Sergeev, Victor Minchenkov, and Alexandr Yakovlev. "Too young to be secure: Analysis of UEFI threats and vulnerabilities." In 2013 14th Conference of Open Innovations Association (FRUCT). IEEE, 2013. http://dx.doi.org/10.1109/fruct.2013.6737940.

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Mullan, Kathryn, Elizabeth Dalzell, Rosaleen Manning, and Stephen Mullen. "1633 Exploring the experience of adolescents in a paediatric emergency department –too old or too young?" In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.759.

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Mullan, Kathryn, Elizabeth Dalzell, Rosaleen Manning, and Stephen Mullen. "1623 Exploring the experience of adolescents in a paediatric emergency department –too old or too young?" In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.752.

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Mullan, Kathryn, Elizabeth Dalzell, Rosaleen Manning, and Stephen Mullen. "1643 Exploring the experience of adolescents in a paediatric emergency department –too old or too young?" In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.767.

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Van Duinen, Deborah. "Too Important to Avoid: A Framework for Talking About Spirituality in Young Adult Literature." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1437451.

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Aririguzo, Lynda C., Kimberly Lopez, and Cary Cain. "“He’s Not Too Young”: Empowering Parents in Child Language Development Through UpWORDS, A Parenting Education Program." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.72.

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Kozlova, Iu V. "Socialization of children with disabilities through the project "I'm the same as everyone, I, too so I can "." In All-Russian scientific-practical conference of young scientists, graduate students and students. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-143.

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MATEI, Denisa Ligia. "INTEGRATION OF YOUNG NEETS ON THE LABOR MARKET." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/03.12.

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The worst effect that continuous bullying can cause is dropping out of school. And these children are turning into young NEETs: young people outside the education, employment or training systems. Based on suffering, self-distrust reaches adults who find it difficult to find a job and integrate socially without frustration. Both in the European Union and individually in the countries of the European Union, the largest subcategory in the NEETs group is unfortunately made up of young unemployed.; also, in Romania, among the young people integrated on the labor market (NEETs), there are young people, children, adolescents, who dropped out of school too early, young people who are part of the category of people with disabilities, respectively young people who come from vulnerable backgrounds; of the young NEETs, some are those who do not choose to be in this category (those mentioned above, chronic diseases, poverty, etc.), but in the category of NEETs there are also young people who choose not to work, do not want to integrate on the labor market; In conclusion, it can be said that young NEETs are an inhomogeneous category, which makes it difficult to intervene at the stratum of public policies in the absence of specific profiles, related to each sectary. For this grouping, a series of actions must be considered, both at the level of Romania and at the level of the European Union. Thus, there is a comparative advantage in order to find solutions in terms of integrating young people who fail to pursue or complete a form of education, those who do not work or those who are not in personal and professional development programs. The paper is made up of three chapters and presents both approaches to the literature and the analysis of the evolution of NEETs in the European Union and in Romania. The first chapter focuses on theoretical concepts about what "NEETs" mean, as well as the literature. The second chapter captures the analysis of the situation of young NEETS in the European Union, and the third part focuses on young NEETs in Romania, measures implemented so far, but also a series of proposals. At the same time, the paper will end with the area of proposals for the strategy to reduce the NEETs rate in Romania and conclusions.

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Laidlaw, Sheonad. "P-130 ‘He had too much living to do to talk about dying’: auditing advance care planning in a young adult population." In Finding a Way Forward, Hospice UK National Conference, 22–24 November 2022, Glasgow. British Medical Journal Publishing Group, 2022. http://dx.doi.org/10.1136/spcare-2022-hunc.147.

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Reports on the topic "Too Young For Ghosts"

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Carson, Jessica. For One in Four Very Young, Low-Income Children, Parents Are Young Too. University of New Hampshire Libraries, 2019. http://dx.doi.org/10.34051/p/2020.369.

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Black, Sandra, Paul Devereux, and Kjell Salvanes. Too Young to Leave the Nest: The Effects of School Starting Age. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w13969.

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Roux, Anne, Jessica Rast, Kristy Anderson, Julianna Rava, and Paul Shuttuck. Transition into Young Adulthood: National Autism Indicators Report. A.J. Drexel Autism Institute, 2015. http://dx.doi.org/10.17918/nairtransition2015.

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Young adults with autism have a difficult time following high school for almost any outcome you choose - working, continuing school, living independently, socializing and participating in the community, and staying healthy and safe. To complicate matters, many of these youth begin their journey into adulthood by stepping off a services cliff. Access to needed supports and services drops off dramatically after high school - with too many having no help at all.

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El-Gibaly, Omaima, and Susan M. Lee. Too Young to Be a Mother: A Description of the Lives of Married Adolescent Girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy2004.1000.

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Improving the status and health of women is high on the agenda of the Ministry of Health and Population in Egypt. Investing in the lives of women who marry in their teens has long-term benefits for these girls and their children. Valid information is needed, however, to address these girls’ special needs. Adolescent health is currently one of the major concerns of the Ministry of Health and Population, as is delaying early marriage and addressing the reproductive and other health needs of married girls. The Ministry was a fieldwork partner with the Population Council, providing data collection from primary health care physicians throughout the country for the “Adolescent and Social Change” Survey (ASCE) in 1997. This monograph is an in-depth analysis of the ASCE survey data. It portrays the context in which married girls are living, describes their characteristics, marriages, and reproductive practices, and makes them visible for the first time, which is hoped will contribute to improving their situation.

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Islam, Asiya, and Preeti Manchanda. Gender Inequalities in Digital India: A survey on digital literacy, access, and use. Digital Futures at Work Research Centre (Digit), 2023. http://dx.doi.org/10.20919/mcuu2363.

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This paper reports the main findings from a survey on gender inequalities in digital literacy, use, and access among youth (18-25 years) in three parts of India – Delhi, Uttar Pradesh, and Bihar. In addition to gender, the survey was attentive to other inequalities too in its enquiry about the location (urban/rural), caste, household income, and education level of the respondents. This paper largely presents inequalities of gender as they intersect with urban/rural location since other variables, while important, yielded smaller numbers that need further careful analysis. The survey was informed by various contemporary developments – global growth in the use of digital technology for education, employment, and everyday lives; Covid-19 pandemic that has accelerated this growth; and the Digital India programme that aims to empower citizens through digital skilling. The survey, then, set out to explore the nature and implications of social inequalities in a society moving towards digital empowerment. The survey findings reveal overwhelming dependence among young people on smartphones for internet access and that entertainment and social media are the top uses of the internet. The survey also finds that women, particularly in rural areas, are less likely than men to exclusively own smartphones. That is, the smartphones that women have access to tend to be ‘household phones’, shared with other members of the family. This has consequences for the time and purposes that women are able to use smartphones and internet for. Based on these findings, the paper proposes avenues for further research on intersectional inequalities in digital literacy, access, and use. It also suggests policy interventions to maximise the potential of digital technology for education and employment, with specific attention to gender inequalities.

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