Anak Jakarta; A Sketch Of Indonesian Youth Identity

Anak Jakarta refers to the youth of Jakarta, the trend-setters of the Indonesian youth. This paper gives a sketch of the youth in Jakarta as characterized by their appearance, language and lifestyle. Information is derived from discussions and personal contact with different groups of youth and parents (adults with children) in Jakarta; literature review, observations, as well as from flashbacks given by the adults, providing a portrait of anak Jakarta since late 1980's. The youth in Jakarta is Western (American) oriented, copying from the mass- and social media, often times conflicting with local norms and parental advices. Anak Jakarta profile includes: youth created slang language, school gang fights (tawuran) and brand minded consumerism. Jakarta youth has become the role model for most youth all over Indonesia, especially Jakarta migrant youth. Family upbringing, social contact, peer group and the media play a crucial role in forming, transforming and disseminating the characteristics anak Jakarta identity

The Current Status and Evolution of Industrial Relations in Sri Lanka

[Excerpt] Howe and Strauss (2007) propound the theory that there is a clear nexus between the significant events youth face and their attitudes in later life. This is relevant in looking at the evolution of industrial relations, especially in Sri Lanka. One could say that the historical context of Sri Lanka has played a major role in the current behaviour of management and labour—from the nationalist revival in 1956 and the culture change which gripped the country until the insurgency of 1971 which can be identified as the coming to a head of the frustrations created in relation to emancipated, educated youth who had no prospects of proper employment. The language policy introduced under the cultural revolution created a hostile divide between the English-speaking managers, who in colonial times and for several decades thereafter came from elite schools, and the ‘swabasha’1 educated workers. Since the language of management and business transactions continued to be English, it was difficult for those receiving education in the local languages to claim higher positions in the private sector although often they were better technically qualified, at least on paper, than the English- peaking candidates selected. With educated youth finding that they could not access the higher echelons without English the obvious reaction was to resent the language as well as the system which used it. The policy in the government was to use the swabasha for official transactions and this led to graduates educated by local universities moving mostly into public sector management positions, seldom securing employment in the private sector. The tension created by Sinhala-educated youth not having adequate access to jobs compatible with their education led to the insurrection in 1971. The youth of that era are now mature citizens and legislators and are therefore anxious to give fair opportunity to youth coming into the labour market by helping them acquire language skills needed for employment

Youth with Disabilities and the Workforce Investment Act of 1998

The purpose of this Policy Update is to present key aspects of the statutory language of Title I of WIA and describe its potential implications for youth with disabilities as they prepare for the transition from school to employment and adult life as described in Sections 126-129 of Chapter 4 Youth Activities

Controlled trial of lovastatin combined with an open-label treatment of a parent-implemented language intervention in youth with fragile X syndrome.

BackgroundThe purpose of this study was to conduct a 20-week controlled trial of lovastatin (10 to 40 mg/day) in youth with fragile X syndrome (FXS) ages 10 to 17 years, combined with an open-label treatment of a parent-implemented language intervention (PILI), delivered via distance video teleconferencing to both treatment groups, lovastatin and placebo.MethodA randomized, double-blind trial was conducted at one site in the Sacramento, California, metropolitan area. Fourteen participants were assigned to the lovastatin group; two participants terminated early from the study. Sixteen participants were assigned to the placebo group. Lovastatin or placebo was administered orally in a capsule form, starting at 10 mg and increasing weekly or as tolerated by 10 mg increments, up to a maximum dose of 40 mg daily. A PILI was delivered to both groups for 12 weeks, with 4 activities per week, through video teleconferencing by an American Speech-Language Association-certified Speech-Language Pathologist, in collaboration with a Board-Certified Behavior Analyst. Parents were taught to use a set of language facilitation strategies while interacting with their children during a shared storytelling activity. The main outcome measures included absolute change from baseline to final visit in the means for youth total number of story-related utterances, youth number of different word roots, and parent total number of story-related utterances.ResultsSignificant increases in all primary outcome measures were observed in both treatment groups. Significant improvements were also observed in parent reports of the severity of spoken language and social impairments in both treatment groups. In all cases, the amount of change observed did not differ across the two treatment groups. Although gains in parental use of the PILI-targeted intervention strategies were observed in both treatment groups, parental use of the PILI strategies was correlated with youth gains in the placebo group and not in the lovastatin group.ConclusionParticipants in both groups demonstrated significant changes in the primary outcome measures. The magnitude of change observed across the two groups was comparable, providing additional support for the efficacy of the use of PILI in youth with FXS.Trial registrationUS National Institutes of Health (ClinicalTrials.gov), NCT02642653. Registered 12/30/2015

Making their Way: Helping Kentucky's Immigrant Youth Successfully Transition into Adulthood

All youth in Kentucky need high quality educational experiences to become successful adults. Children must have access to educational opportunities at every stage of development, from early child care and preschool to post-secondary education or vocational training.Education improves each young person's ability to get a good job and become self-sustaining community members. Education also creates a strong workforce, which contributes to the overall growth and productivity of Kentucky's economy.In Kentucky, as across the nation, children in immigrant families represent a small but growing part of the population and future workforce. Currently, children in immigrant families make up 5 percent of the total child population in Kentucky. In a highly globalized world, educated bilingual and multicultural youth in immigrant families will be an enormous future asset to businesses, service providers and government agencies.1Many immigrant families in Kentucky possess positive child well-being influences, including high rates of parent educational attainment, strong rates of home ownership and low rates of poverty.2On the other hand, there are also some immigrant families living in low-income households and parents who do not have a high school degree. Kentucky's older immigrant youth sometimes face additional challenges to completing high school and pursuing higher education, including English language acquisition, cultural skills and social adaptation.3English proficiency, for example, is the greatest predictor of the success of older immigrant youth. The lack of adequate English language and education programs for older immigrant youth prevents Kentucky from taking advantage of a great resource for our future workforce.This brief presents a snapshot of older immigrant youth ages 16 to19 and will examine how well they are being prepared to successfully transition into higher education and the workforce.4To better understand how this population is faring, data on school drop out rates and on disconnected youth who are not in school and do not have a job is presented. The data compares Kentucky's immigrant youth born outside the U.S. to all youth born in the U.S. (which includes U.S.-born youth with immigrant parents).

New York City South Asian Youth: Critical Mass, Urgent Needs

There are now more than 100,000 South Asian youth in New York City. This milestone for the community was reached during the last decade and is confirmed by the 2010 Census. Today, more than 5% of the city's youth (defined as residents under the age of 20) are South Asian. Poverty is a major obstacle on their path to achievement. More than one-quarter of South Asian youth (26%) live in households with incomes lower than the federal poverty level (FPL). Over half of South Asian youth live in families where income is below 200% of the FPL. In New York City, where the cost of living is much higher than the national average, this means real hardship. Besides poverty, South Asian youth face additional hurdles that are particular to their experience in New York City today. Many parents of South Asian youth confront language barriers, cultural obstacles and a lack of familiarity with the American school system. The schools themselves often lack cultural competence when it comes to appreciating the needs of South Asian youth and interacting constructively with their families. And both in school and in the broader community, the post-9/11 environment continues to exhibit suspicion, bias, and discrimination. The bullying of South Asian youth, Muslim youth, and youth who wear turbans and hijabs is a persistent issue. This discourages many youth, lowers their engagement with school and other programs, and can lead to detrimental internalized behaviors.This report by South Asian Youth Action (SAYA!) presents the new demographics of South Asian youth in New York City, details the issues they face, and offers an agenda for action. Drawing on 17 years of experience providing youth-development services to the city's South Asian community, SAYA! Intends this report to inform policymakers, school officials, and all New Yorkers about the city's growing South Asian youth population, the unique pressures they face, and the ways to overcome these obstacles to opportunity. In our view, school leaders, city officials, community organizations, and South Asian families can take immediate steps that will improve youth college and career readiness and benefit the community as a whole. These steps include:Improving parental engagement in schools bydeveloping a new one-on-one parent advocacy programenhancing translation and interpretation support for parentsscaling up community organization resources for parental educationMaking schools a safe and welcoming space for South Asian youth byimproving school staff cultural competenceimproving school staff diversity and language proficiencyenhancing curriculum focused on South Asian youthcreating a safe, bullying-free space for South Asian youthPreventing South Asian youth from falling through the cracks byensuring availability of preparation tools, particularly for new immigrant youthenhancing the college readiness of public school studentsenhancing local community-based organization support for South Asian youthThese steps make up a practical, feasible agenda to ensure that New York City's South Asian youth have the tools necessary to succeed in a knowledge- and skills-based economy and avoid falling into a cycle of intergenerational poverty

Moving on from ‘anti-racism’? Understandings of ‘community cohesion’ held by youth workers

‘Community Cohesion’, and the apparent lack of it, was rapidly offered as the explanation for the 2001 disturbances across northern England, and has since become a cornerstone of government approaches to race relations policy. This article explores what Community Cohesion means to welfare practitioners in Oldham, one of the affected towns. Academic discussion of Community Cohesion has been largely hostile, focusing on the language and assumptions of the government reports. While highlighting important issues, these debates have been virtually free of empirical evidence on how Community Cohesion is actually being understood and operationalised by welfare practitioners. Drawing on in-depth research with youth workers in Oldham, I argue that the Community Cohesion analysis of the state of race relations is largely accepted, and supported, by those youth workers, and that it has enabled a significant shift in the assumptions and operations of their professional practice. Within this ‘modal shift’ in practice is a moving away from the language and assumptions of ‘anti-racism’, as it has been largely understood and operationalised by youth workers on the ground, towards what I argue can be seen as ‘critical multi-culturalism

Уживання мови та питання ідентичності серед ромів-мігрантів

The paper presents the issue of language use and identity among Muslim Roma youth from Bulgaria, living in Berlin, Germany. Interviews with a structured questionnaire on language use and identity was conducted with Bulgarian Muslim Roma living in Berlin, Germany. The results showed that, in order to be accepted by the German Turks, Bulgarian Muslim Roma youth change their language use and identity from Muslim Roma to a new identity - Bulgarian “Osmanli” Turks. The findings showed that the change of language and identity among young Roma in this study served as strategies for integration and acceptance in the German society.Стаття присвячена питанням використання мови та ідентичності серед ромівмусульманів, котрі проживають у Берліні, Німеччина. Результати показали, що для того, щоб бути прийнятими німецькими турками молоді роми- мусульмани змінюють свою мову в щоденній комунікації, а також ідентичність, та називають себе болгарськими османськими турками. Проведене дослідження демонструє, що зміна мови та ідентичності серед молоді ромів слугували стратегіями для інтеграції та прийняття в німецьке суспільство. Стратегії, які використовують молоді роми-мусульмани, емігруючи з Болгарії до Німеччини через дискримінацію та расизм у болгарському суспільстві, що спостерігається проти ромів та мусульман, відомі з наукових джерел серед інших мігрантів, а також в інших частинах світу, як стратегії прийняття в суспільство та успішної інтеграції

How Young Latinos Communicate With Friends in the Digital Age

Presents survey findings on frequency of texting, calling on cell phones and landlines, posting updates on social networking sites, and e-mailing among Latinos ages 16 to 25 by gender, language, and nativity and compared with adults and non-Latino youth

Denying humanness to victims: How gang members justify violent behavior

The high prevalence of violent offending amongst gang-involved youth has been established in the literature. Yet the underlying psychological mechanisms that enable youth to engage in such acts of violence remain unclear. 189 young people were recruited from areas in London, UK, known for their gang activity. We found that gang members, in comparison to non-gang youth, described the groups they belong to as having recognized leaders, specific rules and codes, initiation rituals, and special clothing. Gang members were also more likely than non-gang youth to engage in violent behavior and endorse moral disengagement strategies (i.e., moral justification, euphemistic language, advantageous comparison, displacement of responsibility, attribution of blame, and dehumanization). Finally, we found that dehumanizing victims partially mediated the relationship between gang membership and violent behavior. These findings highlight the effects of groups at the individual level and an underlying psychological mechanism that explains, in part, how gang members engage in violence