Most people who move to a foreign country may experience a period of time when they have a lot of stress in the new culture. This feeling is often called “culture shock” and it is important to learn how to deal with culture shock. First of all, you should know that everyone in a new situation will go through some form of culture shock. There are four general stages of cultural adjustment(适应).

    The first stage is usually referred to as the honeymoon stage. Upon arriving in a new environment, you'll be interested in the new culture. Everything will seem exciting, and everyone will seem friendly and helpful.

    The second stage is called the withdrawal stage. The excitement that you felt before changes to frustration(沮丧) as you find it difficult to deal with new problems. The language is hard to learn; friends are hard to make; simple things like shopping and going to the bank are challenges. It is at this stage that you are likely to feel anxious and homesick.

If you are one of those who manage to stick it out (坚持下来), you will enter the third stage—- the recovery stage. At this point, you'll feel more confident in the new culture. You'll start to understand and accept the way things are done and the way people behave in your new environment.

The last stage is the stability stage—- this is the point when people start to feel at home in the new culture. At this stage, you will behave well in the new culture, and prefer some aspects(方面) of the new culture to your own culture.

    There is, in a sense, a fifth stage to this process. If you decide to return home after a long period in a new culture, you may experience what is called “reverse culture shock”. This means that you may find aspects of your own culture “foreign”, because you're so used to the new culture. Reverse culture shock is usually pretty mild(温和的) and doesn't last for very long.

    How much television do you watch? Did you really give an honest answer? A recent study shows that people aren't totally truthful about their television-watching habits.

    The study in question was conducted at Ball State University in the US. Researchers there wanted to find out how much television people view according to their age. The study was paid for by a council associated with the Nielsen Company, which determines television ratings. The conclusions were that people spend more than 8 hours a day looking at a screen. This included cell phones and computers，but the majority were television screens.

    There are three interesting things about this study. The first is that people are exposed to more than one hour of advertisements per day. The second is that even with access to DVDs and internet videos, television is still the most popular media source. The third is that the amount of screen-watching people do is relatively the same from the ages of 18-65.

    So, if everyone is watching television, why lie about it? Well, if someone admits they watch television for five or six hours, they could be considered a couch potato. Michael Phillips, one of the study's main researchers, says, “There's a social stigma for people who watch too much television. Sometimes, however, watching the latest reality show or the funniest sitcom gives co-workers and friends fun things to talk about.”

    Even if you do watch a lot of television, perhaps we can use this study as a reason to be honest with ourselves about how much time we spend in front of the television. I mean, after all, everyone else is doing it...

    While both Europe and the United States of America are considered the Western world, it's good to know there are some differences in culture. If you are considering moving to a European country, you will find the information below helpful as you plan your move.

    One cultural difference is how the countries perceive（感知）time and space. For example, a house in the United States that is 200 years old would be considered ancient. This is probably because America is a fairly young country. However, in Europe, something would not be considered ancient unless it was at least 2,000 years old. However, perception of distance seems to be the opposite. While Europeans would consider 100 kilometers a long way to drive, Americans would think twice. This could be due to the fact that Europe is smaller and more heavily populated. In fact, the United States is over twice the size of Europe.

    Cars are another factor that differs greatly between Europe and the United States. American automobiles usually have automatic transmissions（传动）while European cars generally have manual gears（手动变速器）. European automobiles are smaller and more round-shaped, while American cars are larger and more square-shaped. Trucks and limousine are vehicles that American enjoy. In Europe, however, these types of vehicles are hardly seen, as they prefer smaller cars due to parking and traffic congestion.

    The view of education is another cultural difference between the European countries and the United States. In America, parents may save for many years and even go into debt to pay for their children to attend college. Most schools and universities in Europe, however, are free of tuition. In fact, it is just expected for children to attend college there and not a privilege（特权）, as in the United States.

    Like many other people, I love my smart phone, which keeps me connected with the larger world that can go anywhere with me. I also love my laptop, because it holds all of my writing and thoughts. In spite of this love of technology, I know that there are times when I need to move away from these devices and truly communicate with others.

On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the materials and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.

    Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There's a bit of truth to that. Some students assume that I am anti-technology. There's no truth in that at all. I love technology and try to keep up with it, so I create to my students.

    The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course materials and the class discussion.

    I've been teaching my history class in this way for many years and the evaluations reflect students' satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course materials beyond the classroom.

    I'm not saying that I won't ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I'm sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

    Bullying(霸凌) can take a variety of forms, from the verbal to the physical as well as indirect forms, such as being excluded from social groups. Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare.

    Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. There is no bullying at this school' has been a common answer if asked, almost certainly untrue. Fortunately more schools are now saying: “There is not much bullying here, but when it occurs we have a clear policy for dealing with it.” Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published, too. Third, there is evidence that these materials work, and that schools can achieve something.

    Evidence suggests that a key step is to develop a policy on bullying, saying clearly what bullying means, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed and what punishments will be employed. The policy should be developed through consultation over a period of time. Pupils, parents and staff should feel they have been involved in the policy. Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. But curriculum work alone may only have short-term effects; it should be an addition to policy work. There are also ways of working with individual pupils, or in small groups. Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.

    With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort is put in and the wider the whole school is involved, the more substantial the results are likely to be. The reduction in bullying and the consequent improvement in pupil happiness is surely a worthwhile objective.

If you're a teen artist, this is the perfect challenge for you. We've seen just how talented you can be; but this month, we're putting your skills to the test. This contest requires your art to be made out of a wide variety of colors. You should use different colors even for your outlines and shading. Think you're up for the challenge? 

Deadline:June 1

Rules:

You must be a teen (aged 13-19) to enter. 

No inappropriate content. 

Submissions must relate to the topic (only colors, no black-and-white drawings). 

Guidelines and Details:

Your entry must be a character created by yourself. 

There is no limit to the number of characters you can submit. 

How to Submit:

Submit entries through our website. All entries submitted to Teen Ink are automatically considered for the contest. There is no cost to submit or be published. See our submission guidelines for more information. 

Submit your work to the appropriate art category on Teen Ink. Include "only colors" as one of your submission's tags. You can do this by using the "additional tags" field in your submission form. 

Prizes:

Winners and honorable mentions will have their works published in Teen Ink magazine. 

The overall winner will receive a $25 gift card.