Monday, August 19, 2019
It often seems like everywhere one looks, violence rears its ugly head. It is seen in the muggings on the streets, physical assaults in back alleys, shootings at schools, and even at home. The last of these, surprisingly, is a major source of violence. In most living rooms there sits an outlet of the most violent behavior and it often goes unnoticed. It is the television and the children who view it are often pulled into its realistic world with sometimes devastating results. More parents are using television as a means of entertaining their children when they are unable to, and the amount of television that children are watching is a growing concern in our society. In 1950, only 10% of American homes had a television and by 1960 the percentage had grown to 90%. Today, 99% of homes have a television. (Note 1) The results of many experiments and research have all shown that television is a major source of violent behavior in children and that the two do, in deed, go hand in hand. Ã Ã Ã Ã Ã As much as society would like to ignore the fact, violence in the media does affect children. In New York, a 16-year-old boy broke into a cellar. When the police apprehended him and asked him why he was wearing gloves, he replied that he had learned to do so from television as to not leave fingerprints. In Alabama, a nine-year-old boy received a bad report card from his teacher. He suggested sending the teacher poisoned candy in retaliation as he had seen on television the night before. In California, a seven-year-old boy sprinkled broken glass into the stew his family was to eat for dinner. When asked why, he replied that he wanted to see if the results would be the same in real life as they were on television. These are certainly sobering examples of how television can affect a child. Ã Ã Ã Ã Ã The average child spends approximately 28 hours a week watching television; twice as much time as is spent in school. By the age of 18, one child will have witnessed over 200,000 acts of violence on television, to include 16,000 murders. (Note 2) One might argue that these are impressionable children with no sense of right and wrong; however, some psychologists and psychiatrists feel that continued exposure to such violence might unnaturally speed up the impact of the adult world on the child.
Sunday, August 18, 2019
The Cuban Missile Crisis remains an example of one of the most terrifying events in history for the people of the world. A very real threat existed for the crisis to escalate and create World War III, which would include the annihilation of countries and cause unimaginable damage from the use of nuclear weapons by the United States and the former Soviet Union. The conflict had historical roots in the Cold War between the United States and the former Soviet Union, as well as in the history of relations between the United States and Cuba. The strife between the United States and Cuba culminated when Fidel Castro overthrew a government publicly supported by the United States, although political and military officials in the United States secretly welcomed the events. However, it soon became clear that the takeover of Cuba by Castro would result in escalating conflict between it and the United States, something that quickly became more evident in the Bay of Pigs invasion and Operatio n Mongoose; both designed to eliminate Castro from the political field in Cuba. The Soviet Union supported CastroÃ¢â¬â¢s regime and CubaÃ¢â¬â¢s stand, and forced its hand with the placement of nuclear missiles on the island. The United States countered, and the two countries played out their hands to determine the fate of the world. In the end, the United States and the Soviet Union came to an agreement, both sides attempting to avoid a nuclear war. To this day, the way in which the threat was diffused remains an important model in studying how to avoid future conflicts that threaten the world. The history of relations between the United States and the former Soviet Union paved the foundation that would culminate in the Cuban Missile Crisis. The battles b... ...s a model in many ways for how not to handle negotiations; many of the benefits of studying this event, in fact, are to identify how to do just that, as well. Although the outcome was ultimately positive and nuclear war was avoided, the tactics and countermoves of the United States and the Soviet Union had the potential to backfire and cause nuclear destruction. The conflict with the United States and Cuba contributed to the tension between the United States and the Soviet Union. Each country was attempting to solidify its power as not just a superpower, but the superpower of the entire world. As a result of this, one of the most terrifying events in the history of the world, even today, emerged Ã¢â¬â The Cuban Missile Crisis Ã¢â¬â and we still use it today as an example to prevent any possible errors that might once again escalate to create an event of such severity.
Saturday, August 17, 2019
HKU SPACE Community College Intra- and Interpersonal Competencies (IIC) Lecturer: Office: Email: Tel. : 1. Introduction 1. Human beings are social animals. We meet people and make friends throughout our life. However, building a positive relationship is not an accident, it requires understanding and effort and is an art to be learned and practiced. Learning, developing, expanding, and improving interpersonal skills and competencies are essential for future success.This course prepares students for the future by helping them improve themselves and their relationships with family members, friends, classmates, co-workers and even people who may be perceived as difficult. Aims & Objectives 2 This course aims at increasing studentsÃ¢â¬â¢ knowledge and understanding of basic human communication principles, identifying their strengths and weaknesses in intrapersonal and interpersonal communication, developing skills to achieve positive relationships with significant others and people aro und them. 2. 2By the end of the course, students should be able to: . 2. 1understand the concept of self, self-esteem and self-efficacy; 2. 2. 2know themselves throughout the life span, personality types and realize their strengths and weaknesses in communication; 2. 2. 3identify emotion and feelings and develop appropriate skills to express them; 2. 2. 4understand the meaning of happiness and develop ways to achieve life satisfaction; 2. 2. 5clarify values and understand moral development; 2. 2. 6develop better listening skills; 2. 2. 7master basic skills of giving and receiving responses; 2. 2. understand the features of healthy relationship and identify skills for managing conflicts; 2. 2. 9develop ways to enhance intimate relationships; 2. 2. 10 recognize the significance of parenting and strengthen family relationship. General approach 2. Mini lectures, role-plays, case discussions, psychological tests and other creative methods will be used as necessary. 3. Each meeting is 3 h ours per session, 12 meetings per term. References 5 Compulsory text Hanna, S. L. , Suggett, R. , & Radtke, D. (2010). Person to person: Positive relationships donÃ¢â¬â¢t just happen (5th ed. ). Upper Saddle River, NJ: Prentice-Hall. Suggested references Baker, L. L. , & Gaut, D. A. (2002). Communication (8th ed. ). Boston: Allyn and Bacon. DeVito, J. A. (2012). The Interpersonal communication book (13th ed. ). NY: Addison Wesley Longman. DeVito, J. A. (2002). The interpersonal communication reader. Boston: Allyn and Bacon. Erber, R. , & Erber, M. W. (2010). Intimate relationships: Issues, theories and research (2nd ed. ). Boston: Allyn and Bacon. Johnson, D. W. , & Johnson, F. P. (2008). Joining together: Group therapy and group skills (10th ed). Boston: Allyn and Bacon. Knapp, M. L. (2002). Handbook of interpersonal communication (3rd ed. ). London: Sage.Ratliffe, S. A. , & Hudson, D. D. (1988). Skills building for interpersonal competence. U. S. : Holt, Rinehart and Winston. Sq uirrell, G. (1998). Developing life skills. Lyme Regis: Russell House. (2000): ( : )? (1999): ( : )? (2002): 180 ( : )? Syllabus |Class |Unit Title |Content | |(3 hours each) | | | |1 |A.Introduction |Course introduction, | | | |Concept of self | | |B. Knowing and Valuing Yourself (Chapter 1 of|Developmental areas of self | | |the text) |Self-esteem, self-concept, self-efficacy & ways to build and raise it | |2 |C. Understanding yourself throughout the life|Personality types and theories | |span (Chapter 2 of the text) |Gender and personality | | | |How to write psychology paper in APA format | |3 |1. Exploring values and making wise choices |Value and moral development | | |(Chapter 3 of the text) |Define wellness and ways of promoting wellness | | |2.Experiencing and expressing emotion |Emotion and self | | |(Chapter 5 of the text) |Constructive & appropriate ways to express emotion | | |And Achieving happiness & satisfaction |Define happiness | | |(Chapter 4 of the text) |Ob stacles in the pursuit of happiness | | | |Ways of achieving satisfaction | |4 |Student presentation |Group 1 Ã¢â¬â Chapter 3 | | | |Group 2 Ã¢â¬â Chapter 4 & 5 | |5 |3.Becoming a positive listener (Chapter 7 of|Verbal and non-verbal language | | |the text) |Define listening | | | |Develop better listening skills | | |4. Improving Communication |Style of verbalizing | | |(Chapter 8 and 9 of the text) |Effective communication | | | |Self-disclosure | | | |Giving & receiving compliments | | | Checking your perception | | | |Using dimensions of awareness | | | |Respond effectively | |6 |Student presentation |Group 3 Ã¢â¬â Chapter 7 | | | |Group 4 Ã¢â¬â Chapter 8 & 9 | |7 |5. Building Positive Relationships (Chapter |Creating healthy relationships | | |10 of the text) |Types of relationships | | | |Support systems | | | |Define conflict styles and conflict management | | |6.Strengthening Family Relationships |Family strengths & weaknesses | | |(Chapter 13 of the text) |P ositive parenting | | | |Changes in the family | |8 |Student presentation |Group 5 Ã¢â¬â Chapter 10 | | | |Group 6 Ã¢â¬â Chapter 13 | |9 |7. Developing & Enriching Intimate |What is love? | | |Relationships (Chapter 12 of the text) |Types of love | | | |Obstacles to love & intimacy | | | |Building intimacy | | | |Sexual fulfillment | | |Cohabitation | | | |Marriage | | | |Recommendation for marital success | |10 |Student presentation |Group 7 Ã¢â¬â Chapter 12 | | | |Group 8 Ã¢â¬â Chapter 12 | |11 |Self-reflection; |StudentsÃ¢â¬â¢ oral presentations: reflecting what one has learned in this | | |Submit term paper |course | |12 |Self-reflection; |StudentsÃ¢â¬â¢ oral presentations: reflecting what one has learned in this | | |Quiz |course | Assessment 100% course work ? Attendance10% ? Participation10% ? Quiz10% ? Group presentation25% ? Oral presentation20% ? Written assignment25% 6. 1Attendance10% 6. 1. 1Compulsory Attendance StudentsÃ¢â¬â¢ full attendance i s required. Prior approval should be sought from the lecturer for any leave of absence. Formal letter and medical certificate are required to prove studentsÃ¢â¬â¢ absence. Students must be punctual for their lessons.Three Ã¢â¬Ëlate come-insÃ¢â¬â¢ will be counted as one absence. Absence of any three sessions without reasonable written explanation and prior approval from the lecturer will lead to failure of the whole course. 6. 2Participation10% 6. 2. 1To facilitate studentsÃ¢â¬â¢ contribution to class learning, they are expected to: 6. 2. 1. 1prepare and present mini-lectures, take a leading role in class discussion, group activities and presentations; 6. 2. 1. 2share own experiences and thoughts with the group; 6. 2. 1. 3reflect on and learn from experiences and feedback; 6. 2. 1. 4provide fruitful, concrete and constructive feedback to classmates. 6. 3Quiz 10% 6. 3. A multiple choice, open book short quiz related to the text will be carried out at the beginning of class 12. Students are reminded to read the text regularly. 6. 4Group Presentation25% 6. 4. 18 groups will be formed in the first class. Starting from class 4, each group will be responsible for presenting and running activities during the session. 6. 4. 2The content of presentation is related to the content of chapter/s of the textbook being assigned. Each group has to hand in a Pre-task Form to the lecturer at least one week before their presentation (see p. 15-16). Marks may be deducted for late submission. It is highly recommended for groups to discuss with the lecturer before the presentation. 6. 4. In addition to the textbook, students are encouraged to look for other relevant materials when preparing the presentation, such as newspapers, local statistical reports, personal experiences and other electronic and paper journals etc. 6. 4. 4The format of the presentation is flexible and should be creative. Mini-lecture, drama, role-plays and games involving the entire class are recommended . The class activity should be related to everyday life, and as original and stimulating as possible. 6. 4. 5Duration of the presentation should be around 40 minutes. 6. 4. 6Students are required to use English in the presentation. 6. 4. 7After the group presentation, the entire class will assess and provide feedback on the groupÃ¢â¬â¢s overall performance. Each roup will ask one question and give a brief verbal comment on the performance of the presentation group. Each group will also need to fill in an evaluation form and submit it to the lecturer (p. 8). 6. 5 Oral Presentation 20% 6. 5. 1Each student shall prepare a self-reflection speech in about 300 words in English. Self-reflection means anything one believes one has learned or gained from this course that is beneficial in self-understanding and developing positive relations, and would like to share verbally in English. 6. 5. 2Each student will have at most 3 minutes to present in the class in class 11 and 12 6. 5. 3After th e presentation, each group will ask the student a question.Each group will provide written feedback and rate the performance of the student (p. 10). 6. 5. 4Students are required to hand in their script for reference at the beginning of their presentation. Marks will be deducted if students fail to submit a written script of their presentation. 6. 6 Written assignment 25% 6. 6. 1Students are required to submit a paper in this course. This paper should be written in English and submitted at the beginning of class 11. The submission deadline of the paper will be strictly enforced. Without prior approval from the lecturer, zero mark or F Grade will be given to any late submission. For security purpose, student is recommended to keep a spare copy of the paper. 6. 6. Format of the paper: neatly typed on A4 papers, double-line spacing, font size 12, Times New Roman, 1 inch margin. 6. 6. 3Word limits: 1000 words with word count provided. 6. 6. 4 Proper references should be included in the p aper. 6. 6. 5Students have to demonstrate their ability to integrate knowledge they learnt from this course to analyze a case. Assignment questions: see p. 12. 6. 6. 6 Term paper marking criteria |Excellent A |Criteria in obtaining a B and | | |Strong evidence of original thinking | | |Good capacity to analyze and ynthesize | | |Indication of critical thinking | | |Superior grasp of subject matter | | |Evidence of extensive knowledge base | | |Excellent suggestions that definitely can be used in real life situations. | |Good B |Criteria in obtaining a C and | | |Elaborate and illustrate with appropriate examples. | | |Good grasp of the subject matter. | |Some evidence of critical capacity and analytical ability | | |Reasonable understanding of issues | | |Good insights and/or practical suggestions. | |Satisfactory C |Well organized Ã¢â¬â with introduction, content, conclusion and reference sections. | | |APA format used | | |Content is relevant to the question asked. | | |Indic ate basic knowledge and understanding of the subject matter. | |With acceptable conclusion and appropriate suggestions or insights. | |Fair D |Written in understandable English. | | |Content is somewhat relevant to the question asked. | | |Unable to use proper APA format. | |Poor F |Little evidence of familiarity with the concept and subject matter | | |Poor English | | |Plagiarism | HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation ClassmatesÃ¢â¬â¢ Group Feedback Form Class: Mon/Tue/Wed/Thur/Fri Group: ______ Presentation Topic: _______________________________________ From Group: ___________am/pm |Presenters: | | | | |Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | |Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Appropriate content | | | | | | |Interesting activities | | | | | | |Clarity of message | | | | | | |ClassmatesÃ¢â¬â¢ response | | | | | | |Sound rationale | | | | | | |Overall | | | | | | Your groupÃ¢â¬â¢s comments _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation LecturerÃ¢â¬â¢s Immediate Feedback Form Group: ______ Presentation Topic: ___________________________________________ Class: Mon/Tue/Wed/Thur/Fri _______am/pm Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | |Student ID: __________ |Student ID: __________ |Student ID: __________ |Student ID: __________ | | | | | | |Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | |Student ID: __________ |Student ID: __________ |Student ID: __________ |Student ID: __________ | Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Appropriate content | | | | | | |Interesting activities | | | | | | |Clarity of message | | | | | | |ClassmatesÃ¢â¬â¢ response | | | | | | |Sound rationale | | | | | | |Overall | | | | | | _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________ ________________ __________________________________________________________________________________ ___________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation ClassmatesÃ¢â¬â¢ Group Assessment Form Class: Mon/Tue/Wed/Thur/Fri PresenterÃ¢â¬â¢s Name: ______________________ From Group: ___________am/pm Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Content | | | | | | |Clarity of presentation | | | | | | |Responses to questions | | | | | | Question(s) your group raised or you want to raise and the presenterÃ¢â¬â¢s response: __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________ _______________ __________________________________________________________________________________ Overall comment on the presentation: _________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation LecturerÃ¢â¬â¢s Feedback Form PresenterÃ¢â¬â¢s Name: ______________________ Class: Mon/Tue/Wed/Thur/Fri _______am/pm Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Content | | | | | | |Clarity of presentation | | | | | | |Respons es to questions | | | | | | HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation LecturerÃ¢â¬â¢s Feedback Form PresenterÃ¢â¬â¢s Name: ______________________ Class: Mon/Tue/Wed/Thur/Fri _______am/pm Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Content | | | | | | |Clarity of presentation | | | | | | |Responses to questions | | | | | | Case Study My name is Sammy.I had unsatisfactory results in my public examinations and could not be admitted to a university. My parents wanted me to further study, therefore, I went to college without giving it much thought. I do not like studying. Actually, I donÃ¢â¬â¢tÃ¢â¬â¢ know what I like and dislike. The question Ã¢â¬Å"Who am I? Ã¢â¬ still confuses me. It is clear to me that I am not as competent as my friends and classmates. My classmates have better academic and sports per formance than me. My elder sister is better looking than me. My cousin is moreÃ¢â¬ ¦ I cannot remember the last time I talked to my parents peacefully. My parents go home late because of work. When they come home, I am usually in bed.If they happen to come home earlier, they usually find me lying on the sofa with the television on, or surfing the Internet aimlessly. They often complain and nag, which irritates me very much. I once lost my temper and banged the door harshly after their criticism. Since this incident, I have become accustomed to respond to their complaints with a blank face or going back to my room quietly. I think silence is better than quarrels. Pre-assignment preparation (to be completed in class 1): According to your common senses, list out the possible problems of the main character of the scenario (Sammy) and your suggested solutions to the main characterÃ¢â¬â¢s problems. Assignment questions (1000 words, submission deadline: in class 11):Base on what you hav e learned in this course (including your textbook and any reference materials that you may have read), analyze the case study provided. Using theoretical support: identify the problems the main character has and suggest possible solutions. HKU SPACE Community College Intra- and Interpersonal Competencies [pic] Assignment Checklist (Will be attached to studentsÃ¢â¬â¢ paper) 1. Format Double-line spacing( Typed (yes, the computer is just fine)( 2. ContentExcellentPoor Identifies the possible problems of the scenario ((((( Proposes pragmatic solutions to the scenario((((( Shows how the theories apply to the scenario((((( Cites references with APA format((((( 3. Writing StyleExcellentPoor Organized(((((Understandable((((( Appropriate Grammar & correct spelling((((( Cohesiveness((((( Other comments: ____________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________ Grade ___________ Teacher ____________________ Date ___________ HKU SPACE Community College Intra- and Interpersonal CompetenciesGuidelines for writing an essay 1. Structure and presentation 1. Essay is well-structured with table of content, introduction, sections (parts) and conclusion (or suggestion ) 2. Paragraphs (or sections/ parts ) are logically linked 3. Appropriate insertion of tables or figures whenever necessary 4. Good reference section 2. Content (be regarded as more important) 1. Materials are addressed to the topic with evidence of extensive reading. 2. The theme is well mastered & logically developed 3. The major theories / concepts are well mastered. 4. Arguments are adequate and critical. 5. Theory(ies) applied are critically evaluated. 6.Draw r eference from relevant local examples as far as possible. 3. Conclusion / suggestions 1. Summarize the key points briefly 2. Having new ideas & insights into the topic 3. 3. Provide workable suggestions HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation Pre-task Form Course Code: _________________ Class: Mon/Tue/Wed/Thur/Fri am/pm Group: ______ Presentation Title: __________________________________________ |Name: ________________ |Name: ________________ |Name: ________________ |Name: ________________ | |Student ID: ____________ |Student ID: ____________
Friday, August 16, 2019
Q: Summarize the steps of the scientific method. Describe an experiment of your choice, which demonstrates the basic considerations that must be taken in the design of a good, manipulative experiment. Now that you know some details of how scientists solve problems, how might you apply that knowledge to your daily life? A: The scientific method is one of the most if not the most important method that scientists use to learn about the earth. The goal is to apply the scientific method to determine a cause and effect relationship. The scientific method is made up of five detailed steps, these steps are: I. Make an observation A scientist sees something that he cannot explain, but is very interested and would like to explain the phenomenon. II. Ask Questions After the observation is seen, the scientist comes up with a group of questions such as who, what, where, why, and how. These questions significantly help the scientist narrow down the effects of the phenomenon. III. Develop a Hypothesis A hypothesis is a proposition set forth as an explanation for the occurrence of some specified group of phenomena, either asserted merely as a provisional conjecture to guide investigation or accepted as highly probable in the light of established facts. This hypothesis must have the ability to be either true, or false. IV. Make Predictions If the hypothesis is correct, scientists will make a prediction on how they think the experiment will end. This helps them have a starting point if the hypothesis is correct. V. Test the Predictions Experimental tests may lead to the confirmation of the prediction, or to the corruption of a prediction. If the hypothesis is not correct, the scientific method requires that the hypothesis must be modified. The prediction must agree with the experiment to believe that it is a valid description of nature. A great experiment that demonstrates the basic considerations that must be taken in the design of a good, manipulative experiment is GalileoÃ¢â¬â¢s leaning tower of Pisa experiment. Galileo had two balls of different masses, one heavy, and one light, and dropped them at the same time off of the leaning tower of Pisa. Galileo used the scientific method to make and prediction that their time of descent was independent of their mass. He found out that the objects fell at the same acceleration, proving hid hypothesis to be true, and also proving AristotleÃ¢â¬â¢s theory of gravity to be false. I will apply the scientific method to my daily life in many ways. When I see an interesting observation that I do not know of, I will now create a mini hypothesis that applies to the observation. I will then ask some questions as in what is it? Or how does it do that? Etc. I will then either research the task at hand, or create my own demonstration on the phenomenon. If my hypothesis does not agree with the conclusion, I will re apply a new hypothesis and begin again. I enjoy learning new information and think this will be very amusing. Q: Describe the difference between anthropocentrism, biocentrism, and ecocentrism. Tell which of these positions your views of the environment most closely approximate. Why? A: Anthropocentrism is the tendency that human beings regarding themselves as the most significant entities in the universe. While Biocentrism is an ethical point of view that extends value to non-human species. Ecocentrism is used to regard a nature-centered system of values, as opposed to human and non-human centered. The position that I deem approximate to my view would be the Ecocentrism system of values. The reason I chose Ecocentrism is because in my opinion, a nature-centered sustem of values is very safe and rewarding. Too many people are human-centered and only care about themselves in this world. The Anthropocentrism people are destroying our environment on this planet by not caring about preserving this earth. If we are all nature-centered and do our best everyday to help preserve this earth, we can all change the world together and keep the air clean, the ground picked up, and the streets worry free for our future generation.
Thursday, August 15, 2019
Equality, diversity and inclusion in work with children and young people Assignment 1 Within a school, equality, diversity and inclusion is very important. It is their duty to make sure all children have equal access to the curriculum. Whether they are a different race, culture, gender or have a special need or disability, it is important that they are supported and have a right to participate and be treated equal; this is known as inclusion. As part of this it is important that schools and other professionals support and promote cultural diversity in schools and the wider society, breaking down any discriminatory barriers to learning. (1. 2) In a school participation means that everyone has to be involved and this involves the inclusion of the children. The Government is committed to childrenÃ¢â¬â¢s rights and participation. Under Article 12 of the United Nations Convention on the Rights of the Child (UNCRC), children and young people have the right to express their views, and for these to be respected by adults when making decisions on matters that affect them. This means that the schools have to involve the children in the planning, delivery and evaluation of the curriculum on a daily basis, asking children what they think, what works and what they think could be better. Children should be given opportunities to express their opinion in matters that affect their lives. Effective participation gives children and young people the opportunity to make a positive contribution to their learning and to develop the skills, confidence and self-esteem they will need for the future. Every child has the right to access the curriculum, Equality of access. This means that children can work to the best of their ability and be treated equally within their learning. The schools have a duty to support these rights and they must be reflected through their policies and procedures and must comply with current legislations and codes of practice. The Equality Act 2010, UN Convention on the Rights of the Child 1989, Children Act 1989/2004, SENDA 2001 and SEN Code of Practice 2002 are the relevant legislations that give guidance on how to understand the childrenÃ¢â¬â¢s rights to participation and equality of access. Promoting participation and equal access makes sure that the school is meeting the 5 outcomes of ECM/HCAM and will therefore provide children with the best possible opportunities to to achieve to the best of their ability within the curriculum and their school life. (1. ) Cultural diversity provides a framework to bringing children together who would otherwise be naturally separated by cultural barriers. PupilÃ¢â¬â¢s cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in otherÃ¢â¬â¢s ways of doing things and curiosity abo ut differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture. Schools have to promote cultural diversity and follow legislations relating to equality and discrimination, it is the law not to discriminate and this is set out in the Equality Act 2010. There are many ways that a school can promote acceptance and respect of different cultures throughout the school, this could be through teaching in the classroom where the pupils can explore varied cultural backgrounds, learning about celebrations that different cultures participate in for example multicultural festivals that take place different times throughout the year. Also many schools now have Ã¢â¬ËwelcomeÃ¢â¬â¢ signs which are written in languages that pupils within the school speak, displays are also used with work of the children these are a brilliant way of showing the pupils understanding of others cultures and provides information for all within the school. All staff must act as role models and promote cultural diversity this helps reduce prejudice and discrimination and if staff are putting this in place then it will influence pupils to be tolerant of other cultures and with this helps the children understand the diverse society to which they belong. Pupils who understand cultural diversity will be more likely to participate and those of different cultures will feel more involved as they can help with the learning of their culture, with this it will help children in schools and outside in the wider society. In conclusion, schools who promote equality and inclusion through participation and a value of cultural diversity are encouraging children to ave respect for others and not to discriminate and promotes independence for the children. ChildrenÃ¢â¬â¢s rights to equal access has to be supported by quality teaching, school policies and procedures. ChildrenÃ¢â¬â¢s rights are protected by the law but if the schools follow the laws and provide the vital information through learning, children are more likely to respect others and appreciate their responsibilities to others.
Wednesday, August 14, 2019
It is rightly emphasized that Ã¢â¬Å"The future depends on what you do today. Ã¢â¬ And whatever we do today represents our culture. Actually Culture is a word for peopleÃ¢â¬â¢s Ã¢â¬Ëway of lifeÃ¢â¬â¢, meaning the way they do things. Different groups of people may have different cultures. Culture is seen in peopleÃ¢â¬â¢s writing, religion, music, clothes, cooking, and in what ever they do which makes their country different and unique from others. Culture simply means to control the over nature. It includes the outlook, attitude, values, goals and practices shared by society. As different people have different cultures, they have different ways of thinking about and understanding the world and their own lives. As for my country, I believe that my culture is a lot different from others. My culture says to meet everyone with a smile. My culture teaches me how to do good deeds. It teaches me to prevail brotherhood. How would a nation survive without brotherhood? Without peace? How would u want your future to be? Violent? No right? So thatÃ¢â¬â¢s how our culture helps to create a better future. We all would definitely want a peaceful future and if we follow our culture, we would definitely have it like we want. Our culture also includes the way we dress. Our dressing plays one of the most important parts in our culture. It shows our belonging to our country. As in my country women are supposed to cover themselves or they are said to be half responsible for violence. If we donÃ¢â¬â¢t follow this tradition then definitely our future canÃ¢â¬â¢t be good. If we follow these traditions now, our children who are the actual future will learn this and this would lead them towards betterment and as it is said, Ã¢â¬Å"A person without the knowledge of their past history, origin and culture is like a tree without rootsÃ¢â¬ Culture also means the integrated pattern of human knowledge and belief. And whatever people believe today comes from education. As Malcolm X said, Ã¢â¬Å"Education is the passport to the future, for tomorrow belongs to those who prepare for it today. Ã¢â¬ Education is the main way for a better future. If we wonÃ¢â¬â¢t be educated now, what will happen in the future? My countryÃ¢â¬â¢s culture teaches me to get education, no matter how long you have to travel. And if we follow the culture today, we would get what we want in the future. Education is the key to success. It can help us in the development of our nation. People now days usually forbid women education but The founder of Pakistan, Quid-e- Azam M. A. Jinnah said, Ã¢â¬Å"NO nation can achieve anything, until it is women who go side by side with men even to the battle field. Ã¢â¬ Women and men are equal. This difference has been finished now days. There are working and successful women who influence our daughters to do something better for the future. That is the power of our culture. It influences the todayÃ¢â¬â¢s world which inspires the new generation. Education also enables us to create new technology which makes our lives easier. Today, the world is much more problem free than the olden times. The reason is because technology is invented. More technology may help our lives get easier and lead us towards a better future. Cultures influence our lives. They teach us the rules to live in a country. Our culture also says to follow rules. We follow rules and this can be counted as a step towards betterment. Not following rules may lead to accidents and accidents are the first step towards violence and terrorism. Following rules, whether in our country, home, school or anywhere, can be counted as a help towards a better future. In the end I would just like to say that now a dayÃ¢â¬â¢s people are forgetting about our culture. Following our culture might help us create a better future. Every little step counts. Now itÃ¢â¬â¢s up to us if we want to start the journey because as Bob Marley said Ã¢â¬Å"Every man gotta right to decide his own destiny. Ã¢â¬
Tuesday, August 13, 2019
Women in Shamanism - Research Paper Example When giving a reflection on the mainstream history, it is important to understand that the references on women, and the power they possess emanates greatly from the periods of the Goddesses. On the other hand, Znamenski (351) denotes that there is very little written on the role of women in advocating for religious doctrines, as well as issues in politics, rites of passage, economic affairs, world leadership etc. Scholar further denotes that women who have been written about, such as Jeanne dÃ¢â¬â¢Arc and Mary Magdalene have had a false representation, through the views of the masculine, or either victimized for their courage and bravery in speaking up (Holyoak, 413). It is important to understand that the society placed certain requirements for women. They had to be wives, mothers, as well as perform other feminine duties in their homes. Women who took up the roles of shamanism were unable to fulfill these roles that the society expected of them. Over the years, female shamans have suffered great discrimination and bad treatment from their communities. For example in the Korean communities, female Shamans did not have any respect from the people, and they used to live in a very poor life. Scholar denotes that these shamans have always been viewed as witches, and this is because of the manner of their dressings and behavior (Znamenski, 351). These people normally dress in very ugly dresses, wearing scary masks, and behaving under trance, as if speaking to spiritual objects. Some communities believe that Shamans have the capability of travelling to the unseen world, and communicating with spirits (Znamenski, 352). Some communities associate these aspects with black magic, and demonic forces. Based on this ground, Scholar believes that female Shamans only masquerade as medicine people, but in real sense they are witches, having learnt their trade from demonic forces. It is important to denote that the culture of contemporary