Multicultural Education Article Example | Topics and Well Written Essays - 250 words

Multicultural Education - Article Example Students from different cultures are still new to the issue of ethnicity and racism and hence are the best people to be provided with multicultural education for the future of the nation. These students who are from various communities should be imparted with important knowledge such as of eliminating stereotypes and any behavior that is prejudicial. They can also be taught to embrace positive self-image of themselves and that of other as well. With the students being made to think about freedom and justice at all times, they are bound to have increased cultural awareness as well as intercultural awareness. This will mean that they will aim at creation of a safe and free environment for people to learn and reflect positively about the multiple histories of different cultures. This will eventually lead to creation of a society and nation that is together and strengthened as one despite their differences in cultures. Challenges are bound to arise during teaching due to socialization patterns but determination and curiosity of the students can be counted upon to counter the

Oppositional Defiance Disorder Children And Young People Essay

Oppositional Defiance Disorder Children And Young People Essay Oppositional Defiant Disorder is classified in the DSM-IV-TR as a disruptive behavior disorder. An Oppositional Defiant Disorder child displays an ongoing pattern of uncooperative, defiant, aggressive, and disobedient behavior toward authority figures. Children with Oppositional Defiant Disorder are usually in constant trouble at school, have difficulty making or keeping friends, do not follow adults requests, blames others for their mistakes, are easily annoyed, and loses their temper at the drop of a hat. In the United States Oppositional Defiant Disorder is thought to affect about six percent of all children; with the majority of them coming from families in the lower class. One study stated that about eight percent of children from low-income families were diagnosed with Oppositional Defiant Disorder. The disorder is often observed by the time a child is six years old but no later than a childs preteen years. With this disorder boys also tend to be diagnosed more often than girls in the preteen years. However, it is equally common in males and females by adolescence. Recently, it has been discovered that girls may show the symptoms of Oppositional Defiant Disorder differently than boys. Girls with this disorder may show their ferociousness through words rather than actions and in other indirect ways. For example, girls with Oppositional Defiant Disorder are quicker to lie and to be uncooperative; while boys are more likely to lose their temper and argue with adults. It has also been estimated that about one-third of the children who have this disorder also have Attention Deficit Hyperactivity Disorder. Children who have Oppositional Defiant Disorder are often diagnosed with anxiety or depression as well. Diagnosis Part of childhood is arguing with your parents or defying authority from time to time, especially when the child is tired, hungry, or upset. Some of the behaviors associated with Oppositional Defiant Disorder can also occur because the child is undergoing a transition, is under stress, or is in the midst of a crisis. This makes the behavioral symptoms of Oppositional Defiant Disorder sometimes difficult for parents to distinguish from the stress-related behaviors. In order for a child to be diagnosed with Oppositional Defiant Disorder they have to be extremely negative, hostile, and defiant in a constant pattern for at least 6 months. This behavior also needs to be excessive compared to what is typical for a child at that age and disruptive to the family, school environments and usually directed toward an authority figure. An example of an authority figure would be parents, teachers, principal, or coach. The child also has to exhibit during these six months four or more of the follow ing behavioral symptoms that are associated with Oppositional Defiant Disorder; frequent temper tantrums, excessive arguing with adults, aggressively refusing to comply with requests and rules, often questioning the rules, deliberately annoying and upsetting others, often touchy or annoyed by others, blaming others for their mistakes, frequent outbursts of anger and resentment, or often spiteful or vindictive. Also, the disruption must cause significant amount of damage to the childs academic, occupational or social functioning and cannot occur only during a Psychotic or Mood Disorder episode. Lastly, the child cannot be diagnosed with Oppositional Defiant Disorder if they meet criteria for Conduct Disorder, if the individual is eighteen years of age or older or meet criteria for Antisocial Personality Disorder. Case Study My best friend has a son with Oppositional Defiant Disorder. His name is Radon. Radon is ten years old and attends the fifth grade. Radons day usually starts out with arguing about what he can and cannot bring to school. His mother and his teacher have now made out a written list of what these things are. Radon was bringing a computer to school and telling his teacher that his mother said it was alright. At first his teacher wondered about this, but Radon seemed so believable. Then Radon brought a little knife. That led to a real understanding between the teacher and Radons mother. Radon does not go to school on the bus. He gets teased and then retaliates immediately. Since it is impossible to supervise bus rides adequately, his parents and the school gave up and they drive him to school. It is still hard to get him there on time. As the time to leave approaches, he gets slower and slower. Now it is not quite as bad because for every minute he is late he loses a dime from his daily allowance. Once at school, he usually gets into a little pushing with the other kids in those few minutes between his mothers eyes and the teachers. The class work does not go that badly unless he has an episode as his mother put it. Then he will flip desks, swear at the teacher, tear up his work and refuse to do anything for the rest of the day. The reasons for his outbursts seem so trivial, but to him they are the end of the world. He is not allowed to go to the bathroom by himself and at times this bothers him so he flips his desk. He was told to stop tapping his pencil, so he swo re at the teacher. These types of things happen throughout the day according to his mother. Recess is still the hardest time for Radon. He tells everyone that he has lots of friends, but his mother says that if you watch what goes on in the lunch room or on the playground; it is hard to figure out who they are. Some kids avoid him, but most would give him a chance if he wasnt so bossy. The playground supervisor tries to get him involved in a soccer game every day. He isnt bad at it, but he will not pass the ball, so no one really wants him on his team. After school is the time that make his mom seriously consider foster care. The home work battle is horrible. He refuses to do work for an hour, then complains, break pencils, and irritate her. This drags thirty minutes of work out to two hours. So, now she hires a tutor. He doesnt try all of this on the tutor, at least so far. With no home work, he is easier to take. But he still wants to do something with her every minute. Each day he asks her to help him with a model or play a game at about 4:30. Each day she tells him she cannot right now as she is making supper. Each day he screams out that she doesnt ever do anything with him, slams the door, and goes in the other room and usually turns the TV on very loud. She comes up, tells him to turn it down three times. He doesnt and is sent to his room. After supper Radons dad takes over and they play some games together and usually it goes fine for about an hour. Then it usually ended in screaming. He is then sent to bed and the day star ts all over. Since I talked to Radons mother about him he has had a very difficult time at school. He is now being home tutored by the after school tutor that he had before. The school has found him to be a threat to the staff and other children. The incidents that lead to this were that he destroyed the principals office, threated to kill two staff members, and three children. The mom does not want him put into a school for children with behavioral disorders as she feels it will just make him worse. Radon is now seeing three different people to help with his disorder. One is a social worker, one is a psychiatrist and the other is an anger management specialist. The school continues to work with her and if all goes well he will be transitioned back into the school next year. She still has problems with him at home. Causes There are many different theories that try to explain Oppositional Defiant Disorder. There is the psychodynamic theory that interprets the aggressive and defiant behavior as an indication of a deeply-seated feeling of lack of love from the parents, the inability to trust and an absence of understanding. The behavioral theory suggests that Oppositional Defiant Disorder is caused by a dysfunctional family life, lack of parenting and the repeated giving into demands that are reinforced when bad behavior occurs. The biological theory suggests that these behavioral problems in children could be caused by impairments to certain areas of the brain. There is also a link between the amount of certain chemicals in the brain and Oppositional Defiant Disorder. The biological theory suggests that if these chemicals are out of balance, the brain is then not working properly. Then the messages sent may not make it through the brain correctly, leading to symptoms of Oppositional Defiant Disorder. La stly, cognitive theories state that the child feels hostility in their lives and in turn respond to other with their own hostility. Treatments The first step is to assess the danger the children pose to themselves or others and evaluate the impact that the environment may be having on their continued development. It is important to also evaluate the ability of the child parents to adequately care for them. In some cases, crisis care or residential treatment may need to consider. Treatment for children and adolescents should include multiple avenues. Individual therapy, parent intervention, school intervention, and community based interventions should all be considered. While there are several treatments available to help they have not developed a medication to treat this disorder. There are medications researchers say will help with the symptoms but no properly executed study has been completed. A treatment that is available however, would be Psychotherapy. This is a type of counseling that is aimed at helping the children develop more effective coping and problem-solving skills. There is also family therapy, which may be u sed to help improve family interactions and communication among family members, as well as parent management training. This teaches parents ways to positively alter their childs behavior. Lastly, there are behavior management plans. These are an agreement between parents and children that give rewards for positive behaviors and consequences for negative behaviors. The treatments for Oppositional Defiant Disorder are usually a long-term commitment. It may take a year or more of treatment to see noticeable improvement. It is important for families to continue with treatment even if they see no immediate improvement. If Oppositional Defiant Disorder is not treated or if treatment is abandoned, the child is more likely to develop conduct disorder. The risk of developing conduct disorder is lower in children who are only mildly defiant. It is higher in children who are more defiant and in children who also have Attention Deficit Hyperactivity Disorder. In adults, conduct disorder is called antisocial personality disorder. Children who have untreated Oppositional Defiant Disorder are also at risk for developing passive-aggressive behaviors as adults. Persons with passive-aggressive characteristics tend to see themselves as victims and blame others for their problems.

Images of Blood in Faulkners Light in August Essays -- Faulkner Light

Images of Blood in Faulkner's Light in August      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Blood" is considered by many to be one of the most important ties between human beings; it is therefore frequently used as an image that defines a character or a relationship between characters in a novel. For example, a prince might be defined by his "royal blood," or a weak man described as having "thin blood." Close friends may be "blood brothers," or families may have a "blood feud." In William Faulkner's Light in August, the image of blood permeates the themes of sexuality, race, and religion. Blood is common to all of these themes: it is evident in reproductive cycles and births, it is a medium for the genetic passage of race from one generation to the next, and it serves as a symbol of life or death in many religions. Faulkner centers these powerful images of blood around Joe Christmas, the main character, whose blood, as a force giving him the will to live, is strong despite his sins. Christmas associates physical blood with his impressions of women, defines races and genders by the smell of their blood, and is guilty and damned because of the darkness in his "black blood." Christmas's view of the world and of issues Faulkner intimately relates to him, in particular sexuality, race, and religion, is tinted by the images of blood revolving around him.    Blood is one of the most important elements in Christmas's view of sexuality. He has a twisted perception of women and his sexual role due to his traumatic first exposure to sexuality at the age of five, in which he perceived the sex act as violent and disgusting. Christmas overheard a sexual ... ...ng him lifeless both physically and spiritually, though his influence lasts beyond his years. Christmas's "mixed" blood and mixed ethnicity provide imagery for the themes of race and religion; his conception of himself and the world is strongly impacted by his confusion over these two issues. His ideals are further affected by the connections he draws between blood and sexuality: he views blood as an inherent part of femininity, and he sees sex as a violent struggle for dominance. Whether it is a definition of race, a definition of sin or godliness, or a definition of the essence of females, the image of blood influences Christmas's perception of the world around him.    Works Cited Faulkner, William. Light in August. 1932. Notes Joseph Blotner, Editor's note Noel Polk. New York: Vintage Books, 1990

Employment at Will Doc Essay

During the nineteenth century a legal rule was developed giving employer’s unfettered power to â€Å"dismiss their employees at will for good cause, for no cause or for cause morally wrong, without being thereby guilty of a legal wrong. † (Halbert, 2012, p. 49). This legal rule is commonly known as Employment-At-Will and ultimately the employer has the rights to sever the employer-employee relationship at any given time for any given reason and whether or not the employee thinks wrongful separation. It is a topic that is debated for many years and in today’s current economy and unemployment rate steadily increasing â€Å"Employment-at-will† is a doctrine that is being used more frequently as employers experience their present day lows. Employers however have to keep in mind the other that in 1960, federal civil rights laws created remedies against employers who fire workers because of their race, national origin, color, religion, sex, age, or disability (Halbert, 2012, p. 9). Later, in 1970s and 1980s, federal and state statutes include protection from retaliation for employees who report violations of environmental or workplace safety laws and those individuals are commonly known as â€Å"whistleblowers†. In essence, whistle blowers are typically long term, highly loyal employees who feel strongly that their company should do the right thing, because in the wave of scandal with major firms such as Enron and World. Com; Congress enacted corporate fraud reform legislation which provides provisions to protect those who report financial misconduct in publicly traded companies. This law is known as Sarbanes-Oxey, or SOX (Halbert, 2012, p. 50). In this assignment the scenario begins as a manager and supervisor of an accounting department, discuss the following issues related to the employment-at-will doctrine and liability of an employer based on actions and responses to the employee’s behavior and actions. Jennifer, a recent graduate, has recently been hired by your accounting firm out of college. Upon being hired, she engages in a number of different behaviors that need your attention. Describe what steps you would take to address the following scenario involving skills, competence, and abilities: †¢The employee seems to be unable to learn the computer applications that are basic to her job responsibilities, but, consistently â€Å"tells† her boss that she is â€Å"a good worker and a genius† and that he does not â€Å"appreciate her†. Even after a few months of training and support, she is unable to use the computer tools to be productive and efficient in completing the required tasks. Employers must first determine was this employee given adequate training, support and feedback while employed. However, feedback can include a performance management plan (PMP) where it measures an employee’s strengths, weaknesses, to the goals and expectations of the company and expectations of the position. If the action plan of re-training, possibly one on one coaching/mentoring are options for this employee and the employee is still not able to grasp the scope of her job duties; it may be a situation where in this scenario the employer can practice employment at will especially after exhausting all methods to help this employee gain as much knowledge that was assumed she was bringing to the company, the employer now may relinquish the employer-employee relationship for good, bad or for no cause at all. Further, the employer does not hold any legal liability as long as no contract was signed upon employment, however if an employee is unable to perform her job duties, the employer does not have much choice than to end employment. Describe what steps you would take to address the following scenario involving management, behavior, and performance: †¢In this scenario, an employee tends to burst into a rage when criticized and is frequently late to work as noticed by her boss and other staff members. When her boss attempts to address her behavioral issues and the company late policy, the employee’s response is that she â€Å"knows her rights and what to do† if she is wrongfully discharged. She also says she took a business law class in undergrad that taught her â€Å"everything she needs to know about exceptions to the employment-at-will doctrine and wrongful discharge in violation of public policy†. Clearly, if this employee has a tendency to have outbursts of rage when criticized this should always have a second party as a witness, along with proper documentation of all verbal reprimands, written warnings reprimands regarding the company’s late policy. We all know that when an employee is considering termination, you need to follow a defined process for best results (Kermit, 2012). There may be a valid reason for her tardiness, however, if the said employee stated she took business law classes in her undergraduate studies she should know full well employment at will outweighs wrongful termination if she was constantly late, violating company policy and warned her job could be in jeopardy, the employer can still choose to terminate employment. Maybe instead of the employee having outbursts, have her to explain the specific reasons for being late and these emotional outbursts because workplace hostility is not tolerated. Maybe the employer can offer her the Employee Assistance Program (EAP), which is a support services program to help balance work and life, maybe she has child care issues or lives in a household with only one vehicle, possibly advising her to seek employment within the company with a more flexible schedule. At any rate, this employee has been warned, given support and the problem still remains, the employer must then choose to use Employment At Will doctrine to separate the employee from employment but just as an employer can separate the employee from employment, so can an employee separate themselves from the employer as well; as the definition remains the same â€Å"employment at will†. Describe what steps you would take to address the following scenario involving labor and laws: †¢The employee takes a day off from work, without management consent, for her religious holiday observance that falls on a day that is during â€Å"tax season†. The day off occurred during an incredibly busy period for the company during which the employer had notified all employees they were not allowed to take off without prior management approval. Also, there is no labor union for accountants. However, she begins talking to her co-workers during lunch breaks and sometimes during regular work hours, encouraging them to organize and form a union to â€Å"protect ourselves†. Based upon the federal civil rights laws enacted in the 1960s, there are legal liabilities for dismissal of an employee based on race, national origin, color, religion, sex, age or disability (Halbert, 2012, p. 9). However, an employee cannot take it upon themselves to grant any day off, whether or not they have acquired leave to use for the day out of work. This could be a policy violation and considered a no call any show for work because you decided to take an authorized day off. Management has already expressed â€Å"all hands on deck† for their busiest season and discouraged employees from taking any days off during this time. However, if prior notification had been communicated to the employer of her religious holiday observance, her day off may have been approved. However, she clearly not just violated a policy but disturbed the flow of production and this can cause separation from employment as well but this employee should have sought other alternatives than to authorize her own day off. Also, the employer would need to be very careful before considering termination, due to her attempts to form unions; as early adjustments to the employment –at-will doctrine was made as workers fought for the right to organize and form unions. The U. S. Supreme Court declared that an employer could not use Employment –At – Will to intimidate or coerce its employee with respect to their self -organization; which means an employee cannot be terminated as punishment for attempting to organize a union (Halbert, 2012, p. 49). This employee may have a chance to remain employed in this scenario due to the â€Å"religious holiday observance† issue, however should be reprimanded for no call no show, written up and added to her employee file so there is proper documentation if she decides to authorize her next day off as discipline action to termination can occur. Also, if the employer can also practice â€Å"The Good Faith† covenant, which can be interpreted in different ways meaning that termination must be for cause to meaning that termination cannot be made in bad faith or with malice intended (Muhl, 2001) Describe what steps you would take to address the following scenario involving policies and procedure. †¢The employee’s supervisor consistently asks her out on dates; the employee initially refuses to go out on a date with her supervisor. The employee later discusses the issue with her girlfriend who encourages her to accept his offers. During her new employee orientation, the employee was informed of the company policy which prevented employees from dating their supervisor and was given an employee handbook with the written policy. The employee and her supervisor later begin having a consensual relationship. Often times, employers have to make their employees constantly aware of certain policies and procedures within the workplace. They will have prepared documents as reminders of these internal policies involving securities, workplace violence, and sexual harassment just to name a few. These documents are required to be read and sign as acknowledgement that you fully understand and will be incompliance. In many companies fraternizing is not allowed within the workplace this information should have been advised by written policy in the company’s handbook and or during employee orientation but it is very important this type of relationship be deterred as it could result in sexual harassment case and lawsuits can be formulated. Workplace relationships are risky as they can cause unnecessary conflict and affect not only the work environment but jeopardize one’s areer. At any rate, ethics plays an important role in this scenario and must be considered before entering into any type of workplace relationship.

Adolescence and music

Consider the song lyrics provided below, both lyrics and performance, looking for themes or messages for adolescents or relating to adolescent development. You should describe the music and use the lyrics to explain what the lyrics communicate to adolescents and about adolescents, including an argument for whether or not there are cultural, moral, and political messages conveyed in the song. Finally, using what you have learned about adolescence, make an argument for why would this music appeal to adolescents Name: Course: Psychology 310, Fall 2006 Tutor: Date: University: Adolescence is a growth and development stage in ones life where a myriad of changes both in terms of psychological and physical terms take effect. However whether a teenager will successfully transit into adult hood or get trapped by the challenges of adolescence is shaped by amongst others, family, the trait of the adolescent, and the external environment with which the adolescent interact such as religious settings, as well as school (Steinberg, 1999)). This lyric song is made to investigate the changes both behavioral and emotional that are undergone by adolescents. Personality development in adolescents changes the way an adolescent views his/her self and the way the same views the outside world. The myriad of challenges an adolescent undergoes shapes his/her relations with peers. The song provided develops certain themes, which are all central to the life of any adolescent; most of the themes revolve around culture, and morality. Sex. Adolescence is a period characterized by the acceptance of ones sex and sexuality. In the song this comes out when the lyrics mention sex in connection with adolescence. It reveals the fact that adolescents are of sex and sex matters and this is well manifested in the phrase that, â€Å"The timing/and structure/ did you hear/ he fucked her? † Relations with peers. Adolescence is a time when teens depend on their peers for almost every decision they make. They constantly look for comments and recommendations from fellow adolescents whom they regard as their equal and have no fear for, unlike their parents whom they consider too â€Å" old fashioned to understand them†. In this lyric song, there is a line that, â€Å"I’ll turn to a friend, someone that understands†, that evidences this. Status transitions. Adolescence is a transitory period and a lot happens at the same time in the lives of adolescents (Arnett, 2004). In the song, this comes up clearly when the teen in the song juxtaposes and delves into the next stage of life, adulthood and even envisions a marriage life. Identity formation The many questions asked in the song point to the fact that the adolescent is in the process of discovering their identity in the society. This is a common trait in adolescents who tend to attach a moral connotation to every single happening to their life (Arnett, J. A. 2002). The lyrics keep on addressing the issue of morality by asking questions on whether this or that is right and wrong. An example is found on the line, did you hear/ he fucked her? Changing personal relationships. Unlike in childhood when one can virtually associate with any one, teens are very selective of whom they enter into personal relationships with. In the lyrics this is evidenced by the fact that the singer keeps talking of the relationship and in a way, protecting and shielding it from perceiving threats. This is evidenced by the statement that she will turn to a friend who is understanding. Individuation process. This is evidenced by the fact that the singer does not want to imagine any one taking his/her friend. It seems he/she is prepared to posses the friend alone and not any where near sharing the friendship. Forming and dissolving intimate relationships. It is evident that, from the sentiments in the song, the singer is ready to make or break the relationship. This is characteristic of teenagers and it is evidenced by the the phrase that, The charade/ it won’t last/ I won’t come back. Psycho social problems. As the song progresses, it becomes clearer that the adolescent has some psycho social issues which needs to be addressed. Adolescence period is full of problems especially emotional and unless well handled, one can suffer from depression. This can be evidenced by the phrases, â€Å"on losing/ and failing†, and ‘we’ll pretend it’s okay’. Cognitive development. There is clear evidence of developed abstract thinking since through out the song the adolescent is drawing his/her feeling from abstract analysis of situations and not from just observation. Evidence can be drawn from the line that, â€Å"and your pictures/ are falling down. † Effects. There is increased self-consciousness, which is the cause of the imagined audience evident through out the lyrics. This can be shown from the lyrics by the fact that the writer decides to turn only to an understanding friend. Conclusion. Adolescence is a challenging stage in life when a lot of psychosocial, cognitive and physical changes appear in the lives of adolescents. The song analyzed above will appeal to most adolescents because it addresses issues central to their growth and developmental needs. There is a need for more studies to be aimed at discovering remedies to the many challenges a teen is faced with. More over, it is crucial that the government comes up with programs geared at supporting the teens as well as the community in dealing with the challenges associated with adolelescence.