Brain Injury Essay Example for Free

Brain Injury Essay Describe the possible signs, symptoms, indicators or behaviours that may cause concern in the context of safeguarding. A Person may abuse by either inflicting harm or failing to prevent the harm occurring. Some of the behaviours indicating possible concern with regards to safeguarding children are: Physical abuse: such as bruises to parts of the body, fingertip bruising (grasp mark), bruises of different ages in the same place. Outline bruises (hand prints, belts or shoes). It could be burns, bites and scars and fractures, poisoning or drowning. Physical harm could also be when a parent/carer makes up medical symptoms or deliberately causes illness in a child/young person Neglect: such as the child/young person being undernourished, having dirty skin and hair, dirty or soiled clothing, inappropriate clothing for the weather, hunger and stealing food, always being tired, being withdrawn, being left unsupervised inappropriately and not being given any medical care. Neglect may also occur in pregnancy, if the mother is taking illegal drugs or excessive alcohol. Sexual: abuse such as recurrent urinary infections, genital and rectal itching and soreness, inappropriate behaviour regarding age and ability, inappropriate level of sexual knowledge, and sexual abusive behaviour toward others, lack of trust, regression, become isolated and withdrawn. Emotional abuse such as low self-esteem, attention seeking behaviour, nervous behaviour, continual rocking, hair twisting, delayed development, and self harming. Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting If a child or young person alleges they have been harmed or abused I would listen carefully to them and stay calm. I would not show repulsion or shock. I would show that I believed the child and would reassure them. I would give them time to talk and wouldn’t hurry them. I would take notes ‘in the moment’ and record facts correctly. I would not put words into their mouths or ask closed questions I.E: â€Å"What happened, rather than did they hit you?† I would let them talk as much as they wanted to and not interrupt them. I would not promise the child/young person that I would not tell anyone and explain that I may have to tell the appropriate people. The degree of confidentiality will be governed by the need to protect the child/young person. Depending on the situation I would either call my supervisor or manager to discuss there and then, or go straight back to the office and discuss face to face with my supervisor or manager. I would then type up the report whilst it was fresh in my mind. If the child was not safe or at risk of harm and had to be removed from the home I would wait until the appropriate people attended. Depending on the severity of the abuse, I may call the police, child protection and health professionals. We have a duty of care by law to report any safeguarding issues/concerns with the appropriate people. We should NOT confront an alleged abuser.

The Topic Of Spanking Children

The Topic Of Spanking Children One day last summer, I hung out with my friends Elizabeth and Kisha. Elizabeth is a young mother with a 3-year-old son named Raine. Elizabeth did not know how to control her son; on that day, the three of us went to a strip mall to shop for clothes, and Raine was with us. While we were shopping, Raine wandered off many times from his mother, and she rarely told him anything. Then, he threw huge tantrums whenever he saw something he could not have. I bit my tongue so much that day because despite how I felt about his behavior, it was not my place to tell anyone else how to raise his or her children. He was very bratty; he made a scene in a convenience store we all walked into, becoming disobedient and defiant with Elizabeth and screaming at her. Still, I said nothing out of good taste. Finally, the topic of whether or not I would make a good father came up because I saw a couple with children who were behaving well; I enjoy children when they are well-behaved. I was making no attempt to attack Elizabeths parenting even though her son was horrible. I was merely conjecturing my own capabilities at parenthood. I could no longer bite my tongue. The girl with the out-of-control child, of all people, had the audacity to imply that I may not be a good parent. Before I realized it, I told her, Well at least my children will know how to conduct themselves in public and will not talk to me any kind of way. He is clearing acting up and disrespecting you, but you refuse to spank him. Because of this, Elizabeth and I do not talk much anymore. I suggested that she spank Raine. She obviously did not believe in spanking bad children. I thought it was very foolish of her to have this mindset because she never employed any other disciplinary technique that was successful in altering his behavior. She, along with others, believes that spanking is wrong. I do not think that it is absolutely right, but I do believe that the positive outweighs the negative; parents should be allowed to spank their children when it is necessary. There is an appropriate way for parents to do this without abusing their children. Though, it is not absolute, spanking can still be very effective. Children are not perfect beings who do not make mistakes. Children need to be taught respect and appropriate behavior. They need to know that there are consequences for not following the rules. What exactly is spanking? Kazdin and Benjet define spanking as the act of hitting a child with an open palm on the buttocks or the extremities (hands and legs) with the intent to discipline without leaving any bruises or injuries (Kazdin Benjet, 100). Larry Winget, a father and also the author of Your Kids are Your Own Fault: A Guide for Raising Responsible, Productive, Young Adults, agrees with this definition and believes that spanking should be used to alter undesirable behavior in children, not to hurt them (Winget, 88). What is discipline? Any attempt to change or control a childs behavior is discipline (Brown, 69). Discipline can be divided into two sub-categories: autonomy-granting techniques and restrictive techniques. Autonomy -granting techniques allow a child to correct his or her behavior on his or her own accord. These techniques are generally non-punitive and include lecturing and oral disapproval. U. Bronfenbrenner affirms that middle class parents tend to use these t echniques which include reasoning, isolation, and guilt (Brown, 68). Research shows that families with higher socioeconomic statuses (SESs) tend to have punishments that are very lenient in correcting misbehavior. Restrictive techniques force a child to alter his or her behavior by incentive: punishment (Brown, 68-9). And obviously, spanking is a form of punishment, and therefore is included with time-outs, grounding, privilege revocation, and all other restrictive techniques. Whether or not parents should be able to spank their children, and to what extent, is a very controversial debate. Like any debate, there are contenders of the idea. These contenders make some valid, however flawed, statements against spanking. One is that spanking instills fear into children, and children who will comply with the rules via spanking will not do so out of respect; they will succumb out of fear (Davis, 141). Another argument is that spanking is abusive and condones violence as an acceptable way to solve a problem (Davis, 143). These claims are true only when the spanking turns into abuse. Davis included a question from a parent answered by M. Senn, an opponent of spanking. He asked: Q: Should I hit my child back when he hits me? A: No, you should not. If you strike him back, you are teaching him that the only way to respond in anger is by physical blows, and it may turn into a fist fight (Davis, 141). There is so much wrong with this all together. For one, if a child is audacious enough to hit his own parents in a non-life-threatening scenario, the ones who conceived him, then he deserves to be punished. He or she should also realize that if he or she has enough moxie to hit anyone, parent or not, then he or she should be brave enough to get beat down if it escalates to something more serious. In others words, do not throw a punch if you cannot take one. A child is headed in the wrong direction if he or she thinks that he or she can be violent without suffering any consequences. And, one can certainly not hit a random person out on the streets and expect not to be retaliated against. We live in a society where skirmishes turn into bloodbaths because people think that they can handle them with their fists. Ideally, fighting is not the answer, but parents should certainly not condone abuse by their own children. That is crazy. And if parents have to spank their children to convey th at message to them, then I support it one hundred percent. Tibbetts affirms that spanking is but a single act among many that supports civilized behavior against the natural barbarism of the American brat (Davis, 144). Leaving children undisciplined is like leaving people to anarchy; it just will not work. There are many adults who lack the judgment and reasoning capabilities needed to function in society. And, children are still developing mentally and physically in order to be able to cope as adults. Why would one assume that children, non-adults, will be fine if left to their own devices? Opponents of spanking believe that it encourages the development of bad character in kids; children who do not want spankings become very deviant by lying to avoid them (Davis, 140). However, one parent with an 8-year-old named George chose not to spank him and found that it permitted George to be dishonest and defiant. The father saw an improvement in Georges behavior after he decided to span k him and noted that he only had to spank his son a few times by the time George turned thirteen (Davis, 137). Opponents argue that the people who support spanking are religious fundamentalists who base their reasons to justify it on the Bible, a book that some, depending on their own particular beliefs, view as unsubstantial (Davis, 139). Proverbs 13:24 reads that he who spares the rod does not love his child, and that he who loves his child will discipline him or her promptly. Despite how one may feel about Christianity and the Bible, the practicality and cogency of this statement cannot be disputed. Only a negligent parent and fool will let his or her children run amok and not discipline them. And, one final belief that opponents share is that spanking is addictive because of its easiness to execute and gives parents the satisfaction of getting out anger (Davis, 142). Spanking should not be about seeking a thrill, getting revenge, or relieving stress on behalf of the parent. It s hould be simply to discipline the child and nothing more. Anything else and spanking is at risk of becoming abuse. Kazdin and Benjet agree that spanking isnt necessarily positive nor negative, but can be depending on other conditions. Spanking is negative only when it becomes abuse. Physical abuse is punishment that is severe, excessive, and physically harmful and dangerous to the child. Physical abuse can involve the use of objects. It is also noted to be directed at parts of the body that are not included in the proper definition of spanking: the buttocks or extremities (Kazdin Benjet, 100). Slapping a child in the face is considered physical abuse. Punching a child is definitely a form of abuse. Allow us to examine the movie Mommie Dearest. The film told the story of Christina Crawford, the adopted daughter of the late actress Joan Crawford. In the film, Christina and her brother were subjected to the harsh abuse and strictness of their mother. There was a scene in the movie when Joan was upset with Christina for hanging her own clothes with a wire hanger. Because of this, Joan beat Christina with the same wire hanger to teach her a lesson: do not hang your clothes with wire hangers. How preposterous does that sound? If that is not a clear image of physical abuse, then I do not know what is. There was no reasoning behind it. To say that the punishment was excessive would be an understatement; it was uncalled for, period. Joan Crawford must have had mental issues because responsible, mentally fit parents do not act this way. Another film depicting child abuse is Precious. The film depicted the life of a 16-year-old, African-American girl named Claireece Precious Jones who was obese, illiterate, and suffered severe forms of mental, physical, and sexual abuse from her parents. In one scene, Preciouss mother Mary attempted to hit her in the head with a cooking pot. This was because she thought Precious told an adult from her school to come to the house to discuss the benefits of education and alternative schooling with Mary in regards to Precious. Discussing education is a justifiable reason to try to give ones own child a concussion. The reality was that the adult came to Precious and Marys home of her own accord; Precious even warned the adult to not come because she knew Mary would react this way. In another scene, Mary forced Precious to eat a huge plate of pigs feet Precious made for Mary because it was not of her liking. She glared at Precious coldly, making sure that Precious ate every bit of it befo re she would make Precious cook dinner again, right this time. This was why Precious was morbidly obese. In yet another scene, Mary attacked Precious and her newborn when they finally came home after leaving the hospital. Mary did this because she was angry with Precious for coming clean to a social worker about the abuse she suffered. Mary was also jealous of Precious because Marys boyfriend (who was also Preciouss father) preferred to sleep with Precious and not her; both of Preciouss children, the newborn included, were products of rape from her father. In this scene, Mary waited for Precious to come home with the baby and asked Precious if she could hold him. Then, she told Precious to get her something to drink. While Preciouss back was turned, Mary tossed the baby to the ground and then threw a flower pot at the back of Preciouss head, causing it to shatter. She hurled more objects at Precious and cursed at her. She then charged at Precious, and a violent scuffle ensued. Lucki ly, Precious and her baby able to leave the apartment with minor injuries. Precious ran down the staircase with the baby and fell down; they both were miraculously fine. Fortunately, she moved herself and her child out of the way before a television came falling down the stair well from the floor of her mothers apartment; Mary, out of hate, tried to kill her own daughter and grandson. Although the Precious movie depicted an overly extreme case of physical abuse among other abuses, it defined it nonetheless. With that being said, proper spanking done from a responsible parent should never be mistaken for abuse. Spanking, when done properly, is actually a great tool for discipline. Studies show that 74% of American parents of children age seventeen and younger use spanking as a disciplinary technique while 94% of parents with children age three to four spank (Kazdin Benjet, 100). Spanking cannot be as bad as some people make it seem if virtually all parents do it. E.T. Gershoff concluded with an analysis of 88 studies that spanking had negative effects only when it was abusive (Kazdin Benjet, 100-01). Sweden passed a law in 1979 banning spanking to prevent child abuse. However, child abuse cases increased six-fold from 1981 to 1994 (Larzelere, 5). Spanking is not that issue that people should worry about; abuse is the issue. One father concurs that spanking prepares children for the real world; in the real world, people are punished for breaking the rules. He states, To have rules for behavior without the threat of physical punishment is like having laws without jails (Davis, 138). To the people who argue that spanking promotes fear in children, is fear really a bad thing? Is it not that same fear that prevents many children from getting in trouble in the first place? Is it not fear that scares adults from committing crimes that will otherwise put them in jail or prison? Is it not fear that promotes safety and good judgment in people anyway? People argue about deviant behavior to avoid punishment. If people, children included, are doing the right thing to begin with, then they should not have to worry about being punished. It is as simple as that. Let us consider the story of the little boy who burned himself after playing with the stove after his mother told him not to. She understood that the fire looked cool but advised him not to touch it because it will burn him. Out of his own defiance and curiosity, he touched the fire anyway and so forth. Analogously, spanking is the fire. He did not listen to his mother and had to suffer the consequences: being burnt. And ho pefully, he learned first-hand that fire burns and that he should not touch it if he does not want to get burnt again. Analogously, children should behave accordingly if they do not want any spankings. And, that is the practicality that makes spanking effective; it presents the child with an unfavorable outcome if he or she decides to be disobedient. Larry Winget agrees that children who are effectively and appropriately punished have more love and respect for their parents because their parents are showing that they care enough to correct potentially self-destructive behaviors in their children (Winget, 86); Janis Cambell believes that people tend to raise their children the way that their parents raised them (Cambell, 199). If this is true, then it is safe to say that Larry Winget respects and loves his parents, and they spanked him whenever it was necessary; he does the same to his children, and they love and respect him. Properly spanking a child when it is necessary can aid in ensuring that the child in question is not going down the wrong path and getting into trouble. Dianne is contemplating spanking her child. How does she go about it properly? Dr. Diana Braumrind states that Parents should first use verbal disciplinary reasoning to correct misbehavior. If that fails, then use non-physical punishments such as time-outs. If the problem persists, then use non-abusive spanking to correct the behavior (Larzelere, 4). Larry Wingets approach to discipline involves mak[ing] the punishment about the behavior and not about the person. With his experience as a father, he believes that parents should stress that they are spanking their children to alter their behavior, not because the children are bad people. He urges parents not to attack their childrens personalities (93). Doing so could potentially harm their mental developments. Winget continues by stating that parents need to make the punishment fit the crime (92). Do not spank a child if he or she forgets not to smack at the dinner table. Do not spank him when the both of you are at the grocery store and he asks for Skittles despite you telling him that you were not buying any candy prior to walking in. If you say no and he throws a massive tantrum and knocks items off the shelves, then spank him. Only spank a child when it is absolutely necessary. Winget affirms that anger is an appropriate response to [an] offense, and that a parent should wait to administer punishment because he or she may lose his or her temper and do something he or she may regret: seriously injuring the child (91, 92). Most of all, Winget stresses that a good parent will talk with his or her child so the child can have a better understanding of why he or she is being punished. Talking allows the parent to exercise judgment when listening to the child and figure out why the child did what he or she did so that the parent can determine how to punish the child. This can also help the parent to decide whether or not a spanking is even necessary (92-93). Good parents who spank their children are not the vicious , evil monsters that people believe them to be. The procedures mentioned by Braumrind and Winget show sympathy to the child. Although spanking can be a great means of discipline, it is not the most perfect method. No discipline is. However, it can be very effective. The first flaw with spanking is that it may not work on every child. Winget agrees that different kids require different punishments, and that spanking is an effective tool with some kids. Wingets son Tyler responded better to discussions and lectures while his other son Patrick responded better to being spanked (87; 88). The second imperfection with spanking is that its efficacy is subjected to severity and frequency (Kazdin Benjet, 100). Spanking loses its effectiveness when it is overused and is the only method of discipline, and it is very easy for parents to exhaust this method (Winget, 88). I can recall children from my childhood who were spanked almost everyday by their mothers and were still problematic. I remember these mothers spanking their kids and nothing else; they never asked them why did you do it? Rather, they found the neares t belt, or switch (long twig from a tree), or loafer and began whipping with the deepest frustration. In a study, Kazdin and Benjet found that occasional, mild spanking accompanied with other disciplinary techniques showed to be the most positive, effective form of punishment (101). One study states that parents from lower SESs tend to spank their children more while middle-class parents favored reasoning, isolation, guilt, and the threat of loss of love over spanking (Brown, 68). Researchers concluded that the parents of the lower SESs had higher levels of stress; stress is linked to physical abuse (Giles-Sims, Straus Sugarman, 171). However, M.L. Kahn did a study stating that working-class (lower SES) parents tended to spank when their childrens behavior was most extreme, but held back whenever they sensed that spanking was not the appropriate course of action (Brown, 68); These parents displayed good judgment while chastising their children. Though spanking is not the utmost, ab solute way of effective discipline, it can still be an effective tool when coupled with other methods and used with proper judgment. Despite all the benefits of spanking and the preponderance of parents who support it, society still frowns upon it. There are many people, doctors and others with merits, who consider proper, mild, non-abusive spanking still abuse. It has become a secretive thing for parents because of the taboo surrounding it despite it being legal; critics have been known to rebuff its legality by comparing it to cigarettes, saying that both are legal, harmful, and habitual (Davis, 142). This argument does not serve good parents who only seek to eliminate bad behavior any justice. Non-abusive spanking is not harmful, and the parents who are successful at correcting misbehavior do not have to spank frequently in order for it to become a habitual thing (Davis 137). With spanking becoming more, and more secretive, parents have been very conscious of how they discipline their children in public places. Parents who suffer the unfortunate circumstance of their children misbehaving in places like the groc ery store face a catch-22: being considered as unfit if they ignore it, or being viewed as abusive if they attempt to correct the misbehavior (Brown, 70). These parents worry about the nosy, meddlesome, old women who believe in all children being cherubs incapable of mischief. They worry about being scrutinized and ultimately reported to authorities for simply trying to raise children to the best of their abilities. Whenever a child is knowingly misbehaving the way children do from time to time, these old women tend to pardon it by saying, Oh, he is just being a kid. Dont punish him. But, whenever a child is extremely offensive, they have the temerity to question and challenge the parenting skills of the adult. Parents are embarrassed when their children act up in public and view it as an emergency situation because of three beliefs concerning parenthood in American society: that children turn out well with good parents, that contemporary parents are not as good as their predecessor s, and that there is no such thing as bad kids only bad parents (Brown, 70). Parents feel judged by these beliefs. With parents judgments conflicting with the mores, it is no wondering why there is so much controversy surrounding the right of parents to spank. While researching, I stumbled across some interesting facts. Studies show that fathers tend to spank their children more than mothers despite mothers being the main disciplinarians who also spend the most time with the children; mothers tend to yell at their children more (Cambell; 199, 202). I remember being spanked by my father more so than by my mom in my childhood. And I also remember her lecturing me more so than my father. Another fact is that younger parents are more likely to spank their children more than older parents (Giles-Sims, Straus Sugarman, 171). That caught my attention because I thought it would be the older group that favored spanking; the old people I grew up around where staunch advocates of spanking problematic children. Boys tend to be spanked more than girls (Giles-Sims, Straus Sugarman, 171). I can see this as being true because the boys I grew up with tended to misbehave more so than the girls. Parents who spank their children more than once often forget how many times they have had to so (Giles-Sims, Straus Sugarman, 171). Losing count is only expected for things that have been done with a sufficient amount of frequency. The final fact that I learned was that Caucasian parents are more likely to spank their children, despite other ethnic groups general acceptance it, particularly African-Americans (Giles-Sims, Straus Sugarman, 171). That, too, was interesting because I always thought Caucasians generally disagreed with spanking. There has been quite a handful of research done on spanking. The issue of spanking is one containing opposing view points. One side of the argument is in dissent about the issue, claiming that it is abuse while the other side supports it as an effective tool. Fact of the matter is, spanking definitely works and is very popular among American parents despite societal tendencies to discourage it. Ideally, if all children did not misbehave, then parents would not need to spank them. A mother in her right mind does not even want to think about spanking her child, let alone having to do it. It becomes a conflict for her because she will see her child misbehaving and know that she will have to spank him. I remember my own mother telling me that spanking will hurt her more than it will hurt me because I would eventually understand my wrong along with the consequences that entail. I would get over it; she, on the other hand, would bear the burden of her conscience because she would be placed in a position to where she would have to spank the child she loves so that he would learn to do better, not because she is angry. Non-abusive spanking should never become synonymous with abuse because abuse is detrimental; proper spanking is the opposite. Non-abusive spanking is not always the best solution, nor is it the only option to every crime committed by the child, but is very effective when done correctly; there is a proper way parents must go about executing it. And finally, there has been extensive research done on the topic. Parents should be allowed to spank their children so that they will become responsible adults with a great understanding of appropriate behavior to have in American society, or any society for that matter.

My Childhood Autumns in a Nutshell. . . or an Apple :: Essays Papers

My Childhood Autumns in a Nutshell. . . or an Apple As a native Vermonter, I have spent every autumn driving out of Burlington and into the rust and golden mountains of Stowe to admire the foliage and to take advantage of nearby orchards. I have visited probably every orchard, mill, factory and farm over my lifetime. Through these excursions, freshly made apple cider, warm cider doughnuts, cool, crunchy apples picked right off the branch, and the smell of these apples have all become imbedded into my memories of my childhood here in Vermont. Despite all of my experience with Vermont apples and their by-products, I have never taken the time to really get to know the fruit. There are so many varieties of apples, and although I’ve most likely eaten them all, I could only surely identify one: the Granny Smith. I feel that, as a Vermonter, telling one apple from another is something that I should be able to do. As this passing autumn will be my last consecutive one in Vermont before college, I made it my duty to learn about one of my home state’s largest exports, and set of in search of the best Vermont apple. I figured that before I began tasting apples, I should first have a list of ideal apple qualities to measure my candidates against. My criteria for being considered a good apple: not too sweet but also not too tart, juicy, but not so juicy that it’s embarrassing to bite into it in front of others, not yellow on the inside, no brown spots or bitter bit, not so soft that your bite extends down into the seeds and core, but also not so hard that it hurts your gums to bite into it. A good apple is not mushy or bruised, it has a stem, it’s nicely shaped, and it’s not small- it’s a nice big apple, but not so big it makes you sick to eat the whole thing. A good apple must be flavorful, have a nice aroma, and, very importantly, be crunchy enough that it makes a crisp sound when you bite into it. Also, a perfect apple must be very round, not tall and oval shaped with four big humps on the bottom. I don’t like this kind. I figured that the best place to buy the freshest apples would be at a co-op, so I went to the City Market in Burlington and bought a bag of Vermont apples grown at a local orchard.

Fashion in 60s Essay -- essays research papers

If you look back through the past sixty years of fashion, you may notice a pattern. People may say that the true years of fashion began in the late nineteen forties and went on through the early nineteen sixties. If you look at fashion today, its almost repeated the look from sixty years ago. In each generation fashion trends become based on history and/or important events. in the nineteen forties fashion was being modeled by the military wear. World War II caused a drastic change in the way clothes were being made and worn. In the nineteen fifties Americans admired the fashion of movie stars and music artists. Media had a strong influence on the wordly trend. The people of the sixties expressed there personalities and emotions through there clothing. They wanted to look independent. By looking at these three generations, we can reflect on how fashion today maybe repeating itself. It is worthless to discuss fashion of the forties without first understanding the tremendous impact World War II had on everyday life during the early part of the decade. World War II changed the world of fashion forever. Severe restrictions were imposed on the apperal industry by the government (Keogh). For men the tailored silhoutte, with padded shoulders and a narrow waist and hips, were essentially frozen until the late nineteen forties (Keogh). Women were forced to recycle there clothing, or hand them down to other women when the clothing was not being used for example, the wedding dress, It was a way of conserving fabrics(Thomas). Most fabrics at the time were purchased " ready made". This meant that the fabrics were already sewn together to be worn. In some areas where blot fabrics could not be purchsed or blockades prevented shipments. Women would use the art of sewing, or making there own clothing by putting fabrics together. This was a more detailed but less expen sive way to get clothing (Thomas). The fabrics for clothing during the time of war that were being worn were very dull. Because of the depressing times women and men simplified there clothing. Fabrics were available mostly as solid colors, stripes, and plaids (Thomas). In an effort to comply with the restrictions imposed on them, American designers created a new style of suits for women. Skirts were short and straight topped by short jackets of twenty-five inches or less in length. Cardigans match... ...hen women tried to look like men, now in the sixties men had long hair and almost looked like women. The 60's were a time of change and challenge. They brought hippies, space age, folk music, and the Beatles. Women's skirts got shorter, men's hair got longer, and everyone talked about love. The 60's was characterized by the feeling that a break with the past had been achieved. Clothes, furniture, and products all looked newer, brighter, and more fun. The swinging 60's were at their height. Fashion in the 60's tended to encourage exhibitionism. Music and Media played a big role in fashion. Mary Quant was the fashion designer and entrepreneur responsible for the "London Look" of the 60's. A music group named the Beatles was a reason why london fashion became the new rage. Women and men adored the look for there favorite music group. The London look consisted of She was the inventor of the min-skirt and hot pantsShe proclaimed "good taste is death, vulgarity is life" and summarized the fashion of the 60's as "arrogant, aggressive and sexy." Although she is still designing today, she is largely known for her 60's creations.

Winston Churchill Essay -- essays research papers fc

Winston Leonard Spencer Churchill   Ã‚  Ã‚  Ã‚  Ã‚  Winston Churchill was one of the most influential people in this century. He held many offices, jobs, and positions that greatly affected the life of the British, and the history of the world. In Blenheim Palace at Woodstock on November 30th, 1874, Winston Churchill was born.1 He grew up as the first child of Lord Randolph Churchill.2 Lord Randolph Churchill held a seat as a member of Parliament and was considered a notable politician.3 Churchill's mother, the former Miss Jennie Jerome, was an American, whose father was a newspaper proprietor.4 Being in politics, Lord Randolph and his family traveled much, and bonded rarely. Winston Churchill was a disappointment to his father in many ways. For these reasons, Winston and his father were never close.5 Since Winston did not spend much time with his parents, a nanny was hired to take care of him and his younger brother.6 Her name was Mrs. Everest and she lived with the Churchill family for many years.7 Winston turned to her for many things and always felt her important role, by showing him affection throughout his life.8 Throughout his childhood, Churchill was described as an untidy, mischievous child. He was sent to boarding school, where he was constantly doing badly in his schoolwork, and also getting into trouble. Even though Churchill did badly in many areas of school, it was noted that he had a phenomenal memory. When he was thirteen he won a prize for reciting 1,200 lines from Macauley's Last Days of Ancient Rome, without a mistake.9 Winston Churchill was an individualist. He disliked team games such as cricket or football. He did however, excel in fencing, which earned him a silver medal in a school competition.   Ã‚  Ã‚  Ã‚  Ã‚  After finishing school, Winston went on to fight in the British Army. He loved head-to-head combat, but rarely saw much of it at this time. He served in many places and with many regimens, but his love for active service never decreased. Throughout his war career Churchill went through many things, such as being captured by Rebel forces in Cuba. Churchill was sent to a POW camp, but after four weeks he managed to succeed in his goal of escaping the prison.10   Ã‚  Ã‚  Ã‚  Ã‚  While on duty Churchill sent articles to Newspapers and magazines. To earn money he wrote for the 'Morning Post'... ...sp;  Ã‚  Ã‚  Ã‚  Microsoft Encarta 98 Encyclopedia 8.)  Ã‚  Ã‚  Ã‚  Ã‚  Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg. 8 9.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg.10 10.) Donovan, Frank. Famous Twentieth Century Leaders (Dodd, Mead & Company. New York, 1964) Pg. 116 11.) Carter, Violet Bonham. Winston Churchill: An Intimate Portrait. Harcourt, Brace & World INC., New York, 1965. 12.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg.16 13.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg. 19 14.) 'Sir Winston Leonard Spencer Churchill.'; http://tceplus.com/churchill.htm 15.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg. 26 16.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg. 31 17.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg. 40 18.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg. 43 Churchill 'talking about what to come in the future'; 19.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg. 62 20.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg. 62 21.) Microsoft Encarta 98 Encyclopedia 22.) Bailey, Eva, Churchill ( Landsdowne Place, 1981.)Pg. 65 General de Gaulle, on the death of Churchill.

Iso-osmolar Concentration of Carrot Cells Lab Essay

For a more thorough understanding of this lab introduction, the concepts of, iso osmolar, membrane, equilibrium, and concentration gradient evaluated. Iso osmolar can be known as the point in which the substance of experimentation faces no change despite the amount of solute inside the solvent( because the solvent and solute concentration is equal. This is where the line on a graph would cross on the x-axis). Selectively permeable membrane can be defined as a microscopic double layer of lipids and proteins that bounds cells and organelles and forms structures within cells and it controls what comes in and out of the cell. Equilibrium is the state of a chemical reaction in which its forward and reverse reactions occur at equal rates so that the concentration of the reactants and products does not change with time. Before this experiment, we were educated on how osmosis functions. Osmosis is a process which molecules and water take to usually get through a selectively permeable membrane in order to reach equilibrium. It is a passive transport which requires no ATF and water moves from high to low water concentration. When osmosis is completed, there should be an equal concentration o water on both sides of the experiment. We have also learned about the iso osmolar point which is when the concentration of molecules are identical inside and outside. Also, we predicted that if the carrot sticks were placed into higher concentrations of sucrose solutions, then the sticks would loose more water. The concentration of particles inside the carrot cells will be found by having them placed into various different solutions with different sucrose concentrations. This will cause the carrot cells to either lose or gain water as the control tries to reach equilibrium with the solution. By measuring the carrot mass before the experiment and after they sat in the mixture for two days, we are able to observe the change in mass of the carrots. The amount of water the carrot lost or gained would show the percentage of mass change, which then we can use to conclude the concentration of particles inside the carrot. By finding the iso osmolar point, we are able to find the concentration of particles inside the carrot, because the iso osmolar point exhibits the solution that has the same concentration both in the carrot and out. The carrot sticks inside the 0.0, 0.2, 0.4, 0.6, 0.9, and 1.0M sucrose mixtures, will have water enter/leave them. In this experiment, the independent variable was the molarity/sucrose concentration of the solutions the carrot sticks were placed into. The dependent variable was the percentage change of mass for the carrot sticks. For about half of the experiments(4/6), water left the carrot cells causing them to loose mass because there was a uneven concentration of water inside the carrot and outside. In the sucrose solutions in which the carrots lost mass, there was more water inside the cell compared to the outside, causing the water molecules in the carrot sticks to move out into the solution as a result of osmosis. Generally, substances try to spread out and reach the state of equilibrium instead of being concentrated in one area. This is why water enters and leaves the carrots; a result of osmosis. Also, there is a solution of sucrose that is perfect for the carrots sticks, which would result in zero percentage mass change of the carrot. The solution, if it is found, is called the iso osmolar point, which there is no change because there is no concentration gradient. CONCLUSION The results of the lab were fairly accurate because there was no team in the class that had a hugely differing result in their experiment. The 0.0 M sucrose had a +16.71% change in mass as a class average and we had a +21.05% percentage change in mass. The initial mass was 1.9g and the final mass was 2.3g. This happened because the concentration of sucrose inside the carrot was higher than the outside of the cell. The water molecules moved a lot faster into the carrot than the sucrose particles attempting to move out of the sticks through the selectively permeable membrane, thus resulting in a greater mass than the original. The result showed the affects of osmosis, where particles moved to achieve equilibrium. The 0.2 M sucrose had a +8.37% change in mass as a class average and our group and +9.52%. The initial mass for these carrots were 2.1g and became 2.3g when the 2 days had ended. This happened because of the same reason for the 0.0 M sucrose, where the concentration of particl es were greater inside the cell compared to the outside of the cell, causing the water molecules moving into the cell through the semi permeable membrane. However, the solution the carrots were dunked into had a 0.2 M sucrose, unlike the first solution. This caused the mass of the carrot to change less because there was already some particles outside of the cell, allowing for equilibrium to become reached a lot faster than 0.0 M sucrose. In 0.4 M sucrose, there was a class average of -2.34% and we had -4.76%. The initial mass was 2.1g with a final mass of 2.0g. This was the first solution to have a negative percentage change in mass from the other six. There was a decrease in mass of the carrot because water had moved from the carrot sticks into the solution around is trying to achieve equilibrium. The water molecules had moved from high concentration into lower concentration, moving our of the carrot cells, causing them to lose mass. The 0.6 M sucrose solution had a class average of -11.84% change in mass while we had a -9.52% change in mass. The initial mass was 2.1g and the final mass was 1.9g. This occurred for the same reason that 0.4 M sucrose lost mass; the carrot sticks had a higher concentration of water compared to the solution it was in, causing it to lose water as the H20 particle slide out using the selectively permeable membrane. The mass loss was greater because the difference in sucrose levels were greater, demanding a greater amount of water from the carrots for equilibrium to be achieved. 0.8 M sucrose had a class average of -15.13% and 1.0 M sucrose had a -20.06% change in mass. These two also occurred because of the same reason 0.4 and 0.6 M sucrose lost mass. But, there was a larger amount of water needed to be transferred out in order to reach equilibrium the higher the sucrose level was. This lab proved the osmosis theory very well, because all six experiments had accurate results because osmosis had occurred in every one of them. Osmosis has the tendency for water to move through the semi permeable membrane from a lesser concentration to a higher concentration(of solute), thus equalizing concentrations on each side. The carrot stick lab showed water moving from inside the carrot to out into the solution because there was a higher concentration of sucrose outside the carrots. Trying to reach equilibrium, the water molecules transferred out into the solution. By graphing the data out, we were able to find out the iso osmolar point of the carrot sticks. We got the result of 0.4 M sucrose as the point. This number represents the sucrose concentration the carrots would already have equilibrium at, and no need for more osmosis because the concentration of sucrose and water is same or very close to same already. Thus, there wouldn’t be any or little change in mass of the carrot sticks. There were many possible sources of error in this experiment however, because first of all, the equipment were not brand new. The equipment we have used had been used of various types of labs over the years, and had the chance that they were not properly washed, leaving traces of precious labs. The solutions that got intermixed with these chemicals we were not aware of, could of changed the data and threw us off. There is no idea what kind of chemical was on the glasses, so we could of prevented this by experimenting with never used equipment, or by using very well cleansed ones. By having extra sucrose or any other substance on the beakers and tubes, the solution would have become more hypotonic, thus there would be more movement through the membrane and therefore more mass would be lost or less mass would have been gained. This is because the left over sucrose in the beaker adds to the concentration of solute. Another source of error could of happened while blotting the carrots onto a tissue after the two days of waiting time. The carrots that were blotted onto the tissue paper probably lost water, and depending on the strength of the person blotting the carrots, they may have squeezed them too hard, altering results from what would have come out. This could of been fixed by having the carrot sticks pulled out by tweezers instead of draining them and picking them up by hand. Finally I think another source of error was temperature, because the temperature day by day would differ. The changing temperature might have caused data to change as of if they were to be placed into a room of constant temperature of the experimenting time. ANALYSIS If you threw a carrot into a jar of pure H20, would the carrot shrink or swell? Explain. I think if we threw a carrot into a jar of pure H20, the carrot would swell up. The carrot cell is also a plant cell, which flourishes best in a hypotonic solution unlike animal cells. The carrot cell wouldn’t explode unlike animal cells because they are equipped with cell walls which the animal cells lack. The cell wall stops the cell from exploding inside pure water. Instead, they are happiest inside pure H20. They are at a stage called turgid which is their normal state. In winter icy roads are often treated with salt. Why is this likely to lead to the death grasses along the roadside? During winter, when the roads are treated with salt, the environment around it takes damage. The salt is used so that the salt would â€Å"melt† the snow . The snow would treat the salt and H20 molecules would stick onto the salt molecule, separating from their â€Å"ice box† affect and causing them to melt. However, the salt would also stick onto the grasses along the roadside and suck their life out, in simpler terms. The salt on the grass would have a 100% salinity while grasses in comparison would have a much lower salinity percentage. Because the grass would be a hypotonic solution compared to the salt, it would loose water. Thus the environment would be hypertonic. In effort to reach equilibrium with their surroundings, the grass would have the water pulled out of them towards the salt. Introduction MLA citation â€Å"Diffusion.† And Osmosis. N.p., n.d. Web. 27 Jan. 2013. .

Race and Ethnicity Essay

This course focuses on the issues, challenges, and opportunities presented by U. S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Harvey, C. P. , & Allard, M. J. (2009). Understanding and managing diversity (4th ed. ). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed. ). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week One: Workplace Diversity | | |Details |Due |Points | |Objectives |Recognize the dimensions of diversity. |6/10/13 | | | |Differentiate the concept of inclusion from the concept of diversity. | | | | |Describe diversity and inclusion in the workplace. | | | |Reading |Read Ch. 1 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 17 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section I and Section I of Understanding and Managing Diversity. | | | |Participation |Participate in class discussion. |6/10/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/10/13 |2 | |Learning Team |Create the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week One objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Individual |Apply critical-thinking skills to answer the following questions based on this week’s |6/10/13 |5 | |Thinking About Diversity|readings. The response to each question must contain 150 to 300 words. | | | |and Inclusion | | | | | |What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by | | | | |referencing both textbooks. | | | | |With what ethnic, cultural, or other groups do you identify? Describe what members of your | | | | |social circle have in common. | | | | |What is the difference between diversity and inclusion? | | | | |What is the importance of workplace diversity training? | | | | |What is your experience with workplace culture? Could there be, or could there have been, more| | | | |inclusion? | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Two: Prejudice, Stereotypes, Discrimination, and Privilege | | |Details |Due |Points | |Objectives | |6/17/13 | | | |Explain how the concept of culture is used to construct group identity. | | | | |Analyze the social concept of race. | | | | |Describe how behavioral and thinking patterns apply to diversity issues. | | | |Reading |Read Ch. 2 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 3 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 5 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section II in Section II of Understanding and Managing Diversity. | | | |Reading |Read Are African Americans Still Experiencing Racism? | | | | |in Section II of Understanding and Managing Diversity. | | | |Reading |Read Inventing Hispanics in Section II of Understanding and Managing Diversity. | | | |Reading |Read To Be Asian in America in Section II of Understanding and Managing Diversity. | | | |Reading |Review Ch. 6 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 7 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 8 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 9 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 10 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 11 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 12 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 13 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 14 of Racial and Ethnic Groups. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |6/17/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/17/13 |2 | |Learning Team |Submit the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week Two objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Begin working on the Equal Rights Proposition Outline assignment due in Week Three. | | | |Instructions | | | | |Equal Rights Proposition| | | | |Outline | | | | |Individual Multicultural|Resources: Culturegrams database and Racial and Ethnic Groups |6/17/13 |15 | | Matrix and Analysis | | | | |Worksheet |Select and research six ethnic groups from Part III (Ch.6–14) of Racial and Ethnic Groups and| | | | |in Culturegrams. Use the following instructions to access Culturegrams: | | | | | | | | | |From the University Library, click the Library Resources link. | | | | |Click Country Profiles and Economic Data. | | | | |Click Culturegrams. | | | | |Navigate Culturegrams using the map or use the search option for specific terms. | | | | | | | | | |Complete the University of Phoenix Material: Multicultural Matrix and Analysis Worksheet | | | | |located on the student website. | | | | | | | | | |Write a 350- to 700- word analysis of the advantages of a multicultural society and labor | | | | |force. | | | | | | | | | |Format any references consistent with APA guidelines. | | | |Week Three: Immigration, Assimilation, Pluralism, and Multiculturalism | | |Details |Due |Points | |Objectives | |6/24/13 | | | |Describe U. S. immigration policies within a historical framework. | | | | |Summarize the benefits and consequences of immigrant labor for the U. S economy. | | | | |Analyze strategies for inclusion in the workplace. | | | |Reading |Read Ch. 4 in Racial and Ethnic Groups. | | | |Reading |Read A World View of Cultural Diversity in Section II of Understanding and Managing Diversity. | | | |Reading |Read Cultural Transmission Today in Section II of Understanding and Managing Diversity. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |6/24/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/24/13 |2 | |Learning Team |Review the Week Three objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Individual |Resource: Completed Multicultural Matrix and Analysis Worksheet. |6/24/13 |15 | |Media Reaction | | | | | |Write a 1,050- to 1,400- word reaction to a media piece focusing on a current political issue | | | | |relating to immigration. Possible media pieces include an article, a video or audio clip, a | | | | |television show, a book, a documentary, or a movie. | | | | | | | | | |Research the issue of your media piece. | | | | | | | | | |Address the following: | | | | | | | | | |What is the historical framework of this issue? | | | | |What is the political context of this issue? | | | | |What message does the media piece attempt to portray? Was the media coverage biased or | | | | |unbiased? Was the issue sensationalized or portrayed objectively? | | | | |How might the media coverage affect the public’s perception of this issue? Does it encourage | | | | |or discourage prejudice, discrimination, and stereotyping? | | | | |How might this issue affect the U. S. economy and labor force? | | | | |If you were a manager affected by this issue and its media coverage, what inclusion strategies| | | | |from this week’s reading might you implement to moderate the media’s effect on your employees | | | | |and to promote inclusion in the workplace? | | | | | | | | | |Include at least two academic references in your research. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Learning Team |Select a current social issue related to the rights of ethnic or social groups. |6/24/13 |10 | |Equal Rights Proposition| | | | |Outline |Research the subject and existing action plans designed to solve the issue. | | | | | | | | | |Develop a 1,050- to 1,500- word comprehensive outline of your proposition to promote equal | | | | |rights. Be sure to include the following: | | | | | | | | | |The issues, challenges, and opportunities experienced by this group in the labor force | | | | | | | | | |How society has constructed this group’s identity | | | | | | | | | |The legal framework relating to this issue | | | | | | | | | |Summary of existing or proposed solutions of differing groups. Consider the U. S. Equal | | | | |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | | | |and regulations, political strategies, government agencies, religious groups, and grass roots | | | | |organizations. | | | | | | | | | |Whether or not this issue exists in other countries, and if so, how it is handled by differing| | | | |groups | | | | | | | | | |Your team’s compromise or alternative to existing solutions | | | | | | | | | |A description the organization, order, and approach to your team’s presentation | | | | | | | | | |Your decision on the presentation format your group will to use for your Week Five Equal | | | | |Rights Proposition Presentation. Consider using Microsoft PowerPoint ® or alternative software,| | | | |such as iPresent Presio ®, Prezi ®, and Glogster EDU. | | | | | | | | | |Outline your proposition in the format and software program of your choice. | | | | | | | | | |Include at least five academic references in your research. | | | | | | | | | |Format your outline consistent with APA guidelines. | | | |Week Four: Legal Framework of Diversity | | |Details |Due |Points | |Objectives | |7/1/13 | | | |Outline the U. S. legal framework related to diversity in the workplace. | | | | |Explain the relationship between social mobility and social change. | | | | |Analyze management strategies to ensure compliance in the multicultural workplace. | | | |Reading |Read the article â€Å"Social Class Diversity† in Section II of Understanding and Managing | | | | |Diversity. | | | |Reading |Read the Introduction to Section III and Section III of Understanding and Managing Diversity. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |7/1/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |7/1/13 |2 | |Learning Team |Review the Week Four objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Continue to work on the Equal Rights Proposition Presentation assignment due in Week Five. | | | |Instructions | | | | |Equal Rights Proposition| | | | |Presentation Preparation| | | | |Individual |Resource: the Equal Employment Opportunity Commission (EEOC) website |7/1/13 |15 | |EEOC Presentation | | | | | |Explore the EEOC website (http://www. eeoc. gov) to learn more about the organization. | | | | | | | | | |Click the About the EEOC link and select Newsroom. Select a press release about an employee | | | | |lawsuit published within the last 6 months. | | | | | | | | | |Search the Internet to find at least one news item about this lawsuit, preferably from a news | | | | |source in the state in which the incident occurred. | | | | | | | | | |Write a 1,050- to 1,200- word paper that includes the following: | | | | | | | | | |A description of the compliance issue that led to the lawsuit and its ramifications for the | | | | |organization. | | | | |A brief summary of the functions of the EEOC in one paragraph. | | | | |The EEOC’s role in this lawsuit. | | | | |Whether or not this lawsuit promotes social change; justify your reasoning | | | | |A comparison of the EEOC press release to the news item. What accounts for the differences? | | | | |Strategies you would implement, if you were a senior manager of this company, to ensure future| | | | |compliance and inclusion in the multicultural workplace. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Five: The Global Comparative Perspective | | |Details |Due |Points | |Objectives | |7/8/13 | | | |Compare anti-immigration movements in different countries. | | | | |Analyze the historical effect of discrimination on the global economy. | | | |Reading |Read Ch. 16 of Racial and Ethnic Groups. | | | |Reading |Read Negotiations–BWA Discovers the Indonesian Way in Section II of Understanding and | | | | |Managing Diversity. | | | |Reading |Read Interpreting Intercultural Communication at a Business Meeting in Section II of | | | | |Understanding and Managing Diversity. | | | |Reading |Read How Canada Promotes Workplace Diversity in Section II of Understanding and Managing | | | | |Diversity. | | | |Reading |Read Ch. 16 of Racial and Ethnic Groups. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |7/8/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |7/8/13 |2 | |Learning Team |Review the Week Five objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Resource: Equal Rights Proposition Outline |7/8/13 |20 | |Equal Rights Proposition| | | | |Presentation |Create a comprehensive presentation of your equal rights proposition using the presentation | | | | |software approved in Week Three. | | | | | | | | | |Include the following: | | | | | | | | | |The issues, challenges, and opportunities experienced by this group in the labor force | | | | | | | | | |How society has constructed this group’s identity | | | | | | | | | |The legal framework relating to this issue | | | | | | | | | |A summary of existing or proposed solutions of differing groups. Consider the U. S. Equal | | | | |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | | | |and regulations, political strategies, government agencies, religious groups, and grass roots | | | | |organizations | | | | | | | | | |Whether or not this issue exists in other countries and if so, how it is handled by differing | | | | |groups. | | | | | | | | | |Your team’s compromise or alternative to existing solutions | | | | | | | | | |Present your proposal in the software approved in Week Three. | | | | | | | | | |For Local Campus students, these are 10- to 15-minute oral presentations. | | | | |For Online and Directed Study students, these are presentations with notes. | | | | | | | | | |Include at least five academic references in your research. | | | | | | | | | |Format your presentation consistent with APA guidelines. | | | Optional Discussion Questions Week One Discussion Questions †¢ Explore topics in the Global Issues in Context database, which may be access through the University Library, under Library Resources. Which topics may be relevant to cultural diversity or workplace diversity? List all topics that apply. What resources, other than journal articles, are available? How might Global Issues in Context be a resource throughout this course? †¢ What are two specific groups that you have observed being subordinated? Describe the situations. How do you think the involved individuals were affected? †¢ What is a cultural difference that is likely to engender hostility in the workplace? Why? What inclusion strategies could be used? †¢ What are potential advantages and drawbacks of a company providing resources for different cultural groups? †¢ Why are workplace populations becoming increasingly more diverse? What is one historical change that has contributed to the shift to workplace diversity? Week Two Discussion Questions †¢ Read â€Å"White Privilege and Male Privilege† by Peggy McIntosh, and â€Å"The Negative Consequences of Male Privilege† by Stephen Farough, in Understanding and Managing Diversity. What are your reactions to the articles? Do you prefer one article to the other? Do you find the information in both articles accurate? Is one more relevant than the other is? Why or why not? †¢ Under what circumstances is ethnicity apparent? How can an ethnic identity be both positive and perhaps counterproductive? Give a detailed example. †¢ What is an issue indigenous people face regarding assimilation? Describe this issue and any effort made to mitigate it. How effective were these efforts? If they were not effective, what could have been done differently? For ideas, consider researching the White House Tribal Nations Conference of 2009 or the Universal Declaration on the Rights of Indigenous Peoples issued by the United Nations in 2007. †¢ Even within one’s own community, every individual is different. Based on your appearance or mannerisms, how might you be stereotyped in your local community? List both positive and negative stereotypes a stranger might assign to you. If you travelled to a different region of the country, how might you be stereotyped differently? †¢ Refer to this week’s readings; how do policy makers use the concepts of half-full or half-empty to argue for or against social change? Do you think this is an effective strategy? Why or why not? †¢ According to this week’s readings, race does not distinguish humans from one another biologically. Why is it a persistent social issue? Why do misconceptions about race persist, and what people do to dispel these misconceptions? Week Three Discussion Questions †¢ What is the Department of Homeland Security (DHS)? What does the DHS do for United States citizens? †¢ If you lived in a country outside the United States and wanted to come to the United States to work, to live, or to attend an institution of higher learning, what process would you follow? Describe a realistic or imagined scenario, and explain the legal process as outlined by the U. S. Bureau of Citizenship and Immigration Services. †¢ What do you think are the biggest concerns some people have about illegal immigration in the United States? Is it the effect on the U. S. economy, on the population, on public education, on the workforce, or on something else? †¢ What are the advantages and disadvantages of having diversity training conducted by internal employees versus using an outside consultant? Which would you prefer? †¢ Distinguish among the terms glass ceiling, glass walls, and glass escalators. How do they differ from more obvious forms of discrimination in employment? †¢ What challenges and opportunities do non-English speakers face in the United States? In schools? In the workplace or workforce? In other everyday environments? †¢ How do the terms biracial and multiracial relate to W. E. B. Dubois’s notion of a color line, which is discussed in Ch. 1 of Racial and Ethnic Groups? How were these terms used and for what purpose in the 2010 U. S. Census? Week Four Discussion Questions †¢ In 2009, The EEOC implemented the Genetic Information Nondiscrimination Act of 2008 (GINA). What effects might GINA potentially have on workplace culture, on health insurance, and on the economy? †¢ Why is it important for managers to understand diversity management from both and managerial and legal perspectives? In your experience, how much legal knowledge have your managers possessed? †¢ How did the passage of the Americans with Disabilities Act change workplace culture? Give at least one example. †¢ Describe one group protected by the EEOC, and summarize the related legislation. Are all groups fairly represented? Are any groups missing? Justify your answer. †¢ Why do some criticize affirmative action? What would be one advantage and one disadvantage of eliminating affirmative action? †¢ The United States has seen significant social changes in the areas of population, education, labor force participation, health, technology, and the family structure. Which area has had the greatest social changes? What has caused these changes? Week Five Discussion Questions †¢ The conflicts outlined in Ch. 16 of Racial and Ethnic Groups are examples of ethno-national conflicts. How have the actions or inactions of the United States affected these problems? Give at least one specific example. †¢ How have civil uprisings affected intergroup tensions in Mexico and Israel? †¢ To what extent are the problems facing Brazil or South Africa part of the legacy of racial divisions? †¢ Has the United States made good use of its social capital to increase workplace inclusion? Why or why not? †¢ How does the power of the Canadian federal government differ from the power of province governments? How does the power of the U. S. government differ from the power of state governments? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. 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