Children and Families in a Diverse Society - Free Essay Example

Sample details Pages: 3 Words: 922 Downloads: 2 Date added: 2017/09/12 Category Advertising Essay Did you like this example? Eliminate Stereotypes in the Classroom ECE 405: Children and Families in a Diverse Society Eliminate Stereotypes in the Classroom Stereotypes are all around us and they occur on a regular basis. They exist in our workplace, at home and in schools. Stereotypes have a â€Å"powerful influence on children’s perceptions of reality† (York, 2006, pg. 151). As educators it is essential that we encourage an anti-bias classroom environment by implementing material in the classroom that reflects multiculturalism and diversity. According to Stacey York, â€Å"many commercial teaching materials are outright stereotypical† (York, 2006, pg. 152). In the classroom, there are many things that teachers can do in order to help eliminate stereotypes in the classroom. At such a young age, children pick up behaviors, attitudes and beliefs from adults. Adults set the example for young children and help build the foundation for life-long beliefs, values and attitudes. Toddlers are â€Å"sensitive and catch feelings from adults† (York, 2006, pg. 15). Don’t waste time! Our writers will create an original "Children and Families in a Diverse Society" essay for you Create order If a child is in a classroom where the teacher is implementing prejudice attitudes or implementing stereotypical material, the children will pick up on these attitudes towards other students and will be easily influenced by other educators as well. As an educator, one can prevent stereotypes by promoting social skills and social action. This can be done by finding classroom materials that encourage children to engage in pro-social skills and social action by displaying a peace pledge or kindness pledge. Steps can be created for children in order to resolve nonviolent conflict with another. A bulletin board can also be created that is dedicated to recognizing people in the classroom, school, and local community who are working towards making a difference in social change (York, 2006, pg. 153). Photographs and posters of individuals working towards social change can also be put around the classroom and on the bulletin board. Introducing the children to diversity by adding materials that reflect the home cultures of the children in the classroom can help get the students interested in multiculturalism and diversity. Removing any material that is not culturally relevant and stereotypic materials in the classroom can help students gain a better understanding and appreciation for diversity. Adding materials that represent diversity present in the local community and in the United States can also be useful. Various interest centers in the classroom can help eliminate stereotypes by engaging children in a diverse setting with multicultural material. For example, the music area â€Å"offers children a chance to experiment with and enjoy a variety of music and allows teachers to teach children songs with simple words and melodies from other cultures. These songs encourage differences, acceptance and cooperation† (York, 2006, pg. 157-58). In the dramatic play area children act out every day experiences, play out their perceptions of the world, try on adult roles, and explore relationships among people. Dramatic play area also encourages cooperative play and children are able to gain a sense of the lifestyles that are available to them (York, 2006, pg. 158). Stereotypes can be eliminated by children gaining a sense of appreciation for diversity and being able to explore a variety of lifestyles, including family systems, economic class, disability, and culture. Children are also able to play roles of people of different ages, skills and occupations. Material used in the dramatic play area should include multiethnic dolls that are dressed in nonstereotypic play clothes and international meal sets that allow the children to see and explore the different utensils, food and produce used in other countries. Multicultural children’s books can help eliminate stereotypes in the classroom. This material can be used by teachers to introduce culture and diversity. Books that connect children to their home culture are books that should be chosen. Children need to see themselves and their lives reflected through literature. These books help children identify with and feel proud of their home culture (York, 2006, pg. 163). If a book is read that judges the student’s culture, this could cause other students to ridicule peers or later stereotype a person based on the views from the author. Books read to the students should promote confidence in self-identity within a cultural context and should encourage the class in learning together about others. In order to prevent students from picking up stereotypes from literature, it is critical that teachers do not use books that could become problematic and are associated with stereotypes of other cultures. This could influence children’s perceptions of reality. The goal of the teacher in a diverse classroom is to increase use of materials and books that reflect in nonstereotypical ways to children and adults of color as well. Images should accurately reflect ethnic groups in the community and in U. S. ociety in a variety of different work and recreational situations. People of various backgrounds should be shown doing work and engaging in recreational pursuits with their families, not as dependent and passive (Rodriguez, 1998). The world is changing every day. We must learn to accept and get along with all cultures, races, and religions in order to become productive citizens of the world. It is our job as teachers to prepare our students for the real world, and the real world i s a multicultural one (Pre-KPages. Com, 2010). By doing this, teachers can help eliminate stereotypes in the classroom. References: Pre-KPages. Com. (2010). Multicultural Classroom. Retrieved from, https://www. pre-kpages. com/multicultural/. Rodriguez, G. (1998). Critical Issue: Meeting the Diverse Needs of Young Children. Retrieved from, https://www. ncrel. org/sdrs/areas/issues/students/earlycld/ea400. htm York, S. (2006). Roots wings: Affirming Culture in Early Childhood Programs. Upper Saddle River: Pearson Education, Inc.

It is widely accepted that people drink alcohol in order...

It is widely accepted that people drink alcohol in order to deal with stress. Therefore would that also hold true with college students? Do Eastern Michigan University students drink to be social and to deal with stressors associated with college life? Information on the significance of the problem addressed College should be the best four years of our lives. Instead studies are showing that students are showing record levels of stress in regards to college. Academics, finances, family issues, and concerns with finding a job after graduation top the list of stressors. The Michigan State University student newspaper, The Independent Voice (Feb. 2013) noted that â€Å"more than half of college students reported above average or†¦show more content†¦Students who binge drink are more likely to put themselves and others at risk for injury by operating or riding in a motor vehicle after drinking. Annually an estimated 30,000 college students require medical treatment after overdosing on alcohol. Lastly, students who attend schools with high rates of binge drinking experience a greater number of secondhand effects such as disruption of sleep or study, property damage, and verbal, physical, or sexual violence. One statistical forecast we found while reviewing the literature stat ed that between 2% to 3% of the nation’s college undergraduates will ultimately die from alcohol-related causes. The National Epidemiologic Survey on Alcohol and Related Conditions conducted a recent survey which noted that 19% of college students’ age eighteen to twenty-four years of age met the criteria from the Diagnostic and Statistical Manual on Mental Disorders for alcohol abuse or dependence. Five percent of those same students sought treatment for alcohol problems in the past year while 3% of them thought they should seek help but did not. The U.S. Surgeon General and the U.S. Department of Health and Human Services (USDHHS) identified binge drinking among college students as a major public health problem. In â€Å"Healthy People 2010† which sets U.S. public health goals through the year 2010, the Federal government has singled out binge drinking among college students for a specific, targeted reduction (i.e., from 39 to 20Show MoreRelatedThe Nature vs. Nurture Debate in Learning More about Alcoholism2588 Words   |  11 Pagesnurture debate concerning alcohol abuse and alcoholism. STATISTICS: The abuse of alcohol alone is estimated at $144.1 billion dollars annually. Every man, woman and child in America pays nearly $1,000 a year to cover the costs of unnecessary health care, auto accidents, crime and lost of productivity resulting from alcohol abuse. Alcohol deaths account for approximately five percent of all deaths occurring in the United States. 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Natural Theory of Law in Commonwealth Caribbean

Question: Discuss about theAustralia and the World. Answer: Introduction The author of the present article intends to examine the significance of the Anzac concept, in the light of the past as well as present relation between Australia and New Zealand. Anazac, which is the abbreviated form of the Australian and New Zealand Army Corps, has always been a source of great celebration for both the countries, for signifying the unquestionable solidarity and unity among the troops of the two nations. However, the author of this article critically examines the relation existing between the two nations. The author claims that although the Anazac day is celebrated by both the nations, the sense of unity and mutual support inherent among the troops of both the nations is more than dubious. The authors point is substantiated when he shows how there were differences in opinion, lack of faith and reluctance to collaborate, among the troops of both the nations, in the Truce monitoring Group. The New Zealanders found themselves more reserved and controlled unlike the aggressive Australians, and hence they had differences while formulating a joint strategy (Rankin, 2016). Both the nations had a strong sense of identity, and as such both effused to form a true sense of unity, though they allied with each other, for political reasons. The troops of both the nations had different viewpoints regarding the operational style or the formulation and implementation of the strategies (Kelsey, 2015). The author claims that though the Anazac is a celebrated concept for both the nations, yet there are much untold differences and conflict that underlie the relation between the troops of the two countries. The very remarkable quality that characterizes the article is that the author breaks through and challenges the sense of mutual dependence and unconditional support, with which the Australian and New Zealand army has always been associated. However, it should be remembered that though the author substantiates his perspective by referring to various wars, it is still undeniable that the Anzac legend is an important and inextricable part of the national identity of both the countries (James, 2015). The article shows how cultural differences, can give rise to a lack of a sense of co-operation among the people of various countries. The author draws on how the issues of safety and alacrity were more important to the Australians, while careful planning methods were given priority by the Australians. Even the author also highlights how owing to different cultural backgrounds, the troops of both the nations had altogether different operational styles or strategic outlooks. The author continually emphasizes the cultural conflict that underlined the difference in opinion and attitude of the Australian and New Zealand while execution of a plan. It is important to note that the author makes an excellent contribution to knowledge expansion, by questioning the sense of unity and solidarity associated with the concept of Anzac legend. However, the author did not enlighten the readers on the instances that exhibited the joint efforts and co-operation of the troops of both the countries, and devotes only a single paragraph for the discussion on the same (Shanks et al., 2015). Reference List: James, C. (2015).New territory: the transformation of New Zealand, 198492. Bridget Williams Books. Kelsey, J. (2015).The New Zealand experiment: A world model for structural adjustment?. Bridget Williams Books. Rankin, K. (2016). Australia and New Zealand.Only in Australia: The History, Politics, and Economics of Australian Exceptionalism, 14. Shanks, G.D., Milinovich, G.J., Waller, M. and Clements, A.C.A. (2015). Spatio-temporal investigation of the 1918 influenza pandemic in military populations indicates two different viruses.Epidemiology and infection,143(09), pp.1816-1825.

Kosovo 1999 Hacking the military

Chechnya 1994: Propaganda Advance in technology and easy access to the internet has resulted in increased cyber crime and terrorism. Hackers are on a daily basis getting access to information that belongs to organizations and government agencies without prior consent. This jeopardizes the security of information and data since the data is either made available to everyone or it is used for malicious purposes.Advertising We will write a custom report sample on Kosovo 1999: Hacking the military specifically for you for only $16.05 $11/page Learn More The attackers of websites and other sites on the internet use the internet as a tool to spread propaganda (Denning 2001; Bednarz, 2004). The major aim of cyber attacks other than the spread of propaganda is to sabotage organizations, political reasons, alterations of data and information, economic espionage, monetary gains, revenge, and black mail (Henry, 2010; Denning 2001) The report is based on the 1999 hac king of the Kosovo military that affected NATO’s websites and computer servers, as well as the websites of both the US and the UK governments. The paper addresses the motivation behind the attacks, the methods of attack, and the responses of the defenders to these attacks. The motivation of the attacker(s) The 1999 Kosovo military hacking by the Serbian Groups (Geers, 2008) was aimed at deleting information and data stored in the NATO database. Although this was not the major motivation of the attack, it is believed that the hackers’ â€Å"goal was to disrupt the NATO’s military operations† (Geers, 2008). The kind of motivation where information is destructed through unauthorized entry into organizational systems has been supported by Henry (2010). With the information on logistics of the NATO’s operation under siege, the organization could not undertake its military operations conclusively as they were compromised. Database information was lost up on the attack and pictures and anti NATO messages posted on NATO’s website (Nuttall, 1999). Basically, the attack was a form of propaganda that was being used to dent the public relations of NATO and the Yugoslavia military. Sabotage was another motivator to the attacks. This has been acknowledged by Nuttall (1999) who reports that the Serbia based Black Hand group attack of the NATO’s website was to sabotage the organizations military operations. The attack methods used The attackers infiltrated NATO’s database and website by the use of a virus. According to the case study report, the UK, the US, and NATO computers were invaded through â€Å"email-of-service and virus-infected email (Geers, 2008). The attacks were reported to have defaced the White House website.Advertising Looking for report on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More It was also reported that NATO’s websites at its headquarters in Belgium were inoperable. The virus that was used on the email had twenty five virus strains. From a single email infected with the virus, it had multiplied within a very short period of time. The email server of NATO’s become chocked as a result of multiple emails streaming in (Nuttall, 1999; Geers, 2008). Following these attacks, NATO was forced to upgrading its system in a bid to ensure that its computer servers and network remain secure. Unfortunately, the network attacks started to spread to other parts of the globe thus affecting international network systems. Based on the Nuttall (1999) as presented on the BBC News, the `ping’ bombardment strategy was applied by the hackers. Ping storm has been defined as a process that entails the use of a program to â€Å"send a flood of packets to server to test its ability to handle a high amount of traffic† (Nuttall 1999). It is also used with the intention of making a server inoperable. Based on thes e two definitions and the case study, applications were made. Database information and data were invaded by the viruses and deleted (Nuttall, 1999). The response of the defenders The US responded by stating that its websites were affected but nothing had been lost. However, the UK reported having lost multiple databases that had vital information to the organization. The spokesman of NATO reported of having experienced line saturations which were blamed on the Belgrade based hackers. The Yugoslavian Foreign Secretary was reported saying that they would step up efforts to win the propaganda war started b the hackers (Nutall 1999). The NATO spokesman later apologized on a briefing on the eventful attack on its websites and the information it provided to people. Conclusions Based on the case study analysis, the hackers used virus and ping storm to attack the computer servers belonging to NATO. They also used the same methods to attack the UK and U.S Whitehouse websites. The intentions of the attacks were malicious and intentional, with the aim of spreading propaganda and deleting important files that contained military operations. In essence, the main aim was to cripple down NATO’s military operations as its websites and servers were rendered inoperable. By sending affected email that multiplied and streamed itself to the NATO’s email server, the systems and network become inoperable.Advertising We will write a custom report sample on Kosovo 1999: Hacking the military specifically for you for only $16.05 $11/page Learn More The attacks were spread over to other destinations within a short period of time. The defenders of the attacks claimed that it was used to spread propaganda and the NATO was ready to fight it back. Although the US claimed the attacks had done little harm, NATO claimed to have lost data and so was the UK. Lastly, the attackers were used to sabotage the military operations and dement the public relatio ns of the parties involved. Reference List Bednarz, A. (2004). Profiling cybercriminals: A promising but immature science. Network World. Web. Denning, D.E. (2001). Is cyber terror next? Web. Geers, K. (2008). Cyberspace and the changing nature of warfare. Web. Henry, J. (2010). Reducing the Threat of State-to-State Cyber attack against critical infrastructure through international norms and agreements. Center for International and Security Studies at Maryland, School of Public Policy. University of Maryland. Nuttall, C. (1999). Sci/Tech Kosovo info warfare spreads. BBC News. Web. This report on Kosovo 1999: Hacking the military was written and submitted by user Spr1te to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.