Of mice and men was written in a period when mentally disabled people were treated like outcasts Essay Example for Free

Of mice and men was written in a period when mentally disabled people were treated like outcasts Essay Of mice and men was written in a period when mentally disabled people were treated like outcasts. They were treated like that simply because they were different. Mental people were thought to be almost like a different species. Black people were considered outcasts because they had different skin-colour to white people. Also women were treated like property that belonged to men. The novel was written during the Great Depression, where jobs and employment were scarce. The USA was quite a poor country back then. Lennie is considered an outcast because he is mentally disabled. Mentally disabled peopled in that time were treated badly. They were locked up and separated from the rest of society. This is known as segregation. They also use to be sterilised. This means that they werent allowed to have babies or reproduce. Those are all very horrible. However, lennie was not treated like any other mental people. This is because he has George to look after him, and many other mentally disabled people didnt have anybody to care for them or to look after them. But Lennie had that someone, and it was George, so that is whats different about Lennie. In the ranch, however, lennie was considered an outcast. We know this because lennie says to crooks, Everbody went slim, George and everbody. George says I gotta stay here. This shows that Lennie is not allowed to go into town like the rest. Hes not considered good enough do anything with the lads. Lennie is not allowed to play games, such as horseshoe, with the others. From outside came the clang of horseshoe only Lennie was in the barn. This shows that while the others played their games lennie was made to stay inside the barn. He is like an outsider or a refugee. Crooks is considered an outcast simply because he is black. In those days, black people were treated very badly. They were treated differently from white people. Black people were often never called by their first names. Crooks is considered an outcast on the ranch because hes black and isnt referred to his real name, its either crooks or nigger. Crooks also has his pride he is a proud and aloof man. This means that crooks is not allowed inside the bunk house because hes black. Hes allowed to play sports outside the bunk house, but not inside it, which is why he had a separate room. I aint wanted in the bunk house cause Im black. This shows the racial issue of how black men did not mix with whites. Crooks is being segregated in this way. That is also another reason why crooks is an outcast. Curleys wife is presented as an outcast. This is because women in those times were treated as a piece of property by the men. They may have also been treated as a sex object by their husbands; there to cook, clean and have babies. In the ranch Curleys wife is considered an outcast because shes a woman. Also she is related to the boss. She is not allowed to play horseshoe or go into town or even talk to anyone. We know that when she was in the barn with lennie, I get lonely you can talk to people, but I cant talk to nobody but Curly. This shows us that everyone else can talk with whom they like, but she can only talk to her husband. In conclusion, 1930s America is presented as a racist country who thinks black should be separated in terms of class. It is presented as a country that thinks mentally disabled people should be separated from the rest of society. It was also a sexist country who treated women very badly. A very uncivilized country.

Culture Diversity In Pakistan Cultural Studies Essay

Culture Diversity In Pakistan Cultural Studies Essay Pakistan is a country of over 165 million people with diverse social, ethnic, linguistic and cultural circumstances. The country came into existence after division of British Indian colony in 1947 on the basis of Islamic identity of people living in this region but different social and ethnic groups have maintained their distinct character. Mostly language is the basis of ethnicity in Pakistan. Punjabi is the predominant ethnic class which consists of 48% of Pakistans population. Sindhis form about 12%, Siriki (a variant of Punjabi) forms 10%, Urdu speaking (Urdu speaking population usually refers itself as Mohajirs as they migrated from India in 1947) 8%, Balochis 3%, Hindko 2%, Brahui 1% and others 8%. 95% of Pakistans population is Muslim (75% Sunni Muslims and 20% Shia Muslims). Amongst the remaining 5% Christians are the biggest religious minority who are around 3% of the total population. Other religious groups include Hindus, Sikhs, and Ahmadis. Pakistan is predominantly a rural society where over 65.5% of population lives in the rural areas. Agriculture is the main employer of the labour force which employs over 43% of the work force. The culture and social norms of Pakistan are defined by the agrarian nature of society. The relations between men and women are dominated by the demands of agricultural sector and practices. Women in rural areas are economically more active as compared to their urban counterparts. 16.5% rural women are economically active as compared to 7.3% of the urban womenfolk. Women almost entirely manage the dairy and livestock sector in the rural areas of Pakistan. In rural Punjab the relations between men and women are more open as women play an important role in farming and without their help the farm productivity will drop significantly. Women go out of their homes to work as cotton pickers, fruit harvesters, and livestock farmers. Since men need womens help in agriculture sector therefore they have a greater liberty of movement. The relations between men and women are undergoing a change in rural Punjab after the return of migrant workers from Middle East who now insist on enforcing strict Wahabi edicts on sex segregation. This change is fuelling extremism as the economic hardships are increasing due to decrease in household incomes. Rural to urban migration, necessitated by growing poverty, has given rise to a number of female headed households which is a new phenomenon in rural areas of Punjab because traditionally women have always been treated as inferior to men and not involved in decision making. Muslims of Punjab are either converts from Hinduism or descendants of migrants from Central Asia who have lived with Hindus for centuries therefore the Hindu edict that guest is incarnation of god has a wide acceptability. Guest is treated with honour, respect and delight. Even strangers are offered food and shelter in times of need to please god with expectation that god will rewards with good harvest. Giving long term protection / shelter is generally not a part of culture in Punjab. Customs relating to marriage, death and festivals are heavily influences by Hindu traditions. A typical marriage, mourning or festival in Punjab is very similar to the corresponding Hindu occasion less the religious component, e.g. though a marriage ceremony has the same components but a Muslim marriage will have the Nikkah ceremony whereas Hindu marriage will have vows beside fire. ` Punjab has a culture of tolerance and friendship which is manifest by its sufi saints and poetry with message of universal love towards mankind irrespective of cast, religion and colour. The leading Punjabi sufi poets, such as Sultan Bahoo, Bulley Shah, Waris Shah and Mian Muhammad are all against the strict religious interpretation of Islam as propagated by Mullah. Punjab has historically been confronted with foreign invasions from North (Afghanistan and Central Asia) therefore they are quite open to foreigners and are very progressive in their cultural and social values. Urban Punjab is not much different from rural areas as most of the city dwellers are migrants from villages. Sindhis are the second biggest ethnic group in Pakistan after Punjabis. In terms of proximity to Hinduism they are even closer than Punjabis. A large number of Pakistani Hindus live in Sind province. Sindi culture is quite similar to Punjabis where they have great respect towards fellow human beings. Sindh also is the land of great mystics such as Sachal Sarmast, Shah Abdul Latheef Bhitai and Lal Shahbaz Qalandar. The predominant profession of rural Sindhi population is agriculture. However in contrast to Punjab Sindh has a large number of big landlords who own most of the cultivable land. Majority of people work as landless peasants on lands owned by big landlords. This has given rise to abuse of human rights at the hands of landlords and a culture of oppression of weaker segments of society. Women in Sindh work in the fields and tender animals like their Punjabi counterparts but are subject to more control by men. They are an object of male and tribal honour. Marriage by choice is still not an option for women whose nuptial affairs are settled by male members of the family. Honour killing, where women are killed for illicit relations with men, is often resorted to restore family and tribal honour. Sindhis are not as open to foreigners as Punjabis mainly due to limited interactions with foreign cultures. Despite being on the coastline of Arabian Sea, Sind has been invaded only once from the sea. (Arabs led by Muhammad Bin Qasim attacked Sindh in 712 AD). Modern day Sindh has strong undercurrents of movement of emancipation from the clutches of landlords. The occasional violence seen in Sindh is against the existing distribution of resources. Sindh is safe from the ongoing wave of extremism in Pakistan mainly due to liberal religious views of majority population. The tolerance and harmony that Muslims and Non Muslims enjoy in Sind is not seen elsewhere in Pakistan. Major Urban centres in Sind are dominated by the Urdu speaking migrants from India. These are the people who migrated from areas presently in India at the time of partition in 1947. They were the most advanced segment of Pakistani society at the time. They made Karachi (the capital of Pakistan before it was shifted to Islamabad) as their new home. Due to their acumen in trade and business Karachi became the financial capital of Pakistan. Mohajirs are the most liberal community in Pakistan. Their women folk are the most liberated women in Pakistan. They work in offices, hold executive positions in businesses and banks. Mohajir women are in front ranks of all walks of life including politics, senior management and community service. Mohajirs are represented by their own political party (MQM Mohajir Qaumi Movement) which is a middle class based political party and has introduced new middle class leadership in Pakistan. Urdu that is the language of Mohajirs is the national language of Pakistan. The word Urdu literally means the camp language because it was developed in the military camps of Mughal kings of India. Urdu has long been associated with Muslims of India. Despite being the language of a small minority it was declared the National language of Pakistan. This decision caused the first language riots in Pakistan in 1948 in East Pakistan (now Bangladesh). Despite this Urdu remains the National Language of Pakistan and is spoken in most households who are aspiring upward social mobility. Mohajirs consider themselves culturally articulate and have business relations across the world. They are open, frank and friendly towards foreigners. Their social occasions such as marriages and deaths etc are similar to the practices followed elsewhere in Pakistan but are less ostentatious in showing their wealth. The most significant thing that a new visitor to Mohajir area will note is their habit of chewing beetle leaves. Beetle leaves are seasoned with chemicals, colour and spices to chew. The red residue is then spitted in open areas and often walls and streets of Karachi are red with this waste. Pushtuns living in the Khyber Pukhtunkhwa (formerly known as the North Western Frontier Province) province trace their roots to Afghanistan. The Pushtuns are bound by their tribal code known as the Pushtun Wali (literally meaning the Pushtun way of life). Pushtun Wali has nine major components i.e. courage, taking revenge, giving shelter, generosity to defeated, self respect, justice, hospitality, tolerance and loyalty. The capital of Pushtuns of Pakistan, Peshawar is the melting pot of many cultures and civilizations. Peshawar is a city that represents Indian, Afghan, Central Asian and British civilizations at the same time. Pushtuns have produced great poets and mystics like Rahman Baba, Khushaal Khan Khattak and Pir Baba, who have all propagated the message of eternal love and adherence to Pushtun ways of life. Pushtuns are most affected by the rise of extremism in recent years. Peshawar is the centre of global war on terrorism. Thousands of Pushtuns have lost their lives in the war on either side of the extremist divide. Pushtun women observe the most extreme form of sex segregation. Women are often not allowed in public life and those who move outside their homes are covered from head to toe. Women have limited role in agricultural activities. Their role is limited to work inside their homes. However the export of labour to Middle Eastern countries in the 70s compelled men to move out of their villages and many functions previously performed exclusively by men are now being performed by women. Pushtun women become more influential and independent as they grow older. Pushtun way of dispute resolution is through a consultative process known as Jirga. Influential people of the community sit in this jirga and decide on the disputes. Often people with wealth, education and experience are all represented in a jirga. One can qualify to sit in jirga either by virtue of age, wealth or education hence this aspect of Pushtun life is quite democratic. Baluchs live in the Baluchistan province of Pakistan. They have a nomadic culture as barring a few places Baluchistan is a barren area. Water is scarce and the only means of sustenance is sheep and camel raring. Women and men work alike with herds of sheep and goat. The area of Baluchs is scarcely populated and they live in small settlements in primitive conditions. The Baluchs, like Pushtuns are proud people who guard their independence jealously. They fought valiantly against the expansion of British Empire however the British ruled Baluchistan through a series of treaties with local rulers. Baluchs also resolve their disputes through the jirga mechanism but the Baluch jirga is less representative in its constitution as mostly people sit on these jirgas as representatives of their families. The Baluch society is essentially tribal in nature and every tribe is headed by a Chief. The position of chiefs is hereditary. The tribal chief or Sardar as he is known has control over the resources of his tribe. Women are economically active but their contribution is not recognized. They do not participate in decision making at the household level. Family and tribal honour is associated with women and any woman who violates the tribal code is punished with death. Seraiki speaking people are scattered on the border areas of Punjab, Sindh and Kyber Pukhtoonkwa provinces. They have a tradition of Sufism and are liberal in their social life. These areas are resource rich but most of the land is owned by big landlords in these areas. The southern parts of Punjab that are inhabited by the Seraiki people, produces Pakistans best mangoes and cotton but the life of ordinary person is difficult. Due to economic hardships that ordinary people face, the women are economically active and contribute to the household incomes through their work as farm labour and cattle farmers. However like other areas of Pakistan their contribution is hardly acknowledged and they do not have a place in decision making at the household level.

La Ruby :: essays research papers

La Rubia Deep into the swamp bayou of houma, louisianna is a tale of a little girl who finds out who she really is and the truth behind her dark past. Theres only one way in and one way out for ruby. When she soon finds out that she has fallen in love with her half-brother the secret becomes more twisted with details that only her grandmother knows, but won't let out. In the bayou at a young age, madame ruby, takes up painting to ease her mind. her grandmother sees the talent she posses and urges her to become one of the greatest. she sets up here painings at thier roadside sale to earn extra money. Deep in the swampy woods of Houma Louisianna one night, I find myself lying awake listening to the swamp creatures and gazing at the shodows in the moonlit night. I was anxious that this weekend was supposed to be a big weekend for tourist and Grandmere and I were setting up the road-side sale in the morning. As I lay tossing and turning in the bed the phone rang in an erie ring. I can hear Grandmere in the kitchen mummbling something, then she soon comes upstairs to awake me. "Ruby, Ruby, get up honey, we have to go to Louise's house. She's about to have the baby." So I calmly get out of bed and put my slippers and nite coat on. "I'm coming Grandmere" I said, from atop the stairs. I went to my stick like dresser and pulled out my charm bracelet that Grandmere had given me last Christmas and fastened it around my wrist. I quickly ran downstairs and saw Grandmere waiting by the door. I noticed she was carrying some sort of black bag and the flashlight. She gra bbed my hand and we took off out the door, slamming the front door behind us; stumbling down the steps. It was so dark that night I could barely see my hand in front of face. Grandmere knew exactly where to go. She had lived there all her life and could get anywhere at night even without a flashlight. My Grandmere was a very mystical lady, yet everyone believed in her powers and remedies. Grandmere has been called on more than one occasion for a birth. "Come on Ruby, you're walking to slow" she said about two steps in front of me as I walked through the swampy trees.

Guatemala and Spanish Cultures Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Guatemala has more people than any other Central American country, with an estimated population of 11,980,000 it is home to many different cultures. The population can be divided into two groups; Indians and people of mixed Spanish and Indian ancestry. But in Guatemala, being called an Indian or a non-Indian does not depend entirely on a person's ancestry. It is basically a matter of how people live and of how they categorize themselves. For example, a Guatemalan is considered an Indian if he or she speaks an Indian language, wears Indian clothing, and lives in a community where the people follow the Indian ways of life. The Indians think of themselves more as part of their community than of their country. They pay little attention to affairs outside the community. Indians make up about 45 percent of the population of Guatemala. Most of them are extremely poor and uneducated. Spanish is the official languages spoken in Guatemala, but there are 20 other Indian lan guages that are spoken as well. Guatemala's fifth constitution was adopted in 1956. The army seized the government again in 1963, and a sixth constitution went into effect in 1966. Elections were held that year, and civilian government was restored under President Julio Cesar Mendez Montenegro. But the country remained troubled. Secret political extremist groups both rightist and leftist made terror raids. Guatemalan political leaders, the U.S. ambassador, and others were killed during the raids.   Ã‚  Ã‚  Ã‚  Ã‚  The movie "El Norte" tells the story of how two siblings (Enrique and Rosita) lose all of their family to military raids in Mexico. When seems to be next to impossible to survive in Mexico, the two decide to flee to the North (America) which they feel ca be there stepping stone to opportunities and freedom. After a difficult journey the finally arrive in America. As illegal immigrants they had to find immediate work and the had to learn to adjust to American cultures, for instance Rosita did not know how to use a washer and dryer so she did it as if she were still in Mexico. While both of them worked hours of hard labor daily, Enrique is offered a job in Chicago that could guarantee him the right to a green card, but in order to take the job he would have to leave Rosita behind. Meanwhile, Rosita becomes very ill from being exposed to rats during their journey to America. At the last minute Enr... ... and get a green card instead of sticking with her. When they got to the United States they were exposed to American cultures that were not like there own. Enrique was introduced to a characteristic of the American society when Macte tried to tell Enrique to leave his sister behind and leap toward the future and leave the past behind him, which is a mentality that most Americans have (Paz 65). As mentioned earlier when Rosita was working she did not know how to use the washer and dryer which seems to be a simple task for Americans but it was unfamiliar to Rosita and she ended up laying the clothes outside. Many North American cultures are taken for granted until we see someone who is not used to simple things such as washing clothes with a machine. Earlier in the movie we saw Rosita washing clothes by hand it was almost as if the movie repeated itself but just showed the same task in a different environment which really stressed the difference in cultures. Work Cited Connor, Walker., Heath Shirley B., and Paz Octavio. Who Are the Mexican-Americans?: A note on Comparability. Washington D.C.: The Urban Press, 1985 "Guatemala" Encyclopedia Britanica. Vol 5. 1996, 536-37

The Importance of Comprehensive Classroom Management

The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge. The Importance of Comprehensive Classroom Management The teacher is a manger. The organization he or she manages is a group of students from diverse backgrounds and with differing skills and abilities. Some are already eager learners, while others have to be awakened to the joys and satisfactions of learning. Still others have special problems that must be dealt with effectively in order for them to learn and in order to maintain an environment conducive to learning for the whole group. It's important, first, to provide students with opportunities to learn about things that interest them and then, to find ways to introduce the learning that peaks the student's interest. If the teacher can find ways to relate the topic to the student's present experience, and provide interactive learning activities that the student can actively participate in, then the student will gain motivation. The physical environment plays a role in learning too. Some students learn better in different lighting (softer or brighter), sitting at a desk or lying on the floor, with music on or in perfect silence, in a warmer or cooler place, etc. The teacher can establish areas in the room that meet these different needs and styles of learning. Students who learn better lying down, for example, could bring mats to school that can be unrolled for study time. A small tent in the corner could provide the dimmer light some students need. A radio or CD player with earphones could be allowed during study time provided it truly helps the student to learn. The importance of reasonable rules that everyone understands can hardly be overestimated. On the first or second day of school the teacher could initiate an interactive discussion with the students about why rules are needed in the classroom. Let students share a few experiences that happened when there were no rules. Then, ask them to come up with no more than five rules for classroom behavior. They could each write down a rule or two they think is important on an index card, and the teacher could then let each person read what he/she wrote down. A list could be generated on the board. Or, they could start by brainstorming a list of every rule they can think of, then evaluate, eliminate, combine (just the word respect, for example, includes many rules), and whittle them down into three to five good rules. A student with good handwriting or an artistic bent could be chosen to make a large poster with the rules, or a bulletin board for classroom display where everybody can see it. Once the students have set their classroom rules, they are invested in them. I have tried this with grades 4-7 students, and it worked very well to establish an orderly learning environment. The students took the rules more seriously because they had had a say in setting them. It teaches democracy, too. If the students do not think of something the teacher considers important, the teacher can add it to their list and explain why. However, this is unlikely. In my experience, the student's rules tend to be very good-actually, the same rules I would have made myself, only they mean more to the students since they have developed them as a group and the rules are in their own words. Lane and Wehby (2005) report that 1% of school age children have been labeled emotionally disturbed and are receiving special education services because of it. They estimate an additional 2% to 16% of U. S. students who demonstrate anti-social behavior patterns such as defiance disorders or conduct disorders. When a student is oppositional or defiant, the teacher must be careful not to respond angrily and get into a confrontation. Teachers should be aware of their own triggers so that they can control their own behavior. This will help them to avoid a confrontation. It is best to remain calm and to diffuse the student's anger before it escalates into a crisis and/or violence. If a student refuses to do a certain task, offering an alternative choice may help, and it would be a good idea for the teacher always to have alternative tasks ready just in case-alternative activities that are still learning activities. A sense of humor may be a teacher's best defense when students are uncooperative. It is better to prevent escalation than to deal with a crisis later. One way to do this is to reinforce good behavior with praise, a smile, gesture, touch, â€Å"or a pleasant comment when they display unprompted, socially appropriate behavior† (Albin, 2003). Don't wait until students are disruptive to pay attention to them! Teachers should make the effort to notice and praise good behavior and reward it. Punishment is a negative way of dealing with problematic behavior. It may provide reinforcement for bad behavior if the reason the student is misbehaving is because he/she wants attention. If a student misbehaves because he doesn't want to do his work, and then gets sent out in the hall or to the office, then he gets what he wanted, and the bad behavior is reinforced. Rewards for positive behavior, such as time to do an activity the students loves, a toy or candy, or one-on-one time with the teacher (just to talk and visit for a few minutes) makes students happy to learn and to be in school. Punishment often produces resentment, and may make the student hate school. A student who hates school is not an eager learner, so punishment can be anti-productive (Peck & Scarpati (2005). Teachers commonly deal with difficult students by restricting them-the more intense the student's needs are, the more restriction–such as placing a child's desk toward the wall (Duhaney, 2003). However, a needs-based approach is more positive and effective and suggests recourse to greater resources. Perhaps the child needs to learn appropriate ways to handle anger and aggression, more problem-solving skills, or receive feedback for appropriate behaviors. If the child has trouble with self-control, instructional strategies could include modeling, role-play, and feedback to help him stay out of fights, solve problems, express anger appropriately, and deal with frustration. Without intervention students with or at risk for behavioral disorders are liable to experience many negative outcomes both in school and outside such as impaired social relationships, academic underachievement, and discipline problems (Lane, Wehby, & Barton-Arwood, 2005). Social skills interventions have been used and evaluated for more than 25 years, but their efficacy continues to be questioned. Researchers suggest that social skills training makes only a modest impact; however, most educators agree that not doing anything is worse. The ability to adapt and modify instruction is crucial to effectively educating these children. Before starting an intervention, it would be wise to gather information about the student, such as why, where and when he uses the particular behavior. Identify what social, affective, cultural, or contextual elements might be at work, and analyze the information. List the specific behaviors and describe where when and with whom the behavior is likely to occur. What consequences are usually administered? Keep anecdotal records so you can look for patterns and what triggers the behavior. Then figure out what strategies might be effective to avoid the behavior; for example, teach self-talk to students who are impulsive and organize the classroom environment to help hyperactive students. Consider making a contract with the student. Develop personal schedules for students who have difficulty making good use of their time. Consider implementing a token economy in which the teacher systematically awards or withdraws tokens or points for appropriate or inappropriate behavior. The student can redeem the tokens for something he wants such as privileges, desired activities, or food. Conflict resolution is a way to help students express their feelings and communicate better with others. We tend to see conflict as negative because of the disruption it causes in the classroom; however, conflict is neither good nor bad but simply a fact of life. According to Vollmer, Drook and Harned (1999) â€Å"Learning through social conflict is important to all human development† (p. 122). As children develop cognitive reasoning skills, they begin to see that others have perspectives, needs, and desires too. Early training with role plays and simulations will help them develop the social skills they need to maintain relationships. Students can be taught a process for resolution of conflict. One way is to use a large visual of a traffic light which shows the steps to conflict resolution and includes the words Cool down and Ground Rules (RED), Tell your side and Listen (YELLOW), and Brainstorm and Ideas (GREEN). A turn arrow at the bottom has the words Choose solution, and do it and Shake hands. Teachers report that students take more responsibility and often initiate conflict-resolution strategies on their own after learning and practicing this system (Vollmer, Drook & Harned, 1999, p. 124). The teacher should provide a quiet place in the room where students can work things out when they have a conflict. Once they have mastered a structured routine for conflict management, it will be unnecessary for the teacher to get involved. Classroom management is a challenge that requires the teacher to put his or her heart into it. An ancient Chinese proverb states that a student only learns from a teacher who loves home. In other words, a child needs to feel accepted and that the teacher cares about him or her. All children have basic needs–physical needs, safety needs, and social needs–that must be met before they can feel free to learn and develop to their true potential. If their needs are met and a positive learning environment is created, they will learn and be eager to participate. Therefore, the teacher's goal should be, not to fill their heads with specific information, but to make learning possible in a calm, structured, safe, and flexible environment and help them gain the skills to go after knowledge.

Factors of Drugs Abuse

Child's that are lack of parental supervision will easily choose the wrong way on their way of growing. Some of them would want to take drugs because they are influence by their friends. Some of them feel depressed or unhappy so have the thought of taking drugs will reduce their unhappiness. Some of them would want to use this act (taking drugs) to attract their parent's attention. Hence, parent's supervision and communication Is Important In avoiding their child to take the wrong path. Family Conflict * Every family has their own conflicts.For example: divorce, quarrel, countermanding, lack of understanding, lack of love, and lack of concern. All these conflicts can lead to every members of the family to feel unhappy and depress when staying at home. A family is supposed to be happy, peaceful and supportive. When we could not find any of these at our home, we may likely find these at somewhere else and drug may be one of the choices if we do not think carefully. Pressure Academic Fa ilure * Nowadays, studying is not as easy as ancient time where studying is one of their favorite pass times. This is due to strong competitive studying environment.People want to score as high as possible, want to beat down other competitor and become number one academically. Those who put on a lot of pressure on themselves to score the best or other people such as parents put a lot of pressure for their children to score the best, may feel super depressed and stress. They may want to find a way to release their huge amount of stress. Some of them could not accept the fact when they face some failure academically. Drugs may be one of their choices. Working Pressure * Working world is even competitive than when we are studying especially urban rear.People fight for their Jobs to sustain their everyday life and family. Everyone would want to prove their capability to their superior to maintain their position and to get more on their pay. In order to do the best and get the best, ever yone work as hard as possible and here comes the huge pressure. Huge pressure from tones of undone tasks, sales pressure, pressure from superior and colleagues. These pressures can make a person to feel difficult to even breath. At this moment, drugs may become their channel to release their stress. Social Life / Network Peers/yearns/colleagues Everyone needs a network.That is why social network such as faceable, fritters, mans, and twitter is so popular. Everyone needs friend. Everyone needs to belong to a group in order to not feel left out or alone. In order to be a part of something, they follow what others want them to do. They also want to be â€Å"cool† and not wanted to be called old-fashion. When they meet a group of friends with bad habits, here comes they can take the wrong path. The percentage for a person to take drugs is very high when they are being invite and encourage by friends from their group.Entertainment Nowadays people like to go clubbing to release the ir stress, make friends and clubbing is their weekend must-go activity. The channel to get drugs and to have friends with drug addiction is extremely high in club and pub. People invite you to take drugs to get high. People sell drugs secretly in clubs. People even taking drugs at every corner of the place. To let ourselves into drug, is such an easy Job in these entertainment places. Individual Emotional Problems * People with emotional problems or struggles always think of an easy way to get off from the problems that they are facing.Taking drugs is an easy way to feel happy. Drugs can numb the pain that they are suffering for a moment. People that are struggling is weak and easily think of taking the easiest way out and take the wrong path. Hence, when drugs, an easy way to escape, approach them, they will get themselves involved with drugs. Curiosity * Curiosity is always the main cause for taking drugs. People feel curios when they never try it. Hence, they would want to take a risk to try it and see what will happen. However, they never know the consequences of one try. One try leads to another. Over time, it becomes addiction and it is hard to get back.

The Use Of Music And Singing On Young Adults Written By...

In this essay I will summarise the article titled ‘The Use of Music and Singing to Help Manage Anxiety in Older Adults’ written by Eells (2014). I will also examine the relevance of the article for clinical practice and my future role as a mental health nurse. In conclusion, I will relay the impact the article has in my work placement and the experiences acquired. In writing the article Eells (2014) examined the rising evidence base for the use of music/singing in taking leisure and hospitable activities as therapeutic nursing interventions for managing anxiety and other health problems in the increasing number of older adults. Eells (2014) started writing the article by going through online literature using searches of Cumulative Index†¦show more content†¦Dementia as the article noted is a universal problem affecting over 35 million people and the number increases annually. In the UK, it is expected that over a million will be affected by 2025 (Alzheimer Society 2007). Dementia causes progressive decline in cognitive functions and complicates the impact of sensory experience by affecting communication, memories, perception, feelings, emotions, and quality of life. McCaffrey (2008) cited by Eells (2014) asserted that music and singing are very important arts used to lessen anxiety and agitation in people with dementia and enhance their quality of life. In a related study article by Sung et al (2010), preferred music and singing intervention provided by trained nursing staff had a profound influence in reducing anxiety in older adults with dementia. Music and singing is increasingly being used as m ode of relaxation during mealtimes, reduce stress and agitated behaviours, aid increased food consumption, evokes feeling of happiness and promotes social interaction. Music and singing is also noted by Chan (2007) cited by Eells (2014) to effect physiological changes such as increased oxygen saturation levels, lowers blood pressure, pulse rate and heart rate. Walker (2011) cited by Eells (2014) noted osteoarthritis as the most frequent incapacitating disease in older adults because it inhibits their mobility, and

My Research Paper - 2763 Words

My Research Paper: Issue and Theory Abstract The purpose of this research paper is to inform and assess Ms. Washburn’s strengths as well as the problems she is facing due to health issues, her recent losses, and financial stability. Will also assess the client’s environment as well as work towards goals that both the social worker and the client can come to an agreement with. Develop a plan for changing that which both the client and the social worker agree needs changing. Talk about key concepts in the Ecological Theory and give rational reasoning and example to support it. Will summarize information regarding biophysical, psychological, social, and spiritual dimensions. Finally, discuss oppression,†¦show more content†¦A study found that the elderly feel a strong sense of ‘exclusion’ from many groups and programs that develop a quality of life in their neighborhoods (Buffel, 2012). According to Rogers (2012), it is important to be aware of these issues because all three levels work together to define Ms. Washburn’s situation. Intervention should not only impact one of these levels but all of these levels. In order to get the help that Ms. Washburn needs, these levels need to coincide with each other to effectively work in intervention. First helping her get control of her diabetes is important which will have an effect with her depression. Developing self-management of illness may decrease the complications of illness and decrease negative psychological behavior (Haltiwanger Galindo, 2012, p.36). This also helps the social worker to understand the client’s situation better and to make a better assessment of the client. These are important issue that social workers should be aware of when working with the elderly. 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