Labeling theory Essay Example for Free

Labeling theory Essay Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: †¢ Race †¢ Ethnicity †¢ Religion †¢ Gender †¢ Sexual orientation †¢ Age †¢ Disability. |Category |Stereotype 1 |Stereotype 2 |Stereotype 3 | |Race |Asians are genuises |African Americans are amazing at |All white people are racist | | | |all sports | | |Gender |Woman are moody |Women can’t drive |Men are rude | |Disability |Disabled people are not smart |Disabled are weak |Disabled need help with everything| Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. What are the positive aspects of stereotypes, if any? o I do not think that there any positive aspects of stereotypes. I know that there are positive stereotypes, but in general stereotypes are opinions and are negative most of the time. Just about every stereotype that is out there is offensive to someone and can hurt someones feelings. For example, a stereotype that hurts me is my weight. People automatically assume that since I am heavier that I am lazy and do not take care of myself or my kids and that is far from being true. What are the negative aspects of stereotypes? o There are many different negative aspects of stereotypes. One negative aspect is that a lot of stereotypes are highly offensice to some people and can cause people to become upset or angry. Another negative aspect is that as long as we have stereotypes people are going to continue being prejudice. Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. o Stereotypes are unreliable assumptions that are made towards a certain group without taking individual differences into mind. Prejudice is simply a negative attitude towards a group of people. The difference between prejudice and stereotypes is that stereotypes are made towards everyone involved in a certain group whether the opinion be positive or negative stereotypes links everyone in that group to be the same even though they are not. For example, a stereotype would be something like saying all gay guys are wimps. Prejudice on the otherhand is completely negative and affects an entire group such as a racial or religious group. An example of prejudice would be something like someone saying they hate all African Americans because their skin is a different color. What is the relationship between stereotyping and prejudice? o The relationship between stereotyping and prejudice is that both of them affect an entire group of people without taking into consideration the individual differences. Prejudice is the beginning circle of this negativity. People are prejudice and split different people into different groups. Once this is done stereotyping comes into play where people sort those groups into smaller categories by making opinions of the groups without seeing the differences. What can be done to prevent prejudice from occurring? o There are a few different ways that we can try and prevent prejudice from occurring. One way is education and research. If people took more time to learn about different people and the diversity that we have in this world I think that they would see all of the interesting things in others and would help prevent some of the prejudice. Another way that we can try and prevent prejudice is by eliminating stereotypes and not labeling people.

Discipline and Students with Disabilities Essay -- Special Education

Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psycholog ical services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly. The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme... ...behavior was not a manifestation of the student's disability and the student is suspended beyond 10 days, educational services, including access to the general curriculum, must continue. Special education services may not to be interrupted during the manifestation process or long-term suspension. Works Cited Fischer, L., Schimmel, D., & Stellman, L. (2007). Teachers and the law (7th ed.). Boston, MA: Pearson Education, Inc. National Alliance Of Mental Illness (2008, Fall). Understanding Your Legal Rights Under Special Education Laws. NAMI Beginnings, (12), 3-8. National Dissemination Center For Children With Disabilities (2010). Applying Discipline Rules to Students with Disabilities. Retrieved from http://nichcy.org/SchoolsAndAdministrators/Pages/discipline.aspx Wright, P. W.D., & Wright, P. D. (2010). Wrightslaw. Retrieved from http://wrightslaw.com

“Globalization” or “inter-nationalization” Essay

‘Whether we call it â€Å"globalization† or â€Å"inter-nationalization†, very few people, organizations or states stand to benefit’ To what extent do you agree with this statement? Globalization is without doubt it is a â€Å"buzz† word of the time – it is a word that seems to be constantly mentioned in the news on the television or radio. But what does living in a â€Å"globalized† world really mean? As a starting point this essay will attempt to interpret its meaning by applying four main theories and using these theories to discuss the impact of globalization on individuals, organisations and states. It will go on to explore three different perspectives on global change and how each perspective might view its effects including identifying possible weaknesses in their arguments. This will enable a decision to be made as to what extent the question â€Å"whether we call it â€Å"globalization† or â€Å"inter-nationalization†, very few people, organisations or states stand to benefit can be agreed with. Globalization can be characterized by four distinctive features. First it involves a stretching of social, political and economic activities across nation-state boundaries. What is happening on what might be geographically the other side of the world, affects the other and specific local developments can have considerable global consequences. Examples of this would be global climate change, environmental issues such as pollution into the atmosphere and oceans, poverty etc. We are all losers in terms of global problems such as pollution – acid rain, toxic waste etc and it extremely daunting to think that we are totally limitless in our control of them. For example, in April 1986 an accident occurred at the Chernobyl nuclear power station in the USSR. This caused a cloud carrying radioactive particles to hit Britain. Ten years on, as a result of the fall-out, 70,000 sheep in Cumbria remained contaminated (Cochrane, A. and Pain, K. (2004), p.18). Second, it is marked by the intensification of flows of trade. Technological developments have accelerated over the past 20 years – the introduction of mobile phones, the internet, satellite television means that communication across the planet is virtually instantaneous. There are hundreds of satellites floating above the earth, each one carrying a huge amount of information. Physical distance is no longer an issue – we are being brought much closer to news/issues/events from around the world – this could be seen as good or bad although for the ones that have it, access to much more information has to be a good thing. Losers would undoubtedly be people without internet access and organisations with a less developed communication infrastructure. The way people work is changing – working from home is now much more viable and this has to be a good thing for individuals and companies because it provides more flexibility all round. Third, it can be linked to increasing interpenetration or the bringing together distant cultures and societies face to face with each other at local level, good examples of this would be Microsoft, Coca Cola, McDonalds and Starbucks. This could be seen as good or bad, many people don’t like the fact that these huge companies put smaller privately owned companies out of business and that everything is becoming so uniformed – local places with â€Å"character† are being lost. Global trade on the whole is increasing which may mean more jobs, better employment prospects for some but on the down sound it may also mean many home communities are devastated when local companies are bought out by multinational ones that cut wages and benefits and/or moves production overseas. This could lead to the inequality gap widening further which will ultimately cause conflict and potentially from this point of view we are all losers here too. And forth, the development of a global infrastructure – the authority of nations is territorially bound therefore international organisations such as The United Nationals, The World Bank, the International Monetary Fund and the World Trade Organisation all play a part in regulating and governing the global system and are new forms of agency brought about because of globalization. It could be argued that in this borderless economy, nation states have no option but to accommodate global market forces due to their power, limiting their options. Furthermore, a growth in international trade (often due to lower trade barriers) will encourage more competition. This could be seen as having winners and losers but reducing trade barriers in particular may reduce the role of governments which, in turn, could encourage corruption. There is no doubt that many developing countries have increased their share of world trade as a result of globalization although this may be at the detriment of the poorer countries. There are three positions which all have a different perspective on the term globalization; these are the globalist, inter-nationalist and transformationalist and all three have strengths and weaknesses to their arguments. Globalists on the whole see Globalisation as something that is real and is happening – that changes are happening socially and economically and that it is an inevitable, irreversible development that should not be resisted. But globalists themselves fall into two categories – optimistic/positive globalists and pessimistic globalists. Optimistic/positive Globalists view it as a process that is beneficial. They would probably disagree with the statement that very few people, organizations or states stand to benefit because they welcome the changes that it brings such as improvement on the quality of life, raising living standards and the bringing together of societies and cultures – promoting a better understanding of each other. They acknowledge that globalisation is not all good news, that with it issues such as global environmental pollution, for example, but want citizens to take responsibility for their actions, to look for ways of minimising the damage through their own actions and through the use of new technologies. They may have overlooked however, that local Governments/authorities may be limited in their actions in relation to worldwide/global issues and that globalization is certainly not developing in an even handed way. In Tony Gidden’s Reith Lecture he quotes â€Å"Globalisation some argue creates a world of winners and losers, a few on the fast track to prosperity, the majority condemned to a life of misery and despair and indeed the statistics are daunting. The share of the poorest 5th of the world’s population in global income has dropped from 2.3% to 1.4% over the past 10 years. The proportion taken by the richest 5th on the other hand has risen† (Tony Gidden Reith Lecture â€Å"Runaway World† 1999). Pessimistic globalists regard it with hostility, believing that it increases inequality between nations, threatens employment and hinders social progress. Moreover they believe that globalization is making the world become more homogeneous with the demise of sovereignty and national identities as well as the demise of politicians’ capabilities to influence events. A pessimistic view would probably be that only the giant multi-national companies (usually American) stand to benefit since the US has a dominant economic, cultural and military position in the global scheme of things. They would probably view globalization as nothing more than corporate hegemony and would definitely agree with the statement about very few people, organizations or states benefiting. A weakness of the pessimistic globalist view is that they don’t seem to have a clear solution to the problem, it’s like they want to â€Å"reverse time† and go back to how it was. They undermine the e xisting structure but have no idea about any clear alternatives. According to the inter-nationalists all the talk about globalization is exactly that – just talk. They believe that the world carries on much the same as it ever did that it isn’t especially different from that which existed in previous periods and that increases in global trade across the world is just progression based on world trading links that have been established for many years – a continuation of the past. They argue that a good deal of economic exchange is between regions rather than being truly worldwide, for example countries of the European Union mostly trade among themselves. This whole view seems unrealistic. World financial flows have grown exponentially since the 1970’s and advances in technology have undoubtedly helped with transactions becoming instantaneous with 24 hour global financial markets. International trade has also grown to unprecedented levels and involves a much wider range of goods and services. As a result a weakness of theirs would be that underestimate the power of nation states and possibly put too much faith in the capabilities of national governments. The third – transformationslists – is somewhere in between the two. They believe that something is happening, that changes are taking place and that the effects of globalisation should not be underestimated. Unlike the globalists they believe that nothing is pre-determined or inevitable and that national, local and other agencies still have room for manoeuvre and that maybe new solutions may have to be found. A strength of the transformationalist is that they see sovereignty as having to be shared among other private and public agencies. They would probably sit on the fence as to whether people, organizations or states stand to benefit from globalization. Some people do benefit, some don’t. Some organisations benefit, some don’t, and so on. It might depend on who you are, what you are, where you live etc. A weakness of the transformationalist would be that they are somewhat blinded by the scale of global inequalities that are developing as a result of rationalisation as they tend to have more of a â€Å"regional† focus. The word â€Å"globalization† seems to have come from no where to be almost everywhere. Globalisation is political, technological, cultural and economic, it affects everyone and its effects can be seen everywhere. There are winners and losers but with reference to the original question in the introductory paragraph personally it would have to be a disagreement with this statement. Globalization is not something that should be shirked but the challenges it presents need to be controlled because it is now part of the way we live and it’s not going to go away. Metaphorically speaking it may mean a shrinking world but it is creating something that has never existed before and it is without doubt changing our world, for better or worse, no matter where or whom we happen to be. References Cochrane, A. and Pain, K, ‘A globalizing society’ in Held, D. (ed) (2004) Gidden Reith, A. Lecture â€Å"Runaway World† (1999) Held, D. â€Å"A globalizing world? Culture, economics, politics†, London, Routledge/The Open University

What Is a Montessori School

Montessori schools follow the philosophy of Dr. Maria Montessori, Italys first female doctor who dedicated her life to discovering more about how children learn. Today, there are Montessori schools around the world. Heres more about Dr. Montessori and the Montessori Method based on her teachings. More About Maria Montessori Dr. Montessori (1870-1952) studied medicine at the University of Rome  and graduated, despite harassment over her gender. After graduating, she became involved with the study of children with mental disabilities and read widely in the field of education. She later helped to direct a school to train teachers to work with mentally disabled children. The school won acclaim from authorities for its compassionate and scientific care of children. After studying philosophy (which we would today recognize as closer to the field of psychology), she was involved in 1907 in opening Casa dei Bambini, a school for the children of working parents in the Roman slum of San Lorenzo. She helped to direct this school but did not teach the children directly. In this school, she developed many of the methods that became the core of her educational Montessori Method, including using light, child-sized furniture that the children could move as they liked, and using her materials instead of traditional toys. In addition, she asked the children to take care of many practical activities, such as sweeping, caring for pets, and cooking. She noticed that over time, children left to explore and play on their own developed self-initiative and self-discipline. Montessoris methods became so popular that schools based on her methodology spread across Europe and the world. The first American school based on the Montessori Method opened in Tarrytown, New York, in 1911. Alexander Graham Bell, the inventor of the telephone, was a huge proponent of the Montessori Method, and he and his wife opened a school in their home in Canada. Dr. Montessori wrote many books about her educational methods, including The Montessori Method (1916), and she opened training centers for teachers around the world. In later years, she was also an advocate of pacifism. What is the Montessori Method Like Today? There are currently over 20,000 Montessori schools around the world, which educate children from birth to age 18. Most of the schools serve young children from about age 2 or 2.5 years to age 5 or 6. The schools that use the name Montessori in their titles vary with regard to how strictly they adhere to Montessori methods, so parents should be sure to research the schools methods carefully before enrolling their children. There is some controversy in the Montessori community about what constitutes a Montessori school. The American Montessori Society keeps a list of schools and teacher training programs. Montessori schools intend to foster the creativity of their students by encouraging them to play independently. Students often can choose what to play with, and they interact with Montessori materials rather than with traditional toys. Through discovery rather than direct instruction, they work to develop independence, self-reliance, and confidence. Usually, classrooms have child-size furniture, and the materials are placed on shelves where the children can reach them. Teachers often introduce the materials, and then children can choose when to use them. Montessori materials are often practical in nature and include pitchers from which to measure, natural materials such as shells, and puzzles and blocks. The materials are often constructed from wood or textiles. The materials also help children develop skills such as fastening buttons, measuring, and building, and they are designed to help the children master these skills over time through their own self-directed practice. In addition, children are usually taught in mixed-aged classrooms so that older children can help nurture and teach younger children, thereby increasing the older childrens self-confidence. The same teacher generally stays with children for their entire time in one grouping, and therefore the teachers get to know the students very well and help guide their learning. Article  edited by  Stacy Jagodowski