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Personal Practice Framework in Cases of Trauma-myassignmenthelp

Question: Discuss about thePersonal Practice Framework in Cases of Trauma. Answer: Introduction: Trauma can be defined the significant type of damage to the psyche of an individual facilitated by the result of a severely distressing event. On a more elaborative note, it can be mentioned that the disastrous event can leave behind a severe aftermath in the psychological perception and understanding of an individual which can alter The cognitive functioning and thought process of a person, and the severity to which trauma can affect the psychology of a person depends on individual psychological characteristics of that person (Farrell, 2015). Any distressing life event can facility trauma it can be a disaster such as earthquakes are tornadoes or man-made catastrophes or brutal events as well. There are various different kinds of effects that a traumatic event can lead to, such as anxiety and depression and post traumatic stress disorder or PTSD. It has to be mentioned in this context that has the most impactful effect on the psyche of a particular individual that has gone through a significant trauma. Hence it is crucial for the care planning and management involving trauma patients to be extensive detailed and as patient centred as possible. There are various resilience frameworks or care what is aligned to the needs of PTSD patients or any individual that has gone through a particularly significant trauma (Farrell, Evershed Davidson, 2016). This assignment will attempt to focus on one of the residents frameworks fit for the trauma condition taking the target population of detention Centre children and the trauma they face while being held in the detention centre. Detention Centre and Trauma: The environment in the detention center and the struggles that the children go through while being in detention centre, deteriorates their mental stability and sanity. As per the investigation report by the Smith (2016), these children are often subjected to torture, starvation, physical and sexual violation in the country of origin and in transit. And as a result the harsh and delimiting condition of the detention centres causes intrinsic damage to the cognitive health of the children. As illustrated by the Elliott and Gunasekera (2016), this acute mental distress caused on the children for the detention centre environment has been reported to have a lifelong aftermath in the form of post traumatic stress disorder, depression and behavioural disorders. According to the report published by The Forgotten children, the Australian government initiative for protecting the human rights and best interest of the children in detention centre, close to one third of the detention center childr en in Australia living with chronic mental distress and post traumatic stress disorder that require extensive psychiatric support (Triggs, 2015). Elaborating on the impact of the varied range of different stressful environment on the children, it has to be mentioned that chronic pain and stress has a distinct Pathology in human psychological development. As the children have still developing psyche and cognition, exposure to long-term and chronic distress can lead to altered cognitive development in pathways triggering higher violence and fight response in the children. On a more elaborative note, it has to be mentioned that the growing brains are far more vulnerable and as a result repeated trauma results in alteration of the childrens enduring hormonal functionality and the brain development, especially targeting the cortisol pathways (Muntean Cojocaru, 2016). It has to be mentioned in this context that many researchers have found the detrimental impact of the detention environment has been shown to alter the cortisol levels in the detained children. Along with that it also has been discovered that the cortisol hormone levels are associated with stress response, and is crucially related to the depression pathway of the detained children. On the other hand it has to be mentioned that the detention Centre environment is also associated with extreme environmental deprivation and scarcity of basic necessities. The living condition of such detentions and terms are stark and below normal standards. Many reports have also commented on the torture and physical assault that these children are subjected to in the detention centre. The impact of the distress caused by torture and deprivation has also been accounted to be the major contributing factor behind the mental distress and psychological disorders experienced in these children. The detention c entres cannot provide the children with adequate amount of food, clothes and other basic necessities (Brooker et al., 2016). The detention Centre children often are subjected to Extreme low quality living and have to fight for the basic necessities that they have a right to. The constant torture and deprivation leads them to depression anxiety post traumatic stress disorder and behavioural disorders which extend far into the future. Hence in order to provide psychiatric support that they need there is need for a detailed and extensive practice Framework that takes into consideration is every need and demand of the storage and how it can be fulfilled with utmost cultural safety and dignity (Earnest et al., 2015). Resilience Framework as the personal framework: According to Slobodin and de Jong (2015), for any psychodynamic framework, the outcome of grieving process is associated with many external and internal factors, which is incorporated with the understanding of how grief and trauma affects people can be integrated into the care planning and therapeutic Processing which can target the exact need of each traumatized individual and lead them towards their recovery planning with much more clarity and effectiveness. Researchers are of the opinion that conceptualization of a stressful event indicates grief to be a major source of stress which leads to depression as its most likely outcome. It is the most efficient and easy framework to understand the pathology taken by such traumatic stress disorder on the depression and other psychiatric symptoms in the victims. According to the authors the relationship between grief and depression is a cause and effect relationship and in order to target the grief causing factors in any person telling wit h a traumatizing life event mediators like cooking skill social support and positive all negative appraisal of the situation can be employed (Boynton Vis, 2011). Derivatives stress and coping models that has been abundantly used by researchers and clinical psychologist to target the traumatized patients and their post traumatic stress disorder or other psychiatric disorder facilitated by the traumatic event and the grief associated with it. One example of such coping strategies can be adaptive coping strategy, which encourages the victims to accept the feelings of loss, so that the victim can recognise their own identity, social relationships and day-to-day living. Is coping strategy helps the victim optimise the effect of loss and bereavement and in turn help the victim to reinstate in new commitments towards life intern reducing the physical emotional social and spiritual impact of bereavement. According to the Smith (2008) positive emotional approach to handling loss 3 for berea vement can result in positive outcomes for the victim dealing with loss. Hence adaptive coping strategy can be an effective model for care planning and therapeutic intervention that can help the trauma victim associate positive outlook with the loss and bereavement that the patient is going through. Similarly another very common stress coping model can be the deficit model for partner loss which characterizes grief as the impact of bereavement of a closed family member or a spouse. Although this models are very effective in addressing one or the other impact of tree for stress this what is cannot be applied to the extensive and detailed area of stress and trauma that the children in the detention centre face. Along with the grief of loss or bereavement or separation, these children are subjected to many other stressors. Hence it can be concluded that they require an extensive and collaborative Framework that can fit all the different factors associated with the stress that they go t hrough and the trauma that it results into. Interventions when working with children who have faced detention experience: In order to design interventions and therapeutic management in order to enhance the psychological health and cognitive development of the these children that are going through any psychotic disorder or simply are going through and extremely stressful traumatic event, recovery oriented framework is very important. Among the various options available for coping framework or model that can be used in this scenario the resilience framework has been reported to be the best fit for traumatized children in the detention centres. Exploring more, resilience can be defined as a behavioral competence, functional patterns, and cultural capacities of an individual that he or she can use in any adverse life isn't to turn the adversity into a condition that serves as a catalyst for growth and development. This Framework is associated with four main elements, background characteristics, adversity characteristics, capacities, and outcome which in this case is mental and physical well being of the vic tim. The behavioral characteristics comprises of gender, age, race/ethnicity, developmental phase, nature of the relationship, and family structure of both the person grieving and the grieved. Adversities is the traumatic event or stressors. Capacities can be the personal, family, social, cultural, and community resources of the bereaved person. And lastly, the outcome measurement is based on growth, development, healing, accommodation, or integration of the loss (Hooyman Kramer, 2010). When applied to the condition of the detention Centre children, the bereavement or loss is multifaceted. These children have sustained loss of their native plant, separation from the environment that they felt comfortable in, and most importantly separation from the loved ones that they have known all of their life including their family and friends. Applying the first element of the resilient framework, under the context of background characteristics first and foremost the gender of the victim has to be taken into account. It has been reported that there is a distinct difference between the response and acceptance of grief in male and female. Although it also has to be incorporated in this context that the extent of violence and torture is also a little higher for the female children in detention centre (Hooyman Kramer, 2010). Hence the intervention planning should also have to incorporate the general characteristics of the children. Secondly age and developmental face also plays a pivotal role in the manner that a child can perceive and accept the grieving process. Hence the interventions should also match the age and development is phase of the child depending on the stages of cognitive and psychosocial development of the child is in according to different models such as eric's eight stages of psychosocial development. Nestle by far the most important factor with background characteristics is the addressing the ethnicity and cultural competence of the detention children. In many cases the successful implementation and response rates of different psychotherapeutic plants and behavioral therapeutic interventions due to the lack of cultural safety and culturally appropriate approach to the implementation procedure. Hands when planning intervention for the detention center children the cultural background and ethnic of traditional norms should also be taken into account. In this case body language and privacy how to wearing major issues that offer neglected whi le planning and implementing the care for the detention center children. In many cultural backgrounds, certain westernized body language and gestures and considered offensive and culturally of inappropriate. Healthcare has to be taken to incorporate these traditional factors so that the children are not offended, most preferably in the presence of a culture relation officer and language expert (Walter, 2017). II characteristics the adversity according to the resilience Framework is the condition of suffering. In this step the care provider will have to explode the nature of the loss or trauma and accumulation of past losses and traumatic events that led to the response that the patient is having. In the next section the care professionals will look at the capacities of the trauma victim and will attempt to build on those capacities to help him or her deal with the stress and revert back to normal and healthy living. This capacity include personal cognitive ability competence focus tendency of self blaming religious and spiritual beliefs, ethnic identity adaptation capacity ritual associated with grief and loss family systems and roles social support Peer Groups for various social integration and relationship with the loss is needed to be included. When planning the intervention the care provider will have to explore each and every aspect of the capacities that the victim may have and desi gn a therapeutic management plan that will utilize the strength of the patient and either camouflage or rectify the weakness is found in this exploration procedure. Lastly the culmination of the previous 3 steps is the outcome, which will eat the victim towards a healthy Lifestyle with optimal cognitive and Physical health (Hooyman Kramer, 2010). Conclusion: Every year a vast variety of different asylum seekers and refugees immigrate towards the Australian continents where they are detained under the law and legislations protecting the citizens of Australia. There are shelter and protection given to The Asylum seekers and refugees in the detention centre after the protection policies of Australian government however the environment of the detention centres I want to have a significant impact on the psychological development and mental sanity of the inhabitants of the detention centre. The most of the impact on the psychological health is for the children that are detained in the detention centres. The environment of the detention centres have reported to be brutal and filled with different uncertainties,and the combination of all these factors facilitate cognitive damage to the children with highly impressionable minds. This essay discussed how the resilience framework can be used in order to plan and implement curated interventions for these children and the benefits these framework can provide to improve he future of these unfortunate innocent children. Reference: Boynton, H. M. expressive therapies: Pathways to processing grief with children. Boynton, H. M., Vis, J. (2011). Meaning making, spirituality, and creative expressive therapies: Pathway to processing grief with children.Counseling and Spirituality,30(2), 137-159. Brooker, S., Albert, S., Young, P., Steel, Z. (2016). Challenges to providing mental health care in immigration detention.Geneva: Global Detention Project. Earnest, J., Mansi, R., Bayati, S., Earnest, J. A., Thompson, S. C. (2015). Resettlement experiences and resilience in refugee youth in Perth, Western Australia.BMC research notes,8(1), 236. Elliott, E. J., Gunasekera, H. (2016).The Health and Well-being of Children in Immigration Detention: Report to the Australian Human Rights Commission: Monitoring Visit to Wickham Point Detention Centre, Darwin, NT, October 16th-18th 2015. Australian Human Rights Commission. Farrell, P. (2015). Police carry out more raids on Save the Children staff at Nauru detention centre.The Guardian Australia. Farrell, P., Evershed, N., Davidson, H. (2016). The Nauru files: cache of 2,000 leaked reports reveal scale of abuse of children in Australian offshore detention.The Guardian,10(8), 16. Hooyman, N. R., Kramer, B. J. (2010).Living through loss: Interventions across the life span. Columbia University Press. Muntean, A., Cojocaru, S. (2016). Resilience of Children Behind Bars.Revista de Cercetare si Interventie Sociala,52. Muselman, D. M., Wiggins, M. I. (2012). Spirituality and loss: Approaches for counseling grieving adolescents.Counseling and Values,57(2), 229-240. Robillard, A. G., Holliday, R. C., Dehart, D. D., Lewis, K., Rutherford, Y., Amutah, N. N. (2016). An exploratory study examining risk communication among adolescent children, their incarcerated mothers, and their caregivers.Journal of health care for the poor and underserved,27(2), 101-119. Slobodin, O., de Jong, J. T. (2015). Mental health interventions for traumatized asylum seekers and refugees: What do we know about their efficacy?.International Journal of Social Psychiatry,61(1), 17-26. Smith, C. (2008). Nancy R. Hooyman and Betty J. Kramer Living through Loss: Interventions across the Life Span: New York: Columbia University Press, 2006, 512 pp.,(hbk), 42, ISBN 0321122462.Journal of Social Work,8(2), 203-205. Smith, P. (2016). Australian doctors condemn" horrific" treatment of children in juvenile detention.BMJ: British Medical Journal (Online),354. Triggs, G. (2015). The forgotten children: national inquiry into children in immigration detention 2014.MJA,202(11), 553-555. Walter, C. A. (2017). Understanding loss: A guide for caring for those facing adversity by Judith Murray.

The Culture of Britishness Essay Example For Students

The Culture of Britishness Essay There is the question of the role of dialects, and indeed other languages, in British national identities that challenge the uniformity of the language. For Fairclough (1992:202) there is now a growing acceptance of accent and style variation in the language of Britain, a phenomenon that leads to an even greater emphasis on internal national differentiation. For Wallwork (1978:31) processes of differentiation involved in the everyday production of language have long been used to assign social standings to individuals and groups. We will write a custom essay on The Culture of Britishness specifically for you for only $16.38 $13.9/page Order now Perhaps the differences that occur in regional and social class dialects have traditionally been the most widely investigated (Edwards, 1976:23), but there is a growing trend towards studying other sub-forms of language, particularly those associated with ethnic groupings in the UK. Edwards (ibid:27) suggests, in line with Wallwork, that speech differences often help to locate the speaker in the appropriate social strata. This process of locating can be applied to people of various ages, genders, ethnic groups and social classes. In fact anyone who speaks can be socially located, through his or her use of language, in Britain today. An extreme example of this is found when a recent immigrant, with little or no knowledge of English, is immediately identified as a foreign other. There are, however, a multitude of other individuals and groups that maintain and adapt their otherness in terms of language in different ways. These people challenge the assumptions involved in some aspects of Britishness, by not only integrating some of their own cultural style and speech into everyday British language types, but also by switching their own use of language in response to the environments that they find themselves in (Wallwork, 1978:61). Such a phenomenon is witnessed in Britain by the adaptation of Afro-Caribbean Creole languages in day-to-day life. This creolised form of speech has been associated with bad English, in that it is often taken as a dialect of the standard form, but for Wallwork (ibid:64) it is unintelligible to most other English speakers. The fact that some Caribbean Creole languages are in fact derived, in part, from French further supports the argument that it is a language that is as different from English, as Italian is to Spanish (ibid). For the original immigrants who spoke Creole in the UK, it served as a one of the processes by which they were viewed as others by many in the white population. Dabydeen (1990:306) argues that the perception of a different culture coming into Britain, displayed by, amongst other factors, the strange otherness of speech, led to a continuation of the contempt for black culture that had been witnessed in colonial times. In response to this the children of these original immigrants adapted their parents Creole into an urban patois, which Dabydeen (ibid) sees as resistance to white domination. A similar response can be seen in reggae sound systems that use, or deliberately misuse, western technologies in order to re-create an essentially black phenomenon. By adapting and re-ordering Standard English through the medium of their parents Creole speech, young blacks are reacting against the dismissals of white language and all that it entails (ibid:307). The link between language and music can be seen in the 1970s and 1980s with the increased popularity of reggae music, as well as the Ras Tafari philosophy associated with it. By adopting this particular style, many young British-born Caribbeans also practiced the Jamaican patois that many of its practitioners spoke, and so the various Creoles of the Caribbean were gradually substituted for a more British-Jamaican form (Pollard, 1994). For Sebba and Tate (2002:78) this reason, alongside a shared experience of blackness in the UK, meant that the cultural expression found in the Jamaican based patois speech, was utilised by many in British-Caribbean communities, regardless of their origin. .uc1ba418c14f89ecb7871f737239e5fce , .uc1ba418c14f89ecb7871f737239e5fce .postImageUrl , .uc1ba418c14f89ecb7871f737239e5fce .centered-text-area { min-height: 80px; position: relative; } .uc1ba418c14f89ecb7871f737239e5fce , .uc1ba418c14f89ecb7871f737239e5fce:hover , .uc1ba418c14f89ecb7871f737239e5fce:visited , .uc1ba418c14f89ecb7871f737239e5fce:active { border:0!important; } .uc1ba418c14f89ecb7871f737239e5fce .clearfix:after { content: ""; display: table; clear: both; } .uc1ba418c14f89ecb7871f737239e5fce { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc1ba418c14f89ecb7871f737239e5fce:active , .uc1ba418c14f89ecb7871f737239e5fce:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc1ba418c14f89ecb7871f737239e5fce .centered-text-area { width: 100%; position: relative ; } .uc1ba418c14f89ecb7871f737239e5fce .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc1ba418c14f89ecb7871f737239e5fce .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc1ba418c14f89ecb7871f737239e5fce .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc1ba418c14f89ecb7871f737239e5fce:hover .ctaButton { background-color: #34495E!important; } .uc1ba418c14f89ecb7871f737239e5fce .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc1ba418c14f89ecb7871f737239e5fce .uc1ba418c14f89ecb7871f737239e5fce-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc1ba418c14f89ecb7871f737239e5fce:after { content: ""; display: block; clear: both; } READ: Literary Criticism of John Steinbecks The Chysanth EssayAnother point here is that localised forms of English dialect are also used, and these are often interchanged with the patois depending on the nature of the conversation taking place. This represents an important factor in the use of language with regards to nation and culture, in that there exists a duality of British-Caribbean identities (ibid:77). Young blacks in particular may adopt the patois style when addressing each other in what can be said to be a discursive performance, and this also may be the case when attempting to achieve a local identity, such as in the workplace. The use language in this case is one that displays both local and global, or pan-Caribbean, identities. For British-Caribbeans, regional English dialects are used to designate the local, of being British, whereas the use of patois indicates a more global, but at the same time ethnic, identity (ibid:80). This is one particular example of where language is a key factor in constructing both ethnic and national identities in British society. In conclusion, language is used in order to both separate and unite people in social activities, and is therefore a vital method of categorisation in human behaviour. The term language can be used in a number of different ways. It can be a set of grammatical laws, something that has aesthetic value, or simply used as a metaphor. In terms of their application languages can aid the construction of identity, in that they mark out the other in terms of what belongs and what does not. In this sense languages can be associated with a particular locations, and so they are closely linked to ideas of the nation-state. Such nation-states often represent a hegemonic struggle that is bound up with the need for a formal grammar when communicating, and this was the case with the rise of English in the UK and its various colonies. In a manner that sought to cultivate both respect and prestige, English became a language of commerce and industry, as well as representing high culture and politics in the regions where it was spoken. The rise of English as a dominant British language, has seen the decline of other British languages, despite attempts to revive them, and also the Anglicisation of many colonies. In recent years, however, the way in which English has come to embody British national identity has been challenged by both the influx of other languages, and the threat to the standardisation of the language from new forms and styles of speech. The process of differentiation that allows English to demarcate the other is being adapted, as demonstrated by the British-Caribbean example, in order to deal with the multiple identities that exist within Britain today. The way in which language has affected such identities is therefore crucial to any notions of culture and nation in Britain. References Algeo, J. (1992) Sociolinguistic Attitudes and Issues in Contemporary Britain in Machan, T. W. Scott, C. T. (1992)(Eds) English in its Social Contexts: Essays in Historical Sociolinguistics Oxford: Oxford University Press Billig, M. (1995) Banal Nationalism London: Sage Chomsky, N. (1986) Knowledge of Language New York: Praeger Dabydeen, D. (1990) On not being Milton: Nigger talk in England today in Burke, L., Crowley, T. and Girvin, A. (2000) (Eds) The Routledge Language and Cultural Theory reader London: Routledge Day, D. (1998) Being Ascribed and Resisting, Membership of an Ethnic group in Antaki, C. Widdicombe, S. (1998) (Eds) Identities in Talk London: Sage Downes, W. (1998) (2nd Ed. ) Language and Society Cambridge: Cambridge University Press Edwards, A. D. (1976) Language in Culture and Class London: Heinemann Edwards, D. (1991) Categories are for talking in Theory and Psychology, 1, 515-42 Edwards, J.(1985) Language, Society and Identity Oxford: Basil Blackwell Fairclough, N. (1992) .u0af1e0dd91ef31590f50d625c67864a5 , .u0af1e0dd91ef31590f50d625c67864a5 .postImageUrl , .u0af1e0dd91ef31590f50d625c67864a5 .centered-text-area { min-height: 80px; position: relative; } .u0af1e0dd91ef31590f50d625c67864a5 , .u0af1e0dd91ef31590f50d625c67864a5:hover , .u0af1e0dd91ef31590f50d625c67864a5:visited , .u0af1e0dd91ef31590f50d625c67864a5:active { border:0!important; } .u0af1e0dd91ef31590f50d625c67864a5 .clearfix:after { content: ""; display: table; clear: both; } .u0af1e0dd91ef31590f50d625c67864a5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0af1e0dd91ef31590f50d625c67864a5:active , .u0af1e0dd91ef31590f50d625c67864a5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0af1e0dd91ef31590f50d625c67864a5 .centered-text-area { width: 100%; position: relative ; } .u0af1e0dd91ef31590f50d625c67864a5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0af1e0dd91ef31590f50d625c67864a5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0af1e0dd91ef31590f50d625c67864a5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0af1e0dd91ef31590f50d625c67864a5:hover .ctaButton { background-color: #34495E!important; } .u0af1e0dd91ef31590f50d625c67864a5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0af1e0dd91ef31590f50d625c67864a5 .u0af1e0dd91ef31590f50d625c67864a5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0af1e0dd91ef31590f50d625c67864a5:after { content: ""; display: block; clear: both; } READ: Chinese Economic Reform (4822 words) EssayDiscourse and Social Change Cambridge: Polity Press Fishman, J. (1972) Language and Nationalism: Two Integrative Essays Rowley, MA: Newbury House Kachru, B. B. (1986) The Alchemy of English in Burke, L. , Crowley, T. and Girvin, A. (2000) (Eds) The Routledge Language and Cultural Theory reader London: Routledge Milroy, J. (1992) Linguistic Variation and Change Oxford: Basil Blackwell Paulin, T. (1983) A New Look at the Language Question in Burke, L. , Crowley, T.and Girvin, A. (2000) (Eds) The Routledge Language and Cultural Theory reader London: Routledge Pollard, V. (1994) Dread Talk Kingston, Jamaica: Canoe Press Sapir, E. (1933) Language cited in Downes, W. (1998) (2nd Ed. ) Language and Society Cambridge: Cambridge University Press Sebba, M. Tate, S. (2002) Global and Local Identities in the discourses of British-born Caribbeans The International Journal of Bilingualism, Vol. 6, No. 1 Stewart, W. A. (1968) The Functional Distribution of Creole and French in Haiti cited in Downes, W.(1998) (2nd Ed. ) Language and Society Cambridge: Cambridge University Press Snyder, L. L. (1976) Varieties of Nationalism: a Comparative Study cited in Billig, M. (1995) Banal Nationalism London: Sage Tate, S. (2005) Lecture notes on Whats Language got to do with it? taken from The Culture of Britishness at Manchester Metropolitan University Thomas, L. (1999) Attitudes to Language in Thomas, L. Wareing, S. (1999) (Eds) Language, Society and Power: An Introduction London: Routledge Wallwork, J. F. (1978) Language and People London: Heinemann.

Martin Luther King Essay

Martin Luther King Essay Martin Luther King Essay Martin Luther King Jr`s impact on the civil rights movement Maya Angelou Interview achievement.org/autodoc/page/ang0int-1 Poet and Historian January 22, 1997 High Point, North Carolina oDr. Angelou, you worked with Martin Luther King, Jr. at the height of the Civil Rights Movement. What was Dr. King really like, personally? oMaya Angelou: Dr. King was a human being. He had a sense of humor which was wonderful. It is very dangerous to make a person larger than life because, then, young men and women are tempted to believe, well, if he was that great, he's inaccessible, and I can never try to be that or emulate that or achieve that. The truth is, Martin Luther King was a human being with a brilliant mind, a powerful heart, and insight, and courage and also with a sense of humor. So he was accessible. I mentioned courage, and I would like to say something else about that, finding courage in the leaders and in you who will become leaders. Courage is the most important of all the virtues, because without courage you can't practice any other virtues consistently. You see? You can't be consistently kind or fair or humane or generous, not without courage, because if you do n't have it, sooner or later you will stop and say, "Eh, the threat is too much. The difficulty is too high. The challenge is too great." So I would like to say that Dr. King, while we know from all the publicity that he was brilliant, and he was powerful, and he was passionate and right, he was also a funny man, and that's nice to know. John Lewis Interview bbc.co.uk/news/world-us-canada-23845194 Transcript from January 14, 1999 MLK's Legacy with Congressman John Lewis (D-GA) Congressman_John_Lewis: Good evening. It's great to be here. npr_host: Can you tell us a bit about your first hand experience with the Civil Rights Movement? Congressman_John_Lewis: I was born in Alabama, 50 miles from Montgomery, in southeast Alabama, in a the little town of about 13,000 people just outside of Troy. When I would visit the cities of Montgomery or Birmingham, I saw the signs that said white men and white women, I saw the signs that said colored lady, colored men. In 1950 when I was 10 years old I tried to check a book out of the local library, I tried to get a library card and I was told that the library was only for white people and not people of color. It had an unbelievable impact on me. I couldn't understand it. But in 1955 when I was 15 years old I heard about Martin Luther King, Jr. and Rosa Parks. And, 3 years later I met MLK and a year later I got involved in the civil rights movement. Congressman_John_Lewis: Dr. King was one of the most inspiring human beings I ever met. He was such a warm, compassionate and loving human being. npr_host: How was Dr. King inspiring on a personal level, as much as in public? Congressman_John_Lewis: MLK Jr. taught me how to say no to segregation and I can hear him saying now ... when you straighten up your back no man can ride you. He said stand up straight and say no to racial discrimination. The Greatest Speech Ever - Robert F Kennedy Announcing The Death Of Martin Luther King April 4th, 1968 Martin Luther King was shot and killed. On that night, Robert F Kennedy, New York's senator back then, wanted to deliver the news to the people of Indianapolis, IN Local police warned him, they won't be able to provide protection if the people wold riot because he was in the heart of the African-American ghetto. He wrote his notes on his ride and started the speech without any drafts or prewritten words before his assistance would give him their proposed draft. This speech was delivered on a back of a Flatbed truck. Although all major cities had riots, Indianapolis remained calm after RFK's speech 63 days after this speech, RFK got assassinated. I reproduced the video, creating this version after adding the above mentioned details to it, so the speech can be put into context for everyone who watches

How Educators Can Use Google Classroom

How Educators Can Use Google Classroom Google Classroom  is one of Google for Educations newest products and it has received rave reviews from many educators. It is a learning management system that allows you to digitally create and manage assignments as well as to provide feedback to your students. Google Classroom works particularly with   Google Apps for Education, a suite of productivity tools (Drive, Docs, Gmail, etc) that you may already use in your school.​ Google Classroom is beneficial for both novice and advanced users of Google Apps for Education. It is has a simple, easy-to-navigate interface that appeals to many teachers. If you are already pretty adept at using Docs and Google Drive folders to manage student work, you may be surprised to find that Google Classroom makes this process even easier for you. Google Classroom has evolved considerably since its debut last summer. New features seem to be added all the time, so stay tuned for future improvements! View this short introductory video  from Google and this presentation  by Heather Breedlove in order to familiarize yourself with Google Classroom. Important Links for Future Reference Here are four links that youll want to keep handy for future reference: Google Classroom on the WebGoogle Classroom iPad AppGoogle Classroom Help CenterGoogle Classroom Training Materials Step 1: Log in to Google Classroom   Go to  https://classroom.google.com/. Make sure you are logged in with your Google Apps for Education account. If you are using your personal Google account or are at a school  that does not use GAFE, you will not be able to use Classroom.You should see your Google Classroom Home. Below is a picture of my homepage with annotations to explain different features.Click on the sign to create your first class. Create one for an existing class or a practice one for purposes of this tutorial. Step 2: Create a Class Do the following practice activities. Notice that there are three tabs in a class: Stream, Students, and About. These support materials will help you with this step.   Select the About tab. Fill in basic information about your class. Notice that there is a folder in YOUR Google Drive that will contain files related to this class.Click on the Students tab and add a student or two (perhaps a colleague who will serve as a guinea pig for this experiment). Make sure to indicate what permissions you want these students to have in relation to posting and commenting.And/or, give the class code posted in the   Student tab to a student or colleague for practice. This code is also available on your Stream tab.Go to your Stream tab. Share an announcement with your class. Notice how you can attach a file, a document from Google Drive, a YouTube video or a link to another resource.Staying in your Stream tab, create a mock assignment for this class. Fill in the title, description, and give it a due date. Attach any resources and assign the assignment to students enrolled in this class. Step 3: Monitor Student Assignments   Here is information on grading and returning assignments.   On your Stream tab, you should now see your assignments in the left-hand corner under the heading Upcoming Assignments. Click on one of your assignments.This will lead to a page where you can see students status in terms of work completion. This is called the student work page. For an assignment to have been marked complete, the student will need to turn it into their Google Classroom account.Note that you can assign grades and points. Click on a student and you can send them a private comment.If you check the box next to a students name, you can email the student or students.If a student has submitted work, you can then grade it and return it to the student.To see all student work at the same time, you need to click Folder at the top of the Student Work page. This Folder link will be grayed out until students have turned in work. Step 4: Try Classroom From the Student Perspective Specific student help is available here.   Ask a colleague to invite you to their practice class and to create an assignment for that class.Pretend to turn in the assignment.Have your colleague grade this assignment and return it to you. Step 5:  Consider Creative Uses of Google Classroom How could we use Google Classroom in innovative ways?   To house professional development materials.To deliver digital citizenship curriculum.To manage departmental activities, meetings, and projects. Step 6:  Download the iPad App and Repeat the Previous Activities How does the Google Classroom experience on the iPad differs from the web experience? Any features that are unique to the app perspective? Discuss your findings with your colleagues and share your preferred method of using Google Classroom.

How Will Mitt Romney Fare In His Bid For The Republican Party Essay

How Will Mitt Romney Fare In His Bid For The Republican Party Nomination - Essay Example The demand for knowledge about how a political process will turn out has increased the concern for what factors go into making intelligent predictions and how they are quantified. In presidential politics, of course, these factors are so innately complex and difficult to quantify that predictions are nearly always prone to failure. However, by looking at history and looking at the present together, one can piece together an accurate picture of chances or odds in formulating a semblance of a prediction. According to BetAsia, former Governor Mitt Romney’s odds at becoming the Republican nominee stand at 8/11 as of October 12 (Howard). This margin indicates a relatively good chance that Romney will secure the Republican nomination, and it is based on a bookmaker’s financial evaluation of Romney’s chances. Currently, there is good reason to agree with the bookmaker in putting the former Governor’s chances at such a high margin. Indeed, Romney has many objectiv e factors riding in his direction, including being the supposed frontrunner in a field of candidates that have the Republican base restless (Esch). Having frontrunner status bodes well for a candidate in advance of the Iowa Caucus and Super Tuesday elections: events that have historically either made or broken candidates’ dreams of the White House. Barring any crucial setbacks to those dreams, former Governor Mitt Romney is poised, based on a multitude of those predictive elements, to seize the Republican nomination for President. Section I: A Brief History of Mitt Romney In order to understand Mitt Romney as a candidate for President, one must understand his motives and policy beliefs, as they are relevant to his political campaign. Romney was born in Detroit, Michigan to George and Lenore Romney in 1947.At the age of five, his family moved from Detroit to Bloomfield Hills, after which his father took over and rescued American Motors from bankruptcy as CEO. George Romney pre sided over the Detroit Stake of the Mormon Church, which Romney would identify with as his religious affiliation (Cohn). While in high school, Romney’s father was elected Governor of Michigan, for whom he worked as an intern in the Governor’s office. Taking on odds jobs, such as a security guard and an ice hockey team manager, Romney wished to assume his father’s role. Still in high school, Romney began dating his future wife Ann Davies, whom he decided to marry near the date of his graduation. After graduation, Romney attended Stanford University for one year, taking part in the campus’s conservative movement before going overseas as a Mormon missionary. After finishing his education at Brigham Young University with his wife, now Ann Romney, he pursued a joint J.D. /M.B.A. program at Harvard University. Romney remained in Massachusetts after graduating, working as a management consultant first independently and then for Bain & Company starting in 1977. R omney began a private equity investment firm with Bill Bain in 1984, called Bain Capital. In 1990, Romney returned to Bain & Company as CEO to restructure the firm facing collapse. In 1999, he took a position as CEO of the Salt Lake City Olympic Games Organizing Committee, leaving Bain Capital once again a tremendously successful company (DealBook). Romney’

Short and Long Term Affects on Fetal and Child Development When Essay

Short and Long Term Affects on Fetal and Child Development When Exposed to Cocaine in Utero - Essay Example Short and Long Term Affects on Fetal and Child Development When Exposed to Cocaine in Utero Another aspect of self regulation is heart rate: â€Å"Specifically, HR is predictive of later cognitive development and may impact reactivity to external stressors. An elevated resting HR is indicative of a higher level of physiological arousal which impacts both the quality and quantity of infant responsiveness to stimulation† (Schuetze 2006). Clearly, an elevated infant heart rate can be indicative of over-stimulation and a precursor to later cognitive developmental delays. Other aspects of self regulation or homeostasis that are thought to be affected by cocaine use in utero are respiration, blood pressure, sleep patterns, and body temperature. Studies have also indicated that cocaine use by pregnant women reduces blood flow to the placenta and causes fetal vasoconstriction. The placenta is the virtual nutrient source for the fetus. Adequate blood flow to the placenta and overall placental health are critical to fetal health. Cocaine is responsible for inducing the release of certain body chemicals called serotonin and/or epinephrine. The release of these two chemicals has a direct affect on vascular tone and therefore affects the vascular health of the fetus as well as the placental blood flow. Fetuses which develop in utero with a less than healthy placenta experience both short and long term developmental effects as well as defects.