Supporting Diversity & Culture in Classrooms - Wilmaris Rodriguez VazquezWilmarisRodriguezVaz
In a classroom setting, both teachers and students must be equally involved in the strategies designed to ensure that all are able to learn in a culturally diverse environment.
Cultural and linguistic competency Summitt 2018Dominic Carter
Dominic Carter is greatly looking forward to being one of the keynotes at the South Carolina Cultural and Linguistic Competency Summit 2018, this month of June 2018
View the video here: https://www.youtube.com/watch?v=gCMCNReYnYs
Earn counseling CEUs here: https://www.allceus.com/member/cart/index/product/id/684/c/
Assumption 1: Counselors will not be able to sustain culturally responsive treatment without the organization's commitment to it.
Assumption 2: An understanding of race, ethnicity, and culture (including one's own) is necessary to appreciate the diversity of human dynamics and to treat all clients effectively
Assumption 3: Incorporating cultural competence into treatment improves therapeutic decision-making and offers alternate ways to define and plan a treatment program that is firmly directed toward progress and recovery
Assumption 4: Consideration of culture is important at all levels of operation—individual, programmatic, and organizational
Assumption 5: Culturally congruent interventions cannot be successfully applied when generated outside a community or without community participation.
Assumption 6: Public advocacy of culturally responsive practices can increase trust among the community, agency, and staff.
SOCW 6520 WK 7 responses Respond to the blog post of three.docxrronald3
SOCW 6520 WK 7 responses
Respond
to the blog post of three colleagues Has to be responded to separately and different responses in one or more of the following ways:
Name first and references after every person
Respond
to the blog post of three colleagues in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Validate an idea in your colleague’s post with your own experience.
Peer 1: Alicia
Description of Diversity and/or Cultural Competence Considerations in your Agency
Cultural competence is extremely important in the social work profession. The text describes cultural competence as “awareness, knowledge, and skills social workers need to develop in order to deliver culturally appropriate services” (Danso, 2015). Culturally competence can commonly be obtained through culturally sensitive training or being aware of one’s own cultural biases. Some may even find that working with various cultures may increase one’s ability to remain culturally competent.
At my agency, we have a culturally diverse staff and we work with clients of all ages and races. When conducting intakes or assessments, clients are treated with respect no matter the culture. There are times where we have to modify intakes or assessments, or treatments as a means to respect the culture of the client. Clinicians at my field placement are also obliged to always advocate for diversity within client treatment, and they are sure to engage with every individual in a way that is respectful to the client’s cultural background.
Reflection of Agency Learning Agreement
Of the core competencies presented by CSWE, the second competency pertains to diversity and cultural competence. The competency is simply titled ‘Engage diversity and difference in practice’ and focuses on ensuring that the importance of diversity and difference is applied and communicated, as well as engaging clients as it pertains to their culture. Also, social workers should apply self-awareness to manage personal biases when working with clients of a different culture.
The learning agreement highlights this competency as a means to ensure that student interns are aware of the importance of engaging in diversity. Student interns should be like social workers in practicing without bias, and the learning agreement goals help students work towards achieving this competency. In order to fulfil such competency, student interns should first be aware of any biases or reservations they may have in working with clients whom are different. In addition to such, interns should also be mindful of daily interactions with various clients and ensure to communicate and behave in a respectful manner despite differences.
References
Danso, R. (2015). An integrated framework of critical cultural competence and anti-oppressive practice for social justice social work research.
Qualitative Social Work, 14
(4), 572-588.
Peer 2: Audri
In hospice home health services, it .
Supporting Diversity & Culture in Classrooms - Wilmaris Rodriguez VazquezWilmarisRodriguezVaz
In a classroom setting, both teachers and students must be equally involved in the strategies designed to ensure that all are able to learn in a culturally diverse environment.
Cultural and linguistic competency Summitt 2018Dominic Carter
Dominic Carter is greatly looking forward to being one of the keynotes at the South Carolina Cultural and Linguistic Competency Summit 2018, this month of June 2018
View the video here: https://www.youtube.com/watch?v=gCMCNReYnYs
Earn counseling CEUs here: https://www.allceus.com/member/cart/index/product/id/684/c/
Assumption 1: Counselors will not be able to sustain culturally responsive treatment without the organization's commitment to it.
Assumption 2: An understanding of race, ethnicity, and culture (including one's own) is necessary to appreciate the diversity of human dynamics and to treat all clients effectively
Assumption 3: Incorporating cultural competence into treatment improves therapeutic decision-making and offers alternate ways to define and plan a treatment program that is firmly directed toward progress and recovery
Assumption 4: Consideration of culture is important at all levels of operation—individual, programmatic, and organizational
Assumption 5: Culturally congruent interventions cannot be successfully applied when generated outside a community or without community participation.
Assumption 6: Public advocacy of culturally responsive practices can increase trust among the community, agency, and staff.
SOCW 6520 WK 7 responses Respond to the blog post of three.docxrronald3
SOCW 6520 WK 7 responses
Respond
to the blog post of three colleagues Has to be responded to separately and different responses in one or more of the following ways:
Name first and references after every person
Respond
to the blog post of three colleagues in one or more of the following ways:
Share an insight from having read your colleague’s posting.
Validate an idea in your colleague’s post with your own experience.
Peer 1: Alicia
Description of Diversity and/or Cultural Competence Considerations in your Agency
Cultural competence is extremely important in the social work profession. The text describes cultural competence as “awareness, knowledge, and skills social workers need to develop in order to deliver culturally appropriate services” (Danso, 2015). Culturally competence can commonly be obtained through culturally sensitive training or being aware of one’s own cultural biases. Some may even find that working with various cultures may increase one’s ability to remain culturally competent.
At my agency, we have a culturally diverse staff and we work with clients of all ages and races. When conducting intakes or assessments, clients are treated with respect no matter the culture. There are times where we have to modify intakes or assessments, or treatments as a means to respect the culture of the client. Clinicians at my field placement are also obliged to always advocate for diversity within client treatment, and they are sure to engage with every individual in a way that is respectful to the client’s cultural background.
Reflection of Agency Learning Agreement
Of the core competencies presented by CSWE, the second competency pertains to diversity and cultural competence. The competency is simply titled ‘Engage diversity and difference in practice’ and focuses on ensuring that the importance of diversity and difference is applied and communicated, as well as engaging clients as it pertains to their culture. Also, social workers should apply self-awareness to manage personal biases when working with clients of a different culture.
The learning agreement highlights this competency as a means to ensure that student interns are aware of the importance of engaging in diversity. Student interns should be like social workers in practicing without bias, and the learning agreement goals help students work towards achieving this competency. In order to fulfil such competency, student interns should first be aware of any biases or reservations they may have in working with clients whom are different. In addition to such, interns should also be mindful of daily interactions with various clients and ensure to communicate and behave in a respectful manner despite differences.
References
Danso, R. (2015). An integrated framework of critical cultural competence and anti-oppressive practice for social justice social work research.
Qualitative Social Work, 14
(4), 572-588.
Peer 2: Audri
In hospice home health services, it .
Diversity is a hot topic right now. Before you dive into diversity and inclusion conversations, it’s important to understand the terms and words you use in these crucial conversations. Every organization tries to adopt new equity analysis tools to see how they’re doing from the employee’s perspective.
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S
2001
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
Terry Mizrahi, MSW, PhD
NASW President (2001-2003)
Ruth W. Mayden, MSS, LSW
NASW President (1999-2001)
National Committee on Racial and
Ethnic Diversity 1999-2001
Saundra H. Starks, EdD, ACSW, LCSW
Lina Fong, PhD, ACSW, LCSW
Emma Montero, MSW
Ada E. Deer, ACSW
Inderjit K. Jaipaul, DSW, ACSW
Carmen Ortiz Hendricks, DSW, ACSW
Robert D. Showers, BSW
Clara Simmons, ACSW, DCSW
Nelrene Yellow Bird, MSW
Halaevalu F. Vakalahi, DSW
Irene Moreda, DSW
NASW Staff
Elizabeth J. Clark, PhD, ACSW, MPH,
NASW Executive Director
Leticia Diaz, MS
Luisa López, MSW
Tracy Whitaker, ACSW
5
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the effect of
social policies and programs on diverse client
populations, advocating for and with clients
whenever appropriate.
Standard 7. Diverse Workforce
Social workers shall support and advocate for
recruitment, admissions and hiring, and retention
efforts in social work programs and agencies that
ensure diversity within the profession.
Standard 8. Professional Education
Social workers shall advocate for and participate
in educational and training programs that help
advance cultural competence within the profession.
Standard 9. Language Diversity
Social workers shall seek to provide or advocate
for the provision of information, referrals, and
services in the language appropriate to the client,
which may include use of interpreters.
Standard 10. Cross-Cultural Leadership
Social workers shall be able to communicate
information about diverse client groups to
other professionals.
Prepared by the
NASW National Committee
on Racial and Ethnic Diversity
Adopted by the NASW Board of Directors
June 23, 2001
4
Standards
for Cultural Competence
in Social Work Practice
Standard 1. Ethics and Values
Social workers shall function in accordance with
the values, ethics, and standards of the profession,
recognizing how personal and professional values
may conflict with or accommodate the needs of
diverse clients.
Standard 2. Self-Awareness
Social workers shall seek to develop an under-
standing of their own personal, cultural values
and beliefs as one way of appreciating the
importance of multicultural identities in the
lives of people.
Standard 3. Cross-Cultural Knowledge
Social workers shall have and continue to devel-
op specialized knowledge and understanding
about the history, traditions, values, family sys-
tems, and artistic expressions of major client
groups that they serve.
Standard 4. Cross-Cultural Skills
Social workers shall use appropriate method-
ological approaches, skills, and techniques that
reflect the workers’ understanding of the role of
culture in the helping process. .
· Racial Identity ModelsRead pages 70-86, where the textschestnutkaitlyn
·
Racial Identity Models
Read pages 70-86, where the texts describes the various racial identity models and discuss your own identity and what influences impacted how you see yourself in relation to these models and your stage of personal cultural development. What biases and prejudices do you have yet to address or confront in order to elevate your level of professional practice and multicultural competency? Write your response in 250-300 words, supporting your comments with two references
Family & Culture
Refer to readings on pages 115 – 124 to analyze and determine the most culturally competent manner in which you might respond to a family of a different culture as a human service professional. Think of what “family” means to you and how it might be different from clients you might encounter. Discuss these topics in 250-300 words as well as any issues that might enhance or impede your effectiveness related to similarities and/or differences. Support your comments with two references
HHS320 Instructor Guidance
Week 2 Overview
Image retrieved from http://www.slideshare.net/leerosetta/nais-pocc-2011-identity-development-workshop
Welcome to Week Two!
This week we will evaluate some of the cultural, racial, and ethnic identity development theories—beginning with a historical look back at some of the early theories before moving forward in time to review some of the contemporary models. We will also evaluate how individual development in its complexity impacts interactions with others both similar and different from one’s self.
In Chapter 4, you will likely find it helpful to focus your reading on the identity models that allow you to examine them in relation to your own self-identity. This information will be utilized as you share your insights in this week’s written assignment and discussions. Refer to Table 4.1 Stage of Various Cultural Identity Models (p.71) for a helpful conceptual overview of the cultural models being presented throughout the chapter. Another tip: Narrative 3.1: The Story of Timothy (p.91-2) is a great example for your assignment due this week.
In Chapter 6, focus your attention on analyzing the diverse cultural family structures and explore Exercise 6.3 Assessing my Family Background and Experience (p.124) for further understanding of your own self-concept development and community connections.
While it is no surprise that people have multiple identities as in the images below,
Image retrieved from https://yzoedesign.wordpress.com/tag/multiple-identities/
Image adapted from http://edtheory.blogspot.com/2015/02/applying-intersectionality-theory-to.html
why do you think some struggle with the concept of individuals having multiple ethnic identities? Nishime (2012) provides a case study of the term “Cablinasian” and links historical and contemporary narratives of multiethnicity. She argues that “Cablinasian” is a method of critique and explores the possibilities of an alternative and contestator ...
Chapter 9 Group Identity Development and Health Care JinElias52
Chapter 9: Group Identity Development and Health Care Delivery
To discuss theory and research that undergird the majority and minority group identity development frameworks presented in this chapter
To distinguish between out-group (minority) and in-group (majority) identities
To describe the process of group identity development for individuals who are members of a minority or out-group
To describe the process of group identity development for individuals who are members of a majority or in-group
To illustrate the impact of group identity status on interactions in diverse health care organizations
To explain the relationship between group identity status and cultural competence at the individual and organizational levels
Chapter Objectives
The process by which we form the attitudes and behaviors that shape what we see and do in the context of diversity
Differs by dimension of diversity: race, ethnicity, sexual orientation, gender, etc.
Dominant identity status can change over time and is dynamic not static
Accessible identity statuses can change situationally
Group Identity Status Development
In-group: A group of people united by a common identity and shared beliefs, attitudes, or interests, with the collective social power and influence to exclude outsiders
Out-group: A group of people united by a common identity and excluded from belonging to the in-group; relative to the in-group is seen as less powerful, socially desirable or contemptibly different
Dominant identity status: Describes our usual and customary reactions in situations when our group affiliation is salient
Accessible identity status: The group identity statuses that from time to time describe our reactions in situations where our group affiliation is salient
Important Definitions
How Does Minority Identity Status Influence Health Care Interactions?
Individual: Personally held attitudes, beliefs, and behaviors that reinforce the presumed superiority of the majority and inferiority of the minority
Institutional: Policies, laws, and regulations that have the effect of systematically giving the advantage to one group and disadvantaging another
Cultural: Societal beliefs and customs that reinforce the assumption that majority culture—for example, dialect, traditions, and appearance—is superior and minority culture is inferior
Three Aspects of Majority Group Bias:
Backdrop for Identity Development
How Does Majority Identity Status Influence Health Care Interactions?
What About the Organization?
Chrobot-Mason and Thomas (2002)
A mono-cultural workplace in which differences are either ignored or devalued will encourage individuals at low statuses of identity development to remain static and individuals at higher statuses of identity development to regress.
A multicultural workplace where diversity is important to the business strategy will encourage individuals with low identity development to progress and those at high statuses of identity development to s ...
this assignment is about Mesopotamia and Egypt. Some of these cu.docxOllieShoresna
this assignment is about
Mesopotamia and Egyp
t. Some of these cultures lasted centuries, others such as Egypt lasted millennia. The goal of this prompt is to dig deeper into the power of religion and visual representations of power from rulers on human culture.
The themes of religion and power dominate artwork from this era of art history. What is the importance of these themes relative to the civilizations at the time? How do these themes manifest themselves in works of art? Choose one culture (Sumerian, Babylonian, Assyrian, Egyptian, etc) and support your answer to that one culture describing specific artifacts.
The goal here is an analysis of a single artifact in support of the theme. Be sure to review week 1's material on writing about art to help you with structuring a response.
Please remember to use MLA format when organizing your response. This means proper in-text citations, captions for images, and references for any work that is cited in-text.
.
This assignment has two goals 1) have students increase their under.docxOllieShoresna
This assignment has two goals: 1) have students increase their understanding of the concept of Protecting Personal Information (PPI) and other ethical issues related to the use of information technology through research, and 2) learn to correctly use the tools and techniques within Word to format a research paper, including use of available References and citation tools. These skills will be valuable throughout a student’s academic career. The paper will require a title page, NO abstract, three to four full pages of content with incorporation of a minimum of 3 external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the paper may be in the form of a direct citation from an external source.
.
Diversity is a hot topic right now. Before you dive into diversity and inclusion conversations, it’s important to understand the terms and words you use in these crucial conversations. Every organization tries to adopt new equity analysis tools to see how they’re doing from the employee’s perspective.
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S
2001
N A S W S t a n d a r d s f o r
Cultural
Competence
i n S o c i a l W o r k P r a c t i c e
Terry Mizrahi, MSW, PhD
NASW President (2001-2003)
Ruth W. Mayden, MSS, LSW
NASW President (1999-2001)
National Committee on Racial and
Ethnic Diversity 1999-2001
Saundra H. Starks, EdD, ACSW, LCSW
Lina Fong, PhD, ACSW, LCSW
Emma Montero, MSW
Ada E. Deer, ACSW
Inderjit K. Jaipaul, DSW, ACSW
Carmen Ortiz Hendricks, DSW, ACSW
Robert D. Showers, BSW
Clara Simmons, ACSW, DCSW
Nelrene Yellow Bird, MSW
Halaevalu F. Vakalahi, DSW
Irene Moreda, DSW
NASW Staff
Elizabeth J. Clark, PhD, ACSW, MPH,
NASW Executive Director
Leticia Diaz, MS
Luisa López, MSW
Tracy Whitaker, ACSW
5
Standard 6. Empowerment and Advocacy
Social workers shall be aware of the effect of
social policies and programs on diverse client
populations, advocating for and with clients
whenever appropriate.
Standard 7. Diverse Workforce
Social workers shall support and advocate for
recruitment, admissions and hiring, and retention
efforts in social work programs and agencies that
ensure diversity within the profession.
Standard 8. Professional Education
Social workers shall advocate for and participate
in educational and training programs that help
advance cultural competence within the profession.
Standard 9. Language Diversity
Social workers shall seek to provide or advocate
for the provision of information, referrals, and
services in the language appropriate to the client,
which may include use of interpreters.
Standard 10. Cross-Cultural Leadership
Social workers shall be able to communicate
information about diverse client groups to
other professionals.
Prepared by the
NASW National Committee
on Racial and Ethnic Diversity
Adopted by the NASW Board of Directors
June 23, 2001
4
Standards
for Cultural Competence
in Social Work Practice
Standard 1. Ethics and Values
Social workers shall function in accordance with
the values, ethics, and standards of the profession,
recognizing how personal and professional values
may conflict with or accommodate the needs of
diverse clients.
Standard 2. Self-Awareness
Social workers shall seek to develop an under-
standing of their own personal, cultural values
and beliefs as one way of appreciating the
importance of multicultural identities in the
lives of people.
Standard 3. Cross-Cultural Knowledge
Social workers shall have and continue to devel-
op specialized knowledge and understanding
about the history, traditions, values, family sys-
tems, and artistic expressions of major client
groups that they serve.
Standard 4. Cross-Cultural Skills
Social workers shall use appropriate method-
ological approaches, skills, and techniques that
reflect the workers’ understanding of the role of
culture in the helping process. .
· Racial Identity ModelsRead pages 70-86, where the textschestnutkaitlyn
·
Racial Identity Models
Read pages 70-86, where the texts describes the various racial identity models and discuss your own identity and what influences impacted how you see yourself in relation to these models and your stage of personal cultural development. What biases and prejudices do you have yet to address or confront in order to elevate your level of professional practice and multicultural competency? Write your response in 250-300 words, supporting your comments with two references
Family & Culture
Refer to readings on pages 115 – 124 to analyze and determine the most culturally competent manner in which you might respond to a family of a different culture as a human service professional. Think of what “family” means to you and how it might be different from clients you might encounter. Discuss these topics in 250-300 words as well as any issues that might enhance or impede your effectiveness related to similarities and/or differences. Support your comments with two references
HHS320 Instructor Guidance
Week 2 Overview
Image retrieved from http://www.slideshare.net/leerosetta/nais-pocc-2011-identity-development-workshop
Welcome to Week Two!
This week we will evaluate some of the cultural, racial, and ethnic identity development theories—beginning with a historical look back at some of the early theories before moving forward in time to review some of the contemporary models. We will also evaluate how individual development in its complexity impacts interactions with others both similar and different from one’s self.
In Chapter 4, you will likely find it helpful to focus your reading on the identity models that allow you to examine them in relation to your own self-identity. This information will be utilized as you share your insights in this week’s written assignment and discussions. Refer to Table 4.1 Stage of Various Cultural Identity Models (p.71) for a helpful conceptual overview of the cultural models being presented throughout the chapter. Another tip: Narrative 3.1: The Story of Timothy (p.91-2) is a great example for your assignment due this week.
In Chapter 6, focus your attention on analyzing the diverse cultural family structures and explore Exercise 6.3 Assessing my Family Background and Experience (p.124) for further understanding of your own self-concept development and community connections.
While it is no surprise that people have multiple identities as in the images below,
Image retrieved from https://yzoedesign.wordpress.com/tag/multiple-identities/
Image adapted from http://edtheory.blogspot.com/2015/02/applying-intersectionality-theory-to.html
why do you think some struggle with the concept of individuals having multiple ethnic identities? Nishime (2012) provides a case study of the term “Cablinasian” and links historical and contemporary narratives of multiethnicity. She argues that “Cablinasian” is a method of critique and explores the possibilities of an alternative and contestator ...
Chapter 9 Group Identity Development and Health Care JinElias52
Chapter 9: Group Identity Development and Health Care Delivery
To discuss theory and research that undergird the majority and minority group identity development frameworks presented in this chapter
To distinguish between out-group (minority) and in-group (majority) identities
To describe the process of group identity development for individuals who are members of a minority or out-group
To describe the process of group identity development for individuals who are members of a majority or in-group
To illustrate the impact of group identity status on interactions in diverse health care organizations
To explain the relationship between group identity status and cultural competence at the individual and organizational levels
Chapter Objectives
The process by which we form the attitudes and behaviors that shape what we see and do in the context of diversity
Differs by dimension of diversity: race, ethnicity, sexual orientation, gender, etc.
Dominant identity status can change over time and is dynamic not static
Accessible identity statuses can change situationally
Group Identity Status Development
In-group: A group of people united by a common identity and shared beliefs, attitudes, or interests, with the collective social power and influence to exclude outsiders
Out-group: A group of people united by a common identity and excluded from belonging to the in-group; relative to the in-group is seen as less powerful, socially desirable or contemptibly different
Dominant identity status: Describes our usual and customary reactions in situations when our group affiliation is salient
Accessible identity status: The group identity statuses that from time to time describe our reactions in situations where our group affiliation is salient
Important Definitions
How Does Minority Identity Status Influence Health Care Interactions?
Individual: Personally held attitudes, beliefs, and behaviors that reinforce the presumed superiority of the majority and inferiority of the minority
Institutional: Policies, laws, and regulations that have the effect of systematically giving the advantage to one group and disadvantaging another
Cultural: Societal beliefs and customs that reinforce the assumption that majority culture—for example, dialect, traditions, and appearance—is superior and minority culture is inferior
Three Aspects of Majority Group Bias:
Backdrop for Identity Development
How Does Majority Identity Status Influence Health Care Interactions?
What About the Organization?
Chrobot-Mason and Thomas (2002)
A mono-cultural workplace in which differences are either ignored or devalued will encourage individuals at low statuses of identity development to remain static and individuals at higher statuses of identity development to regress.
A multicultural workplace where diversity is important to the business strategy will encourage individuals with low identity development to progress and those at high statuses of identity development to s ...
this assignment is about Mesopotamia and Egypt. Some of these cu.docxOllieShoresna
this assignment is about
Mesopotamia and Egyp
t. Some of these cultures lasted centuries, others such as Egypt lasted millennia. The goal of this prompt is to dig deeper into the power of religion and visual representations of power from rulers on human culture.
The themes of religion and power dominate artwork from this era of art history. What is the importance of these themes relative to the civilizations at the time? How do these themes manifest themselves in works of art? Choose one culture (Sumerian, Babylonian, Assyrian, Egyptian, etc) and support your answer to that one culture describing specific artifacts.
The goal here is an analysis of a single artifact in support of the theme. Be sure to review week 1's material on writing about art to help you with structuring a response.
Please remember to use MLA format when organizing your response. This means proper in-text citations, captions for images, and references for any work that is cited in-text.
.
This assignment has two goals 1) have students increase their under.docxOllieShoresna
This assignment has two goals: 1) have students increase their understanding of the concept of Protecting Personal Information (PPI) and other ethical issues related to the use of information technology through research, and 2) learn to correctly use the tools and techniques within Word to format a research paper, including use of available References and citation tools. These skills will be valuable throughout a student’s academic career. The paper will require a title page, NO abstract, three to four full pages of content with incorporation of a minimum of 3 external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the paper may be in the form of a direct citation from an external source.
.
This assignment has two parts 1 paragraph per questionIn wh.docxOllieShoresna
This assignment has two parts: 1 paragraph per question
In what instances would Wikipedia be of benefit in conducting research necessary to develop quality deliverables?
what are the drawbacks of using Wikipedia as a primary academic source for conducting research necessary to develop quality deliverables.
.
This assignment is a minimum of 100 word all parts of each querstion.docxOllieShoresna
This assignment is a minimum of 100 word all parts of each querstion MUST be answered
1)
What is an example of past trends pertaining to the development and operation of community based corrections? How does institutional corrections and community corrections differ in relation to operations and development? How can we improve the development and operation of corrections by utilizing past, current, and future trends?
2)
What are the technological functions within correctional environments? How do technological functions relate to security and management functions within correctional environments? What would happen if there was a disconnect among these areas of a correctional facility?
3)
What are the technological functions within correctional environments? How do technological functions relate to security and management functions within correctional environments? What would happen if there was a disconnect among these areas of a correctional facility?
.
This assignment has three elements a traditional combination format.docxOllieShoresna
This assignment has three elements: a traditional combination format resume, a cover letter, and a reference sheet
. Cover letter is no more than one page (3-6 paragraphs) in length
The cover letter must be written to a real company for a real job in Pittsburg, PA.
Please direct a person's name with a complete address. Be sure to use the appropriate salutation such as Mr., Ms., Dr., etc.
Make sure that you have varied your sentence structure so that every sentence does not begin with "I"
Important information about myself:
Name : Nicolas J, an international student from France
Major: Management Information System
Skills: speak two language, native language is France, and second language is English.
Experience: five years working in Freeze company (from 2007 to 2012) in France at IT department before I came to the U.S. to study MIS.
Note: see the attached document for samples of a cover letter and a reference sheet
.
This assignment has four partsWhat changes in business software p.docxOllieShoresna
This assignment has four parts:
What changes in business software platforms have you experienced, and what was the driving force behind the change?
What important trends in business hardware are occurring? What relationship do you see happening between hardware changes and software? In your experience, which seems to drive the other and why?
How important do you perceive databases and data mining to business? How could a small business take advantage of the technology?
In your opinion, should software dictate business processes or should the business process dictate the software structure? Why? What are the risks?
.
This assignment consists of two partsthe core evaluation, a.docxOllieShoresna
This assignment consists of two parts:
the core evaluation,
and
the plan for extending the evaluation through research
in the
Illinois University
, and in sources that will increase the context of the evaluation even further.
My core essay (4 pages) would discuss these criteria through examples, and explanation of why they are important. In developing this essay, I could also use description, definition, comparison/contrast and cause and effect, since these are also ways to evaluate something. My goal is to provide an evaluation that readers find reasonable and thorough.
What I want to come up with based on this questioning, is a plan for research that includes discussion of who I would go to for information and why, a list of potential survey and interview questions and an annotated bibliography with a minimum of three sources accessed through Booth Library databases.
this project is related to my university just look the attached paper for further information.
.
This assignment asks you to analyze a significant textual elemen.docxOllieShoresna
This assignment asks you to analyze a significant textual element from “Welcome to Dataland”. First, provide a brief summary (1-2 sentences) of the essay, including an explanation of Bogost’s main claim. Next, using your tools for textual analysis, identify
one
key element of the text from Bogost’s essay and analyze the significance of this element. How does it contribute to the text’s purpose? In what ways does it relate to the essay’s main claim? How does it impact how an audience receives or interprets the text?
.
This assignment allows you to learn more about one key person in Jew.docxOllieShoresna
This assignment allows you to learn more about one key person in Jewish history and to relate that person to any specific rituals in Judaism today. In doing so, you will also learn how your chosen individual fits into the larger history of the religion.
Part 1
Complete
the University of Phoenix Material: Common Holy Days in Jewish Religious Traditions Worksheet to help you as you reflect on Part 2 of this assignment.
Part 2
Write
a 750-word paper that includes the following:
A summary of the life and importance of one key person in ancient Jewish history (chosing either Abraham, Moses, David, Solomon, Esther or Ezra will make it the easiest to complete the next two instructions)
An explanation of one key event in the history of Judaism that is connected to that person
A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
An example of how this person's story helped to develop the ideas of Jewish ethics
Format
your assignment according to appropriate course-level APA guidelines.
.
This assignment allows you to explore the effects of social influe.docxOllieShoresna
This assignment allows you to explore the effects of social influences on personal development.
Write
a 1,050- to 1,400-word paper in which you examine the concept of the self. Address the following:
·
Identify who was in the radius of significant others that shaped your development through your toddler, child, and adolescent years.
·
Identify verbal messages you recall that suggested situational or dispositional attributions about you.
·
Describe how you developed your current attitudes toward authority, competitors, subordinates, the opposite sex, or another generation.
·
Explore the effects your social world has had on your developing professional identity.
Cite
at least 2 scholarly references.
Format
your paper according to APA guidelines.
Click
the Assignment Files tab to submit your assignment.
This assignment is based on my low-self-esteem. My mother would be the one who shaped my
development. Follow the instructions. Please have the heading
The Self in the Social World
and the running head.
.
This assignment addresses pretrial procedures that occur prior to th.docxOllieShoresna
This assignment addresses pretrial procedures that occur prior to the trial but not the trial itself. Subjects included
but are not limited to
: first appearance, alternatives to bail, Grand Jury proceedings, plea-bargaining, and federal rules of procedures for plea-bargaining. In addition to topics listed in the syllabus, additional information from the textbook and research references is required.
.
This assignment allows you to learn more about one key person in J.docxOllieShoresna
This assignment allows you to learn more about one key person in Jewish history and to relate that person to any specific rituals in Judaism today. In doing so, you will also learn how your chosen individual fits into the larger history of the religion.
Part 1
Complete
the University of Phoenix Material: Common Holy Days in Jewish Religious Traditions Worksheet to help you as you reflect on Part 2 of this assignment.
Part 2
Write
a 700- to 1,050-word paper that includes the following:
A summary of the life and importance of one key person in Jewish history
An explanation of one key event in the history of Judaism that is connected to that person
A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
Brief explanation of Jewish ethics
Format
your assignment according to appropriate course-level APA guidelines.
Submit
your assignment to the Assignment Files tab
.
This assignment allows you to explore the effects of social infl.docxOllieShoresna
This assignment allows you to explore the effects of social influences on personal development.
Write
a 1,050- to 1,400-word paper in which you examine the concept of the self. Address the following:
Identify who was in the radius of significant others that shaped your development through your toddler, child, and adolescent years.
Identify verbal messages you recall that suggested situational or dispositional attributions about you.
Describe how you developed your current attitudes toward authority, competitors, subordinates, the opposite sex, or another generation.
Explore the effects your social world has had on your developing professional identity.
Cite
at least 2 scholarly references.
Format
your paper according to APA guidelines.
.
this about communication please i eant you answer this question.docxOllieShoresna
this about communication >>>
please i eant you answer this question from book Milestones in Mass Communication Research: Media Research, 3rd ED
Lowery &Defleur ISBN 0-8013-1437-2
I will submit the question and please the answer re write and own word i want rephrase the answer
i add some answor to help you to answer the question and please rephrase and write own words please i want use the book to find correct answer
.
Think of a time when a company did not process an order or perform a.docxOllieShoresna
Think of a time when a company did not process an order or perform a service for you in a timely manner.
What was your reaction?
What actions did the company take to correct the situation?
What actions would you have liked for the company to take?
Discuss possible reasons why the company was not able to complete your order/service in a timely manner and suggest potential areas for improvement.
4 Paragraph minimum.
.
Think_Vision W5- Importance of VaccinationImportance of Vaccinatio.docxOllieShoresna
Think_Vision W5- Importance of Vaccination
Importance of Vaccination
Mary's one year old daughter is due to be given the Measles, Mumps, and Rubella (MMR) vaccine during her next visit to the doctor. Mary is upset and concerned because one of her friend's sons became ill after a similar vaccination. She has also heard rumors that MMR vaccine causes rubella. Mary was also told that her daughter will need to be vaccinated before Mary returns to work.
Mary is not alone. Many parents face this issue. Therefore, it is important for Mary and all such parents to make decisions that are best for their children, based on facts and not emotions.
Place yourself in the role of a health care worker, submit to the discussion area your plan to validate the importance of vaccination by addressing the following questions:
Why are vaccinations necessary components of the healthcare programs?
Are there reasons for people not being vaccinated despite of such elaborate healthcare programs? Explain.
What are the consequences of people not being vaccinated?
What is the impact of religious, cultural, legal, and ethical issues that parents need to consider before vaccination?
What type of information will help the parents make an informed decision about vaccinating their children?
NEED TO BE VERY SPECIFIC VERY DETAILED IS EXTREMLY IMORTANT THIS ONE
.
Thinks for both only 50 words as much for each one1-xxxxd, unf.docxOllieShoresna
Thinks for both only 50 words as much for each one
1
-xxxxd, unfortunately there isn’t any Ethical Code of Conduct that all countries follow to the letter. “When in Rome, you act as the Romans does.” Therefore, Chiquita did what they thought was right under the circumstances. Rather it was for profit or to save the lives of its employees. Their decision may have been considered unethical by the United States standards. But, to them it was the right thing to do to eliminate human causality. A lot of these atrocities stem from the wide gap in wealth distribution, corruption, and greed at the highest level in the government infrastructure. Not too long ago in the distant past in the United States, the government, politicians, influential business men and part of society partake in various atrocities as well against several groups of people all in the name of greed, profit, and racism. At the time, they felt their actions was justified, and continued the course without deviation.
2
-I enjoyed reading your response to question 6 on the civil death policy legal terminology persay. It helped me to understand more clearly that they would be denied rights such as voting, holding public office etc. It is truly not a black or white answer, but a very gray area. I know in some instances yes I could see businesses get that but due to the circumstances they were truly put into a no win situation. Even if they went to the authorities they would probably have been found out and then they would end up still tortured and killed.
this is about the chiquita case.
.
Think of a specific change you would like to bring to your organizat.docxOllieShoresna
Think of a specific change you would like to bring to your organization. Describe the change, the value that you believe the change would bring to the organization, and the methodology that you would use (top-down or bottom-up) in order to implement the change.
I would have mangement work with the employees who would be affected rather than managers making a change and it being a total nightmare. So I would do bottom up.
.
Think of a possible change initiative in your selected organization..docxOllieShoresna
Think of a possible change initiative in your selected organization.
This could be the one you identified in Unit 3. Briefly describe the initiative.
Identify the possible stakeholders – those people or organizations that would positively or negatively affect a successful outcome.
Identify two key stakeholders who would be supportive of the initiative and two who would resist it. Provide recommendations for
PLEASE SEE and FOLLOW the instructions on the Attached Rubric
.
Thinking About Research PaperConsider the research question and .docxOllieShoresna
Thinking About Research Paper
Consider
the research question and hypothesis you created in Week 3, as well as the information you summarized in your literature review in Week 2.
Write
a 4- to 6-page paper that explains the most appropriate research methods for your chosen topic. Keep in mind the following guidelines:
Identify at least two different research methods that could be used to investigate whether your hypothesis is accurate. You may wish to consider quantitative research, secondary data analysis, ethnographic studies, participant observation, or in-depth interviews.
Evaluate the appropriateness of each by explaining their advantages and disadvantages.
Explain which of the two methods you believe is the most appropriate.
Explain specifically how you could use this method to study your research question.
Use
APA writing style guidelines.
Include
an APA-style formatted references page listing the articles you selected.
Hypothesis: Police departments nationwide need to change their mindsets and policies to attract the modern millennial police recruits today.
Must receive by 2/2/2017 by 2000
.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
12. LECTURE NOTES: CHAPTER 9
Culturally Competent Helping
Chapter Outline
I. Cultural Diversity in the United States and Globally
II. The Changing Face of America
III. The Need for Cultural Competence
IV. Defining Culturally Competent Helping
V. Developing Cultural Competence
a. Multicultural Counseling Competencies Model
i. Attitudes and Beliefs
ii. Knowledge
iii. Skills
b. Advocacy Competencies and Social Justice
i. Acting with the Client, Community, and Public
ii. Acting on Behalf of the Client, Community, and Public
c. Tripartite Model of Personal Identity
d. The RESPECTFUL Model
VI. Becoming Culturally Sensitive: Knowledge and Words
a. Culture
b. Prejudice, Stereotypes, and Racism
c. Discrimination and Microaggression
d. Ethnicity
e. Minority and Nondominant Group
f. Power Differentials
g. Race
h. Religion and Spirituality
13. i. Sexism, Heterosexism, and Sexual Prejudice
j. Sexual Orientation
k. Social Class (“Class”)
l. Political Correctness, or, “Oh My god, What Do I Call Him or
Her?”
VII. Ethical, Professional, and Legal Issues: The Client’s Right
to Culturally Competent
Counseling
VIII. The Effective Human Service Professional: Open to the
Continual Development of a
Multicultural Perspective
SUMMARY: This chapter begins by showing the wide-range of
diversity that exists in the
United States and the world. The need for cultural competence
in human service work is
explained presenting eight viewpoints that some human service
professionals hold that prevent
them from working effectively with clients from nondominant
groups. These include: the
melting pot myth, incongruent expectations about the helping
relationship, lack of understanding
of social forces, ethnocentric worldview, ignorance of one’s
own racist attitudes and prejudices,
1
inability to understand cultural differences in the expression of
symptomatology, unreliability of
assessment and research instruments, and institutional racism.
Two definitions of culturally competent helping including one
14. that suggests it is “a consistent
readiness to identify the cultural dimensions of clients’ lives
and a subsequent integration of
culture into counseling work” and a second that states it is
important for the human service
professional to look at three client identities (individual, group,
and universal) and to develop
culture specific and universal strategies and roles as he or she
works toward treatment goals is
presented to students.
Four different models for developing cultural competence,
including the multicultural counseling
competencies (focusing on attitudes and beliefs, knowledge, and
skills) are explained. One
model of social justice work, the Advocacy Competencies,
which encompass three domains: the
client, community, and public is explained showing each of
these domains are divided into two
levels which includes a focus on whether the helper is “acting
on behalf” of the domain “or
acting with” the domain. This discussion concludes with the
Tripartite model of personal
identity, and then the RESPECFUL model.
The culturally competent helper is familiar with a wide range of
diversity issues and understands
basic definitions of words and terms, which give a common
framework within which to
communicate. Thus, basic definitions of the following are
offered: culture; prejudice,
stereotypes, and racism; discrimination and microaggressions;
ethnicity; minority and
nondominant group; power differentials; race; religion and
spirituality; sexism, heterosexism,
and sexual prejudice; sexual orientation; and social class
15. (“class”). The author concludes this
section with a short piece about political correctness relative to
when one should use which
words and terms. Students may find the words in italics under
“Political Correctness, or Oh my
God, What Do I Call Him or Her?” particularly interesting.
Finally the chapter concludes highlighting various aspects of
the human service professional’s
ethical code which speaks to culturally competent helping and
then note that becoming a
culturally competent helper is a process that encompasses four
stages: the affective/impulsive
stage, the dualistic rational stage, the liberal stage, and the
principled stage.
2
LECTURE NOTES: CHAPTER 9
Where Are the People of Color in Children’s Books?
By Walter Dean Myers
Of 3,200 children’s books published in 2013, just 93 were about
black people, according to a study by the Cooperative
Children’s Book Center at the University of Wisconsin.
Reading came early to me, but I didn’t think of the words as
anything special. I don’t think my stepmom thought of what she
was doing as more than spending time with me in our small
Harlem apartment. From my comfortable perch on her lap I
watched as she moved her finger slowly across the page. She
16. probably read at about the third grade level, but that was good
enough for the True Romance magazines she read. I didn’t
understand what the stories were about, what “bosom” meant or
how someone’s heart could be “broken.” To me it was just the
comfort of leaning against Mama and imagining the characters
and what they were doing.
Later, when my sisters brought home comic books, I got Mama
to read them to me, too. The magazines and comics pushed me
along the road of the imaginative process. When I got my first
books — “The Little Engine That Could,” “Bible Stories for
Every Day,” and “Goldilocks and the Three Bears” — I used
them on the same journeys. In the landscape of my mind I
labored as hard as I could to get up the hill. I stood on the plain
next to David as he fought Goliath, and tasted the porridge with
Goldilocks.
As a teenager I romped the forests with Robin Hood, and
trembled to the sound of gunfire with Henry in “The Red Badge
of Courage.” Later, when Mama’s problems began to overwhelm
her, I wrestled with the demons of dealing with one’s mother
with Stephen Dedalus in “A Portrait of the Artist as a Young
Man.” But by then I was beginning the quest for my own
identity. To an extent I found who I was in the books I read. I
was a person who felt the drama of great pain and greater joys,
whose emotions could soar within the five-act structure of a
Shakespearean play, or find quiet comfort in the poems of
Gabriela Mistral. Every book was a landscape upon which I was
free to wander.
In the dark times, when my uncle was murdered, when my
family became dysfunctional with alcohol and grief, or when I
realized that our economics would not allow me to go to
college, I began to despair. I read voraciously, spending days in
Central Park reading when I should have been going to school.
But there was something missing. I needed more than the
characters in the Bible to identify with, or even the characters
in Arthur Miller’s plays or my beloved Balzac. As I discovered
who I was, a black teenager in a white-dominated world, I saw
17. that these characters, these lives, were not mine. I didn’t want
to become the “black” representative, or some shining example
of diversity. What I wanted, needed really, was to become an
integral and valued part of the mosaic that I saw around me.
Books did not become my enemies. They were more like friends
with whom I no longer felt comfortable. I stopped reading. I
stopped going to school. On my 17th birthday, I joined the
Army. In retrospect I see that I had lost the potential person I
would become — an odd idea that I could not have articulated at
the time, but that seems so clear today.
My post-Army days became dreadful, a drunken stumble
through life, with me holding on just enough to survive. Fueled
by the shortest and most meaningful conversation I had ever had
in a school hallway, with the one English teacher in my high
school, Stuyvesant, who knew I was going to drop out, I began
to write short columns for a local tabloid, and racy stories for
men’s magazines. Seeing my name in print helped. A little.
Then I read a story by James Baldwin: “Sonny’s Blues.” I didn’t
love the story, but I was lifted by it, for it took place in Harlem,
and it was a story concerned with black people like those I
knew. By humanizing the people who were like me, Baldwin’s
story also humanized me. The story gave me a permission that I
didn’t know I needed, the permission to write about my own
landscape, my own map.
During my only meeting with Baldwin, at City College, I
blurted out to him what his story had done for me. “I know
exactly what you mean,” he said. “I had to leave Harlem and the
United States to search for who I was. Isn’t that a shame?”
When I left Baldwin that day I felt elated that I had met a writer
I had so admired, and that we had had a shared experience. But
later I realized how much more meaningful it would have been
to have known Baldwin’s story at 15, or at 14. Perhaps even
younger, before I had started my subconscious quest for
identity.
TODAY I am a writer, but I also see myself as something of a
landscape artist. I paint pictures of scenes for inner -city youth
18. that are familiar, and I people the scenes with brothers and
aunts and friends they all have met. Thousands of young people
have come to me saying that they love my books for some
reason or the other, but I strongly suspect that what they have
found in my pages is the same thing I found in “Sonny’s Blues.”
They have been struck by the recognition of themselves in the
story, a validation of their existence as human beings, an
acknowledgment of their value by someone who understands
who they are. It is the shock of recognition at its highest level.
I’ve reached an age at which I find myself not only examining
and weighing my life’s work, but thinking about how I will pass
the baton so that those things I find important will continue. In
1969, when I first entered the world of writing children’s
literature, the field was nearly empty. Children of color were
not represented, nor were children from the lower economic
classes. Today, when about 40 percent of public school students
nationwide are black and Latino, the disparity of representation
is even more egregious. In the middle of the night I ask myself
if anyone really cares.
When I was doing research for my book “Monster,” I
approached a white lawyer doing pro bono work in the courts
defending poor clients. I said that it must be difficult to get
witnesses to court to testify on behalf of an inner-city client,
and he replied that getting witnesses was not as difficult as it
sometimes appeared on television. “The trouble,” he said, “is to
humanize my clients in the eyes of a jury. To make them think
of this defendant as a human being and not just one of ‘them.’ ”
I realized that this was exactly what I wanted to do when I
wrote about poor inner-city children — to make them human in
the eyes of readers and, especially, in their own eyes. I need to
make them feel as if they are part of America’s dream, that all
the rhetoric is meant for them, and that they are wanted in this
country.
Years ago, I worked in the personnel office for a transformer
firm. We needed to hire a chemist, and two candidates stood
out, in my mind, for the position. One was a young white man
19. with a degree from St. John’s University and the other an
equally qualified black man from Grambling College (now
Grambling State University) in Louisiana. I proposed to the
department head that we send them both to the lab and let the
chief chemist make the final decision. He looked at me as if I
had said something so remarkable that he was having a hard
time understanding me. “You’re kidding me,” he said. “That
black guy’s no chemist.”
I pointed out the degrees on the résumé that suggested
otherwise, and the tension between us soared. When I
confronted my superior and demanded to know what about the
candidate from Grambling made him not a chemist, he grumbled
something under his breath, and reluctantly sent both candidates
for an interview with the chief chemist.
Simple racism, I thought. On reflection, though, I understood
that I was wrong. It was racism, but not simple racism. My
white co-worker had simply never encountered a black chemist
before. Or a black engineer. Or a black doctor. I realized that
we hired people not so much on their résumés, but rather on our
preconceived notions of what the successful candidate should be
like. And where was my boss going to get the notion that a
chemist should be black?
Books transmit values. They explore our common humanity.
What is the message when some children are not represented in
those books? Where are the future white personnel managers
going to get their ideas of people of color? Where are the future
white loan officers and future white politicians going to get
their knowledge of people of color? Where are black children
going to get a sense of who they are and what they can be?
And what are the books that are being published about blacks?
Joe Morton, the actor who starred in “The Brother From
Another Planet,” has said that all but a few motion pictures
being made about blacks are about blacks as victims. In them,
we are always struggling to overcome either slavery or racism.
Book publishing is little better. Black history is usually
depicted as folklore about slavery, and then a fast-forward to
20. the civil rights movement. Then I’m told that black children,
and boys in particular, don’t read. Small wonder.
There is work to be done.
An author of books for children and young adults including
“Monster,” and the previous Library of Congress National
Ambassador for Young People’s Literature.