This document discusses racial identity and how it is formed. It notes that racial identity is based on biological parents and involves physical attributes like skin color, hair color, and eye shape that cannot be controlled. While racial identity is imposed, culture involves beliefs and behaviors that can be chosen. The document also addresses how children as young as infants notice physical differences in skin color and have questions about racial identities as they grow, so it is important to teach them respectfully about differences and similarities between people.
Seattle Girls' School Talking to Kids About Race and Racism (Final)Rosetta Eun Ryong Lee
Town Hall Event with Panelists:
Brenda Leaks - SGS Head of School
Rosetta Lee - SGS faculty and nationally recognized anti-bias trainer for school communities, as well as the local and national educational and nonprofit sectors
Janine Jones, PhD, NCSP - Professor of School Psychology at the University of Washington and expert in mental health for children and families of color
Carolyn Carlson, LMHC - Psychotherapist
one year old child milestones and toy categoriesMandar Inamdar
This infographics helps in understanding child milestones at one year age. Also it shows different categories of toys/gifts for one year old.
You can use this for your personal or commercial usebut please give backlink to http://www.toysmylife.com/best-toys-gifts-1-year-old/
Seattle Girls' School Talking to Kids About Race and Racism (Final)Rosetta Eun Ryong Lee
Town Hall Event with Panelists:
Brenda Leaks - SGS Head of School
Rosetta Lee - SGS faculty and nationally recognized anti-bias trainer for school communities, as well as the local and national educational and nonprofit sectors
Janine Jones, PhD, NCSP - Professor of School Psychology at the University of Washington and expert in mental health for children and families of color
Carolyn Carlson, LMHC - Psychotherapist
one year old child milestones and toy categoriesMandar Inamdar
This infographics helps in understanding child milestones at one year age. Also it shows different categories of toys/gifts for one year old.
You can use this for your personal or commercial usebut please give backlink to http://www.toysmylife.com/best-toys-gifts-1-year-old/
Culture is learned. It is passed down through groups of people. This.docxtaminklsperaw
Culture is learned. It is passed down through groups of people. This assignment is designed to help you reflect on and identify your cultural background.
Because culture must come from somewhere, I would like you to think about the following questions by reflecting on the values and customs you were
taught
as you were growing up, either by your family of origin or cultural group. If you feel that you had other important cultural influences, please include those in your responses.
In addition to responding to the questions, you may add any other information that you feel is important to you and your cultural identity. Remember that this paper should be useful to
you
in understanding your cultural background, and so
you
must decide what is important to include and what you feel comfortable sharing.
I will grade this assignment on thorough answers and your demonstrated understanding of what culture is, where it comes from, and how your values and traditions are unique.
Please answer the following questions in paragraph form. You should have at least 1 paragraph for each numbered section. You do not have to answer each individual question, though the questions are designed to give insight into cultural practices representative of each area. Include specific examples that show both the
how
and
why
of your practices.
1. Family
Who is in your family? Who lives together?
Is there a hierarchy of authority in your family and how does it work?
What are some of the strong values of your family?
What are the roles of the children in the family?
What are the values regarding discipline and how important is it? How is it enforced?
Who is responsible if someone misbehaves?
Who can disagree with whom in the family?
What is the importance of the individual family member vs. the family as a whole?
2. Life Cycle
Are there any attitudes, expectations or behaviors towards individuals in your family or community at different stages of life? For example: What are the expectations/ behaviors of how the elderly are treated? parents? children? anyone else? Is one stage of life more valued than another? Is any stage more difficult? How do you commemorate, if at all, the changing of one age or stage of life to the next? Are there any special commemorations?
3. Communication
What language(s) are used in your family? Is this the same language used in the community? Is the language a written language, and how important is it to know the written form?
Are there any characteristics of “speaking well”? Is this emphasized or not? How do people greet each other?
Does this differ depending on the age of the people?
4. Interpersonal Relationships
What is expected behavior for males and females? Are there behaviors that are considered unacceptable?
How do men/ women or girls/ boys interact? Does it change at different ages?
Is it acceptable for family members to express and share feelings? What are the beliefs and values involving the expression of feelings?
5. Rel.
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docxbartholomeocoombs
Chandra Farmer
EDUC 6358-Strategies for Working with Diverse Children
September 6th, 2022
Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
· Goal 1: Developing relationships to form inclusive communities in the classroom
· Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “
Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.
Culture is learned. It is passed down through groups of people. This.docxtaminklsperaw
Culture is learned. It is passed down through groups of people. This assignment is designed to help you reflect on and identify your cultural background.
Because culture must come from somewhere, I would like you to think about the following questions by reflecting on the values and customs you were
taught
as you were growing up, either by your family of origin or cultural group. If you feel that you had other important cultural influences, please include those in your responses.
In addition to responding to the questions, you may add any other information that you feel is important to you and your cultural identity. Remember that this paper should be useful to
you
in understanding your cultural background, and so
you
must decide what is important to include and what you feel comfortable sharing.
I will grade this assignment on thorough answers and your demonstrated understanding of what culture is, where it comes from, and how your values and traditions are unique.
Please answer the following questions in paragraph form. You should have at least 1 paragraph for each numbered section. You do not have to answer each individual question, though the questions are designed to give insight into cultural practices representative of each area. Include specific examples that show both the
how
and
why
of your practices.
1. Family
Who is in your family? Who lives together?
Is there a hierarchy of authority in your family and how does it work?
What are some of the strong values of your family?
What are the roles of the children in the family?
What are the values regarding discipline and how important is it? How is it enforced?
Who is responsible if someone misbehaves?
Who can disagree with whom in the family?
What is the importance of the individual family member vs. the family as a whole?
2. Life Cycle
Are there any attitudes, expectations or behaviors towards individuals in your family or community at different stages of life? For example: What are the expectations/ behaviors of how the elderly are treated? parents? children? anyone else? Is one stage of life more valued than another? Is any stage more difficult? How do you commemorate, if at all, the changing of one age or stage of life to the next? Are there any special commemorations?
3. Communication
What language(s) are used in your family? Is this the same language used in the community? Is the language a written language, and how important is it to know the written form?
Are there any characteristics of “speaking well”? Is this emphasized or not? How do people greet each other?
Does this differ depending on the age of the people?
4. Interpersonal Relationships
What is expected behavior for males and females? Are there behaviors that are considered unacceptable?
How do men/ women or girls/ boys interact? Does it change at different ages?
Is it acceptable for family members to express and share feelings? What are the beliefs and values involving the expression of feelings?
5. Rel.
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docxbartholomeocoombs
Chandra Farmer
EDUC 6358-Strategies for Working with Diverse Children
September 6th, 2022
Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
· Goal 1: Developing relationships to form inclusive communities in the classroom
· Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “
Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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