Initial Response Debate On Globalization - 948 Words

Initial response Debate on Globalization 1. In your opinion, is globalization inevitable? Globalization became fact of life and inevitable, we all heard the world became a small village or the globe is shrinking. Even the most conservative countries such as Saudi Arabia or China you can see signs of globalization such as Macdonald or KFC or Four Seasons In Syria; not only that, but Chinese, Indian and Thai food became very popular out west to the point where you will find plenty of fast food such as EDO, Thai express or Mandarin Restaurant chain. Countries can no longer live in silos; most of the countries are open or started to open its door to the world including Iran with their recent peace talk. Another interesting signs of globalization is how communication made people much closer to each other and to their neighbour in the globe. The Arab spring, one incident in Tunisia when Tarek Bouazizi on of the youth set himself on fire protesting the humiliation or the harassment of a police officer in one of Tunisian Souks. This incident fueled the revolution not only in Tunisia, but after the Tunisian people managed to oust their president in January 14, 2011; and through the TV news and media the Egyptian follow suit in the same month and succeeded based on the communications through social media mainly Facebook, four more Arab nations followed the same steps of the Tunisian and the Egyptian revolutions. Another dimension to the globalization can be viewed in the globalShow MoreRelatedNpm And Performance Management Related Literatures1344 Words   |  6 Pagesauthors, scholars and observers from across the world have defined the NPM. 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Canadians Thoughts On Their Health Care System - 2032 Words

Most Canadians are very proud of their health care because it provides citizens universal coverage on the basis of need. However, in the recent decade, Canadians have observed obvious deterioration in the quality of the system in regards to waiting times, availability of the best technology, and adequate numbers of doctors and nurses. The apparent decline within the system has made many Canadians more open to a variety of options than they were a decade ago, provided that the core elements of the system are preserved and that these changes lead to tangible improvements in quality without damaging accessibility. In the article Canadians’ Thoughts on Their Health Care System: Preserving the Canadian Model through Innovation by Matthew Mendelsohn, he stated that 1/3 of Canadians support the two-tiered healthcare system, which offers its citizens an option of public or private health care. 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Gender Biasness in School-Free-Samples for Students Myassignment

Question: Discuss about the Gender Biasness in School. Answer: Introduction With the change of gender norms, a change in the society is taking place gradually. The families and the communities are being affected by the policies of the gender norms and its impact over the school and other institutions of the state (Hemphill, Schneider, 2013). In this scenario, a primary school teacher name Jill was quite concerned about the impact of gender norms in the schooling institutions and the ways the students of those institutions demonstrate it. Jill noticed that the gender norms are leaving negative impact on the behavior of the students (Smith Sobel, 2014; Manning Butcher, 2013). The educator also noticed that the ways the differences have been drawn between girls and boys regarding the using of book libraries and the computer rooms. Jill in the institution also observed that how students insulting a female class mate for having two parents of same gender. This was quite disrespectful for both child and her parents in this aspect (Hemphill, Schneider, 2013). By making such observations, it is important to discuss the various strategies and challenges which could address the problems of the classroom in terms of showing respect to the students and the ways children must understand and learn different skills and knowledge to make their views wider to embrace the differences (Smith Sobel, 2014). Gender norms: An issue to be addressed From the above related issue, where Jill observed some of the embracing situations where the gender gap was established in schools and educators also trying to define it in terms of dividing the activities between the boys and the girls (Carpenter, 2013; Ray, 2015). Accordingly with the change of the system of the society, the students need to understand the need by making their skills and knowledge diverse in order to understand the values and skills. In this sense, the educators are needed to play a vital role in terms of making students convinced about the ongoing situations and how they would be able to address them. Gender norms are termed as a slowly developing concept. This needs to be well explained in the classroom atmosphere to make them enlighten about the meaning of the concept and the ways they need to encourage them for the future prospects. Gender norms is an over generalized term which is considered to be only perfect if a boy or a girl tends to behave according to th e norms of the gender. Gender norms are basically based on the expectations of the society (Carpenter, 2013; London et al 2012). In this aspect, Jill also viewed the same thing where the girls are encouraged to play with toys and was pushed to the bookshelf and the boys are encouraged to learn computers. The teachers are also provoking these differences in the classroom by following the gender norms strictly. The primary teaching about the gender norms are generally started from the roots of the family. Children from their birth are presented to the world on the basis of their gender. The biasness takes a strong hold since their birth through the games, toys and also parental modeling (Dury, 2013; London et al 2012). The family teaches their children about the facts of the gender norms where the males are generally likely to incorporate them being resilient and strong. The females on the other hand, being incorporated into thinking that they are being kind and beautiful. These kings of values may hinder the opportunity and development of the childs thinking power which gradually leads to exclusion and inequality (Dury 2013). However, in the learning environment, a teachers teaching ability leaves a huge impact on the learning of the students and it also impacts the values and skills of their knowledge. After family, it is the school which comes up with suitable learning processes in order to engage the students in learning various activities and skills (Dury, 2013; Carpenter, 2013) It is the responsibility of the teachers to give support to the environment of learning which should be free from biasness in terms of implementation and teaching curriculum to the students through the mode of interactions or live examples to the classes. Therefore, the students accordingly as well able to challenge the gender inequalities look forward to give promotion to the opportunities and teachers can build an inclusive learning environment for all the students irrespective of their gender and their ability to think about the vices of the gender norms. It is actually a teacher who can build this learning environment in t he school (Dury, 2013; Carpenter, 2013). Addressing Gender gap The process or the ways in which the male and female students build the femininity and masculinity could be further divided the gender. Gender gap is regarded as vital problems in todays world where the approach made towards building the norms of education, relationship choices and also the choices based on career are subjected to the norms of the gender gap or discrimination (Legewie Diprete, 2012; Meyer, 2015). The female students are generally encouraged to take humanities or arts subject and on the other hand, the boys are being encouraged to take science and commerce as their subjects because boys have involved them into thinking critically and they have the ability to interpret thinking in a more logical manner (Winchester Browning, 2015; London et al 2012). The studies have also found that the male students from the background of the working classes have the ability to express their masculinity externally and they usually place their emphasis on their strength and powers. Ho wever these students are generally subjected to the less schooling. However, the male students having the middle class background, they are at times introvert and tend to express their behavior which is opposite of the boys who are from the rich class background (Legewie Diprete, 2012; MacNell, Driscoll Hunt, 2015). In terms of gender gap, the educators or the instructors are needed to address these kinds of disparities among the students through the practical classes properly and making them aware about the problems of the society (Legewie Diprete, 2012). Gender gap in the society is still being considered and with the roper education and understanding of the humanity by making an inclusive form of learning education for the students. Giving respect to the same sex Another most important concern about the case study is that about giving respect to the same sex couple and their families. Jill noticed that John criticized Jane for she is having two mothers. This is something serious which a school needs to take care of. With the changing of the world and the society, the thinking power of the human being is developing and this is continuously evolving with time and pace. Accordingly, a transformation mention is also coming in the views of the people (Heaphy, Smart, Einarsdottir, 2013; London et al 2012) In this respect, the school needs to come up with new education system so that the children can keep pace with the changing mode of reality in the society. The society and the family needs to teach a child about giving respect to the couple of the same gender and their family (Wilkinson Marett, 2013). An incorporation of the new curriculum needs to be done by the group of educators in order to address these problems and the students need to lear n about the changes in the community. The educator can adopt practical classes for teaching the students about how to represent them and pay respect to everyone (Heaphy, Smart, Einarsdottir, 2013).With the changes brought in the community, the relations between men and women are also being altered. It is henceforth, significant to change the ingrained belief of the people regarding the existing society and for this the students who are the backbone of a nation can develop further their scientific temper and would manage to take initiatives to change the thinking of the world (Heaphy, Smart, Einarsdottir, 2013). Role of Families Families and Parents of the students occupy an integral position in the students life. And the success of the students are depended on a more collaborative and interactive environment. Families are considered to be having a wider structure and the educators accordingly can give assistance the students in understanding the differences in the units of the family and the society (Schunk, Meece Pintrich, 2012; Barac Biyalistoc, 2012) Children start understanding the notices from their early ages. The educators by noticing these understanding of the children, both the families and the educators can come up with the strategies and guide the students to interpret these differences and also the biases in a much more suitable and healthy manner. A child needs to grow a social identity in order to get suited with the existing diversity in order to develop a good connection with others in the realm of the society (Schunk, Meece Pintrich, 2012; Barac Biyalistoc, 2012). Educators also must ta ke the responsibility in developing the language and skills of the children so that they have the capability to interpret their emotional mindset so that they can successfully address the prejudices and inequality independently. Implementation of the strategies in classroom environment The Gayby Project The Gayby project is one of the tool kits which aim for the students to welcome diverse families. This kit is specialized for the students of five to six years. The project also targets children to who are being brought up by the non- traditional families which incorporate the same sex parents, single parents and also the co parents ("Gayby Baby", 2017). The kit is helpful for the educators to develop strategies in order to give support to the childrens understanding in these particular areas by having an objective of creating an inclusive discussion in the environment of the school ("Gayby Baby", 2017). The program carries an objective for introducing children to the norms of diversities of the non- traditional family through the processing of documentary name Gayby baby. This would be later followed by the interactions, role plays and also the discussions. The kit eventually includes The worksheets of the students and also the learning plans of the teacher that a teacher needs to introduce to the classes. It also includes a number of strategies and the pedagogical based approaches for making the environment of the classroom more inclusive. The kit also provides activities related to the short videos which might increase the rational thinking of the students in the classroom ("Gayby Baby", 2017). Growing ideas outside the textbooks Texts usually by nature help the students to understand the critical perspectives of life. There are certain text books even which encourage the gender stereotyping. The text books generally convince the students about the representation of the life. It was also been researched that the children are generally sensitive to the biasness of the texts and they tend to think that the views of the educators and the books are superior to them (Branon, 2016). In this modern society, the teachers in general give the students some chance to critically evaluate their thoughts and they are also being encouraged to give their opinions outside the books. This in further gives the impetus to the thinking power of the students which in turn the students grow perspectives about the topics which are under review (Branon, 2016). The students must be given the opportunity to think beyond the outlines of the textbooks and present their dialogues to the classrooms. This in turn would give the students to enhance their knowledge and skills and also at the same time would able to think beyond the topics of their interest. The teachers can guide the students accordingly so that they can able to think and response in a more appropriate manner. Creating more safer spaces Educators in order to create a perfect learning outcome in order to address the gender bias stereotype, the spaces should be created by the educators in order to give impetus to the students to participate in the discussion and make good contributions to the ongoing discussions (Roussou, 2015). It has been pointed out that acting through the process of dialogue and waging conversations is an important key to help the students in order to develop the notions and ideas through the process of telling stories, the role playing and also critically evaluating the performances. The students must also share the similar experiences with the peers to understand the depth of the experience (Roussou, 2015). The teachers must come forward and give valuable solutions to the students so that next time they can have ideas to confront any kinds of intolerable situations. The educators must also give real life examples and the examples of many good personalities to make the students stuff with the ide as about the learning environment. Curriculum The Melbourne Declaration The Melbourne declaration looks forward to promote high quality of education to the students and to form an inclusive environment where the students from the all different backgrounds are welcomed to take lesson on an appropriate subject (Curriculum.edu.au, 2017). Irrespective of gender the students must be welcomed to the classroom based on the social religious and cultural diversities (Curriculum.edu.au, 2017). Following are the approaches and strategies that are being followed by the Melbourne Declaration and they are The declaration looks forward it makes sense of their students world and accordingly how things evolved to the ways they are. A self identity has to be created to make the students aware of their spiritual wellbeing (Curriculum.edu.au, 2017). A healthy relationship is needed to be restored with each other. The presence of knowledge, skills and the understanding values must be maintained in order to satisfy the lifestyle which should be healthy in nature. The Declaration also makes emphasis upon the importance of social, cultural and linguistic diversities of Australia. The declaration also look forward to commit into the national values of the countrys democracy, decisions should be made on the ground of equity and justice and the importance of the participation in the civic life of Australia (Curriculum.edu.au, 2017). The Australian Curriculum The objectives of the Australian curriculum and it can be applied in both the Health and Physical Education (year 1 and year 2) and the humanities, social sciences (Year 1) Health and Physical education of year 1 and 2 Making contribution to the health services to notice the differences and similarities among the groups and individuals and how they should be respected The communication should be waged for the wellbeing and health standard in order to make them feel belonging (Donnelly Wiltshire 2014). Humanities and Social Sciences (Year 1) Differences in the family structure of the students need to be recognized and how these recognitions would change or remain same with the passage of time (Donnelly Wiltshire 2014). Putting Ideas into Practice Title of the tutorial Processing the world around you Objectives To understand the vices of Gender biasness The session is designed to point out the nature of the students about the gender biasness. Guide them properly in order to understand the problems of the society. Number of participants: 20 Session A session of questions and answers must be made so that the participants can answer the questions on gender biasness. The following questions are there in the link below. https://www.playbuzz.com/jamienovack10/how-gender-biased-are-you#half After the 20 participants answered the questions and now it is possible to judge about their nature of processing the world. The participants who actively participated in this test seems to accept the biasness of the gender in the society are needed to be taken care of by providing guidelines by discussing the salient points on which they answered. The questions on the gender biasness need to be discussed thoroughly and would enable the students to learn more about the changes of the society and to deal with the problems of the changing community (Meyer, 2015). Conclusion The resources provide the analytical explanation of the understanding of the students about the gender biasness and how the resources should be implemented accordingly to guide the educators in order to teach the students properly to face the challenges of the society. Educators themselves through the modification of their self learning and with the growth of the personal development can guide students in a proper way. However, before the students start studying in the primary schools, the families also at the time play an important role to guide the students in a more proper way. The students need to develop the understanding of the principles of belonging to the family units and must also understand the diversification of the family background of the students. Through the planning of the practical classes the students would be aware about the inclusive education and through the implementation of addressing the issues of gender gap, the students must learn about giving respect to ea ch others family and also at the same time the educators would not make differences in the work between boys and girls. Additional resources for the educators Daniel Koretz on Gender and Education How expectations and attitudes effect the gender gap https://www.youtube.com/watch?v=GZYC_tgurX4 The Gayby Project https://thegaybyproject.com/ Teaching Tolerance Classroom Activity https://www.tolerance.org/activity/girls-can-be-plumbers References Barac, R., Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education.Child development,83(2), 413-422. Brannon, L. (2016).Gender: psychological perspectives. Taylor Francis. Carpenter, R. C. (2013).'Innocent Women and Children': Gender, Norms and the Protection of Civilians. Ashgate Publishing, Ltd.. Curriculum.edu.au. (2017). Retrieved 7 August 2017, from https://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Donnelly, K., Wiltshire, K. (2014). Review of the Australian curriculum: Final report.Department of Education (Ed.). Canberra, ACT: Australian Government. Drury, K., Bukowski, W. M., Velsquez, A. M., Stella-Lopez, L. (2013). Victimization and gender identity in single-sex and mixed-sex schools: Examining contextual variations in pressure to conform to gender norms.Sex Roles,69(7-8), 442-454. Gayby Baby. (2017).Gayby Baby. Retrieved 7 August 2017, from https://thegaybyproject.com/ Heaphy, B., Smart, C., Einarsdottir, A. (2013).Same sex marriages: new generations, new relationships. Springer. Hemphill, S. A., Schneider, S. (2013). Excluding students from school: A re-examination from a childrens rights perspective.The International Journal of Children's Rights,21(1), 88-96. Legewie, J., DiPrete, T. A. (2012). School context and the gender gap in educational achievement.American Sociological Review,77(3), 463-485. London, B., Downey, G., Romero-Canyas, R., Rattan, A., Tyson, D. (2012). Gender-based rejection sensitivity and academic self-silencing in women.Journal of personality and social psychology,102(5), 961. MacNell, L., Driscoll, A., Hunt, A. N. (2015). Whats in a name: exposing gender bias in student ratings of teaching.Innovative Higher Education,40(4), 291-303. Manning, M. L., Bucher, K. T. (2013).Classroom management: Models, applications, and cases. Pearson. Meyer, E. J. (2015).Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools. Teachers College Press. Ray, B. D. (2015). Research Facts on Homeschooling.National Home Education Research Institute. Rousso, H. (2015). Education for All: a gender and disability perspective. Schunk, D. H., Meece, J. R., Pintrich, P. R. (2012).Motivation in education: Theory, research, and applications. Pearson Higher Ed. Smith, G. A., Sobel, D. (2014).Place-and community-based education in schools. Routledge. Wilkinson, L. C., Marrett, C. B. (Eds.). (2013).Gender influences in classroom interaction. Academic Press. Winchester, H. P., Browning, L. (2015). Gender equality in academia: A critical reflection.Journal of Higher Education Policy and Management,37(3), 269-281.