Examining Ethnic Differences in Achievemen Essay Example for Free

Examining Ethnic Differences in Achievemen Essay 1. The definition of an ethnic group is a group of people of the same race or nationality that share the same cultural norms and values. 2. Three ways in which the education system may encourage separation between children of different ethnic backgrounds are: Labelling and teacher racism, many teachers label their students and studies by interactionist sociologists found out that many teachers labelled black children as disruptive and they didn’t want them in their class. Another reason is the ethnocentric curriculum. Troyna and Williams describe the curriculum in British schools as ethnocentric because it gives priority to white culture and the English language; this causes separation between white pupils and other ethnic pupils. A final reason is the selection and segregation available to schools. David Gillborn argues that marketization has given schools greater scope to select pupils. This puts some ethnic minority pupils at a disadvantage because selection gives more scope for negative stereotypes to influence decisions about school admissions. 3. There are many ways in which factors in children’s home background may lead to differences in achievement levels between ethnic groups. The first way is cultural deprivation; this is split into 3 aspects. The first is intellectual and linguistic skills. Cultural deprivation theorists argue that many children from low-income black families lack intellectual stimulation and enriching experiences. Bereiter and Engelmann consider the language spoken by low-income black American families as inadequate for educational success. The next aspect is attitudes and values. Cultural deprivation theorists say that some black children are socialised into a subculture that instils a fatalistic ‘live for toady’ attitude that does not value education and leaves them unequipped for success. The final aspect of cultural deprivation is family structure and parental support. Daniel Moynihan argues that because many black families are headed by a lone mother, their children are deprived of adequate care because she has to struggle financially in the absence of a male breadwinner. Also Ken Pryce claims that Asians are higher achievers because their cukture is more resistant to racism and gives them a greater sense of self-worth. However, he argues, black Caribbean culture is less cohesive and less resistant to racism. As a result, many balck pupils have low self-esteem and under-achieve. Another reason is Material deprivation and class. According to Flaherty; Pakistani’s and Bangladeshis are over three times more likely than whites to be in the poorest fifth of the population, as a result statistics show that Pakistani and Bangladeshi boys are among the lowest ethnic groups in the country to obtain 5 A-C GCSE’s. A final reason is racism in wider society. David Mason says â€Å" discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin. † 4. The differences in educational attainment between different groups of pupils have been a major focus of much sociological research. These differences can often be seen to be largely due to different social class, but also gender or ethnicity. Social class is the most significant and dominant factor when looking at these differences, but ethnicity also has a relative impact on educational achievement. Education has a key role to play in eradicating racism and valuing diversity and it a responsibility for all educational establishments, including those with few or no ethnic minority pupils. Promoting racial equality demands a whole school approach and commitment from all those who are involved in the life and work of their school. Racism is linked to the educational achievement of minority ethnic groups, however the connections are complex. Gilborn and Mirza conclude that ‘social class and gender differences are also associated with differences in attainment but neither can account for persistent underlying ethnic inequalities: comparing like with like, African Caribbean, Pakistani and Bangladeshi pupils do not enjoy equal opportunities. ’ They also argue that in promoting educational inclusion as a means of raising standards, there is a need ‘for clarity and guidance in translating the commitment to equality and inclusion into policy proposals and practice at the local and school level. Many cultural deprivation theorists see the lack of intellectual and linguistic skills as a major cause of under-achievement. Gordon Bowker identifies their lack of standard English as a major barrier to progress in education and integration into wider society. However the Swann Report found that language was not a major factor in under-achievement. Other cultural deprivation theorists suc as Charles Murray argue that a high rate of lone parenthood and a lack of positive male role models lead to the under-achievement of some minorities. Also Anthony Flew believes that ethnic differences in achievement stem from cultural differences outside the education system, not discrimination within it. However Geoffrey Driver criticises the cultural deprivation theory for ignoring the positive effects of ethnicity on achievement. He shows that the black Caribbean family, far from being dysfunctional, provides girls with positive role models of strong independent wome Driver argues this is why black girls tend to be more successful in education than black boys. Some socilogists that the ethnic differences in education are cause by racism. John Rex shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. In housing, for instance, discrimination means that minorities are more likely to be forced into substandard acoomodation than white people of the same class. This creates separation due to the ethnic children not being able to study at home and therefore getting lower grades than the white children who are able to study at home.

Antidepressants and Peritoneal Dyalisis Essay examples -- Health, Trea

Antidepressants and PD Medically based treatments are commonly used in treating depression in PD patients. It is suggested that when choosing the correct antidepressant medication, the major symptom should be of focus. For example, if an anxious patient presents with sleep difficulties, a sedative antidepressant should be prescribed. However, it is noted that with the progression of PD, antidepressant should be monitored as some have negative effects with the course of PD (ex. psychomotor retardation in the case of the sedative antidepressant) (Reichmann et al., 2009). Tricyclic antidepressants are commonly used with patients presenting exclusively with major depression, but little research has been done with PD patients and should be used with caution (Reichmann et al., 2009). A Cochrane review conducted in 2003 found only three randomized control trials of 106 depressed patients diagnosed with PD and the researchers concluded that there was limited data to support the effectiveness of antidepress ants (Ghazi-Noori, Chung, Deane, Rickards & Clarke, 2003). Further research is warranted on the effects of medications used to treat anti-parkinsonism symptoms in tandem with drugs used to treat depression. The most common antidepressant used with PD is selective serontonic re-uptake inhibitors (SSRI), and interestingly, very little research has been conducted on its use and long term treatment (Reichmann et al., 2009). Treatment of depression for PD patients There is a lack of research literature on psychotherapy treatment of depression with PD patients (Veazey, Cook, Stanley, Lai & Kunik, 2009); this may be due to feasibility of long term research with this population as well as sample being unable to come to treatment... ...omplex as that found within the literature on depression and anxiety in PD. Research has linked cortical Lewy bodies and has shown cholinergic deficiency linked to cognitive impairments (Kandiah et al., 2009). Early diagnosis of dementia in a PD patient is important as effect treatments are available (Dujardin, Dubois, Tison, Durif, Bourdeix, Pere et al., 2010). Successful treatment using cholinesterase inhibitors rivastigmine and less successful with dopamine therapy have been found (Davie, 2008; Leroi, Collins & Marsh, 2006). Dementia with Lewy bodies differs from PD with dementia in that the latter has greater cell loss found in the substantia nigra and the former has greater cortical beta-amyloid deposition. Dementia with Lewy body patients is less responsive to dopamine treatment and it can intensify cognitive confusion and hallucinations (Davie, 2008).

Time I Experienced Failure

When i was in 9th grade I almost failed my history class and I was concerned about my gpa as well. Coming into 9th grade I thought it was going to be really easy in 9th grade but I think the real problem was that I was not focused At that time i really didn’t know what gpa was and when i got to 10th grade after the first marking period i had a 3. 0 gpa, i didn’t expect that because in the first period of my 10th grade year i did really well but then i was told the reason it was low was because of my 9th grade year.Sometimes I wish I could go back to 9th grade and redo the grade. History class was not the only class that I was worried about because I was just passing some of the other class as well. After the first semester my parents, teachers were all concerned about me and their attention just gave me more pressure to do good. If i could just go back in time to fix the problems I had that year I really think that would help me get a better gpa and make me a better stu dent.After my 1st semester in high school all my teachers and parents paid lots of attention to me which really just scared me because I really didn’t want to repeat that history class again. When I look back I just think to myself why did I fool around in that class and not pay attention. Every assignment I got couldn’t be completed because I didn’t pay attention and when the teacher asked me for I said no. I felt like my teacher thought I was dumb because he recommend to put me in a lower history class next year but I know he was just doing what was best for me.I felt like nobody believed in me and thought what would happen when I move on in high school because it’s going to get tougher and tougher every year and I have to be prepared. There was trouble at home as well because my parents were really upset and thought what if i can’t go to college. My parents were afraid, if my bad grades continued it would be hard for me to get in college. After my first semester they decided that change was needed so they took my all game consoles, phone and everything till I improved my grades.My parents were at my school during my course selection, they weren’t happy when my teacher recommend me into a lower history class, I wanted to change the recommend and move on to next history class with my friend but my counselor and parents thought I should go a to lower history class. After a while I persuaded them into letting me move on but I had to pass history class this year or I would have to repeat same history class. That day I made a promise to myself that I would study my heart out to pass history class. Things were tough but I knew what I had to do to pass history.I had to stay after school to get help but it was worth it because at the end i passed history. I created lots of practices quiz, flashcards to help me through the class. I still use those strategies to this day, I am sure that’s the reason for my success in my classes. During this time my parents were pushing me to do better and they weren’t that happy because I passed history by 2 percent. Going into 10th grade I knew i had to get better grades which is what I did, I made lot’s of changes during the time which was necessary.I set goals to accomplished through every semester in 10th grade. In 9th grade I was scared to ask questions because if i said something dumb people would laugh at me but in 10th grade I didn’t care who laughed at me and asked lots of questions. All these things made me a better person and student. In all, I wanted to redo my 9th grade but in honesty if i didn’t have that year in my experiences I would have never learned from the mistakes. I would have never pushed my conscience to try harder and don’t give up. 9th grade was a rollercoaster ride but at the end I came out successful. Time I Experienced Failure When i was in 9th grade I almost failed my history class and I was concerned about my gpa as well. Coming into 9th grade I thought it was going to be really easy in 9th grade but I think the real problem was that I was not focused At that time i really didn’t know what gpa was and when i got to 10th grade after the first marking period i had a 3.0 gpa, i didn’t expect that because in the first period of my 10th grade year i did really well but then i was told the reason it was low was because of my 9th grade year. Sometimes I wish I could go back to 9th grade and redo the grade. History class was not the only class that I was worried about because I was just passing some of the other class as well. After the first semester my parents, teachers were all concerned about me and their attention just gave me more pressure to do good.If i could just go back in time to fix the problems I had that year I really think that would help me get a better gpa and make me a better stud ent. After my 1st semester in high school all my teachers and parents paid lots of attention to me which really just scared me because I really didn’t want to repeat that history class again. When I look back I just think to myself why did I fool around in that class and not pay attention.Every assignment I got couldn’t be completed because I didn’t pay attention and when the teacher asked me for I said no. I felt like my teacher thought I was dumb because he recommend to put me in a lower history class next year but I know he was just doing what was best for me. I felt like nobody believed in me and thought what would happen when I move on in high school because it’s going to get tougher and tougher every year and I have to be prepared.There was trouble at home as well because my parents were really upset and thought what if i can’t go to college. My parents were afraid, if my bad grades continued it would be hard for me to get in  college. Afte r my first semester they decided that change was needed so they took my all game consoles, phone and everything till I improved my grades.My parents were at my school during my course selection, they weren’t happy when my teacher recommend me into a lower history class, I wanted to change the recommend and move on to next history class with my friend but my counselor and parents thought I should go a to lower history class. After a while I persuaded them into letting me move on but I had to pass history class this year or I would have to repeat same history class. That day I made a promise to myself that I would study my heart out to pass history class.Things were tough but I knew what I had to do to pass history. I had to stay after school to get help but it was worth it because at the end i passed history. I created lots of practices quiz, flashcards to help me through the class.I still use those strategies to this day, I am sure that’s the reason for my success in m y classes. During this time my parents were pushing me to do better and they weren’t that happy because I passed history by 2 percent.Going into 10th grade I knew i had to get better grades which is what I did, I made lot’s of changes during the time which was necessary. I set goals to accomplished through every semester in 10th grade. In 9th grade I was scared to ask questions because if i said something dumb people would laugh at me but in 10th grade I didn’t care who laughed at me and asked lots of questions. All these things made me a better person and student.In all, I wanted to redo my 9th grade but in honesty if i didn’t have that year in my experiences I would have never learned from the mistakes. I would have never pushed my conscience to try harder and don’t give up. 9th grade was a rollercoaster ride but at the end I came out successful.

CRJ 180 WEEK SEVEN Essay - 1560 Words

COMBATING JUVENILE DELINQUENCY GINA BUFFALOE CRJ 180/STRAYER UNIVERSITY DR. CLINTON MILLER 8/17/2014 COMBATING JUVENILE DELIQUENCY HILSBOROUGH COUNTY, FLORIDA Hillsborough County in the state of Florida initiated a program called the Juvenile Arrest Avoidance Program or JAAP in August of 2010. The the Juvenile Detention Alternatives Initiative (JDAI) was also implemented to provide at-risk youths the greatest opportunity to mature into responsible, law-abiding adults. Although there is more than one goal for the purpose of each program, the main purpose of JAAP is to keep first-time juvenile offenders out of Hillsborough Countys criminal justice system, and to reduce the number of juveniles referred to†¦show more content†¦The self -esteem of the youth isn’t permanently effected by a permanent record. The overall repeat offenses by the juvenile is reduced, and they are provided the necessary services to improve their situation/situations that may have led to the offense. Law enforcement can be utilized more efficiently while the Juvenile Justice System referrals are reduced. (Salinero, 2012) The Juvenile Detention A lternatives Initiative (JDAI) began in 1992 by the Annie C. Casey Foundation with the purpose of providing alternatives to low-risk teens being placed in detention centers. Detention decisions are based on criteria standards for possible alternatives to incarceration. Data is collected to provide accurate numbers to help diagnose and provide alternative solutions to system issues. The JDAI is also actively involved in collaborating between government agencies, and policies regarding these system issues and youth reform. Incarceration options also reduce teens being placed in detention for warrants, awaiting placement and violations. During the 2011-2012 school year there were 137 school related civil citations issued which was reduced 29 percent from the previous school year. There was a 91 percent successful completion rate in this program, and 72 percent of reported offenses in 2011-2012 timeframe were petit theft related. Only 15 percent were reported as simple battery and less than 1 percent was possession of alcohol. This programShow MoreRelatedContemporary Issues in Management Accounting211377 Words   |  846 Pagesinformation systems in the restaurant chain that they studied at the time of the Weldwork (1995–7). The calculation of the cost of food used was based on the reconciliation of weekly manual inventory counts with records of food purchases during the week. This left open the possibility that a food margin deWcit (due to food wastage or theft) might be rendered invisible (temporarily at least) through the reporting of an artiWcially inXated closing inventory Wgure—‘managers’ stock’ or phantom inventory