Explore the website "African Voices" http://www.mnh.si.edu/africanvoices/ and then reflect in writing about your connection to Africa.
Saturday, April 19, 2014
Friday, April 18, 2014
April 18: Euthanasia
Read through the websites below and then write about euthanasia. Do you support or oppose the right of terminally ill people to choose assisted suicide?
Ethics Updates: Euthanasia and End-of-Life Decisions http://ethics.sandiego.edu/Applied/Euthanasia/index.asp
Court decisions, legislation, documents, statistical information, books, articles and videos on the subject. A large website by Professor Lawrence M. Hinman at the University of San Diego.
Euthanasia and Physician Assisted Suicide: All Sides http://www.religioustolerance.org/euthanas.htm#
The Ontario Consultants on Religious Tolerance present ethical questions, public opinion polls, church statements and the current legal status regarding assisted suicide.
The Kevorkian Verdict: The Life and Legacy of the Suicide Doctor http://www.pbs.org/wgbh/pages/frontline/kevorkian/
Frontline program reviews Kevorkian's life, the law, the opinions surrounding euthanasia, and more.
Compassion and Choices http://www.compassionandchoices.org/
This organization "provides information, counseling and support to patients who are facing prolonged and intractable suffering at the end-of-life. COMPASSION offers information and emotional support for all end-of-life options, including intensive pain management, comfort or hospice care, and humane, effective aid-in-dying for those who are in the final stages of illness and whose suffering has become intolerable."
Euthanasia World Directory http://www.finalexit.org/
Includes a listing of right-to-die societies throughout the U.S. and the world, a newsletter, a detailed Q&A, and a glossary of "end-of-life" terms.
Ethics Updates: Euthanasia and End-of-Life Decisions http://ethics.sandiego.edu/Applied/Euthanasia/index.asp
Court decisions, legislation, documents, statistical information, books, articles and videos on the subject. A large website by Professor Lawrence M. Hinman at the University of San Diego.
Euthanasia and Physician Assisted Suicide: All Sides http://www.religioustolerance.org/euthanas.htm#
The Ontario Consultants on Religious Tolerance present ethical questions, public opinion polls, church statements and the current legal status regarding assisted suicide.
The Kevorkian Verdict: The Life and Legacy of the Suicide Doctor http://www.pbs.org/wgbh/pages/frontline/kevorkian/
Frontline program reviews Kevorkian's life, the law, the opinions surrounding euthanasia, and more.
Compassion and Choices http://www.compassionandchoices.org/
This organization "provides information, counseling and support to patients who are facing prolonged and intractable suffering at the end-of-life. COMPASSION offers information and emotional support for all end-of-life options, including intensive pain management, comfort or hospice care, and humane, effective aid-in-dying for those who are in the final stages of illness and whose suffering has become intolerable."
Euthanasia World Directory http://www.finalexit.org/
Includes a listing of right-to-die societies throughout the U.S. and the world, a newsletter, a detailed Q&A, and a glossary of "end-of-life" terms.
Thursday, April 17, 2014
April 17: What would you do if you woke up in another country and no one could understand you?
What would you do if you woke up in another country and no one could understand you?
Wednesday, April 16, 2014
Tuesday, April 15, 2014
Monday, April 14, 2014
April 14: Even more about Christina
Reread the case study about Christina and answer the questions below:1. How would you address Christina’s perception that her grandmother has generally negative
expectations for Christina’ future?
2. How would you address Christina’s previous and potential involvement in risk-taking activities?
Sunday, April 13, 2014
April 13: More about Christina
1. How would you address Christina’s uncertainty about where she will live in the future?
2. More specifically, how would you build Christina’s sense of responsibility for her behavior and
understanding that her behavior may have an impact on her ability to remain living with her family?
Saturday, April 12, 2014
April 12: Christina's Case
Read the case study (taken from http://cssr.berkeley.edu/pdfs/vignettes.pdf) below and then answer the questions.
Christina (age 13) has lived with her grandmother, aunt, and younger siblings since she was eight. She
has no contact with her mother or father. Christina’s grandmother has threatened to send her away. For
this reason, Christina does not believe that she will remain in her grandmother’s care for more than
another year. Out of any place in the world, Christina would like to live with her friends. However, since
Christina is generally happy living with her family, her second choice is to continue living where she is.
Christina perceives that her grandmother has negative expectations for her future. According to
Christina, her grandmother thinks Christina will end up like her mother -- a “drug addict” and “always in
trouble with the police.” In fact, the police arrested Christina after she beat someone up near her home.
Since then, Christina’s grandmother has attempted to supervise Christina more carefully, but Christina
says that her grandmother does not know where she is most of the time. Meanwhile, Christina thinks
positively about her future. She expects that she will be happy and successful. She does not want or
expect to be like her mother. She also expects that she will graduate from high school, go to college, and
get a job. More specifically, Christina said that she wants to be a lawyer or “someone who works to get
teenagers off the streets.”
1. What are the positive aspects of Christina’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
Christina (age 13) has lived with her grandmother, aunt, and younger siblings since she was eight. She
has no contact with her mother or father. Christina’s grandmother has threatened to send her away. For
this reason, Christina does not believe that she will remain in her grandmother’s care for more than
another year. Out of any place in the world, Christina would like to live with her friends. However, since
Christina is generally happy living with her family, her second choice is to continue living where she is.
Christina perceives that her grandmother has negative expectations for her future. According to
Christina, her grandmother thinks Christina will end up like her mother -- a “drug addict” and “always in
trouble with the police.” In fact, the police arrested Christina after she beat someone up near her home.
Since then, Christina’s grandmother has attempted to supervise Christina more carefully, but Christina
says that her grandmother does not know where she is most of the time. Meanwhile, Christina thinks
positively about her future. She expects that she will be happy and successful. She does not want or
expect to be like her mother. She also expects that she will graduate from high school, go to college, and
get a job. More specifically, Christina said that she wants to be a lawyer or “someone who works to get
teenagers off the streets.”
1. What are the positive aspects of Christina’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
Friday, April 11, 2014
April 11: African Hiphop
Hiphop began in the United States but it has spread throughout the world. Check out this website (http://www.africanhiphop.com/) and then reflect on how aspects of culture are replicated and transmitted between people groups.
Thursday, April 10, 2014
April 10: The Power of Questions
Read this post from the Teaching Tolerance blog and then reflect on the value of asking questions. What are the powerful questions you need to ask? How can you use questions to improve your social work practice?
The Power of Questions | Teaching Tolerance
The Power of Questions
Submitted by Annie Huynh on January 9, 2014
Blogs and Articles: Classroom Practice
During reading workshop with my third-graders, I looked over and saw Natalie—not reading, but whispering with her friend … again.
Natalie was an average student; she wasn’t disruptive, but she had a habit of talking to her peers during reading time. I had tried different ways to keep her on task, such as seating her with less talkative peers, moving her to a different reading spot, and using eye contact and other nonverbal cues. Though these strategies worked for the short term, I still noticed her frequently talking or staring around the room.
It was time to address the issue. I wanted to do it that day, but I didn’t know what to do. Require her to read during recess? Give her a talking to? Call her family? Write her an infraction slip? Forgoing all those options, I decided to talk to Natalie one-on-one during recess.
She arrived in my room a bit nervous and unsure, and I asked her to have a seat at one of the student tables. I sat down next to her and started the conversation with a smile and some small talk about her long weekend. She went into detail about how her grandfather’s family came down from Boston, and they had a big family dinner. Then I asked, “How’s school going for you? What do you like?”
She replied, “It’s good. I like writing because you get to write stories and essays.” I shared my observations of how she seemed to enjoy writing workshop.
Then I asked, “How about reading? I notice you talk to your peers during reading time. What is that about?”
She thought about her answer for a moment and then said, “I want to read the book they’re reading. When I choose books for my book baggie, I look at the cover to pick them. But when I sit down to read them, they’re not interesting.”
At that moment, it dawned on me that I did not know what kinds of books Natalie liked. “What books are you interested in?” I asked.
To that she replied, “Fairy tales and folk tales.”
“What can you or I do to help you pick books you like?” I asked.
She replied, “I can read a couple of pages to make sure I like the book.”
“Would you like to pick out new books now?” I asked. “I just got a new Vietnamese Cinderella folk tale you might like.” Natalie nodded. I found her the folk tale, and we talked about why she might find it interesting.
I cannot predict whether Natalie will read during our next class, but I do know that our future conversations will take on a different tone. That day was one of the first times I had ever spoken to Natalie one-on-one. From that short conversation, I learned more about her than I had in the previous couple of months. Trying to control or discipline her would not have taught me anything about her or about her needs. Now that I know what she is interested in, I can find new ways to keep her engaged in class.
“No significant learning occurs without a significant relationship,” said Dr. James Comer, and this quote reminds me that the teacher-student relationship is about mutual learning and teaching. By asking questions, sharing objective observations and using a nonthreatening tone in a private meeting, I was able to preserve Natalie’s dignity and maintain a positive relationship. I learned that being proactive rather than reactive forces me to be intentional in my interactions with students and gives me the opportunity to influence rather than control.
In the future, I hope to ask myself, “What do I need to know to better support this student? How should I approach this student in a way that improves rather than detracts from our relationship?” I plan to use these questions to talk to students:
What are your interests outside of school?
What do you like about school?
Tell me about your ______________.
What are you really good at?
By leading with questions and curiosity, I hope to become a better learner as I help my students do the same.
Huynh is a third-grade literacy teacher in Philadelphia who is passionate about social justice in the classroom.
The Power of Questions | Teaching Tolerance
The Power of Questions
Submitted by Annie Huynh on January 9, 2014
Blogs and Articles: Classroom Practice
During reading workshop with my third-graders, I looked over and saw Natalie—not reading, but whispering with her friend … again.
Natalie was an average student; she wasn’t disruptive, but she had a habit of talking to her peers during reading time. I had tried different ways to keep her on task, such as seating her with less talkative peers, moving her to a different reading spot, and using eye contact and other nonverbal cues. Though these strategies worked for the short term, I still noticed her frequently talking or staring around the room.
It was time to address the issue. I wanted to do it that day, but I didn’t know what to do. Require her to read during recess? Give her a talking to? Call her family? Write her an infraction slip? Forgoing all those options, I decided to talk to Natalie one-on-one during recess.
She arrived in my room a bit nervous and unsure, and I asked her to have a seat at one of the student tables. I sat down next to her and started the conversation with a smile and some small talk about her long weekend. She went into detail about how her grandfather’s family came down from Boston, and they had a big family dinner. Then I asked, “How’s school going for you? What do you like?”
She replied, “It’s good. I like writing because you get to write stories and essays.” I shared my observations of how she seemed to enjoy writing workshop.
Then I asked, “How about reading? I notice you talk to your peers during reading time. What is that about?”
She thought about her answer for a moment and then said, “I want to read the book they’re reading. When I choose books for my book baggie, I look at the cover to pick them. But when I sit down to read them, they’re not interesting.”
At that moment, it dawned on me that I did not know what kinds of books Natalie liked. “What books are you interested in?” I asked.
To that she replied, “Fairy tales and folk tales.”
“What can you or I do to help you pick books you like?” I asked.
She replied, “I can read a couple of pages to make sure I like the book.”
“Would you like to pick out new books now?” I asked. “I just got a new Vietnamese Cinderella folk tale you might like.” Natalie nodded. I found her the folk tale, and we talked about why she might find it interesting.
I cannot predict whether Natalie will read during our next class, but I do know that our future conversations will take on a different tone. That day was one of the first times I had ever spoken to Natalie one-on-one. From that short conversation, I learned more about her than I had in the previous couple of months. Trying to control or discipline her would not have taught me anything about her or about her needs. Now that I know what she is interested in, I can find new ways to keep her engaged in class.
“No significant learning occurs without a significant relationship,” said Dr. James Comer, and this quote reminds me that the teacher-student relationship is about mutual learning and teaching. By asking questions, sharing objective observations and using a nonthreatening tone in a private meeting, I was able to preserve Natalie’s dignity and maintain a positive relationship. I learned that being proactive rather than reactive forces me to be intentional in my interactions with students and gives me the opportunity to influence rather than control.
In the future, I hope to ask myself, “What do I need to know to better support this student? How should I approach this student in a way that improves rather than detracts from our relationship?” I plan to use these questions to talk to students:
What are your interests outside of school?
What do you like about school?
Tell me about your ______________.
What are you really good at?
By leading with questions and curiosity, I hope to become a better learner as I help my students do the same.
Huynh is a third-grade literacy teacher in Philadelphia who is passionate about social justice in the classroom.
Wednesday, April 9, 2014
April 9: Galápagos Islands
As a researcher you may be conducted field work close to home, or far away. Check out this website about researchers who traveled to the remote Galápagos Islands. Explore the different pages of the website and watch the video footage. Then, write about your own field work (if you have done some already) or the field work you anticipate doing in the future. How would you cope with being away from your family and community if you did field work in a place away from home? What challenges did the research team in the Galápagos Islands experience? What are the benefits of doing research in a new environment?
http://www.mnh.si.edu/expeditions/galapagos/
http://www.mnh.si.edu/expeditions/galapagos/
Tuesday, April 8, 2014
April 8: Solar Power in Haiti
Read this question and answer page about a solar project in Haiti on the National Geographic website: http://news.nationalgeographic.com/news/energy/2013/13/131223-earthspark-solar-micro-grid-haiti/
Then, write about solar power. Do you think this is a viable option for Haiti?
Monday, April 7, 2014
April 7: What's a social worker?
Check out this video What is Social Work? from the Jamaica Association of Social Work.
Next, write in your own words how you describe social work.
Next, write in your own words how you describe social work.
Sunday, April 6, 2014
April 6: Child Labor
Read through some of the websites below and write about child labor. Is it good or bad for children to be allowed to work? Should children work in family businesses?
Child Labour http://www.unicef.org/protection/
This UNICEF website contains official documents, links to
other sites about child labor and children's rights.
Global March Against Child Labour http://globalmarch.org/
Find information out about the march, the latest child labor
information, and about the lives of child laborers and more.
Child Labor Coalition http://stopchildlabor.org/
This website from the National Consumers League presents
government, international, and other advocacy group information regarding child
labor.
Saturday, April 5, 2014
April 5: Mental health nurses staff UK police stations
Read the article "Mental health nurses staff UK police stations (7th January, 2014)" http://www.breakingnewsenglish.com/1401/140107-mental-health-a.html#ixzz2pxEjeEtX
You can listen to the article while you read it by clicking on the link. After you finish reading the article write about your reaction to the idea. Do you think this would be a good idea for Haiti? How would you advocate or a program like this in Port-au-Prince?
You can listen to the article while you read it by clicking on the link. After you finish reading the article write about your reaction to the idea. Do you think this would be a good idea for Haiti? How would you advocate or a program like this in Port-au-Prince?
 |
| A woman experiencing mental health problems confined to a hospital cell in Croix des Bouquets. (Time.com) |
Friday, April 4, 2014
April 4: Even more about Arnold
Review the case study about Arnold and answer the questions below.
1. What would you do to maximize the possibility that Arnold will remain safe -- physically and
psychologically -- as he grows older?
2. How would you address Arnold’s concerns about roaches and the smell of cigarettes?
Thursday, April 3, 2014
April 3: More about Arnold
Yesterday you read about Arnold. Please reread the case study and answer the questions below. Be sure to write your answers in a narrative form, not as a bullet list or as non-sentence phrases.
1. How would you address Arnold’s vulnerability and victimization at school?
2. How is Arnold’s grandmother effectively protecting Arnold from danger and instilling a
psychological sense of safety?
1. How would you address Arnold’s vulnerability and victimization at school?
2. How is Arnold’s grandmother effectively protecting Arnold from danger and instilling a
psychological sense of safety?
Wednesday, April 2, 2014
April 2: Arnold's Case
Please read the following case vingette (borrowed from http://cssr.berkeley.edu/pdfs/vignettes.pdf) and answer the questions below.
Arnold is an eight-year-old boy who has lived with his grandmother since birth in a low-income, urban
neighborhood. He is physically small and shows signs of cognitive delay. While Arnold frequently talks
on the phone with his mother, he has not seen her in two years. Arnold believes that he will never live
with his mother because “she won’t be out of prison until I am 21.” Arnold has met his father once, but
does not have any contact with him. While Arnold does not live with his biological siblings, he sees them
regularly and appears to have positive relationships with them.
Arnold has known about and witnessed considerable violence over the course of his life. When he was
younger, his mother shot herself in the leg with a handgun. His fourteen-year old cousin was recently
killed. He sees relatives take drugs on a regular basis. He reported that he feels unsafe at school because
children often make fun of him and occasionally beat him up. Finally, Arnold reported a high level of
exposure to drug deals and violence in his immediate neighborhood.
Arnold reported feeling happy “almost all of the time” with his grandmother. He feels safest in his
grandmother’s home and doesn’t generally go outside. He is glad that his grandmother always knows
where he is and never leaves him alone. He told us that his grandmother “respects me, buys me clothes,
cooks for me, takes care of me when I am sick, plays games with me, helps me with my homework, and
lets me sharpen my own pencils.” He likes having his own room with his own television, home video
game system, toys, and games. He is also proud of the awards that his grandmother has displayed around
the house to remind the family of Arnold’s school achievements. Arnold identified a couple of things that
he doesn’t like about living with his grandmother: the roaches (in the kitchen and top drawer of his
bedroom dresser) and the strong smell of cigarettes.
Arnold is an eight-year-old boy who has lived with his grandmother since birth in a low-income, urban
neighborhood. He is physically small and shows signs of cognitive delay. While Arnold frequently talks
on the phone with his mother, he has not seen her in two years. Arnold believes that he will never live
with his mother because “she won’t be out of prison until I am 21.” Arnold has met his father once, but
does not have any contact with him. While Arnold does not live with his biological siblings, he sees them
regularly and appears to have positive relationships with them.
Arnold has known about and witnessed considerable violence over the course of his life. When he was
younger, his mother shot herself in the leg with a handgun. His fourteen-year old cousin was recently
killed. He sees relatives take drugs on a regular basis. He reported that he feels unsafe at school because
children often make fun of him and occasionally beat him up. Finally, Arnold reported a high level of
exposure to drug deals and violence in his immediate neighborhood.
Arnold reported feeling happy “almost all of the time” with his grandmother. He feels safest in his
grandmother’s home and doesn’t generally go outside. He is glad that his grandmother always knows
where he is and never leaves him alone. He told us that his grandmother “respects me, buys me clothes,
cooks for me, takes care of me when I am sick, plays games with me, helps me with my homework, and
lets me sharpen my own pencils.” He likes having his own room with his own television, home video
game system, toys, and games. He is also proud of the awards that his grandmother has displayed around
the house to remind the family of Arnold’s school achievements. Arnold identified a couple of things that
he doesn’t like about living with his grandmother: the roaches (in the kitchen and top drawer of his
bedroom dresser) and the strong smell of cigarettes.
1. What are the positive aspects of Arnold’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
Tuesday, April 1, 2014
April 1: Macro, Mezzo, or Macro?
Social Work can include interventions at the micro (interpersonal) level, mezzo (group) level, or macro (community or organizational) level. Imagine yourself five years from now. What level of intervention do you see yourself being involved in? Macro, mezzo or micro?
 |
| The women of KOFAVIV conduct macro-level interventions for survivors of sexual assault by training women how to advocate for a change in laws to protect the human rights of victims. |
Thursday, January 9, 2014
Welcome to LG270
Each student should get a notebook to use for this class (and only for this class). This notebook will be your class journal. Please write in your journal every day. Be sure to put the date at the beginning of each entry and bring your journal to class each time we meet.
Please do the following:
1. Print. Don't use cursive. I need to be able to read your handwriting.
2. Write in English.
3. Underline words if you aren't sure that you spelled them correctly.
4. Write at least two pages.
5. Use complete sentences.
6. Write thoughtfully. Structure your writing with clear topic sentences and focused paragraphs.
Each day I will post a new question on the class blog. Please check the blog daily and respond to the question in your journal entry.
I look forward to seeing you in person on March 30th!
Athena Kolbe
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