is family dog teaching kids responsibility?
150057894
The Family Dog: Influence of Parents on Children's Concepts of Responsible Dog Care
Dog ownership is often imagined as a quintessential part of a childhood. Approximately half of households in the United States and one fourth in the European Union are home to one or more dogs. The majority of the families who acquire dogs do so, at least in part, because they believe dog ownership will teach children responsibility. Yet it is the role modeling and teaching of responsibility that adults provide to children, rather than mere ownership of a dog, that shapes children's attitudes, values, and beliefs about responsible care. Furthermore, parents' childhood experiences with dogs, as well as the ways in which they interact with their children in caring for family dogs, influence children's thinking. This chapter describes parents' views of responsible dog care and ownership and explores how those perspectives might influence children's concepts of responsible care. Findings are based on an Eastern United States mixed methods study involving 51 children and 46 adults. Data include interviews with children between the ages of 4 and 14 and their parents'/guardians' responses to a questionnaire that included both forced choice and open ended items. Major sections of the survey included the value parents place on dogs, concepts and practices of responsible dog care, reasons for relinquishing a dog, their childhood experience with dogs, and their perceptions of their child's understanding of safe behaviors around dogs.
Kelli Jo Kerry-Moran William Barker
143925781
Teaching Strategies: Teaching Respect, Responsibility, and Kindness through Dog Safety Lessons
ets play an important role in children's lives. Although relationships with animals bring much joy and numerous developmental benefits to many children, not all encounters with animals are positive. The U.S. Centers for Disease Control and Prevention report that each year, 4.5 million Americans are bitten by dogs; the rate of dog bite related injuries is highest for children ages 5 to 9 years. While these injuries might involve an incident with stray or loose dogs, having a dog in the household is also associated with a high incidence of dog bites, both among children and adults (U.S. Centers for Disease Control and Prevention, n.d. These statistics point to the need for education about safe interactions with dogs for all children, especially for those younger than 9 years old. During the past decade, humane educators, early childhood educators, and other researchers have consistently called for the distribution of knowledge and skills that would empower young children around dogs. Jalongo (2008) shared common situations and strategies for interacting with dogs, with the recommendation of incorporating them in the early childhood curricula. Research worldwide supports the effectiveness of these integrated programs. For instance, in the "Prevent aBite" program in Australia, an accredited handler and dog team would demonstrate a 30 minute lesson on various "do's and don'ts" of behavior around dogs to primary schoolchildren. Seven to 10 days later, an experiment was set up with a docile Labrador retriever. The findings showed that the children who had received the intervention displayed greater precautionary behavior than the children in the control schools (Chapman, Cornwall, Righetti, Sung, 2000) Other studies (e.g, Wilson, Dwyer, Bennett, 2003) suggest that participation in a brief educational dog safety program benefits children ages 4 to 6 years old. Spiegel (2000) found that "the program results appeared to be highly effective in helping children understand how to prevent or avoid potentially threatening situations involving dogs" (p. 164) Humane education is meant to facilitate empathy, respect, responsibility, and kindness toward both peers and animals. Jalongo (2006) noted that incorporating a dog bite prevention program in the curriculum can help children learn to show respect and have compassion for other living things. If children are taught to be nice to and respect animals, they are more likely to treat people with respect and kindness as well. Research also suggests that humane education programs may have a positive impact on character development. Nicoll, Trifone, and Samuels (2008) found that 1st graders' self reported empathy toward animals significantly increased after they had participated in an in class humane education program. Furthermore, even a year after the humane education program was implemented, increased empathy in children toward animals was present (Ascione Weber, 1993) This article outlines a university service learning project using the KIDS: Kids Interacting With Dogs Safely program in public and private kindergarten classrooms. Teaching strategies to increase kindergartners' understanding of dog safety, and consequently facilitate respect, kindness, and responsibility through humane education, are shared in light of the university students'/educators' reflections.
Tunde Szecsi Maria V Barbero Alyssa Del Campo Maria Teresa Huentequeo Toledo
222169745
Train the human, not the dog
This essay is a mea culpa for the opportunities that I missed with my late dog, Joey. I hope that those who read it will not judge me too harshly. I write this so others will not make the unintentional mistakes that I did. When my son was seven, he expressed his desire to have a dog. Neither my wife nor I had ever had a dog so we were leery about the possibility. Somewhere, I read that I should give my son a written contract describing the rules should he get a dog. Following this, I diligently prepared a six page, itemized contract clearly describing our expectations for him should we get said dog. This included: clean ups, walking times, his need to maintain grades, limitations on visitors, what mom and dad would not have to do, on and on. In retrospect, the document was overwhelming for a little boy (my son was a friendly, very kind kid with floppy red hair who looked like Opie from "The Andy Griffith Show" for those old enough to recall) I remember the "Dog Contract" ended with: "Should these items not be met we retain the right to return the dog. We will, however, keep you." I thought that this would give him some comfort and that I was being a good dad. My wife is a psychiatrist (this is important for our story) and when she saw the document, she tried to send me for therapy. "You gave a seven year old a legal contract!" she said (although "said" is really the wrong word given the volume of the communication) "You'll traumatize him!" Well, ok, maybe I did overdo it; I probably did not need to have it drafted by my attorney and put on legal paper, but I thought that I was teaching my son something. After reading the contract, which was about the same size as the U.S. Constitution, my son decided that he did not want the dog. Instead of a dog, he became interested in Star War figures, mostly taking them apart and then seeing how quickly he could put the pieces correctly back together. He is now a head and neck surgeon so I guess it all turned out OK, as he is very fast in putting people back together (he still has never gotten a dog. Fast forward 4 years. I got a frantic call from my wife (the psychiatrist) telling me that I had to get home immediately and before my daughter got home from school; her pet bird died and I had to be there. My wife's office is 3 min from our home and I work at Mount Sinai in the middle of Manhattan an hour to a week away depending on traffic. "Why can't you go," I asked, "you're the psychiatrist and, besides, you always tell me that I say the "wrong thing" "Just go. Period." (I later learned that my wife and daughter had already planned what would happen next. I got home a few minutes before my daughter arrived. As she bounded up to her room, I intercepted her on the landing. "Sweetheart, I have some bad news. Flash (her bird; a $9.95 parakeet that my wife spent almost $1,000 on in doctor's bills I kid you not; remember she is a psychiatrist who is concerned with my daughter's psychological 'well being' died. I'm so sorry" (I was really empathetic. "Oh, gee that's terrible! Dad" said my cute little pumpkin with a tear in her eye. "Can I have a dog? Please, please." "Uh, ok," I stammered in response. How could I say otherwise; she just lost her bird! (My little pumpkin, sweet as she seems, can be tough as nails, and usually knows and gets what she wants. She is an Assistant District Attorney now go figure and I would not want to be on the table opposite her! The Dog: So now, we were to get a dog. My son asked where my daughter's contract was and I bought him some new Star Wars toys. We now had to choose a dog. As an academic, much of my world comes from books so I bought one on dog breeds and decided I liked a Rottweiler. To paraphrase the descriptions, they essentially said: "A very loyal, family dog and specifically devoted to the master; may occasionally eat a neighbor's child." Sounded good and would keep the neighbors kids off the lawn. I told my wife and daughter of my choice. I also mentioned that I saw the dog in the "Omen" movies and they seemed very protective (they were guarding the devil's child in the movies) given that it is a German breed I thought we could call him "Adolf." In retrospect, the latter were probably not great selling points. My wife told me that I was mentally disturbed, that I desperately needed therapy, and that we were not getting a Rottweiler. My daughter and her then showed me a picture of the dog we were to get a little white thing called a "West Highland Terrier" or "Westie" (so much for keeping the neighbor kids off the lawn) I said it is white and will show dirt. They both shook their heads and started the process. To make a long story short, we got the Westie and my daughter, and avid New York Yankees fan, named him Received: 13 January 2020 Accepted: 20 January 2020
Anatomical record
Jeffrey T Laitman
142300852
Teaching an Old Dog New Tricks: Investigating How Age, Ability, and Self Efficacy Influence Intentions to Learn and Learning among Participants in Adult Education
INTRODUCTION Learning can be very broadly defined as the acquisition of information or skills measured by an improvement in some overt response (Botwinick, 1967) Estimates of the percentage of the adult population that participates in learning have steadily risen over the past forty years, with the most current study suggesting that approximately 46% of all adult Americans participate (Merriam, Caffarella, Baumgartner, 2007) According to Cross (1981) the learning society is growing because it must. The author explains that individuals cannot depend on older generations to pass along information because the world changes faster than the generations, and individuals must live in several different worlds during their lifetimes. Societal forces such as demographic factors (an aging population/larger number of adults) social trends (rising education level, changing roles of women, civil rights) economic conditions, international forces (being part of a global community) technological change and the knowledge explosion, increasing requirements for literacy, and changing assumptions (society examining its most fundamental beliefs) have played a role in this trend of increased participation in learning activities (Apps, 1988; Cross, 1981) The finding that an increasing number of adults are pursuing learning opportunities suggests that adult learning is essential in today's world, and thus, worthy of study. Indeed, learning can lead to job acquisition, job retention, improvements on an individual's current job, promotions, and/or better alternatives (Apps, 1991) Merriam and Cunningham (1989) collapse the basic purposes of adult education into four major categories, namely to facilitate change in a dynamic society, to support and maintain the good social order, to promote productivity, and to enhance personal growth. Since learning has the potential to have such a profound impact on adults' lives, the elements that affect learning should be investigated so that steps can be taken to maximize learning when adults participate in educational activities. Several of the motivations driving adults to participate in adult education are learning oriented, including but not limited to the desire to know (i.e. knowing for the sake of knowing) (Apps, 1991; Burgess, 1971; Willis, 1985) Beder and Valentine (1990) conducted an exploratory factor analysis, and found one of the motivations to be self improvement, with adults having the desire to learn new things. Studies have indicated that among the main reasons for participation (apart from earning more money) are a desire to know more/gain knowledge about some topic, the desire to learn of interesting things, and the desire to contribute to society (Willis, 1985) This suggests that many adults participate in education with the intent to learn. However, participation in adult education, and thus, intention to learn and learning may be affected by numerous factors. Cross (1981) mentions situational barriers which arise from one's situation in life at a given time (e.g. lack of time due to career demands or family responsibilities, lack of money, or lack of transportation) institutional barriers which consist of all the practices and procedures that exclude or discourage working adults from participating in educational activities (e.g. inconvenient schedules or locations or inappropriate courses) and dispositional barriers which are associated with self perceptions (e.g. feeling too old to learn or lacking confidence in one's ability to learn) One of the relevant self perceptions associated with learning is Bandura's (1977) concept of perceived self efficacy, which is concerned with judgments of how well an individual can execute courses of action (Ajzen, 1991; Bandura, 1982) Therefore, an adult may perceive that he/she does not have the capacity to learn very well. Neugarten (1977) mentions Fiske's (1974) alternative view of personality as the study of perceptions, including the ways in which persons perceive, interpret, and construe themselves, situations, and other persons.
Simone T A Phipps Leon C Prieto Erastus Ndinguri
225400864
Grand Opera: The Life, Languages, and Teaching of Miriam Ellis
Author(s) Vanderscoff, Cameron; Reti, Irene Abstract: Miriam Ellis was born in New York City in 1927, the child of Jewish immigrants who left what was then the Austro Hungarian Empire. While the family struggled financially in the Depression, Miriam's route to the world of language and interchange was laid out from an early age. As she puts it, "Our house was always open to immigrants, and so they came with all kinds of languages: German, Russian, Polish, or Hungarian, and I don't know what all else."Miriam fell especially in love with French language and theater through a program that was offered during WWII by the Free French government in exile; it was designed to preserve and promote French language and culture while France was occupied. When she was twenty one, Miriam went to France for the first time to volunteer in a postwar displaced persons camp, serving refugees who had been driven from North Africa and parts of the Middle East by fascist occupation and war. After the war, she came back home with her first husband, a veteran of the Royal Air Force. With kids in tow, in 1955 they drove across the country and set up a new life in Southern California.In the forties, Miriam had completed high school prior to going overseas, but hadn't been inspired by a brief stint in college at the time. As a mother of three, she picked back up and started taking night classes in 1957. She then spent the next twenty two years gradually and steadfastly working through a series of degrees. She also kept up her passion for theater in these years and acted in regional productions. Miriam secured a bachelor's degree (summa cum laude) and master's degree from CSU Northridge (then San Fernando Valley State) by the mid 1960s, when she was in her late 30s. Miriam had a special passion for connecting and working with international students, and soon added another responsibility to her list: she joined the staff at the university as director of the Office of International Programs.In 1971, she came north to UC Santa Cruz as a PhD student studying primarily French and Spanish literature. In time, she and her husband divorced; Miriam found herself on a young, still forming campus it was just six years old at the time where two of her children also went through as undergrads. They were all part of the incredible spark of the original UCSC experiment. Miriam has stayed ever since, and has left an outsize mark on the campus. She completed her PhD and her twenty two year journey as a so called "re entry" studentin 1979, at age fifty one. Miriam was also a key figure in building up theater at UCSC, especially outside of the English language. She also became a protagonist in the story of opera at UCSC, working as stage director for the Opera Workshop in the 70s. From her labors for French theater to co founding the Santa Cruz Opera Society, Inc. (SCOSI) Miriam has brought town and gown together and has been an all around champion of the arts launching productions, hosting talks, bringing in world class performers, and initiating community outreach programs including performances of theatrical and operatic selections for local schools and nursing homes. Her primary official role at UCSC has been as a longtime lecturer. She started teaching while still a grad student, and then carried on as a lecturer after her PhD in '79 and clear through the early 2000s. Since then, she has continued to teach classes for UCSC and for the campus' Osher Lifelong Learning Institute, most recently in 2018, when she was ninety. Along the way, Miriam has taught courses on opera, literatures across multiple languages, and many other subjects; her most consistent offering has been her French classes. She has been beloved as a teacher by generations of students, and has been an important figure in advocating for language program over the years, including helping secure six figure National Endowment for the Humanities grants; she has also put in volumes of sweat equity in a variety of teaching, service, and leadership roles. In recent years, mostly since her nominal retirement, Miriam has remained dedicated to working for a multilingual UCSC, a place where language study is valued, and where perspectives across lingual and international borders are welcomed and celebrated. In 2001, Miriam founded what was then called the International Playhouse, a capstone for her decades of language theater work on campus. In the Playhouse, held annually, language students act out scenes and short plays in the language they are studying before a town gown audience. It's an expression of Miriam's philosophy of the pedagogical power of theater. The International Playhouse was renamed the Miriam Ellis International Playhouse in recognition of her contributions.
Cameron Vanderscoff Irene H Reti
233468334
Digital Storytelling In Mathematical Teaching For Higher Education
Teaching mathematics is a challenge for a teacher, mathematics being considered as a difficult stream of science to be taught in an interesting way. Storytelling is a very popular tool that has been well developed and investigated by the researchers to get its impact on students. The objective of this project is to present an innovative proposal to teach mathematics through digital storytelling in higher education. This proposal is based on the heuristic design of emergent models about the value of storytelling in the construction of mathematical concepts. The intention of this proposal is to use digital storytelling as a tool to introduce mathematical concepts at the university level. The transition from school to college: a complex process The transition of students from school to college is a major challenge faced by many students worldwide(Brinkworth, et al. 2009) Students often get themselves ill prepared for academic and social challenges of college, which increase their risk of failure or drop out from college (Raths 2009) As discussed by Long et al. the prime reason for poor performance of first year college students include the teaching pedagogy or less interaction with faculty and the concern about changed academic environment (Long et al. 2006) Factors that influence a successful transition One of the main determinants of student success in college is their ability to assimilate into the academic culture, including their expectations and motivations align closely with the prevailing norms of the academic community (Borden and Evenbeck 2007) The successful transition is not due solely to academic ability, but also depends on the ability to make a rapid adjustment to a learning environment that requires greater autonomy and individual responsibility than students expect upon commencement (Brinkworth, et al. 2009).Investigations relating to the transition from high school to college have suggested several strategies to facilitate this transition. Suggestions on how to avoid failure at university To navigate a successful pathway in the university culture, freshmen may require different levels of support from the university, family and peers(Crisp, et al. 2009) In particular, it is important to realize and recognize that a minority of students are vulnerable to withdrawal or failure and at the same time, develop some measures to support their learning and thus, help them get more out of your college experience (Round 2005) Brinkworth et al. point to propose measures to support students in their transition to college, in particular, they propose to consider that flexible teaching and learning strategies are vital to promoting a climate of inclusion(Brinkworth, et al. 2009) These strategies should count a European Journal of Molecular Clinical Medicine ISSN 2515 8260 Volume 07, Issue 07, 2020 3738 feedback and teacher availability. In other words, a greater focus on first year pedagogical practices at universities could be what would help students develop the academic skills sought by universities that could contribute to the success and retention of first year students(Jansen and van der Meer 2012) As a suggestion to guide first year students in college, Borden and Evenbeck suggested the involvement of academic staff is required not only in teaching their specific modules, but in providing professional development and contexts outside the classroom with significant interactions between academic staff and students(Borden and Evenbeck 2007) In general, understanding the needs and desires, as well as the motivation of first year students, is the cornerstone for students not to fail in the university and, on the contrary, to remain in it(Rizkallah and Seitz 2017) Importance of storytelling Stories are the reality of our lives and the concept of storytelling is well established. Each one of us has heard stories since our childhood and gained a lot of understanding and insight through the medium of stories. Stories are the medium to share the experiences and are helpful in learning difficult concepts very easily(Prins, Avraamidou and Geodhart 2017).Stories are the pleasurable medium to communicate with others involving their imaginations in a relaxing way. The concept of storytelling relates to the listener experience without dealing directly with the situation. Various researchers from different backgrounds have discussed the importance of storytelling that includes health professionals(Green 2006) educators(Rotmann, Goodchild and Mourik 2015) psychologist (Hardy and Summer 2014)and historians(Moezzia, Janda and Rotmann 2017) etc. The easiness of delivering stories can help teachers in making a difference in their way of teaching. This tool can result in critical thinking development of student with their involvement in learning of new concept by medium of a story. The concept of storytelling is usually adapted to teach kids but also hold its impact when concept is delivered to the university level students by mode of storytelling (Baim 2015, Mukherjee 2014) that could be either face to face teaching or online teaching mode. The objective of this proposal is to promote the art of digital storytelling to teach mathematics in higher education (HE) This concept can lead to effective learning process with the use of distinct ideas and strategies to convey the concept to the intended audience with a crisp goal. This may lead to an enjoyable and imaginative way to learn the difficult concepts with an ease that lead to a lifelong learning. As discussed by McDrury and Alterio (McDrury and Alterio 2003) the concept of storytelling has been proven to be important and impactful for undergraduate and postgraduate students. Jenkins (Jenkin 2011)in his work has described digital storytelling (DST) as a development of story with tool of media to deliver the content in form of an 8 10 minute videowith emphasis on following a proper path for the educators. Digital storytelling in mathematics Mathematics is a subject of prime importance but is treated as a tough subject to learn and assimilate. Performance of students in mathematics is one of the major concerns of the higher education institutes. Many studies have been conducted to investigate the factors affecting performance of first year students in higher education. One of the major factors related to poor performance in mathematics is math anxiety(Yusof, Razak and Wahid 2014)that can be overcome by improving teaching and learning process. A lot of work has been reported in the literature as an effective way of teaching mathematics in higher education.Many of the European Journal of Molecular Clinical Medicine ISSN 2515 8260 Volume 07, Issue 07, 2020 3739 popular emerging trends to teach mathematics includes: flipped classroom, active learning, case based learning, inquiry based learning, project based learning, and activity based learning(She, et al. 2017) Digital storytelling (DST) is one of the emerging tools to teach mathematics in classroom, which is described as competence based methodology by Albano and Pierri(Albano and Pierri 2017) Authors in their study presented a prototype of DST concept in mathematics with discussion about implementation of model to improve mathematical literacy among students and discussed about the constraints and limitations of such a model from students' perceptions. In recent years, the concept of DST is used for engaging students using music, narrations and video clips. Many universities worldwide are designing programs of storytelling to support this pedagogy. Various educational websites are uploading their contents to integrate storytelling with education. One of the website, supported by University of Houstan College of Education serves as a useful resource to engage and motivate educators towards this pedagogy (Robin 2008b) DST has been investigated as a learning tool for students and pedagogy for educators (Haven 2000) Integrating technology in classroom teaching by DST not only results in improved overall academic achievements but also develop creating thinking with artistic skills (Yuksel, et al. 2011) The prime focus of this work is to develop digital stories related to the important concepts in mathematics to make students' interest and to reduce the problems that students are facing during their transition from school to college education. How digital storytelling impart skills to students? As highlighted by Tolisano digital storytelling is not about the tools, creating media, telling a story and transfer of knowledge but is about the skills, creating meaning, contributing and amplification of knowledge in a presentable way(Tolisano 2015) Although DST can be created for students, but students can also be involved to create their own education stories related to a topic(Benmayor 2008) It will boost their knowledge and understanding of concepts leading to their overall development, thus creating this process interactive in nature. This activity could be used to promote engagement and reflection of student in a themed topic(Robin 2008a) In his work, author discussed that the creation of digital stories not only enhance skills of the student but also lead to digital, global, technology, visual and information literacy to the student. As an initiative in the field of digital storytelling, center for digital storytelling, California [https:/www.storycenter.org/press/ is working in promoting digital storytelling through workshops and collaborations. In 2015, this organization becomes famous as StoryCenter and is working with people all over the world to provide training in creating digital stories. Through their work, they are working for educators, health and human services agencies, business professionals, and artists. Many researchers have explained the importance of DST in higher education withanalysis on using digital stories for reflection. DST is also used for the student induction program for so
Geeta Arora
150762640
Community College Single Parent Students' Angst: Inequities Balancing Roles as Parent and Student
ABSTRACT Single parent students are predominantly female, identified as a marginalized group, and a growing population on community college campuses which poignantly suggests an opportunity for change. Single parent students (n 12) described angst as they balanced their roles and responsibilities between single parent and student. Meg stated, "friends are not a priority. It's like this constant balancing act. Everything is going a million miles a minute, so fast the teaching, homework, learning, my kids, the days, studying." Using a qualitative approach, interviews were conducted, themes generated, and needs established. The themes of structure, stress, and isolation were used to identify homework support needs, and from the themes of guilt and isolation, family friendly social activities were considered. The meaning was clarified to implement student parent homework support groups and family friendly social activities. This study was conducted by a single parent undergraduate researcher as a freshman with her faculty mentor; as a sophomore work study student, she coordinates the student parent program.
Community College Journal of Research and Practice
Elyse D'nn Lovell Ravyn Scott
140428712
Cross the Street to a New World: Learning about and Respecting Each Student's Family, History, and Literacy Skills Will Improve Educators' Opportunity to Reach Those Students
I remember walking the last blocks to a teaching assignment in a public elementary school in the Bronx. I was eager to get into the classroom to get to work, despite vague warnings about how exhausting even dangerous teaching in the inner city can be. I knew that learning in schools like this one often was overshadowed by the distractions of the street, the weight of poverty, the apparent blankness of the students' future. As I approached the school, I began to feel as many teachers in this environment do. Given all the outside demands on these kids, how do you start, how do you prioritize? I was soon to find that there are unexpected opportunities, for students and teachers, but finding them required me to push the notion of where learning happens. I met Pedro on my first day at the school. Pedro was an 8 year old boy who had been in the U.S. only a couple years. The teachers at school told me he was very quiet and reserved. I immediately thought that this shyness might be part of his silent period or even reflect his stress in adapting to American schools and a new environment. I was assigned as Pedro's tutor for English as a Second Language, and I was charged with getting him to read and write at grade level. The homeroom teacher's tired smile betrayed her doubts that I, or anyone else, could make the 1st grade English language learner actually read or write something. After observing him for the rest of the day, I was encouraged that I could not find anything wrong with him. It was adamantly suggested to me that I "look more closely." Pedro talked to me mostly in Spanish. He told stories about his neighborhood, his mom, his older brother. He never mentioned his father, and, later on, I learned he didn't know his father. The picture he drew of his mother and brother portrayed his world. Those were the people he called family apparently a very different family from the one the teacher knew or expected. Pedro clearly understood family in a way that was shaped by his culture and personal history. I was beginning to sense a fundamental misunderstanding. Instead of trying to convince the teacher that there were different kinds of family with and without certain family members I decided to let it go. Still, I was new to the school, and had only just met Pedro, so I thought I should keep observing until I could find out why Pedro had earned the school's label of Learning Disabled. "Did you see how he holds the books?" the teacher finally asked me. In fact, I had seen it. Pedro would hold his books awkwardly and often upside down. I had interpreted it as experimentation and play. Within a progressive classroom, wouldn't this be allowed? Let the child experiment and discover, create hypotheses and test them. I started to look more carefully at his behavior and consider its real cause. Pedro did have a real problem. He did not know how to hold a book. He did not know that in English (as in Spanish) we read from left to right. He did not know how to accurately identify the parts of the book. Que signified cuando ella dice Has partes de un libro? "What does she mean by parts of a book?" he would ask me) He spent his reading time looking at the pictures and playing with the pages "It's not origami, you know?" I recall hearing the teacher say) I asked the teacher and the school counselor to explain what defined an LD learner and why there were so many English language learners with that label. The answers I got were not satisfying. In fact, their stereotypical explanations echoed those I had heard before when people described second language learners. Then it hit me. People rely on labels just like they rely on stereotypes. Many teachers and many schools are not trained or motivated to engage English language learners. Labels simplified everything and easily hid the problems of teaching across language barriers and between cultures. They shifted responsibility away from the school and insidiously placed blame on the students themselves.
Fernando Naiditch
221600322
AAP: Spanking harms children
AAP: Spanking harms children The American Academy of Pediatrics (AAP) in an updated policy statement on corporal punishment, says mounting evidence shows that spanking as a disciplinary tool increases aggression in young children and is also ineffective as a teaching tool when it comes to responsibility. The AAP has long called for a ban on physical discipline. New evidence suggests that spanking may cause harm by affecting normal brain development. The policy statement, "Effective Discipline to Raise Healthy Children," was published in the December 2018 issue of Pediatrics. It also addresses the harm associated with verbal punishment, such as shaming or humiliation. "The good news is, fewer parents support the use of spanking than they did in the past," said Robert D. Sege, M.D. Ph.D. a past member of the AAP Committee on Child Abuse and Neglect and co author of the policy statement. "Yet corporal punishment remains legal in many states, despite evidence that it harms kids not only physically and mentally, but in how they perform at school and how they interact with other children." Corporal punishment and harsh verbal abuse may cause a child to be fearful in the short term but does not improve behavior over the long term and may cause more aggressive behaviors, according to the AAP. In one study, young children who were spanked more than twice a month at age 3 were more aggressive at age 5. Those same children at age 9 still exhibited negative behaviors and lower receptive vocabulary scores, according to the research. In addition, striking, yelling at, or shaming a child can elevate stress hormones and lead to changes in the brain's architecture. Harsh verbal abuse is also linked to mental health problems in preteens and adolescents. "It's best to begin with the premise of rewarding positive behavior," said Benjamin S. Siegel, M.D. FAAP, co author of the policy statement. "Parents can set up rules and expectations in advance. The key is to be consistent in following through with them." The AAP recommends that pediatricians use their influence in office visits to help parents with age appropriate strategies for handling their child's discipline. They also may refer families to community resources for more intensive or targeted help. "There's no benefit to spanking," Dr. Sege said. "We know that children grow and develop better with positive role modeling and by setting healthy limits. We can do better." [Sege RD, Siegel BS. Effective discipline to raise healthy children. Pediatrics 2018 Nov 5. doi: 10.1542/peds.20183112. Epub ahead of print.
ReseaRch BRiefs
221604734
Triple chronotherapy is potentially effective adjunctive treatment for adolescent depression
AAP: Spanking harms children The American Academy of Pediatrics (AAP) in an updated policy statement on corporal punishment, says mounting evidence shows that spanking as a disciplinary tool increases aggression in young children and is also ineffective as a teaching tool when it comes to responsibility. The AAP has long called for a ban on physical discipline. New evidence suggests that spanking may cause harm by affecting normal brain development. The policy statement, "Effective Discipline to Raise Healthy Children," was published in the December 2018 issue of Pediatrics. It also addresses the harm associated with verbal punishment, such as shaming or humiliation. "The good news is, fewer parents support the use of spanking than they did in the past," said Robert D. Sege, M.D. Ph.D. a past member of the AAP Committee on Child Abuse and Neglect and co author of the policy statement. "Yet corporal punishment remains legal in many states, despite evidence that it harms kids not only physically and mentally, but in how they perform at school and how they interact with other children." Corporal punishment and harsh verbal abuse may cause a child to be fearful in the short term but does not improve behavior over the long term and may cause more aggressive behaviors, according to the AAP. In one study, young children who were spanked more than twice a month at age 3 were more aggressive at age 5. Those same children at age 9 still exhibited negative behaviors and lower receptive vocabulary scores, according to the research. In addition, striking, yelling at, or shaming a child can elevate stress hormones and lead to changes in the brain's architecture. Harsh verbal abuse is also linked to mental health problems in preteens and adolescents. "It's best to begin with the premise of rewarding positive behavior," said Benjamin S. Siegel, M.D. FAAP, co author of the policy statement. "Parents can set up rules and expectations in advance. The key is to be consistent in following through with them." The AAP recommends that pediatricians use their influence in office visits to help parents with age appropriate strategies for handling their child's discipline. They also may refer families to community resources for more intensive or targeted help. "There's no benefit to spanking," Dr. Sege said. "We know that children grow and develop better with positive role modeling and by setting healthy limits. We can do better." [Sege RD, Siegel BS. Effective discipline to raise healthy children. Pediatrics 2018 Nov 5. doi: 10.1542/peds.20183112. Epub ahead of print.
ReseaRch BRiefs