Topics In Global Economy Essay Example for Free

Topics In Global Economy Essay With such drastic globalization of worldwide economics, it is now an issue of vast importance to us all.   The impact of current trends in global economics affects each nation and the corporations within it, as well as every citizen, working or unemployed, within its population.   Global economics was inevitable, given the statistics reflecting the increasing popularity of the world wide web as well as the unlimited communications capabilities allowing us to conduct business or easily buy products either from a local business or from a market on the other side of the world.    However, the global market is chiefly responsible for stabilizing inflation rates in the European and U.S. arenas.   One byproduct of global economics is the development and implementation of the Euro dollar. Although it is result of globalization, it has effectively addressed the long standing issues of confusion and instability in the international trade market due to the continuous fluctuations of the scores of currencies existing in the world marketplace. A significant slowing in inflationary trends has been noted during the last few years but many believe that the future will bring a series of setbacks as well.   In The Grandfather Economic Report, Michael Hodges wrote that â€Å"in the 1990’s the (U.S.) federal government created $2.8 trillion of new debt†¦ more than created in the nation’s entire history prior to 1990 †¦.and another $2.7 trillion since 9/11/01.† Yet federal deposit income in China increases by roughly 15% each year.   This rate of growth will have a serious impact on the U.S. national debt.   With an increasingly disproportional balance of import and export trade between the U.S. and Asia, an alarming loss of revenue will certainly plague America and Europe.   This trend will be hard to reverse if changes in the trade balance can not be initiated.   Most of these conditions resulting from the Asian policy that devalues their currencies compared to that of the dollar. The impact of this policy on the US trade balance is negative.   With more dollars being sent to Asia due to devalued exchange rates, statistics begin to reflect a deficit of funds as well as trade block tactics such as high import tariffs discourage these sales in the Asian market. The impact of this policy on the trade balance on Asian economies is that a continue trend of economic prosperity can be anticipated for these Asian nations.   This trend, if allowed to continue, will also bring growth at successively higher percentage rates with each passing year. The effect this policy has and will have on the interest rate on Asian and US treasury securities is that these rates will continue to fall in the U.S. due in the this policy.   Japan’s Finance Minister Kiichi Miyazawa states that â€Å"We acknowledge the importance of the internationalisation of the yen in light of global economic and financial developments such as the Asian financial crisis: the birth of the euro also attests its importance. In this context, we have recently announced measures to promote the yen’s internationalisation, which include measures to increase liquidity in Japan’s short-term financial markets as well as those to facilitate investment by foreign investors in Japanese government bonds.†Ã‚   This policy will surely bring about a successful reversal of downward spiraling of Asian interest rates. As for how this policy will level of indebtedness of US households, businesses and Government, a continuation of this policy regime will undoubtedly result in a rise in debt levels for all, as set the stage for possible economic depression not only for the U.S. Government and global scale due to enormity of the global economics venue. Immediate and viable initiatives must be utilized in order to prevent this threat.

The Price of Gasoline Essay -- essays research papers

The Price of Gasoline   Ã‚  Ã‚  Ã‚  Ã‚  What you are paying for when you buy a gallon of gasoline? Most people complain about the high cost of gasoline, but few understand how the price is calculated. Many people think this cost is for gasoline only, but many other factors determine what you pay at the pumps.   Ã‚  Ã‚  Ã‚  Ã‚  Gasoline is a mixture of the lighter liquid hydrocarbons, and used chiefly as a fuel for internal-combustion engines â€Å"Microsoft Encarta,† 2005). Crude oil accounts for nearly 17 percent of the energy consumed in the United States. Gasoline is one of the main products developed from crude oil in the United States. The primary use for gasoline is in automobiles and light trucks. Fuel produced all year round, and is delivered from oil refineries through pipelines to a massive distribution chain serving 167,000 retail stations throughout the United States (â€Å"EIA Brochures†, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  The prices paid by consumers at the pump reflect the cost to produce and deliver gasoline to consumers. Included is the cost of crude oil to refiners, refinery- processing costs, marketing and distribution costs, and finally the retail station costs and taxes. Approximately 27 percent of the cost of a gallon of gasoline is federal, state, and local taxes. Another 14 percent is a combination of distribution, marketing, and retail dealer costs and profits. Refining costs and profits account for about 15 percent of the retail price of gasoline. This part varies from region to region due to the different formulations required in different parts of the country (â€Å"EIA Brochures†, 2004) .   Ã‚  Ã‚  Ã‚  Ã‚  The average retail price for gasoline tends to be higher in certain States or regions than in others. According to the Energy Information Administration (EIA), other factors contribute to regional and local differences in gasoline prices aside from taxes. Special gasolines are required in some areas of the country. Environmental programs, aimed at reducing carbon monoxide, smog, and air toxins, require oxygenated reformulated, and low-volatility (evaporates more slowly) gasoline, which comes at a much higher price (â€Å"EIA Brochures†, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  The proximity of refineries to crude oil supplies can be a factor, as well as shipping costs from the refinery to market. In addition, the areas farthest from the Gulf Coast are the source of nearly half of the gasoline produced in the United States, and th... ...ors that go into that price. Whether it’s the taxes charged by federal state, and/or local government, the amount of competition in the region, the region’s proximity to a reliable gasoline supply or even emissions regulations. The price of the fuel we buy is carefully calculated and is subject to many variables. Informed consumers should understand these factors, and keep them in mind each time they fill their tanks.   Ã‚  Ã‚  Ã‚  Ã‚   Reference California Energy Commission, Media and public communications office, (1994-2008), page updated 03/17/2007 Retrieved 05/19/2007 from http:///www.energy.ca.gov/gasoline_q- and-a.html Energy Information Administration, (2003) California gasoline price study: preliminary findings, Retrieved 5/04/2007 from Http://www.eia.doe.gov/pub/oil_gas/petroleum/feature_articles/2003/cagasoline/cagasoline.pdf Specialized Information Services, A primer on gasoline prices, publication number DOE/EIA-X040, (released June 2007), Retrieved 5/04/2007 from Http://www.eia.doe.gov/neic/brochure/oil_gas/primer/primer.htm Speir, Robert A, Investigation into the current run-up in gasoline, (2004-2008) Retrieved 5/18/2007 from Http://www.iic-inc.com/curr.shtml

Abstract Globalization Essay

Abstract Globalization is a term now circulating frequently in both popular media as well as formal academic disciplines. It has many meanings, some of which are contestable, others simply descriptive. This work attempts to explore some implications of globalization for the field of curriculum studies. This paper is an attempt to explore some of the symbols of nationality that are embedded in, or associated with, our curriculum, and to suggest that these may present some problems in terms of values and of equality. The work will explore the hegemonic relationship exerted by culture through the curriculum, relating this particularly to the ways in which a curriculum might be assessed. The particular curricular examination suggests that African-American life and history are reflected in various conceptions of the curriculum. Therefore the study will also consider how functional approach to teaching social skills to African American students is infused throughout the curriculum. Curriculum Development Introduction A vague presumption has come to pervade the public’s understanding of education, namely that its content should somehow be apolitical and value-free. If values are not explicitly addressed in the classroom then what is taught are simple â€Å"facts† – unadulterated and value-neutral. Values, however, are not a separate category of the mind, but arise, part and parcel, out of our total understanding of reality, our worldview. It is this realization that three of our contributors bring to bear, each in a different way, on the problems of the contemporary curriculum. James B. Macdonald (1971) asserts: The process of curriculum development †¦ includes selection from the total culture and the creation of a pattern of encounter that will maximize the authenticity of the material and the probability of its being internalized by learners. As a system of ideas and beliefs, it includes aspects of the cognitive world isolated by disciplines and/or subjects in terms of facts, information, generalization, principles, laws, and the like. It also includes awareness of and facility in the use of expressive symbols such as art, music and language. Further, it includes systems of value orientation for action in the form of such things as modes of inquiry, seeking new knowledge, respecting the integrity and worth of individuals, being concerned for other peoples, using democratic procedures , and so forth (pp. 97-98). Macdonald takes issue with the attempt of all scholars to mimic science as the only reliable path to â€Å"truth. † For him, restructuring the curriculum does not mean trying to integrate the disciplines as they now exist, but rather, seeking an altogether new worldview -what he calls a new â€Å"anthropology. † His point is that we need to consider values, meaning, and purpose in the curriculum in order to create a more adaptive and accurate vision of the world. A balance must be maintained between local culture and global culture. Thanks to that balance, groups win be able to develop or reinforce local cultures, and at the same time will be able to communicate with the main global culture in a mutually reinforcing relationship. We must of course agree as to what language to use to communicate throughout the global network. The problem is not very different from what we do for instance in air traffic control. At a certain moment we must accept that in order to communicate we must have a common global language. This does not negate local languages and cultures – on the contrary. The fact that one speaks English does not prevent him/her from communicating in his/her native Italian, nor does it reduce his/her pride in Italian culture. By speaking English, he/she is able to communicate that culture to other cultures, and vice versa. The â€Å"Global Education† mentioned in the abstract might be understood as the universal education of humankind – a worthy goal. But we first have to ask: what will we teach? There are too many facts to be taught, yet they are insufficient. We need instead to exercise our intelligence to grasp and teach what is best – namely the promotion of our well-being. The cultural/historical dimension, whereby students are stimulated to broaden their perspective on life, is already being addressed in some programs of curriculum reform. At my home institution, Temple University, for example, a two semester course entitled â€Å"The Intellectual Heritage† is required for all undergraduate students. This course introduces seminal texts and ideas from Western, African, and Asian traditional intellectual histories and cultures. Through classic works such as the Tao Te Ching, the Koran, and the Analects, the heritage of all humankind, students are able to enlarge their intellectual and historical vision, while becoming sensitized to the values of their own, often unexplored, roots. This suggests that curriculum must include voices, visions, and perspectives of people of color and other marginalized groups. Literature Review Henderson noted in her paper that conventional economic theory is based more on the values of economic theorists and their wealthy sponsors than on actual observation of real economies (Davis 1988). Not only economics, but everything that is taught bears the stamp of someone’s values – whether those of a legislator, a teacher, a textbook writer, or a group of academic theorists. Value-neutrality is one of the most pervasive misconceptions of modern education. The curriculum is not unbiased, and students are not left to form their own opinions. Whatever is taught bears the imprint of the values implicit in society, and if by chance those values are part of the cause of a society’s problems, then it becomes necessary to address them openly and critically in the educational curriculum. This, of course, is the real meaning of â€Å"academic freedom,† something that the American public has yet to accept. The problem of what set of values, what sort of vision of humankind, we could put in place of – or at least use to modify – our present faulty vision is taken up by Charles Weihsun Fu in a brilliant analysis of the distinctions between two of the world’s dominant worldviews: the Eastasian and the modern Western. Fu skillfully juxtaposes the Confucian and Judeo-Christian understandings, pointing out the social and political consequences of each, and especially their inherent weaknesses. More specifically, he contrasts their respective bases in personal morality and social responsibility on the one hand and in law and contractual relationships on the other. Fu concludes with a proposal for interweaving these two approaches which, if introduced into the Western curriculum, could serve simultaneously to correct our destructive tendencies toward alienation while softening our pretensions of moral superiority. His arguments seem to us to feed well into those of Johan Galtung, who discusses the path to global peace under the next theme. The process by which change is to be accomplished likewise is addressed by Frances Moore Lappe, as she critiques our political value system. Too often, Lappe argues, the curriculum teaches only superficial explanations for society’s problems, relying upon the unexamined assumptions of single disciplines, which are often graced with the label of common sense. She calls for the introduction of dialogue into the curriculum to force us to delve deeper into the underlying causes of problems, thus revealing their true complexity. Such dialogue ultimately demands the critical self-evaluation of values and a sense of political engagement that she believes are essential for an active, informed, truly democratic citizenry. If they are to achieve a productive dialogue rather than a polarizing debate, both Western traditionalists and the multiculturalists must face some facts. The growing number of people of color in our society and schools constitutes a demographic imperative educators must hear and respond to. The 1999 Census indicated that one of every four Americans is a person of color. By the turn of the century, one of every three will be of color. Nearly half of the nation’s students will be of color by 2020 (Council for Exceptional Children 2002). Although the school and university curriculums remain Western-oriented, this growing number of people of color will increasingly demand to share power in curriculum decision making and in shaping a curriculum canon that reflects their experiences, histories, struggles, and victories. People of color, women, and other marginalized groups are demanding that their voices, visions, and perspectives be included in the curriculum. They ask that the debt Western civilization owes to Africa, Asia, and indigenous America be acknowledged (Grossman 1998). The advocates of the Afro centric curriculum, in sometimes passionate language that reflects a dream long deferred, are merely asking that the cultures of Africa and African-American people be legitimized in the curriculum and that the African contributions to European civilization be acknowledged. People of color and women are also demanding that the facts about their victimization be told, for truth’s sake, but also because they need to better understand their conditions so that they and others can work to reform society. The significance of culture in curriculum implementation is supported by Michaels’ (1981) study of differences in narrative styles used by African American children and their European-American teacher. In Michaels’ study, a European-American teacher did not make explicit the literate narrative style employed in school learning and, thus, African-American children did not acquire a prerequisite skill for reading acquisition. Narrative styles are culturally acquired. The narrative style employed in school is based on the European-American culture and does not need to be made explicit to most members of that culture. Schools and the curriculum are often portrayed as culturally neutral and, because the practice of schooling has become traditional, it is difficult to identify the specific aspects of culture that are present. A more specific example of teachers’ response to students’ cultural or ethnic background is found in a research study reported by Perry Gilmore (1985) in which African-American children’s access to advanced literacy is denied on the basis of their level of acculturation rather than acquisition of prerequisite skills. Creators of the standard curriculum as members, of the society, function in multiple settings (e. g. , systems) and, as a result, are socialized by many agents. Attitudes about what children should be taught and how they should be taught are shaped. Likewise, attitudes about social issues such as race and ethnicity are also influenced heavily by multiple systems-giving messages, sometimes conflicting messages, about the importance of these factors. Branch (1993) suggested that the ethnicity and race of the teachers/educators and learners figure prominently in the learning equation. He posits that the attribution of characteristics to learners influences how they perform in the classroom, perhaps as much as their abilities. Frequently, teachers view African-American children’s academic performance as a function of their race and ethnicity and the children themselves may develop limiting self-perceptions as a consequence of their interactions within the ecosystem. For example, Fordham and Ogbu (1986) reported that some African-American high school students perceive academic excellence as an instance of â€Å"acting White. † Background It was not easy, even in the heyday of nineteenth-century nationalism, to define what was meant by national identity. Nations were often based on some notion of unity, or of consanguinity, or of some shared culture, or appearance, or language. None of these seems to be either a necessary or a sufficient condition, however. The United States manages without consanguinity, for example—though it currently seems to see language as a defining issue, as can be seen in the moral panic about the possibility of non-English speakers forming a majority. The pedagogic will seek to produce structures and curricula that are designed to maintain national identity, particularly at moments when national authority might seem to be in question. Bernstein (1971) expressed part of this when he wrote that â€Å"how a society selects, classifies, distributes, transmits and evaluates the educational knowledge that it considers to be public reflects both the distribution of power and the principles of social control†. If existing power structures and distribution are to be maintained, knowledge, and the particular kinds of knowledge that constitute cultural capital, must be selected and transmitted to particular groups. Such cultural capital must be identified, protected and valued over other cultural phenomena. Authorities need to assert their identity and control, and, in the context of the arguments presented in this paper, they need national and cultural symbols to do this, and they need control over the way in which they are transmitted. Some of the unhappy facts of our condition are being disseminated through the media, but in spite of this we still suffer from serious misunderstandings about the nature of global problems. While we have all been told that there are environmental, economic, and political crises – the greenhouse effect, species extinction, the hole in the ozone layer, the Third World debt, the instability of political institutions – and have been informed that there are some causative agents such as carbon dioxide emissions, deforestation, poverty, and a dearth of the appropriate sustainable development, we clearly do not comprehend. We misunderstand precisely because an insistence on the facts alone constitutes that little bit of knowledge that is a dangerous thing. Western traditionalists and multiculturalists must realize that they are entering into debate from different power positions. Western traditionalists hold the balance of power, financial resources, and the top positions in the mass media, in schools, colleges and universities, government, and in the publishing industry (Duckworth 1996). Genuine discussion between the traditionalists and the multiculturalists can take place only when power is placed on the table, negotiated, and shared. However, multiculturalists must acknowledge that they do not want to eliminate Aristotle and Shakespeare, or Western civilization, from the school curriculum. To reject the West would be to reject important aspects of their own cultural heritages, experiences, and identities. The most important scholarly and literary works written by African-Americans, such as works by W. E. B. DuBois, Carter G. Woodson, and Zora Neale Hurston, are expressions of Western cultural experiences. African-American culture resulted from a blending of African cultural characteristics with those of African peoples in the United States (Wald 1996). Rather than excluding Western civilization from the curriculum, multiculturalists want a more truthful, complex, and diverse version of the West taught in the schools. They want the curriculum to describe the ways in which African, Asian, and indigenous American cultures have influenced and interacted with Western civilization (Combleth 1988). They also want schools to discuss not only the diversity and democratic ideals of Western civilization, but also its failures, tensions, dilemmas, and the struggles by various groups in Western societies to realize their dreams against great odds. The inclusion of African-American literature (a) clearly reveals the conflicts and contradictions of class, race, and gender bias in a democratic society, (b) puts students in touch with their own bias and that of their peers, and (c) helps students learn to challenge bias in themselves, their peers, and the larger society, and in the literature they read. The teacher’s personal commitment allows to overcome aspects of the school culture and resistance and racial conflict among students to reach a point of shared understanding and experience for students. The racial conflict clearly raises the issue of personal and group identity, however. Method Curriculum development is designed to reflect the course of study in schools. It is intended to present information to students in an organized manner through various instructional methods and strategies. Teachers must be cognizant of creative and innovative ways to individualize and maximize learning for pupils by providing practical learning activities. Designing curriculum involves two major methodologies (Grossman 1998). The first methodology is experimental instruction. Experimental instruction is designed to intrinsically motivate student interests inside and outside of the classroom. The second approach, systematic instruction, involves teacher/student interaction. The major purpose of systematic instruction is to develop a skill or concept and design materials and activities that enable students to achieve the selected objectives. Curriculum development in most school districts is concerned with developing academics in order to equip pupils to master the complex tasks presented by our society. This approach is valid for most pupils. However, due to poor social and interpersonal skills development of many minority and young African-American students, social skill development may be necessary before academic skills can be mastered. It is generally agreed by most professionals in the field of education that schools should be involved in teaching social and interpersonal skills. For example, social skills education and interpersonal skills development are ideal ways to teach responsibility for self and others and for exploring the meaning of human interaction and relationships. A social skills curriculum can also help students understand: (1) how to develop self-esteem along with their emotions and how their emotions affects others; (2) how to develop positive social relationships; (3) respect for others; (4) respect for rules and regulations; (5) ways to develop moral and character; (6) ways to examine one’s values; (7) ways to make responsible choices; (8) their potential and worth as human beings; (9) How to develop a sense of responsibility toward others and ways of behaving appropriately in public places; (10) the role and duty of responsible citizens; and (11) how to develop effective communication skills. Curriculum strategies outlined in this text are designed to address the social skills and others as they relate specifically to African American students. Experimental, direct, and systematic curriculum methodologies were employed. The phenomenon of educating African-American students has been studied and investigated extensively, resulting in numerous educators advocating that these â€Å"special† students demonstrate inappropriate social skills/ behaviors inside as well as outside the classroom. Developing the appropriate social skills for successful interaction with peers and significant adults (teachers, parents) can be considered one of the most important accomplishments of childhood and early adolescence should be addressed as soon as possible. This is particularly true in the area of establishing and maintaining relations with peers and authority figures. Not only can social skills deficits have a negative impact on future interpersonal functioning, it may also affect current functioning, reducing the quality and quantity of the learning experiences to which students are exposed in their educational settings. Social skills have been defined as goal-oriented, rule-governed, situation-specific learned behaviors that vary according to social context. Social skills involving both observable and nonobservable cognitive and affective elements that help elicit positive or neutral responses and avoid negative responses from others. As such, social behavior constitutes an intricate interfactional process. As a result, the behavior of school-age children influences and is influenced by that of their partners (e. g. , teachers, mentors, tutors, and peers) within the interaction. Society expects that when children reach various developmental stages, they will demonstrate greater foresight and more controlled behaviors. Society also expects that children will be capable, not only of meeting increased demands within learning tasks, but also more complex, subtle social situations. Failure to meet these expectations may increase their sense of social alienation and helplessness. The curriculum presented here is designed to enable African American students to become socially contributing members of society by meeting expected standards. Strategies have been developed to assist educators in providing these students appropriate social skills training to enable them to operate successfully in the schools and society. Intervention techniques have been selected based upon research techniques to assist young Black students in controlling aggression, assuming responsibility, and becoming productive members of the group. The author highly endorses that proactive approach be employed when teaching social skills to African-American students. Since proactive instruction provides children with social intervention before negative behaviors occur, this approach is preferable to reactive teaching. Whereas proactive instruction teaches social skills before social rejection is experienced, reactive instruction waits for the individual to fail and then applies intervention strategies. Many African-American students have problems developing appropriate social skills due to the problems outlined throughout the text. Proactive instruction will prevent many of the negative consequences of inappropriate social skills, as well as improve the self-image of young African-American males. Recommended strategies for proactive instruction may assist the boys in: 1. dealing positively with accusations 2. accepting the feelings of others in a nonthreatening manner 3. respecting the feelings of others 4. avoiding fights and conflicts 5. dealing effectively with teasing 6. giving praise or compliments to others 7. accepting compliments from others 8. apologizing for inappropriate behavior 9. expressing anger in a positive way 10. showing affection and appreciation toward others 11. practicing self-control These instructional activities may be expanded or modified as needed. As indicated, African-American students must be taught appropriate social skills if they are going to be contributing members of society. The social skills outlined here should be infused throughout the curriculum and integrated as needed by the teacher. These strategies are seen as immediate, useful sources for teaching pro-social skills to African-American students. Additionally, the curriculum is based upon in-depth research and years of teaching and observing the social skills development of African-American students. Results The initial step in developing a social skills curriculum is to identify those general social behaviors that are critical to successful social functioning. These general social behaviors are then rewritten as general objectives, which provide the framework for constructing other components of the curriculum. The second stage is to sequence specific objectives as they relate to the general objectives. All specific objectives are designed to achieve the general objectives. Specific objectives are stated in behavioral and measurable terms. The third step is to identify activities and resources that can achieve the stated objectives. Activities should be functional and reflect real life experiences that African-American students are exposed to. As much as possible, parents should be involved in reinforcing the social skills taught. Parents may be used as resource individuals and may offer suggestions relative to material and activities. The fourth step is to include cultural, ethnic, and racial diversity into the curriculum. This approach affords young African-American males the opportunity to appreciate and understand their own self-worth and sense of importance and belonging as well as identify Blacks and other minorities who have made significant contributions in several fields. An additional benefit is that the young Black males can identify and associate with appropriate role models. A curriculum that does not highlight the contributions of Blacks and minorities gives an inaccurate and distorted view of the many significant contributions made by them. Multicultural activities and strategies enrich the curriculum by showing differences in cultural styles, patterns, and interests of diverse groups. Conclusions and Recommendations A social skills curriculum should be based upon those social skills needed to function successfully in one’s society. Much of the research reviewed indicates that a significant number of y African American students have not mastered the social skills needed to function successfully in our society. A functional approach involves exposing the learner to real-life situations, concepts, and activities such as self-identity, acquiring self-concept, achieving socially acceptable behavior, bonding, respecting the rights of others, maintaining good interpersonal skills, achieving independence, employing problem-solving skills, taking turns, and communicating appropriately with others. It is language – the exquisite use of symbols – that makes us truly human, and I would like to see a core curriculum in which students study the origins of language – not just parts of speech (Frisby 1993). I would also like to see students consider how symbol systems vary from one culture to another, how language can be shared, and perhaps all students should become familiar with a language other than their own, so they can step outside their own language skin to understand better the nature of communication. And surely a course of study on the centrality of language would include mathematics, which is a universal symbol system. All human beings respond to the aesthetic. This condition is found in all cultures on the planet, and students, in the new core curriculum, should study the universal language we call art. When Picasso confronts the unspeakable agonies of war, the dismembered child, the scream of a bereft mother, the shattered home, and puts them on a huge canvas called â€Å"Guernica,† he makes a universal statement about destruction that can be felt in the heart of every human being (Spears-Bunton 1990). I am suggesting that for the most intimate, most profound, most moving experiences, we need subtle symbols, and students should learn how different cultures express themselves through the universal language of the arts. Bibliography Bankee N. C. & Obiakor F. E. (1992). â€Å"Educating the Black male: Renewed imperatives for Black and white communities. † Scholar and Educator: The Journal of the Society of Educators and Scholars, 15, 2:16-31. Bernstein, B. (1971). â€Å"On the Classification and Framing of Educational Knowledge†, in Young, M. F. D. (ed. ) Knowledge and Control: New Directions for the Sociology of Education, London: Collier-Macmillan. Bok, Derek. Higher Learning. Cambridge, Mass. : Harvard University Press, 1986. Branch C. (1993). â€Å"Ethnic identity as a variable in the learning equation. † In E. Hollins, J. King, & W. Hayman (Eds. ), Teaching diverse populations. Albany: State University of New York Press. Combleth, Catherine. (1988). â€Å"Curriculum In and Out of Context,† Journal of Curriculum and Supervision, 3:2, pp. 85-96. Council for Exceptional Children (CEC). (2002). Addressing over representation of African American students in special education: The prereferral intervention process – An administrator’s guide. Washington, DC: National Alliance of Black Schools Educators. Davis, Allen J. (1988). â€Å"Education for Citizenship: The Role of Progressive Education and Interdisciplinary Studies,† Innovative Education 13, 1. Duckworth E. (1996). The having of wonderful ideas and other essays on teaching and learning. New York: Teachers College Press. Falvey, M. A. (Ed. ). (1995). Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction. Baltimore: Brookes. Frisby C. (1993). â€Å"One giant step backward: Myths of Black cultural learning styles. † School Psychology; Review, 22(3), 535-557. Fu Charles Wei-hsun. (1988). On the Task of Constructive Modernization of Confucian Ethics and Morality, Taipei: Universitas (Philosophy and Culture) Monthly. Fordham S. & Ogbu J. U. (1986). â€Å"Black students’ school success: Coping with the burden of ‘acting white’. † The Urban Review, 18(3), 176-205. Grossman, H. (1998). Ending discrimination in special education. Springfield, IL: Charles C. Thomas. Hirsch E. D. , Jr. , (1993). â€Å"The core knowledge curriculum – What’s behind its success? † Educational Leadership, 50, 23-30. Macdonald, James B. (1971). `Curriculum Development in Relation to Social and Intellectual Systems. In The curriculum: Retrospect and Prospect, part I, pp. 97-112. Seventeenth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago press, 1971. Michaels S. (1981). â€Å"Sharing time: Children’s narrative styles and differential access to literacy. † Language in Society, 10, 423-442. Obiakor, F. E. (1994). The eight-step multicultural approach: Learning and teaching with a smile. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. (1999). Beyond the steps: Multicultural study guide. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. , & Schwenn, J. O. (1996). Assessment of culturally diverse students with behavior disorders. In A. F. Rotatori, J. O. Schwenn, & S. Burkhardt (Eds. ), â€Å"Advances in Special Education: Assessment and Psychopathology Issues in Special Education† (Vol. 10, pp. 37-57). Greenwich, CT: JAI Press. Spears-Bunton, Linda A. (1990). â€Å"Welcome to My House: African American and European American Students’ Responses to Virginia Hamilton’s House of Dies Drear,† The Journal of Negro Education, 59:4, pp. 566-576. Wald, J. L. (1996). â€Å"Diversity in the special education training force. † NCPSE News, 1, l&6.

Obesity And Its Effects On Childhood Obesity - 1866 Words

Obesity is not an unfamiliar condition to the American population. Many researches, public health efforts, policies are focusing on obesity and specially on childhood obesity.in focus in United States (Ogden, Carroll, Kit Flegal, 2014). Many institutions such as CDC with its National Health and Nutrition Examination Survey (NHANES), Institute of Medicine and U.S. Department of Agriculrual and Food have provided recommendations, surveys and developed regulations for obesity (Ogden, Carroll, Kit Flegal, 2014). New surveys suggest that more than two-thirds of U.S. adults are overweight or obese, and those numbers are higher for African-American and Hispanic women population. Also, about one fourth of 2-5 year olds and one-third odf school age children are overweight or obese (Ogden, Carroll, Kit Flegal, 2014). Specially, African American women are at increased risk. Approximately, 56.6 % of African American women are obese of the total population (Ogden, Carroll, Kit Flegal, 2014). Same goes for African American children; obesity rates are higher among African American children as compared to White children. Although the recent trend has plateaued, looking at obesity and its complications such as hypertension, heart attach, stroke, obesity in children, adolescents and adults remains an important issue. The trends and numbers for obesity in Michigan State are worse. According to Michigan State Nutrition, Physical Activity, and Obesity Profile (2012), 30.9% adults wereShow MoreRelatedThe Effects Of Obesity On Childhood Obesity Essay1953 Words   |  8 Pagesfind out what has caused or what the leading factors to obesity are. Researchers are currently still doing research to find out what causes or what may be the lead to obesity. Childhood obesity is a serious medical condition which considers a child to be obese if their Body Mass Index (BMI) is at or above the 95th percentile for children and teens of the same age and sex. (Rendall., Weden, Lau, Brownell, Naz arov Fernandes, 2014). Obesity is on a rise in the Unites States and all over the worldRead MoreThe Effects Of Obesity On Adolescents : Childhood Obesity1068 Words   |  5 PagesThe Effects of Obesity on Adolescents Childhood obesity is one of the most serious public health problems in the 21st century. According to PMC, the US Library of National Health and Medicine and National Institutes of Health, over 42 million children under the age of five are obese worldwide in 2010, and that number continues to ascend at an alarming rate. Obesity occurs when the body stores an excess amount of fat that is not necessary for the person’s survival. Some scientists have argued thatRead MoreChildhood Obesity And Its Effects1551 Words   |  7 PagesChildhood obesity has become an epidemic in our nation. Currently, more than one in six American children is obese, which is three times the rate as that of the 1970s [1]. Obesity contributes significantly to cardiovascular disease, different types of cancers, as well as diabetes. About 70% of obese children/adolescents have at least one risk factor for heart disease, such as hyperlipidemia and hypertension, and almost 40% of obese youths have at least tw o additional risk factors. Increase in ratesRead MoreChildhood Obesity And Its Effects Essay1049 Words   |  5 PagesChildhood obesity is at an all-time high in the United States and should be a major concern for the nation. With childhood obesity steadily rising, it is imperative that actions be implemented to offset this trend. Childhood obesity places children at a significantly higher risk for a multitude of physical and psychological health concerns. It is important to understand the actions that have been set in motion that attempt to resolve this issue. Additionally, it should be determined if these actionsRead MoreChildhood Obesity and Its Effect1260 Words   |  6 PagesChildhood obesity is considered to be a serious issue among our youth. Obesity can cause many types of physical problems, which most are aware of, but it can also cause some undesirable internal feelings within children and adolescents who suffer from it. Self-esteem, or self-worth, is important as it hel ps develop personality and is a major ingredient to our mental health status (Wang, F. and Veugelers, P. J., 2008). Some have said obesity may even have a negative effect on cognitive developmentRead MoreChildhood Obesity And Its Effects894 Words   |  4 PagesChildhood obesity, a monstrous disease that grabs the attention of its victims so effortlessly, is a frightening concern among many. Childhood obesity is a condition in which a child is extremely overweight for their particular age group. 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Since little effortRead MoreChildhood Obesity And Its Effects990 Words   |  4 PagesChildhood Obesity has quadrupled in the last thirty years, and the number of children with obesity related diseases and health conditions reflect that. More and more Kids are developing what would be considered adult health conditions like osteoporosis, sleep apnea, fatty liver disease, and cardio vascular diseases, which usually only affect people later in life. Kids are not only developing adult diseases, they are physically becoming adults. If you were to compare a obese 10 year old DNA to theirRead MoreChildhood Obesity And Its Effects On Children1188 Words   |  5 Pageslink between childhood obesity and advertising. There has been a rise in childhood obesity in the past few years and many believe, and have evidence to support, that it is partly because of unregulated advertisements aimed towards children. The health of a child is very important childhood obesity is something to be concerned about. 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