The Book of Ethics Ch. 5: Cultural and Spiritual Dimensions of Addiction Treatment Presented by: Joslynn A. Davis Rapid Growth of an Ethnic and Culturally Diverse Clientele As a result of a steadily increasing rate of racial and ethnic minorities in the U.S.‚ the population that helping profession wants to assist has become very multicultural and diverse. Some helping practitioners are unable to effectively help their clients due to the cultural boundaries between the client and the helper
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Graves‚ 2012) In preference to educational setting American public education system is not gathering all the information to educate the diverse students. Also teacher are under qualify for teaching diversity students. Therefore‚ to design effective culturally responsive pedagogy teacher must have equitable instructional resources‚ have high qualifies educational field experience from k-12 and have college degree in order to teach and make young children’s prepare for college‚ have better job and build
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APA 360 Final paper Fujia Ge‚ also named as Alex Ge‚ who was born in 1939. He was an immigrant from China. Now he lives in Mesa‚ Arizona. He has two sons and four grandchildren. He usually spends his days on the gardening and golf. He used to work as a painter. He still loves to paint when he was free. Compare to the first 30 years what he has been through; this seems a heaven for him. In 1939‚ the year when Alex born. The war between China and Japan has become more and more violent. Two
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legal philosophy for protection of the consumers from intake of adulterated food articles resulted in the inclusion of some provisions in the Penal Code‚ 1860 (Act No. XLV of 1860) making adulteration of food or drink and sale of noxious food or drink punishable under sections 272‚ 273‚274‚275 and 276 of the said Code. The provisions of the penal Code could not‚ however‚ effectively control the trend of manufacture and sale of adulterated foodstuff. In subsequent years‚ widespread evil of food adulteration
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Green). As teachers we can teach the standards set by the state but unless our students can relate the concepts being taught to real world experiences they may have trouble understanding the concept. This is referred to as Culturally Relevant Teaching (CRT). Culturally relevant teaching as describe by Gloria Ladson-Billings in 1992‚ “as a way that would empower students to excel because of the way in which they experience the curriculum makes sense in the context of their lives and helps them
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Nobody Likes a Copycat Due to the amount of information readily available through websites and online libraries‚ the problem with plagiarism has become a major ethical issue in today’s academic environment. David Callahan‚ author of Cheating Culture (Macklem‚ 2006)‚ states "Widespread cheating is undermining some of the most important ideals of American society." With the continuous rise of academic challenges students are pressured more to look towards faster and more convenient ways of research
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harms to student‚ will it affect quality of education? In fact‚ culturally diverse classes help students brainstorm better‚ more creative ideas; their future contribution to the society can be unlimited. In the article in the Seattle Times‚ Alexandra Olson (2017‚ October 26) reports that many companies believe culturally diversified workforce can both produce a better marketing campaign and prevent encountering blunders. Culturally diverse classroom can help students collect and discuss on different
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The purpose of the paper is to introduce teachers to up-to-date‚ culturally responsive resources suitable for English language learners from diverse backgrounds. The percentage of English language learners‚ or ELLs‚ continue to increase in great numbers in US classrooms. It is essential for teachers to understand that the needs of ELLs can vary greatly from those in a mainstream‚ native-speaking classroom. Thus‚ teachers working with a diverse population must know how to find effective and appropriate
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preparation programs‚ places an emphasis on teaching culturally responsive approaches‚ and acknowledges fostering reflective practice (National Council of Teachers of English‚ 2010). The need for culturally responsive approaches and reflective practice certainly fall under the domain of pedagogical preparation‚ and therefore these two areas will be explored first. Addressing Diversity in Classroom Practice Addressing diversity and providing culturally
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Culturally responsive pedagogy is a student-centered approach to teaching. Students’ cultural strengths are identified and nurtured to promote student achievement and sense of well-being about the student’s cultural place in the world. Applying culturally responsive pedagogy‚ students receive equal opportunities to achieve full potential. It also allows students preparation for
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