Maintaining Integrity and Advocating Essay Discussion Paper

Maintaining Integrity and Advocating Essay Discussion Paper

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Type	Essay
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Maintaining Integrity and Advocating Essay Discussion Paper

Please respond to Meghan with 200 words

Topic 1: Things value in life.

The ten things I value in life are: God, Family, Church, and Friends, Fair treatment for all, Character of a person, my privacy, Opportunities for education, Personal Integrity, and Helping others.

Societal perceptions are how society perceives people’s actions or motives. The society that you live in establishes what is considered to be normal or of a benefit to society.

Our laws are made so citizens of the community will abide by the standards that are set into place. Our families have a set of values that has been passed down through generations that the family follows. Our churches also teach values to their congregation from the Bible such as the Ten Commandments and Biblical laws.

When we find a job, the employer has values for his business that the employees are to follow. Learning to respect the values of others is something everyone needs to learn Freud (1999) discussed that society perception is based upon what is considered normal at the time.

Our values are affected by how society deals with society’s deviations (as citied in Bern’s, 2016, p. 422). Personal perceptions are how a person is influenced by others concerning how they choose to react in situations. A person grows and develops relationships that can have a positive or negative influence on their perceptions of right and wrong.

Bern’s wrote “Factors such as age, experience, cognitive development, and moral reasoning affect values” (2016, p. 422). As people mature they begin to establish their own personal values that may change with experiences within the family one is born in, the community you live in, the friends you have, and life experiences.

Values are taught and developed and each person must make decisions on what values are important to them. According to Bern’s (2016) stated “Values clarification- the process of discovering what is personally worthwhile or desirable in life “(p. 424).

Topic 2- Influences.

Children often have many issues with self-esteem. Children learn by doing and observation, and look for acceptance within their environment. Children learn about acceptance and what other’s think or feel about them. They also learn about what their peers or adults in their lives think and in turn use those observations as their own.

Many agents affect children’s attitudes towards others. Family values, morals, and the socioeconomic status of the community the family lives in gives insight to the child’s perception of others. The child’s peers influence how a child reacts to others. Media also builds a child’s perception of what is expected when interacting with others.

Comstock & Scherrer (2007) Kaiser Family Foundation (2010), Richer, Ruff & Smith (2011) discussed “The mass media must be considered socializing agents, not only because of their prevalence, but also because they reveal many aspects of the society and elicit cognitive processes in children that cultivate their understanding of the real world “(as citied in Bern’s, 2016, p. 55). All these agents combined develop the child’s attitude towards others.

Many agents affect a child’s development of their self -esteem. The child’s parenting practices had a great effect on the child’s self-esteem. The self-esteem that the child builds from their home life affects their success in school. Harter (2006, 2012) discussed “It has been found that students with high self-esteem are more likely to be successful in school and achieve more than children with low self-esteem “(as citied in Bern’s, 2016, p. 443& 444).

A child’s peers are also significant in building self-esteem. Children tend to criticize one another and poke fun at each other. The mass media also is a factor in the development of a child’s self-esteem.

Movies, videos, and advertising give children false stereotypes of body image. Children often feel they must live up to these unrealistic stereotypes and can cause them to have lower self-esteem. The community can also affect self-esteem in regards to gender. Women are often paid less than a, man and have a harder time in career advancement.

Topic 3- Prejudice.

Prejudice comes in many forms. Individuals form prejudice usually in their early years of growing. Brown & Bigler (2005) Van Ainsdale & Feagin (2201) discussed that a child’s attitude about cultural groups develops in three phases. First, at the age of 2 ½ to 3 years they become aware of cultural differences.

Second, around age 4 the child becomes aware of culturally related words and concepts. Third, at about age of 7 the child develops attitudes regarding cultural groups” (as citied in Bern’s, 2016, p. 425).

The child’s attitude on prejudice is influenced by family, peers, media, school, and community they live in. Attitudes regarding prejudice can be redirected and changed. Katz & talk (1979) discussed that they used three techniques to combat culturally biased attitudes among 2nd and 5th grade children.

Increased positive intercultural contact was used to provide the children an opportunity to work together and build relationships. Vicarious intercultural contact using cultural stories for children to relate to. Perceptual differentiation is when children were shown slides on people from other cultures that where dressed in clothes of their culture.

Children are asking to identify differences in each slide. These exercises lowered the children’s prejudice (as citied in Bern’s, 2016, p. 431). These experiences proved that attitudes could be changed for the positive. People need to be looked upon as individual and not as a race, ethnic group, or with any other cause of prejudice.

Reference.

Bern’s, Roberta M. Child, Family, School, Community. 10th ed., Cengage Learning, Inc, 2016.

Maintaining Integrity and Advocating Essay Discussion Paper

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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