Critique of a Local Newscast Research Paper Example | Topics and Well Written Essays - 500 words

Critique of a Local Newscast - Research Paper Example Staying with the theme of appearance, all of the anchors are physically appealing individuals. While they come from diverse ethnicities, it seems obvious that CBS2 is trying to present us with the most attractive individuals they can that hold to a very narrow standard of appearance. Everyone could be described as wearing moderately formal business attire with very similar hair styling regardless of ethnicity. Men had short hair, parted on the side and combed over. Women had hair of moderate length that was relaxed, framing their faces. Everything about the anchor’s physical appearance appears to downplay ethnicity and enhance uniformity and moderation. The news stories were primarily of local events. The lead story was about three individuals that were arrested in connection with a string of robberies. There was speculation that these robberies could be linked to a fourth robbery in which an individual working in the entertainment industry was murdered. The anchor delivered a lead and then a reporter in the field was featured. In the background behind the reporter, obvious police activity was occurring. A shot of a police car with lights flashing and officers milling around, talking with one another and some individuals that appeared to be detectives or crime specialists, provided the backdrop for the reporter.

Adopted Children Will Face Depression Problem Psychology Essay

Adopted Children Will Face Depression Problem Psychology Essay Adopted children have additional factors that affect their lives. They may have been in one or more foster placements before their adoption. They may have been in one or more foster placement in homes where other children already lived and who may have resented the intrusion of strangers into their own family and space. Each temporary placement brings a confusing array of conflicting values into the childs life. Some of these values studies have linked adoption to an increased risk of depression in adopted child. While reports are can be conflicting and confusing for adoptive parents and health care providers, there are some theories, symptoms, facts and treatment options to keep in mind when caring for or treating adopted children who may suffer from depression. They always thing themselves are no values in the world and so on. Adopted children often have mixed feeling about their adoption. They may learn to love their adoptive parents, but struggle with the fact that their own birt h mothers gave them up. They might ask the adoptive parent. Why do you want me? Why didnt my birth mom want me? What is wrong with me? Worse, they might think these things, but not ask them. They sense that something is not right about their situation, and they dont know what to think or how to feel about it. It will affect their childhood memory. An extensive literature examining behavioral, diagnostic, and demographic characteristics of adopted children has provided several plausible explanations for the high rate of behavior problems among adopted children. They feel different from the adoptive family and struggle with a sense of loss, rejection, and even shame and embarrassment over their adoption. Even with these questions, they do not act out or cause major difficulties within their adoptive family or at school. I agree all the adopted children will face depression problem because they always look down themselves and embarrassment. They feel different from the adoptive family. Some adopted children are afraid to talk or ask questions about their birth family so they fantasize about the birth family instead. My life would be great if only I could live with my parents. They would love me and take me places and give me money and I wouldnt have to follow all these rules. I would be much happier back home. Many children fantasize about what their birth parents look like, what they do for a living, and how much they are missed. Life events frequently draw adopted children back to memories of the past. Birthdays, holidays, and important events are hard for these children. What is a time of celebration for others is often a sad reminder of loss or rejection for them. We celebrate the day of their birth; but they secretly mourn the loss of their parents. Children interpret life and experiences, whether or not we talk to them about it. Often we avoid discussing what we dont want to deal with, thinking that children will not think about it. An emotionally challenged child who is adopted might go through depression and withdrawal. In some cases, it can get so severe that intervention and treatment is necessary. The adopted parent must be patient with the child and try to communicate with the child as much as the child allows. Problems with self-identity are usually the case with adoptive chil dren. This is especially true of children who have been adopted from other countries. They go through culture shock and wondering where they fit in. Some might become insecure because of a language barrier. At school, these children might find it difficult to make friends. Adoptive parents should make every effort to embrace the childs culture as well as teach the child about the new culture and surroundings. Sometimes, if they want to buy some toys or whatever and their adopter parent are not but it let the adopted children felt not treat them like son. Adopted children may sad over the loss of a relationship with their birthparents and the loss of the cultural and family connections that would have existed with those parents. They always thing what reason their birthparents want to leave them. There are very trouble and feeling abandoned, and not good enough, coupled with specific hurt feelings over the birthmothers choice to reject the children. The feeling of not being wanted is another problem for them. I make the adopted children felt very disappointed and depression. If they have experienced abandonment, the adopted children will not trust their new parents until they get to know them. This might take a while for the adjustment to take place. By talking openly about the adoption, the adoptive parent will offer a reassurance of stability. Adopted children may also suffer from a loss of access to important medical or genetic birth family histories. So the adopted children will thing this problem until become depression. Adopted children may feel as though they are betraying their adoptive family and that they will hurt their adoptive family by expressing their desire to learn about their birth family. In a best case scenario, adopted children do not have to wonder how their adoptive family members feel about their interest in their birthparents because adoptive parents will have addressed these concerns directly in previous conversation. Even in such a best-case scenario, the emotions may still be somewhat painful or difficult. It is not obvious that an adoption has occurred when adopted children physically resemble their adoptive parents since people are unlikely to spontaneously ask about adoption issues. This type of attention can quickly become annoying and even hurtful if adoptive parents do not take steps to shut it down. Otherwise, it can cause many argument and tragedy. Sensitive adoptive children may also fall victim to teasing and bullying at school, where other children taunt them in an attempt to make them feel ashamed for being adopted. Not every adopted child will express an interest in his or her birth family history. Some children become aware that most adoptions occur when birthmothers judge themselves financially and emotionally unable to raise a given child, and come to feel that there isnt anything to gain by wondering about or seeking out their birth family. Such children prefer to just leave the adoption as a done deal and move on with who they are now, letting the past stay in the past. There is nothing wrong with adopted children who fail to show concern about their birth parents, and likewise, nothing wrong with adopted children who do show such interest. Both reactions are normal, if sometimes painful. In addition, the adoption issues of difference, impermanence, feelings of mutual obligation and fear of abandonment are generally poorly understood and form the basis for the development of unique interaction patterns of communication. I know many adoptive parents who are raising traumatized children. One thing that fascinates me is how infrequently I hear adoptive parents talking about dissociative disorders. I say this because, on message boards for adult survivors of childhood abuse, dissociative disorders are high on the list of areas in which adult survivors struggle. They developed their disorders as young children, and as adults, they struggle to find a way to heal from them. Almost all the adopted children are diagnosed depression, so I agree about that the children will face this problem. Conclusion Eventually, I felt very compassionately on the adopted children and find the way to solve the problem. Adopted children often have mixed feeling about their adoption. They may learn to love their adoptive parents, but struggle with the fact that their own birth mothers gave them up. We try to overcome this problem and give them a happy childhood memory. Emotional and psychological problems are usually part of the reason why the child is placed in the adopted home. The adopted parent must be sensitive to a child that has experienced emotional and physical abuse. Working with a counselor or psychiatrist will help the child to make an easier transition to a new home and life. They always thing themselves are no values in the world and so on. Adopted children often have mixed feeling about their adoption. So we give so confident them to overcome. In adolescence, the adopted child is likely to have an increased interest in his or her birth parents. This open curiosity is not unusual and d oes not mean that he or she is rejecting the adoptive parents.   Some adolescents may wish to learn the identity of their birth parents.   Adoptive parents can respond by letting the adolescent know it is okay to have such interest and questions, and when asked should give what information they have about the birth family with sensitivity and support. Children should learn of their adoption from the adoptive parents.   This helps give the message that adoption is good and that the child can trust the parents.   If the child first learns about the adoption intentionally or accidentally from someone other than parents, the child may feel anger and mistrust towards the parents, and may view the adoption as bad or shameful because it was kept a secret. Question 2 Introduction Nowadays, teenager like to abuse drug, glue addiction, and cigarettes. Beside that, a new addiction is emerging and known as computer game addiction. This  phenomenon  is a quite new one and because of that not much of a  real  research or studying has been done on this subject, so  it hard  to tell when your computer usage has gone too far.   A heavy user of computer games should be aware on how much time  he spends in front of the computer and think about the choices he have, one way is to just sit in front of the computer playing games and let time pass by. Computer  game addiction can be on both good and bad sides.  Its a quite rare thought but game addiction got some advantages.  And I can take this statement because Ive seen what it has done to people, I have a friend who was taking drugs, he was never home and he didnt care shit about the school. Teenagers only focus in computer and not mind on his studying. Either way, the teenager is living out a fantas y life. The internet and computer is often an escape from reality for teenagers who feel they do not fit in with the real world. Either in chat rooms or with games, the teenager can be whomever they choose to be. All it takes is a click of the mouse and they are in their fantasy world living out their dream life, either in the form of a hero in a game to being somebody they are not in a chat room. Otherwise, teenagers also explore the porn website to download some movie and pornography. It is unfortunate that for a minority of teenagers, role playing of this kind turns into a full-on addiction. Computer game addiction among teens is very often the cause of family arguments because the teen will forgo social and family events preferring to use their computer instead. Very often an internet addict will stay up all night playing games or using a chat room. In the worst cases, teens will quit school or college favoring their computer game addiction. Symptoms of computer game addiction c an include mood changes, they can become withdrawn, bursts of anger and a huge impact on their social relationships. Answer Computer games are most popular among teenagers. Thus, too many teenagers are only playing computer game and abandon their academic. Computer games excel at getting people addicted. Although a young person can develop an addiction to almost any video game, the most problematic gaming genre is that of massively multiplayer online role playing games, the most famous of which is World of Warcraft. When a person falls prey to the temptation of letting this game turn from a hobby into an obsession, it is very easy for teenagers to develop a true psychological addiction to the game.  World of Warcraft are virtual brain candy, designed to keep users addicted by adding endless amounts of content.   A mundane task as grinding gold can be extremely addicting to the average user, simply because of the reward system that is in place.  Otherwise, online gaming is seriously because many teenagers play online game everyday. Researchers have found that a survey of 1500 teenagers indicated 25% were compulsive video gamers. Fifty per cent of those surveyed used the word addiction to describe a friends gaming behaviors. Because excitement becomes the reward for playing and because the games are set up to reinforce behavior intermittently, they are extremely habit-forming, and even potentially addicting. Psychologists think that video games are addicting because they provide many basic psychological needs to the users.   Online video games offer rewards, virtual freedom, and often a connection with people.   Addiction to computer games can be caused by psychological problems such as antisocial personality disorder, depression, and social phobia.   Users want a way to escape from their reality, and video games provide the perfect escape. Because of their widespread use, many studies provide data on the short and long-term effects of regularly playing computer games. Some studies conclude there is a link between playing violent video games and tendencies towards violent behavior. Increasingly, the social element to playing computer games affects how teenagers interact with peers. Playing computer games has also been shown to improve problem-solving skills and increase adeptness at using technology overall. But an addictive aspect too many games suggest that playing in moderation is critical. The short term effect of computer addiction are the most prominent being that violent games change the way gamers interpret and respond to aggressive acts. Even those who arent predisposed to aggression respond with increased hostility after playing a violent video game. The game becomes whats called a situational variable which changes the perception of and reaction to aggressive behavior. Long-term effects of violent video games are still uncertain and are fiercely debated. No long-term studies have been conducted to date, so there are only hypotheses. Anderson and Bushman theorized that excessive exposure to violent video games causes the formation of aggressive beliefs and attitudes, while also desensitizing gamers to violent behaviors. Though long-term effects havent been clinically documented, one need only look at the way video game violence has progressively increased over the past two decades to get a sense of potential long-term effects. Parents would be wise to monitor the amount of time their kids spend gaming and watch closely for any negative effects. Many teens can play video games a few hours a week, successfully balancing school activities, grades, friends, and family obligations. But for some, gaming has become an uncontrollable compulsion. Just like gambling and other compulsive behaviors, teens can become so enthralled in the fantasy world of gaming that they neglect their family, friends, work, and school. They were excitedly playing a computer game they had just downloaded. This father felt lucky to overhear his son, disturbing as it was. He was able to steer the boys to non-violent games, more appropriate for their age and more in alignment with the familys values. Additionally, if a child or teenager sits in front of a game all day and night, there is no physical activity involved, which can lead to obesity and other health problems. Internet computer addiction among teens is very often the cause of family arguments because the teen will forgo social and family events preferring to use their computer instead. Very often an internet addict will stay up all night playing games. In many ways, teen computer game addictions have remarkably similar symptoms to any other form of compulsive or addictive behavior. Whether it is drinking, gambling, gaming or drug abuse, all activities that encourage compulsive behavior exploit the pa rt of the brain that is responsible for delivering rewards for our actions. The internet and computer is often an escape from reality for teenagers who feel they do not fit in with the real world. Either in chat rooms or with games, the teenager can be whomever they choose to be. All it takes is a click of the mouse and they are in their fantasy world living out their dream life, either in the form of a hero in a game to being somebody they are not in a chat room. Conclusion At the end, I felt a parent of a teenager suffering from internet and computer addiction should act upon it as soon as they see the symptoms by trying to limit the amount of hours the teenager spends on the computer. To prevent internet computer addiction among teens is somewhat a challenge. Encouraging the child to take up other pastimes or hobbies can in most cases turn their attention away from the computer. An organization specifically set up to combat internet computer addiction among teens, and has helped many thousands of teens and indeed, people of all ages, with their computer and internet addiction. State governments have attempted to regulate access to age-inappropriate content. We must organize some specifically camp motivation to set up combat internet computer addiction among teens, and has helped many thousands of teens and indeed, people of all ages, with their computer and internet addiction. Identifying triggers involved in Internet addiction is another area where p sychological counseling is important. Such triggers are the thoughts and feelings that precede the teens use of the Internet. Training in social skills development or communications is also recommended, as many teens that have become addicted to the Internet are socially withdrawn and lack the ability to communicate easily with others on a face-to-face basis. One point that is also common to other types of addictions holds true for Internet addiction as well. Left untreated, Internet addiction can consume more and more of your teens time and energy, physical and emotional consequences may ensue, and relationships, grades, job and career opportunities may suffer.

Laura Equirels Like Water for Chocolate :: essays research papers

Love   Ã‚  Ã‚  Ã‚  Ã‚  True love is emotion and passion. True love is when two individuals see each other and never want to leave each other. True love is a feeling of love every time one sees or even thinks of his or her soul mate.   Ã‚  Ã‚  Ã‚  Ã‚  I do not believe true love was ever reached in this novel with any of the characters. Tita and Pedro always had worries and doubts about their relationship together. And that is what kept them from reaching true love. If they question their love and relationship because of other individuals, it cannot in fact be true love. I believe what Tita and Pedro felt was passion. Passion for each other that was stronger than any other character. â€Å"With no need for words, they took each other’s hands and went into the dark room.† Pedro and Tita’s dark room was proof of how secretive they wanted to be. Although Tita loves her family immensely, she could not let that love interfere with her love for Pedro; not for the shortest time. Tita and Pedro did not have enough emotional love for them to have true love. When they saw each other, they hardly had any other love than their passion of the dark room. They did not express many ideas for their future to gether.   Ã‚  Ã‚  Ã‚  Ã‚  Tita and John’s love was not near true love. They had some emotional love when together, but no passion for love. They knew they could start a family and a future together, but Tita especially had an empty feeling of love when around John. Probably the same emptiness Pedro feels for Rosaura. Those are the kinds of love where two people can have a successful future and family together, but could be emotionally separate from each other. In a way, Rosaura and Pedro’s relationship is almost a premonition for Tita and John’s relationship.

Jesus as Messiah, Prophet and Son of Man

Jesus, being both divine and human, is attributed the roles of Messiah, prophet and Son of Man.   The three roles are distinct from each other but the role of Messiah is the most controversial of the three because of the difference between Judaic expectation and Jesus’ interpretation of the role.   On the other hand, the roles Prophet and Son of Man are more easily acceptable by any culture or religion as they view the historical Jesus, but each is no less important.   Jesus’ prophetic role enables him to become a direct messenger from God, and his humanity provides empathy with human attitudes and feelings.   His humanity also emphasizes that his ability to feel pain contributes to the reality of his sacrifice during his suffering, and death by crucifixion.Jesus is the Son in the Holy Trinity and this gives him the identity of God incarnate, being both human and divine.   Though through Jesus’ omniscient messianic role, the prophetic role is already ex pected, there are aspects about his ministry that distinguish the role of Messiah from the role of prophet.   Moreover, while these are divine facets of Jesus, his identity as the Son of Man, or being truly human, is equally important because it gives more importance to his sacrifices, especially his death by crucifixion.   Meanwhile, Jesus complies with the general description of the prophesied Judaic Messiah (Croatto, 2005, p. 464), having been born as a descendant of David, but the Jews   are expecting more in terms of a Messiah who will save his people from physical bondage.Jesus is recognized more as the Messiah rather than a prophet, because it is through being the Messiah that he is able to save while as a prophet he merely foretells what is to come, like many other prophets.   However, Jesus’ role as Messiah has become the most controversial of his facets.   The Jewish people are more ready to accept Jesus as a fully human prophet than being the actual Messi ah because of the different expectations attached by the Jews to the role of Messiah: â€Å"All the prophets affirmed that the Messiah will redeem Israel, save them, gather their dispersed, and confirm the commandments.But he caused Israel to be destroyed by the sword, their remnant to be dispersed and humiliated† (Wolf, 2001, p. 370).   In their great suffering, the Jews have longed for a Savior that will fight physically in order to save them, like a much more powerful version of human kings.   Jesus, on the other hand, has come to die for people’s sins, to save the soul instead of the body. His messianic role also involves healing.   â€Å"Jesus’ miraculous deeds in Matthew, therefore, are replete with eschatological significance and point to Jesus’ messianic identity† (Cousland, 2003, p. 770); people have waited for a Messiah who can heal.   There are many instances in the bible which refers to Jesus’ healing of physical afflicti ons along with spiritual ones.He has raised people from the dead, has cured life-threatening diseases and has released demons from the bodies of those afflicted both spiritually and physically.   He therefore, has demonstrated apt evidence that support his messianic identity.   Nevertheless, in a time of conflict and doubt, this is not apparent to people who have hungered for someone who can liberate them and have waited for so long for the fulfillment of a prophesied warrior who will bring about justice and peace.   As a result, Jesus has been tagged as a â€Å"Messianic pretender† (Wolf, 2001, p. 370).Jesus’ role of Prophet is prevalent in the Gospel of Luke.   Though overshadowed by his Messianic role, it is a more tangible role that is also supported by prophecy, particularly in Deuteronomy.   Jesus is described as the â€Å"new Moses† and a â€Å"Teacher† (Croatto, 2005, p. 454).   It is also important to know that Jesus has described him self as prophet in Luke 13:33, and is a healer-preacher like the prophet Elijah.   As a prophet, the historical Jesus is compared to past prophets like Moses and Elijah. â€Å"The prophet Jesus is the paradigm for the Christian prophetic mission.To see Christ, the Messiah, as heavenly king and monarch is not very suitable today, because of so many sad experiences of many monarchies in our world† (Croatto, 2005, p. 465).  Ã‚   This means that during these times, the image of Jesus as prophet is more important.   It can become a practical framework for modern prophets or missionaries intent in spreading the word of God.   In today’s world, monarchs and other political leaders are regarded with some trepidation or criticism.   The Jews of Jesus’ time may be longing for a Messiah who will rule as a king but today’s people will want to hear a preacher or to go to a healer.   Croatto’s statement can also mean that Jesus’ interpretation of his role of Messiah through his work as prophet and healer is a good manifestation of messianic identity.As has been mentioned earlier, Jesus’ role of Son of Man, or being truly human, adds to the magnitude of his works.   It is curious then to know the implications if Jesus’ come to the world of his people as a purely divine Messiah without a true understanding of the human condition, instead of becoming God turned Man.   In becoming the Son of Man, he fully empathizes with his people but it also means that he is not the warrior king that everyone has been expecting from a divine Messiah.   Furthermore, Jesus has become truly human to become a good example to his people of what it is to be truly human.   â€Å"The essence of divinity is fully realized humanity.   Therefore, only God is truly human, and the task set before human beings are to become human as God is human†¦Jesus serves as our model of true humanity† (Burkett, May 2002, p. 43).J esus is Messiah, Prophet and Son of Man, human and divine, and these aspects of his role in the world is emphasized by his preaching and healing.   Though Jesus is not the Savior that the Jewish people have expected, his Messianic role and prophetic mission are supported by the Scriptures.   His Messianic role is manifested in his healing, his prophetic mission through his teachings and his humanity through a direct understanding of the human condition.References:  Ã‚  BIBLIOGRAPHY   l 1033   Burkett, D. (May 2002). Our Man Jesus. Christian Century , 43-46.Cousland, J. (2003). Book Review: Messiah, the Healer of the Sick: A Study of Jesus as the Son David in  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the Gospel of Matthew. Journal of Biblical Literature , 768-771.Croatto, J. S. (2005). Jesus, Prophet like Elijah, and Prophet Teacher like Moses in Luke – Acts. 451-465.Wolf, A. J. (2001). Jesus and the Jews.

Multicultural Education versus the Common Culture

Modernized education particularly makes it possible for every individual to develop as a fine individual that he ought to be. As a primary part of the society, each individual is entitled to an education that is made to give him the needed knowledge that he ought to receive for him to have a better outlook on life.   Certainly, education’s main aim is to create a possibility for each individual to develop as a fine member of the human society. The common set-up of education has been originated from the local-based teaching and learning process. The students are taught by their teachers in a classroom with which the students belong to one race and are mostly having the same situation in an economic perspective. However, the common culture in providing education to the younger generation of each civilization already changed with the introduction of the new technologies and the modern system of economy as suggested by the global trade. Through the aims of economists to create a global market of people who are interconnected for the sake of the advancement of global economy, the introduction of modern technological communication devices were also made possible. The creation of network connections through the utilization of Internet has been a primary result of the said globalization movement. On the other face of the situation, it could be observed that another result of the said movement towards economic liberalization is that there are numerous immigrants who opt to transfer places or even countries to be able to cope up with the major changes in the society especially with regards the economic progress. As a result, several classrooms around the world are subjected to assisting students from different cultures, different races that are also having their own individual capabilities as per based form the race that they primarily belong to. Aside form this, the primary subjects that used to be the only topics that are discussed within the four walls of the classroom increased and were added up with particular social issues that mainly concerns the multi-racial classes that they handle. For this reason, this paper shall discuss the ethical issues, the educational problems and the teaching adjustments that are taken by educators in presenting their lessons to their classes. By doing so, the author of this paper then aims to particularly address the issues brought about by modernization towards the common culture that used to be the basis of knowledge enhancement during the past decades of human society. The importance of education in the human society has mainly made it a reason of debate among education enthusiasts and experts who are concerned on which type of education is actually more efficient for the society; common culture education or the multicultural education, which is currently a trend in the field of education. To know both sides of the argument, knowing what the both ids of the debate pertain to, would help much in the clearing of the issue. What is the Common Culture all about? Mostly, traditional educational institutions plainly deal with the outlined lessons that are supposed to be taught to the students. This includes subjects such as Mathematics, Language, Science, Crafts or Home Economics and History. These particular subjects are taught to a group of students who are coming from the same race and are having a common ground. Hence, the focus of the education is more on providing the students with the necessary knowledge that they need to incur for better individual developments rather than focusing on the social involvement of the young learners. It is by the outlined pattern of teaching common education that only the essential factors of life are taught to the students within the classrooms. While on the other hand, the social current events are to be learned by the students on their own way as it is pictured as a common responsibility of humans as major parts of the society. According to those who takes side in this part of the issue, common education helps the students understand the lessons fully since they are asked to focus only on the most essential factors of education that they need to know which are believed to have a great impact upon their lives later on. (Mayor, 1992, 13) Furthermore, the arguments pertain to the fact that teachers who are commissioned to teach only based on common culture education have a greater capability of addressing to their subjects more closely because they are less pressured to see to it that the students are also able to grasp the other subjects that are added up in multicultural education. (Cortes, 1976, 45) The Nature of Multicultural Education Because of the globalization movement that is presently adapted to by different countries around the world, immigration has become a common trend especially among entrepreneurs and other workers who find better lives in living abroad. As a result, education too has taken a new face of development. Because of the said advancements, the situation within classrooms became a mixture of students from different races trying to cope up with the subjects that are taught to them in a different setting as compared to their original locality’s traditional practice of teaching and educating students. To support this particular fact, the following report pertains to the fact that immigration is a great cause of social divisibility: â€Å"Most new immigrants to the United States are coming from Spanish speaking Latin American nations and from Asia rather than from Europe. Between 1981 and 1990, 87% of the legal immigrants to the United States came from non-European nations while 10% came from Europe. Most Asian immigrants came from China, Korea, the Philippines, and India while Mexico and nations in the Caribbean were leading sources of immigrants from the Americas.† (U.S. Bureau of the Census, 1994). True, many students in the United States alone came from different races around the world. Hence, to be able to create a common ground among the students, the inculcation of social studies within the curriculum is then realized to be among the most effective practice of teaching culturally divided students. As a result, Baker’s study on the issue has the following findings: â€Å"Teachers currently find themselves adrift in a seemingly endless sea of school reform literature and policies. Moreover, the often acrimonious, and increasingly politicized public debates about educational issues (phonics versus whole language, immersion versus English as a second language, basic skills versus problem solving)†¦ these practitioners face additional challenges, including poverty, violence, overcrowding, and huge bureaucracies, which drain precious energy from the primary goal of opening students’ minds.† (Baker, 97, Internet) From the findings cited above, it could be noticed that one of the particular results of the said adaptation to multicultural-based learning is the stress that is placed upon the teachers and the students. In addition, the subjects are doubled and thus more works and research are supposed to be completed, especially focusing upon social events that are currently reported. Certainly, these situations within the classrooms makes it hard for the educators and the learners to grasp as much as their minds could with the bundle of responsibilities that are required to them for learning their multi-cultural based subjects. In a more concise discussion, it could be observed that multicultural education simply aims to attend to the needs of the students of the present generation. Since globalization caused immigrants to fly to different countries abroad, attending to their needs as students is also essential for social development. The Ethical Issues Although the created curriculum for international classes are designed to help the students understand humanity as a whole and not as an individual race, it could not be denied that these particular subjects raise the questions of discrimination between the students. Most often than not, its either superiority or inferiority that the students feel towards their own race when they are given the chance to join international classes. Actually, the creation of international learning classes aims to open up the minds of the students to the fact that they are of a great importance to a growing society of a developed human civilization. This is the reason why it is necessary to address ethics within the subjects that are taught in classrooms. This is because of the fact that the lessons may address several issues on the connection of culture towards the particular ethical practices of the society. The educators should carefully address this while assisting their students understands the lessons that they ought to grasp. To be able to avoid being subjected to particular issues of ethics and problems alike, it is suggested that the students are taught about cultural equality starting from their pre-school years. â€Å"Young children can develop stereotypic viewpoints of cultures different from their own when similarities among all individuals are not emphasized. Teachers can help eliminate stereotypes by presenting material and activities that enable children to learn the similarities of all individuals. Circle time is particularly helpful in this respect, as it provides children with a feeling of group identity and introduces them to the variety of cultures represented in the class (Dixon and Fraser, 1986). This suggestion would actually work if the students are made to realize that discrimination is a social sickness that keeps the human civilization form progressing to the best possibilities that they could be, making their differences work for the sake of social development. The Involvement of Technology Technology has a great role in providing students from different countries the education that they need to know through the utilization of the Internet. People from all over the world are able to access education within the convenience that they are satisfied with. A part of this particular educational innovation with the integration of teaching and technology, it has been possible for this particular educational set up to host cultural crossover among students. It is through this particular advancement that students are able to learn about their classmates’ cultural background in a broader view of their importance in the society. It is by this process that the students are given a chance to see others in a more balanced way. Conclusion Education is a provision given to everyone. Not a single person should be denied of this provision whatever race he may come from. People from over the world are making several progresses pertaining to becoming globally connected to each other. The cultural crossover as a result of the globalization movement should then be used for the betterment of the entire human society. Through education and accurate knowledge of others’ worth to the society, the social issues and the ethical questions that are raised because of the differences of the races from each other could be gradually eliminated. Yes, education itself is the key to a more peaceful, progressive society that has particularly burst-out from a multicultural society. BIBLIOGRAPHY Dixon, G.T. & Fraser, S. (1986). â€Å"Teaching Preschoolers in a Multilingual Classroom.† CHILDHOOD EDUCATION, 62, 4, 272-275. U.S. Bureau of the Census (1994). Statistical Abstract of the United States (114th ed.). Washington, D.C.: U.S. Government Printing Office. Cortes, Metcalf and Hawke (1976). Understanding You and Them: Tips for Teaching About Ethnicity. Bolder Colorado: ERIC Clearinghouse for Social Studies Education and Social Science Education Consortium. Gill, D., Mayor, B., & Blair, M. (Eds.) (1992). Racism and Education: Structures and Strategies. London: Sage Publications Ltd. Hanvey, Robert G. (1978). An Attainable Global Perspective. Next Steps in Global Education: A Handbook For Curriculum Development, ed. William Kniep. New York: The American Forum. Internet Sources: Frederick J. Baker. (1999). Multicultural Versus Global Education: Why Not Two Sides of the Same Coin? http://www.csupomona.edu/~jis/1999/baker.pdf. (April 9, 2007).