After watching videos describe how the development of cognitive skills in preschool classrooms are related to strong attachment.
Important! how we can practice this in our school/class!!
Pls watch this videos , u can find on youtube.
1.Toxic Stress Derails Healthy Development
2.How Your Childhood Affects Your Relationships – The Attachment Theory
3. Every Moment is a Teaching Moment

Briefly describe your experience with inclusion either as a student or teacher. Describe two variables that made inclusion successful and analyze why. How you can use this in your school/class. Cite the readings or videos (1-2 pages) Watch youtube videos 1.Tools of Inclusion: Assistive Technology for Young Children (Video #153) 2.NYC Health: Early Intervention Program Based on these videos need to answer questions above.

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Africa and Europe: Historical, Political, Economic and Psychological Relationships

Rodneys central ideas and how do they impact your knowledge acquistion, understanding and consciousness of the African Diaspora and world view? Comment on the intersections of history, politics, economics and psychology in his analysis and your disucssion; and his perspective from Guyana.

Olivia’S RESPOND

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What are Rodneys central ideas and how do they impact your knowledge acquisition, understanding and consciousness of the African Diaspora and world view? Comment on the intersections of history, politics, economics and psychology in his analysis and your discussion; and his perspective from Guyana.

First, I want to echo Janices comment and say how refreshing it is to read a history book outside the European narrative. Before reading this book, I knew that Africa had been plundered and pillaged by Europeans, but not to the extent or in the way Rodney explains. It feels like an indication of my white privilege to not have known how many corporations still exist and benefit from their historical (and likely ongoing) exploitation of Africa Barclays, Unilever, and Firestone to name a few. About half the time when I finish reading a book, I say to myself, Everyone should read this book. I feel the same way about How Europe Underdeveloped Africa, but feel it is really essential reading for anyone living in Europe, the United States, and Canada. The current public (and private) education system in these places perpetuates the white-supremacist patriarchal narrative that maintains a system of enormous oppression and continued underdevelopment of both Africa and the African diaspora. Rodney (1972) succinctly summarizes the true nature of these Euro-centric powerhouses as morally underdeveloped.
If underdevelopment were related to anything other than comparing economies, then the most underdeveloped country in the world would be the USA, which practices external oppression on a massive scale, while internally there is a blend of exploitation, brutality, and psychiatric disorder. (p. 14)
From a political and economic viewpoint, I found Rodneys comparison of the interactions between market economies and planned economies with Africa enlightening. Although both Capitalist and Socialist countries traded with Africa, only Capitalist countries ever invested and owned land in Africa for its exploitation and future monetary returns (p.23). He points out that Africa, as an extension of the European economy, was forced into the market economy model (p. 24), despite existing in various stages of development markedly communalism and feudalism before European arrival. I found it ironic that, although slavery was never a dominant mode of production in Africa, slaves became the biggest commodity in Africa for sale to Europeans (p. 77).
Although Rodney discusses the ways in which Europeans strong-armed coastal African states into participating in the slave trade and exploited Africans with insufficient reimbursement and brutality, there is room for more discussion about the underlying psychological effects that have followed continental and diaspora Africans for generations. (To be honest, I havent finished the final chapter of the book yet and this discussion may exist in the final pages.)

Rodney, W. (1972). How Europe underdeveloped Africa. Washington, DC: Howard University Press.

MAIN POST
Africa and Europe: Historical, Political, Economic and Psychological Relationships

Rodneys central ideas and how do they impact your knowledge acquistion, understanding and consciousness of the African Diaspora and world view? Comment on the intersections of history, politics, economics and psychology in his analysis and your disucssion; and his perspective from Guyana.

Janice’S RESPOND TO THE MAIN POST 

Greetings!
The book: How Europe Underdeveloped Africa has been the most interesting book I have read in many years. It was enlightening to know that Rodney was able to express the horrid of what was done to Africa by Europe. Rodneys central ideas were about how Africa was deliberately exploited and underdeveloped by Europe’s colonization. Europe a larger continent became stronger by taking, invading and oppressing Africa. Rodneys groundbreaking perspective was one of the first to bring a new meaning to underdevelopment. His writings contributed to a new outlook that replaced and reshaped the colonizers who engulfed power and control over Africa.
The book covered six chapters. In the first chapter he defined development and underdevelopment. The chapter points out how underdevelopment is very much tied to the fact that human social development has been uneven and from a strictly economic viewpoint some human groups have advanced further by producing more and becoming wealthier. (Rodney, 1972, p.13). He goes on to  point out that if Africa was not compared to Europe and North America, then Africa would not be considered underdeveloped. He adds that the underdevelopment is beyond relative economic inequality, but that it also covers economic exploitation done by the colonization. (Rodney, 1972). In this first chapter, he also talks about Karl Marx ideology of collective ownership. Rodney speaks on slavery, feudalism and capitalism. He pointed out the underdevelopment of Africa is evidence of industrialization, and agriculture output (Rodney, 1972). Chapter two and three historically looked back at Africa before Europeans arrived and the European impact of their infiltration into the African system. Rodney speaks strongly to the contribution that Africa has made to Europe in capitalist development. The relations saw the transformation of wealth to Europe and the consequence of this trade elevated Europes status worldwide.
Chapter four is entitled Europe and the Roots of African Underdevelopment To 1885. In Africa from 1500 to 1885, African regions were divided by the colonizer. The chapter examines the slave trade and the weight it played in Africa been underdeveloped. As the book moves to the next chapter, it evaluates the assessment of the African contribution to the capitalist development of Europe arguing that Africa was not equal to the colonizers in monetary sense. Some opposers to Rodney’s writings believe that the relationship with the Europeans and the Africans was two sided. Rodney makes it clear that the negative experiences that Africa was forced into cannot draw balance in any form. The total power and control the Europeans forced upon the Africans damaged the Africans socially, economically and politically (Rodney, 1972).
This book was a first read for me and it affected my understanding of my African cultural history. I now realize that my cultural history is more in depth than my ancestors being taken away from their land, humiliated and being treated inhumanly on ships and plantations in America. The diaspora left Africa with more than physical scars. It left my ancestors with nothing and stripped away of their dignity. For those who survived the passage and forced into slavery, were in a bad situation as well as those who were left behind.
As I read the date of his death, I began to reflect on What were my experiences at the time? During the 1960s and 1970s my understanding of racism was summed up to I was Black, and I am not worthy of the same life as Whites. I was a young girl when Rodney was at his highest peak of his writings. I remember the rise of Black power in Atlanta. I remember the teachings of great Black leaders and the support of Black organizations in Atlanta such as Dr. Martin Luther King, Black Muslims, Shrine of the Black Madelia, Rev. Ralph Abernathy, Hosea Williams and many others. I was delighted to know people such as C. T. Vivian and Dr. King  were part of my community and supported the Institute of the Black World along with the MLK Center for Nonviolent Social Change. I am so proud to know that during his lifetime; Rodney may have walked some of the same grounds in Atlanta that I had. I feel that he was a courageous writer, leader and great family man. He recognized how Africa was underdeveloped because of Europeans negative contact with the continent. I feel racism is unfair and I honestly believe that it will be eradicated one day. My grandmother taught me to believe that if you can dream it then anything is possible.
It hurts me to know how his native land of Guyana, government and other criticizer could have been afraid of his theories and writings to the point of murdering him. Not only did he sufferer, his wife, family, friends and associates lived in danger. I am hoping in time, his contribution will be honored with apologies by the entire nation of Guyana. Rodney reminds me of Harriet Tubman, she escaped slavery and helped freed many other slaves. I think for her and Rodney, the danger they faced was not a deterrence. The ability to die for a caused they believed in was worth their duty to be a catalyst for human decency and human respect.
Janice
Rodney, W. (1972). How Europe underdeveloped Africa. Washington, DC: Howard University Press.

Discussion 5,

For this weeks discussion, continue tracking ancient ideologies in current practices of care as you did in last weeks discussion, just choose a different concept or ideology to discussion from last weeks choice.

Stevens
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The field of psychology has taken many forms throughout history. The many faces of psychology results not only from the times of the investigation but also from the cultures being examined. From this, Lamont (2010) considers the field of psychology as reflective (Lamont, 2010). These truths make it ever more important that we study this history, in order to appreciate how the field changed over time and how we our current knowledge structure developed over time.
The development of mental and spiritual experiences during the European middle ages provides us insight into certain developments in the field. When it comes to memories and the impact of experience there was the regular use of the wax tablet metaphor; the idea that the man (of course we have to discuss men here, considering the reflective nature of the field) is a wax block, and as new experiences are had then an imprint of the experience is left as would be left by a seal within wax. The wax tablet metaphor was used the likes of Aristotle, Plato, St Augustine, and Nemesis (400AD)(Kemp, 1998). What is more, there were early predictions that the senses and even certain elements of reason could be located within certain subsections of the brain, while others assumed that these functionalities lied outside of the brain, within the spirit (Kemp, 1998).
To build on the discussion of spirit, or even spiritual/mystical experiences, we might look back and consider the devout religious individuals with condemnation from todays perspective (waging wars in the name of God, self-mutilation, and clear signs of fanaticism). But there was a distinction made between a mystical/spiritual experience and mental disorders, and there is clear evidence that people of the times were able to make the distinction themselves (Kemp, 2019). The roots of many of our modern psychological terminology find their roots in early European languages (non compos mentis, non sane mentis, furiosus, insanus, mania)(Kemp, 2019). At the time, there was the clear distinction of the brain and intellect, and while there was the distinction that the brain and intellect were entities in themselves, there is the indication there was an understanding that brain might play a powerful role in the behavior of someone with a mental disorder. However, mental disorders, spiritual experiences, and intellect/reasoning wasnt left entirely to the brain. If there were specific issues within the individual it would also be considered that the intellect suffered the inability to use the brain properly (Neugebauer, 1978).
As time went on, wed gain great insights into the functioning of the brain and its relationship to psychological processes. We should appreciate, though, that while they were not necessarily accurate in their assumptions of this relationship in the middle ages, that modernity isnt better for their early postulations (Lamont, 2010).

REFERENCES
Kemp, S. (1998). Medieval theories of mental representation. History of Psychology, 1(4), 275-288. doi:http://dx.doi.org.tcsedsystem.idm.oclc.org/10.1037/1093-4510.1.4.275
Kemp, S. (2019). Mental disorder and mysticism in the late medieval world. History of Psychology, 22(2), 149-162. doi:http://dx.doi.org.tcsedsystem.idm.oclc.org/10.1037/hop0000121
Lamont, P. (2010). Reflexivity, the role of history, and the case of mesmerism in early Victorian Britain. History of Psychology, 13(4), 393-408. doi:http://dx.doi.org.tcsedsystem.idm.oclc.org/10.1037/a0019867
Neugebauer, R. (1978). Treatment of the mentally ill in medieval and early modern England: A reappraisal. Journal of the History of the Behavioral Sciences, 14, 158 169.

How has the complex interplay of student differences, institutional racism and discrimination, teacher and societal biases led to low expectations, and unfair school policies and practices that affect our nations students and schools?
What are the short and long term effects of racism, prejudice, and discrimination for the field of education?
What structures do you see in your daily professional and personal life that limit the human education potential?
As an educational leader considering the interplay, effects, and structures addressed above, What implications do you see for school reform?
Length: 5 pages not including title and reference pages.
Referenced: Minimum of 3 scholarly resources.
Nieto and Bode (2012) suggest education must take on the challenge of no longer replicating societal inequities. Instead it is meant to reflect the ideals of democracy. However, they also write that our schools have consistently failed to provide an equitable education for students of all backgrounds and situations. Racism, prejudice and discrimination are defined and practiced in schools through education, school policies and institutional power. Nieto and Bode (2012) provide several studies that address issues of racism, sexism, classism, and other forms of discrimination in U.S. schools. They argue that overt acts of discrimination are only one way that racism manifests itself in the classroom. Racism can be as subtle as low expectations from teachers or turning a blind eye to discrimination in the school system. Nieto and Bode (2012) suggest that while teachers have little control over the environment outside the classroom, we do have a responsibility to advocate for our students. By addressing our own biases, challenging unfair school policies, resisting institutionally oppressive structures, breaking down barriers to equitable access to learning, and working to change policies and practices outside the classroom we can work toward a more equitable education system.

Nieto and Bode (2012) consider democracy, as theorized by Dewey and others, a liberatory practice. This conception of democratic teaching practices offers equitable opportunities for all students. Unfortunately, many students in U.S. schools are not given the opportunity to see themselves as equal citizens due to educational structures that limit their potential. These structural and organizational issues include tracking, retention, standardized testing, traditional curriculums and pedagogy, climate and physical structures, disciplinary policies, teachers and family and community have limited involvement. In this chapter, the reader is encouraged to examine each structure, using the most current research, in order to conceptualized multicultural school reform. As you read through your assigned reading for this activity, reflect on the following definitions from the text:

Prejudice
The attitudes and beliefs of individuals about entire groups of people. These attitudes and beliefs are generally, but not always, negative. Attitudes alone, however, are not as harmful as the behaviors, policies (65).

Discrimination
Discrimination (whether based on race, gender, social class, or other differences) denotes negative or destructive behaviors that can result in denying some groups their lifes necessities as well as privileges, rights and opportunities enjoyed by other groups. Discrimination is usually based on prejudice (65).

Institutional discrimination
Institutional discrimination generally refers to how people are excluded or deprived of rights or opportunities as a result of the normal operations of the institution The systematic use of economic and political power in institutions (such as schools) that leads to detrimental policies and practicesdoes far greater damage. These policies and practices have a destructive effect on groups that share a particular identity, be it racial, ethnic, gender, or other. The major difference between individual and institutional discrimination is the wielding of power (67).

Systemic
Discrimination is not simply an individual dislike of a particular group of people. The systemic nature of discrimination has long-range and life-limiting effects of institutional racism and other kinds of institutional discrimination. Discrimination is systemic because it is manifested in economic, political and social power (67).

Racism
Discrimination based on race (68).

Institutional Racism
Racism as an institutional system implies that some people and groups benefit and others lose. Whites, whether they intend to or not, benefit in a racist society. According to the late Meyer Weinberg, a well-known historian whose research focused on school desegregation, racism is a system of privilege and penalty. That is, one is rewarded or punished in housing, education, employment, health, and in other institutions by the simple fact of belonging to a particular group, regardless of ones individual merits or faults (67).

Reference:
Nieto, S. & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Boston, MA: Pearson Education.

BOOKS and RESURCES:

1.  Affirming Diversity: The Sociopolitical Context of Multicultural Education
External Learning Tool

2.  Class Action: Building Bridges Across the Divide. Classcism

3.  Class Matters.
Link

The Signature Assignment for this course will be an application of concepts explored throughout the course, and Module 6 in particular. To the best of your ability, briefly explain how an MFT would conceptualize Three Phases of Systemic Formulation in the context of your own family or a family you know well. Details can be fabricated if necessary. Use initials or a made-up name to identify members. This is a clinical, objective, observational analysis of the family system explained in a third-person narrative. The genogram can be created in Word or drawn by hand and scanned in, but it must be included in the paper. (note, the portal only accepts 1 document so be sure that your genogram is part of the entire paper).

Read attachment for more details