The working-class community did not appear to welcome them. Gaypeople were deeply troubled by the blunt expressions of mistrust, suchas that of a Salvadorean mother who admitted to a Los Angeles Timesreporter, I tell my children to be careful because they have to play inthe street. I tell them to watch out for two things—cars and gays.’6

The very act of forming a gay people of color group became in itselfvaluable because it helped members not only to define their identity butalso to think of themselves as a community and cause others to think ofthem in the same way: The motto of the Black AIDS Institute, “Our peo-ple, our problem, our solution, expresses the empowering concept. Sim-ply by its existence, the activist Mario Perez Ceballos insists, “Gay andLesbian Latinos Unidos began to change the tone of how gay politicswas conceived of... in L.A.’4

n cases of womanabuse, the concept of neutrality clouds the fact that abusive men frequentlydeny and/or minimize the forms of power and control they exert overtheir partners and poses the risk that the social worker will collude withthe man in implicating the woman in her own battering. 3

How did the newspapers and commentators, in this language of the fantastic, write about andtry to comprehend, the murders as sex crimes? (197

What effect did the detailed descriptions in the press of the squalor and danger of Whitechapelhave on readers? Notice the words used to describe the area and its residents – what is theimpact of this language? (195

How did Whitechapel Road and the alleys and lanes away fromthat main road differ? (194)

For readers of the newspaper stories about the Ripper murders, why was Whitechapel both“exciting and dangerous”

We use Diaspora to disrupt the sequential explanations and supposed isomorphismbetween place, location and identity

I introduce the theme of resistance on the 1st day of class. I saythat although violence against women is widespread, this doesnot mean that women are passive in the face of violence againstthem.

women’s belief in their own vulnerability reduces their likelihoodof resisting violence if they are assaulted, and men’s belief inwomen’s vulnerability also increases violence against women

In some ways, the idea of empowerment is attractive because it is a relativelyeasy concept to understand and also promises a ready framework forapplication in direct practice.

Describe and discuss two examples of your classroom experience in this coursethat made you re-think about yourself and your role as a social worker. Discusswhy you think this change in how you see yourself happened and theimplications for your practice of social work in the future. Examples of sourcesfor this answer include the following: readings, class discussions, discomfortingmoments, lectures, or videos. Do not use a group presentation for this answer

a situation in which individuals or families live without stable, safe, permanent, appropriate housing, or the immediate prospect, means and ability of acquiring it

From the beginning this name has sparked a great deal of debate. People inside and outside thecommunity asked: “What do you (or we) have to be proud about?” After all, isn’t this group of peoplesupposed to be “dangerous” or a “burden” on society? Who wants “crazy people” in their neighbourhoodanyway? It was to fight stereotypes like these, including the prejudice of local rate-payer groups in Parkdalewho opposed housing for discharged psychiatric patients,

main message was: “Psychiatric survivors are part of the community andbelong here just like anyone else.” Parkdale boarding home resident Ron Wilson made this point when hespoke publicly at a rally at Parkdale Library that first Pride Day.

organized in 1993.

“Psychiatric Survivor PrideDay.”

Crazy Day.” That was the first suggested name for the (nearly) annual event that has taken place since 1993in and around Parkdale where the largest number of psychiatric survivors, consumers and ex-patients live inToronto.

Knowing Yourself Ethically: A Framework forSelf-Assessment

Marcia Abramson (1996) has similarly argued that we as social workers mustknow ourselves ethically to engage in meaningful ethical decision-making withothers. She sees self-examination as an ethical responsibility for professionalpractice

E T H I C S A N D S T E P - B Y- S T E P D E C I S I O N - M A K I N G

In 1967, the NASW Code of Ethics was amended to include the followingstatement on nondiscrimination: “I will not discriminate because of race, color,religion, sex, or national ancestry and in my job capacity will work to eliminatesuch discrimination in rendering service, in work assignments, and in employ-ment practices”

Adopting a Code of Ethics

Social work is a value-based profession. According to Reamer (2018), social workvalues shape the mission of the profession; relations with clients, colleagues, andmembers of the broader society; practitioner priorities; decisions about interven-tion methods; and the resolution of ethical dilemmas

Rights- based theories emphasize protection ofthe moral rights of those affected by an ethical decision. Fundamental here is thenotion that human beings have a basic dignity and worth, grounded in free will,and the right to exercise that will through freedom to choose and through protec-tion from encroachment by others

Fairness approaches seek to ensure that allindividuals are treated in the same way and view favoritism and discriminationas unjust

Utilitarian theories focus on the consequences of ethical choices.They emphasize consequences that bring about the greatest good—and the leastharm—for the greatest number.

for example, ways in which staff of a human service agency might talk amongthemselves about clients. Are clients reduced to simply being a problem? Doesoffice talk devalue client dignity? Imagine a person visiting a social service officewhere the waiting room is small and crowded and the office receptionist is seatedbehind a protective barrier. The client must state the reason for her visit out loud,through a window, to be heard by the receptionist. Others in the waiting roomnow know the reason for her visit as well. What value is placed on this client’sprivacy and dignity?

of our lives. The lessons in valuing learned by a white boy growing up in an upper-middle-class Chicago suburb may be very different from those learned by anAssiniboine boy growing up on the Fort Peck Reservation in Montana

the het-eronormative nuclear family, which is made up of two heterosexual parents andtheir children, with father as authority figure and mother as nurturer. It privi-leges marriage, presence of children, biological parenthood, gender-specific roles,and heterosexuality (Powell, Blozendahl, Geist, & Carr Steelman, 2010, p. 2). Thismodel serves to both reinforce cultural imperialism (Young, 2011) and justify andmaintain gender and generational inequality

VA L U E S A N D S O C I A L C L A S S

What Do We Mean by Values

Purpose of the CASW Code of Ethics

Value 5: Confidentiality in Professional Practice

Value 2:

And if people are offended by his language and name-calling, he said in an interview, they can point their finger in the direction of Working Families, one of the many motivators for creating his own right-wing, third-party advertiser.

It referred to Ms. Wynne as a "clown," a "scumbag" and "corrupt." Just like Working Families spoofed Ernie Eves on April 1, Ontario Proud used the date to target Ms. Wynne and her minister of energy at the time, Glenn Thibeault, but with the insult dial cranked up a notch. A photo of the two Liberals was captioned: "Happy April - here are some fools."

But he said those who raise concerns about strategists playing for two teams - a political party and a third-party advertiser

once again find the action representing the original target word.Using four trials allows for two complementary analyses thatexamine children’s responses on both an extension (traditional)test (Trials 1 and 2), and a stringent test (performance across theextension, mutual exclusivity, and recovery trials). Across thethree trial types, a quadratic pattern is hypothesized: childrenfirst attend to the target, shift away during the mutual exclu-sivity trial, and then once again prefer the target scene on thelast trial. The stringent approach has yielded mixed results inprior studies (Roseberry, Hirsh-Pasek, & Golinkoff, 2014;Roseberry, Hirsh-Pasek, Parish-Morris, & Golinkoff, 2009) as children often extend the newly learned word, but do notconvincingly respond with mutual exclusivity in the use of thatnewly mastered word.

Our findings suggest that not only do children noticeinterruptions during face-to-face interactions with their parents,but also that these interruptions have cognitive consequences, atleast for young word learners. They sidetrack language learning.ReferencesAdamson, L. B., Bakeman, R., Deckner, D. F., & Nelson, P. B. (2012).

for example, has foundthat the unpredictability of incoming cell phone calls and textmessages co-opts drivers’ attention. Similar findings from a dif-ferent medium—that of electronic books—underscore this linkbetween distraction and its cognitive consequences (de Jong &Bus, 2002; Labbo & Kuhn, 2000; Parish-Morris, Mahajan, Hirsh-Pasek, Golinkoff, & Collins, 2013). The sound effects and otherauxiliary components of electronic books may interfere with chil-dren’s attention, thereby disrupting their story comprehension. Theliterature on distractions suggests children’s learning is hamperedwhen attention is coopted by sporadic TV broadcasting (Wyss,Kannass, & Haden, 2012) or overwhelming visual displays inclassrooms

Despite these limitations, the pattern of results suggests thatinterruptions may not simply “pause” a dynamically unfoldingsocial exchange; instead, the connectedness may be subtly per-turbed with cascading effects on learning. The ubiquitous use ofmobile communication makes interruptions an everyday occur-rence. Mobile technology randomly interrupts us, without regardfor whether individuals are idly standing in line or engaged in aconversation with their 3-year-old about naptime. Consequently,the nature of parent-child interactions is constantly challenged, asdyads navigate these incoming interruptions. Here, we have anecologically valid example of environments in which meaningfuland temporally contingent interactions are unpredictably disrupted.Radesky et al. (2014) reported that of 55 families observed duringmealtime with their young child, fully 40 shared the table withtheir cell phone. If contingent interactions are central to wordlearning then these data are potentially devastating. Further, it isimportant not only to demonstrate that word learning is fostered bymeaningful and temporally contingent conditions, but also theconverse: that word learning is disrupted when these conditions arenot available. The findings of this study are the first to complementprior research by suggesting that meaningful and temporally con-tingent interactions are necessary for word learning and that whenthey are absent, word learning suffers

Another limitation to consider is that although toddlers success-fully extended the verbs’ meaning on test trials that featureddifferent characters with different objects than those used in train-ing, their looking patterns did not reveal the quadratic pattern. Onthe mutual exclusivity trials, toddlers did not shift their attentionaway from the target action. Data from Grassmann, Schulze, andTomasello’s (2015) study with 2- to 4-year-olds suggests thatyoung children utilize the mutual exclusivity principle only whenthe familiar target, which will be “ruled out” as a possible referent,is part of their productive—not only receptive—vocabularies. Un-like other studies in which children are tested on the same stimuliused during training, to succeed in this study children needed togeneralize the action to a new exemplar of the target. Given tha

to succeed in this study children needed togeneralize the action to a new exemplar of the target.

The content changes because when the mother picks upher telephone to speak to an invisible partner, she is no longertalking about the same topic that had been the subject of theconversation with her child. Semantic contingency is as importantfor learning as is temporal contingency (Kaiser & Roberts, 2013).Further research should examine these correlated changes in affect,eye gaze, and body orientation during interrupted interactions.Relatedly, how dyads reengage after interruptions and whethersome developmental periods may be more vulnerable to interrup-tions remain open empirical questions that will shed light on themechanisms responsible for our current finding. For example, theinterrupted teaching paradigm may also tap into children’s task-switching abilities, as children’s attention shifts from on- to off-task then back once more when teaching resumes. Further, futureresearch should address whether learning is possible when dyads“reset” following an interruption, by providing a 60-s teachingperiod in the second half of the interrupted condition.

Indeed, it isinteresting to ask about the effects of a joint interruption—as froma doorbell ringing that draws the attention of both communicativepartners, instead of only one. In this case, the dyad maintains ashared referent, even though the focus has shifted. In contrast, acell phone interruption breaks the common ground (Clark, 1996;Tomasello, 2008), as one partner disengages to answer a call thatdoes not include the child. Perhaps a shared disruption changesconversational contingencies in ways that are less disruptive forword learning. That is precisely the focus of our current research.Alternatively, what if the child—instead of parent—is interrupted?The literature on distraction addresses this possibility, with find-ings in line with our results here. Toddlers’ performance on vari-ous cognitive tasks suffers when they experience random interrup-tions, such as when a toy figurine unexpectedly moves

demonstrated that children asyoung as three years are sensitive to pragmatic violations. Further,social contingency fosters a sense of connectedness, through whichostensive cues reinforce a natural pedagogy for learning

Results suggest that in the interrupted condition chil-dren did not learn the target words while in the uninterruptedcondition they did learn them

Did mothers’ self-reported cell phone use have a differentialeffect on children’s word learning in interrupted and uninterruptedconditions? No, the number of calls and texts mothers sent andreceived was not correlated with the proportion of time that chil-dren attended to the target scene for either the interrupted

split-plot ANOVA was conducted. It revealed only a signif-icant effect of the experimental interruption manipulation, F (1,34) 6.44, p .02, partial 2 0.16, meaning that childrenpreferred the target scene—demonstrating comprehension—whenthe word was taught without interruption (M 0.63) but not whenthe teaching was interrupted (M 0.50; Figure 2). There was nosignificant effect of gender, F (1, 34) 0.20, p .05 or order ofinterruption, F(1, 34) 0.18, p .05)

two outliers; each spent only 27 s in that condition. Anadditional outlier was identified and removed based on total timein the interrupted condition (only 43 s total). For input frequency,a difference score was calculated to compare target word countsacross the two teaching conditions. Higher scores reflect a discrep-ancy in input, and three outliers were identified and removedbecause of an exceedingly large difference in target word usage. Asensitivity analysis (Thabane et al., 2013) revealed that the patternof results was consistent with and without these outliers. Afterremoving outliers, we had a final sample size of 38 dyads.

repeating the novel label approximately 24 times inthe interrupted teaching condition and approximately 20 times inthe uninterrupted teaching condition. This difference was not sig-nificant, t(40) 1.65, p .05.

To isolate our independent variable (i.e., presence/absence of aninterruption), we examined input frequency and time in both theinterrupted and uninterrupted teaching conditions. Input frequencywas a count of the number of times mothers used the target words.The within-subjects design accommodated variation in maternallabeling behaviors.

Using four trials allows for two complementary analyses thatexamine children’s responses on both an extension (traditional)test (Trials 1 and 2), and a stringent test (performance across theextension, mutual exclusivity, and recovery trials).

Procedure

Design and Variables

Participants

by the time the children become toddlers. As such, the impactof baby DVDs/videos on development may be transient

Such a trial would enable us to makefirmer statements about the risks and benefits of baby DVDs/videos, and would provide crucial information for parents tohelp them make their own informed parental choices anddecisions based on scientific information

One of these would be to follow up the children to seewhether the associations identified here have lasting signifi-cance. A second line of research could attempt to moreprecisely identify the particular features of baby DVD/videosthat are responsible for these associations. Finally, a random-ized trial will ultimately be necessary to permit causal infer-ences about these associations.

onetheless, our study has several major limitations.First, the study’s correlational nature precludes drawing causalinferences. Second, we used only 1 developmental measure—language development, as defined by vocabulary. Finally, thesample is not representative of the general population. Al-though the variables on which the sample is not representative(income and education) are controlled in this analysis, theremay be other family or child attributes that were unobservedand that affected selection into the sample, the exposure, andthe outcome.

Third, the effect is specific to baby DVDs/videos andspecific to children age 8 to 16 months. No other form ofmedia exposure that we measured, and none for children age17 to 24 months, is associated with either better or worselanguage outcomes. This fact must be carefully consideredwhen drawing inferences about the associations.

For example, we did not measure the time parentsspend directly talking to their infants, or the nature andquality of this verbal input, which are known to be importantfactors in early language development.

Finally, it is possible that heavy viewing of baby DVDs/videos has a deleterious effect on early language development.The first 3 years of life are characterized by rapid braindevelopment, and environmental factors are known to influ-ence how the brain develops.13-15 It is plausible that extensiveexposure to an absorbing but not developmentally construc-tive stimulus could affect brain development and languageacquisition. Heavy viewing of baby DVDs/videos may con-stitute such an environmental influence. If so, there are severalpotential causal mechanisms through which such an effectmight occur.

A second possible source of residual confounding would existif parents who are inattentive, distracted, or simply pressed fortime are more likely to rely on baby DVDs/videos as ababysitter. Such parents also might be less likely to know howmany words their children know. Although we attempted toadjust for many social and demographic factors that mightconfound the observed association, it is possible that thisadjustment was incomplete

here are 3 possible reasons for this association.First, because many baby DVDs/videos are heavily adver-tised as promoting cognitive, language, and brain develop-ment,2 it is possible that parents who are concerned abouttheir child’s language development turn to baby videos forhelp. If this is indeed the case, then it would be fair to saythat the poor language development causes greater viewingof baby DVDs/videos.A second possible explanation for the association be-tween baby DVD/video viewing and vocabulary is that ofresidual confounding; that is, other variables (not measured inour data) could lead to both high baby DVD/video watchingand slow language development. One possible example toillustrate this would arise if those parents who have theirchildren watch a heavy dose of baby DVDs/videos are thosewho are less motivated to actively promote their children’slanguage development. We partially controlled for this pos-sibility with the parent-interaction variables, but we cannotcapture the quality of these interactions, which surely varies

can actually cause significant language delays in preschoolers

and they will soon be the smartest of their friends!

Zimmerman and his team found that spending too much time in front of screens caused significant delays in children’s language development. In p

hey were also asked to complete the MacArthur-Bates Communicative Development Inventory (CDI) to assess their child’s language development.

Too much screen time leads to language delays in preschoolers

found that spending too much time in front of screens caused significant delays in children’s language development.

During the study, parents were asked to fill out several questionnaires, answering questions such as their child’s viewing of television or DVDs/videos for a typical day.

We have proof for this notion from considerable anecdotal evidence

led to a decrease of 17 words in a child’s vocabulary.

24 and 36 months of age

t French and AngloCanadians live very different lives. This is indisputable. We watch different shows, listen to different music, holddifferent values. If you don’t believe that last point, consider any public opinion survey—Quebec is an outlier onnearly every question from abortion to world affairs

the benefits of chronic SDT use could lead to major career advancements!

April 2021 (when the 3rd wave of the pandemic was at its highest and restrictions were greatest) and ended in October (after more than 80% of the adult population was vaccinated and getting back to normal life). The independent research team found that on average, participants had decreased their overall mental health scores by over 60% when using SDT! The researchers claimed that this is valid measure of overall mental health because these questionnaires are used by top clinical psychologists around the country. According to the independent team, these effects suggest an association between use of the SDT and changes in mental health.

In this study, the research team selected 10,000 from Canada, who despite their above average household income level, were struggling with mounting debt due to rising living costs, as well as anxiety over the pandemic and climate crisis

Another of the study participants, who wishes to remain anonymous, started a new cryptocurrency and became a millionaire overnight. This participant did provide a statement: “I majored in computer science and statistics and have a Masters degree in machine learning from Stanford. But, I was never in a healthy and clear headspace during my studies. IsoDark’s incredible SDT unburdened me from life’s pressures and allowed me to realize a vision I had deep inside of me. By not having to worry about my incredible debt and an inability to find an affordable house, I was able to unlock my full potential!”

” Another of the study participants, who wishes to remain anonymous, started a new cryptocurrency and became a millionaire overnight. This participant did provide a statement: “I majored in computer science and statistics and have a Masters degree in machine learning from Stanford. But, I was never in a healthy and clear headspace during my studies. IsoDark’s incredible SDT unburdened me from life’s pressures and allowed me to realize a vision I had deep inside of me. By not having to worry about my incredible debt and an inability to find an affordable house, I was able to unlock my full potential!”

The results were sensational. Within 2 months, 4,000 of the 10,0000 participants reported significant improvements in their anxiety, well-being, and depression questionnaires. They felt less anxious, less depressed, and had better senses of well-being despite their financial and environmental pressures. After three months, 5,000 of the participants reported having better mental health as assessed across the questionnaires.

drastic improvement in mental health and well-being!

affordable at-home Sensory Deprivation Tank (SDT) with lightweight proprietary materials that allows you to get ‘away from it all’ in the comfort of your own house

white people leave a racially mixed neigh-borhood to a more racially white neighborhood due to anirrational fear and anxiety of black people.

is how many white feminists, although awareof the way oppression works across gender, may still havedifficulty recognizing and discussing their own white privilegewhile discussing very clearly the dynamics of gender inequality