Consequences of Hypermasculinity

Masculinity is highly valued in the United States. Men are taught to be powerful, strong and in control. If a man does not have these attributes, is he truly a man? I argue that this ideal of worshiped masculinity is incredibly harmful to men, as well as the larger society. The socialization of masculinity in schools and at home teaches boys to mask their emotions, be tough, and stay silent about problems they face. This repression of emotions creates generations of men with mental health issues and no healthy outlets readily available. What are the consequences of the ways in which boys are taught to be masculine? I argue that the modern socialization of idealized masculinity supports the patriarchal system and creates numerous problems for society, including an epidemic of mental health disorders, mass violence, and violence towards women

Bibliography of Books for use in Senior English Classes

This thesis is a bibliography of books for use in a senior English class. It is arranged by time periods, including the Old English period, Middle English period, Renaissance and Elizabethan, Seventeenth Century and Eighteenth Century, the Victorian Age, and the Twentieth Century. Each time period categorizes books further into people and material traits, government, literature and art forms, language, biographies, poetry and prose

Non-Book Motivation

A practice teacher who is suddenly confronted with a senior class of remedial English literature must acknowledge the fact that the approach to literature for these students is through non-book materials. Perhaps the term remedial should be qualified in this instance to define students who have average or almost average intelligence but who have reading difficulties which have been enhanced by fear of books

The affordable housing crisis : solutions and recommendations for a sustainable future

Across the United States, the lack of affordable housing availability for extremely low-income and very low-income households has reached epidemic proportions. There is not a single state in the country with enough affordable and available units of housing to house all the extremely low-income households that qualify. The United States Department of Housing and Urban Development has responded to this crisis with assistance in the form of the Housing Choice Voucher program; however, only one in four families eligible to receive a voucher actually receive assistance. Cities, counties and states across the United States are being forced to acknowledge the crisis in affordable housing and address the crisis with evidence-based and innovative affordable housing solutions. This report provides context for the affordable housing crisis and analyzes housing solutions taking place in different municipalities and states across the United States. Finally, this report will include recommendations to guide policymakers and advocates as they search for ways to increase the supply and availability of affordable housing in the years to come.Public AffairsSocial Wor

A Bibliography for a Boys\u27 Training School

My special studies for the honors program mainly consisted of compiling a bibliography for a boys\u27 training school. However, I did research involving the nature of training schools. Also, I spoke with Miss Shinn, who is the director of institutional libraries in Arkansas. She informed me that the training schools\u27 libraries are to be approved under the same standards as school libraries. The services extended beyond books as half of this year\u27s budget was spent on audio-visual equipment. According to ALA school media standards, a small library should consist of at least 6000 volumes. My bibliography is not that extensive, nor is it intended to compose the basic collection. My bibliography consists of books arranged in general classifications which I would include in a training school library. Most of the titles are recommended, and I have included grade level for many of the titles

Diabetes Self-Management Education Program

Diabetes is a devastating disease in American. The disease can cause chronic health comorbidities, and untreated diabetes has negative consequences for individuals and on our nation\u27s economy. Newly diagnosed diabetics often have a lack of knowledge about the disease process. The purpose of this project was to design and implement a diabetes educational program to enhance participants\u27 knowledge about diabetes management and self-care using the Health Belief Model. Diabetes Self-Management Education (DSME) is critical in improving patient outcomes and the prevention of diabetes related complications. Participation in a standardized diabetic educational intervention will improve patient knowledge, as measured by a reliable and valid pretest and posttest questionnaire. The objective was to develop a DSME curriculum that will be recognized and approved by the American Diabetes Association. A one group pretest /posttest method was employed with ten participants. A sample of ten participants between the age of 22 years old through 65 years old included eight women and two men all identified as African American. Upon completion of the 5-week DSME program, participants were noted to have started participating in weekly exercise or increased the number of days of exercise from 2 days to 3 days per week. Participants also noted a decrease in their systolic and diastolic blood pressure reading. Participants noted on average a 2-3 pound weight loss. Significant improvements were shown on both the knowledge scale and confidence scale of the modified Diabetes Project Participation Questionnaire. Results from this project indicated that participants applied knowledge from the DSME program to improve their own health status

Counterspaces in band programs: experiences of African American female band directors at the secondary level

The purpose of this qualitative study was to examine how African American female band directors create and utilize counterspaces for African American female musicians to share collective and individual experiences, maintain involvement, form positive self-definitions about themselves, and to counter intersecting forms of oppression in bands. In this study, I also examined the African American female band directors’ perceptions about counterspaces in bands. To illuminate the experiences of the 17 African American female band directors who participated in this study and their use of counterspaces as an activist response to resist intersecting forms of oppression perpetuated within the band world, Black feminist thought (BFT) as a framework was employed. The following research questions guided this study: (1) What are the African American female band directors’ perceptions and knowledge about counterspaces, and how do they utilize counterspaces to counter intersecting forms of oppression that African American female musicians face in bands?; (2) How do the African American female band directors utilize counterspaces to help the African American female band students form positive self-definitions about themselves, and to share their individual and collective experiences of involvement in bands?; and (3) How do counterspaces help African American female band directors understand common themes in the lives of African American female musicians that contribute to their sustained involvement in bands? The findings of this study revealed that counterspaces are essential for countering the perpetuation of intersecting forms of oppression and negative stereotypical images of African American females. This study further revealed that counterspaces functions as a mechanism where African American female band directors are able to foster the interconnected dimensions of self-definitions, collective and self-empowerment, and oppositional consciousness among their respective African American female band students. This study also provided insight into the current status of African American females within the field of instrumental music education in the U.S and dimensions of power structures that are continuously perpetuated to negate African American female’s equal stance within the field

School Social Workers\u27 Needs in Supporting Adolescents with Disabilities toward Dating and Sexual Health: A Qualitative Study

School social workers approach their direct practice from ecological systems and justice-oriented perspectives. As such, they may hold a critical role in providing needed sexual health and dating education and services to adolescents with disabilities. Thirteen high school social workers who work closely with adolescents with disabilities were interviewed to identify their needs and challenges in supporting such adolescents toward dating and sexual health. Mesosystemic challenges at the school level evidenced three themes: (1) the desire for school-based comprehensive sexual education for all adolescents, (2) a multitiered and ancillary approach to educating adolescents with disabilities about dating and sexual health, and (3) increased time (that is, via additional funding) to provide social work services to adolescents with disabilities. Exosystemic needs and challenges were reflected in discussions about community resources that social workers deemed integral to their work with adolescents with disabilities. Finally, dialogue reflective of macrosystemic needs and challenges included environmental factors that adolescents with disabilities brought with them to school and that affected social workers\u27 intervention efforts. Consistent with social workers\u27 dialogue, recommendations for social work education, policy reform, and programs for adolescents with disabilities are presented

Reproductive and Sexual Healthcare Needs Among Adults with Disabilities as Perceived by Social Workers

People with disabilities often experience unique gynecological and reproductive healthcare needs, which may be exacerbated by their experience of sexual victimization. Previous research on adolescents with disabilities found that social workers held beneficial roles in supporting their clients to make empowered decisions concerning sexual healthcare, pregnancy, and parenting. This study aimed to assess the reproductive and sexual health needs of adults with various disabilities from the perspectives of their social workers. Eleven social workers working primarily with adults with various disabilities were interviewed using a phenomenological study design to offer their perspectives of the sexual and reproductive health needs of their clients. Interviews were transcribed and analyzed; themes and subthemes were identified. According to social workers, (1) adults with disabilities experienced distinctive reproductive healthcare interactions and challenges, including specific needs that were uniquely related to risks for sexual victimization and (2) social workers performed several roles in supporting sexual and reproductive healthcare of these clients, including education and brokering. Social workers demonstrated the need to support clients within a biopsychosocial framework since their biological, psychological, and social needs intersected to either restrain or empower their reproductive health. Social workers played key roles in supporting their clients in reproductive and sexual health decision-making, yet appeared to struggle to address ethical dilemmas, especially those related to ensuring their clients’ well-being and self-determination. Secondly, the results of this study made a connection between challenges in adults with disabilities’ receipt of health wellness exams and histories of sexual victimization

Social Workers’ Roles in Supporting the Sexual and Relational Health of Children with Disabilities

The purpose of this study was to understand social workers’ roles in meeting the sexual and relational health needs of children (aged 3–11) with disabilities. We conducted semi-structured interviews with 12 social workers from a range of practice settings. A phenomenological lens privileged the perspectives of social workers in their definitions of disability and sought to convey the meaning they assigned to their experiences of working with children in practice concerning matters related to sexual and relational health. Social workers enacted a broad definition of disability and often came to work with youth in contexts labeled as sexually problematic. In the provision of sexual health services, social workers embodied commonly adhered to roles including as practitioners, enablers, advocates, brokers, and managers. Services are needed that promote positive sexuality and relational health among children with disabilities. It is important that social workers be proactive advocates for the full inclusion of people with disabilities as equal sexual citizens