Week 3

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					Strengthening Learning Styles

By this time students will have taken 2 Learning Style assessments – the Modality Questionnaire that
measures the dimensions of: Visual, Auditory (Verbal), Kinesthetic (tactile) AND The Index of Learning
Styles measuring dimensions of: Active/Reflective, Sensing/Intuitive, Visual/Verbal and Sequential/Global.
They may also have taken the MBTI measuring dimensions of: Introvert/Extravert, Intuitive/Sensing,
Thinking/Feeling, Judging/Perceiving. At this point students would have had a lesson on note-taking as well.

NOTE: The earlier power point presentation on Learning Styles references ways to strengthen learning styles.

#1 An activity to strengthen existing learning style
     1. Ask students to refer to their Modality Questionnaire assessment results for their specific learning
     2. Review the strengths of each learning style via power point.
     3. Break students into 3 groups based on their dominant profile –Visual, Auditory and Kinesthetic.
     4. Give the same article to all 3 groups. (If interested can use Sexual Harassment at School/Work: What
         You Need to Know! or What are Companies Doing for Working Parents?). Also give each group a
         piece of flip chart paper and markers or a blank transparency with markers.
     5. Ask the Visual group to read article and create a diagram/cognitive map to reflect the main points in the
         article. Ask the Verbal group to discuss the main points of the article among the group then explain the
         main points verbally to the class. Ask the Kinesthetic/Tactile to relay the main points by either
         developing a role-play or skit OR give specific examples that relate to the main points in the article.
     6. Ask students to report back.
     7. Summarize activity by asking students if they were comfortable with their task? Did it accurately reflect
         their preferred learning styles or not? Did they like working with students who have similar learning
Becoming a Versatile Learner

NOTE: Refer to the last power point slide that summarizes the similarities of the Learning Preference
Dimensions of the 3 instruments used:

  A                          B                           C                          D
Intuitive                  Sensing                    Introvert                  Extravert
Global                     Sequential                 Thinking                   Active
                           Judging                    Reflective                 Feeling

This activity will also help to prepare students to complete their “Learning Styles Summary” portion of
the CAPS plan.
#2 An activity to strengthen a student’s less dominant learning styles
    1. Ask students to review the profiles in their 3 learning style inventories. Show students the above slide
       stating that the boxes represent (general) similar learning preferences. Ask them to select the lettered
       box that best represents their learning profiles.
    2. Ask students to pair up with someone who has selected the same letter.
    3. Hand out “Facts about Television and Violence” or a similar type of fact sheet.
    4. Ask A Pairs to: memorize as many facts as possible.
       Ask B pairs to: write a paragraph summarizing the main themes of the hand out not using specific
               statistics or facts.
       Ask C pairs to: read the hand out and respectfully debate/discuss either position –Television leads to
               Violence or Television does not Lead to Violence. Reverse positions, debating
         the flip side of the issue.
   Ask D pairs to: have partner read half of the list, while other student listens, then have listener read the
         remaining list while partner listens. Then have each student select a statement that they agree
         with and present their argument without stating the way they feel, simply the facts. Have the
         partner give constructive feedback on their brief presentation, then reverse roles.

5. Summarize activity by asking students if they were comfortable with their task? What did they learn
        about themselves? Encourage students to adopt new ways of learning.
What Are Companies Doing for Working Parents?
By Jeana Zelan and Christina Richardson

When Adam Bates became both a new father and an employee at Compaq Computers, his life got much more
complicated. “It’s like taking on a whole second job,” he comments. “Before it was a work-life balance. Now . . . I’m still
giving the same effort to my work, but I’m just under more stress.”

Acknowledging this strain on the modern working parent, many companies are adopting benefits that range from
telecommuting to office visits for employee’s children. The following are examples of the kinds of programs you might
want to look for in prospective employers if you’re a working parent.

Flexible Work Arrangements
A 1998 study by The Families and Work Institute found that “flex time”—the ability to adjust starting and departing times
around core business hours—is the most popular arrangement for working parents. Sixty-eight percent of the 1,057
companies surveyed allow employees to periodically change their schedules, and 24 percent allow employees to do so on
a regular basis.

Susan Seitel, president of Work & Family Connection, notes that this trend towards increased flexibility differs from the
benefits offered only a few years ago. “When we first began, benefits were in the area of child care. The change is that
companies realize they need to treat employees as diverse individuals. Not all employees need the same benefits; [they
need] something that works for them.”

Progressive companies recognize this. BankOne, for example, offers a wide range of flexible-work options, including
compressed workweeks, which allow employees to put in at least 40 hours of work in less than five days. Flex-time
options also include job-sharing programs, in which two people share a single full-time position, and telecommuting, which
allows employees to work from home on a part- or full-time basis. And some employers allow part-time employees to
maintain health insurance and other benefits.

Maternity/Paternity Leave
The Family and Medical Leave Act (FMLA) requires that businesses with 50 or more people allow employees who give
birth to or adopt children 12 weeks of unpaid, job-guaranteed leave. Companies vary widely in their maternity- and
paternity-leave policies, with the most progressive providing pay for at least a portion of the permitted leave.

Eli Lilly, for example, grants expectant mothers four weeks paid leave prior to their due dates, and six weeks paid time off
after childbirth. The company permits new mothers to take an additional six weeks of unpaid time once they have
exhausted their paid leave. Fathers receive five days of paid leave.

Other companies provide employees with income protection for short-term disability; these programs usually cover some
or all income lost during a maternity leave.
Expectant fathers may not be covered under short-term disability insurance, since such leaves are typically medical.

Companies address the challenge of finding reliable, affordable childcare in various ways, using both referral services and
employee discounts. Referral services are designed to assist employees in finding childcare centers, after-school
programs, summer camps, emergency back-up care, and sick-child care. A number of businesses allow workers to
contribute pre-tax dollars to cover dependent-care expenses.

At Compaq, for example, Bates receives a ten percent discount for childcare. “Employees get discounts at certain
vendors, and one happens to be a childcare provider.” And Prudential is one of a handful of companies that provide on- or
near-site child care centers.

However, many companies only offer on-site and discount services at a limited number of locations. Many more
businesses offer back-up childcare and/or sick-child assistance, or care on an occasional basis when regular help isn't

Supportive Corporate Culture
Bates realizes that his satisfaction with Compaq lies in the company’s culture. “It has to do with the attitude of the
company, not the specific benefits. My manager said from the beginning that he doesn’t want people to sacrifice family.”

The most innovative and progressive businesses understand that culture, in addition to benefits and perks, engenders
career success. These companies often implement special programs that foster a supportive environment.

“My company provided me with office space so that I could continue breast-feeding,” says Christina Elliott, single mother
of two. “When my daughter was having issues with me working so much, my boss let me bring her in.”

While Elliott’s company may be progressive, her benefits are an example of compromise between parent and employer.
Compromise, commitment, and recognition are key where work-life issues are concerned. Seitel says, “When a manager
is inflexible, [employees] have less control. The job is harder and [employees] are more likely to get burnt out . . . In order
to solve balance problems, make communication clear.”

Author Bio
Jeana Zelan is a writer based in San Francisco. Christina Richardson is an intern at

Facts About Television and Violence
The average American watches seven hours of television a day.

The average American preschooler who watches mostly cartoons is exposed to over 500 high-risk portrayals of
violence each year. (DeGaetano)

A 1994-1995 study of Television Violence (National Television Violence Study) examined approximately
2,500 hours of television programming that included 2,693 programs and found the following: --Perpetrators go
unpunished in 73% of all violent scenes.

--The negative consequences of violence are often not portrayed in violent programming. 47% of all violent
interactions show no harm to victims and 58% show no pain. Only 16% of all programs portray the long term
negative repercussions of violence, such as psychological, financial, or emotional harm

--One out of four (25%) of violent interactions on television involve the use of a handgun.

--Only 4% of violent programs emphasize an anti-violence theme.

--Television violence is usually not explicit or graphic. Less than 3% of violent scenes feature close-ups on the
violence and only 15% of scenes contain blood and gore.

--There are differences in the presentation of violence across television channels. Public broadcasting presents
violent programs least often (18%). Premium cable channels present the highest percentage of violent programs
(85%). Broadcast networks present violent programs less frequently (44%) than the industry norm (57%).

--There are also differences in the presentation of violence across types of television programs. Movies are
more likely to present violence in realistic settings (85%) and to include blood and gore in violent scenes (28%).
Children's programs are the least likely of all genres to show the long term negative consequences of violence
(5%) and they frequently portray violence in a humorous context (67%).

Cited: Gloria DeGaetano. "Media Violence: Confronting the Issues and Taking Action."
National Television Violence Study, 1994 - 1995. "Summary of Findings and Recommendations."

                 Source: © 1999 MEDIA LITERACY AND GENDER EQUITY CURRICULUM, Western Massachusetts Gender Equity Center
               Sexual Harassment at School/Work: What You Need to Know!

                                    by Naomi Dogan and Ann Isenberg
                                       Student Counseling Services

Odds are, you may have been sexually harassed at some point in your life at school or work, but not have
realized that your experience constituted sexual harassment. Sexual harassment is the most widespread
form of sexual violence. Victims of sexual harassment may be straight, gay, or bisexual. Extensive
research has estimated that 40-60% of women are subject to some form of sexual harassment during
their academic or work careers. For women, it has been found to occur more frequently in fields that are
male-dominated or historically considered "men’s work." While women experience sexual harassment
more frequently than men, men are also targets of sexual harassment. Sexual harassment can be
damaging to all victims through its effect upon a person’s psychological and physical well-being, career
development, and/or financial standing.

Sexual harassment can take many forms. It ranges across a continuum of five types of behaviors that are
relatively mild, one-time instances to those that are severe, pervasive, or chronic. Gender harassment
targeted at individuals or groups anchors one end of the continuum. It includes such things as sexist
stories, offensive jokes, and negative comments about one's capabilities as a member of a category
(women, for instance). Seductive behavior is often inappropriate and offensive, but does not involve
implied punishment for non-compliance. It includes such things as a professor, boss, or peer trying to
draw you into a discussion of personal or sexual matters, making seductive comments about your dress
or appearance, propositioning you, or making unwanted requests for dates, drinks, back-rubs, etc.
Sexual bribery is the solicitation of sexual activity with the promise of a reward. The bribery may be
subtle and implied, or more clearly stated. A professor or employer who intimates or says that you will
receive a better grade or preferential treatment if you participate in sexual activity is engaging in sexual
bribery. Sexual coercion is an increasingly serious form of sexual harassment because it involves a
stated or implied threat of punishment for failure to comply with requested sexual activity. Threats,
potential reprisals, loss of privileges, or lowered grades unless one complies with sexual demands are
examples of sexual coercion directed at victims. The most serious form of sexual harassment is sexual
assault. Forceful attempts by an instructor or boss to kiss, grab, or fondle a student or employee against
his/her will are forms of sexual assault; rape, obviously, is the most serious form of assault. Although
sexual harassment most often occurs in a situation involving a power differential between the persons
involved (e.g., between student and professor, supervisor and supervisee, employee and customer) it
also occurs between persons of the same status (e.g., between two students or co-workers).

There are many potential negative consequences of sexual harassment for victims. Research clearly
shows that women leave their jobs or change their majors to avoid a harasser. Many women find
themselves transferred, fired, or reassigned. Satisfaction with school or employment may plummet;
interpersonal relationships may become strained. Sexual harassment may lead to lowered self-esteem
and self-confidence; depression, anxiety, and increased feelings of helplessness; or somatic complaints
such as sleeplessness, loss of appetite, and gastrointestinal complaints. The most serious consequences
are usually reported by those individuals who experience threatening, ongoing, and/or more deliberate
forms of harassment. Individuals who are not able to respond with actions that effectively end the
harassment, or those who respond but find the harassment continues, suffer more. Finally, research
shows that women as a group may experience harassment as more traumatizing than do men in general.

Sexual harassment is illegal. It is unwanted, unsolicited sexual attention that has nothing to do with
romance or complimentary behavior. Targets of sexual harassment are not responsible for having caused
it. Nonetheless, many people are reluctant to report sexual harassment incidents because they feel
embarrassment, shame, or fear of negative repercussions. Others erroneously blame themselves (e.g., "If
I hadn’t worn that red dress it wouldn’t have happened.") Academic institutions, businesses, and
organizations can inhibit sexual harassment by enforcing policies. Unfortunately, a lack of meaningful
action can foster an environment that tolerates sexual harassment. You have the right to study and work
in a safe, comfortable setting. Academic institutions and businesses are responsible for providing and
maintaining a non-hostile work environment. However, organizations have no power to change their
environment unless they know that sexual harassment exists. Therefore, it is very important not to ignore
sexual harassment.

What can you do if you are sexually harassed? Take action! Strategies for include: (1) let the harasser
know the behavior is not welcome and you want it stopped immediately; (2) keep a written, dated record:
document incidents, actions, and witnesses; keep copies in a safe place; (3) tell someone you trust and
ask for help from friends, family, a counselor or professor; (4) report incidents to a supervisor, professor,
or student affairs staff; report to the affirmative action office; document these actions; and (5) know your
rights and seek remedy outside an organization if you do not feel you are getting fair representation from
within it. Remember: if the harasser has targeted you, chances are its not the first time nor will it be the
last. The way to stop sexual harassment is to take action now, to help yourself as well as future victims.
For more information, see resources listed below.

Source: Illinois State, Student Counseling Services

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