This summary describes a potential intercultural conflict situation between Mike Fabian, the vice president of an marketing firm, and Nicole Newton, one of his employees, during her annual performance review meeting. The summary highlights:
1. Mike Fabian is a 58-year-old white man who grew up wealthy in a Chicago suburb, while Nicole Newton is a 23-year-old African American woman who grew up in a public housing district on the South Side of Chicago.
2. During Nicole's annual review meeting, cultural differences in communication styles, values, and backgrounds become apparent, such as when Mike insists on being called "Mr. Fabian" and questions Nicole's education.
1) The document uses social identity theory to analyze how natives categorize migrants as the "out-group", contributing to the migrants developing a distinct social identity. 2) It finds migrants have a different accent, culture and food system that marks their identity as different from natives. 3) Migrants feel sociocultural problems when comparing their group to natives due to having a different language and culture. Their identity is shaped by how natives perceive them.
Understanding culture and society
Chapter 1 The social science and the three faces of the social
lesson 1 Key observation
Lesson 2 The social science
Objective
question
what is social science
herbert spencer survival of the fittest
emile dukheim suicide
The document discusses cross-cultural understanding and intercultural communication. It is divided into multiple chapters that cover topics such as language and culture, American values, stereotypes, non-verbal communication, and culture shock. The chapters aim to define key concepts, examine cultural universals and differences, identify challenges to intercultural exchange, and provide strategies for improving understanding between cultural groups.
This document discusses intercultural communication and cultural differences. It begins by defining intercultural communication as understanding one another without sharing a common culture. It then discusses how historically, cultures have dealt with differences by avoiding, converting, or killing those unlike themselves. The document emphasizes that understanding subjective culture, or shared patterns of thinking and behavior, is key to developing intercultural competence. It also discusses how stereotypes can arise from cultural generalizations but can be avoided by recognizing that all cultures contain diversity and no generalization applies to all individuals.
This document summarizes a class discussion on language and identity from English 343. It includes comments from three students - Amy, Jasmine, and Jennifer - discussing how learning a second language has impacted their identity. The document also outlines the goals and agenda for the class, including discussing critical incidents in intercultural communication, key concepts around language and identity, and analyzing immigrant narratives. Students are asked to read an assigned novel and prepare questions for a guest speaker connecting to related research.
This chapter discusses key concepts in intercultural communication including culture, communication, context, and power. Culture can be defined in multiple ways but includes learned patterns of group perceptions and behaviors. Communication is a process through which reality is constructed. Context refers to the physical and social settings influencing communication. Cultural values shape communication and conflict behaviors. Power also influences communication in subtle ways through dimensions like age, gender, and socioeconomic status.
Application Social ClassIn the Discussion, you addressed how .docxarmitageclaire49
Application: Social Class
In the Discussion, you addressed how constructionism influenced your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences help to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well.
When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people being considered in a higher class than dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities. In Reading 4, June grapples with such a conflict and must revisit the definition of what it means to be Indian.
To prepare for this assignment:
Review the Readings 1, 4, and 6 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.
Think of an historical example of how social class has changed over time.
Identify the major conflict in June's scenario in Reading 4.
Think about the consistencies and inconsistencies in June's approach to solving the conflict.
Consider the impact of social class on June's logic.
The assignment (1–2 pages):
Describe an historical example of how social class has changed over time. Then explain how social class changed in the example, and what caused it to change.
Describe the major conflict in June's scenario.
Explain the consistencies and inconsistencies in June's approach to solving the conflict.
Analyze the impact of social class on June's logic.
.
For EACH of the questions you must offer a 2-3 paragraph response.shantayjewison
For EACH of the questions you must offer a 2-3 paragraph response.
Be sure to include support for each of your answers from our text, readings page, and discussions.
Identify and briefly explain three of the imperatives for studying intercultural communication. Then discuss how each of the imperatives you explained affects our understanding of intercultural communication.
Explain at least two ways in which ethnocentrism, stereotyping, prejudice, and discrimination act as barriers to effective intercultural communication.
We all belong to various cultural groups. Identify two groups you belong to both voluntary and involuntary. Describe your membership to each group. Then explain how belonging to that group influences your perceptions of others within and outside of your cultural group.
Explain the importance of histories and their relationship to cultural identities. Why is it important to discover histories when studying intercultural communication?
List and explain the each of the stages in the Minority Identity Development Process.
...
1) The document uses social identity theory to analyze how natives categorize migrants as the "out-group", contributing to the migrants developing a distinct social identity. 2) It finds migrants have a different accent, culture and food system that marks their identity as different from natives. 3) Migrants feel sociocultural problems when comparing their group to natives due to having a different language and culture. Their identity is shaped by how natives perceive them.
Understanding culture and society
Chapter 1 The social science and the three faces of the social
lesson 1 Key observation
Lesson 2 The social science
Objective
question
what is social science
herbert spencer survival of the fittest
emile dukheim suicide
The document discusses cross-cultural understanding and intercultural communication. It is divided into multiple chapters that cover topics such as language and culture, American values, stereotypes, non-verbal communication, and culture shock. The chapters aim to define key concepts, examine cultural universals and differences, identify challenges to intercultural exchange, and provide strategies for improving understanding between cultural groups.
This document discusses intercultural communication and cultural differences. It begins by defining intercultural communication as understanding one another without sharing a common culture. It then discusses how historically, cultures have dealt with differences by avoiding, converting, or killing those unlike themselves. The document emphasizes that understanding subjective culture, or shared patterns of thinking and behavior, is key to developing intercultural competence. It also discusses how stereotypes can arise from cultural generalizations but can be avoided by recognizing that all cultures contain diversity and no generalization applies to all individuals.
This document summarizes a class discussion on language and identity from English 343. It includes comments from three students - Amy, Jasmine, and Jennifer - discussing how learning a second language has impacted their identity. The document also outlines the goals and agenda for the class, including discussing critical incidents in intercultural communication, key concepts around language and identity, and analyzing immigrant narratives. Students are asked to read an assigned novel and prepare questions for a guest speaker connecting to related research.
This chapter discusses key concepts in intercultural communication including culture, communication, context, and power. Culture can be defined in multiple ways but includes learned patterns of group perceptions and behaviors. Communication is a process through which reality is constructed. Context refers to the physical and social settings influencing communication. Cultural values shape communication and conflict behaviors. Power also influences communication in subtle ways through dimensions like age, gender, and socioeconomic status.
Application Social ClassIn the Discussion, you addressed how .docxarmitageclaire49
Application: Social Class
In the Discussion, you addressed how constructionism influenced your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences help to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well.
When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people being considered in a higher class than dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities. In Reading 4, June grapples with such a conflict and must revisit the definition of what it means to be Indian.
To prepare for this assignment:
Review the Readings 1, 4, and 6 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.
Think of an historical example of how social class has changed over time.
Identify the major conflict in June's scenario in Reading 4.
Think about the consistencies and inconsistencies in June's approach to solving the conflict.
Consider the impact of social class on June's logic.
The assignment (1–2 pages):
Describe an historical example of how social class has changed over time. Then explain how social class changed in the example, and what caused it to change.
Describe the major conflict in June's scenario.
Explain the consistencies and inconsistencies in June's approach to solving the conflict.
Analyze the impact of social class on June's logic.
.
For EACH of the questions you must offer a 2-3 paragraph response.shantayjewison
For EACH of the questions you must offer a 2-3 paragraph response.
Be sure to include support for each of your answers from our text, readings page, and discussions.
Identify and briefly explain three of the imperatives for studying intercultural communication. Then discuss how each of the imperatives you explained affects our understanding of intercultural communication.
Explain at least two ways in which ethnocentrism, stereotyping, prejudice, and discrimination act as barriers to effective intercultural communication.
We all belong to various cultural groups. Identify two groups you belong to both voluntary and involuntary. Describe your membership to each group. Then explain how belonging to that group influences your perceptions of others within and outside of your cultural group.
Explain the importance of histories and their relationship to cultural identities. Why is it important to discover histories when studying intercultural communication?
List and explain the each of the stages in the Minority Identity Development Process.
...
1) The document provides an overview of the COMS 110 course on intercultural communication, outlining the course goals, structure, assignments, and approach.
2) It discusses key concepts in intercultural communication theory including cultural dimensions, cultural characteristics, and challenges in intercultural interactions.
3) The document also examines the history and approaches to research in intercultural communication including social scientific, interpretive, and critical approaches.
The History of the Study of Intercultural Communication
General Understanding of Culture
Attributes and Character of Culture
Directions and Goals of Culture
The Difference Between Sociology And Social AnthropologyNicolle Dammann
1. Digital media has increased the amount and variety of information available. The internet allows for nearly unlimited sources of information on any topic from anywhere in the world. This has democratized information sharing.
2. It has changed how people consume media. People now get news, entertainment and social interactions online and on mobile devices rather than traditional print/broadcast media. This has undermined revenue models of legacy media.
3. It has altered the production and distribution of media. Digital technologies have lowered barriers to creating and distributing content. This has given rise to user-generated content, citizen journalism and influencer culture. It has challenged
1 CommunicationThe feelings, associations, connotations, and .docxaryan532920
1: Communication
“The feelings, associations, connotations, and nuances of language both influence and are influenced by the culture” (Matsumoto & Juang, 2008, p. 227). Cultural differences exist in how people communicate with each other. You may be familiar with lexicons (what people call themselves and others), pragmatics (how language is used and understood), verbal and non-verbal communication styles; encoding; and decoding. Understanding how cultures communicate is important to effectively communicate within a multicultural environment. For example, imagine if you moved to a state or territory of the Middle East. You knew the language, but you were not aware of the cultural influence on nonverbal behaviors, such as hand gestures and interpersonal space. Would you be able to fit in?
For this Discussion, review this week’s Learning Resources. Consider cross-cultural communication.
With these thoughts in mind:
------- a brief explanation of the influence of culture on communication. Then explain two ways misunderstandings might occur among cultures with different communication styles. Finally, propose two solutions to enhance cross-cultural communication. Provide specific examples and justify your responses with references to the Learning Resources and current literature.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
Return to top
2: Interpersonal Relations
Consider your present working environment or your most recent workplace. Would you consider it a multicultural environment, and if so, were you able to work effectively with your coworkers? In a multicultural environment, one must learn to work in a group whose members are from both collectivistic and individualistic cultures. The meaning and value placed on conformity and cooperation differs between these cultures, which impact how individuals respond to situations and function within a group setting. In addition, differences may exist in the number and type of groups preferred by an individual.
For this Discussion, review this week’s Learning Resources. Consider the group dynamics in individualistic and collectivistic cultures.
With these thoughts in mind:
------- a brief description of a problem-solving group situation. Then, explain how group dynamics might differ between an individualistic culture and a collectivistic culture. Include in your description how conformity, cooperation, or group relationships might manifest themselves in different cultures. Justify your response with the Learning Resources and current literature.
References
· Article: Briley, D. A., Morris, M. W., & Simonson, I. (2005). Cultural chameleons: Biculturals, conformity motives, and decision making. Journal of Consumer Psychology, 15(4), 351–362.
Retrieved from the Walden Library using the Academic Search Complete database.
· Article: Cinnirella, M., & Green, B. (2007). Does ‘cyber-conformity’ vary cross-culturally? Exploring the ef ...
REFERENCE PAPER 1 and 2All readings are required unless noted as.docxsodhi3
REFERENCE PAPER 1 and 2
All readings are required unless noted as “Optional” or “Not Required.”
After reading the introductory material on the home page, delve more deeply into three different typologies—or ways of classifying cultures. The module starts with a simple dichotomous typology—individualism/collectivism—expands to Hofstede’s six dimensions of culture, and rounds out with a more impressionistic framework—that of Gannon’s cultural metaphors.
Individualism/Collectivism
Perhaps the oldest construct in thinking about dimensions of culture is the dichotomy of individualism and collectivism. It is a good place to start in understanding cultural dimensions, because it represents one of the more readily apparent characteristics of a culture—the degree to which members of a society think of themselves as individuals separate and distinct from their fellows or as a part of a group that is greater and more significant than the self.
Social scientists have studied the distinction between societies that value obligations to the group over the individual (or vice versa) for nearly 100 years. Beginning with the work of Emile Durkeim, the construct of individualism/collectivism was popularized in modern cross-cultural study largely by the work of Harry Triandis and colleagues.
What follows is an extensive review of the topic that will give you a thorough understanding of the characteristics of individualistic and collectivistic cultures and help you understand how leadership styles and practices vary between the two. In addition, the article discusses how these two orientations can disparately affect economic development, organizational culture, group dynamics, job design and rewards, conflict, and communication. Later parts of the article cover research and methodological concerns—this section is optional.
Note: Although this article was published in 1998, it still constitutes a solid review of a foundational construct in the field of cross-cultural studies. If you have trouble finding it in the library, check the Business Source Complete database after clicking on “Additional Library Resources.”
Earley, P., & Gibson, C. B. (1998). Taking Stock in Our Progress on Individualism-Collectivism: 100 Years of Solidarity and Community. Journal Of Management, 24(3): 265–304.
Hofstede’s Dimensions of Culture
Currently, the most widely used framework for classifying types of cultures is Geert Hofstede’s dimensions of culture. Hofstede, a Dutch social psychologist, once worked with IBM International, where he became interested in cross-cultural influences on work behavior. In 1980, Hofstede published his groundbreaking work, Culture’s Consequences. In this work, Hofstede proposed four cultural dimensions, each forming a bipolar continuum. He argued that cultures can be measured along these dimensions, and that differences in behavior and customs can be explained by mapping these dimensions. The original dimensions were:
· Individualism/collectivism
· Power ...
This document discusses theories of language and gender from historical perspectives. It covers dominance approaches viewing women's speech as subordinate due to societal inequalities. Difference theory sees gender differences in language due to socialization into different subcultures. Current social constructionist theory views gender as negotiated through interaction rather than innate. Variation within and across cultures is explored, finding women sometimes have restricted access to prestigious languages or act as cultural brokers between groups.
Intercultural Communication And Interpersonal CommunicationAmber Wheeler
This document discusses intercultural communication and its importance in an increasingly globalized world. Intercultural communication occurs when people from different cultures communicate. It plays a key role in organizations being able to manage cultural differences and work together effectively. The main challenges to successful intercultural communication are differences in discourse systems and the potential for misunderstandings and misinterpretations that can arise from them.
This document attempts to synthesize intercultural communication competence and dialogue competence by exploring how "fictions", such as frames, metaphors, and communication styles, can contribute to understanding between cultures. It first discusses how fictions can be useful in communication rather than something bad, before examining key aspects of intercultural communication and dialogue theory. It then proposes exploring "frames of discourse" and communication styles as tools to improve both dialogue and intercultural competence through a mutual enhancement between the disciplines. The goal is to discover more systematic ways the fields can inform each other and create new applications through a discussion of frames, metaphors, and achieving a higher level of self-awareness to transform unsuccessful intercultural interactions.
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1 Personality TraitsResearch has explored universal and culture.docxhoney725342
1: Personality Traits
Research has explored universal and culture-specific personality traits. “The Five-Factor Model,” also known as the “Big Five,” has identified five universal personality traits—openness, conscientiousness, extroversion, agreeableness, and neuroticism (OCEAN). In contrast, the “Five-Factor Theory” (FFT) of personality “suggests that the universal personality traits representing basic tendencies are expressed in characteristic ways; these characteristic ways can be largely influenced by the culture in which one exists” (Matsumoto & Juang, 2008, p. 268). Culture-specific personality traits, expressed by individuals in a certain culture, have also been identified in research.
For this Discussion,review this week’s Learning Resources. Consider the cultural influences on personality development. Think about how culture-specific personality traits might impact the role of the scholar-practitioner working with a client or research population from this culture. Select two cultures and two culture-specific personality traits to use for this Discussion.
With these thoughts in mind:
2) A brief description of two universal personality traits. Then describe two culture-specific personality traits for each of the two cultures you selected. Explain how culture influences personality development. Finally, discern two ways these culture-specific personality traits might impact a scholar-practitioner. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Identity
There is a great deal of research on individualism versus collectivism to explain the variety of cultural differences that make up a person’s identity. These studies show a variation in communication, expression, perception, and conflict avoidance that has become a framework of cultural theory (Matsumoto & Juang, 2008). Consider your own identity. Would you be the same person if you were raised in a culture that valued the group over the individual (collectivistic culture) or valued independence and the development of the self (individualistic culture)? How does your culture impact your identity?
For this Discussion, review this week’s Learning Resources. Consider the impact of collectivistic and individualistic cultures on identity development.
With these thoughts in mind:
2) A brief explanation of how a person’s identity may develop differently in a collectivistic versus an individualistic culture. Then explain how your own identity has been impacted by your culture (collectivistic or individualistic). Finally, explain how your identity might differ if you were raised in the other type of culture. Support your responses using the Learning Resources and the current literature.
...
Types Of Essay Writing Examples. How to Write a Great Essay Quickly! ESL BuzzMelissa Otero
What Is an Essay? Different Types of Essays with Examples 7ESL. College Essay Format: Simple Steps to Be Followed. Types Of Essay Writing With Examples. Four Major types of Essay.. Types of Essays Australian College Students Ask for 5 PhD Experts .... College Essay Examples - 13 in PDF Examples. 4 Outstanding Types of Essay Writing Styles Helpful Guidelines. 4 Essay Types and How to Distinguish Them Howtowrite.CustomWritings.com. Types of Essays Learn Cram. How to Write a Great Essay Quickly! ESL Buzz. 4 Different Types of Essays With Writing Tips. Types of introduction for academic writing. Essay writing 5th types of essay. 4 Major types of essays - Infographics Types of essay, Essay, Essay .... How to Write a Definition Essay: Writing Guide with Sample Essays. 011 Essay Structure Example Types Of Essays In Thatsnotus. The Example of Essay PDF. Types of Writing Styles - KyleeexTorres. 011 Different Kinds Of Essay With Examples Example Types Writing Styles .... Using Quotes in an Essay: Ultimate Beginners Guide - How to write an .... Different Types of Essays Samples starting from Basic Essay. Step-By-Step Guide to Essay Writing - ESL Buzz. College Essay Examples - 9 in PDF Examples. What Are The Different Types Of Essay Writing Telegraph. 5 types of essays. List the five types of essays. 2022-11-03. What are the different types of essays. Types of Essays. 2022-10-17. What is an Essay and What are the Major Essay Types Visual.ly Essay .... Research paper: Kinds of essay writing. Tips on How to Write Effective Essay and 7 Major Types Types of essay .... an argument paper with two different types of writing and the same type .... 32 College Essay Format Templates amp; Examples - TemplateArchive. Types of Writing on the CSEC English A Exam Paper. 10 Tips to Write an Essay and Actually Enjoy It Types Of Essay Writing Examples Types Of Essay Writing Examples. How to Write a Great Essay Quickly! ESL Buzz
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Module Outcome You will be able to describe the historical force.docxroushhsiu
Module Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
Course Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
General Education Competency:
You will have used critical thinking to analyze problems and make logical decisions.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments
What practices did the US government engage in to force Native Americans to assimilate to American culture? What were their motivations? Does this trend continue? Explain. How might this affect the Native American culture in the eyes of Native Americans and non-indigenous Americans alike? Explain.
For a top score, you must respond constructively to at least two other students. More extensive participation will be noted. All of your postings should be spread over three different days.
Introduction: This assignment will assist in your gaining a better understanding of the theoretical perspectives in Sociology
This assignment fulfills/supports
Module Outcome: You will be able to how structural functionalism, conflict perspectives, and symbolic interactionism work together to help us get a more complete view of reality.
Course Outcome: You will be able to recognize and apply the basic sociological terms vital to the understanding of sociology and the major theoretical paradigms to an analysis of social institutions, social structures, and societal issues.
General Education Competency
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
Demonstrate computer literacy
The Assignment: DF #2 - Theoretical Perspectives
Find a newspaper article, online or physical paper, and identify the structural functionalist, social conflict, and symbolic interctionist view of the social issue that is discussed in the article. Think about how each of these perspectives view society. You can get this from your reading of the text. For example, structural functionalists view society as social harmony with a high degree of social order with the institutions meeting their manifest and latent functions, all for the good of society, compared to conflict theorists, which view society as an arena of social inequality; dominant and subordinate groups, competing for scarce resources. In comparison, a symbolic interactinist may view society based upon symbolic meaning, labeling and social construction and the interaction with others in society.
Prompt:
Write at least one paragraph summarizing your .
CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docxtiffanyd4
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docxtiffanyd4
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 2 The Law of EducationIntroductionThis chapter describ.docxtiffanyd4
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
1.
2.
3.
4. En banc
5.
6.
7.
8.
9.
10.
11. Stare decisis
12.
13.
14.
15.
Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docxtiffanyd4
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
This chapter provides definitions and concepts related to the field of human services. It discusses how human services aims to help individuals, families, and communities cope with problems and promote well-being. The chapter outlines three basic concepts in human services: intervention, professionalism, and education. It also discusses the generalist roles of human service workers in helping clients and delivering services. Finally, the chapter examines the social ideology of human services and how it relates to ideas about individual rights and responsibilities in society.
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docxtiffanyd4
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
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1) The document provides an overview of the COMS 110 course on intercultural communication, outlining the course goals, structure, assignments, and approach.
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1 CommunicationThe feelings, associations, connotations, and .docxaryan532920
1: Communication
“The feelings, associations, connotations, and nuances of language both influence and are influenced by the culture” (Matsumoto & Juang, 2008, p. 227). Cultural differences exist in how people communicate with each other. You may be familiar with lexicons (what people call themselves and others), pragmatics (how language is used and understood), verbal and non-verbal communication styles; encoding; and decoding. Understanding how cultures communicate is important to effectively communicate within a multicultural environment. For example, imagine if you moved to a state or territory of the Middle East. You knew the language, but you were not aware of the cultural influence on nonverbal behaviors, such as hand gestures and interpersonal space. Would you be able to fit in?
For this Discussion, review this week’s Learning Resources. Consider cross-cultural communication.
With these thoughts in mind:
------- a brief explanation of the influence of culture on communication. Then explain two ways misunderstandings might occur among cultures with different communication styles. Finally, propose two solutions to enhance cross-cultural communication. Provide specific examples and justify your responses with references to the Learning Resources and current literature.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
Return to top
2: Interpersonal Relations
Consider your present working environment or your most recent workplace. Would you consider it a multicultural environment, and if so, were you able to work effectively with your coworkers? In a multicultural environment, one must learn to work in a group whose members are from both collectivistic and individualistic cultures. The meaning and value placed on conformity and cooperation differs between these cultures, which impact how individuals respond to situations and function within a group setting. In addition, differences may exist in the number and type of groups preferred by an individual.
For this Discussion, review this week’s Learning Resources. Consider the group dynamics in individualistic and collectivistic cultures.
With these thoughts in mind:
------- a brief description of a problem-solving group situation. Then, explain how group dynamics might differ between an individualistic culture and a collectivistic culture. Include in your description how conformity, cooperation, or group relationships might manifest themselves in different cultures. Justify your response with the Learning Resources and current literature.
References
· Article: Briley, D. A., Morris, M. W., & Simonson, I. (2005). Cultural chameleons: Biculturals, conformity motives, and decision making. Journal of Consumer Psychology, 15(4), 351–362.
Retrieved from the Walden Library using the Academic Search Complete database.
· Article: Cinnirella, M., & Green, B. (2007). Does ‘cyber-conformity’ vary cross-culturally? Exploring the ef ...
REFERENCE PAPER 1 and 2All readings are required unless noted as.docxsodhi3
REFERENCE PAPER 1 and 2
All readings are required unless noted as “Optional” or “Not Required.”
After reading the introductory material on the home page, delve more deeply into three different typologies—or ways of classifying cultures. The module starts with a simple dichotomous typology—individualism/collectivism—expands to Hofstede’s six dimensions of culture, and rounds out with a more impressionistic framework—that of Gannon’s cultural metaphors.
Individualism/Collectivism
Perhaps the oldest construct in thinking about dimensions of culture is the dichotomy of individualism and collectivism. It is a good place to start in understanding cultural dimensions, because it represents one of the more readily apparent characteristics of a culture—the degree to which members of a society think of themselves as individuals separate and distinct from their fellows or as a part of a group that is greater and more significant than the self.
Social scientists have studied the distinction between societies that value obligations to the group over the individual (or vice versa) for nearly 100 years. Beginning with the work of Emile Durkeim, the construct of individualism/collectivism was popularized in modern cross-cultural study largely by the work of Harry Triandis and colleagues.
What follows is an extensive review of the topic that will give you a thorough understanding of the characteristics of individualistic and collectivistic cultures and help you understand how leadership styles and practices vary between the two. In addition, the article discusses how these two orientations can disparately affect economic development, organizational culture, group dynamics, job design and rewards, conflict, and communication. Later parts of the article cover research and methodological concerns—this section is optional.
Note: Although this article was published in 1998, it still constitutes a solid review of a foundational construct in the field of cross-cultural studies. If you have trouble finding it in the library, check the Business Source Complete database after clicking on “Additional Library Resources.”
Earley, P., & Gibson, C. B. (1998). Taking Stock in Our Progress on Individualism-Collectivism: 100 Years of Solidarity and Community. Journal Of Management, 24(3): 265–304.
Hofstede’s Dimensions of Culture
Currently, the most widely used framework for classifying types of cultures is Geert Hofstede’s dimensions of culture. Hofstede, a Dutch social psychologist, once worked with IBM International, where he became interested in cross-cultural influences on work behavior. In 1980, Hofstede published his groundbreaking work, Culture’s Consequences. In this work, Hofstede proposed four cultural dimensions, each forming a bipolar continuum. He argued that cultures can be measured along these dimensions, and that differences in behavior and customs can be explained by mapping these dimensions. The original dimensions were:
· Individualism/collectivism
· Power ...
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Intercultural Communication And Interpersonal CommunicationAmber Wheeler
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1 Personality TraitsResearch has explored universal and culture.docxhoney725342
1: Personality Traits
Research has explored universal and culture-specific personality traits. “The Five-Factor Model,” also known as the “Big Five,” has identified five universal personality traits—openness, conscientiousness, extroversion, agreeableness, and neuroticism (OCEAN). In contrast, the “Five-Factor Theory” (FFT) of personality “suggests that the universal personality traits representing basic tendencies are expressed in characteristic ways; these characteristic ways can be largely influenced by the culture in which one exists” (Matsumoto & Juang, 2008, p. 268). Culture-specific personality traits, expressed by individuals in a certain culture, have also been identified in research.
For this Discussion,review this week’s Learning Resources. Consider the cultural influences on personality development. Think about how culture-specific personality traits might impact the role of the scholar-practitioner working with a client or research population from this culture. Select two cultures and two culture-specific personality traits to use for this Discussion.
With these thoughts in mind:
2) A brief description of two universal personality traits. Then describe two culture-specific personality traits for each of the two cultures you selected. Explain how culture influences personality development. Finally, discern two ways these culture-specific personality traits might impact a scholar-practitioner. Support your responses using the Learning Resources and the current literature.
.
Reference:
Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth.
2: Identity
There is a great deal of research on individualism versus collectivism to explain the variety of cultural differences that make up a person’s identity. These studies show a variation in communication, expression, perception, and conflict avoidance that has become a framework of cultural theory (Matsumoto & Juang, 2008). Consider your own identity. Would you be the same person if you were raised in a culture that valued the group over the individual (collectivistic culture) or valued independence and the development of the self (individualistic culture)? How does your culture impact your identity?
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With these thoughts in mind:
2) A brief explanation of how a person’s identity may develop differently in a collectivistic versus an individualistic culture. Then explain how your own identity has been impacted by your culture (collectivistic or individualistic). Finally, explain how your identity might differ if you were raised in the other type of culture. Support your responses using the Learning Resources and the current literature.
...
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Module Outcome You will be able to describe the historical force.docxroushhsiu
Module Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
Course Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
General Education Competency:
You will have used critical thinking to analyze problems and make logical decisions.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments
What practices did the US government engage in to force Native Americans to assimilate to American culture? What were their motivations? Does this trend continue? Explain. How might this affect the Native American culture in the eyes of Native Americans and non-indigenous Americans alike? Explain.
For a top score, you must respond constructively to at least two other students. More extensive participation will be noted. All of your postings should be spread over three different days.
Introduction: This assignment will assist in your gaining a better understanding of the theoretical perspectives in Sociology
This assignment fulfills/supports
Module Outcome: You will be able to how structural functionalism, conflict perspectives, and symbolic interactionism work together to help us get a more complete view of reality.
Course Outcome: You will be able to recognize and apply the basic sociological terms vital to the understanding of sociology and the major theoretical paradigms to an analysis of social institutions, social structures, and societal issues.
General Education Competency
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
Demonstrate computer literacy
The Assignment: DF #2 - Theoretical Perspectives
Find a newspaper article, online or physical paper, and identify the structural functionalist, social conflict, and symbolic interctionist view of the social issue that is discussed in the article. Think about how each of these perspectives view society. You can get this from your reading of the text. For example, structural functionalists view society as social harmony with a high degree of social order with the institutions meeting their manifest and latent functions, all for the good of society, compared to conflict theorists, which view society as an arena of social inequality; dominant and subordinate groups, competing for scarce resources. In comparison, a symbolic interactinist may view society based upon symbolic meaning, labeling and social construction and the interaction with others in society.
Prompt:
Write at least one paragraph summarizing your .
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CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docxtiffanyd4
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docxtiffanyd4
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 2 The Law of EducationIntroductionThis chapter describ.docxtiffanyd4
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
1.
2.
3.
4. En banc
5.
6.
7.
8.
9.
10.
11. Stare decisis
12.
13.
14.
15.
Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docxtiffanyd4
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
This chapter provides definitions and concepts related to the field of human services. It discusses how human services aims to help individuals, families, and communities cope with problems and promote well-being. The chapter outlines three basic concepts in human services: intervention, professionalism, and education. It also discusses the generalist roles of human service workers in helping clients and delivering services. Finally, the chapter examines the social ideology of human services and how it relates to ideas about individual rights and responsibilities in society.
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docxtiffanyd4
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
Chapter 1 Global Issues Challenges of GlobalizationA GROWING .docxtiffanyd4
Chapter 1 Global Issues: Challenges of Globalization
A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay.
Learning Objectives
1. 1.1Identify important terms in international relations
2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events
3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618
4. 1.4Recall the challenges to the four types of sovereignty
5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security
6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events
7. 1.7Examine how globalization has brought about greater interdependence between states
8. 1.8Record the major causes of globalization
9. 1.9Review the most important forms of globalization
10. 1.10Recount the five waves of globalization
11. 1.11Recognize reasons as to why France and the US resist globalization
12. 1.12Examine the three dominant views of the extent to which globalization exists
Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems.
Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities.
The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class.
The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.
CHAPTER 23 Consumer ProtectionRestaurantFederal and state go.docxtiffanyd4
This chapter discusses various laws and government regulations regarding consumer protection. It covers regulations of food and drug safety, including the Food, Drug, and Cosmetic Act which is enforced by the Food and Drug Administration. The chapter also discusses laws providing protections for consumers in regards to products, automobiles, healthcare, unfair business practices, and consumer finances. The overall goal of consumer protection laws is to promote safety and prohibit abusive practices against consumers.
Chapter 18 When looking further into the EU’s Energy Security and.docxtiffanyd4
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)?
identify and name those
five ICT enablers
,
provide a brief narrative for each enabler,
note:
Need 400 words. Need references
Please find the attached
.
CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docxtiffanyd4
CHAPTER 17 Investor Protection and E-Securities Transactions
New York Stock Exchange
This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC).
2. Describe e-securities transactions and public offerings.
3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration.
4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934.
5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses.
Chapter Outline
1. Introduction to Investor Protection and E-Securities Transactions
2. Securities Law
1. LANDMARK LAW • Federal Securities Laws
3. Definition of Security
4. Initial Public Offering: Securities Act of 1933
1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering
2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company
5. E-Securities Transactions
1. DIGITAL LAW • Crowdfunding and Funding Portals
6. Exempt Securities
7. Exempt Transactions
8. Trading in Securities: Securities Exchange Act of 1934
9. Insider Trading
1. Case 17.1 • United States v. Bhagat
2. Case 17.2 • United States v. Kluger
3. ETHICS • Stop Trading on Congressional Knowledge Act
10. Short-Swing Profits
11. State “Blue-Sky” Laws
“The insiders here were not trading on an equal footing with the outside investors.”
—Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968)
Introduction to Investor Protection and E-Securities Transactions
Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docxtiffanyd4
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.”
After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
Chapter 12 presented strategic planning and performance with Int.docxtiffanyd4
Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 2 references on the initial post and one reference any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
ChapterTool KitChapter 7102715Corporate Valuation and Stock Valu.docxtiffanyd4
ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Chapter 10. Political Socialization The Making of a CitizenLear.docxtiffanyd4
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
Chapters one and twoAnswer the questions in complete paragraphs .docxtiffanyd4
Chapters one and two
Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers
1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association).
2. How is ASD identified and diagnosed? Name and describe some of the measurement tools.
3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits.
4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2.
5. Describe the differences between a focused intervention and comprehensive treatment models.
6. What are the components of effective instruction for students with ASD?
.
ChapterTool KitChapter 1212912Corporate Valuation and Financial .docxtiffanyd4
ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.
Chapters 4-6 Preparing Written MessagesPrepari.docxtiffanyd4
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. Chapter10 [] IntercutturatConfhct 337
1. Define intelcultural conflict .
2. Define facework and identify three plimary facewo&
strategies
3. List and define the five primaly and three secondary styles of
conflict communication
4. Identify and discuss the conflict styles preferred by
individuahstic and collectivistic cultures
5. Idenufy and discuss the conflict styles preferred by high-
versus low-context cultures
6. Explain and apply the components of the contingency model
of cross-cultural conflict
Imagine yourself m the following situation:
INTERCULTURAL CONFLICT
Mahatma Gandhi
Honest disagreement Js often a good sign of progress.
Aklra Abe is an internauonal exchange student from Japan who
lives down the hall
from you m your dorm. You have interacted with Aklra only
occasionally and do
not know him very well. This morning, Akira approached you to
2. compiam that you
frequently play your music so loudly that he Is unable to study
or sleep. Aklra then
asked if you would please stop playing your music so loudly.
What would you do m this situation? How would you resolve
this conflict? Would you
comply with Akira's request? Would you argue with Akira?
Conflict, such as the one depicted above, is an inevitable part of
living in a society with
others. All types of human relationships--from strangers to
acquaintances to intimates--
experience conflict. Communication plays a paradoxical role in
most conflicts because
communicauon is required both to instigate conflict and to
resolve it. Unfortunately, conflict
is the source of much relational stress and dissolution;
fortunately, the successful resolution
of conflict is one of the strongest and most consistent predictors
of relational sausfaction.
Hence, an understanding of conflict and how to resolve it is an
essential part of becoming a
competent communicator, especially in your relationships with
persons from other cultures.
DEFINITION OF INTERCULTURAL CONFLICT
In the past 30 years, a growing body of theory and iesearch has
emerged m the intercultural
communication literature regarding the nature of intercultural
conflict Much of this
research Is based on the work of Stella Tmg-Toomey and John
Oetzel) They define
intercultural conflict as
the implicit ot exphcit emotional struggle between persons of
3. different cultural
commumties over perceived ol actual incompatibility of cultural
ideologies and
values, situational norms, goals, face-orientations, scarce
resources, styles/processes,
)ntercu[tura[
conftlct The fmpLiclt
or explicit emotional
struggle between
persons of different
cultures over
perceived or actual
incompatibility of
cultural Ideologies
and values, sltuatmnal.
norms, goals, face
onentatmns, scarce
resources, styles/
processes, and/or
outcomes In a face-
to-face context
338 Chapter 10 m IntercuLtural.ConflictIntercultural.
Communication
4. and/or outcomes in a face-to-face (oi mediated) context within a
soclohistorical
embedded system.2
Well-known lntercultmal communication scholai Young Yun
Kun has developed a model of
lntmcuhural conflict. Klm argues that lntelcultulal conflmt
occuis at thiee interdependent
and interrelated levels, mctudmg a mlclo oi individual level, an
lnteime&aiy level; and a
macro or societal level (see Figure 10.1).4
The miclo, ot zndividual, level of mteicultural conflmt refels to
the unique attitudes,
dispositions, and beliefs that each individual bnngs to the
conflmt. According to Kim's
model, cognitive simpllcity/rlgl&ty refels to the degiee of
mflexlbihty in the way
individuals think about people fiom dlffelent cultules. Rigid,
simphstic thinking includes
gloss categmizanon and stereotyping (e.g., all Ameiicans ale
rude, all Japanese are qmet).
In-group bins lefers to the degree to which the individual is
ethnocenuic
Recall from Chapter 1 that ethnocenmsm is defined as viewing
one's own group as
being at the centei of evewthmg and using the standards of one's
own gloup to measure
or gauge the woith of all other gioups. Insecuiity/fiustranon
lefers to the degree to which
the mdwidual has a high level of uncertainty about, and feat of,
out-group members
(e.g., they will steal our jobs) Divergent behavmr lefeis to the
behavloial pattems of the
5. individual that clearly dljÿerentlate and distance him oi her
from out-group membeis For
example, obviously &ffeient speech patterns or accents may
ostensibly sepaiate groups from
one anothei Duimg conflmt, people will often exaggerate their
mannmisms and speech
to accentuate then differences compared with out-gioups
Because you ate upset about
Kim's Model of IntercuLturaL ConfLict
Macro Level
° History of subjugation
, Ideological or structural mequahties
= Minority group strength
Intermediary Level
* Segregation/contact
, Intergroup salience
, Status discrepancy
Micro Level
° Cognitive simphclty/rlgtdlty
• In-group bias
= Insecunty/frustratton
• Dwergent behaviors
SOURCE Based on Kim, Y Y [1989] Interethnm Confl.Jct An
InterdlscJphnary Overwew In J B Gÿttier {Ed 1,
Annual Review of Conflict Knowledge and Conflict Resolution
{Vot 1] New York GarLand, KLm, Y Y (19901
Explaining Interethmc Conflict An Interdisciplinary Overwew
6. Paper presented at the annual convention of the
Speech Comrnunlcatlon Assoctahon Chicago, IL
Micro Levelÿ
Akira's complaint, you may intentionally turn up the volume on
youi music. Imagine two
employees worldng together, each fiom a different cultme, who
have gross stereotypes of
each other, are both ethnocentric, fear each other, and have
highly divergent behavioral
patterns Kim's model predicts that such a situation is likely to
engender conflict.5
The mtermedmry level of intercultural conflict refers to the
actual location and context
of the conflict. Some envuonments (e.g., neighborhoods, school,
work) may be more likely
than others to facilitate conflmt. Segregation and contact refer
to the extent to whmh the
individuals' cultmal groups interact on a daily basis. Perhaps the
most basic condition for
intercultural conflict is contact between diverse cultures or
ethnicitles on a day-to-day basis.
Segregated wotkplaces or schools do not allow for much
interaction, and components at the
individual level (e.g, cognitive rigidity, m-group bias) tend to
escalate to intolerable levels
that facilitate intercultural conflmt. Intergroup salience refels to
the observable physical
and social differences between the confllcung mdwiduals. Such
cultural markets include
distinct physical and behavioral differences, such as race,
language, and speech patterns.
As Kim notes, to the extent that the groups are cukurally
7. distinct, the communicative skills
of the less powerful cultural group will clash with those of the
majority gioup members. The
majority group's symbol system is dominant. Status &screpancy
refers to the degree to which
conflicting parties differ in status along cukural lines. For
example, African Americans often
argue that U.S. culture practices an asymmetrical power
snucture They may feel that the
U S. corporate culture reflects the same asymmetry. On the job,
managels and supervisors
have more powei than workers. If all the managers in a business
are of one race or ethnicity
and all the workers are of another, then the status discrepancy is
helghtened.6
Recall from Chapter 1 that a fundamental assumption of
mteicultulal communication
is that it Js a group phenomenon experienced by m&viduals.
Likewise, duimg intercultural
conflict, one's group membership (l.e, culture) becomes a factor
in how conflmt is perceived,
managed, ÿ and resolved Some of these cultmal factms may be
unconscious, such as one's
degree ofmdwiduahsm or c ollecnvism. Other factors are
probably very conscious. Recall your
conflict with Akira. The two of you are flora different cultural
communities, have mcompanble
goals, and desue d,fferent outcomes. You choose to play your
music loudly. Akna piefets that
you not play your musm loudly Flora a socmhistorical
perspecnve, you may wondei if all
Japanese ate quiet and dishke loud music. Perhaps Akira
quest,ons If all Americans ale l ude
and insensmve to the wishes of otheis. Although the conflict
between you and Akna could
8. Just as easily have occuued between two U.S. students oi two
Japanese students, the fact that
it happened between a U.S student and a Japanese student
comphcates the issue.
Ting-Toomey and Oetzel maintain that intercultural conflict
involves a ceitam degree
of ethnocentiic percepuon and judgment. Recall from Chaptei 1
and Chapter 5 that
ethnocenmc pmsons hold attitudes and behaviors about their in-
group that ate bmsed
m favor of the m-group, often at the expense of out-groups
Ethnocentric persons fostei
cooperative ldatlons with m-group members while competing
with, and peihaps even
battling, out-group members 3 Hence, by virtue of our cultural
upbringing, we think we
ate correct (i.e., loud musm is great vs. loud music is
disrespectful). To explain intercultural
conflict further, three models will be presented next' Young
Kim's Model of Intercultuial
Conflict, Tmg-Toomey and Oetze!'s Culture-Based Social
Ecological Conflict Model, and
BenJamin Bloome's Model of Building a Culture of Peace
ÿltÿrough Dialogue.
339
340 IntercuLtural. Comrnunlcatlon Chapter10 m
Intercu[turatConfhct 34,,
Photo 10.1 Segregated
drinking fountain in use
in the American South
9. • ne macro, or socmtal, level of intercultural
conflict includes factors that are probably out
of the lnteractants' control. ÿnese conditions
include any histoly of subjugation, ideological/
snuctural inequality, and minority group
strength. The history of subjugation of one
group by anothel is a key environmental factor
in maW intercultural conflicts. For example,
African Americans have long been subjugated
by Whites in the United States. Historically,
Aflican Americans were slaves. Even after
emancipation, they were not allowed to vote.
As late as the 1960s, restaurants in the South'
A CuRure-Based Social EcoLogicaL ConfLict Modet
In a model of conflict that complements the Klm model
discussed above, Ting-Toomey
and Oetzel have developed what they call a cultme-based social
ecological conflict model.8
You will see some similarities between this model and the Kim
model. In their model,
Tmg-Toomey and Oetzel highlight four main factors that come
into play during an
intercultmal conflict episode: primary orientation factors,
situational appraisals, conflict
processes, and conflict competence. During intercultural
conflict, these four factors come
together interdependently in a complex formula that defines the
specific conflict episode
(see Figure 10.2).
The piimary orientauon factors are what each individual brings
to the conflict. This
would be similar to Klm's micro level, but with some added
10. variables. Tmg-Toomey and
Oetzel suggest that each individual brings macro, exo, meso,
and micro layers to the
enforced sepaiate bathrooms, seating aieas, and drinking
fountains for Afiican Americans
and Whites (see Photo 10.1).
Often, the tensions expiessed today are rooted in the history of
one group's subjugation
of another group. Ideological and structural inequity refers to
societal diffelences regarding
powel, piestige, and economic reward. Historically, in the
United States, Whites have
held most of the power positions and gained most of the
economm reward. Hence, there
is a vast ideological and structural &fference between Whites
and othei groups. Minority
(i.e., miciocuttural) group strength refers to the amount of
power (e.g., legal, pohtical,
economic) a particular group possesses. Microculturat groups
vary in their ability to
tally their members against structural inequahtms. Minority
group strength varies as a
function of the status of the group's language within the society,
the sheer number of
members in the group, and forms of societal support (e.g.,
governmental services designed
specifically for that group). Relative to other microcultural
groups, African Americans,
for example, ale economically and politically quite powerful.
Pohucal scientists argue,
for instance, that presidential elections are swung by the
African Amelican voting
bloc. According to Kim, the greater the ethnic group's strength,
11. the more likely that
an individual in that group will take actmn in lntelcultural
conflict situations.7 Taken
together, these three levels of conflmt merge during any
intercultural conflict. To the
extent that these individual, intermediary, and societal factors
are present, intercultural
conflict will likely ignite.
Q
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Q
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e
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e
o
o
o
o
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e
e
e
e
e
e
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o
e
e
e
o
o
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Q
o
Mike Fabmn Is the wce president of Acme Marketing Fwm, a
company his father founded o
Acme ÿs a direct marketing firm for msurapce agencies Mike ÿs
58 years ol,d and White •
e
He was born and rinsed In Kenfl.worth, II,l,mols, a weal,thy
Chicago suburb Mÿke has six •
directors under him in Acme's organlzatmnat hierarchy These
six directors each man- .ÿ
age and supervise about seven empl,oyees Thus, Mike
superwses about 50 employees :
Once a year, Mÿke has one-on-one meetings with each
employee These meetings are a
part of each empl,oyee's annual, evaluation Today, Mÿke is
meeting wÿth Nicote Newton •
o
13. Nÿcol,e Js a new employee and has worked for Acme for just
over a year She was hÿred °
soon after graduating from co[I.ege with a bachel,or's degree In
commumcatlon Thÿs wÿl,[ •
be her first eval,uatmn meeting She was hwed as a tel.emarketer
and hopes to move up o
mtheorgamzahonsoon SheisAfricanAmer/canand23yearsol,d
Shewasralsedlnthe °
city of Chicago, m a pubbe-houslng dÿstrmt Thew meeting takes
pl.ace in Mÿke's office
She and Mÿke have never met
Mike Good morning, Nicol,e Come m and have a seat
Nlcole HI, Mike
Mike Actual,l,y, unhl, I get to know my employees, I prefer
to be catl,ed
Mr Fabmn
Nÿcole Oh, OK, Mr Fabian [pLacing emphasÿs on "Mr"}
Mike [Noticing her tone of vmce } So where are you from?
Ntcole I grew up on the South Side
Mike [Thinks to hlmsel,f, "She and I have nothing m
common"} I'm from
Kenilworth
Nlcole
Mike
Ntcole
14. Mÿke
Nicole
Mike
Yeah, I've heard of that
So do you have any education beyond high school,9
Yes As my rÿsum4 indicates, I have a bachelor's degree That
shoul,d be m
my fil,e
Oh, yes, here it is It says here you have a degree In
commumcabon2 What's
that al,l, about9 Cl,asses In speech, I guess, or radio and
tel,evlsmn?
WeLl., no I took classes In orgamzahonat communication,
pohhcal, com-
mumcatmn, IntercuLtural. commumcahon courses l.lke that We
dÿscuss
and explore how humans interact wÿthln a variety of contexts
It's a great
majorl
WelJ., there was no such major when I went to school I don't
understand Why
not major m business? Anyway I've been reading your
manager's monthl,y
assessments of your performance I can see you need
Improvement {n several.
areas, mcl,udlng customer serwce and attitude
15. [Continued]
342 IntercuLtural. Commumcatlon Chapter 10 []
IntercutturatConfhct 343
Nicole
Mike
Severat of the factors outhned In the KIm mode[ can be appljed
to this brief confbct
exchange between Mike and NIco[e In terms of the micro
flndwldua[} revel, Mike's cog-
mhve rigidity and slmphclty are reflected m his mftexlbte stance
about Nicote's infor-
mahty, which doesn't seem to be an Issue with her customers
since none of them has
comptamed, and his tack of knowtedge about commumcahon
degrees Regardmgthe
intermediary [eve[, that Mike prefers for Nicote to cal.[ him
"Mr Fablon" hlghhghts the
status discrepancy between them That Mike meets with his
emptoyees onty once a year
shows that he has httte contact with {I e, is segregated from}
them Moreover, persons
m Kenltworth may rarel.y interact with persons m the Inner city
Fmal.ty, at a macro {so-
oeta[} [eve[, there is a hstory of subjugatton between their
groups, and Nlco[e's group
has demonstrabl.e minority group strength
conflict--with macto meaning "larger than," exo meaning
16. "external or outside," meso
meaning "middle or intermediate," and mzcto meaning
"locahzed or small."
Similar to Klm's model, the macro-level primary orientation
factors are the larger
sociocuhural factors, histories, worldvlews, beliefs, and values
held by each individual.
Macro-level variables may be outside the individual's control
but nevertheless affect
his or hel approach to conflict Some macro-level variables
might include the effects of
globahzauon (i.e., the compression of cultural boundaries) on an
individual. Exo factols
include the formal instituuons present
in..anyÿcultq.ÿeLÿnc[udmg religious iÿsÿtÿtutigns,
governments, and health care systems, among others that are
externaFto the individual
but affect his or her approach7 Mes0qevel factors refer to the
mole Immediate dimensions
Real.[y9 I thought I was doing fine
Weft, your manager says you are informal, wRh customers 1
think that
reaves a bad Impression {Thinks to himself, "1 guess that's not
taught In
commumcatlon classes "}
Really9 I think they hke It I think it's at[ right to be a httl.e
retaxed once m a
whll.e
Weft., maybe el.sewhere, but not here
17. Have any of my customers compl.amed9
Not directly, no
So then, what's the problem9 (Thinks to hersel.f, "What's his
probtem9 He
thinks he's pretty specIat He needs a cl.ass In commumcatlon "}
Look, Nicol.e, I'm not going to argue with you I'm te[hng you to
Improve your
attitude and stop being so reformat with the customers
Whatever you say, Mr Fablon
Ntcole
Mike
Ntcole
Mike
Ntcole
Mike
NIcole
alsals
Madro Globahzatlon, hÿstery of unresolved conflEct
Exo Technology
Meso Relational parameters, m-group/out-group
Micro Conflict goal assessments and Intensity
Person A
18. Mlcroconfllct Processes
EmotEonal Expressions
Conflmt Styles
Facework Sehawors
Conflict Rhythms
Conflict Comeetence
Appropriateness/effectiveness
Productwlty/satlsfactlon
Principled et[]cs cultural relatlvÿsm/unIversahsm,
moral ÿncluston/excluslon, social justice
Person B
of a particular culture--for example, the local church group,
one's workplace setting, or
even one s extended family. Finally, the micro-leve[factors
include the mdwNual s unique
intraiÿersona[attdButesl such as his or her level of mdivlduahsm
or collectivism, actual
physical location, and personal experiences, among others? FoI
example, Ting-Toomey and
Oetzel point out that individualists tend to address conflict
through assertiveness, express
their emotions, and value personal accountability. Collecuvists
restrain their emotions and
protect the in-group.
While primary orientation factors are the principal influences
19. on conflict, they affect
how each individual percewes (appraises) the situation in which
the conflict takes place.
Macro, exo, meso, and mlcio levels appear here as well. Macro
situational features might
include the effects of globalizauon on this particular situation,
such as Immigration.
Oftentimes, immigrant groups are faced with conflict from the
native cultural groups.
But, of course, not all conflicts are about immlgrauon. Exo-
level variables might include
whether the intelactants are m-group or out-group members. We
tend to use different
communication strategies when interacting with the in-group
compared with the out-
group. Meso-level variables focus on relauonal dimensions in
this particular conflict and
344 Intercul.tura[ Communmahon Chapter10 m
Intercul.tura[Confhct 345
might include one's status in the family or orgamzauon Finally,
mlclo-level situational
features might include the individual's goal in a given situation
(e.g., to ask foi a pay raise).1°
The micio conflict processes include those facto*s that emerge
from the conflict
lntelaction itself. Foi example, duung conflict, the two
individuals' conflict interacuon
styles come into play interdependently. So how does Individual
A's competitive style
combine with Individual B's avoidance style? Finally, how do
the individuals manage their
20. emotlonsÿ Are they expressive oi restrainedÿ
Last, the model includes conflict competence criteria and
outcomes, which include
effectiveness/appropriateness, productivity/satlsfacuon, and
punclpled ethics. Conflict
competence refers to the application of lnteicultulal conflict
knowledge. In other
words, how are we to use what we know about conflict to act
competently and produce
an effective, appropriate resolutionÿ Appiopriateness lefeÿs to
the degree to which
the individuals' behaviols are suitable foi the cultural context m
which they occui
Effectiveness refers to the degree to which the individuals
achieve mutually shared
meaning, which leads to intercultural undeistandmg.
Pÿoductivity/satisfaction refels to
the degiee to which the individuals are able to cieate the desiled
images of themselves, to
what extent those images are accepted by the opposing party,
and the perception by both
parties that a successful resolution has been leached. Tmg-
Toomey and Oetzel ÿefeÿ to
productive resolution as a "win-win" conflict ouentation and to
unpioductive lesolutlon
as a "win-lose" conflict oiientation A compauson of the two
orientations is presented
in Table 10 1 "
We can apply the Culture-Based Social Ecological Model to the
ealhei interaction
between Mike Fabion and Nicole Newton, as we did the Klm
model Regaidmg their
prunaiy oiientation factors, Mike and Nicole have veW different
21. maclo-level oiientauons
Race plays a key role heie, as Nicole's cultmal loots are in
subjugation and slavery Their
exo-level factors are also key. M,ke and Nicole ale plobably not
membeis of the same social
institutions. Mike is unfamiliar with Nlcole's education in
communication. They differ in
age, and their political affiliations ale likely to be different as
well. The meso-level factors
are particularly ielevant here because, within the workplace,
Mike carries much higher
status than Nicole. Interestingly, their micro-level factors may
not differ considerably, as
Respecting cuttura[ differences
Sensitivity to conflict context
Uncovering deeper conflict needs
Compromising mode
Practicing mmdfut eonfhct skirts
Wlthngness to change
50URCE Oetzel., J G, Tmg-Toomey, S, Masumoto, T, YokochJ,
Y, & Takal, J 120001 A Typotogy of Facework
Behaviors in Conftlcts With Best Friends and Retatlve Strangers
Communication Ouarterly, 48, 397-419
Ignoring cuttura[ differences
Insensitivity to confhct context
Arguing and defending serf-interest
22. Conflict mode
Engaging in mindtess behaviors
Rigidity of eonfhct posture
INTERCULTURAL DIALOGUE, CONFLICT
RESOLUTION, AND A CULTURE OF PEACE
So how might Mike and Nlcole resolve their conflict? Like the
other scholars cited in this
chapter, Benjamin Broome maintains that conflict is an
unavoidable consequence of living
in a culturally diverse world. But Broome also believes that
among myriad cultural groups,
peace is possible He argues that successful intercultural conflict
resolution requires that
conflicting lnteractants engage in dialogue and promote a
culture ofpeace.12 Broome asserts
the following:
To build and maintain peace, we must learn productive ways to
handle disagreements,
and we must develop norms, mechanisms, and institutions that
will guide us toward
resolving divisive issues without violence. A central means
thlough which such
actions can unfold is dmlogue.ÿ3
Broome traces the etymology (i.e., the origins) of the word
dmlogue to ancient Greece,
where dia means "through or across" and logos means "wolds or
reason." Btoome contends
that via dialogue, conflicting parties can reason with each othei
using communication as
the vehicle toward understanding and eventual conflict
23. resolution. Via dialogue, Broome
asserts, conflicting parties become aware of how they each
lnterplet and prescribe meaning
to the immediate context. Broome is careful to point out that
dialogue does not rule out
disagreement. Instead, via dialogue, conflicting parties begin to
understand each other's
unique perspective on the issue confronting them, which can
then lead to peace. Broome's
model is presented in Figure 10.3.ÿ4
Accolding to this model, as conflicting individuals engage in
dialogue, a number of
processes can lesult and lead to the possibility of a culture of
peace. First, dialogue makes
possible sustained contact. Just as in the Kim model and Tmg-
Toomey and Oetzels's
model, Broome maintains that conflict is often ongoing because
conflicting parties are
segregated or have little contact with each other. To engage in
dialogue, conflicting patties
must come togethei and inteiact. Without interaction, it is
impossible to understand the
othei's position. And while Bioome admits that sustained
contact does not guaiantee a
resolution, without contact, resolution is unfeasible. Such
contact, Broome asserts, can help
the conflicting parties reduce uncertainty and become aware of
each othei's perspectives,
which helps reduce hostility. By segregating themselves, the
conflicting parties make any
kind of empathy between groups impossible. But via dialogue,
at least understanding the
other's point of view becomes possible, which can then lead to a
reduction of hostility. As
24. both wele raised in the United States and probably calry an
individualistic orientation.
They likely appraise the conflict situation differently. At the
macro level, the issue of lace
is unresolved, especially in Chicago. At the meso level, Mike's
hieraichical status in this
organization places him at a distinctadvantage. In this scenario,
Nlcole's goal is to receive a
positive evaluation, while Mike's goal is to point out what he
sees as a problem (i.e., Nlcole's
informality). Ironically, Nicole is conect in thinking that Mike
needs a course (or two) in
communication.
346 IntercuLtural Communication
Chapter 10 [] IntercutturalConfllct 347
My name is Corle Stlng[, and I had the privilege
to attend St Norbert CoLLege from 2012 to 2016
I graduated with a bachelor of arts In commu-
nication and received a Spanish Language cer-
tificate One of my favorite classes in my time
In school was IntercuLturaL Communications
WhiLe in this class, I Learned so much about
myself and how I interact with others in this
world
WhiLe at St Norbert CoLLege, I served as a
mentor for International students as a Bridges
International mentor We met weekly with
international students and tried to serve as a
resource for them to practice speaking EngLish
and Learn about American culture Through
25. thÿs experience, I met Haruka Asarl, a student
from Japan Over the year that she was at our
Corie Stlngt
As a result of this, I Learned a few tips about
avoiding conflict during intercuLturaL inter-
actions The first is to practice honesty and
ask permission I would say things Like, "Hey,
Haruka, I would Love to Learn about Japanese
culture Is it OK If l ask you a few questlonsg"
or "Can you teLL me something I don't know
about your cul.ture'ÿ" Practicing asking per-
mission aL[owed for both of us to become
more comfortable with Learning from and
with each other
The second thing I Learned is to Listen genu-
inely and try your best to remember significant
pieces of information that are shared with you
When you are able to recall information that
was shared with you In a situation Like this, it
makes the other person feel respected and vaL-
ued I believe that creating this kind of environ-
ment is what made my friendship with Haruka
so strong
From Haruka, I was able to [earn so much about
Japanese culture, such as what not to do with
chopsticks, some commonly used Japanese
phrases, and some historical facts about the
country HopefuLLy, I can put the things she
taught me to use, as I hope to visit her In Tokyo
in a fewyears I am so gratefuL for my friendship
with Haruka and for the things she taught and
26. continues to teach meI
campus, our friendship grew immensely We
both Longed to Learn about each other's cuL-
tures, but wanted to make sure we did it in a
way that was respectful and sensitive of the
other person
Promotes
supports
Sustained Reduced Respect for Narrative of at,nn-ÿ
contact ÿ hostility ÿ the other ÿ peace ÿ Cooper
Contributes to Contributes to Contributes to Contr/butes
to
Dialogue
SOURCE This discussion of the model is based entirely on
Broome, B J [2013} Building Cultures of Peace
The Rote of Intergroup DiaLogue In J G Oetze[ & S TIng-
Toomey IEds ), The SAGE Handbook of Conflict
Commumcahon Integrating Theory, Research, and Practice (pp
3737-37611 Thousand Oaks, CA SAGE
conflicting parties engage in interaction and begin to reduce
hostility, they can begin to
develop respect for each other. Broome maintains that as
members of each group begin to
listen to each otÿer and to understand each other's viewpoints,
they will develop a degree
of regard and respect for each other. Once again, Broome
acknowledges that this does
not necessitate agreement but at least can initiate the process of
peaceful discussion rather
27. than hostile confrontation. As peaceful discussion continues,
interactants are moÿe likely
to engage in cooperative rather …