Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 1
LSP 200-222
Black, White, & Other:
Racial Formations in
America
DePaul University
Winter 2015
O’Connell Center, Room 436
Monday & Wednesday 9:40-11:10AM
Instructor: Nicole Garneau
Office: Room 563, Schmitt Academic
Center
Office Hours: Thursdays, 3-5pm and
by appointment
E-mail: [email protected]
Photo from Chicago’s “Brown Friday” Demonstrations by Sarah-Ji Fotógrafa
Course Description:
People in America often consider race in stark black and white terms. In part, this is because African
Americans and white Americans have particular and distinct histories that give blackness and whiteness
unique status in the United States. However, American racial formations are organized along a complex
matrix that involves much more than these two categories account for. In this class, we will explore the
entire construction of the idea of race. We will examine the cultural and political-economic construction
of race in the United States and analyze how races are reproduced, maintained, and challenged. How has
race been defined in relation to notions of color, race, class, gender, sexuality, ethnicity, nation, language,
and non-white perspectives? We will consider how racial groups that are neither black nor white, like
Asians, Latinos, and multiracial peoples, are fundamentally involved in the ways race, identity, and power
are understood and mobilized in America. Furthermore, we will consider how gender, sexuality, class,
and nationality are all involved in shaping ideas of race so that all racial categories, black, white and
otherwise, are formed by and through ideas of gender, sexuality, class and nationality.
LSP 200 Learning Outcom es:
1. By the end of this class, students will identify key debates in the history of multiculturalism. As
students understand the debates and values of multiculturalism in theory, they will be able to
apply them beyond the classroom into practice by developing and using reasonable guidelines for
prioritizing important values – including respect for differences, equality, and social justice.
2. Through the use of self-reflection and critical analysis, students will be able to identify and
understand their place in their own historical context. They will also be able to articulate
assumptions and explore connections to alternative interpretations and perspectives on history
and culture other than their own.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 2
3. Student will critically analyze multiple sources of information (from, for example, relevant
databases and other reference works, primary and secondary sources, community knowledge,
etc.) in order to form clear, concise arguments about multicultural issues and to interpret evidence
from a varie.
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It then introduces a research paper on global genocides where students define genocide, research examples, and discuss the importance of learning about genocide.
This document provides information about the LVE 200 Fall 2016 course at the University of La Verne. The course focuses on La Verne values and building students' e-portfolios. It aims to expose students to how liberal arts education provides foundations for solving problems. Students must attend classes, complete readings, submit weekly reflections on their about me and co-curricular events, build an e-portfolio, and write a final braid reflection paper integrating their experiences and values with future plans. Assessment is based on participation, assignments, e-portfolio, event attendance, and the final paper. The tentative schedule outlines weekly topics and assignments.
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This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
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This document provides an overview of the course EDUC 364 Cultural Diversity & Schooling at California State University, San Marcos. The course explores issues related to cultural and linguistic diversity in education. It will focus on topics like race, class, gender, language, and exceptionality. Students will learn about concepts like cultural responsiveness and develop understanding of diverse populations. Assignments include reflections on personal experiences with diversity, analyses of school diversity, and a proposed school improvement plan. The course aims to help students meet social justice standards and consider issues of equity in education.
This document provides information about the JCOM 368 Intercultural Communication course taught at The Ohio State University in Fall Quarter 2001. The course objectives focus on applying theory and research to increase understanding of culture and communication across cultures. Students will examine cultural similarities and differences, the role of nonverbal communication in intercultural relationships, barriers to effective intercultural communication, and skills to improve intercultural competence. Coursework includes lectures, discussions, activities and a final group project applying course concepts to develop an intercultural training packet and presentation. Grades are based on exams, papers, projects, presentations and class participation.
This document is a syllabus for PSPA 2520: Theories of International Relations taught at the University of North Carolina, Pembroke in Spring 2010 by instructor Ryan Griffith. The course is an introductory class on major theories of international relations. It will be divided into sections on defining theory, analyzing core assumptions of different theories, and considering challenges to the field. Students will complete readings, participate in class, take quizzes, moderate discussions, complete a group activity, write a research paper, and take a midterm and final exam. The syllabus outlines the course objectives, readings, assignments, policies, and grading scale.
It then introduces a research paper on global genocides where students define genocide, research examples, and discuss the importance of learning about genocide.
This document provides information about the LVE 200 Fall 2016 course at the University of La Verne. The course focuses on La Verne values and building students' e-portfolios. It aims to expose students to how liberal arts education provides foundations for solving problems. Students must attend classes, complete readings, submit weekly reflections on their about me and co-curricular events, build an e-portfolio, and write a final braid reflection paper integrating their experiences and values with future plans. Assessment is based on participation, assignments, e-portfolio, event attendance, and the final paper. The tentative schedule outlines weekly topics and assignments.
This document provides information about an online Religions of the World course at Patrick Henry Community College for the Fall 2013 semester. The 3-credit course examines major world religions and is taught fully online by instructor Hannah Simpson. The course description, objectives, assignments, grading scale, policies, and schedule are outlined in detail. Students will study religions through readings, presentations, discussions, and assessments with a focus on critical thinking and written communication skills.
This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
This document provides the syllabus for an introductory gender and sexuality studies course. It outlines the course details including time, location, instructor contact information, learning objectives, and assignments. The main assignments are short response papers, a group presentation, a midterm paper, quizzes, and a final exam. Students will critically engage with course readings and materials to understand the social construction of gender, sexuality, and systems of power and oppression. Active participation in class discussions and completing all assignments are required to pass the course.
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Fahad Aldehani
Kyeongheui Kim
LING 136
05.5.2015
Euromail
Eric Weinerin the article ”What Germans can teach us about e-mail.” The author says that the Amerimail is more informal and chatty. I agree that Americans send emails to each other more often than Eurabian. Also, they reply and use smiley faces like it is a text message. From self-experiment, I got an email from my adviser at the University and we were replaying for three days which looks like a SMS text. In the other hand, the Euromail is more formal and powerful than the Amerimail because Europeans email less and only for higher and necessary purposes. Amerimail has more informal words and very short. Americans replay to each other faster and impatience unlike the Europeans. Comment by K Kim: The whole title? Comment by K Kim: How do you know? Do you have evidence of it?
Weinersays “Other forms of electronic communication, such as SMS text messaging, are more popular in Europe than in the United States.” I disagree with the author that Europeans use the electronic communications such as their phones more than the Americans. I went to Europe, and From what I noticed that Europeans uses their cellphones less than Americans. In New York people cannot communicate with each other physically by saying “Hi” in the streets because most of them busy by texting, calling or even emailing. In Europe people like to send email or talk face to face more than using their cell phones. For instance, when I was in Europe I noticed that Europeans gather at some cafés or some nice restaurants for business meeting or a family gathering talking to each other instead of holding their cell phones and chatting with other people. In the US people like to text other people even when they are together sitting at the same place. Comment by K Kim: The author focuses on email.
It appears that you have not checked Reading Note Guidelines and paid attention to the sample Reading Note, either. You are supposed to write the Reading Note the way you write an essay.
Where are Introduction and Conclusion?
Grade: 3.2 out of 4
International Studies 100: Global Citizenship
Summer 2015: On-Line
Professor Richard R. Marcus
Office: LA3-100a
Phone: (562) 985-4714
Email: [email protected]
Skype: richard.marcus (Long Beach)
Course Description
Most, if not all, of us are citizens of particular nation-states. We also have other communities of belonging, such as local, ethnic, religious, or perhaps even our Beach pride. In these communities, we take some level of responsibility for our fellow members and expect to have a voice in determining the rules and actions that affect us. In what ways, however, should we also see ourselves as citizens of the world? How are our economic, cultural, political, and social lives connected to those in faraway places? How do our actions affect people living across the globe? Are these effects positive or negative? How do decisions made elsewhere affect our own lives? What is our responsibility ...
This course introduces students to concepts and practices in international development. It will examine major players, approaches, and criteria for assessing development efforts. Students are expected to actively participate in class discussions and complete assignments involving readings, research, presentations, and a final paper. Assignments include reading commentaries, supplementary research, facilitating a class discussion, and contributing to a final group presentation and paper on development in a particular region and country. The course aims to stimulate engagement with course materials and sharing of information among students.
This syllabus outlines the requirements and expectations for a multicultural education course at Kansas City Kansas Community College. Students will examine multicultural paradigms through readings, discussions, and assignments. Assessments include weekly oral tests, written reflections, a cultural identity presentation, and a final exam. Students are expected to actively participate in class by completing readings, contributing to discussions, and submitting all assignments by the due dates. The course aims to help students understand their own cultural influences and how to thoughtfully engage with diverse perspectives.
This document provides information about a small group communication course being offered in the fall semester of 2015. It includes details about the instructor, course description and goals, assignments, grading structure, and class schedule. The main goals of the course are to define small group communication principles and theories, analyze and improve communication behaviors in groups, develop critical thinking skills for group processes, competently report group outcomes, and select and evaluate source materials for group presentations. Graded assignments include group reports, individual papers, quizzes, a group project, and a final exam. Students will participate in small group activities and discussions throughout the semester.
HTYSSC 110HM Native American History and LifeSyllabus.docxsheronlewthwaite
HTY/SSC 110HM
Native American History and Life
Syllabus
Fall 1 2019
Professor Name: Randy Singleton
Course number: HTY/SSC 110HM CH24B
Prerequisites: Sophomore standing
Classroom location: Chesapeake Center, Rm 124
Class hours: 5pm-7:40pm-Mondays
Days-Mondays- on-ground in classroom; Wed-online (blended)
Office location: 1434 Crossways Blvd, Chesapeake, VA 23320
Office hours: 4:30-5pm
Office telephone: 757-227-4450; 757-681-0221 cell
Email: [email protected]
Location: Chesapeake Center
I. REQUIRED TEXTBOOK
Kenneth W. Townsend and Mark A. Nicholas, First Americans: A History of Native Peoples (Combined Volume), 2013 Pearson ISBN 978-0-132-06948-9
Instructor and Student online supplemental resource : MySearchLab for First Americanshttp://www.pearsonhighered.com/mediaproducts/mysearchlab/
II. COURSE DESCRIPTION
What do you know about Native Americans? When you think of Native Americans do you visualize scantily clad warriors with bows and arrows, or women sitting by tee pees wearing feathers and beads? Do all Native Americans live on reservations? Do all reservations have casinos? Focusing on the lives of Native peoples prior to European contact, their interactions with Europeans and Africans, their removal to reservations, and their contemporary experiences, this course addresses the many myths and misconceptions associated with Native American history and culture within the United States.
Saint Leo University embraces six Core Values: Community, Respect, Responsible Stewardship, Excellence, Personal Development, and Integrity.
This course will emphasize the Core Values of Community and Respect as we explore how decisions made by people and groups in this country’s past relate to the values they embraced.
III. LEARNING OUTCOMES
By the end of this course students will:
1. Demonstrate the ability to utilize basic geographical (map-related) skills to investigate the following: Native American tribal demographics, Native American tribal movement and dispersal, Native American inter-tribal interaction, and interaction between Native American groups and Europeans in America;
2. Demonstrate the ability to effectively analyze visual representations of Native American history and culture as evidenced by proficient discussion and critical analysis related to these images;
3. Demonstrate the ability to read about and comprehend issues related to Native American history and culture through thorough and successful completion of reading assignments and discussion questions related to Native American history and culture;
4. Demonstrate the ability to relate the Core Values of Respect and Community to past events and to developments in society today by actively engaging in current events discussions related to political, social, and cultural developments associated with Native American history and life;
5. Demonstrate the ability to engage in critical thinking, effective writing, and informed discussion on issues related to Native American his ...
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2) Students are required to lead a class discussion, participate actively, submit weekly logs connecting readings to a case study of an adolescent, and complete a final case study paper.
3) Readings explore biological, psychological and social influences on adolescent development, how adolescents learn and are motivated, and how schools and teachers can support healthy development.
ENGL 309 Fall 2019 Face-to-Face SyllabusJodie Nicotra
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This course focuses on investigating the rhetorical nature of style and how style is associated with audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is for students to become adept at writing in different situations for various audiences. Over the semester, students will complete assignments building towards projects in various genres. A final portfolio including a revised project and reflective statement is required. Students will be evaluated on draft workshops, assignments, projects in different genres, and the final portfolio. The course aims to prepare students to effectively write for different audiences and purposes.
Nikhil Goyal is a successful high school student who, like many elliotkimberlee
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
Links to an external site.
. In his presentation, Nikhil shares the story of another student, Nick Perez. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
1. Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp). Include examples using at least two of the following four characteristics of cultural competence:
o Awareness of one’s own cultural worldview (including biases)
o Knowledge of different cultural practices and worldviews
o Positive attitudes and open-mindedness toward cultural differences
o Ability to work successfully with others from different cultures
2. Determine which of the 4C skills (i.e., creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research SeriesLinks to an external site.
) you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today (2 points).
3. Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points):
o Maximizing academic success through relevant instructional experiences
o Addressing cultural competence through reinforcing students’ cultura ...
This document provides information about the gifted education program for Woodland School District for the 2014-2015 school year. It discusses the district's mission to challenge all students and the gifted program's mission to meet the needs of gifted students. It outlines the levels of gifted services provided, including pull-out Needs-Based Classes in specific subjects, as well as lessons that are pushed into general classrooms. Sample lessons are described for different grades and subjects. The document provides details on identification procedures, academic and co-curricular opportunities, and contact information for the gifted program.
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1) The course description which focuses on developing knowledge of students with disabilities and creating access to the general education curriculum.
2) Five course objectives related to understanding individuals with disabilities, developing social and communication skills, and increasing knowledge of special education practices.
3) Requirements including assigned readings, assignments like a philosophy statement and two papers, fieldwork, group presentations, and a final exam.
4) A schedule listing topics to be covered each class like assessments, inclusion, and specific disability areas to be presented by student groups.
English 101 syllabus -online spring 2017Barbara Ann
This document provides an overview and syllabus for an introductory college writing course. The course focuses on strategies for critical reading, writing, revising, and incorporating sources. It will cover four major writing assignments, discussion boards, and invention work. Students must complete all assignments, earn a passing score on their final portfolio, and receive a passing grade from the instructor to pass the course. The syllabus outlines course objectives, requirements, policies, grading, and a tentative schedule.
TESOL 2011: Designing and Implementing an Exit Course for Graduating Internat...Jean Richie
The document summarizes the planning and implementation of an exit course and workshop series for graduating international students at Marquette University. It provides context about the university's international student population. It then outlines the initial planning for an exit course, including course objectives and assignments. Due to other demands, the course was not implemented but was piloted through a 5-part workshop series covering topics like cultural adjustment, resume writing, and re-entry. Assessment found the workshops were successful and further iterations are planned with modifications.
This document outlines the syllabus for a First Year Experience Seminar course. The course aims to help first-year students transition to university life through developing skills like critical thinking, campus involvement, and meeting with an academic advisor. It will be taught on Tuesdays from 11am-11:50am by Instructor Megan Heutmaker. Students will complete assignments like a weekly journal, papers on campus events and advising, and a final reflection paper. The course grading is based on attendance, assignments, and a final project. Academic honesty is also addressed.
Cultural Competence in the ClassroomNikhil Goyal is a succes.docxdorishigh
Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
(Links to an external site.)
. In his presentation, Nikhil shares the story of another student, Nick Perez. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp). Include examples using at least two of the following four characteristics of cultural competence:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
Determine which of the 4C skills (i.e., creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research Series (Links to an external site.)
) you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today (2 points).
Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points):
Maximizing academic success through relevant instructional experiences
Addressing cultural competence thr.
This document provides an overview of an Ethnic Studies course on race, space, and segregation. The course will examine how these concepts intersect and impact communities of color through both historical and current case studies. Students will analyze topics like housing segregation, the school-to-prison pipeline, borders, gentrification, and environmental racism. The goal is for students to understand how social and institutional forces have created and maintained racialized spaces over time in the United States. The course will improve students' skills in critical analysis, examining sources, and presenting arguments. Grades will be based on attendance, participation, weekly journals, in-class assignments, and a final creative project.
Assignment DetailsScenario You are member of a prisoner revie.docxfaithxdunce63732
Assignment Details
Scenario:
You are member of a prisoner review board for a minimum-security facility in your state. Included among the inmates are a number of heroin addicts who were charged with possession crimes and some minor thefts through which they supported their habits.
Please include answers in your main post for the following questions:
What are the methods of treatment for heroin addiction?
What is the difference between heroin detoxification and heroin addiction treatment?
What is the best method for ensuring the heroin addict does not return to heroin abuse? Does long-term incarceration play a role?
.
Assignment DetailsScenario You are an investigator for Child .docxfaithxdunce63732
Assignment Details
Scenario:
You are an investigator for Child Protective Services in your community. One of the most difficult aspects of interviewing is the interview of a suspected victim of child sexual abuse. Often, the first interviewers are detectives or investigators from the police department with little or no training for interviewing child sexual abuse victims. The Commander of the Sex Crimes Unit would like to you to identify errors in interviewing by police investigators when questioning child sex crime victims about the circumstances during the alleged offense(s). The psychopathology of the suspect and the victim are very important, but the victim can be misled unintentionally by police resulting in false or inaccurate complaint information.
The Commander of the Sex Crimes Unit would like you to outline and explain the specific areas to be avoided when questioning a child as a sex crime victim.
Specifically, he is concerned with the following:
The use of suggestive questions
The implication of confirmation by other people
Use of positive and negative consequences
Repetitious questioning
Inviting speculation
In a 3–5-page paper, address the specific concerns, and explain why it is preferable to have the child interviewed by a person with the qualifications to potentially testify as an expert witness in subsequent criminal trials
.
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It appears that you have not checked Reading Note Guidelines and paid attention to the sample Reading Note, either. You are supposed to write the Reading Note the way you write an essay.
Where are Introduction and Conclusion?
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International Studies 100: Global Citizenship
Summer 2015: On-Line
Professor Richard R. Marcus
Office: LA3-100a
Phone: (562) 985-4714
Email: [email protected]
Skype: richard.marcus (Long Beach)
Course Description
Most, if not all, of us are citizens of particular nation-states. We also have other communities of belonging, such as local, ethnic, religious, or perhaps even our Beach pride. In these communities, we take some level of responsibility for our fellow members and expect to have a voice in determining the rules and actions that affect us. In what ways, however, should we also see ourselves as citizens of the world? How are our economic, cultural, political, and social lives connected to those in faraway places? How do our actions affect people living across the globe? Are these effects positive or negative? How do decisions made elsewhere affect our own lives? What is our responsibility ...
This course introduces students to concepts and practices in international development. It will examine major players, approaches, and criteria for assessing development efforts. Students are expected to actively participate in class discussions and complete assignments involving readings, research, presentations, and a final paper. Assignments include reading commentaries, supplementary research, facilitating a class discussion, and contributing to a final group presentation and paper on development in a particular region and country. The course aims to stimulate engagement with course materials and sharing of information among students.
This syllabus outlines the requirements and expectations for a multicultural education course at Kansas City Kansas Community College. Students will examine multicultural paradigms through readings, discussions, and assignments. Assessments include weekly oral tests, written reflections, a cultural identity presentation, and a final exam. Students are expected to actively participate in class by completing readings, contributing to discussions, and submitting all assignments by the due dates. The course aims to help students understand their own cultural influences and how to thoughtfully engage with diverse perspectives.
This document provides information about a small group communication course being offered in the fall semester of 2015. It includes details about the instructor, course description and goals, assignments, grading structure, and class schedule. The main goals of the course are to define small group communication principles and theories, analyze and improve communication behaviors in groups, develop critical thinking skills for group processes, competently report group outcomes, and select and evaluate source materials for group presentations. Graded assignments include group reports, individual papers, quizzes, a group project, and a final exam. Students will participate in small group activities and discussions throughout the semester.
HTYSSC 110HM Native American History and LifeSyllabus.docxsheronlewthwaite
HTY/SSC 110HM
Native American History and Life
Syllabus
Fall 1 2019
Professor Name: Randy Singleton
Course number: HTY/SSC 110HM CH24B
Prerequisites: Sophomore standing
Classroom location: Chesapeake Center, Rm 124
Class hours: 5pm-7:40pm-Mondays
Days-Mondays- on-ground in classroom; Wed-online (blended)
Office location: 1434 Crossways Blvd, Chesapeake, VA 23320
Office hours: 4:30-5pm
Office telephone: 757-227-4450; 757-681-0221 cell
Email: [email protected]
Location: Chesapeake Center
I. REQUIRED TEXTBOOK
Kenneth W. Townsend and Mark A. Nicholas, First Americans: A History of Native Peoples (Combined Volume), 2013 Pearson ISBN 978-0-132-06948-9
Instructor and Student online supplemental resource : MySearchLab for First Americanshttp://www.pearsonhighered.com/mediaproducts/mysearchlab/
II. COURSE DESCRIPTION
What do you know about Native Americans? When you think of Native Americans do you visualize scantily clad warriors with bows and arrows, or women sitting by tee pees wearing feathers and beads? Do all Native Americans live on reservations? Do all reservations have casinos? Focusing on the lives of Native peoples prior to European contact, their interactions with Europeans and Africans, their removal to reservations, and their contemporary experiences, this course addresses the many myths and misconceptions associated with Native American history and culture within the United States.
Saint Leo University embraces six Core Values: Community, Respect, Responsible Stewardship, Excellence, Personal Development, and Integrity.
This course will emphasize the Core Values of Community and Respect as we explore how decisions made by people and groups in this country’s past relate to the values they embraced.
III. LEARNING OUTCOMES
By the end of this course students will:
1. Demonstrate the ability to utilize basic geographical (map-related) skills to investigate the following: Native American tribal demographics, Native American tribal movement and dispersal, Native American inter-tribal interaction, and interaction between Native American groups and Europeans in America;
2. Demonstrate the ability to effectively analyze visual representations of Native American history and culture as evidenced by proficient discussion and critical analysis related to these images;
3. Demonstrate the ability to read about and comprehend issues related to Native American history and culture through thorough and successful completion of reading assignments and discussion questions related to Native American history and culture;
4. Demonstrate the ability to relate the Core Values of Respect and Community to past events and to developments in society today by actively engaging in current events discussions related to political, social, and cultural developments associated with Native American history and life;
5. Demonstrate the ability to engage in critical thinking, effective writing, and informed discussion on issues related to Native American his ...
Cwi crij 103 intro to law and justice summer 2012 syllabussevans-idaho
This document provides the syllabus for an online Introduction to Law and Justice course offered during the summer of 2012 at the College of Western Idaho. The syllabus outlines the course objectives, which include gaining an understanding of the criminal justice system and applying sociological and psychological principles to legal issues. Students will be assessed through exams, discussion posts, article responses, and individual posts. The course will be conducted entirely online and expects students to dedicate 12-16 hours per week to be successful.
This document provides the syllabus for an ethnographic methods course at the University of Wyoming. It outlines the course objectives, requirements, assignments, and schedule. The main goals are for students to learn ethnographic fieldwork skills like observation, interviewing, and qualitative analysis by conducting their own participant observation research project over the semester. Assignments include keeping a field notebook, turning in drafts and the final paper of their ethnography, and presenting their research. The grade is based on participation, two fieldwork assignments, drafts of the ethnography, a conference paper, and the final ethnography paper. Required texts are listed to support learning ethnographic methods and writing.
This document provides information about an adolescent development and learning course, including:
1) The course is taught by three professors and meets on Thursdays from 3:15-6:05pm, divided into three groups. Readings focus on adolescent development in context.
2) Students are required to lead a class discussion, participate actively, submit weekly logs connecting readings to a case study of an adolescent, and complete a final case study paper.
3) Readings explore biological, psychological and social influences on adolescent development, how adolescents learn and are motivated, and how schools and teachers can support healthy development.
ENGL 309 Fall 2019 Face-to-Face SyllabusJodie Nicotra
This course focuses on rhetorical style and its relationship to audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres like a white paper, literary essay, and open letter. A final portfolio will include revised work and a reflective statement. Students must complete all assignments, draft workshops, and a final portfolio to pass. The course explores how style depends on rhetorical context and prepares students for varied writing situations.
This course focuses on investigating the rhetorical nature of style and how style is associated with audience, purpose, and genre. Students will analyze genres and practice different styles by writing about one topic across genres. The goal is for students to become adept at writing in different situations for various audiences. Over the semester, students will complete assignments building towards projects in various genres. A final portfolio including a revised project and reflective statement is required. Students will be evaluated on draft workshops, assignments, projects in different genres, and the final portfolio. The course aims to prepare students to effectively write for different audiences and purposes.
Nikhil Goyal is a successful high school student who, like many elliotkimberlee
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
Links to an external site.
. In his presentation, Nikhil shares the story of another student, Nick Perez. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
1. Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp). Include examples using at least two of the following four characteristics of cultural competence:
o Awareness of one’s own cultural worldview (including biases)
o Knowledge of different cultural practices and worldviews
o Positive attitudes and open-mindedness toward cultural differences
o Ability to work successfully with others from different cultures
2. Determine which of the 4C skills (i.e., creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research SeriesLinks to an external site.
) you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today (2 points).
3. Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points):
o Maximizing academic success through relevant instructional experiences
o Addressing cultural competence through reinforcing students’ cultura ...
This document provides information about the gifted education program for Woodland School District for the 2014-2015 school year. It discusses the district's mission to challenge all students and the gifted program's mission to meet the needs of gifted students. It outlines the levels of gifted services provided, including pull-out Needs-Based Classes in specific subjects, as well as lessons that are pushed into general classrooms. Sample lessons are described for different grades and subjects. The document provides details on identification procedures, academic and co-curricular opportunities, and contact information for the gifted program.
Ecpse 700 foundations of sp ed fall 2012 queens collegeJohn Smith
This document provides information about an introductory special education course at Queens College including:
1) The course description which focuses on developing knowledge of students with disabilities and creating access to the general education curriculum.
2) Five course objectives related to understanding individuals with disabilities, developing social and communication skills, and increasing knowledge of special education practices.
3) Requirements including assigned readings, assignments like a philosophy statement and two papers, fieldwork, group presentations, and a final exam.
4) A schedule listing topics to be covered each class like assessments, inclusion, and specific disability areas to be presented by student groups.
English 101 syllabus -online spring 2017Barbara Ann
This document provides an overview and syllabus for an introductory college writing course. The course focuses on strategies for critical reading, writing, revising, and incorporating sources. It will cover four major writing assignments, discussion boards, and invention work. Students must complete all assignments, earn a passing score on their final portfolio, and receive a passing grade from the instructor to pass the course. The syllabus outlines course objectives, requirements, policies, grading, and a tentative schedule.
TESOL 2011: Designing and Implementing an Exit Course for Graduating Internat...Jean Richie
The document summarizes the planning and implementation of an exit course and workshop series for graduating international students at Marquette University. It provides context about the university's international student population. It then outlines the initial planning for an exit course, including course objectives and assignments. Due to other demands, the course was not implemented but was piloted through a 5-part workshop series covering topics like cultural adjustment, resume writing, and re-entry. Assessment found the workshops were successful and further iterations are planned with modifications.
This document outlines the syllabus for a First Year Experience Seminar course. The course aims to help first-year students transition to university life through developing skills like critical thinking, campus involvement, and meeting with an academic advisor. It will be taught on Tuesdays from 11am-11:50am by Instructor Megan Heutmaker. Students will complete assignments like a weekly journal, papers on campus events and advising, and a final reflection paper. The course grading is based on attendance, assignments, and a final project. Academic honesty is also addressed.
Cultural Competence in the ClassroomNikhil Goyal is a succes.docxdorishigh
Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation
Why Kids Hate School?: Nikhil Goyal at
[email protected]
(Links to an external site.)
. In his presentation, Nikhil shares the story of another student, Nick Perez. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp). Include examples using at least two of the following four characteristics of cultural competence:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
Determine which of the 4C skills (i.e., creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in
The 4Cs Research Series (Links to an external site.)
) you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today (2 points).
Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points):
Maximizing academic success through relevant instructional experiences
Addressing cultural competence thr.
This document provides an overview of an Ethnic Studies course on race, space, and segregation. The course will examine how these concepts intersect and impact communities of color through both historical and current case studies. Students will analyze topics like housing segregation, the school-to-prison pipeline, borders, gentrification, and environmental racism. The goal is for students to understand how social and institutional forces have created and maintained racialized spaces over time in the United States. The course will improve students' skills in critical analysis, examining sources, and presenting arguments. Grades will be based on attendance, participation, weekly journals, in-class assignments, and a final creative project.
Similar to Course Syllabus LSP 200-222 Seminar Multiculturalism. Black.docx (20)
Assignment DetailsScenario You are member of a prisoner revie.docxfaithxdunce63732
Assignment Details
Scenario:
You are member of a prisoner review board for a minimum-security facility in your state. Included among the inmates are a number of heroin addicts who were charged with possession crimes and some minor thefts through which they supported their habits.
Please include answers in your main post for the following questions:
What are the methods of treatment for heroin addiction?
What is the difference between heroin detoxification and heroin addiction treatment?
What is the best method for ensuring the heroin addict does not return to heroin abuse? Does long-term incarceration play a role?
.
Assignment DetailsScenario You are an investigator for Child .docxfaithxdunce63732
Assignment Details
Scenario:
You are an investigator for Child Protective Services in your community. One of the most difficult aspects of interviewing is the interview of a suspected victim of child sexual abuse. Often, the first interviewers are detectives or investigators from the police department with little or no training for interviewing child sexual abuse victims. The Commander of the Sex Crimes Unit would like to you to identify errors in interviewing by police investigators when questioning child sex crime victims about the circumstances during the alleged offense(s). The psychopathology of the suspect and the victim are very important, but the victim can be misled unintentionally by police resulting in false or inaccurate complaint information.
The Commander of the Sex Crimes Unit would like you to outline and explain the specific areas to be avoided when questioning a child as a sex crime victim.
Specifically, he is concerned with the following:
The use of suggestive questions
The implication of confirmation by other people
Use of positive and negative consequences
Repetitious questioning
Inviting speculation
In a 3–5-page paper, address the specific concerns, and explain why it is preferable to have the child interviewed by a person with the qualifications to potentially testify as an expert witness in subsequent criminal trials
.
Assignment DetailsScenario You are a new patrol officer in a .docxfaithxdunce63732
Assignment Details
Scenario:
You are a new patrol officer in a major metropolitan city in the center of the country. You have only been on patrol for about four weeks but notice that the officers with more time on the street have been making racially disparaging jokes about members of the poorer neighborhoods. What surprised you was the number of African-American and Hispanic officers who seemed to go along with the culture of racially biased comments. The community in which your precinct is located is crime-ridden and poor. It is largely African-American and Hispanic-American.
When you are on the street, you note that the tension between minority members of the community is very high and that it is even worse between minority officers and the minority community, who tend to view the minority officers as “race traitors.”
In addition, there are a number of combat veterans who have returned to the police department from Iraq and Afghanistan. These veterans have developed a prejudiced outlook towards the Muslim Community, which has a peaceful Mosque in the very center of the community.
Focus your discussion on the following:
Explain your viewpoint as to whether racism and religious bias are based on psychopathology of the officers or not.
.
Assignment DetailsScenario Generally, we have considered sexual.docxfaithxdunce63732
Assignment Details
Scenario: Generally, we have considered sexual harassment actions or verbal abuse of women to be done by men. Over the past several decades, the culture of society has evolved. The diversity of sex and gender has erupted from male abuses of females based on their biology. Now, there are gender reassignments which allow for persons with the psychological inclination to be the gender other than what they were born as being possible. Further, there are a number of transgender persons who, while retaining their biological configuration, adopt the psyche and outward appearance through dress and mannerisms of what is considered to be the traditional opposite gender of their physiology.
Recently, a newly assigned outwardly female officer was found out by her teammates in a Special Weapons and Tactics (SWAT) unit to actually be a biological male. Several of the SWAT team members have come to you as the SWAT Command Leader and have voiced their concern because the transgender officer uses the ladies room, wears makeup, and dresses as a woman in her civilian attire at the end of the shift. The officers making the complaint are claiming that someone with a psychopathological problem should not be in the SWAT unit. You go to the Deputy Chief with their concerns and she tells you to prepare a briefing for the SWAT members concerning the requirements for SWAT team membership and that if an officer makes the grade, he or she has the opportunity to be a SWAT officer.
In a 3–5-page paper, you must explain to the officers, including those who complained as well as those who did not complain, that the department supports the assignment of the new officer and that according to law, she must be accepted as a valid member of the team so long as she is qualified. Further, explain that transphobia is not an acceptable attitude for members of the team and that any discriminatory action on the part of officers concerning the new officer would not be tolerated and would be met with appropriate disciplinary action.
.
Assignment DetailsPower’s on, Power’s Off!How convenient is.docxfaithxdunce63732
The document is an assignment detailing for a student to analyze and discuss issues related to electricity usage and power outages. It provides background information on generating electricity and its environmental impacts. It then presents two scenarios for the student to respond to - one where the power is out, and one where the power is on. For the power outage scenario, the student is asked to discuss inconveniences, concerns if the outage lasts 3+ days, and their preferred backup power source. For the power on scenario, the student must analyze behaviors to reduce heating/cooling costs, how switching to LEDs can save on lighting costs, and ways to reduce hot water usage.
Assignment DetailsIn 1908, playwright Israel Zangwill referred to .docxfaithxdunce63732
Assignment Details
In 1908, playwright Israel Zangwill referred to America as a
melting pot
. Zangwill’s concept of the United States as a country where people of all cultures and nations are free to come and contribute to a common American culture remains a popular concept—even more than a century after its introduction.
More recently, the concept of the American mosaic asserts that American society consist not of melting pot in which people and cultures mix together to form a larger American culture, but as a mosaic in which ethnic groups come to the United States and coexist with other groups but maintain significant cultural and social distinctions among themselves.
Post a discussion that explores these themes by demonstrating how various cultures and ethnicities have contributed to modern American history and culture. Select 1 ethnic group, and include the following in your discussion:
Part 1
Explain a specific contribution that this group made to American society or culture.
Part 2
Evaluate the concepts of the melting pot and the American mosaic.
Which concept more accurately reflects the experiences of the ethnic group you chose? Support your assertion.
____________________________________________________________________________________
Choose one (1) Native American tribe residing within the continental United States (Lower 48 states) at the time of first European contact. Research various aspects of the chosen tribe’s culture or history. Make sure ample historical records exist for the chosen tribe. Some tribes are not well-documented in the existing historical record.
Topics that
need
to be researched include but are not limited to:
Describing what is known of the tribe’s pre-Columbian history, including settlement dates and any known cultural details.
Describing the cultural and religious beliefs of the chosen tribe.
Describing the tribe’s history after contact, including major events and armed conflicts that may have been important to the history of the tribe in the present day.
Explaining the history of at least one historical figure of the chosen tribe and events surrounding that individual’s life
.
Assignment DetailsPart IRespond to the following.docxfaithxdunce63732
The document asks which crime data source provides the clearest and most helpful information between the Uniform Crime Report (UCR), National Crime Victimization Survey (NCVS), and International Crime Victims Survey (ICVS). The UCR collects crime statistics from law enforcement agencies across the US, while the NCVS surveys individuals about crimes they have experienced directly. The ICVS surveys individuals across multiple countries about crimes.
Assignment DetailsPlease discuss the following in your main post.docxfaithxdunce63732
Assignment Details
Please discuss the following in your main post:
Identify the classes of employees protected by Title VII of the Civil Rights Act.
Why was Affirmative Action put into place?
Do you think Title VII and Affirmative Action are still necessary? Why or why not?
.
Assignment DetailsPennsylvania was the leader in sentencing and .docxfaithxdunce63732
Assignment Details
Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
Why did they want the reform?
Examine whether it was successful and if the reform brought forth further changes.
What influences did the system have on the correctional system today?
What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4–5-page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see from the Pennsylvania system in the correctional systems used today?
25%:
What influences have changed? Why?
.
Assignment DetailsPart IRespond to the followingReview .docxfaithxdunce63732
Assignment Details
Part I
Respond to the following:
Review your course materials and the Internet to find information on the crime data sources available for different countries and the United States. Which of the following crime data sources provides the clearest and most helpful information, and why?
Uniform Crime Report (UCR)
National Crime Victimization Survey (NCVS)
International Crime Victims Survey (ICVS)
United Nations Surveys on Crime Trends and Operations of Criminal Justice Systems (UN-CTS)
.
Assignment DetailsPart IRespond to the following questio.docxfaithxdunce63732
Assignment Details
Part I
Respond to the following questions:
What examples of organized crime can you find in the United States?
What factors contribute to the existence of the criminal organizations you described?
Provide examples of the ways in which the U.S. criminal justice system is dealing with the types of organized crime that you found.
What law enforcement agencies are involved?
How do those law enforcement agencies work to control organized crime?
Part II
Suggestions for responding to peer posts:
Review peers’ posts that used examples of different types of organized crime than the ones that you found.
Were some of the factors that he or she believes contributed to these crimes the same? What different factors were mentioned?
Are the methods of dealing with this type of organized crime different from those devised to deal with the type of organized crime that you found?
.
Assignment DetailsPart IRespond to the following questions.docxfaithxdunce63732
Assignment Details
Part I
Respond to the following questions:
What examples of organized crime can you find in the United States?
What factors contribute to the existence of the criminal organizations you described?
Provide examples of the ways in which the U.S. criminal justice system is dealing with the types of organized crime that you found.
What law enforcement agencies are involved?
How do those law enforcement agencies work to control organized crime?
.
Assignment DetailsOne thing that unites all humans—despite cultu.docxfaithxdunce63732
Assignment Details
One thing that unites all humans—despite culture or time period—is the desire to be happy. Since the beginning of Western philosophy, philosophers have been asking the question, “How can I find happiness?” In popular culture, there are articles in magazines, newspapers, and discussions on the Internet and television about the pursuit of happiness.
Part 1
What are some of the ways that people pursue happiness?
Do you believe that it can be obtained?
Discuss with others what you consider to be an impression of the state of happiness.
Part 2
Why do you think that people differ in their interpretations of happiness?
What do your reading sources say about this?
Have you changed your perception of happiness over the years?
Discuss with 2 or more classmates their interpretation of happiness.
For assistance with your assignment, please use your text, Web resources, and all course materials.
.
Assignment Details
MN551:
Develop cooperative relationships with clients when teaching concepts concerning pathological states to individuals and families
Select one of the case studies below, and include discussion of your strategy for winning the patients cooperation while teaching concepts concerning pathological states to them and their families.
Requirements
Make sure all of the topics in the case study have been addressed.
Cite at least three sources; journal articles, textbooks or evidenced-based websites to support the content.
All sources must be within five years.
Do not use .com, Wikipedia, or up-to-date, etc., for your sources.
Case Study 1
Concepts of Altered Health in Older Adults
Joseph P. is an 82-year-old male living at home. He is in overall good health and enjoys taking long walks as often as possible. During his walks, he likes to stop for a cold glass of fruit juice at the local cafeteria. On cold or rainy days, he rides a stationary bicycle at home for 30 minutes to “stay in good shape.”
What physiological factors would typically increase Joseph’s risk of falling while walking outdoors?
What are the common changes in blood pressure regulation that occurs with aging?
Joseph enjoys fruit juice when he walks. Considering the renal system in the older adult, why would dehydration be a particular concern?
Case Study 2
Structure and Function of the Kidney
Rivka is an active 21-year-old who decided to take a day off from her university classes. The weather was hot and the sun bright, so she decided to go down to the beach. When she arrived, she found a few people playing beach volleyball, and they asked if she wanted to join in. She put down her school bag and began to play. The others were well prepared for their day out and stopped throughout the game to have their power drinks and soda pop. Several hours after they began to play, however, Rivka was not feeling so good. She stopped sweating and was feeling dizzy. One player noted she had not taken a washroom break at all during the day. They found a shaded area for her, and one of the players shared his power drink with her. Rivka was thirstier than she realized and quickly finished the drink.
In pronounced dehydration, hypotension can occur. How would this affect the glomerular filtration rate of the kidney? What actions by the juxtaglomerular apparatus would occur to restore GFR?
What is the effect aldosterone has on the distal convoluted tubule? Why would the actions of aldosterone be useful to Rivka in her situation?
What does a specific gravity test measure? If someone tested the specific gravity of Rivka’s urine, what might it indicate?
Case Study 3
Disorders of Fluid and Electrolyte Balance
Amanda is an 18-year-old with anorexia nervosa. She was recently admitted to an eating disorders clinic with a BMI of 13.9, and although she was a voluntary patient, she was reluctant about the treatment. She was convinced she was overweigh.
Assignment DetailsInfluence ProcessesYou have been encourag.docxfaithxdunce63732
The document outlines an assignment to write an 8-10 page report comparing the influence processes of three leaders. The report must include: an introduction to influence processes; an explanation of the role of influence in leadership; a discussion of influence process types and factors; a methodology for selecting leaders; an analysis of the influence processes used by the three leaders; a discussion of the strengths and weaknesses of the leaders' influence processes relative to challenges; and a summary of key attributes of the leaders' influence processes for effecting organizational change. The report needs citations and references in APA style.
Assignment DetailsIn this assignment, you will identify and .docxfaithxdunce63732
Assignment Details
In this assignment, you will identify and select a historical or present-day terrorist group to describe and develop a group profile of. In 2–3 pages, address the following:
Identify and select a present-day or historical terrorist group. Identify the group’s underlying motivation, purpose, and objectives.
Develop the group’s profile by crafting a background and discussion on how your selected group was established, how it evolved, and how it ceased to exist, as applicable. If the group is still operating, outline how and why it continues to exist.
Develop and explore some potential counterterrorism or mitigative options. For a historical group, outline how the group was dealt with to the point that it no longer served as an influencing factor.
Be sure to reference all sources using APA style.
.
Assignment DetailsFinancial statements are the primary means of .docxfaithxdunce63732
Assignment Details
Financial statements are the primary means of communicating financial information to users. It is important to have a firm understanding of the income statement, balance sheet, and statement of cash flows. Managers will make decisions daily that will have an effect on the elements of the accounting equation: Assets = Liabilities + Owners’ Equity. Managerial accounting reports use these same financial statements but also incorporate non-financial information that will assist internal users in making strategic and tactical decisions. For this reason, it is important for you to understand how decisions will affect the accounting equation.
The following spreadsheet is for Manhattan Family Dentistry on January 1 of the current year.
Complete the following balance sheet for Manhattan Family Dentistry on January 4 of the current year.
.
Assignment DetailsIn this assignment, you will identify a pr.docxfaithxdunce63732
Assignment Details
In this assignment, you will identify a present-day controversial issue, such as immigration, government encroachment on privacy, anti-capitalism, and so on. In 2–3 pages, address the following:
Identify and select a present-day issue that can potentially polarize a specific risk group.
Develop and explore the issue and why it can serve as a polarizing and divisive issue. Discuss how certain risk populations can become radicalized and justify the use of violence to elevate their position.
Place yourself in the role of a policy maker. What kind of legislation could you propose to address the social, political, or economic conditions you described above? How will your proposed solutions improve conditions for the specific risk group you identified?
Be sure to reference all sources using APA style.
.
Assignment DetailsHealth information technology (health IT) .docxfaithxdunce63732
Assignment Details
Health information technology (health IT) makes it possible for health care providers to better manage patient care through secure use and sharing of health information. Health IT includes the use of electronic health records (EHRs) instead of paper medical records to maintain people's health information.
Share the EHR platform that your practice uses and discuss the challenges and barriers to electronic charting. Why have we moved from paper charting to EHR’s? What is meant by meaningful use regulations and why is this important to know when documenting in the EHR?
Please support your work with at least three evidence based practice resources that are less than 5 years old.
Written Paper (Microsoft Word doc): minimum 2000 words using 6th edition APA formatting
Please review the grading rubric under Course Resources in the Grading Rubric section.
.
Assignment DetailsDiscuss the followingWhat were some of .docxfaithxdunce63732
Assignment Details
Discuss the following:
What were some of the major criticisms that led some states to abandon the indeterminate sentence and parole?
Do you support abolition of indeterminate sentence and parole? Why or why not? Please support your position.
Be sure to cite all references in APA format.
.
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.
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.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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 Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
1. Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 1
LSP 200-222
Black, White, & Other:
Racial Formations in
America
DePaul University
Winter 2015
O’Connell Center, Room 436
Monday & Wednesday 9:40-11:10AM
Instructor: Nicole Garneau
Office: Room 563, Schmitt Academic
Center
Office Hours: Thursdays, 3-5pm and
by appointment
E-mail: [email protected]
Photo from Chicago’s “Brown Friday” Demonstrations by
Sarah-Ji Fotógrafa
Course Description:
People in America often consider race in stark black and white
terms. In part, this is because African
Americans and white Americans have particular and distinct
histories that give blackness and whiteness
unique status in the United States. However, American racial
formations are organized along a complex
2. matrix that involves much more than these two categories
account for. In this class, we will explore the
entire construction of the idea of race. We will examine the
cultural and political-economic construction
of race in the United States and analyze how races are
reproduced, maintained, and challenged. How has
race been defined in relation to notions of color, race, class,
gender, sexuality, ethnicity, nation, language,
and non-white perspectives? We will consider how racial groups
that are neither black nor white, like
Asians, Latinos, and multiracial peoples, are fundamentally
involved in the ways race, identity, and power
are understood and mobilized in America. Furthermore, we will
consider how gender, sexuality, class,
and nationality are all involved in shaping ideas of race so that
all racial categories, black, white and
otherwise, are formed by and through ideas of gender, sexuality,
class and nationality.
LSP 200 Learning Outcom es:
1. By the end of this class, students will identify key debates in
the history of multiculturalism. As
students understand the debates and values of multiculturalism
in theory, they will be able to
apply them beyond the classroom into practice by developing
and using reasonable guidelines for
prioritizing important values – including respect for differences,
equality, and social justice.
2. Through the use of self-reflection and critical analysis,
students will be able to identify and
understand their place in their own historical context. They will
also be able to articulate
assumptions and explore connections to alternative
interpretations and perspectives on history
3. and culture other than their own.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 2
3. Student will critically analyze multiple sources of
information (from, for example, relevant
databases and other reference works, primary and secondary
sources, community knowledge,
etc.) in order to form clear, concise arguments about
multicultural issues and to interpret evidence
from a variety of points of view.
4. Students will practice seminar behavior (including class
discussion, active listening, participation)
to communicate ideas appropriately for a given audience and
setting and to integrate skills in an
ongoing process of generating and using information to address
specific problems. As well,
students will practice independent intellectual inquiry outside
of the classroom through class
assignments.
Required Course Texts:
1. White Privilege (fourth edition), Paula S. Rothenberg, Worth
Publishers, 2011. Available online
or at DePaul Bookstore.
2. Pedagogy of the Oppressed, Paolo Freire, Bloomsbury
Publishers, 2000. Available online or at
the DePaul Bookstore.
4. 3. Course Reading Packet: Only available at DePaul Bookstore.
Course Requirem ents:
Participation (includes Attendance) 15 points
Reading Reflections (on D2L; 5 @ 4 points each) 20 points (due
1/15, 1/22, 1/29, 2/10,
2/17)
Provocation in Media 5 points (various due dates)
Midterm Paper Draft to Fellows: Race & Police Violence 10
points (due 1/15)
Midterm Paper Final: Race & Police Violence 10 points (due
2/5)
Event Analysis Paper 10 points (due 2/19)
Final Paper Draft to Fellows 10 points (due 2/24)
Final Presentation—Resistance! 5 points (due 3/12)
Final Paper 15 points (due 3/19)
Grading Scale:
95-100 A, 94-91 A-, 88-90 B+, 85-87 B, 81-84 B-, 77-80 C+,
73-76 C, 69-72 C-, 65-68 D+, 61-64 D
0-60 F
Participation: 15 points
This is a lecture and discussion based course. Attendance is
required. Students are responsible for any
material covered during classes at which they are not present.
Students are expected to arrive to class on
time. Attendance will be taken every day. In this class, there is
no difference between excused and
unexcused absences: you are either present or not.
Please do not miss class just because you have not completed
the work due that day. You will not be
5. publicly humiliated. Honestly I probably will not know you
didn’t turn in work that day. Communicate
with me about your assignment.
Students are expected to come to class fully prepared to share
your thoughts, questions, agreements or
disagreements with the class. Be sure to read, ask questions,
disagree, formulate your own ideas, and
engage with members of the class. Our ideas, opinions and
viewpoints will differ depending on our
backgrounds, experiences, and knowledge. Students are required
to complete the readings assigned for
each day before class, to be prepared to discuss the readings in
class, and to bring a printed copy of the
readings to class.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 3
Your overall attendance and participation will be evaluated as
follows:
“A” Student has read the assigned readings on time, asks
questions, expresses ideas, and/or poses
questions at each class meeting. Student brings assigned
readings to class in physical/printed form.
Student is prepared at all times to give a clear summary of the
readings assigned. Student regularly
applies course materials to relevant events and information from
outside the course to share with other
students and instructor.
“B” Student participates according to above guidelines, but only
6. 75% of the time.
“C” Student does not volunteer, but only responds to direct
questions; students responses demonstrate
vague familiarity with course requirements; frequently student
restates other students’ position rather than
offering her/his own analysis and viewpoint.
“D” Student never volunteers, cannot respond to direct
questions, is silent during class discussions,
and unable to summarize readings. However, student’s voice is
heard occasionally in small group
discussions in the classroom.
“F” Students just sits silently in class simply taking up space
and does not participate in any activities.
Reading Reflections (on D2L) 4 points each x 5=20 points
(due 1/15, 1/22, 1/29, 2/10, 2/17)
You will be expected to respond to the reading assignments by
writing reflections on them. You will be
given specific questions to help you structure your response.
Reading Reflections are submitted online on
the D2L site for this course. You will have 5 assignments over
the course of the quarter, each worth 4
points. Reading Reflections must be submitted before class on
the day they are due. No late submissions
will be accepted without permission from the instructor. Write
at least one paragraph (4-5 sentences) for
each question. Please write your Reading Reflections in a word
processing program, save the file to your
computer, and then upload to D2L. Save your file as .doc, .pdf,
or .txt. Name your file in the following
way: LastName_Date.doc
Provocation in M edia 5 points (various due dates)
On an assigned day, each student will come to class prepared to
share an example of an image, text, TV
clip, movie clip, music video, etc. from popular media that
7. directly addresses one of the major points of
the readings due that day. Media clips should be saved to flash
drives, emailed to yourself, or saved to a
YouTuble playlist so that they can be brought up in class.
Media Provocations should be no longer than
10 minutes total and as the name states, students are encouraged
to provoke class discussion with their
examples!
M idterm Paper Draft Subm itted to W riting Fellow s AND m
eeting w ith
Fellows: Race & Police Violence 10 points (due 1/15)
Since we are working with Writing Fellows through DePaul’s
Center for Writing-Based Learning, all
students are required to submit a full draft of their paper via
Dropbox and complete a meeting with their
assigned Writing Fellow. There will be no late submissions of
these drafts allowed, and all students are
responsible for scheduling and showing up to their meetings
with their Fellows. The specific paper
assignment (Race & Police Violence) follows in the “Paper
Assignments” section of this syllabus.
M idterm Paper Final: Race & Police Violence 10 points (due
2/5)
Final midterm papers are expected to reflect revisions suggested
by your Writing Fellow and be submitted
on paper in class.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
8. Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 4
Event Analysis Paper. 10 points (due 2/19)
Students will go to events that explore the way race is
understood or the meaning of race in America.
Events are provided by the Center for Intercultural Programs
(CIP). The specific paper assignment
follows in the “Paper Assignments” section of this syllabus.
Final Paper Draft Subm itted to W riting Fellow s AND m
eeting w ith Fellow s:
Resistance is the secret of Joy! 10 points (due 2/24)
Since we are working with Writing Fellows through DePaul’s
Center for Writing-Based Learning, all
students are required to submit a full draft of their paper via
Dropbox and complete a meeting with their
assigned Writing Fellow. There will be no late submissions of
these drafts allowed, and all students are
responsible for scheduling and showing up to their meetings
with their Fellows. The specific paper
assignment (Resistance is the secret of Joy!) follows in the
“Paper Assignments” section of this syllabus.
Final Presentation & Slide: Resistance is the secret of Joy! 5
points
(due 3/12)
Thursday, March 12: Brief (2 min) presentation on your topic in
class. Upload a slide or an image to
accompany your presentation by 9am to the Dropbox folder
entitled “Final Papers and Slides” (5 points;
must be present in class) All are welcome to bring snacks!
Final Paper: Resistance is the secret of Joy! 15 points (due
3/19)
Final midterm papers are expected to reflect revisions suggested
9. by your Writing Fellow and be submitted
on paper in class. See “Paper Assignments.”
Late W ork
All deadline extensions must be arranged before the due date of
the paper. Late papers must still be
printed and submitted to Professor Garneau’s mailbox, 563 SA.
No papers are accepted by e-mail.
Academ ic Integrity:
Violations of academic integrity include but are not limited to
the following categories: cheating;
plagiarism; fabrication; falsification or sabotage of research
data; destruction or misuse of the university's
academic resources, alteration or falsification of academic
records; academic misconduct; and complicity.
Violations do not require intent. This Policy applies to all
courses, programs, learning contexts, and other
activities at the university, including but not limited to
experiential and service- learning courses, study
abroad programs, internships, student teaching, providing false
information on an application, and not
disclosing requested information. If an instructor finds that a
student has violated the Academic Integrity
Policy, the appropriate initial sanction is at the instructor's
discretion (see section IV). Actions taken by
the instructor do not preclude the university from taking further
action, including dismissal from the
university. Conduct that is punishable under the Academic
Integrity Policy could also result in criminal or
civil prosecution.
Please see more here: http://offices.depaul.edu/oaa/faculty-
resources/teaching/academic-integrity/for-
students/Pages/default.aspx
10. The University Center for W riting-based Learning & W riting
Fellow s
In this course, we will participate in the Writing Fellows
Program here at DePaul University’s Center for
Writing-based Learning. The Writing Fellows Program links
undergraduate peer writing tutors with
writing-intensive courses across the curriculum -- from physics
to journalism, religious studies to
computer science.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 5
Like their colleagues in the Writing Center, Writing Fellows are
peer tutors specially trained to act as
sympathetic readers and advisors, providing informed,
constructive criticism to fellow writers. Writing
Fellows work with the same set of writers from a particular
course for an entire quarter, responding to two
of their papers through written comments on drafts and real-
time dialogue.
I have decided to use a Writing Fellow in this course, and that
means a few things: I believes that all
writers, no matter how accomplished, can improve their writing
by sharing work in progress and making
revisions based on constructive criticism. In addition, it means
that I have built extra time into your
course syllabus to allow everyone in your class to consult with a
Writing Fellow on drafts of two formal
papers this quarter. Writing Fellows should receive complete
drafts of papers, not outlines or rough drafts.
11. Your Fellow will write comments on these two drafts and offer
suggestions and strategies for revision.
Your Fellow will also meet with you one-on-one, allowing time
for you to ask questions, work through
difficult sections of your drafts, and discuss your writing
process in detail. These meetings are important
to the revision process and will be part of your grade.
Unfortunately, your Fellow can't edit or rewrite your paper for
you. If you think you need help beyond
what your Fellow can provide you with (sentence structure,
grammar, etc.), consider making an
appointment with the awesome staff of the Writing Center.
Fellows are also not able to give extensions,
and they don't assign grades.
The Writing Center provides help free of charge to all members
of the DePaul University community,
including students, alumni, faculty, and staff. Writing Center
Tutors help writers become more confident
in their writing abilities and processes by engaging with them
on their writing projects. They assist during
any stage of the writing process from prewriting to drafting to
revising.
Please see
http://condor.depaul.edu/writing/what/Writing%20Center/wc.ht
ml for additional information.
Paper Subm ission:
With the exception of Reading Reflections and Final Paper that
are submitted via D2L, all assignments
are to be either printed out and turned in during class time, or
submitted to my physical mailbox in the
Women’s and Gender Studies Office. I have a strict policy that I
12. do NOT accept Papers by email.
Phones, Laptops, and Tablets:
Students must silence and put away cell phones during class.
Texting or other interaction with the phone
is disrespectful to the entire class. Unless there is a specific
reason why you need a laptop or a tablet (like
a visual impairment that you have discussed with me
beforehand), these items are not to be used in class.
Laptops and tablets create physical barriers between you and the
rest of the class. They discourage active
reading, and they encourage such distractions as email and
social media alerts. For all these reasons, you
will be asked to put away computers and bring to class physical
paper printouts of the readings.
Reasonable Accom m odations Policy:
Any students with disabilities should contact Professor Garneau
at the beginning of the quarter. All
reasonable accommodations are possible. Please feel free to
come and discuss this, or any, issue with me.
See more here: http://www.depaul.edu/university-
catalog/academic-handbooks/undergraduate/university-
resources/Pages/center-for-students-with-disabilities.aspx
Class Schedule
• Readings are to be completed on the day they are listed.
• You MUST bring to class your physical printouts of readings
due that day.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 6
13. Week 1:
T 1/6 Introduction to the course, syllabus, instructor & each
other
Class Contract
alternate names for black boys BY DANEZ SMITH
R 1/8 Revisit Class Contract
What do we know? What do we want to know?
Reading Due: “Protesting Police Shootings: Demands for
Change Sound Out Nationwide.”
Cnn.com
“The Long History of Presumed White Innocence and Black
Guilt.” Bitchmagazine.org
Week 2:
T 1/13 Reading Due: White Privilege Part 1: “The Matter of
Whiteness”
“Barrack Obama, Ferguson, and the Evidence of Things
Unsaid.” Theatlantic.com
“Why It’s Impossible to Indict a Cop.” Thenation.com
R 1/15 Reading Due: White Privilege Part 1: “Failing to See”
“Self-Segregation: Why it’s so Hard for Whites to Understand
Ferguson”
Due: Reading Reflection #1 (Questions on D2L, post to
Dropbox)
Provocations in Media assigned
Week 3:
T 1/20 Reading Due: “America Wiped Out Years of Progress.
14. Let’s have ‘The Race Conversation’ for
Real This Time.” Theguardian.com
Due: Draft of Midterm Paper (Race & Police Violence) to
Fellows via Dropbox
Due: Reading Reflection #2 (Questions on D2L, post to
Dropbox)
Provocation in Media #1
R 1/22 Reading Due: White Privilege Part 1: Representations of
Whiteness in the Black Imagination
Center for Writing-Based Learning Workshop
Week 4:
T 1/27 Reading Due: White Privilege Part 2: “The Roots of
Racial Classification” and “How White
People Became White”
Due: Reading Reflection #3 (Questions on D2L, post to
Dropbox)
Provocation in Media #2
R 1/29 Reading Due: White Privilege Part 2: “How Jews
Became White Folks”
Provocation in Media #3
Week 5:
T 2/3 Reading Due: “White Fragility” by Robin DiAngelo
Class Attends “Birth of a White Nation: The Invention of White
People and its Relevance
Today” lecture by Jacqueline Battalora. Meet at LPC-Student
Center Room 314, 2250 N.
Sheffield Ave.
15. R 2/5 Reading Due: White Privilege: “White Privilege:
Unpacking the Invisible Knapsack.”
Due: Final Midterm Paper (Race & Police Violence) Printed,
bring to class
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 7
Week 6:
T 2/10 Reading Due: “White Sexual Imperialism: A Theory of
Asian Feminist Jurisprudence” by
Sunny Woan
“9 Wack Things White Guys Say to Deny their Asian Fetish”
“10 MORE Wack Things People Say After You Write An Essay
About Wack Things White
Guys Say To Deny Their Asian Fetish”
In class reading: “Not Your Fetish” I was Born with Two
Tongues (video/audio)
Due: Reading Reflection #4 (Questions on D2L, post to
Dropbox)
Library Workshop: Meet at LPC Library
R 2/12 Class Attends “Wong Flew Over the Cuckoo’s Nest”
film screening and talkback by
Kristina Wong. Meet at LPC-Student Center Room 120, 2250 N.
Sheffield Ave.
Reading Due: White Privilege Part 2: The Possessive
Investment in Whiteness
16. Week 7:
T 2/17 Reading Due: White Privilege Part 2: “Becoming
Hispanic: Mexican Americans and
Whiteness,” and “Hispanics, Latinos, or Americanos: The
Evolution of Identity” by Lillian
Comas Diáz
Due: Reading Reflection #5 (Questions on D2L, post to
Dropbox)
Provocation in Media #4
W 2/18 Optional/Extra Credit: Attend “Queer, Ill, and OK” by
Joe Varisco, Cruel Valentine, and Chris
Knowlton. LPC Student Center 120B, 6:00-7:30. Write 1-page
response.
R 2/19 Reading Due: Selections from Without a Net: The
Female Experience of Growing up Working
Class
Due: Event Analysis Paper, Printed, bring to class.
Provocation in Media #5
Week 8:
T 2/24 Reading Due: Selections from White Trash: Race and
Class in America
Due: Draft of Final Paper (Resistance!) to Fellows via Dropbox
R 2/26 Reading Due: Pedagogy of the Oppressed: Introduction
and Chapter 1
Provocation in Media #6
Week 9:
17. T 3/3 Reading Due: Pedagogy of the Oppressed: Chapter 2
Due: Reading Reflection #5 (Questions on D2L, post to
Dropbox)
Provocation in Media #7
R 3/5 Reading Due: The Next American Revolution: Sustainable
Activism for the 21st Century “These
are the Times to Grow our Souls”
Provocation in Media #8
Week 10:
T 3/10 Reading Due: TBD
Provocation in Media #9
R 3/12 Due: Short Presentations in Class on topics in Resistance
Week 11:
R 3/19 Due: Final Papers uploaded to Dropbox / submitted on
paper to Professor Garneau’s mailbox
TBD
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 8
Paper Assignm ents:
M idterm Paper (Race & Police Violence)
Write a 4-6 page paper that answers the following questions:
18. 1. What are some of the similarities and differences between the
recent cases of deaths at the hands
of police?
2. What is the relationship between these cases and how race
functions in the United States? Which
readings from Weeks 1-4 support your analysis?
3. What stands out to you as important historical context for
these cases of police violence? Which
readings from Weeks 1-4 support your analysis?
4. In relation to police violence, what can you say about how
notions of gender and/or sexuality are
also at work? Which readings from Weeks 1-4 support this
analysis?
5. What is the role of Whiteness and/or White Supremacy in
these cases and how people react to
them? Which readings from Weeks 1-4 support this analysis?
6. Do you feel a personal connection to these cases and/or the
activism around them? If so, what is
that connection? If not, what stands out to you as particularly
touching or provocative from the
readings weeks 1-4?
Your paper should specifically make reference to 3 of the
readings from weeks 1-4. Your paper should be
written using the guideline for formatting of papers included in
the syllabus.
19. Since we are working with Writing Fellows through DePaul’s
Center for Writing-Based Learning, all
students are required to submit a full draft of their paper via
Dropbox and complete a meeting with their
assigned Writing Fellow. There will be no late submissions of
these drafts allowed, and all students are
responsible for scheduling and showing up to their meetings
with their Fellows.
It is expected that Final midterm papers will reflect revisions
suggested by your Writing Fellow and be
submitted on paper in class.
Midterm Paper Draft Submitted to Writing Fellows AND
fulfillment of revision meeting with Fellows: 10
points (due 1/15 to Dropbox)
Midterm Paper Final: 10 points (due 2/5 printed, brought to
class)
Event Analysis Paper (Kristina W ong) Due 2/19 printed.
Part I:
In 4-6 pages, I’d like you to connect at least one of the readings
due in Week 6, and think about it in
light of the Kristina Wong program we attended sponsored by
the Center for Intercultural Programs. How
did this reading help you to think about the core themes from
the course? Please choose one of the
following paragraphs and use the questions to guide your
writing. Whenever possible, use concrete
examples and try to reach beyond a mere description of the
event to reflect on the larger issues and ideas.
[Choose to write about ONE of these three blocks of questions]
20. Discuss three striking examples of contemporary social
inequality in context of their historical
roots that you gained from the Kristina Wong program, as well
as from the readings this quarter.
By comparing them, how might you understand the shared
experiences of different social groups
in the United States, as well as their differences?
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 9
Were there any moments during the Kristina Wong program
and/or reading helped you to better
understand your own experiences of oppression, and conversely,
your own privilege? Were there
connections that surprised you, confirmed your own analysis
and experiences, or helped you
think of old ideas in new ways?
What role might intellectual imagination / artistic creativity
play as a way to find solutions to
every day problems of social oppression and misunderstanding?
Bring examples from the
Kristina Wong program, readings, as well as your own
experiences.
Part II:
In a page or so, please reflect on the impact of the Kristina
Wong program, along with readings and class
lecture, on your major or other academic interests. How might
you use the information gained in this class
21. in your future career goals?
Your paper should specifically make reference to at least one of
the readings from week 6. Your paper
should be written using the guideline for formatting of papers
included in the syllabus.
Final Paper (Resistance is the Secret of Joy!)
The assignment is to analyze and to profile an organization,
event, or movement that is engaged in
activism that promotes liberation in relation to race and/or
white supremacy. Choose a topic that is
personally inspiring to you. Write a 5-7 page research paper that
delves deeply into your chosen topic and
addresses the following questions:
• What is the history, purpose, and claims of the activism? Who
is involved? What are their issues?
Who are their audiences?
• What strategies are used to accomplish the goals? What makes
the activism anti-racist? How does
it aim to effect change?
• How does this group or movement connect race to other forms
of oppression, such as gender,
sexual orientation, class, nationality, language, etc?
• Which readings from class connect to this activism?
• In your judgment is the activism effective? If not in a place to
make that judgment, how could
one go about measuring its effectiveness?
• In what way is this work particularly inspiring to you?
22. The paper is not a thesis-based essay, but it does require you to
synthesize the information from multiple
sources and to assess (or at least to consider how one would
assess) the effectiveness of the activism.
Your sources should include at least three of the texts assigned
in class and 2 outside, academic sources.
Your paper should be written using the guideline for formatting
of papers included in the syllabus.
Since we are working with Writing Fellows through DePaul’s
Center for Writing-Based Learning, all
students are required to submit a full draft of their paper via
Dropbox and complete a meeting with their
assigned Writing Fellow. There will be no late submissions of
these drafts allowed, and all students are
responsible for scheduling and showing up to their meetings
with their Fellows.
It is expected that Final midterm papers will reflect revisions
suggested by your Writing Fellow and be
submitted on paper in class.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 10
Requirements:
23. Midterm Paper Draft Submitted to Writing Fellows AND
fulfillment of revision meeting with Fellows: 10
points (due 2/24 to Dropbox)
Brief (2 min) presentation on your topic in class. (5 points;
must be present in class. Due 3/12)
Midterm Paper Final: 15 points (due 3/19 printed or in Dropbox
TBD)
How the final paper assignment will be graded:
The student completes a short presentation (5 points)
The paper addresses questions to be considered (5 points)
The paper makes specific, thoughtful references to at least 3 of
the course texts and 2 outside sources (5
points)
Paper is well-written and organized, spell-checked with proper
grammatical usage and stapled. Paper has
proper in-text citations and properly formatted List of Works
Cited. Paper is formatted in accordance with
requirements in the syllabus. (5 points)
How to Form at Papers
For more information about formatting papers using the MLA
style, go to:
https://owl.english.purdue.edu/owl/resource/747/01/
Paper Form at
The preparation of papers and manuscripts in MLA style is
covered in chapter four of the MLA
Handbook, and chapter four of the MLA Style Manual. Below
are some basic guidelines for formatting a
paper in MLA style.
General Guidelines
• Type your paper on a computer and print it out on standard,
white 8.5 x 11-inch paper.
• Double-space the text of your paper, and use a legible font
24. (e.g. Times New Roman). Whatever font
you choose, MLA recommends that the regular and italics type
styles contrast enough that they
are recognizable one from another. The font size should be 12
pt.
• Leave only one space after periods or other punctuation marks
(unless otherwise instructed by your
instructor).
• Set the margins of your document to 1 inch on all sides.
• Indent the first line of paragraphs one half-inch from the left
margin.
• Create a header that numbers all pages consecutively in the
upper right-hand corner
• Use italics throughout your essay for the titles of longer works
and, only when absolutely necessary,
providing emphasis.
• If you have any endnotes, include them on a separate page
before your Works Cited page. Entitle the
section Notes (centered, unformatted).
• Staple your paper. Do not tear the corners of the pages.
Form atting the First Page of Your Paper
• Do not make a title page for your paper
• In the upper left-hand corner of the first page, list your name,
your instructor's name, the course, and
the date. Again, be sure to use double-spaced text.
• Double space again and center the title. Do not underline,
italicize, or place your title in quotation
25. marks; write the title in Title Case (standard capitalization), not
in all capital letters.
• Use quotation marks and/or italics when referring to other
works in your title, just as you would in your
text: Fear and Loathing in Las Vegas as Morality Play; Human
Weariness in "After Apple
Picking"
Course Syllabus: LSP 200-222 Seminar / Multiculturalism.
Black, White, & Other. Winter 2015. Instructor: Nicole
Garneau. Page 11
• Double space between the title and the first line of the text.
• Create a header in the upper right-hand corner that includes
your last name, followed by a space with a
page number; number all pages consecutively with Arabic
numerals (1, 2, 3, 4, etc.), one-half
inch from the top and flush with the right margin.
Your w ritten w ork w ill be graded as follow s:
“A” The paper is of extraordinary quality. It reflects a
thorough and comprehensive understanding of
the issues at hand. It presents a clearly identifiable thesis and
a well reasoned, developed and supported
argument in defense of that thesis. The thinking should be
creative and show some independence.
“B” The paper is of good quality. It reflects clearly organized
and comprehensive understanding of
the issues at hand and presents a substantive thesis and
argument with some development and support of
26. ideas.
“C” The paper only minimally meets the requirements of the
assignment. Such a paper would reflect
some organization and make an attempt to address the points but
needs work developing ideas. The paper
suggests that the student has not considered the class ideas and
readings thoroughly.
“D” The paper is of poor quality and does not meet the
minimum requirements designated in the
assignment. It has some discernible ideas, but they are not
developed, and the paper is marred by
structural problems (i.e. disorganization of ideas, unstated
thesis, or an unsupported thesis). The
treatment of ideas is superficial and/or simplistic indicating that
the student has not done the reading
assignments thoroughly.
“F” The paper does not meet any of the standards of the
assignment and displays no evidence of
thoughtful analysis or effort. It is disorganized, incoherent, and
unacceptable.