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Discussion 1: Cultural Identity What is culture? Is it synonymous with nationality? Can culture emerge from the intersection of multiple factors, such as gender identity, ability status, or language? Consider these questions as you prepare to describe your own culture. For this Discussion, think about how you would identify your culture. Consider aspects of your identity. I am black, a male, christian, heterosexual and do not have any disabilites. Or explain any other identifiers that contribute to what you would consider your culture. Post a description of important aspects of your culture that an outsider might not know. Explain the information a social worker would need to know about your culture in order to effectively assist your family in the face of a pressing issue. Describe potential consequences of a lack of cultural awareness on the social worker’s part. References James, J., Green, D., Rodriguez, C., & Fong, R. (2008). Addressing disproportionality through undoing racism, leadership development, and community engagement. Child Welfare, 87 (2), 279–296. [removed]O’Brien, M. (2011). Equality and fairness: Linking social justice and social work practice. Journal of Social Work, 11 (2), 143–158. .
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![Discussion 1: Cultural Identity
What is culture? Is it synonymous with nationality? Can culture
emerge from the intersection of multiple factors, such as gender
identity, ability status, or language? Consider these questions as
you prepare to describe your own culture.
For this Discussion, think about how you would identify your
culture. Consider aspects of your identity.
I am black, a male, christian, heterosexual and do not have any
disabilites.
Or explain any other identifiers that contribute to what you
would consider your culture.
Post a description of important aspects of your culture that an
outsider might not know.
Explain the information a social worker would need to know
about your culture in order to effectively assist your family in
the face of a pressing issue.
Describe potential consequences of a lack of cultural awareness
on the social worker’s part.
References
James, J., Green, D., Rodriguez, C., & Fong, R. (2008).
Addressing disproportionality through undoing racism,
leadership development, and community engagement.
Child Welfare, 87
(2), 279–296.
[removed]O’Brien, M. (2011). Equality and fairness: Linking
social justice and social work practice.
Journal of Social Work, 11
(2), 143–158.](https://image.slidesharecdn.com/discussion1culturalidentitywhatiscultureisitsynonymousw-221124005559-8957470e/85/Discussion-1-Cultural-IdentityWhat-is-culture-Is-it-synonymous-w-docx-1-320.jpg)
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National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
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Your place of privilege is often determined by the perceived social group in which society places you, and privilege varies depending on the context and intersecting identities. You may hold a position of privilege with one identity, while simultaneously holding a position which lacks privilege from another identity. You will not be graded on how you self-identify. The goal is to engage in self-reflection and critical thought. You may choose not to disclose any identity. If you prefer not to state, explain which groups hold privilege based on that identity characteristic and how that affects other groups.
Social Identity
Hold
Privilege
Lack Privilege
Prefer Not to State
Why?
Example: [Social Identity]
x
I identify as OR Other people identify me as ____. This identity holds [does not hold] a position of privilege in society because…
In US culture, [this identity] is considered the “norm.”
A specific example of the privilege [or lack of privilege] that I experience is seeing [not seeing] positive representations of people who look or believe like me in the mass media. This is a privilege [or lack of privilege] because…
My experience with this identity characteristic is…
Race/Ethnicity
X
I identify as an African American. As per the African American history, most of the forefathers of the race migrated into the US as a result of slavery. It is due to such a history that African Americans have been an inferior race in the US as most of the other races do not consider African Americans as belonging in the US. Such inferiority has resulted in a lack of privileges among African Americans.
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Assignment 1:
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Intersection and Religious Discrimination
When pieces of cloth are sewn together, you might have trouble discerning the individual pieces of cloth that make the final garment, but by looking carefully, you can find the seams. You may have experienced similar difficulty in the first week of this course when asked to explore the individual aspects of culture that combine to create your unique self-identity. Forms of oppression can come together often in almost imperceptible ways to form the complex environment in which you and your clients live and interact. As a social worker, you must examine carefully the intersections between religious discrimination, sexism, classism, and racism so you can respond accordingly.
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Submit your response to those resources and analyze what you think is the role of religion in reinforcing sexism, classism, and racism.
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Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999.
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Patcher, L. M., Szalacha, L. A., Bernstein, B., & Garcia Coil, C. (2010). Perceptions of racism in children and youth: Properties as a self-report instrument for research on children’s health and development.
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Cultural Competence
An Important Skill Set for the 21st Century
Maria Rosario T. de Guzman, Extension Specialist in Adolescence
Tonia R. Durden, Extension Specialist in Early Childhood Education
Sarah A. Taylor, Graduate Research Assistant
Jackie M. Guzman, Extension Educator
Kathy L. Potthoff, Extension Educator
Displaying the cultural competency behaviors of active listening, empathy, and effective engagement can help us to create a welcoming environment and establish the appreciation of similarities and differences among cultures.
Cultural competence is the ability of a person to effectively interact, work, and develop meaningful relationships with people of various cultural backgrounds. Cultural background can include the beliefs, customs, and behaviors of people from various groups. Gaining cultural competence is a lifelong process of increasing self-awareness, developing social skills and behaviors around diversity, and gaining the ability to advocate for others. It goes beyond tolerance, which implies that one is simply willing to overlook differences. Instead, it includes recognizing and respecting diversity through our words and actions in all contexts.
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Demographic shifts and an increasingly diverse population
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Respond to at least two of your classmates’ postings. When responding to your classmates, provide at least one local, regional, or national non-profit organization, charity or governmental organization in place to aid this population. Your response posts need to be at least 200 words each.
TAMMY’S POST:
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Introduction to human services: Through the eyes of practice settings,
before discussing social advocacy efforts on a macro level (really any level), it is essential to identify most targeted populations or vulnerable (Martin, 2018). One of the most historically targeted populations is the ethnic minority of the black race. The cruelty and brutality used to control African Americans as they were forced in transit and lived shackled as slaves are horrific. The race is oppressed by stock stories and a social caste system that, in essence is for the white man - by the man. Sadly, instead of seeing power in unity it is seen in color, class, and cash.
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Numeric Grade 22 30 pts Letter Grade The following qu.docx
Numeric Grade: 22 / 30 pts
Letter Grade:
The following questions should serve as a guide for your entry:
· What is one group (racial, ethnic, sexual orientation, gender, religious, social class, etc.) with which you feel you can identify in terms of belonging to this group?
· Would you consider this group a majority or minority group? Why?
· How important is this group identity to you? If it is very important, what do you think makes it important? If it is not, why do you think it is not important to you?
· In what way or ways might this group identity help to shape your view of the world?
· How is your ability to be objective about minority-majority issues influenced, either positively or negatively by this group identity?
Comments:
Carl, you’ve done a very good job on your first journal entry and your application of the concepts of “machismo” and objectivity. See my comment on the definition of minority. Are Hispanics considered a minority only due to their numbers? Other relevant concepts that might apply to what you’ve written here might be symbolic interaction and cultural differentiation.
You needed to apply two theories this week. You might have used social identity theory to explain your feeling of comfort around those like you in terms of the ethnicity and social status. You might also have used Interactionist theory to explain the process of cultural transmission of Hispanic norms and values, especially those that apply to Hispanic males as well as to explain why skin color may be significant in the U.S. while it is not as significant in Latin American countries. Interactionists would also suggest that taking one’s time may be interpreted as being lazy in the US and this might result in conflict. Our culture shapes our perceptions and in turn, this influences how we react to those who are not like us in certain respects. Your APA format is very good overall. If the information cited is quoted material, then you also need to include the page number on which the quoted material is located.
As noted in the instructions, these journals are “practice” for the paper. They are meant to help you in applying concepts and theory, so be sure to follow my comments and the feedback I give you each week. Review the rubric below to see where you need to concentrate on improving your entries. If you do not understand something, please contact me. Thanks! Instructor C :-)
The ethnic group with which I feel I can identify in terms of belonging to this group is Hispanic. I would consider this group to be a minority group and so does society. Although Hispanics have grown significantly in numbers throughout the United States their numbers as far as population goes are still low in comparison to others in the United States[k1] . Hispanics have grown to be the largest minority group in the United States (Parrillo, 2011). Being Hispanic to me is very important. It signifies who I am and what I am about. One thing that makes this identi.
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Your place of privilege is often determined by the perceived social group in which society places you, and privilege varies depending on the context and intersecting identities. You may hold a position of privilege with one identity, while simultaneously holding a position which lacks privilege from another identity. You will not be graded on how you self-identify. The goal is to engage in self-reflection and critical thought. You may choose not to disclose any identity. If you prefer not to state, explain which groups hold privilege based on that identity characteristic and how that affects other groups.
Social Identity
Hold
Privilege
Lack Privilege
Prefer Not to State
Why?
Example: [Social Identity]
x
I identify as OR Other people identify me as ____. This identity holds [does not hold] a position of privilege in society because…
In US culture, [this identity] is considered the “norm.”
A specific example of the privilege [or lack of privilege] that I experience is seeing [not seeing] positive representations of people who look or believe like me in the mass media. This is a privilege [or lack of privilege] because…
My experience with this identity characteristic is…
Race/Ethnicity
X
I identify as an African American. As per the African American history, most of the forefathers of the race migrated into the US as a result of slavery. It is due to such a history that African Americans have been an inferior race in the US as most of the other races do not consider African Americans as belonging in the US. Such inferiority has resulted in a lack of privileges among African Americans.
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Assignment 1:
Journal Entry:
Intersection and Religious Discrimination
When pieces of cloth are sewn together, you might have trouble discerning the individual pieces of cloth that make the final garment, but by looking carefully, you can find the seams. You may have experienced similar difficulty in the first week of this course when asked to explore the individual aspects of culture that combine to create your unique self-identity. Forms of oppression can come together often in almost imperceptible ways to form the complex environment in which you and your clients live and interact. As a social worker, you must examine carefully the intersections between religious discrimination, sexism, classism, and racism so you can respond accordingly.
To prepare:
Consider this week's resources that describe how religion intersects with other forms of oppression.
Submit your response to those resources and analyze what you think is the role of religion in reinforcing sexism, classism, and racism.
As a social worker, how can you address these issues on a micro and macro level?
Assignment 2: Race, Empowerment, and Cultural Competence
The ideas, attitudes, values, and beliefs with which people are surrounded as they grow up inform their perceptions about themselves and their place in the world. Family and religious systems are usually the first place that people get messages about themselves and others. Those messages can be positive and illustrate how important it is to embrace difference, or they can be full of hate and intolerance. For this Assignment, consider how your own ideas about race and ethnicity have been influenced by those around you.
Submit a 2-page paper that answers the following question:
How does your family and religious systems lead to your ideas about your own racial ethnic group as well as the racial and ethnic group of others?
Be sure to address the concepts of ethnocentric practice, empowerment and cultural competence. Please use the Learning Resources to support your answer.
References (use at least 2)
Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999.
Early Childhood Education Journal, 36
(2), 201–207.
Patcher, L. M., Szalacha, L. A., Bernstein, B., & Garcia Coil, C. (2010). Perceptions of racism in children and youth: Properties as a self-report instrument for research on children’s health and development.
Ethnicity & Health, 15
(1), 33–46.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
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.
Boston, MA: Cengage Learning.
Chapter 5 (pp. 254-294)
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Maria Rosario T. de Guzman, Extension Specialist in Adolescence
Tonia R. Durden, Extension Specialist in Early Childhood Education
Sarah A. Taylor, Graduate Research Assistant
Jackie M. Guzman, Extension Educator
Kathy L. Potthoff, Extension Educator
Displaying the cultural competency behaviors of active listening, empathy, and effective engagement can help us to create a welcoming environment and establish the appreciation of similarities and differences among cultures.
Cultural competence is the ability of a person to effectively interact, work, and develop meaningful relationships with people of various cultural backgrounds. Cultural background can include the beliefs, customs, and behaviors of people from various groups. Gaining cultural competence is a lifelong process of increasing self-awareness, developing social skills and behaviors around diversity, and gaining the ability to advocate for others. It goes beyond tolerance, which implies that one is simply willing to overlook differences. Instead, it includes recognizing and respecting diversity through our words and actions in all contexts.
Why Is Cultural Competence Important?
Demographic shifts and an increasingly diverse population
The United States has always had an ethnically diverse population, including African Americans, Native Americans, and Japanese Americans, to name a few. In recent years, our country has undergone dramatic shifts in its population, particularly as rapid migration has changed its landscape. For example, the Hispanic population in the U.S. rose from approximately 12.5 percent in 1990 to over 16 percent by 2009, and is anticipated to comprise 25 percent of the population by 2050. The U.S. Census Bureau estimates that by 2043, the U.S. will become a “majority minority” country. This means that although the non-Hispanic white population will still be the biggest group, a single group will no longer make up the majority. More than 50 percent of the population will identify as belonging to an ethnic minority group or any group other than non-Hispanic white.
In other words, although we have always lived in an ethnically diverse society, we are all operating in an increasingly culturally diverse environment where we need to be able to interact, communicate, build relationships, and work effectively with people from diverse cultural and ethnic backgrounds. Moreover, those of us working with youth need to prepare them to operate in a society that will be even more diverse in terms of religion, ethnic background, and sexual orientation.
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TAMMY’S POST:
Identifying a 'Target'
According to the course text chapter four,
Introduction to human services: Through the eyes of practice settings,
before discussing social advocacy efforts on a macro level (really any level), it is essential to identify most targeted populations or vulnerable (Martin, 2018). One of the most historically targeted populations is the ethnic minority of the black race. The cruelty and brutality used to control African Americans as they were forced in transit and lived shackled as slaves are horrific. The race is oppressed by stock stories and a social caste system that, in essence is for the white man - by the man. Sadly, instead of seeing power in unity it is seen in color, class, and cash.
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Maslow's Hierarchy
The tip of the hierarchy Maslow presented is self-actualization, which can be construed as truth. Truth comes in genuine intention, not deceptive exploitation; sponsors and charities are guilty of this exploitation; some known to ordinary households include Nike and Adidas in their 'sneaker culture' dating to the Globetrotters and like corporations who stand to profit high margins of wealth in exploiting skin color talent rather than the content of character.
Acknowledging Necessity in Black American Livelihood
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The document discusses social and cultural identities. It defines identity as a self-image derived from socialization, and cultural identity as symbolic behaviors meaningful to a group. Some key identities discussed are racial, ethnic, gender, national, regional, organizational, and personal identities. It also covers cyber/fantasy identities and the dark side of identities such as stereotyping, prejudice, and ethnocentrism.
Numeric Grade 22 30 pts Letter Grade The following qu.docx
Numeric Grade: 22 / 30 pts
Letter Grade:
The following questions should serve as a guide for your entry:
· What is one group (racial, ethnic, sexual orientation, gender, religious, social class, etc.) with which you feel you can identify in terms of belonging to this group?
· Would you consider this group a majority or minority group? Why?
· How important is this group identity to you? If it is very important, what do you think makes it important? If it is not, why do you think it is not important to you?
· In what way or ways might this group identity help to shape your view of the world?
· How is your ability to be objective about minority-majority issues influenced, either positively or negatively by this group identity?
Comments:
Carl, you’ve done a very good job on your first journal entry and your application of the concepts of “machismo” and objectivity. See my comment on the definition of minority. Are Hispanics considered a minority only due to their numbers? Other relevant concepts that might apply to what you’ve written here might be symbolic interaction and cultural differentiation.
You needed to apply two theories this week. You might have used social identity theory to explain your feeling of comfort around those like you in terms of the ethnicity and social status. You might also have used Interactionist theory to explain the process of cultural transmission of Hispanic norms and values, especially those that apply to Hispanic males as well as to explain why skin color may be significant in the U.S. while it is not as significant in Latin American countries. Interactionists would also suggest that taking one’s time may be interpreted as being lazy in the US and this might result in conflict. Our culture shapes our perceptions and in turn, this influences how we react to those who are not like us in certain respects. Your APA format is very good overall. If the information cited is quoted material, then you also need to include the page number on which the quoted material is located.
As noted in the instructions, these journals are “practice” for the paper. They are meant to help you in applying concepts and theory, so be sure to follow my comments and the feedback I give you each week. Review the rubric below to see where you need to concentrate on improving your entries. If you do not understand something, please contact me. Thanks! Instructor C :-)
The ethnic group with which I feel I can identify in terms of belonging to this group is Hispanic. I would consider this group to be a minority group and so does society. Although Hispanics have grown significantly in numbers throughout the United States their numbers as far as population goes are still low in comparison to others in the United States[k1] . Hispanics have grown to be the largest minority group in the United States (Parrillo, 2011). Being Hispanic to me is very important. It signifies who I am and what I am about. One thing that makes this identi.
httpswww.youtube.comwatchv=Br7XGAwC80EIntercultural.docx
https://www.youtube.com/watch?v=Br7XGAwC80E
Intercultural Competence?
https://www.youtube.com/watch?v=XUO59Emi3eo
Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
Mind Set
Similarities: Differences
Heart Set
Self-esteem
Self-monitoring
Empathy
Open-mindedness
Reserving judgment
Socially relaxed
Skill Set
Agility
Message skills
Appropriate self-disclosure
Behavioral flexibility
Interaction management
(Louise Giesbrecht and Janet M. Bennett, PhD, 2013)
Key terms for Intercultural Competence and Civic
Engagement Project
Ingroup
The groups to which we belong that enhance our perceptions of self. They are important to our self-esteem. We are typically favorably biased about our ingroups and ingroup members.
Outgroup
The groups to which we do not belong, and to whom we may develop biases and/or prejudice (if threatened).
Culture
Culture includes the following
History
Politics
Economics
Communication styles
Set of values, beliefs, traditions and practices, norms, and attitudes
And is shared within a group and transmitted to other members
She may eat primarily Korean with her family, speak Korean in her home, and celebrate the Korean New Year.
Additionally, this person may be a practicing Korean Buddhist who honors sacred Buddhist holidays with visits to a temple, or an altar to deceased ancestors in her home, and special foods.
She may feel a special obligation to take care of her aging parents when they can no longer take care of themselves.
And, she may enjoy American music, eat Mexican food, and celebrate the 4th of July and Thanksgiving with her friends.
9
Worldview
Cognitive and affective lens through which people construe their experiences and make sense of the world around them.
How would you characterize the worldview of the man in the video?
Civic Engagement
Active participation in the public life of a local, national, and/or global community in an informed, committed, and constructive manner. Civic engagement includes focusing on a shared or common goal that enhances the defined “community.”
Civic engagement can start by learning about how to get involved with the intention of becoming involved in a shared goal.
Adapted from Balls Organista, P., Marin, G., & Chun, K.M. (2010). The Psychology of Ethnic Groups in the United States. Thousand Oaks, CA: Sage Publications, Inc.
PARTNERS IN SOCIAL RESPONSIBILITY AND INTERCULTURAL COMPETENCE
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes:
1. Knowledge of your own culture and how it has shaped your world view.
2. Knowledge of significant characteristics of other cultures.
3. Awareness of differences and similarities in cultures.
4. Ability to adjust y ...
Culture and identity Talk pre-sessional English
This document discusses definitions and concepts of culture. It defines culture as the collective mental programming and way of life shared by a group. Culture has outer and inner layers, with the outer including customs and the inner including underlying assumptions. National cultures can be analyzed across dimensions like power distance, individualism, and long-term orientation. Identity is defined by group memberships and answers the question of who someone is. Different types of social identities include ethnicity, religion, politics, and relationships. The document explores concepts of culture, identity, and their layers and dimensions.
SOC350 Cultural DiversityPaige MasseyA person has just start.docx
SOC350 Cultural Diversity
Paige Massey
A person has just started a world travel experience, and here they land in Japan where they will be spending a night with a welcoming host family. Everything is fantastic the guest speaks a small bit of Japanese and is able to communicate with them. The guest is invited to a family dinner in their house. As the meal begins the entire family is enjoying the food so much that it is increasing the guest’s biggest pet peeve, slurping the food. Little does the guest know that their pet peeve is a sign of appreciation in the country of Japan. The guest is not participating in the slurping as they were taught that slurping was an activity that was looked down upon by Americans. This is an example of a social faux pas in the country of Japan. Personally a social faux pas that really turns me off is hacking and spitting in public areas. It just creates the heebe jeebes because I was taught social ettique. Can words breach the idea of social ettique, or is it just considered social faux pas?
A social faux pas can be confused with microaggressions. Microaggressions are defined as acts of mostly non physical aggression -- they are common place verbal, behavioral, or environmental indignities that can be intentional or unintentional and communicate derogatory slights. Racial microaggressions suggests that people of color endure physical and physiological distress (Robinson-Wood et al., 2018). These microaggressions occur across many different identities such as skin color, body size, mental ability, age, and social class. When a person fits into multiple identities that overlap such as being gay and black, can experience more microaggressions versus a person who is white and gay. There are a lot of words that describe microaggressions, but what actually is an example of microaggressions?
If you have ever walked through Target wearing khakis and a red shirt and automatically being asked to help a customer, you have experienced a microaggression. You were assumed to be in a service role just because of the clothes you were wearing. According to Byrd, some examples of microaggressions include being stared at in the dining hall, asking an Asian person “you must be good at math, can you help me with this problem?”, or when someone merely crosses a street to avoid a person of color (Byrd, 2018). People are not necessarily conscious of these actions. It can be a taught attribute; like crossing the road to avoid a person of color, the person’s parent could have been thinking they are protecting the child from a potentially scary situation like a mugging. The child then learned that they should avoid any colored person on the street. The unconscious nature of humans can lead to some hurtful actions.
Microaggressions can cause a toll on a person’s mind. It can take a lot of thinking to try and make sense of the interpersonal interactions. This characteristic is known as attributional ambiguity. The expenditure of cognitive e.
GENDER PPT.pptx
The document provides an overview of course content for a class on gender and youth in value chains. The course covers topics such as gender analysis frameworks, gender mainstreaming in value chain management, and related policy issues. Assessment will be based on continuous assessments (50%) and a final exam (50%). Key concepts discussed in Chapter 1 include the differences between gender and sex, gender roles and identities, and approaches to promoting women's development including Women in Development (WID), Women and Development (WAD), and Gender and Development (GAD).
How we feel about globalization
This document discusses key aspects of global citizenship, including:
1) Global citizenship involves developing skills like critical thinking, respect for others, and cooperation to participate in issues with global impacts and understand how local and global are intertwined.
2) It is not too difficult, telling people what to do, or providing simple answers - but acknowledges complex issues and reveals the interconnected nature of global and local.
3) Developing global citizenship requires knowledge of social justice, diversity, globalization and sustainability, as well as values like identity, empathy, and belief in making a difference.
Spirit of Culture
Lori Hoffner, ProfesLori A. Hoffner
Professional Speaker ~ Trainer ~ Consultant
Supporting CommUnity, Inc.
www.SupportingCommUnity.com
Rand Kannenberg Cultural Diversity Skills In Community Corrections
This document discusses the importance of cultural diversity skills in community corrections. It outlines five key skills: flexible thinking, communication, teamwork, leadership skills, and overcoming personal and social barriers. Exercises are provided to help staff practice and demonstrate understanding of each skill, which are needed to better serve a diverse client population and ensure public safety.
What is culture Is it synonymous with nationality Can culture
What is culture? Is it synonymous with nationality? Can culture emerge from the intersection of multiple factors, such as gender identity, ability status, or language? Consider these questions as you prepare to describe your own culture. (African American female)
For this Discussion, think about how you would identify your culture. Consider aspects of your identity such as your ethnicity, gender identity, religion, race, ability status, sexual orientation, or any other identifiers that contribute to what you would consider your culture.
Post
a description of important aspects of your culture that an outsider might not know. Explain the information a social worker would need to know about your culture in order to effectively assist your family in the face of a pressing issue. Describe potential consequences of a lack of cultural awareness on the social worker’s part. (APA and references)
...
Learning OutcomesThis week students will1. Apply the concep.docx
Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a physical education lesson.
3. Reflect on the influence of home and school environment on motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to educational settings
.
Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005). Special needs students in regular classrooms? Sean’s story [Television series episode]. In J. Tomlin (Executive producer) Turning point. New York, NY: ABC News. Retrieved from Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms.
Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:
Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...
Gender Identity & Sexual Orientation
The document defines gender identity and sexual orientation. Gender identity refers to whether one identifies as male, female or non-binary. It is influenced by both biological and societal factors. Sexual orientation describes one's physical, romantic or emotional attraction, such as straight, gay, lesbian or bisexual. The document promotes respecting individuals and their gender identity and sexual orientation. It provides assignments for collaborating on questions to better understand the topics and writing an essay on gender identity or sexual orientation.
Copy of comm 101
This document compares and contrasts different aspects of race. It defines race as physical characteristics like skin color, hair texture, and bone structure. It discusses that all humans are closely related genetically. It lists the main racial categories of Caucasian, Mongolian, Negroid, and notes there are five categories and two ethnicity categories used by the US government for data collection. It explores how race impacts society through influencing social inequalities and the treatment of racial minorities. It also examines how race affects the workplace through potential discrimination during hiring and how diversity benefits workplaces.
Comm 101 (final)
This document compares and contrasts different aspects of race. It defines race as physical characteristics like skin color, hair texture, and bone structure. It discusses that all humans are closely related genetically. It lists the main racial categories of Caucasian, Mongolian, Negroid, and notes there are five categories and two ethnicity categories used by the US government for data collection. It explores how race impacts society through influencing social inequalities and the treatment of racial minorities. It also examines how race affects the workplace through potential discrimination during hiring and how diversity benefits workplaces.
Hofstede`s model
The document discusses Hofstede's five cultural dimensions model, which identifies and defines the following dimensions that can be used to analyze and compare cultures:
1. Power Distance Index (PDI) - The degree of inequality within a society.
2. Individualism vs Collectivism - The relationship between individuals and groups.
3. Masculinity vs Femininity - The distribution of gender roles within a culture.
4. Uncertainty Avoidance Index (UAI) - A society's tolerance for uncertainty and ambiguity.
5. Long-Term vs Short-Term Orientation - The importance placed on virtues versus truth; long-term cultures value thrift and perseverance.
Hofstedes model
This document provides an overview of Hofstede's five cultural dimensions model. It describes each of the five dimensions: Power Distance, Individualism vs Collectivism, Masculinity vs Femininity, Uncertainty Avoidance, and Long Term vs Short Term Orientation. For each dimension, it outlines what the dimension refers to and how it was identified based on Hofstede's research analyzing survey responses from employees in many countries.
Hofstedesmodel 111117093437-phpapp02
This document provides an overview of Hofstede's five cultural dimensions model. It describes each of the five dimensions: Power Distance, Individualism vs Collectivism, Masculinity vs Femininity, Uncertainty Avoidance, and Long Term vs Short Term Orientation. For each dimension, it outlines what the dimension refers to and how it was identified based on Hofstede's research analyzing survey responses from employees in many countries.
Id
This document discusses different aspects of culture and identity. It defines personal, gender, social, cultural, and ethnic identities. Personal identity is shaped by individual traits and experiences. Gender identity includes societal roles for men and women. Social identity involves group memberships. Cultural identity is tied to one's background and influences how strong identity is and how one interacts with other cultures. Ethnic identity involves one's racial or national background. The document provides tips for teachers to help students explore these different identities through activities and discussions.
Reel Diversity (Brian Johnson)
This document provides an overview of key concepts for teaching diversity and social justice, including media literacy, understanding different perspectives, addressing stereotypes and prejudice, and promoting social justice. It discusses how media messages are constructed, experienced differently, and contain embedded values and points of view. It also outlines types of diversity like gender, race, sexuality, and ability that impact cultural understanding and defines terms like stereotype, prejudice, discrimination, and oppression.
Review for Midterm, American Culture1. Individualism and civi.docx
Review for Midterm, American Culture
1. Individualism and civic or community involvement.
What does individualism mean in American culture, how it relates to concepts and values such as freedom, democracy, civic responsibility, community involvement. Be able to discuss how all this is related. Be able to discuss the concept of social capital and its decline. Understand and be able to explain the difference between utilitarian liberalism and moral liberalism. How do Americans connect their own fulfillment to that of other people, despite (or because of) individualism?
2. America as a land apart. This examines how Americans have always thought of America as somehow different, special, set apart from other people, cultures, or countries. It applies to questions like whether America is seen as a haven for the world’s oppressed, as a power in the world, etc. It refers to how many generations of immigrants have seen America and why they came here. It also refers to several opposing or conflicting attitudes and values, such as isolationism (America should not get involved with the rest of the world), nativism (foreign immigrants are the problem), extreme patriotism? What are the positive and negative sides to American exceptionalism?
3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...
Bala’s Post TraitMasculineFeminineBuild relationships b
Laxman's post discusses cultural profiles, which are tools used to assess cultures and identify preferences and styles. They help determine what type of manager someone may be for a specific culture. Cultural profiling detects potential relocation problems and difficulties between multicultural teams. It involves comparing one's own cultural style to a different culture's requirements. Understanding cultural profiles is important when operating across cultures. Mohammad's post reflects on communicating across cultures, such as how to understand context and whether messages are direct or implied. It discusses how language and vocabulary affect understanding. Trust is built through understanding with both mind and heart.
Question #1 Please choose ONE of the following to make an origi.docx
Question #1:
Please choose ONE of the following to make an original response. Focus on quality, CRITICAL THINKING, sharing YOUR perspectives/ideas with a little bit of support for your assertions.
Violence and Women
:
Violence against females is a worldwide issue. What types of gender roles, cultural beliefs, political systems, and SOCIALIZATIONS influence and tolerate violence against women? Think deeply; what types of things are said or behaviors condoned or tolerated that cause, promote, or sustain violence against women? Provide support.
Violence and Men:
Violence against men, between men, and by men is a worldwide issue (no male bashing here, just going by prevalence rates). What types of gender roles, cultural beliefs, political systems, socialization processes, impact violence for men? Specifically, what do we say and do as a culture (not necessary you) to teach, condone, sustain certain masculine characteristics that could lead to violence? What can be done to help counteract unhealthy aspects of socialization? Pay attention to why you think women may have less rates of violence due to psychological or socialization processes.
Violence against non-binary
(including but not limited to binary transgender, non-binary transgender, non-binary in general, agender, bigender, gender fluid). What types of gender expected roles, cultural beliefs, socialization processes, attitudes, political systems, religious systems, and misinformation/myths contribute to violence towards non-binary persons? How does biopsychosocial scientific evidence challenge misconceptions? Include in your critical thought important measures needed to reduce violence.
Helping and Gender:
Discuss whether or not you see gender differences in helping behaviors of males vs. females. Be specific. Some examples: Are men more kind or females? How about instrumental vs. communicative style? Which gender might be rewarded more for specific helping behaviors: do we reward men for doing the dishes than women? Do we say men are instrumental ignoring the vast amount of "doing to show love" by women? Do we praise women for being more communicative in helping others while shaming men for having male to male "heart to hearts talks?" Does what we do, along gender lines, in terms of helping on a daily basis show a societal value and expectation that is gender influenced? Ex: Helping by caring for others, helping by protecting, helping by serving in different roles, help by risking life?
Self Efficacy
: Elaborate on the concepts of self-efficacy and gender. What aspects of gender identity or socialization may impact a person's sense of confidence, ability, and mastery? Elaborate and provide examples.
Sexuality as vulnerability:
Compare and contrast the concept of sexuality as a weakness/vulnerability between males, females, non-binary and those with non-hetero attractions. Provide some specific examples and let me see your critical thinking. Are male, female, and/or no.
Discussion 1Choose any four ‘causes’ of change within a projec.docx
Discussion 1
Choose any four ‘causes’ of change within a project in table 9.1 in the text. Provide a project example and scenario, and describe the impact of each change. Was there a level of change control in the project examples that tracked ownership, documentation and approval of these changes?
Discussion 2
The identification of all changes to a project is only the first step for ensuring a control system is in place. Describe the detailed steps you would implement for your project to ensure an entire change control process is in place. Consider the following topics in your answer: documentation, analysis, approval and implementation. Why is the baseline configuration important to this topic?
.
DISCUSSION 1Community and Health Information Networks Please .docx
A key trend supporting CHINs and RHINOs is increased data sharing across organizations to improve care coordination. Transitioning from CHINs to RHINOs has more benefits than challenges as it allows for broader sharing of health information across larger regions. Integrating CPOE and CDSS into EHRs has the advantage of catching errors and providing treatment recommendations to improve patient safety and outcomes. Electronic database systems are more efficient than paper records as they reduce errors, save space, and allow easy access to records. The main advantages of EMRs are reduced errors, easy sharing of information, and improved treatment while the disadvantages include costs of implementation and concerns about privacy and security.
More Related Content
Similar to Discussion 1 Cultural IdentityWhat is culture Is it synonymous w.docx
httpswww.youtube.comwatchv=Br7XGAwC80EIntercultural.docx
https://www.youtube.com/watch?v=Br7XGAwC80E
Intercultural Competence?
https://www.youtube.com/watch?v=XUO59Emi3eo
Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
Mind Set
Similarities: Differences
Heart Set
Self-esteem
Self-monitoring
Empathy
Open-mindedness
Reserving judgment
Socially relaxed
Skill Set
Agility
Message skills
Appropriate self-disclosure
Behavioral flexibility
Interaction management
(Louise Giesbrecht and Janet M. Bennett, PhD, 2013)
Key terms for Intercultural Competence and Civic
Engagement Project
Ingroup
The groups to which we belong that enhance our perceptions of self. They are important to our self-esteem. We are typically favorably biased about our ingroups and ingroup members.
Outgroup
The groups to which we do not belong, and to whom we may develop biases and/or prejudice (if threatened).
Culture
Culture includes the following
History
Politics
Economics
Communication styles
Set of values, beliefs, traditions and practices, norms, and attitudes
And is shared within a group and transmitted to other members
She may eat primarily Korean with her family, speak Korean in her home, and celebrate the Korean New Year.
Additionally, this person may be a practicing Korean Buddhist who honors sacred Buddhist holidays with visits to a temple, or an altar to deceased ancestors in her home, and special foods.
She may feel a special obligation to take care of her aging parents when they can no longer take care of themselves.
And, she may enjoy American music, eat Mexican food, and celebrate the 4th of July and Thanksgiving with her friends.
9
Worldview
Cognitive and affective lens through which people construe their experiences and make sense of the world around them.
How would you characterize the worldview of the man in the video?
Civic Engagement
Active participation in the public life of a local, national, and/or global community in an informed, committed, and constructive manner. Civic engagement includes focusing on a shared or common goal that enhances the defined “community.”
Civic engagement can start by learning about how to get involved with the intention of becoming involved in a shared goal.
Adapted from Balls Organista, P., Marin, G., & Chun, K.M. (2010). The Psychology of Ethnic Groups in the United States. Thousand Oaks, CA: Sage Publications, Inc.
PARTNERS IN SOCIAL RESPONSIBILITY AND INTERCULTURAL COMPETENCE
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes:
1. Knowledge of your own culture and how it has shaped your world view.
2. Knowledge of significant characteristics of other cultures.
3. Awareness of differences and similarities in cultures.
4. Ability to adjust y ...
Culture and identity Talk pre-sessional English
This document discusses definitions and concepts of culture. It defines culture as the collective mental programming and way of life shared by a group. Culture has outer and inner layers, with the outer including customs and the inner including underlying assumptions. National cultures can be analyzed across dimensions like power distance, individualism, and long-term orientation. Identity is defined by group memberships and answers the question of who someone is. Different types of social identities include ethnicity, religion, politics, and relationships. The document explores concepts of culture, identity, and their layers and dimensions.
SOC350 Cultural DiversityPaige MasseyA person has just start.docx
SOC350 Cultural Diversity
Paige Massey
A person has just started a world travel experience, and here they land in Japan where they will be spending a night with a welcoming host family. Everything is fantastic the guest speaks a small bit of Japanese and is able to communicate with them. The guest is invited to a family dinner in their house. As the meal begins the entire family is enjoying the food so much that it is increasing the guest’s biggest pet peeve, slurping the food. Little does the guest know that their pet peeve is a sign of appreciation in the country of Japan. The guest is not participating in the slurping as they were taught that slurping was an activity that was looked down upon by Americans. This is an example of a social faux pas in the country of Japan. Personally a social faux pas that really turns me off is hacking and spitting in public areas. It just creates the heebe jeebes because I was taught social ettique. Can words breach the idea of social ettique, or is it just considered social faux pas?
A social faux pas can be confused with microaggressions. Microaggressions are defined as acts of mostly non physical aggression -- they are common place verbal, behavioral, or environmental indignities that can be intentional or unintentional and communicate derogatory slights. Racial microaggressions suggests that people of color endure physical and physiological distress (Robinson-Wood et al., 2018). These microaggressions occur across many different identities such as skin color, body size, mental ability, age, and social class. When a person fits into multiple identities that overlap such as being gay and black, can experience more microaggressions versus a person who is white and gay. There are a lot of words that describe microaggressions, but what actually is an example of microaggressions?
If you have ever walked through Target wearing khakis and a red shirt and automatically being asked to help a customer, you have experienced a microaggression. You were assumed to be in a service role just because of the clothes you were wearing. According to Byrd, some examples of microaggressions include being stared at in the dining hall, asking an Asian person “you must be good at math, can you help me with this problem?”, or when someone merely crosses a street to avoid a person of color (Byrd, 2018). People are not necessarily conscious of these actions. It can be a taught attribute; like crossing the road to avoid a person of color, the person’s parent could have been thinking they are protecting the child from a potentially scary situation like a mugging. The child then learned that they should avoid any colored person on the street. The unconscious nature of humans can lead to some hurtful actions.
Microaggressions can cause a toll on a person’s mind. It can take a lot of thinking to try and make sense of the interpersonal interactions. This characteristic is known as attributional ambiguity. The expenditure of cognitive e.
GENDER PPT.pptx
The document provides an overview of course content for a class on gender and youth in value chains. The course covers topics such as gender analysis frameworks, gender mainstreaming in value chain management, and related policy issues. Assessment will be based on continuous assessments (50%) and a final exam (50%). Key concepts discussed in Chapter 1 include the differences between gender and sex, gender roles and identities, and approaches to promoting women's development including Women in Development (WID), Women and Development (WAD), and Gender and Development (GAD).
How we feel about globalization
This document discusses key aspects of global citizenship, including:
1) Global citizenship involves developing skills like critical thinking, respect for others, and cooperation to participate in issues with global impacts and understand how local and global are intertwined.
2) It is not too difficult, telling people what to do, or providing simple answers - but acknowledges complex issues and reveals the interconnected nature of global and local.
3) Developing global citizenship requires knowledge of social justice, diversity, globalization and sustainability, as well as values like identity, empathy, and belief in making a difference.
Spirit of Culture
Lori Hoffner, ProfesLori A. Hoffner
Professional Speaker ~ Trainer ~ Consultant
Supporting CommUnity, Inc.
www.SupportingCommUnity.com
Rand Kannenberg Cultural Diversity Skills In Community Corrections
This document discusses the importance of cultural diversity skills in community corrections. It outlines five key skills: flexible thinking, communication, teamwork, leadership skills, and overcoming personal and social barriers. Exercises are provided to help staff practice and demonstrate understanding of each skill, which are needed to better serve a diverse client population and ensure public safety.
What is culture Is it synonymous with nationality Can culture
What is culture? Is it synonymous with nationality? Can culture emerge from the intersection of multiple factors, such as gender identity, ability status, or language? Consider these questions as you prepare to describe your own culture. (African American female)
For this Discussion, think about how you would identify your culture. Consider aspects of your identity such as your ethnicity, gender identity, religion, race, ability status, sexual orientation, or any other identifiers that contribute to what you would consider your culture.
Post
a description of important aspects of your culture that an outsider might not know. Explain the information a social worker would need to know about your culture in order to effectively assist your family in the face of a pressing issue. Describe potential consequences of a lack of cultural awareness on the social worker’s part. (APA and references)
...
Learning OutcomesThis week students will1. Apply the concep.docx
Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a physical education lesson.
3. Reflect on the influence of home and school environment on motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to educational settings
.
Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005). Special needs students in regular classrooms? Sean’s story [Television series episode]. In J. Tomlin (Executive producer) Turning point. New York, NY: ABC News. Retrieved from Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms.
Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:
Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...
Gender Identity & Sexual Orientation
The document defines gender identity and sexual orientation. Gender identity refers to whether one identifies as male, female or non-binary. It is influenced by both biological and societal factors. Sexual orientation describes one's physical, romantic or emotional attraction, such as straight, gay, lesbian or bisexual. The document promotes respecting individuals and their gender identity and sexual orientation. It provides assignments for collaborating on questions to better understand the topics and writing an essay on gender identity or sexual orientation.
Copy of comm 101
This document compares and contrasts different aspects of race. It defines race as physical characteristics like skin color, hair texture, and bone structure. It discusses that all humans are closely related genetically. It lists the main racial categories of Caucasian, Mongolian, Negroid, and notes there are five categories and two ethnicity categories used by the US government for data collection. It explores how race impacts society through influencing social inequalities and the treatment of racial minorities. It also examines how race affects the workplace through potential discrimination during hiring and how diversity benefits workplaces.
Comm 101 (final)
This document compares and contrasts different aspects of race. It defines race as physical characteristics like skin color, hair texture, and bone structure. It discusses that all humans are closely related genetically. It lists the main racial categories of Caucasian, Mongolian, Negroid, and notes there are five categories and two ethnicity categories used by the US government for data collection. It explores how race impacts society through influencing social inequalities and the treatment of racial minorities. It also examines how race affects the workplace through potential discrimination during hiring and how diversity benefits workplaces.
Hofstede`s model
The document discusses Hofstede's five cultural dimensions model, which identifies and defines the following dimensions that can be used to analyze and compare cultures:
1. Power Distance Index (PDI) - The degree of inequality within a society.
2. Individualism vs Collectivism - The relationship between individuals and groups.
3. Masculinity vs Femininity - The distribution of gender roles within a culture.
4. Uncertainty Avoidance Index (UAI) - A society's tolerance for uncertainty and ambiguity.
5. Long-Term vs Short-Term Orientation - The importance placed on virtues versus truth; long-term cultures value thrift and perseverance.
Hofstedes model
This document provides an overview of Hofstede's five cultural dimensions model. It describes each of the five dimensions: Power Distance, Individualism vs Collectivism, Masculinity vs Femininity, Uncertainty Avoidance, and Long Term vs Short Term Orientation. For each dimension, it outlines what the dimension refers to and how it was identified based on Hofstede's research analyzing survey responses from employees in many countries.
Hofstedesmodel 111117093437-phpapp02
This document provides an overview of Hofstede's five cultural dimensions model. It describes each of the five dimensions: Power Distance, Individualism vs Collectivism, Masculinity vs Femininity, Uncertainty Avoidance, and Long Term vs Short Term Orientation. For each dimension, it outlines what the dimension refers to and how it was identified based on Hofstede's research analyzing survey responses from employees in many countries.
Id
This document discusses different aspects of culture and identity. It defines personal, gender, social, cultural, and ethnic identities. Personal identity is shaped by individual traits and experiences. Gender identity includes societal roles for men and women. Social identity involves group memberships. Cultural identity is tied to one's background and influences how strong identity is and how one interacts with other cultures. Ethnic identity involves one's racial or national background. The document provides tips for teachers to help students explore these different identities through activities and discussions.
Reel Diversity (Brian Johnson)
This document provides an overview of key concepts for teaching diversity and social justice, including media literacy, understanding different perspectives, addressing stereotypes and prejudice, and promoting social justice. It discusses how media messages are constructed, experienced differently, and contain embedded values and points of view. It also outlines types of diversity like gender, race, sexuality, and ability that impact cultural understanding and defines terms like stereotype, prejudice, discrimination, and oppression.
Review for Midterm, American Culture1. Individualism and civi.docx
Review for Midterm, American Culture
1. Individualism and civic or community involvement.
What does individualism mean in American culture, how it relates to concepts and values such as freedom, democracy, civic responsibility, community involvement. Be able to discuss how all this is related. Be able to discuss the concept of social capital and its decline. Understand and be able to explain the difference between utilitarian liberalism and moral liberalism. How do Americans connect their own fulfillment to that of other people, despite (or because of) individualism?
2. America as a land apart. This examines how Americans have always thought of America as somehow different, special, set apart from other people, cultures, or countries. It applies to questions like whether America is seen as a haven for the world’s oppressed, as a power in the world, etc. It refers to how many generations of immigrants have seen America and why they came here. It also refers to several opposing or conflicting attitudes and values, such as isolationism (America should not get involved with the rest of the world), nativism (foreign immigrants are the problem), extreme patriotism? What are the positive and negative sides to American exceptionalism?
3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...
Bala’s Post TraitMasculineFeminineBuild relationships b
Laxman's post discusses cultural profiles, which are tools used to assess cultures and identify preferences and styles. They help determine what type of manager someone may be for a specific culture. Cultural profiling detects potential relocation problems and difficulties between multicultural teams. It involves comparing one's own cultural style to a different culture's requirements. Understanding cultural profiles is important when operating across cultures. Mohammad's post reflects on communicating across cultures, such as how to understand context and whether messages are direct or implied. It discusses how language and vocabulary affect understanding. Trust is built through understanding with both mind and heart.
Question #1 Please choose ONE of the following to make an origi.docx
Question #1:
Please choose ONE of the following to make an original response. Focus on quality, CRITICAL THINKING, sharing YOUR perspectives/ideas with a little bit of support for your assertions.
Violence and Women
:
Violence against females is a worldwide issue. What types of gender roles, cultural beliefs, political systems, and SOCIALIZATIONS influence and tolerate violence against women? Think deeply; what types of things are said or behaviors condoned or tolerated that cause, promote, or sustain violence against women? Provide support.
Violence and Men:
Violence against men, between men, and by men is a worldwide issue (no male bashing here, just going by prevalence rates). What types of gender roles, cultural beliefs, political systems, socialization processes, impact violence for men? Specifically, what do we say and do as a culture (not necessary you) to teach, condone, sustain certain masculine characteristics that could lead to violence? What can be done to help counteract unhealthy aspects of socialization? Pay attention to why you think women may have less rates of violence due to psychological or socialization processes.
Violence against non-binary
(including but not limited to binary transgender, non-binary transgender, non-binary in general, agender, bigender, gender fluid). What types of gender expected roles, cultural beliefs, socialization processes, attitudes, political systems, religious systems, and misinformation/myths contribute to violence towards non-binary persons? How does biopsychosocial scientific evidence challenge misconceptions? Include in your critical thought important measures needed to reduce violence.
Helping and Gender:
Discuss whether or not you see gender differences in helping behaviors of males vs. females. Be specific. Some examples: Are men more kind or females? How about instrumental vs. communicative style? Which gender might be rewarded more for specific helping behaviors: do we reward men for doing the dishes than women? Do we say men are instrumental ignoring the vast amount of "doing to show love" by women? Do we praise women for being more communicative in helping others while shaming men for having male to male "heart to hearts talks?" Does what we do, along gender lines, in terms of helping on a daily basis show a societal value and expectation that is gender influenced? Ex: Helping by caring for others, helping by protecting, helping by serving in different roles, help by risking life?
Self Efficacy
: Elaborate on the concepts of self-efficacy and gender. What aspects of gender identity or socialization may impact a person's sense of confidence, ability, and mastery? Elaborate and provide examples.
Sexuality as vulnerability:
Compare and contrast the concept of sexuality as a weakness/vulnerability between males, females, non-binary and those with non-hetero attractions. Provide some specific examples and let me see your critical thinking. Are male, female, and/or no.
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Learning OutcomesThis week students will1. Apply the concep.docx
Learning OutcomesThis week students will1. Apply the concep.docx
Review for Midterm, American Culture1. Individualism and civi.docx
Review for Midterm, American Culture1. Individualism and civi.docx
Bala’s Post TraitMasculineFeminineBuild relationships b
Bala’s Post TraitMasculineFeminineBuild relationships b
Question #1 Please choose ONE of the following to make an origi.docx
Question #1 Please choose ONE of the following to make an origi.docx
More from eve2xjazwa
Discussion 1Choose any four ‘causes’ of change within a projec.docx
Discussion 1
Choose any four ‘causes’ of change within a project in table 9.1 in the text. Provide a project example and scenario, and describe the impact of each change. Was there a level of change control in the project examples that tracked ownership, documentation and approval of these changes?
Discussion 2
The identification of all changes to a project is only the first step for ensuring a control system is in place. Describe the detailed steps you would implement for your project to ensure an entire change control process is in place. Consider the following topics in your answer: documentation, analysis, approval and implementation. Why is the baseline configuration important to this topic?
.
DISCUSSION 1Community and Health Information Networks Please .docx
A key trend supporting CHINs and RHINOs is increased data sharing across organizations to improve care coordination. Transitioning from CHINs to RHINOs has more benefits than challenges as it allows for broader sharing of health information across larger regions. Integrating CPOE and CDSS into EHRs has the advantage of catching errors and providing treatment recommendations to improve patient safety and outcomes. Electronic database systems are more efficient than paper records as they reduce errors, save space, and allow easy access to records. The main advantages of EMRs are reduced errors, easy sharing of information, and improved treatment while the disadvantages include costs of implementation and concerns about privacy and security.
Discussion 10 Concluding the SemesterPurposeThis assignment is .docx
Discussion 10: Concluding the Semester
Purpose
This assignment is closely tied to specific course objectives. Two of the major primary course objectives of CST 100 are that students show respect for ethical codes that govern spoken discourse, such as tolerance for differences of opinion, preference for civility and that students will demonstrate increased understanding and appreciation of the communication process as it relates to speaker and listener interactions. By completing this assignment students will reflect on the things they learned and articulate important lasting lessons of public speaking.
Directions
Part 1: Initial Post
Find the due date for this part on the course calendar.
As we conclude the semester, reflect on some of the things that you learned about public speaking and your growth as a communicator throughout the semester.
In a 3-4 paragraph posting, address the four items below
What are the most important areas of personal growth that you have experienced as a communicator? Identify personal insights and communication competencies that are part of that growth.
What are some of the most useful theories and concepts that we examined in the class?
How can you apply some of the things that you learned during the semester to your professional life and to your current or future work?
What aspects of communication do you want to learn more about?
.
Discussion 1 Social Security and Social Welfare ProgramsFor years.docx
Discussion 1: Social Security and Social Welfare Programs
For years, many working individuals in the United States have counted on Social Security as their primary retirement income. With the deductions from every paycheck to fund this future benefit, Americans looked forward to a comfortable retirement based on the assumption that these funds were being invested wisely. Is this a factual assumption, or is it another myth of the U.S. social welfare system?
Relying on Social Security as a sole means of support in retirement is uncommon. As society’s work habits and life expectancies change, Social Security has come to mean different things to different people. For those who are unable to save and/or invest on their own, it functions like a forced retirement program that provides a financial safety net for the future. For those who become unable to work, social security often is viewed by others as a public assistance program. For others who are financially secure and prepared for retirement, it is an entitlement program where individuals draw Social Security at retirement in an effort to recoup what they paid into the program by deductions from their wages. How might these perceptions of Social Security relate to the perceptions of public assistance programs that were discussed in last week’s resources?
For this Discussion,
review this week’s resources. Then, consider how Social Security is different from public assistance programs. Finally, think about how these differences are important in terms of the general perception of Social Security benefits.
Post by Day 3
an explanation of how Social Security is different from public assistance programs. Then, explain how these differences are important, in terms of the general perception of Social Security benefits.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
.
Discussion 1 Religion and Privilege For citizens in some countrie.docx
Discussion 1: Religion and Privilege
For citizens in some countries, religious oppression is common and long standing. While freedom of religion is guaranteed in the U.S., religious intolerance still exists. According to the Equal Opportunity Employment commission, the number of lawsuits filed for religious discrimination doubled between 2000–2010 (Pledger, 2011). Social workers must be alert for the complex ways that religious privilege functions. By creating an awareness of the privilege given to some while marginalizing others, social workers can understand how this bias impacts their clients.
Post an explanation of the connections between privilege and religion.
Describe a situation in which members of a religion experience privilege.
Describe a situation in which members of a religion experience religious oppression
.
References (use at least 2)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Chapter 43, (pp. 237–242)
Chapter 44, (pp. 243–244)
Discussion 2: Self-Assessment
Competent social workers have many traits and characteristics, one of which is the ability to be self-reflective. The best way to begin critically thinking about the impact of ethnocentrism and racism is to start with oneself. How do these issues affect you? For this Discussion, think about when and how you became aware of your own racial identity and consider how this awareness has impacted your life.
Post an explanation of a time in your childhood when you became aware of your own racial identity (African American).
Be sure to include a description of how this newfound awareness impacted both your development and views of difference.
Please use the Learning Resources to support your answer.
References (use at least 2)
Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999.
Early Childhood Education Journal, 36
(2), 201–207.
Patcher, L. M., Szalacha, L. A., Bernstein, B., & Garcia Coil, C. (2010). Perceptions of racism in children and youth: Properties as a self-report instrument for research on children’s health and development.
Ethnicity & Health, 15
(1), 33–46.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
Chapter 5 (pp. 254-294)
.
Discussion 1 Social and Economic JusticeThe Center for Economic a.docx
Discussion 1: Social and Economic Justice
The Center for Economic and Social Justice defines “social justice” as “giving to each what he or she is due.” “Economic justice” is concerned with determining what an individual’s “due” actually encompasses.
For this Discussion, select a case study in this week’s Readings. Review the case study, focusing on the social or economic justice issues at play in the situation described.
***Post
a description of a social or economic justice issue that is evident in the case. Suggest two strategies the social worker might employ to address the issue.
Reference: Center for Economic and Social Justice. (n.d.).
Defining economic justice and social justice
. Retrieved from June 11, 2013, from
http://www.cesj.org/thirdway/economicjustice-defined.htm
CASE STUDY:
Working With Survivors of Sexual Abuse and Trauma: The Case of Brenna
Brenna is an 18-year-old, heterosexual, African American female. She is pregnant, residing in a homeless shelter, and has no income source. Brenna was raised by her biological mother in a one-bedroom apartment in an urban neighborhood. When Brenna was 15 years old, her mother began dating a new man. This man sexually assaulted Brenna while they were home alone one evening. She immediately disclosed the sexual assault to her mother who called her a liar and told her to move out. Brenna then lived in a variety of situations, sometimes residing with friends for short periods and sometimes living in a youth shelter. During this period she attended high school intermittently but did not graduate.
After her 18th birthday, Brenna moved in with her boyfriend, Cameron. Also living in the household were Cameron’s mother, his 16-year-old sister, and a 7-year-old brother. Shortly after moving in with Cameron, Brenna became pregnant with his child. Prior to the pregnancy, Cameron would often abuse her physically, verbally, and emotionally. When Brenna announced the pregnancy, Cameron became even more violent, accused her of sleeping with other men, and denied paternity of the baby. When Brenna was 4 months pregnant, Cameron attempted to strangle her, so Brenna moved to a shelter. Although the shelter was willing to house Brenna and her newborn temporarily, their policy required Brenna to secure new living arrangements prior to giving birth.
I was assigned to be Brenna’s social work case manager at this shelter. Brenna and I worked together to set manageable goals during her stay at the shelter and also developed a plan for ongoing mental health support. Utilizing individual case manage- ment sessions, I worked with Brenna to prioritize goals regarding nancial stability, permanent housing, and medical care. Brenna had dif culty reading and writing, so we worked together to
PRACTICE
31
SOCIAL WORK CASE STUDIES: FOUNDATION YEAR
complete the applications for Medicaid; General Assistance; the Supplemental Nutrition Program for Women, Infants, and Chil- dren (WIC); and a local subsidized apartment.
Discussion 1Challenging BehaviorAfter reading Chapter 1 of t.docx
Discussion 1
Challenging Behavior
After reading Chapter 1 of the course text, write a response to the following question:
At what point does behavior become challenging? Include at least 3 examples of challenging behavior that are commonly seen in young children. Cite at least one source, in addition to course text, to substantiate your response.
(Due: Thursday 10/13)
Discussion 2
The Resilient Child
After reading Chapter 3 of the course text, write a response to the following question:
Why is it important for early childhood educators to have an understanding of resiliency? How could knowledge of a child’s risk and protective factors change your attitude and your behavior toward a child or her family?
(Due: Thursday 10/13)
Discussion 1 and 2 needs to be done separately... Please DO NOT put them on the same paper.
.
Discussion 1 Sara Parker and EthicsOne of the reasons there can.docx
Discussion 1: Sara Parker and Ethics
One of the reasons there can be so much debate about ethical issues is because ethics are opinions informed by people's values and people have different values. People can disagree about whether or not something is unethical, and, oftentimes, there is no right answer. In order to make decisions about what may be ethical or unethical, Yegidis (2012, p. 29) suggests focusing on these three questions:
"Who should benefit or suffer from the actions of the researcher?"
"Whose rights should take priority over those of others?"
"Does the end (increased knowledge) justify the means (the methods used to acquire it and their potential for harm)?"
For this Discussion, view the Sessions episode on the Parker family. As you do so, consider which, if any, ethical mandates or standards were violated.
·
Post
a response explaining your reaction to the Parker episode.
·
Be sure to address whether or not the social worker violated any ethical mandates or standards.
·
Also explain which strategies could have been used to guide ethical practice.
·
Finally, describe the responsibility of the social workers in the Parker case.
Please use the resources to support your answers.
References
Laureate Education. (Producer). (2013).
Parker Family [Video File]
. In Sessions.
Labott, S. M., & Johnson, T. P. (2004). Psychological and social risks of behavioral research. IRB: Ethics & Human Research, 26(3), 11–15.
Nicotera, N., & Walls, N. E. (2010). Challenging perceptions of academic research as bias free: Promoting a social justice framework in social work research methods courses. Journal of Teaching in Social Work, 30(3), 334–350.
Parker Family Episode 4
Program Transcript
SOCIAL WORKER: Well, I think we should wrap things up. Does this same time
work for you next week?
SARA: Yes, it's fine.
SOCIAL WORKER: Let me give you an appointment card. By the way, something occurred to me that might interest you. I have a colleague that's doing a study on the impact of hoarding on family members. She wants to identify potential interventions. I think she'd love to talk to you and Stephanie.
SARA: Talk to me?
SOCIAL WORKER: She's paying participants in her study. I don't know how much.
SARA: Do I have to do it? I-- I just don't like people knowing my business.
SOCIAL WORKER: It's totally confidential and anonymous.
SARA: I don't know.
SOCIAL WORKER: I think it'd be a great opportunity for you.
SARA: I don't know. Would she have to come see my home? I mean, I don't like people seeing how I live.
SOCIAL WORKER: Don't worry about that. You should at least talk to her. Like I
said, there's some money in it for you. Can I give her your number?
THE END
Discussion 2: The Research Approval Process
The early years of the 20th century were host to a number of unethical research studies. Research involving the way that a young child reacts to and generalizes fear responses, medical experiments conducted i.
Discussion 1 Reflections on Qualitative Research for Social Change.docx
Discussion 1: Reflections on Qualitative Research for Social Change
Introduction: Social Change
In the recent years, the pursuit for institutions, “practical researchers” and individuals to join in the crusade for
social change
has been remarkable; as many people around the world are reaching out to their neighborhoods as a member of the community to contribute to the common good through research, service, and educational opportunities (
Yob
& Brewer, 2015. p.2). Social change constitutes a change in the nature, the social institutions, the social behavior or the social relations of a society, community of people, or other social structures (Walden University, 2016). Social change can be at the micro scale (that positively shape values, attitudes and behaviors) or at the macro scale (that positively shape
economies, religion and families).
The Essence of Social Change to a Walden Student
Yob
& Brewer (2015) observed that the term “social change” has been defined and analyzed across the academic disciplines, reflecting the particular perspective of that discipline and its research agenda. Prominent among the definition of
social change
are the concepts of
social justice
and
equity
which have been significant in discussions of social change in education, psychology, and social and cultural studies (Curry-Stevens, 2007; Drury &
Reicher
, 2009;
Moely
,
Furco
, & Reed, 2008; and
Peterson, 2009, as were cited in
Yob
& Brewer (2015). There are as many definitions for
social change
as we have social scientists. However
Hoff and
Hickling
-Hudson (2011), supporting the definition of
Aloni
(2002), provided the definition which places social change as “challenging trends of discrimination, exploitation, oppression, and subjugation displayed by groups who regard themselves as favored and, thus, take privileges for themselves and deprive other groups of the right to a dignified life” (p. 189). In this context, “
change”
as is used in the “social change” is defined here in positive and value-laden terms that relate more particularly to the agents of social change than to others they might want to change.
There is a great range and variation in the roles and positions that researchers takes up in research, as was observed by
Ravitch
& Carl (2016).
Over the years (
more than 45 years), Walden University has produced career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what
they’ve
learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them. This was a major factor that attracted me to pursue a
programme
at Walden. In our sub-region, (the sub-Sahara Africa), addressing the issue of social change from the national perspective has not been as significant relative to the.
Discussion 1As of my experience and observations mainly there ar.docx
Discussion 1
As of my experience and observations mainly there are Two key themes in contemporary information systems development there are First one is: how to build and issue systems in tinier time settings second one is: how to empower development clusters to build systems in a consistent manner. This is reflected in present days’ principal fashionable this information system development methods such as nimble, their characteristic feature being an unambiguous prominence on unremitting, appropriate proclamations and a simplification of operative cluster association and announcement. As of my experience and observations most of the software developers we reconnoitre the personal property of cluster consistency and two categories of time pressure, deterrent and challenge, on the decision-making eminence of system development clusters. The challenge time pressure and cluster consistency to have a optimistic consequence with interruption time pressure having no substantial influence.
As well working composed in a consistent cluster, petite, system development cycles mean that Software Development clusters obligation similarly work under fluctuating gradations of time pressure. Most studies in this field of information systems development and software development on time pressure measure time as a rectilinear hypothesis and enumerate it in terms of time ancient history. In this Developments I observed One of the major matters with these revisions nevertheless is that they frequently harvest contradictory consequences and as hitherto, there is no any approved and comprehensive hypothetical empathetic of the time pressure hypothesis.
In my experience, I would like to share one example, some outcomes recommend that software development clusters achieve improved under time pressure. So far others recommend that clusters accomplish improved up to a convinced argument after which presentation deteriorations, important to the generally recognized reversed-U model. It is clear that time pressure is a multipart hypothesis and while typically scrutinized as a linear hypothesis, nonlinear associations are conceivable. With a present prominence in information system development and in particular software development on clusters conclusion production in pressurized environments it is domineering that investigators endure to gain larger empathetic of the anthropological behavioural characteristic of the decision-making development. Sympathetic how clusters work composed under time pressure is a key goal in development system and its essential to entirely appreciate this complication and help comprehend accurately how and if time pressure and consistency influence of software development clusters.
Seeming Time Pressure in Teams
Time pressure is abstractly diverse from insistence. Perseverance is a unchanging peculiarity that reproduces a anxiety for time and a feeling of being recurrently pressurized In disparity, time pressure is an assessment of the task si.
Discussion 1Body Image Please respond to the followingDebate.docx
Discussion 1:
"Body Image" Please respond to the following:
Debate It – take a position on this statement: Media cause individuals to develop negative and unrealistic body images. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.)
Debate It – take a position on this statement: Males and females are both targeted about body image to the same extent by advertisers. Support your views with one or two reasons and / or examples. (Cite any sources you referenced.)
Discussion 2:
"Do Video Games Encourage Sexist Behavior?" Please respond to the following:
Discuss one or two conflicting issues involving the view that video games encourage sexist behavior.
Debate It – Take a position on this statement: Violent video games encourage sexist behavior in adolescent and adult men. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.)
.
Discussion 1 Influence of Classical Democratic TheoristsSince anc.docx
Discussion 1: Influence of Classical Democratic Theorists
Since ancient times, the idea of how people should govern has been a mainstay of philosophers and political theorists. One of the most enduring notions to emerge from early theorists is the basic belief that people are capable of governing themselves. The concept of democratic governance developed out of those early intellectual discussions. Democratic governance enjoys widespread acceptance in many parts of the world today. Yet, the exact meaning of democratic governance and how it should be implemented still remains a topic of debate. Democratic theory has evolved because of contributions from classical democratic theorists such as Aristotle, Plato, Rousseau, Locke, and Jefferson. It is important to consider of the ideas of these classical theorists when thinking about modern democratic theory.
To prepare for this Discussion
Review the Course Introduction. Keep this overview in mind as you work through each week of the course.
Review the article “American Nightmare: Neoliberalism, Neoconservatism, and De-Democratization” in this week’s Learning Resources. Think about the effects of political democratic theories on contemporary democracy.
Review the article “Rhetoric and the Public Sphere: Has Deliberative Democracy Abandoned Mass Democracy?” in this week’s Learning Resources. Consider how Plato’s theory of deliberative democracy influenced contemporary theories of democracy.
Review the articles “John Locke” and “Jean Jacques Rousseau” in this week’s Learning Resources. Think about how social contract theory is related to contemporary democratic theory.
Select at least one classical democratic theorist and consider his influence on contemporary democratic theory.
With these thoughts in mind:
Post by Day 3
an analysis of the influence of at least one classical democratic theorist on modern democratic theory. Be specific and provide examples.
.
Discussion 11-Mitosis and meiosis are important processes. a) What.docx
Discussion 11
-Mitosis and meiosis are important processes. a) What does each accomplish; b) where in the human body can each occur and c) how do the cells produced compare in chromosome number to the parent cells?
Discussion 12
- Assumed simple dominant and recessive genetics apply for this discussion. You are looking at two people, one shows a dominant phenotype (in this example a tall person) and the other a recessive phenotype (in this example a short person). Is it possible to positively determine the genotype of either person? If so which one and why. Explain your answer.
.
Discussion 1 Coding Scholar of Change of Video # 3 (John Anner) .docx
Discussion 1: Coding Scholar of Change of Video # 3 (John Anner)
Brief Description of the Video
The scholar of change video (program transcript) was presented by John Anner, a PhD candidate in Public Policy Administration (with concentration on International Non-governmental Organizations. – Walden University.
Over the years, Anner have been
focusing on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, where he worked as a Peace Corps volunteer in agriculture in Mauritania and West Africa.
Anner has been a
practitioner for almost 30 years and quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work.
He hope to
bring to bear, his knowledge, experience and understanding to build national policy networks targeted at addressing directed social problems.
Coding the Scholar Change
A code in qualitative inquiry is most often a word or a short phrase that symbolically assigns a summative, a summary, a salient or essence-capturing attribute, for some portion of language, or visual data (
Saldana, 2016)
. My coding preference will be the use of the Excel spreadsheet with the labelling of the columns to include; the video code number (under this, I’ll have my notes), the name of the student, gender, program of study, subject matter/topic, what happened in the video (under this I’ll have my transcript which will capture my report content), quick memo.
To demonstrate the first coding, for instance, I’ll have the following; under the column for video code number (I’ll have video #3), the column for the name of the student (I’ll have
John Anner
), under gender column (
male
), program of study (
PhD in Public Policy Administration
), subject matter/topic (
scholar of change
), under the transcript (I’ll have
focused his attention on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, and worked as a Peace Corps volunteer in agriculture in Mauritania, West Africa;
a practitioner for almost 30 years; his quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work).
Explaining My Choice of Coding
Another attractive aspect of this qualitative coding system is the insertion of a column for
memos
. “Memos are a very important part of qualitative data analysis process because they offer a great platform to put very short notes which can be expanded and placed in in the researcher’s analytic memo notebook” (
Laureate Education - Producer, 2016). Again at periods of data analysis and reflections, a memo will enable the interviewer to
know what part of the text (or the questionnaire) the information came from and what the interviewer was thinking about at that period in time.
References
Anner, J. (2015).
John Anner, PhD student in public policy and administration
[Video file].
Laureate Education (Producer). (2016).
Introduction to coding
[Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2016).
Discussion 1 Managing Diverse TeamsFor the last half-century, the.docx
Discussion 1: Managing Diverse Teams
For the last half-century, the workforce in the United States has been undergoing tremendous demographic changes. For example, in 2009 women accounted for almost 48% of American workforce, compared to 37% in 1970 (Barsh & Yee, 2011). Additionally, workers under the age of 44, and those most likely to be in school, college, or professional training, are more ethnically and racially diverse than ever before (Policy Alert, 2005). This is only diversity of gender, race, and ethnicity; consider how managers today must also lead increasingly diverse teams in terms of age, experience, nationality, geographic location, and even diversity of thinking styles. Contemporary businesses draw employees from a more diverse pool of talent than ever before. To be successful, top managers must understand how to develop and lead diverse teams.
Managing a group composed of individuals with unique cultures, backgrounds, personalities, and abilities can be a daunting task. As a manager, it is your responsibility to ensure that team and group interactions are successful. As you review the Learning Resources this week to prepare for your Discussion posting, think about how you define diversity and diversity affects teams. Pay particular attention to the media resource, “Will Differences Doom the Team,” which presents some of the challenges managers face when leading a diverse team, and consider the key competencies managers must possess to effectively manage a diverse team. As you prepare for your post, consider what diversity means for you and how the diversity you have encountered in your professional experience have impacted how the team functions.
.
Discussion 1 ClassismIncome and wages are measurable indicators.docx
Discussion 1: Classism
Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual's net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry.
Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community's ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011).
Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a "right" way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life.
·
Post
an analysis of how classism has factored into your life.
·
Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients.
References (use 2 or more)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Discussion 2: Power, Privilege, and Classism
Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients' realities. For this Discussion, review how classis.
Discuss the value of studying the arts. Consider the following quest.docx
Discuss the value of studying the arts. Consider the following questions:
What can it teach us about the past? The present? The future?
How has art influenced society? How has society influenced art?
How does an awareness of all of this impact your own life?
a 2page paragraph.
.
Discussion $5.00 Please use detailDiscuss the importance of pos.docx
Discussion $5.00 Please use detail
Discuss the importance of positive socialization and how different cultural and ethical perspectives influence different aspects of development, self-concept, and identity.
Evaluate environmental influences such as geographical variance, religious beliefs, and the construction of the school setting (e.g., boarding school versus public school, traditional versus experiential learning) for cultural and ethical differences on development.
Short Paper $10.00 at least 3 pages and 3 cited sources apa format. Please answer all questions
Prompt:
Based on the articles you read in Module Four on gender dysphoria, write a short paper about the influence of acceptance, parenting styles, and how
these can directly steer a child’s gender id
entity. Moreover, think about society today and acceptance of varied gender roles compared to the 1950s.
Also, consider and explore society’s influence on gender dysphoria in your argument. Is there a direct correlation to gender
identity and society or not?
Gender Dysphoria: Two Steps Forward, One Step Back
Gender Dysphoria
Gender Stereotypes in the Family Context: Mothers, Fathers, and Siblings
The Early Development of Gender Differences
Specifically, your paper should address the following:
What is different today in
parenting styles
compared to the 1950s?
Considering the criteria and changes made in the DSM in the most recent version (DSM-5) compared to earlier, outdated versions, is there a direct
correlation to
gender identity and society
or not?
.
Discuss why terrorism is difficult to quantify and has numerous defi.docx
Discuss why terrorism is difficult to quantify and has numerous definitions that are used throughout the world. In addition, compare and contrast the definitions of terrorism from the following agencies: FBI, DOD, DHS, DIA, CIA, U.S. State Department. What similarities or differences do you notice? Are the definitions aligned with the individual agency mission? Do you think the “cyclical nature of violence” discussed by Combs bears on these differences? Why or why not?
at least one page please answer all questions
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please one page on how you feel safer now because we are aware of the problem
.
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