For this assignment, you are to use 1) your textbook; and, 2) at least one other outside source (You may want to use more than one outside source, and that will be great!). You are to provide APA Style citations in the paragraphs of your essay, and you are to have a Reference Section at the end of your essay in which you list the bibliographic information about your sources in APA Style. This means that you will have at least two references, including your textbook and one outside source, and possibly more if you use additional outside sources, which is always recommended. Every paragraph needs to include at least one APA citation in it.
DO NOT include any direct quotations from any source. Do not copy any information directly from any source. Put everything into your own words, and then cite and reference the sources appropriately.
In each of your six paragraphs, you need to have at least one citation (and hopefully more than one) that corresponds to one of the references that will be listed in your Reference Section at the end of the essay.
As you read the following six questions, you'll no doubt recognize them as being questions that are ordinarily just personal reflection questions, but in this assignment, I'm asking for you to not only reflect personally on the questions, but I'm also asking you to kick it up a notch, to raise the caliber of your responses to a more academic level by including information from sources to make your responses more substantive and "meaty". In other words, you may start with a brief statement or two reflecting your personal, "first person" response, but then, you need to follow up those statements by including research-based information to support what you have said. By doing so, that in itself will demonstrate your development in thinking, reflecting, and writing, something which I hope that this course is helping you to achieve :)
1) What do I know now that I didn’t know before I took this class?
2) What can I do now that I couldn’t do before I took this class?
3) What could I teach others to know or do that I couldn’t teach them to know or do before I took this class?
4) What are my most significant challenges going forward related to becoming an effective and culturally responsive teacher (or other professional)?
5) What must I do to overcome these challenges?
6) What am I committed to doing to further my knowledge, dispositions, and skills related to multicultural diversity?
Donna M. Gollnick
Chief Academic Officer, TEACH-NOW
Philip C. Chinn
California State University, Los Angeles
Multicultural Education
in a Pluralistic Society
T e n T h e d i T i o n
Boston • Columbus • Indianapolis • New York • San Francisco
Amsterdam • Cape Town • Dubai • London • Madrid • Milan • Munich • Paris • Montréal • Toronto
Delhi • Mexico City • São Paulo • Sydney • Hong Kong • Seoul • Singapore • Taipei • Tokyo
A01_GOLL4674_10_SE_FM_ppi-xx.indd 1 23/10/15 4:50 PM
Vice President.
Respond to above POST, ONE PARAGRAPH )You will write one R.docxaudeleypearl
Respond to above POST, ONE PARAGRAPH )
You will write one Response Post containing one fully developed paragraph that is between AT LEAST 10 sentences in length.
Remember that, for all assignments in which Response Posts are required, your Response Posts are to be as in-depth and substantive as your Assignment Posts are to be, including the use of APA citations and references (unless otherwise stated).
Select one of your classmate's Assignment posts.
Select one of the two concepts that your classmate defined and described.
The concept that you select needs to be a concept that are different from the ones that you selected for your own Assignment Post!
Then, respond to your classmate's post by taking one concept that they selected and discuss it in specific terms relating to how it impacts issues of race and ethnicity in today's classroom/educational settings.
Use your textbook as one source, and use at least one additional quality academic sources as well.
Again, this is not about communicating your opinion--it is about communicating the information that you are learning in your textbook readings and other sources. Even though the concept may be something that occurred in the past, perhaps 40-60 years ago, it still has an impact on today's schools, students, teachers, etc. in some way. That is what I want you to discuss in your Response Post.
You will write one very well-developed paragraph.
You are to use two sources for your Response Post.
Your Response Post paragraph should contain at least two APA citations.
At the end of your Response Post, create an APA Reference Section for your 2 APA reference listings.
Use APA citations to identify the sources that you use, and create a Reference Section at the end of each Response Post.
Both the citations in the paragraphs of your posts, and the reference section at the end of your posts, are to be in APA Writing Style!
For more information about APA Writing Style, use the following online resource:https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
SO for Topic 2, you are writing three total paragraphs.
Two paragraphs will be included in your one Topic 2 Assignment Post.
Then, you will write one Response Post that will be one paragraph in length.
As is always the case, if you have questions or need any clarification, email me at R[email protected] with your specific question, and I'll be happy to respond! :)
Donna M. Gollnick
Chief Academic Officer, TEACH-NOW
Philip C. Chinn
California State University, Los Angeles
Multicultural Education
in a Pluralistic Society
T e n T h e d i T i o n
Boston • Columbus • Indianapolis • New York • San Francisco
Amsterdam • Cape Town • Dubai • London • Madrid • Milan • Munich • Paris • Montréal • Toronto
Delhi • Mexico City • São Paulo • Sydney • Hong Kong • Seoul • Singapore • Taipei • Tokyo
A01_GOLL4674_10_SE_FM_ppi-xx.indd 1 23/10/15 4:50 PM
Vice President/Edit ...
http://finishedexams.com/homework_text.php?cat=867
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The document discusses the "culture of poverty" theory and the impact of socioeconomic status on student success. It warns against deficit theories that link low socioeconomic standing to school failure. Educators are asked to identify a low socioeconomic status student who is not succeeding and analyze what factors beyond their control or a mismatch between home and school culture may be contributing to difficulties. Alternative contributing factors and how teachers can effectively support students despite challenges are also discussed.
This document outlines the requirements for a semester 1 ELA portfolio. It requires a baseline writing assignment from the beginning of the year, a 250+ word reflective essay addressing the student's writing growth and process, and the choice of 2 revised writing pieces from a list of options. The portfolio is meant to demonstrate the student's writing skills and development over the course of the semester.
This document contains information and assignments for an education course (EDU 639) on multicultural education. It includes links to tutorials and documents for weekly discussion questions and assignments that address topics like the socio-historical context of multicultural education, bias and social psychology, gender and racism issues in schools, forms of segregation, and approaches to bilingual education. The course materials are meant to help students explore and reflect on issues of diversity, inclusion, and social justice in educational contexts.
This document discusses critical analysis and its application to evaluating information and arguments. It defines critical analysis as standing back to thoughtfully consider all elements of a topic from different viewpoints before making a judgment. Students are encouraged to zoom in on details and zoom out to the wider context when analyzing information. They are provided questions to critically evaluate authors, arguments, evidence, and how information compares. As an example, students are asked to analyze different writers' perspectives on the purpose of higher education using these critical reading techniques. The document aims to teach students to thoughtfully analyze rather than accept information at face value.
ACPA Session- Walking the Talk, Incorporating Multicultural Teambuilders Into...Tosh Patterson
This document outlines a training session for supervisors on incorporating multicultural teambuilding into supervision. The session aims to highlight the importance of multicultural dialogue between supervisors and staff and encourage supervisors to develop healthy multicultural connections. Supervisors will be exposed to simple resources and techniques through simulations and discussions. These include questions to ask staff, creating a shared book where each staff member contributes a page, scheduling mock appointments to discuss identity-related topics, and an exercise where staff map the identities most important to them. The goal is for supervisors to understand their responsibility in creating an inclusive environment and feel comfortable addressing diversity with their teams.
Here is a draft informational interview essay:
Introduction:
For my informational interview assignment, I interviewed Andy Lyu, an engineering coop intern at Quantum Technology Corp. Quantum Technology is a startup company focused on developing quantum computing technologies. I was interested in learning more about Andy's role at the company and the field of quantum engineering. The interview provided valuable insights into Andy's career path and the day-to-day responsibilities of an engineering intern.
Body:
Andy began the interview by describing his educational background. He is currently a third year engineering student at UBC, studying electrical engineering with a focus on quantum physics. He learned about Quantum Technology through a career fair and secured a 4-month coop term with them
Respond to above POST, ONE PARAGRAPH )You will write one R.docxaudeleypearl
Respond to above POST, ONE PARAGRAPH )
You will write one Response Post containing one fully developed paragraph that is between AT LEAST 10 sentences in length.
Remember that, for all assignments in which Response Posts are required, your Response Posts are to be as in-depth and substantive as your Assignment Posts are to be, including the use of APA citations and references (unless otherwise stated).
Select one of your classmate's Assignment posts.
Select one of the two concepts that your classmate defined and described.
The concept that you select needs to be a concept that are different from the ones that you selected for your own Assignment Post!
Then, respond to your classmate's post by taking one concept that they selected and discuss it in specific terms relating to how it impacts issues of race and ethnicity in today's classroom/educational settings.
Use your textbook as one source, and use at least one additional quality academic sources as well.
Again, this is not about communicating your opinion--it is about communicating the information that you are learning in your textbook readings and other sources. Even though the concept may be something that occurred in the past, perhaps 40-60 years ago, it still has an impact on today's schools, students, teachers, etc. in some way. That is what I want you to discuss in your Response Post.
You will write one very well-developed paragraph.
You are to use two sources for your Response Post.
Your Response Post paragraph should contain at least two APA citations.
At the end of your Response Post, create an APA Reference Section for your 2 APA reference listings.
Use APA citations to identify the sources that you use, and create a Reference Section at the end of each Response Post.
Both the citations in the paragraphs of your posts, and the reference section at the end of your posts, are to be in APA Writing Style!
For more information about APA Writing Style, use the following online resource:https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
SO for Topic 2, you are writing three total paragraphs.
Two paragraphs will be included in your one Topic 2 Assignment Post.
Then, you will write one Response Post that will be one paragraph in length.
As is always the case, if you have questions or need any clarification, email me at R[email protected] with your specific question, and I'll be happy to respond! :)
Donna M. Gollnick
Chief Academic Officer, TEACH-NOW
Philip C. Chinn
California State University, Los Angeles
Multicultural Education
in a Pluralistic Society
T e n T h e d i T i o n
Boston • Columbus • Indianapolis • New York • San Francisco
Amsterdam • Cape Town • Dubai • London • Madrid • Milan • Munich • Paris • Montréal • Toronto
Delhi • Mexico City • São Paulo • Sydney • Hong Kong • Seoul • Singapore • Taipei • Tokyo
A01_GOLL4674_10_SE_FM_ppi-xx.indd 1 23/10/15 4:50 PM
Vice President/Edit ...
http://finishedexams.com/homework_text.php?cat=867
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The document discusses the "culture of poverty" theory and the impact of socioeconomic status on student success. It warns against deficit theories that link low socioeconomic standing to school failure. Educators are asked to identify a low socioeconomic status student who is not succeeding and analyze what factors beyond their control or a mismatch between home and school culture may be contributing to difficulties. Alternative contributing factors and how teachers can effectively support students despite challenges are also discussed.
This document outlines the requirements for a semester 1 ELA portfolio. It requires a baseline writing assignment from the beginning of the year, a 250+ word reflective essay addressing the student's writing growth and process, and the choice of 2 revised writing pieces from a list of options. The portfolio is meant to demonstrate the student's writing skills and development over the course of the semester.
This document contains information and assignments for an education course (EDU 639) on multicultural education. It includes links to tutorials and documents for weekly discussion questions and assignments that address topics like the socio-historical context of multicultural education, bias and social psychology, gender and racism issues in schools, forms of segregation, and approaches to bilingual education. The course materials are meant to help students explore and reflect on issues of diversity, inclusion, and social justice in educational contexts.
This document discusses critical analysis and its application to evaluating information and arguments. It defines critical analysis as standing back to thoughtfully consider all elements of a topic from different viewpoints before making a judgment. Students are encouraged to zoom in on details and zoom out to the wider context when analyzing information. They are provided questions to critically evaluate authors, arguments, evidence, and how information compares. As an example, students are asked to analyze different writers' perspectives on the purpose of higher education using these critical reading techniques. The document aims to teach students to thoughtfully analyze rather than accept information at face value.
ACPA Session- Walking the Talk, Incorporating Multicultural Teambuilders Into...Tosh Patterson
This document outlines a training session for supervisors on incorporating multicultural teambuilding into supervision. The session aims to highlight the importance of multicultural dialogue between supervisors and staff and encourage supervisors to develop healthy multicultural connections. Supervisors will be exposed to simple resources and techniques through simulations and discussions. These include questions to ask staff, creating a shared book where each staff member contributes a page, scheduling mock appointments to discuss identity-related topics, and an exercise where staff map the identities most important to them. The goal is for supervisors to understand their responsibility in creating an inclusive environment and feel comfortable addressing diversity with their teams.
Here is a draft informational interview essay:
Introduction:
For my informational interview assignment, I interviewed Andy Lyu, an engineering coop intern at Quantum Technology Corp. Quantum Technology is a startup company focused on developing quantum computing technologies. I was interested in learning more about Andy's role at the company and the field of quantum engineering. The interview provided valuable insights into Andy's career path and the day-to-day responsibilities of an engineering intern.
Body:
Andy began the interview by describing his educational background. He is currently a third year engineering student at UBC, studying electrical engineering with a focus on quantum physics. He learned about Quantum Technology through a career fair and secured a 4-month coop term with them
This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
COM 315 GRAND CANYON ENTIRE COURSE
Just Click on Below Link To Download This Course:
http://www.tutorialsexperts.us/product/com-315-grand-canyon-entire-course/
COM 315 Grand Canyon Entire Course
COM315
COM 315 Grand Canyon Week 1 Discussion 1
What about the world today demonstrates most obviously the need for intercultural communication? Be detailed in your answer.
This document discusses a new framework called "IF I APPLY" for teaching source evaluation. It was created by three librarians - Kat Phillips, Sabrina Thomas, and Eryn Roles - to help students evaluate information more effectively. The framework focuses first on identifying one's own biases before evaluating external sources of information. It provides steps for establishing authority and evaluating a source's purpose, point of view, credentials, and more. The librarians have found it to be an effective tool for improving students' research skills based on assessment of classes where it has been implemented.
This document summarizes an 'āina-based curriculum applied to two English as a Second Language (ESL) courses at the University of Hawai'i. The curriculum incorporated Hawaiian values, place-based assignments, and community partnerships. For ESL 100, modules focused on developing a sense of self and place, growth mindset, engagement in education, and career success. ESOL 94 modules centered on the environment and sustainability. Both courses assessed increased awareness of Hawaiian culture, engagement in the community, and environmental issues through place-based assignments. Student feedback affirmed the benefits of an 'āina-based approach.
Edu 639 week 4 cultural immersion and socio historical research presentation 1naulasleri1970
This document outlines the assignments and topics for an education course on cultural immersion and socio-historical research. It includes assignments on analyzing the socio-historical context of education policies, exploring unconscious biases, writing from the perspective of a diverse student, examining issues of gender and race, and presenting research on a culture and its education system. Students are asked to consider how decisions have impacted multicultural education and which groups may feel excluded from the curriculum.
Requirments 12 font double space , apa format . cites and reference.docxpearlenehodge
Requirments: 12 font double space , apa format . cites and references required, cover page,
Required Resources
Course Text:
Diversity in Early Care and Education
Review Chapter 1, "Perceiving and Responding to Differences"
Chapter 2, "Communicating across Cultures"
Chapter 3, "Working with Diversity Issues"
Course Text:
How Culture Shapes Social-Emotional Development
Review the bullet points on pp. 5–6
Read pp. 16–24, "The Process of Cultural Reciprocity" and "Conclusion"
Article:
Bruno, H. E. (2003).
Hearing parents in every language: An invitation to ECE professionals
.
Child Care Information Exchange, 153,
58–60.
Used by permission.
Optional Resources
Book:
Barrera, I., Corso, R. M., & Macpherson, D. (2003).
Skilled dialogue: Strategies for responding to cultural diversity in early childhood.
Baltimore: Paul H. Brookes.
Assignment: Please follow intructions to the fullest!!!
In this course, you have learned a great deal about the often abstract and complex subject of culture and how it can influence behaviors, interactions, and communication in infant/toddler programs. Imagine that you now have an opportunity to share what you have learned in this course about culture and family centered care and education with other infant/toddler professionals. What information would be most valuable for professionals who will be working with infants/toddlers and their families?
In preparation for this assignment, consider the key insights you have had or the most important ideas you have encountered in this course. The following is one example:
It is important for infant/toddler professionals to learn directly from families rather than make assumptions about their values and beliefs based on cultural stereotypes
. You may wish to consult the Learning Resources and the assignments you for each week to guide your thinking.
For this Application Assignment, describe 10 key insights or major ideas from this course that you would most like to share with infant/toddler professionals to help them build culturally responsive relationships and environments. For each key insight or major idea, include the following:
Explain why it is significant to a professional's work with infants/toddlers and families and may help build culturally responsive relationships and environments.
Provide one or more specific examples from the Learning Resources and assignments to illustrate how the key insight or major idea could be put into practice in an infant/toddler program. Be sure to cite your sources.
Assignment length:
2 pages
Very Important please cite sures from resources provided also include references This a must !!
.
Anthro due April 24 11pmConducting Fieldwork - Discussion Board .docxjesuslightbody
Anthro due April 24 11pm
Conducting Fieldwork - Discussion Board #2
9
Learning Objective: How Do Anthropologists Get Started Conducting Fieldwork?
You don't need to go to a remote country to use the skills of an anthropologist; in fact, there are different cultures all around you at this very moment. College campuses include a huge variety of cultures, all of which can be studied by means of ethnographic fieldwork. Student organizations such as fraternities and sororities, and religious and ethnic groups, can be considered cultures.
This should get you thinking about your ethnography projects!
Instructions:
1. What is the emic point of view?
2. What is the etic point of view?
3. Write a plan for conducting ethnographic fieldwork within your own community. What culture, other than your own, would you study? What strategies would you employ in your fieldwork? What kinds of analysis would be appropriate for the data you have collected? Consider your fieldwork carefully, including what effect it might have on you. Post your written proposal for fieldwork to your class's online discussion board and ask for feedback about how it could be altered or improved. How would you approach it using the emic and etic points of view?
For full credit respond to at least two other post.
All posts made to each Lesson discussion are scored according to the following criteria:
· 0 points: no participation, no attempt to begin a discussion, or respond to a classmate.
· .5 – 5.75 point (F): varying degrees of failure; attempt to participate is not sincere; does not demonstrate much or any preparation; student clearly unwilling to participate or prepare; posts do not address the topic or engage peer in discussion; and/or post is incomprehensible due to grammar/spelling/syntax errors!
· 6 – 6.75 points (D): attempt does not demonstrate comprehension of material or full preparation for the discussion, or does not address the discussion topic in a meaningful way, and/or post is very difficult to understand, containing grammar/spelling/syntax errors!
· 7 – 7.75 points (C): statements indicate a willingness to participate but do not indicate full preparation or full comprehension, or may not address the discussion topic fully and/or post is somewhat difficult to follow, containing grammar/spelling/syntax errors.
· 8 – 8.75 points (B): statements indicate student willing and prepared for discussion, but maybe lacking a complete understanding of concepts or complete coverage of discussion topic, and/or post contains some grammar/spelling/syntax errors. They have also responded to at least 2 other post
· 9-10 points (A): student’s enthusiastic participation indicates preparation, comprehension and complete understanding of concepts, has complete and accurate coverage of the discussion topic and is free of grammar/spelling/syntax errors. They have also responded to at least 2 other post.
This is my discussion :
An emic point of view is a perspect.
This document summarizes a dissertation on the recruitment of division principals in international schools. The study examines the difficulty in finding high-quality candidates for these positions due to increasing numbers of international schools and upcoming retirements. It investigates factors that influence candidates' decisions, including organizational conditions, school characteristics, and candidate characteristics. The study aims to provide insights for international school heads and candidates on recruitment and competitiveness in the current market. It extends previous research focused on teacher recruitment to address the gap in research on division principal recruitment.
(What’s New in Special Education) William L. Heward, Sheila Alber-Morgan, Moi...The IUB PAKISTAN
This document provides an overview of the 11th edition of the textbook Exceptional Children: An Introduction to Special Education by William L. Heward, Sheila R. Alber-Morgan, and Moira Konrad. Some of the key changes and additions in this edition include new videos, teaching artifacts from special educators, and self-assessment quizzes to help students learn. The chapters also contain expanded coverage of several topics such as student involvement in IEPs, recognizing family strengths, new diagnostic criteria, and positive classroom management strategies. This edition aims to provide an engaging and interactive learning experience for readers through the incorporation of multimedia elements and opportunities for self-evaluation.
This document contains sample responses to questions on the NSF Graduate Research Fellowship application. The sample response discusses the applicant's belief that a career as a research professor will allow them to share their passion for science and discovery with future generations. It describes the applicant's experiences volunteering with the Biomedical Engineering Society to promote their field and support outreach activities. The response also outlines the applicant's honors thesis research and opportunities to present their findings. The overall summary emphasizes a commitment to education, outreach, and benefiting society through research.
Copyright 2018 cengage learning. all rights reserved. may not RAJU852744
The document provides information about the 9th edition of the textbook "Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society" including copyright details, publication information, author biographies, table of contents, and acknowledgments to multicultural scholars who have influenced the field.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
Participate in the discussion by asking a question, providing a stat.docxssuser562afc1
Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion. Always use constructive language, even in criticism, to work toward the goal of positive
progress.
Topic 1
Staff Education
a. Create a lesson about cultural diversity in the workforce.
b. Explain how you would motivate your audience.
c. Discuss potential barriers to learning.
Reply to my peers
Peer 1
Cultural diversity in the workforce involves multilingual colleagues, gender, religion, age, ethnicity, etc. but the lesson plan that I would like to write about is involving colleagues that are multilingual. In today’s society and in our country; speaking more than one language is a great privilege, benefit, and provides many opportunities. It is estimated that over 50 million people speak Spanish either as their primary language or secondary here in the United States of America. As a changing demographic and workforce; it’s of importance to be culturally aware and culturally competent as nurses in our skills, abilities, and experiences. To start our lesson, I’d like to gather employees together and encourage to speak about is common and unique in their culture and welcome different ideas and viewpoints. Next, id like everyone to share a story of either of a time of how they felt respected (of their culture) or the opposite; a time they can share with us of a misjudgment, disrespectful, or treated inferiorly. After these questions and stories are shared; I would like to encourage them to use this a learning experience of each other and how to be mindful and apply this out in the real world. Whether one needs to dissect and identify and prejudice or concerns them have about themselves or how we can all improve and be better individuals by being more aware and cognizant of our surrounding, diversity, and be culturally competent nurses. Common potentials of barriers to learning are getting out of your comfort zone and possibly a negative past experience (that can be hard to overcome). ‘Feedback must be specific, not general. [Adults] must also see a reward for learning … [They] must be interested in the subject [matter]. Interest is directly related to reward. Adults must see the benefit of learning in order to motivate themselves to learn’ (Galbraith 1990: 25). (Falasca, 2011). To overcome barriers; the one leading the group must first assess and communicate effectively what these potential barriers are for each individual. Expecting these potential barriers is important step to move through them and be successful in the goal of the diversity topic of discussion and learning. To assess be see if learning took place and how well this group learning discussion was and how effective it was is to evaluate and have return feedback; either verbally or written down privately. Also, i.
This document provides an overview of a presentation on oral language strategies for writing arguments. It discusses the Story Grammar Marker and ThemeMaker methodologies and how they relate to the Common Core State Standards. Some key points covered include:
- The Common Core Standards are broken into categories like speaking, listening, reading, and writing, and these categories are interrelated.
- The speaking and listening standards focus on presenting knowledge and ideas with relevant details from kindergarten through 6th grade.
- The writing standards require more expository and opinion/argument writing as the grades increase, focusing on introducing claims, reasons, evidence, and conclusions.
- The presentation reviews strategies for teaching elements of argument like opinions, reasons
Life ExperiencesName Fran Toya Roberts4-10-2016.docxsmile790243
Life Experiences
Name: Fran Toya Roberts
4-10-2016
Life offers us many different experiences that linger till the end of the memory lane and shapes our life to a great extent. These life experiences are the basis of our social life and largely influence on how we relate to other people. I remember so many things that have happened in my life; some good and other bad but each one has impacted some experience in my life. Nevertheless, there has been one most rewarding experience that life events have brought into my life.
The most rewarding experience may have happened when I was in college. College, to many offers a chance to experiment and be on the steering wheel to one’s life as the parents and society exerts minimal influence on our behaviors. The first day in school was a regrettable one having to guess almost everything. The system was so complex that I visibly seemed lost. The vastness of the school compound and the multitude of people streaming from all corners who showed no concern made life rather difficult. I could hardly trace where the hostel I was assigned to was and even worse the complex school dining system made it difficult for me to secure a decent meal that night. Nevertheless, my roommate, John, who we chanced to meet, had much to offer in my life as it later unfolded.
John had a rather private life but was immensely talented and had much to add to my personal life. It was some day after joining the school. Things were taking shape slowly, and I was adapting quickly to the system. I had a double life regarding relating to with other people. From a professional level, I devoted all my energy vis-à-vis. It was costly as I proofed deeply unreliable. I was hardly trusted with important issues or sometimes anything. The series of events happening between John and me drew a broad line on a differing social life. He was professional in his deeds, detailed and always going for the solid ideas. He had a knack of letting it go when it didn’t matter and always decisive on the issue that mattered. I could not help but admire how John handled other people at any given situation from a professional level. I had to learn how to do everything as it was the last time I was doing it regardless of the situation.
With time, I was getting used to the dynamic life back in college. I had a growing list of friends and my interest stay even longer developed gradually. As I proceeded to year three of my college, our program was changed to a different campus where would be accessing laboratory facilities. It was at that time a self-critique helped me establish the impact John had in my life. I was different in many ways, and I could feel it within myself. I mastered the art of letting things go and being decisive which was an important part of my life. I would arguably say that those are some of my most brilliant life achievements I have made so far.
Seven years later, his memory lingers in my life and has become ...
For this Portfolio Project, you will write a paper about John A.docxevonnehoggarth79783
For this Portfolio Project, you will write a paper about "John Adams" as well as any event in U.S. history that is relevant to your major area of study or of interest to you. You will write about John Adams from the perspective of another historical personality who lived at the same time as the person or event you are going to describe.
For your historical personality, try to select someone from an under-represented population (examples of possible perspectives include that of Anne Hutchinson, Pocahontas, or Sojourner Truth). This analysis is to make you think about how events/people’s actions were interpreted at the time.
Key Points::
Remember that you will be writing from the perspective of a historical person about another person or an event from a period of U.S. history up to Reconstruction. From your historical person’s perspective, provide a thorough summary of the person or event you’ve chosen to write about, including the incidents that took place and any key individuals involved or affected.
Address the general importance of the person or event in the context of U.S. history.
Now, explain specifically how the person or event changed “your” daily life—“you” being the historical persona you have adopted.
Think long-term: How will the person or the event you are describing make a long-term impact in the lives of people who are in the under-represented group to which your historical person/perspective belongs?
Paper Requirements:
Your paper must be four to six pages, not including the required references and title pages.
Use at least five sources, not including the textbook. Include a scholarly journal article. Include at least one
primary
source from those identified in the syllabus.
Definition of a Primary Source
: A primary source is any source, document or artifact that was created at the time of the event. It was usually created by someone who witnessed the event, lived during or even shortly afterwards, or somehow would have first-hand knowledge of that event. A secondary source, by contrast, is written by a historian or someone writing about the event after it happened.
Have an introduction and strong thesis statement. Make use of support and examples supporting your thesis
Finish with a forceful conclusion reiterating your main idea.
Format your paper according to the
CSU-Global Guide to Writing and APA Requirements
(Links to an external site.)
.
.
For this portfolio assignment, you are required to research and anal.docxevonnehoggarth79783
For this portfolio assignment, you are required to research and analyze a TV program that ran between 1955 and 1965.
To successfully complete this essay, you will need to answer the following questions:
What is the background of this show? Explain what years it was on TV, describe the channel it aired on, the main characters, setting, etc..
What social issues and historical events were taking place at the time the show was being broadcast?
Did these issues affect the television show in any way?
Did the television show make an impact on popular culture?
Your thesis for the essay should attempt to answer this question:
Explain the cultural relevance of the show, given the information gathered from the show's background, and cultural history. How can television act as a reflection of the social, political, and cultural current events?
.
For this paper, discuss the similarities and differences of the .docxevonnehoggarth79783
For this paper, discuss the similarities and differences of the impacts of the causes of the 2008 Great Recession and the current world crisis with the CoVID-19 virus*
How did the regulations you've studied over the past few chapters and in the Financial Crisis Chapter (Chapter 12) prepare banks and other financial institutions to better weather the effects of the stay-at-home orders and other impacts of the pandemic? Are there other regulations that could be placed on the banking industry that would make sense and help them through these trying times?
*Note: I am not trying to downplay or minimize in any way the "human" impact or any other non-economic impacts of the virus; this paper is just focusing on one component of the costs, among the many different impacts (perhaps much more important impacts)
4 pages 4 resources
.
For this paper, discuss the similarities and differences of the impa.docxevonnehoggarth79783
The document asks the student to discuss the similarities and differences between the impacts of the causes of the 2008 Great Recession and the current CoVID-19 crisis. It prompts the student to consider how banking regulations studied in previous chapters prepared financial institutions for the pandemic's effects and whether additional regulations could help the banking industry weather challenging times. The document notes that the focus is solely on the economic impacts of the virus, not minimizing its human and other non-economic costs.
For this paper choose two mythological narratives that we have exami.docxevonnehoggarth79783
For this paper choose two mythological narratives that we have examined so far in this course, or that you are otherwise personally familiar with. The two myths that you choose should have one or more elements in common, possibly including (but not limited to):
Overarching story (e.g., creation, flood) or story elements (e.g., descent into the underworld, establishment of divine rulership, rapture of mortals by gods, divine disguise)
Narrative structure (e.g., repetitive patterns, discursion)
Themes (e.g., love, jealousy, mortality, revenge, mutability/transformation, limits of human power/knowledge)
Characters (e.g., tricksters)
Cultural functions (e.g., reinforcement of societal norms, explanation of origins of society, explanation of natural phenomena, incorporation in ritual practices, entertainment)
Compare and contrast the two myths you choose, taking into consideration the various elements noted above and any others you deem relevant. (In making comparisons, you do not necessarily need to apply the specifically "comparativist" approach discussed in the course as one historical strand of mythological analysis.)
While you are welcome to reference external sources, this is not a research paper and the use of secondary sources is not required or expected. If you choose to examine a myth not discussed in the course, however, please indicate the source from which you have taken this.
.
For this module, there is only one option. You are to begin to deve.docxevonnehoggarth79783
For this module, there is only one option. You are to begin to develop your diversity consciousness by
identifying a current event in the news pertaining to social inequality in terms social class, gender, or racial ethnicity.
You are to
provide the link to this news article and analyze
the report including in your discussion the following:
What social inequality is being demonstrated in this current even? Describe it
What relationship is going on between the “majority” and “minority group.” Define who is the majority and who is the minority. Describe why you have identified the group as minority and majority.
Who is being marginalized in this event? How? Why do you believe they are being marginalized?
Is any group being “blamed” in this event? Is this “blame” at the individual level or the societal level – or both?
Who has the power in this situation? What is that power?
Who has the privilege in this situation? What is that privilege?
What suggestions do you have that would assist in addressing this social inequality?
What did you learn? (How did this develop your diversity consciousness?)
need to cite using apa and needs to be at least 250 words
.
For this Major Assignment 2, you will finalize your analysis in .docxevonnehoggarth79783
For this Major Assignment 2, you will finalize your analysis in your Part 3, Results section, and finalize your presentation of results from the different data sources. Also, for this week, you will complete the Part 4, Trustworthiness and Summary section to finalize the last part of this Major Assignment 2.
To prepare for this Assignment:
· Review the social change articles found in this week’s Learning Resources.
Part 4: Trustworthiness and Summary
D. Trustworthiness—summarize across the different data sources and respond to the following:
o What themes are in common?
o What sources have different themes?
o Explain the trustworthiness of your findings, in terms of:
§ Credibility
§ Transferability
§ Dependability strategies
§ Confirmability
Summary
· Based on the results of your analyses, how would you answer the question: “What is the meaning of social change for Walden graduate students?”
· Self-Reflection—Has your own understanding of you as a positive social change agent changed? Explain your reasoning.
· Based on your review of the three articles on social change, which one is aligned with your interests regarding social change and why?
By Day 7
Submit
Parts 1, 2, 3, and 4 of your Major Assignment 2.
.
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Similar to For this assignment, you are to use 1) your textbook; and, 2) at l.docx
This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
COM 315 GRAND CANYON ENTIRE COURSE
Just Click on Below Link To Download This Course:
http://www.tutorialsexperts.us/product/com-315-grand-canyon-entire-course/
COM 315 Grand Canyon Entire Course
COM315
COM 315 Grand Canyon Week 1 Discussion 1
What about the world today demonstrates most obviously the need for intercultural communication? Be detailed in your answer.
This document discusses a new framework called "IF I APPLY" for teaching source evaluation. It was created by three librarians - Kat Phillips, Sabrina Thomas, and Eryn Roles - to help students evaluate information more effectively. The framework focuses first on identifying one's own biases before evaluating external sources of information. It provides steps for establishing authority and evaluating a source's purpose, point of view, credentials, and more. The librarians have found it to be an effective tool for improving students' research skills based on assessment of classes where it has been implemented.
This document summarizes an 'āina-based curriculum applied to two English as a Second Language (ESL) courses at the University of Hawai'i. The curriculum incorporated Hawaiian values, place-based assignments, and community partnerships. For ESL 100, modules focused on developing a sense of self and place, growth mindset, engagement in education, and career success. ESOL 94 modules centered on the environment and sustainability. Both courses assessed increased awareness of Hawaiian culture, engagement in the community, and environmental issues through place-based assignments. Student feedback affirmed the benefits of an 'āina-based approach.
Edu 639 week 4 cultural immersion and socio historical research presentation 1naulasleri1970
This document outlines the assignments and topics for an education course on cultural immersion and socio-historical research. It includes assignments on analyzing the socio-historical context of education policies, exploring unconscious biases, writing from the perspective of a diverse student, examining issues of gender and race, and presenting research on a culture and its education system. Students are asked to consider how decisions have impacted multicultural education and which groups may feel excluded from the curriculum.
Requirments 12 font double space , apa format . cites and reference.docxpearlenehodge
Requirments: 12 font double space , apa format . cites and references required, cover page,
Required Resources
Course Text:
Diversity in Early Care and Education
Review Chapter 1, "Perceiving and Responding to Differences"
Chapter 2, "Communicating across Cultures"
Chapter 3, "Working with Diversity Issues"
Course Text:
How Culture Shapes Social-Emotional Development
Review the bullet points on pp. 5–6
Read pp. 16–24, "The Process of Cultural Reciprocity" and "Conclusion"
Article:
Bruno, H. E. (2003).
Hearing parents in every language: An invitation to ECE professionals
.
Child Care Information Exchange, 153,
58–60.
Used by permission.
Optional Resources
Book:
Barrera, I., Corso, R. M., & Macpherson, D. (2003).
Skilled dialogue: Strategies for responding to cultural diversity in early childhood.
Baltimore: Paul H. Brookes.
Assignment: Please follow intructions to the fullest!!!
In this course, you have learned a great deal about the often abstract and complex subject of culture and how it can influence behaviors, interactions, and communication in infant/toddler programs. Imagine that you now have an opportunity to share what you have learned in this course about culture and family centered care and education with other infant/toddler professionals. What information would be most valuable for professionals who will be working with infants/toddlers and their families?
In preparation for this assignment, consider the key insights you have had or the most important ideas you have encountered in this course. The following is one example:
It is important for infant/toddler professionals to learn directly from families rather than make assumptions about their values and beliefs based on cultural stereotypes
. You may wish to consult the Learning Resources and the assignments you for each week to guide your thinking.
For this Application Assignment, describe 10 key insights or major ideas from this course that you would most like to share with infant/toddler professionals to help them build culturally responsive relationships and environments. For each key insight or major idea, include the following:
Explain why it is significant to a professional's work with infants/toddlers and families and may help build culturally responsive relationships and environments.
Provide one or more specific examples from the Learning Resources and assignments to illustrate how the key insight or major idea could be put into practice in an infant/toddler program. Be sure to cite your sources.
Assignment length:
2 pages
Very Important please cite sures from resources provided also include references This a must !!
.
Anthro due April 24 11pmConducting Fieldwork - Discussion Board .docxjesuslightbody
Anthro due April 24 11pm
Conducting Fieldwork - Discussion Board #2
9
Learning Objective: How Do Anthropologists Get Started Conducting Fieldwork?
You don't need to go to a remote country to use the skills of an anthropologist; in fact, there are different cultures all around you at this very moment. College campuses include a huge variety of cultures, all of which can be studied by means of ethnographic fieldwork. Student organizations such as fraternities and sororities, and religious and ethnic groups, can be considered cultures.
This should get you thinking about your ethnography projects!
Instructions:
1. What is the emic point of view?
2. What is the etic point of view?
3. Write a plan for conducting ethnographic fieldwork within your own community. What culture, other than your own, would you study? What strategies would you employ in your fieldwork? What kinds of analysis would be appropriate for the data you have collected? Consider your fieldwork carefully, including what effect it might have on you. Post your written proposal for fieldwork to your class's online discussion board and ask for feedback about how it could be altered or improved. How would you approach it using the emic and etic points of view?
For full credit respond to at least two other post.
All posts made to each Lesson discussion are scored according to the following criteria:
· 0 points: no participation, no attempt to begin a discussion, or respond to a classmate.
· .5 – 5.75 point (F): varying degrees of failure; attempt to participate is not sincere; does not demonstrate much or any preparation; student clearly unwilling to participate or prepare; posts do not address the topic or engage peer in discussion; and/or post is incomprehensible due to grammar/spelling/syntax errors!
· 6 – 6.75 points (D): attempt does not demonstrate comprehension of material or full preparation for the discussion, or does not address the discussion topic in a meaningful way, and/or post is very difficult to understand, containing grammar/spelling/syntax errors!
· 7 – 7.75 points (C): statements indicate a willingness to participate but do not indicate full preparation or full comprehension, or may not address the discussion topic fully and/or post is somewhat difficult to follow, containing grammar/spelling/syntax errors.
· 8 – 8.75 points (B): statements indicate student willing and prepared for discussion, but maybe lacking a complete understanding of concepts or complete coverage of discussion topic, and/or post contains some grammar/spelling/syntax errors. They have also responded to at least 2 other post
· 9-10 points (A): student’s enthusiastic participation indicates preparation, comprehension and complete understanding of concepts, has complete and accurate coverage of the discussion topic and is free of grammar/spelling/syntax errors. They have also responded to at least 2 other post.
This is my discussion :
An emic point of view is a perspect.
This document summarizes a dissertation on the recruitment of division principals in international schools. The study examines the difficulty in finding high-quality candidates for these positions due to increasing numbers of international schools and upcoming retirements. It investigates factors that influence candidates' decisions, including organizational conditions, school characteristics, and candidate characteristics. The study aims to provide insights for international school heads and candidates on recruitment and competitiveness in the current market. It extends previous research focused on teacher recruitment to address the gap in research on division principal recruitment.
(What’s New in Special Education) William L. Heward, Sheila Alber-Morgan, Moi...The IUB PAKISTAN
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This document contains sample responses to questions on the NSF Graduate Research Fellowship application. The sample response discusses the applicant's belief that a career as a research professor will allow them to share their passion for science and discovery with future generations. It describes the applicant's experiences volunteering with the Biomedical Engineering Society to promote their field and support outreach activities. The response also outlines the applicant's honors thesis research and opportunities to present their findings. The overall summary emphasizes a commitment to education, outreach, and benefiting society through research.
Copyright 2018 cengage learning. all rights reserved. may not RAJU852744
The document provides information about the 9th edition of the textbook "Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society" including copyright details, publication information, author biographies, table of contents, and acknowledgments to multicultural scholars who have influenced the field.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
Participate in the discussion by asking a question, providing a stat.docxssuser562afc1
Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion. Always use constructive language, even in criticism, to work toward the goal of positive
progress.
Topic 1
Staff Education
a. Create a lesson about cultural diversity in the workforce.
b. Explain how you would motivate your audience.
c. Discuss potential barriers to learning.
Reply to my peers
Peer 1
Cultural diversity in the workforce involves multilingual colleagues, gender, religion, age, ethnicity, etc. but the lesson plan that I would like to write about is involving colleagues that are multilingual. In today’s society and in our country; speaking more than one language is a great privilege, benefit, and provides many opportunities. It is estimated that over 50 million people speak Spanish either as their primary language or secondary here in the United States of America. As a changing demographic and workforce; it’s of importance to be culturally aware and culturally competent as nurses in our skills, abilities, and experiences. To start our lesson, I’d like to gather employees together and encourage to speak about is common and unique in their culture and welcome different ideas and viewpoints. Next, id like everyone to share a story of either of a time of how they felt respected (of their culture) or the opposite; a time they can share with us of a misjudgment, disrespectful, or treated inferiorly. After these questions and stories are shared; I would like to encourage them to use this a learning experience of each other and how to be mindful and apply this out in the real world. Whether one needs to dissect and identify and prejudice or concerns them have about themselves or how we can all improve and be better individuals by being more aware and cognizant of our surrounding, diversity, and be culturally competent nurses. Common potentials of barriers to learning are getting out of your comfort zone and possibly a negative past experience (that can be hard to overcome). ‘Feedback must be specific, not general. [Adults] must also see a reward for learning … [They] must be interested in the subject [matter]. Interest is directly related to reward. Adults must see the benefit of learning in order to motivate themselves to learn’ (Galbraith 1990: 25). (Falasca, 2011). To overcome barriers; the one leading the group must first assess and communicate effectively what these potential barriers are for each individual. Expecting these potential barriers is important step to move through them and be successful in the goal of the diversity topic of discussion and learning. To assess be see if learning took place and how well this group learning discussion was and how effective it was is to evaluate and have return feedback; either verbally or written down privately. Also, i.
This document provides an overview of a presentation on oral language strategies for writing arguments. It discusses the Story Grammar Marker and ThemeMaker methodologies and how they relate to the Common Core State Standards. Some key points covered include:
- The Common Core Standards are broken into categories like speaking, listening, reading, and writing, and these categories are interrelated.
- The speaking and listening standards focus on presenting knowledge and ideas with relevant details from kindergarten through 6th grade.
- The writing standards require more expository and opinion/argument writing as the grades increase, focusing on introducing claims, reasons, evidence, and conclusions.
- The presentation reviews strategies for teaching elements of argument like opinions, reasons
Life ExperiencesName Fran Toya Roberts4-10-2016.docxsmile790243
Life Experiences
Name: Fran Toya Roberts
4-10-2016
Life offers us many different experiences that linger till the end of the memory lane and shapes our life to a great extent. These life experiences are the basis of our social life and largely influence on how we relate to other people. I remember so many things that have happened in my life; some good and other bad but each one has impacted some experience in my life. Nevertheless, there has been one most rewarding experience that life events have brought into my life.
The most rewarding experience may have happened when I was in college. College, to many offers a chance to experiment and be on the steering wheel to one’s life as the parents and society exerts minimal influence on our behaviors. The first day in school was a regrettable one having to guess almost everything. The system was so complex that I visibly seemed lost. The vastness of the school compound and the multitude of people streaming from all corners who showed no concern made life rather difficult. I could hardly trace where the hostel I was assigned to was and even worse the complex school dining system made it difficult for me to secure a decent meal that night. Nevertheless, my roommate, John, who we chanced to meet, had much to offer in my life as it later unfolded.
John had a rather private life but was immensely talented and had much to add to my personal life. It was some day after joining the school. Things were taking shape slowly, and I was adapting quickly to the system. I had a double life regarding relating to with other people. From a professional level, I devoted all my energy vis-à-vis. It was costly as I proofed deeply unreliable. I was hardly trusted with important issues or sometimes anything. The series of events happening between John and me drew a broad line on a differing social life. He was professional in his deeds, detailed and always going for the solid ideas. He had a knack of letting it go when it didn’t matter and always decisive on the issue that mattered. I could not help but admire how John handled other people at any given situation from a professional level. I had to learn how to do everything as it was the last time I was doing it regardless of the situation.
With time, I was getting used to the dynamic life back in college. I had a growing list of friends and my interest stay even longer developed gradually. As I proceeded to year three of my college, our program was changed to a different campus where would be accessing laboratory facilities. It was at that time a self-critique helped me establish the impact John had in my life. I was different in many ways, and I could feel it within myself. I mastered the art of letting things go and being decisive which was an important part of my life. I would arguably say that those are some of my most brilliant life achievements I have made so far.
Seven years later, his memory lingers in my life and has become ...
Similar to For this assignment, you are to use 1) your textbook; and, 2) at l.docx (15)
For this Portfolio Project, you will write a paper about John A.docxevonnehoggarth79783
For this Portfolio Project, you will write a paper about "John Adams" as well as any event in U.S. history that is relevant to your major area of study or of interest to you. You will write about John Adams from the perspective of another historical personality who lived at the same time as the person or event you are going to describe.
For your historical personality, try to select someone from an under-represented population (examples of possible perspectives include that of Anne Hutchinson, Pocahontas, or Sojourner Truth). This analysis is to make you think about how events/people’s actions were interpreted at the time.
Key Points::
Remember that you will be writing from the perspective of a historical person about another person or an event from a period of U.S. history up to Reconstruction. From your historical person’s perspective, provide a thorough summary of the person or event you’ve chosen to write about, including the incidents that took place and any key individuals involved or affected.
Address the general importance of the person or event in the context of U.S. history.
Now, explain specifically how the person or event changed “your” daily life—“you” being the historical persona you have adopted.
Think long-term: How will the person or the event you are describing make a long-term impact in the lives of people who are in the under-represented group to which your historical person/perspective belongs?
Paper Requirements:
Your paper must be four to six pages, not including the required references and title pages.
Use at least five sources, not including the textbook. Include a scholarly journal article. Include at least one
primary
source from those identified in the syllabus.
Definition of a Primary Source
: A primary source is any source, document or artifact that was created at the time of the event. It was usually created by someone who witnessed the event, lived during or even shortly afterwards, or somehow would have first-hand knowledge of that event. A secondary source, by contrast, is written by a historian or someone writing about the event after it happened.
Have an introduction and strong thesis statement. Make use of support and examples supporting your thesis
Finish with a forceful conclusion reiterating your main idea.
Format your paper according to the
CSU-Global Guide to Writing and APA Requirements
(Links to an external site.)
.
.
For this portfolio assignment, you are required to research and anal.docxevonnehoggarth79783
For this portfolio assignment, you are required to research and analyze a TV program that ran between 1955 and 1965.
To successfully complete this essay, you will need to answer the following questions:
What is the background of this show? Explain what years it was on TV, describe the channel it aired on, the main characters, setting, etc..
What social issues and historical events were taking place at the time the show was being broadcast?
Did these issues affect the television show in any way?
Did the television show make an impact on popular culture?
Your thesis for the essay should attempt to answer this question:
Explain the cultural relevance of the show, given the information gathered from the show's background, and cultural history. How can television act as a reflection of the social, political, and cultural current events?
.
For this paper, discuss the similarities and differences of the .docxevonnehoggarth79783
For this paper, discuss the similarities and differences of the impacts of the causes of the 2008 Great Recession and the current world crisis with the CoVID-19 virus*
How did the regulations you've studied over the past few chapters and in the Financial Crisis Chapter (Chapter 12) prepare banks and other financial institutions to better weather the effects of the stay-at-home orders and other impacts of the pandemic? Are there other regulations that could be placed on the banking industry that would make sense and help them through these trying times?
*Note: I am not trying to downplay or minimize in any way the "human" impact or any other non-economic impacts of the virus; this paper is just focusing on one component of the costs, among the many different impacts (perhaps much more important impacts)
4 pages 4 resources
.
For this paper, discuss the similarities and differences of the impa.docxevonnehoggarth79783
The document asks the student to discuss the similarities and differences between the impacts of the causes of the 2008 Great Recession and the current CoVID-19 crisis. It prompts the student to consider how banking regulations studied in previous chapters prepared financial institutions for the pandemic's effects and whether additional regulations could help the banking industry weather challenging times. The document notes that the focus is solely on the economic impacts of the virus, not minimizing its human and other non-economic costs.
For this paper choose two mythological narratives that we have exami.docxevonnehoggarth79783
For this paper choose two mythological narratives that we have examined so far in this course, or that you are otherwise personally familiar with. The two myths that you choose should have one or more elements in common, possibly including (but not limited to):
Overarching story (e.g., creation, flood) or story elements (e.g., descent into the underworld, establishment of divine rulership, rapture of mortals by gods, divine disguise)
Narrative structure (e.g., repetitive patterns, discursion)
Themes (e.g., love, jealousy, mortality, revenge, mutability/transformation, limits of human power/knowledge)
Characters (e.g., tricksters)
Cultural functions (e.g., reinforcement of societal norms, explanation of origins of society, explanation of natural phenomena, incorporation in ritual practices, entertainment)
Compare and contrast the two myths you choose, taking into consideration the various elements noted above and any others you deem relevant. (In making comparisons, you do not necessarily need to apply the specifically "comparativist" approach discussed in the course as one historical strand of mythological analysis.)
While you are welcome to reference external sources, this is not a research paper and the use of secondary sources is not required or expected. If you choose to examine a myth not discussed in the course, however, please indicate the source from which you have taken this.
.
For this module, there is only one option. You are to begin to deve.docxevonnehoggarth79783
For this module, there is only one option. You are to begin to develop your diversity consciousness by
identifying a current event in the news pertaining to social inequality in terms social class, gender, or racial ethnicity.
You are to
provide the link to this news article and analyze
the report including in your discussion the following:
What social inequality is being demonstrated in this current even? Describe it
What relationship is going on between the “majority” and “minority group.” Define who is the majority and who is the minority. Describe why you have identified the group as minority and majority.
Who is being marginalized in this event? How? Why do you believe they are being marginalized?
Is any group being “blamed” in this event? Is this “blame” at the individual level or the societal level – or both?
Who has the power in this situation? What is that power?
Who has the privilege in this situation? What is that privilege?
What suggestions do you have that would assist in addressing this social inequality?
What did you learn? (How did this develop your diversity consciousness?)
need to cite using apa and needs to be at least 250 words
.
For this Major Assignment 2, you will finalize your analysis in .docxevonnehoggarth79783
For this Major Assignment 2, you will finalize your analysis in your Part 3, Results section, and finalize your presentation of results from the different data sources. Also, for this week, you will complete the Part 4, Trustworthiness and Summary section to finalize the last part of this Major Assignment 2.
To prepare for this Assignment:
· Review the social change articles found in this week’s Learning Resources.
Part 4: Trustworthiness and Summary
D. Trustworthiness—summarize across the different data sources and respond to the following:
o What themes are in common?
o What sources have different themes?
o Explain the trustworthiness of your findings, in terms of:
§ Credibility
§ Transferability
§ Dependability strategies
§ Confirmability
Summary
· Based on the results of your analyses, how would you answer the question: “What is the meaning of social change for Walden graduate students?”
· Self-Reflection—Has your own understanding of you as a positive social change agent changed? Explain your reasoning.
· Based on your review of the three articles on social change, which one is aligned with your interests regarding social change and why?
By Day 7
Submit
Parts 1, 2, 3, and 4 of your Major Assignment 2.
.
For this Final Visual Analysis Project, you will choose one website .docxevonnehoggarth79783
For this Final Visual Analysis Project, you will choose one website that you visit frequently (it must be a professional business website, not your own personal website). Feel free to use websites such as Nike, Apple, Northwestern Mutual, etc. or a website that applies to your career choices.
Once you choose your website, you will begin to consider the effects the visual elements have on the viewers and
create a thesis statement and outline using the response elements 1-5 below.
For the Thesis & Outline TEMPLATE document click
here
.
APA title page, reference page, and formatting.
Use at least four academic/scholarly sources.
Use properly cited quotes and paraphrases when necessary.
Complete, polished, and error-free cohesive sentences.
Contains an introduction, body, and conclusion.
Sensory Response –
When analyzing the viewer’s sensory response to a particular visual, it is important to consider the visual elements that attract the eyes. Close your eyes when considering a visual. When you open your eyes, what are the first visual elements that you see? When analyzing a viewer’s Sensory Response, you may consider analyzing at least two of the following effects:
Colors
Lines
Shapes
Balance
Contrast
Perceptual Response –
When analyzing a viewer’s perception of visuals, it is important to consider the audience. Consider who is or is not attracted to this type of visual communication. When analyzing a viewer’s Perceptual Response, consider at least two of the following effects:
Target audience specifics (age, profession, gender, financial status, etc.)
Cultural familiarity elements (ethnicity, religious preference, social groups, etc)
Cognitive visuals (viewer’s memories, experiences, values, beliefs, etc.)
Technical Response –
When analyzing a viewer’s response to certain visuals, we need to consider the technical visual aspects that may affect perception. Describe how visuals affect the interpretation of the intended media communication message. Address specific technological elements that impact perception. When analyzing the Technical Response, consider the Laws of Perceptual Organization (similarity, proximity, continuity, common fate, etc), and at least two of the following types of visuals:
Drop-down menus
Hover-over highlighting
Animations
Quality of visuals
Emotional Response
– When analyzing a viewer’s Emotional Response, it is important to consider the targeted audience preferences and emotional intelligence. Discuss what the viewer might want to see and what type of visual presentation will set the tone for that response. When analyzing the Emotional Response, consider the effects of at least two of the following types of visuals:
Mood setting colors
Mood setting lighting
Persuasive images
Positioning of search or purchase buttons
Social media icons and share options
Ethical Response -
When analyzing a viewer’s Ethical Response, it is important to consider the ta.
For this essay, you will select one of the sources you have found th.docxevonnehoggarth79783
For this essay, you will select one of the sources you have found through your preliminary research about your research topic (see Assignment 1.1). Which source you choose is up to you; however, it should be substantial enough that you will be able to talk about it at length, and intricate enough that it will keep you (and your reader) interested. For more info see attached document
.
For this discussion, you will address the following prompts. Keep in.docxevonnehoggarth79783
For this discussion, you will address the following prompts. Keep in mind that the article or video you’ve chosen should not be about critical thinking, but should be about someone making a statement, claim, or argument related to Povetry & Income equality. One source should demonstrate good critical thinking skills and the other source should demonstrate the lack or absence of critical thinking skills. Personal examples should not be used.
1. Explain at least five elements of critical thinking that you found in the reading material.
2.Search the Internet, media, and find an example in which good critical thinking skills are being demonstrated by the author or speaker. Summarize the content and explain why you think it demonstrates good critical thinking skills.
3.Search the Internet, media, or and find an example in which the author or speaker lacks good critical thinking skills. Summarize the content and explain why you think it demonstrates the absence of good, critical thinking skills.
Your initial post should be at least 250 words in length, which should include a thorough response to each question.
Due midnight Thursday April 22,2020
.
For this discussion, research a recent science news event that h.docxevonnehoggarth79783
For this discussion, research a recent science news event that has occurred in the last six months. The event should come from a well-known news source, such as ABC, NBC, CBS, Fox, NPR, PBS, BBC, National Geographic, The New York Times, and so on. Post a link to the news story, and in your initial post:
* Summarize your news story and its contributions to the science or STEM fields
* If your news event is overtly related to globalization, explain how this event contributes to global studies. If your news event does not directly relate to globalization, how could the science behind your event be applied to global studies?
.
For this Discussion, review the case Learning Resources and the .docxevonnehoggarth79783
For this Discussion, review the case Learning Resources and the case study excerpt presented. Reflect on the case study excerpt and consider the therapy approaches you might take to assess, diagnose, and treat the patient’s health needs.
Case: An elderly widow who just lost her spouse.
Subjective: A patient presents to your primary care office today with chief complaint of insomnia. Patient is 75 YO with PMH of DM, HTN, and MDD. Her husband of 41 years passed away 10 months ago. Since then, she states her depression has gotten worse as well as her sleep habits. The patient has no previous history of depression prior to her husband’s death. She is awake, alert, and oriented x3. Patient normally sees PCP once or twice a year. Patient denies any suicidal ideations. Patient arrived at the office today by private vehicle. Patient currently takes the following medications:
•
Metformin 500mg BID
•
Januvia 100mg daily
•
Losartan 100mg daily
•
HCTZ 25mg daily
•
Sertraline 100mg daily
Current weight: 88 kg
Current height: 64 inches
Temp: 98.6 degrees F
BP: 132/86
By Day 3 of Week 7
Post
a response to each of the following:
• List three questions you might ask the patient if she were in your office. Provide a rationale for why you might ask these questions.
• Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.
• Explain what, if any, physical exams, and diagnostic tests would be appropriate for the patient and how the results would be used.
• List a differential diagnosis for the patient. Identify the one that you think is most likely and explain why.
• List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.
• For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities?
• Include any “check points” (i.e., follow-up data at Week 4, 8, 12, etc.), and indicate any therapeutic changes that you might make based on possible outcomes that may happen given your treatment options chosen.
Respond to the these discussions. All questions need to be addressed.
Discussion 2 Me
Treatment of a Patient with Insomnia
The case presented this week, is that of a 75-year-old widow who just lost her spouse 10-months ago. Th patient presents with chief complaints of insomnia. Past medical history of DM, HTN, and MDD is reported. Since the passing of her husband, she states her depression has gotten worse .
For this Discussion, give an example of how an event in one part.docxevonnehoggarth79783
For this Discussion, give an example of how an event in one part of the world can cause a response elsewhere in the world:
Reviewing the aspects of your event, analyze the cause and effect of global influences through direct or indirect means.
What aspects of diversity are evident in your event?
How can understanding diversity benefit a society?
.
For this discussion, consider the role of the LPN and the RN in .docxevonnehoggarth79783
For this discussion, consider the role of the LPN and the RN in the nursing process.
How would the LPN and RN collaborate to develop the nursing plan of care to ensure the patient is achieving their goal?
What are the role expectations for the LPN and RN in the nursing process?
Pls include two references and intext citation.
.
For this discussion, after you have viewed the videos on this topi.docxevonnehoggarth79783
For this discussion, after you have viewed the videos on this topic posted in this week's assignment, please answer the questions posted with this week's discussion.
After posting your individual answers to questions, you are required to respond to 2 students answers with meaningful/thoughtful input on their comments. Your responses must be minimum of a paragraph with at least 3 sentences. Your comments to 2 students
Video #1: History of Homosexuality on Film -- https://youtu.be/SeDhMKd83r4
Video #2: The Gay Culture, According to Television -- https://youtu.be/EbdxRZJfRp4
Video #3: Top 10 Groundbreaking Moments for LGBTQ Characters on TV -- https://youtu.be/yXJAzPJFjQ8
Video #4: I'm Gay, But I'm not ... -- https://criticalmediaproject.org/im-gay-but-im-not/
Video #5: Acting Gay - One Word Cut -- https://youtu.be/a4jfiqiIy0A
LGBTQ+ Questions:
· Name some common stereotypes associated with LGBTQ community?
· What role does media play in establishing & perpetuating these stereotypes?
· Name 2 LGBTQ characters, 1 one from current show/movie; 1 from 10-15 years ago
. Are there differences in the characters?
. Have things changed? Evolved? Improved?
· Are LGBTQ characters portrayed differently than straight characters?
· Why do stories involving LGBTQ characters revolve around their sexuality or sexual orientation?
Acting Gay - One Word: What is your one-word association with the saying "Acting Gay"? Why did you choose this word?
Jarrett Kelley
LGBTQ Discussion
COLLAPSE
Top of Form
1. Some common stereotypes that coincide with the LGBTQ community are promiscuous, non-religious, flamboyant, mentally ill, high sex drives, etc.
2. The media plays a role in establishing these stereotypes because the general public is always watching these shows, reading the news, and listening to stories about different cultures and groups and media that they may not see or interact with in their lives. Therefore, media is an outlet to show these things in a easy way to gain knowledge about people without meeting people face-to-face apart of these groups when sometimes the stereotypes shown can't represent everyone in those groups.
3. Currently, in Marvel's Runaways, that ended in December, there are two lesbian superheros that share a kiss at the end of a season. Karolina, one of the characters, wants to get away from her childhood of religious upbringing and wants to pursue her own life with her superpower of glowing colors. Nico is shown with a Gothic appearance and can be seen as aggressive but down to earth as well. The War at Home was a television show on Fox and a character named Kenny, who is sixteen years old, is kicked out of his house by his parents after finding out he is gay.
a. There are some differences in the characters as Karolina is more flamboyant and colorful, compared to Nico who is goth and likes to remain strictly to business. Kenny is quiet most of the time about his life, especially about his gay crush until his p.
For this discussion choose one of the case studies listed bel.docxevonnehoggarth79783
For this "discussion" choose
one
of the case studies listed below and mention which case study number you picked. After completing your readings, you should be able to identify the psychological disorder associated to each. After choosing one case study, identify the diagnosis, symptoms in your words and treatment plan for that diagnosis. Provide
in-text citations and references in APA format
to indicate where you are getting information from regarding diagnosis and treatment options).
This is the Case Study I chose:
Martin is a 21 year-old business major at a large university. Over the past few weeks his family and friends have noticed increasingly bizarre behaviors. On many occasions they’ve overheard him whispering in an agitated voice, even though there is no one nearby. Lately, he has refused to answer or make calls on his cell phone, claiming that if he does it will activate a deadly chip that was implanted in his brain by evil aliens. His parents have tried to get him to go with them to a psychiatrist for an evaluation, but he refuses. He has accused them on several occasions of conspiring with the aliens to have him killed so they can remove his brain and put it inside one of their own. He has stopped attended classes altogether. He is now so far behind in his coursework that he will fail if something doesn’t change very soon. Although Martin occasionally has a few beers with his friends, he’s never been known to abuse alcohol or use drugs. He does, however, have an estranged aunt who has been in and out of psychiatric hospitals over the years due to erratic and bizarre behavior.
The Psychological disorder is: SCHIZOPHRENIA
I have attached the reading as well.
Please Consider the following:
APA Format
Only sources from the text
250 words or more
Please let me know if you need anything else.
.
For this assignment, you will use what youve learned about symbolic.docxevonnehoggarth79783
For this assignment, you will use what you've learned about symbolic interactionism to develop your own analysis.
Your assignment is to select a television program that you know contains social inequality or social class themes. In 3-5 pages make sure to provide the following:
Provide a brief introduction that includes the program's title, describes the type of program, and explains which social theme you are addressing
Describe and explain scenes that apply to the social theme.
Identify all observed body language, facial expressions, gestures, posture stances, modes of dress, nonverbal cues, symbols, and any other observed nonverbal forms of communication in the scenes.
Explain your interpretation of the meanings of the identified nonverbal communications and symbolism.
Summarize how these interpretations are important to the sociological understanding of your chosen social inequality or social class theme.
Suggest how your interpretation of the respective meanings might be generalized to society as a whole.
.
For this Assignment, you will research various perspectives of a mul.docxevonnehoggarth79783
For this Assignment, you will research various perspectives of a multicultural education issue and develop an advocacy plan to effectively communicate and advocate for a culturally responsive solution. During the development of your advocacy plan, synthesize and reflect on the major learning points that are applicable to leading culturally responsive social change in your context.
To prepare for this Assignment, review the issues you identified in the Equity Audit assignment.
Review Chapters 1–5 (pp. 1–64) of “An Introduction to Advocacy: Training Guide.”
Develop and submit your advocacy plan. To complete this Assignment, use the document below:
.
For this assignment, you will be studying a story from the Gospe.docxevonnehoggarth79783
Jesus visited Mary and Martha in Luke 10:38-42. The passage describes Mary sitting at Jesus' feet listening to his teaching while Martha was distracted by her household duties. Jesus affirmed Mary's choice to listen to him over working, showing the importance of prioritizing time with God over other tasks.
For this assignment, you will discuss how you see the Design Princip.docxevonnehoggarth79783
For this assignment, you will discuss how you see the Design Principles used in a 2D print. You can select a 2D print from your home, workplace, or use the CSU Art Appreciation LibGuide to find a print in an online museum. Take a photograph of the print or save an image of the print, and include it in the worksheet.In Unit II, our assignment was to describe an artwork using the Visual Elements. We can think of the Design Principles as a way that the artist organized the Visual Elements. Instead of focusing on the small parts of the artwork (like line, shape, and mass) the Design Principles look at the whole artwork and how all the elements work together. Provide a detailed description of the design principles in your 2D print, using full and complete sentences. For Design Principles, make sure you describe how the artist used the ones in Chapter 5: unity and variety, balance, emphasis, repetition and rhythm, and scale and proportion. Questions to consider are included below:
Unity: what elements work together to make a harmonious whole?
Variety: What creates diversity?
Balance: Is it symmetrical or asymmetrical?
Emphasis: What is the focal point?
Repetition and rhythm: Is an element repeated?
Scale and proportion: Are the objects in proportion to each other?
Be sure to describe exactly where in the artwork you see each Principle. You'll want to describe each artwork using the terms we learned in this unit's reading. Remember to write in complete sentences and use proper grammar.
.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
For this assignment, you are to use 1) your textbook; and, 2) at l.docx
1. For this assignment, you are to use 1) your textbook; and, 2) at
least one other outside source (You may want to use more than
one outside source, and that will be great!). You are to provide
APA Style citations in the paragraphs of your essay, and you
are to have a Reference Section at the end of your essay in
which you list the bibliographic information about your sources
in APA Style. This means that you will have at least two
references, including your textbook and one outside source, and
possibly more if you use additional outside sources, which is
always recommended. Every paragraph needs to include at least
one APA citation in it.
DO NOT include any direct quotations from any source. Do not
copy any information directly from any source. Put everything
into your own words, and then cite and reference the sources
appropriately.
In each of your six paragraphs, you need to have at least one
citation (and hopefully more than one) that corresponds to one
of the references that will be listed in your Reference Section at
the end of the essay.
As you read the following six questions, you'll no doubt
recognize them as being questions that are ordinarily just
personal reflection questions, but in this assignment, I'm asking
for you to not only reflect personally on the questions, but I'm
also asking you to kick it up a notch, to raise the caliber of your
responses to a more academic level by including information
from sources to make your responses more substantive and
"meaty". In other words, you may start with a brief statement or
two reflecting your personal, "first person" response, but then,
you need to follow up those statements by including research-
based information to support what you have said. By doing so,
that in itself will demonstrate your development in thinking,
reflecting, and writing, something which I hope that this course
2. is helping you to achieve :)
1) What do I know now that I didn’t know before I took this
class?
2) What can I do now that I couldn’t do before I took this
class?
3) What could I teach others to know or do that I couldn’t teach
them to know or do before I took this class?
4) What are my most significant challenges going forward
related to becoming an effective and culturally responsive
teacher (or other professional)?
5) What must I do to overcome these challenges?
6) What am I committed to doing to further my knowledge,
dispositions, and skills related to multicultural diversity?
Donna M. Gollnick
Chief Academic Officer, TEACH-NOW
Philip C. Chinn
California State University, Los Angeles
Multicultural Education
in a Pluralistic Society
T e n T h e d i T i o n
Boston • Columbus • Indianapolis • New York • San Francisco
Amsterdam • Cape Town • Dubai • London • Madrid • Milan •
Munich • Paris • Montréal • Toronto
4. or otherwise. For information regarding
permissions, request forms and the appropriate contacts within
the Pearson Education Global Rights &
Permissions Department, please visit
www.pearsoned.com/permissions/.
Library of Congress Cataloging-in-Publication Data
Names: Gollnick, Donna M. | Chinn, Philip C., 1937-
Title: Multicultural education in a pluralistic society / Donna
M. Gollnick,
National Council for the Accreditation of Teacher Education,
Philip C.
Chinn, California State University, Los Angeles.
Description: Tenth Edition. | Boston : Pearson, [2017] | Includes
bibliographical references and index.
Identifiers: LCCN 2015033057 | ISBN 9780134054674
Subjects: LCSH: Multicultural education--United States. |
Social
sciences—Study and teaching (Elementary)--United States. |
Cultural
pluralism—Study and teaching (Elementary)--United States. |
Social
sciences—Study and teaching (Secondary)--United States. |
Cultural
pluralism—Study and teaching (Secondary)--United States.
Classification: LCC LC1099.3 .G65 2017 | DDC 370.1170973--
dc23
LC record available at http://lccn.loc.gov/2015033057
10 9 8 7 6 5 4 3 2 1
LLV:
ISBN 10: 0-13-405491-1
ISBN 13: 978-0-13-405491-9
eText:
5. ISBN 10: 0-13-405564-0
ISBN 13: 978-0-13-405564-0
eText with LLV:
ISBN 10: 0-13-405467-9
ISBN 13: 978-0-13-405467-4
A01_GOLL4674_10_SE_eText-FM.indd 2 23/10/15 4:47 PM
http://www.pearsoned.com/permissions/
http://lccn.loc.gov/2015033057
This book is dedicated to
Dr. Haywood Wyche and Michele Clarke,
my best friends and my inspiration
DMG
Dr. Frances Kuwahara Chinn and Dylan Philip Chinn-Gonzalez,
my best friend and my newest grandchild
PCC
A01_GOLL4674_10_SE_FM_ppi-xx.indd 3 23/10/15 4:50
PM
About the Authors
Donna M. Gollnick
is the Chief Academic Officer of TEACH-NOW, an online
teacher education program. She
6. was previously a senior consultant for the new teacher
education accrediting organization,
the Council for Accreditation of Educator Preparation (CAEP),
and the Senior Vice Presi-
dent of the National Council for the Accreditation of Teacher
Education (NCATE), where
she managed the accreditation of colleges and universities
across the United States. She has
been promoting and writing about multicultural education and
equity in teacher education
and schools since the 1970s and is a past president of the
National Association for Multicul-
tural Education (NAME). Dr. Gollnick is the coauthor of
Introduction to the Foundations of
American Education, Seventeenth Edition, and Introduction to
Teaching: Making a Difference in
Student Learning, Second Edition.
Philip C. Chinn
is a professor emeritus at California State University, Los
Angeles, where he taught multicul-
tural education, special education, and served as Special
Education Division chair. He served as
special assistant to the Executive Director for Minority Affairs
at the Council for Exceptional
7. Children (CEC), where he coordinated the first national
conferences on the Exceptional Bilin-
gual Child and the Exceptional Black Child. He served as vice
president of the National Associa-
tion for Multicultural Education (NAME) and co-editor of
Multicultural Perspectives, the NAME
journal. NAME named their Multicultural Book Award in his
honor. He has co-authored two
special education texts. He also served on the California State
Advisory Commission for Special
Education.
iv
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Brief Contents
ChAPter 1
Foundations of Multicultural education 1
ChAPter 2
race and ethnicity 26
ChAPter 3
Class and Socioeconomic Status 57
8. ChAPter 4
Gender 84
ChAPter 5
Sexual Orientation 109
ChAPter 6
exceptionality 130
ChAPter 7
Language 156
ChAPter 8
religion 180
ChAPter 9
Geography 209
ChAPter 10
the Youth Culture 235
ChAPter 11
education that Is Multicultural 258
v
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Preface xv
ChAPter 1
Foundations of Multicultural education 1
Diversity in the Classroom 2
Culture 4
Critical Incidents in Teaching: Celebrating Ethnic Holidays 5
Characteristics of Culture 5
The Dominant Culture 6
Cultural Identity 8
Pluralism in Society 9
Assimilation 10
Ethnocentrism 11
Cultural Relativism 11
10. Multiculturalism 12
Equality and Social Justice in a Democracy 12
Meritocracy 13
Equality 14
Social Justice 14
Obstacles to Equality and Social Justice 15
Multicultural Education 18
Evolution of Multicultural Education 19
Focus Your Cultural Lens: Debate/Should Ethnic Studies Be
Taught? 21
Multicultural Education Today 22
Multicultural Proficiencies for Teachers 23
Reflecting on Multicultural Teaching 24
Summary 25
ChAPter 2
race and ethnicity 26
Immigration 27
A Brief History of Immigration in the United States 27
The Control of Immigration 29
11. Unauthorized Immigrants 31
Refugees and Asylees 32
Education of Immigrants 33
vii
Contents
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Ethnicity 33
Ethnic Identity 34
Acculturation 35
Race 35
Critical Incidents in Teaching: Student Conflict between Family
and Peer
Values 36
Identification of Race 37
Racial Diversity 38
Racial Identity 39
The Struggle for Civil Rights 41
12. The Civil Rights Movement 41
Brown v. Board of Education 42
Post-Brown Turnaround 43
Racial and Ethnic Discrimination 46
Intergroup Relations 46
Hate Groups 47
School-to-Prison Pipeline 48
Focus Your Cultural Lens: Debate/To Suspend or Not Suspend?
49
Affirming Race and Ethnicity in Classrooms 50
Acknowledging Race and Ethnicity in Schools 51
Confronting Racism in Classrooms 52
Incorporating Race and Ethnicity in the Curriculum 52
Closing the Opportunity Gap 54
Summary 56
ChAPter 3
Class and Socioeconomic Status 57
Class 58
Class Identity 58
13. Social Stratification 59
Socioeconomic Status 59
Income 59
Critical Incidents in Teaching: Impact of Socioeconomic Status
on School Events 61
Wealth 61
Occupation 62
Education 63
Power 64
Class Differences 65
The Unemployed and Homeless 66
The Working Class 68
The Middle Class 69
The Upper Middle Class 70
The Upper Class 71
viii Contents
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14. Contents ix
Economic Inequality 72
Racial and Ethnic Inequality 72
Gender Inequality 74
Age Inequality 74
Teaching for Equality 76
Teacher Expectations 78
Tracking 78
Focus Your Cultural Lens: Debate/Detracking 80
Curriculum for Equality 81
School Funding 82
Summary 82
ChAPter 4
Gender 84
Male and Female Differences 85
Differences Based on Nature 85
Socially Constructed Differences 86
Gender Identity 88
15. Masculinity and Femininity 88
Transgender Identity 89
Influence of Ethnicity and Religion 90
Struggles for Gender Equity 90
Early Struggles for Gender Equity 91
The Second Wave 91
Today’s Challenges 92
The Boy Crisis 93
The Cost of Sexism and Gender Discrimination 93
Jobs 94
Income 96
Sexual Harassment 98
Critical Incidents in Teaching: The Boys’ Code 99
Bringing Gender Equality to the Classroom and
Beyond 100
Title IX 101
Improving Academic Achievement 102
Nonsexist Education 103
16. Focus Your Cultural Lens: Debate/Separate Education for Boys
and Girls 105
Single-Sex Education 105
Gender Equity: A Universal Issue 106
Summary 108
A01_GOLL4674_10_SE_FM_ppi-xx.indd 9 23/10/15 4:50
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x Contents
ChAPter 5
Sexual Orientation 109
Sexual Identity 110
Sexual Differences 110
Diversity of Sexual Orientations 111
Self-Identity 112
Critical Incidents in Teaching: Same-Sex Parents 113
Struggles for Sexual Equity 114
Fighting for Sexual Equity 115
Continuing Challenges for Equity 119
17. Heterosexism’s Toll on Students and Adults 120
A Targeted Minority 120
The School Climate 121
LGBTQ Teachers 122
Schools That Value Sexual Diversity 124
Queering the Curriculum 124
Conflict About LGBTQ-Inclusive Curriculum 126
Supporting LGBTQ Students 126
Focus Your Cultural Lens: Debate/Sexual Orientation in the
Curriculum 127
Summary 129
ChAPter 6
exceptionality 130
Students with Disabilities and Students Who Are Gifted and
Talented 131
Labeling 132
Historical Antecedents 133
Litigation 134
Brown v. Board of Education 134
18. PARC v. The Commonwealth of Pennsylvania 135
Mills v. Board of Education 135
Legislation 136
Section 504 136
Public Law 94-142 136
Americans with Disabilities Act 137
Individuals with Disabilities Education Act
(IDEA) 138
Idea Amendments 139
Idea Funding 140
Post–P.L. 94-142 Litigation 140
Laws and Funding for Gifted and Talented Students 141
Exceptional Individuals and Society 142
Exceptional Cultural Groups 143
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Contents xi
Disproportionate Placement in Special Education 145
19. Reporting of Students with Disabilites 145
Need for Disaggregated Data 148
California Proposition 227 and Special Education 148
Teaching Children with Exceptionalities 149
Communication Needs 150
Acceptance Needs 150
Freedom to Grow 150
Critical Incidents in Teaching: How to Address a Major Student
Behavior Issue 151
Normalization and Inclusion 152
Focus Your Cultural Lens: Debate/Is Full Inclusion Feasible for
All Children with
Disabilities? 154
Summary 154
ChAPter 7
Language 156
Language and Culture 157
Language as a Socializing Agent 158
Language Diversity 159
The Nature of Language 159
20. Cultural Influences 159
Language Differences 160
Bilingualism 161
Accents 161
Dialects 162
Bidialectalism 163
Perspectives on Standard English 164
Perspectives on African American English 164
Critical Incidents in Teaching: Attitudes toward African
American Vernacular
English 165
Sign Language 166
Nonverbal Communication 166
Second-Language Acquisition 168
English Language Learner Characteristics 169
The Role of First Language in Second Language Acquisition
169
Official English (English-Only) Controversy 171
Differentiating Instruction for All Language Learners 171
21. Language and Educational Assessment 172
Bilingual Education 173
English as a Second Language 175
Focus Your Cultural Lens: Debate/Curtailing Bilingual
Education 178
Summary 178
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ChAPter 8
religion 180
Religion and Culture 181
Religious Composition of Schools 181
The First Amendment and the Separation of Church and State
182
Religion as a Way of Life 183
The Importance of Religion in Our Lives 183
Freedom of Religious Expression 183
Religious Pluralism in the United States 184
A Changing Religious Landscape 185
22. The End of Christian America? 187
Protestantism 188
Catholicism 190
Judaism 191
Islam 193
Critical Incidents in Teaching: Ship Them Back to Where They
Came From? 194
Buddhism 196
Hinduism 197
Other Denominations and Religious Groups 198
Interaction of Religion with Gender, Gay and Lesbian Issues,
and Race 198
Religion and Gender 198
Religion and Gay and Lesbian Issues 200
Religion and Race 201
Separating Church and State and Other Issues 203
School Prayer 204
School Vouchers 204
Censorship 205
23. Focus Your Cultural Lens: Debate/School Prayer 206
Classroom Implications 207
Summary 208
ChAPter 9
Geography 209
Geography and Culture 210
What Is Geography? 210
Our Place in the World 211
Regional Diversity in the United States 211
Regional Differences in Education 213
Rural, Urban, and Suburban Areas 216
Rural Areas 216
Urban Areas 218
Critical Incidents in Teaching: Moving from the City to a Rural
Community 219
Suburban Areas 222
xii Contents
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24. Migration 223
Migration Worldwide 225
Migration in the United States 225
Globalization 225
Economics 226
Environment 227
Resistance by Indigenous People 228
Incorporating Students’ Cultural and Geographic Differences
into the
Classroom 229
Teaching Immigrant Students 230
Honoring Family Cultures 231
Incorporating Global Perspectives 231
Working with Families and Communities 231
Focus Your Cultural Lens: Debate/Incorporating Global
Perspectives in the Curriculum 232
Summary 233
ChAPter 10
25. the Youth Culture 235
The Culture of Youth 236
Young Adulthood 236
The Millennials: The Me Generation 237
Childhood 239
Social Class and Poverty 240
Children, Ethnic Awareness, and Prejudice 240
Child Abuse 241
Childhood Obesity 243
Adolescence 244
Relationship with Parents 244
At-Risk Youth and High-Risk Behavior 244
Substance Abuse 245
Adolescent Sexual Behaviors 246
Other High-Risk Behaviors 247
Adolescent Suicide 247
Adolescent Self-Injury 249
Bullying 249
26. Youth Violence 250
Focus Your Cultural Lens: Debate/Zero Tolerance 252
Street Gangs 253
America’s Youth in Today’s Classrooms 254
Critical Incidents in Teaching: Honor Student and Star
Athlete 255
Summary 256
Contents xiii
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ChAPter 11
education that Is Multicultural 258
Making Teaching Multicultural 259
Placing Students at the Center of Teaching and Learning 260
Student Voices 261
Engaging Students 261
Climate That Promotes Human Rights 262
School Climate 263
27. Hidden Curriculum 264
Messages to Students 264
Student and Teacher Connections 265
Student and Teacher Communications 266
Belief That All Students Can Learn 266
Focus on Learning 267
High Expectations 268
Caring 269
Culturally Responsive Teaching 269
Multicultural Curriculum 269
Critical Incidents in Teaching: Teaching about Thanksgiving
271
Culture in Academic Subjects 271
Multiple Perspectives 272
Inequity and Power 273
Focus Your Cultural Lens: Debate/Teaching “Black Lives
Matter” 274
Social Justice and Equality 275
Thinking Critically 275
28. Fostering Learning Communities 276
Teaching as a Political Activity 276
Preparing to Teach Multiculturally 276
Know Yourself and Others 276
Reflect on Your Practice 277
Summary 278
Glossary 279
References 287
Author index 305
Subject index 309
xiv Contents
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Preface
A decade from now, we may look back at the period around
2015 as a turning point in address-
ing racism in the United States. As this book went to print, in
the summer of 2015, marchers
from diverse racial, ethnic, and economic groups across the
country were chanting “Black Lives
Matter” after nine African Americans had been murdered in the
Emanuel African Methodist
29. Episcopal Church in Charleston, South Carolina, and a number
of unarmed African American
youth and men had been killed by police over the previous year.
Calls for the removal of the
Confederate f lag as a symbol of hate from public places came
from leaders across political
parties and racial groups. Times will tell whether these events
have led to a public outcry by
people of all races that will change policies and practices that
are racist and discriminate against
people of color.
The tenth edition of Multicultural Education in a Pluralistic
Society examines issues of race,
diversity and equity in society, how they are ref lected in
schools, and their impact on students
and teachers. In order to explore these issues, the book
introduces future teachers to the dif-
ferent cultural groups to which we and our students belong and
the importance of building on
the cultures and experiences of students to help them learn at
high levels.
What Is New in the tenth edition?
NEW! The tenth edition is available as an enhanced Pearson e-
text* with the following
features:
• Video Margin Notes: Our new digital format allows us to
illustrate issues and
introduce readers to cultural groups in ways that were
unimaginable in the past. Each
chapter includes two to five videos to allow readers to listen to
experts, watch footage
of diverse classrooms, and listen to and watch effective teachers
30. talk about and prac-
tice strategies that promote multicultural education.
• Chapter Quizzes: Quiz questions align with learning
outcomes and appear as a link
at the end of each chapter in the e-text*. Using multiple-choice
questions, the quiz-
zes allow readers to test their knowledge of the concepts,
research, strategies, and
practices discussed in each section.
NEW! New opening scenarios in Chapters 1 and 5 introduce
issues surrounding
language diversity and sexual identity in classrooms.
NEW! Chapters 1, 2, and 11 include new Focus Your Cultural
Lens features on the
politics of teaching ethnic studies, the use of suspensions in
schools, and teaching “Black
Lives Matter.”
NEW! New Critical Incidents are introduced on handling a
student behavior issue
(Chapter 7), verbal attacks on Muslims in a classroom (Chapter
8), and moving from the
city to a rural community (Chapter 9).
xv
*These features are only available in the Pearson eText,
available exclusively from
www.pearsonhighered.com/etextbooks or by ordering
the Pearson eText plus Loose-Leaf Version (ISBN 0134054679)
or the Pearson eText Access Code Card (ISBN 013405492X).
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31. http://www.pearsonhighered.com/etextbooks
xvi Preface
NEW! With disproportionately large numbers of African
American and Latino men
incarcerated in the nation’s prisons, Chapter 2 on ethnicity and
race explores the school
to prison pipeline that contributes to many youth entering the
juvenile justice system as
a result of actions taken in schools.
NEW! Data from the Clinton Foundation and Bill and Melinda
Gates Foundation’s
No Ceilings, the Full Participation Report informs a Chapter 4
discussion of the dramatic
changes that have improved conditions for girls and women in
the world since the 1995
United Nations Fourth World Conference on Women in Beijing.
NEW! The growing interest in dual language immersion
programs and the softening in
some states of their previous opposition to bilingual education
programs are introduced
in Chapter 7 on language.
NEW! New sections on global restrictions on religion, the
changes introduced by Pope
Francis, and Islamic extremists have been added to Chapter 8 on
religion along with a
discussion of the rise in the number of Americans and
Canadians indicating no religious
affiliation. The discussion of the interaction between religion
and presidential and
congressional elections has been expanded in this edition.
NEW! Changing racial and ethnic demographics and significant
regional differences
related to health and well-being, politics, religion, and
32. education are explored in
Chapter 9 on geography.
NEW! The impact of the most technologically advanced group
of students to appear in
our classrooms is examined in Chapter 10 on age. The chapter
now includes a section
on the Sandy Hook tragedies and chronicles the problems faced
by the gunman who
instigated the incident.
UPDATED! Chapters reflect recent events and research that
have impacted the topics
addressed throughout the book.
UPDATED! All tables, figures, and references reflect the latest
data and thinking about
the issues explored throughout the book.
Why Study Multicultural education?
The United States is one of the most multicultural nations in the
world. The population
includes indigenous peoples—American Indians, Aleuts, Inuit,
and Hawaiians—and others who
themselves or whose ancestors arrived as immigrants from other
countries. Our students bring
their unique ethnicities, races, socioeconomic statuses,
religions, and native languages to the
classroom. They differ in gender identity, sexual orientation,
age, and physical and mental
abilities. They have come from different parts of the world and
have different experiences based
on the communities in which they have grown up. As we move
further into this century, the
population will become increasingly more diverse. Children of
color comprised just over half
of the school-aged population in 2014, and this percentage will
continue to grow over time.
33. The culture and the society of the United States are dynamic
and in a continuous state of
change. Understanding the impact of race, class, gender, and
other group memberships on
our students’ lives will make us more effective teachers.
Education that is multicultural pro-
vides an environment that values diversity and portrays it
positively. Students are valued
regardless of their gender, sexual orientation, race, ethnicity,
native language, religion, socio-
economic status, or disability. We should have high
expectations for all of our students and
both encourage and support them in meeting their educational
and vocational potential. To
deliver multicultural education, we must develop instructional
strategies that build on the
cultures of our students and their communities. We must make
the curriculum authentic and
meaningful to students to engage them in learning. Making the
curriculum multicultural helps
students and teachers think critically about institutional racism,
classism, sexism, ablism, age-
ism, and heterosexism.
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Preface xvii
About the tenth edition
Students in undergraduate, graduate, and in-service courses will
find this text helpful in
34. examining social and cultural conditions that impact education.
It provides the foundation
for understanding diversity and using this knowledge effectively
in classrooms and schools
to help students learn. Other social services professionals will
find it helpful in understanding
the complexity of cultural backgrounds and experiences as they
work with families and
children.
As in previous editions, we approach multicultural education
with a broad perspective of
the concept. Using culture as the basis for understanding
multicultural education, we discuss
the cultural groups to which we belong and the impact those
group memberships have on us
and how we are treated in society and in schools.
We also emphasize the importance of an equitable education for
all students. Educators
should both be aware of and confront racism, sexism, classism,
heterosexism, and discrimi-
nation based on abilities, age, religion, and geography. Schools
can eradicate discrimination
in their own policies and practices if educators are willing to
confront and eliminate their
own racism, sexism, and other biases. To rid our schools of
such practices takes a committed
and strong faculty. The tenth edition helps readers develop the
habit of self-ref lection that
will help them become more effective teachers in classrooms
that provide equity for all
students.
Multicultural Education in a Pluralistic Society provides an
overview of the different cultural
35. groups to which students belong. The first chapter examines the
pervasive inf luence of culture,
the importance of understanding our own and our students’
cultural backgrounds and experi-
ences, and the evolution of multicultural education. The next
nine chapters examine ethnicity
and race, socioeconomic status, gender, sexual orientation,
exceptionality, language, religion,
geography (that is, the places we live), and age. The final
chapter contains recommendations
for using culturally responsive and social justice pedagogies in
the implementation of education
that is multicultural. The chapters in this edition have been
revised and reorganized to ref lect
current thinking and research in the area. In particular, the first
chapter provides the founda-
tional framework that supports our thinking about multicultural
education. The final chapter
integrates critical pedagogy with research on teaching
effectively. Each chapter opens with a
scenario to place the topic in an educational setting.
We have tried to present different perspectives on a number of
issues in the most unbiased
manner possible. We are not without strong opinions or passion
on some of the issues. How-
ever, in our effort to be equitable, we attempt to present
different perspectives on the issues
and allow the reader to make his or her own decisions. There
are some issues related to racism,
sexism, ableism, and so on, that are so important to the well-
being of society that we do provide
our positions, which we recognize to be our biases.
Readers should be aware of several caveats related to the
language used in this text.
36. Although we realize that the term American is commonly used
to refer to the U.S. popula-
tion, we view American as including other North and South
Americans as well. Therefore,
we have tried to limit the use of this term when referring to the
United States. Although we
have tried to use the terms black and white sparingly, data about
groups often have been
categorized by the racial identification, rather than by national
origin such as African or
European American. In many cases, we were not able to
distinguish ethnic identity and have
continued to use black, white, or persons of color. We have
limited our use of the term minority
and have focused more on the power relationships that exist
between groups. We use His-
panic and Latino interchangeably to refer to persons with
Spanish-speaking heritages who
have emigrated from countries as diverse as Mexico, Cuba,
Argentina, Puerto Rico, Belize,
and Colombia.
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xviii Preface
Features in the Tenth Edition
Each chapter includes the following features that illustrate how
concepts and events play out
in a classroom or school.
Chapter-Opening
37. Classroom Scenarios
Each chapter opens with a class-
room scenario to place the chap-
ter content in an educational
setting. Questions at the end of
each scenario encourage readers
to think about the scenario and
ref lect on the decisions they
would make.
Critical Incidents in
Teaching
This feature presents both real-life and
hypothetical situations that occur in
schools or classrooms, providing read-
ers with the opportunity to examine
their feelings, attitudes, and possible
actions or reactions to each scenario.
Socioeconomic Status 61
better in 1973 than in 1940. Beginning in 1973, however, the
cost of living (i.e., the cost of
housing, utilities, food, and other essentials) began to increase
faster than incomes. Except for
the wealthy, all families felt the financial pressure. No longer
did they have extra income to
purchase nonessentials. No longer was one full-time worker in a
family enough to maintain a
reasonable standard of living. The 1990s saw another upswing
in the economy that resulted
in an annual median family income of $68,9311 in 2007.
Following the 2008 recession, the
median income of a family dropped to $63,152; it had
rebounded only to $63,815 by 2013.
When both husband and wife worked, the median income of the
38. family increased to $94,299
(U.S. Census Bureau, 2014m).
Income sets limits on the general lifestyle of a family, as well
as on their general welfare.
It controls the consumption patterns of a family—the amount
and quality of material posses-
sions, consumer goods, and luxuries—and it influences savings,
housing, and diet. It deter-
mines whether families are able to afford college educations or
new cars. Most low-income
and middle-income families are barely able to cover their
expenses from one paycheck to the
next. If they lose their source of income, they could be
homeless within a few months. Higher
incomes provide security for families so that they will not need
to worry about paying for the
essentials and will have access to health care and retirement
benefits.
Wealth
Although the difference in income …