For this Assignment, you will have an opportunity to see how creativ.docx
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For this Assignment, you will have an opportunity to see how creative expressions can broaden your perspective. You will write a 500-word descriptive essay reporting on your experience with a work of art or creative expression and how it taught you something new. Select a work of art, literature, film, music, architecture, theatre, dance, food, or photography from another country or culture. Aim to challenge yourself in this Assignment to go beyond countries or cultural artifacts that you already enjoy or know well. The goal of the Assignment is to see how a creative expression can change you and give you more capacity to see things through the eyes of others. So the more foreign your selection is to you and your experience, the more likely you can complete the Assignment successfully. Your viewpoint and purpose should be clearly established and sustained. I. Give an introduction to the paper and to what you will complete in the Assignment. Introduce your selection and explain why you have selected it. Why was this artifact interesting? Why are you interested in learning more about this country or culture? Use and cite a source to help introduce the artifact, to explain its significance, and to demonstrate your ability to incorporate outside information into your investigation. II. Explain the experience of engaging with this work of artistic expression. If you watched a foreign film, talk about what you felt was unique in the filmmaking, storytelling, music, plot, or characters. If you decided to eat a different type of food, talk about the sights, sounds, smells, and taste. Be descriptive about your first impressions, your apprehensions or stereotypes, and your perspective during the encounter. III. Reflect upon what you learned and how it may help you to better understand the perspective of others. How might this be useful at work in a specific task you have to complete? How might this help you in your life, community, or group of friends? Wrap up with a conclusion as well. The paper should be written in a logical order following the instructions above, as well as original and insightful. You may label each part of the project to help clarify where you are addressing these elements of the paper, but you should also be writing a cohesive, descriptive essay. .
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Instructions1. Select a tradition from a culture of your choosing.docx
Instructions:
1. Select a tradition from a culture of your choosing. a) this could be a tradition or practice from your own cultural identity (this is a great chance to tell a part of your own story or to get in touch with it, depending on where you're at in your cultural journey). b) this could be a tradition or practice that you've always wanted to research and learn some more about. 2. This tradition could be something formalized like aholiday or ceremony (Hanukkah, Chinese New Yearetc.). It could also be something informal like agreeting practice or behavior (touch, use of timeetc.) so there is really a lot of latitude here.3. Analyze the tradition in terms of what it representsabout the culture’s world view. You will want to be able to:a. offer a thorough explanation of how the tradition ispracticed.b. What values does this tradition reinforce aboutthe culture.4. You will want to conduct research for this project ontwo levels:a. Research about the practice and how it is carriedoutb. Research about how the tradition interacts withthe culture.(If you are doing a culture that youare not familiar with, definitely make sure youhave research to help you support yourconclusions about which pieces of world view aresustained in this tradition. This research might be first hand experience as well. c. There are resources to get you started in ourweek #2 module. They are:
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Part II: Designing your presentation
I want this project to be meaningful and interesting to you and I want this to be a chance to tell your story, if that's something you are hungry to do. To those ends, there are multiple ways you can choose to present this project. Select a way that makes sense to you as a good way to present your tradition. Gardner's theory of multiple intelligences suggests, "In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences." So, tap into your intelligences with this project:
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Option A Thinking about the ArtsHow have you interacted w.docx
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ENG 102DiOrioNovember 1, 2014Profile AssignmentAssig.docx
ENG 102
DiOrio
November 1, 2014
Profile Assignment
Assignment:
Write an essay of 3 pages about a classmate, introducing readers to specific beliefs and values that shape and influence their sbuject. Observe your subject closely, and then present what you have learned in a way that both informs and engages readers.
Due: Monday, November 17, 2014
Basic Information:
Magazines and newspapers are filled with profiles. Unlike conventional news stories, which report current events, profiles tell about people, places, and activities. Some profiles take us behind the scenes of familiar places, giving us a glimpse of their inner workings. Others introduce us to the exotic—peculiar hobbies, unusual professions, bizarre personalities. Still others probe the social, political, and moral significance of our institutions.
Profiles share many features with autobiography, such as narrative, anecdote, description, and dialogue. Yet profiles differ significantly from autobiography. Whereas an autobiographer reflects on a remembered personal experience, a profile writer synthesizes and presents newly acquired observations. In writing a profile, you practice the field research methods of interviewing and notetaking, commonly used by investigative reporters, social scientists, and naturalists. You also learn to analyze and synthesize the information you have collected.
A profile is a special kind of research project. Profiles always involve visits: meeting with a person or going to a place. Profile writers take notes from observations and interviews.
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Profile Essays:
· Are based on a writer’s newly acquired observations through interviews and notetaking.
· Introduce readers to specific insight to people.
· Provide information while at the same time arousing readers’ curiosity.
· Present scenes and people vividly and concretely through description, action, and dialogue.
· Reveal an attitude toward their subjects and offer—implicitly or explicitly—an interpretation of them.
· Create a dominant impression of the subject.
Purpose and Audience Considerations:
A profile writer’s primary purpose is to inform readers. Readers expect profiles to present information in an engaging way, however. Whether profiling people, places, or activities, the writer must meet these expectations. Although a reader might learn as much about a subject from an encyclopedia entry, reading the profile is sure to be more enjoyable.
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Assignment 3: Exploring Your Culture
Part of successfully exploring other cultures is having a solid foundation in the tenets of one’s culture. This assignment will have you evaluate key components of your culture. When you begin exploring the main foundation of other cultures, you will be able to identify similarities or dissimilarities to your own. This is also a good self-ethnographic activity.
Develop a presentation on the cultural identity with which you align yourself. Consider the following:
Describe the culture you identify with.
Explain the major components of your culture.
Explain the various symbols associated with your culture including their meanings.
Describe the other cultures you are integrated with besides your own. What are the similarities and differences between these cultures with which you are connected?
Evaluate the roles that race, class, age, and gender play in your culture.
Support your statements with examples and scholarly references.
You may use images and other media to present your perspective. Use the speakers’ notes to explain your statements in further detail.
Develop a 10-slide presentation in PowerPoint format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.ppt. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.ppt.
By
Wednesday, December 24, 2014
, deliver your assignment to the
M1: Assignment 3 Dropbox
.
Assignment 3 Grading Criteria
Maximum Points
Examined your culture, providing a detailed analysis of its main components and symbols.
36
Compared your culture with other cultures you are integrated with to identify the similarities and differences.
32
Assessed the roles of race, class, age, and gender in your culture.
12
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
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The Impact of Human Expression on Culture
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Art, music, and dance are cultural expressions that have demonstrated the feelings, thoughts, celebrations, and many times strife or hardship of its people. Most of our ancestors came to this country from another land bringing their culture, and even if you are a Native American, expressions of art and music have long been a part of your heritage and culture.
In Unit 7 you read about teaching culture and global awareness through the arts, and you have considered ways to incorporate diversity and multicultural creative arts activities into your curriculum. You have also read throughout your text about the family’s role in creative arts along with ways to incorporate diversity and multicultural creative arts activities into your curriculum. You will consider these as you complete your Unit 7 Assignment .
Use the Unit 7 Template.docx located in Doc Sharing to complete this Assignment.
Part 1:
Reflect on your own culture and how its art, music, and dance have become important to understanding yourself and others. Then consider the following questions when explaining what you will do to support the expression of the diverse cultures in your classroom through art, music, and dance.
How has your own creativity been enhanced as a result of learning about your culture and the culture of others?
How can you make sure the young children you work with remain connected to their own culture?
What creative opportunities can you provide for young children to assure they can participate in your program as well as develop an understanding of the cultures of those in their class?
How will you involve families to support your effort in the classroom as well as in the home?
Part 2:
Explain specific strategies which will help children reach their creative potential in a multicultural environment. You will share one activity for each of the three areas — art, music, and dance — for this part of the Assignment as you apply what you have learned. Include an explanation, or rationale, for the learning activity of your choice with details, examples and a minimum of three sources, including the text .
For each activity, you will write a paragraph about a developmentally appropriate activity which best represents the inclusion of artistic expression for a mixed age, culturally diverse population. Use essay style (do NOT write a lesson plan) to briefly describe the activity. Include an explanation of how it will meet children’s developmental needs, abilities, and interest levels as well as the pedagogical significance of the activity.
All three activities should focus on the opportunity for children to explore and express themselves and not on activities which are highly teacher-directed with expected final results.
Writing Requirements a.
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T he single biggest problem in communication is the illusion that it has taken place."George Bernard Shaw
Week 5 Assignments
For the Inclusive Communication discussion we are looking at Chapter 9 of The Ecology of Diversity (Kahn, 2015). It showcases the need to bridge communication by demonstrating that we respect and value each other’s differences. It offers a variety of perspectives including listening and communication skills. Have you ever been in a situation when you made use of inclusive communication? What was the context and what was your rationale for using this type of communication? How did you avoid miscommunication or cultural clashes based on language? Be sure to support the response with primary academic research this week.
Watch this video, from our text, to get a better understanding of how communication is affected by language.
We all have times where communication can be improved for sure within our various relationships both old and new. This week review some of the times when you were not the best listener or you spoke too much versus the times when you actively were present and listened to the person speaking. There are times and places for all types of communication and learning more about yourself and others around you can ensure better communication overall.
In the written assignment Cultural Perspectives Draft this week we will look at perception. We can all be in a situation together and see it very differently. Just like a show or ride at an amusement park. One person in the group might think it is the best thing ever while others find it to be boring, scary, and sad or something else. We all see things through our own lens based on our experiences in life. I have some groups of friends for example that I can count on for live music events while others are not into that experience with crowds, loud noises and traffic. You might have a breakdown of a relationship and one person sees it very differently why it ended than the other. These are just some examples of how we perceive things differently.
Keep in mind the academic requirements of graduate level responses using research, critical thinking and writing style. This assignment requires students to write based on a compare-contrast structure. Editing Checklist for Compare-Contrast Paper (Links to an external site.) document, to review and edit your work. You can also use The Elements of Reasoning and the Intellectual Standards (Links to an external site.) to help hone your critical thinking skills as they relate to your assignments.
References
Kahn, A. (2015). The ecology of diversity. San Diego, CA: Bridgepoint Education.
Weekly Discussion 5
Inclusive Communication
Your readings this week showcase the need to use communication techniques to bridge cultures and to demonstrate that we respect and value each other’s differences. Conversely, words can often be used in a divisive way.
Instructions:
Find two examples of when communication was used to bridge tw.
This essay should be 1,000 words and the instructions are below.
This essay should be 1,000 words and the instructions are below.
PART I. DESCRIBE in detail the art works from an objective standpoint. Act as if you are writing for an audience who hasn’t seen or experienced the artwork(s). Your reader (me) is only able to experience the work(s) through your words. It is your responsibility to look at the work(s) as objectively as possible and articulate these findings to me. Your reader depends on YOU to make the appropriate word choices, to consider what the artist may or may not be doing. Use descriptive words and significant details to create a mental picture for your reader. The more specific, objective, and clearer you are, the better. Avoid clichés (“beauty is in the eye of the beholder”) and sweeping generalizations. You should avoid reading anything about the work other than: the title, the artist’s name, and the material used (for visual art works). The whole purpose of this assignment is to help you to learn how to trust your own abilities to observe, using your own senses, and make conclusions as these are essential skills for any life work.
PART II. ANALYZE the aspects of the work(s) you choose to describe. Interpreting means that you attempt to understand what the work is communicating, using the elements from the work to back up your points. Basically, you are acting like detective who uses the clues to figure out what it means. Remember to be careful to not assume something that isn’t there. The evidence (aspects of the work) tells you what you think it is conveying. There is no perfect interpretation; however, you must be careful that the work described fits with your analysis. Think about the choices the artist made and why he/she did it that way. What may have been the point? To educate? To inspire? To make you feel a certain way? To get you to see better? To make you uncomfortable? To stimulate your imagination?
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Is it ethical for companies to use unpaid interns if they know they will not have any jobs to offer at the end of the internships?
It can be ethical IF the firm is up front in their providing and understanding to the intern. Listing the job duties and expectations. My daughter did an internship to assist with the restoration of President Eisenhower’s house, she received room and board. There was no false expectation of employment once the project was complete. She went on to add this internship to her resume and it paid off. The conservator she worked for is considered a visionary and highly respected. SO, her internship though it was unpaid, she received priceless training and development from it. This is an example of how an internship at that particular company may be a building block to the intern getting into a better opportunity.
Now if the company has used smoke and mirrors and is leading the intern on, making them think there will be a job opportunity at the end of the internship: this is unethical practice.
Is it ethical for companies to use unpaid interns if the unpaid internships replace paid jobs? Again this can be answered in a number different ways.
Yes it can be ethical. If the company is going under and it is the only way it can survive, yes.
If the company is phasing current employees out, say through their own leaving or retirement and will eventually have a staff of jus interns, I believe this can be ethical as well. As long as there is no strong arming of current works to leave.
If it is just a means to save money and has replaced current workers with inters, then I say No it is not ethical.
Pop Culture Across Cultures
Context & Description
South Korean pop artist Psy’s smash hit single “Gangnam Style” is more than just a song. It is a cultural phenomenon. The video has gone viral on YouTube, garnering over 600 MILLION hits in just three months, becoming the third-most viewed video on the website (YouTube.com). “Gangnam Style” has been remade and parodied by hundreds of people all around the world. Psy’s popularity has crossed over from South Korea to many countries including the United States. He has granted interviews to the Today Show and the Ellen DeGeneres Show, danced “Gangnam Style” with Britney Spears, and become one of the most popular Halloween costumes of 2012. And through this buzz in the United States, one thing remains the same: the song is sung in Korean (not English).
“Gangnam Style” is one of the many K-Pop (Korean Pop) songs in what Chinese journalists called the Korean wave (韓流), “a phenomenon that refers to the onslaught of South Korean entertainment in Asia and, more recently, in other parts of the world” (Valerio). Despite differences in language, Psy’s song is now a mainstay in popular (pop) culture in the United States and beyond. However, Psy’s “Gangnam Style” is definitely not the first K-Pop song to exist: groups like 2NE1 and BIGBANG are certainly popular in Korea, but they did not mak ...
ICT_PPT.pptx
To integrate intercultural comptence and critical thinking skills in to an English classroom environment
Persuasive Writing Tips
This document may help undergraduate writers (especially freshman) discover their own unique approach to assignments by avoiding common mistakes and cliche analytical techniques. However, any writer should benefit from these reflections about persuasion and rhetoric.
Areaofstudyaosdiscovery 150214233300-conversion-gate02
This document provides guidance on the Area of Study (AOS) of Discovery for an English syllabus. It discusses what the AOS involves, including exploring how texts represent discovery and how it is conveyed through language features. Discovery can include new discoveries, rediscoveries, and realizations through analysis. It notes discoveries may confirm or challenge beliefs and compose responses in various forms. The rubric outlines considering triggers of discovery, the experience itself, and consequences, including impacts on identity, worldview, values and future possibilities. It emphasizes showing rather than telling to respond imaginatively to discovery prompts avoiding certain words to demonstrate this. The document aims to help students understand the concept of discovery and apply skills in analyzing and composing texts related to
Area of study guide to narrative writing
This document provides guidance on the Area of Study (AOS) of Discovery for an English syllabus. It discusses what the AOS involves, including exploring how texts represent discovery and how it is conveyed through language features. Discovery can include new discoveries, rediscoveries, and realizations through analysis. It notes discoveries can impact individuals and societies and be challenging or transformative. The document outlines what students should consider, like attitudes affirmed or challenged. It provides examples of discoveries related to people, relationships, ideas, etc. It emphasizes discovery as a process that can have triggers, involve experiences, and have consequences. Students should reflect on and speculate about discovery in responses and compositions.
Your assignment is to report on TWO cultural experience visits
Your assignment is to report on TWO "cultural experience" visits you make during this term. You will hand in one during week 4 and the other during week 7. After each visit, write a 500-800 word report about the visit and what you learned.
Your instructor may modify this assignment.
Instructions
For your two reports, attend two different venues from this list.
art museum or sculpture garden
significant or notable architectural site (if there is explanatory material there to help you understand it)
music concert
theater play
poetry reading or spoken word performance
dance performance
Film festival or presentation of a film by an academic author or cinema expert
religious service, ceremony or ritual for a religion very different from yours, if you practice (for instance, if you are Christian, you may not go to another Christian denomination's service)
other displays or performances may be acceptable. Check with your instructor for approval beforehand.
Restrictions: The experience should be done in person. If this is impossible, contact the instructor to arrange for alternatives. You may not report on a cultural experience from prior to this class.
Write a report after each cultural experience (Cultural Experience Report #1 and #2).
Each report should include the following information. Include photos or links that help convey the information. As always, be sure to document all sources you consult in preparing your work.
Name and location of the museum, site, or performance event. If there is on-line information about the site or performance, be sure to include a link to it within the text of your essay in an appropriate place.
Type of museum, site or event. For example, is it a portrait museum, a poetry slam, an outdoor Shakespeare festival performance? If you attended a performance, name the performer or the piece. Be specific about what you attended, when, and where.
Briefly describe the general setting by talking a bit about the location, the number of people there, the general overall "vibe" of the place.
Describe at least one aspect of the experience that you found especially interesting. For example, you might write about a particular work of art, cultural artifact, song, dance section, scene in a play, costumes or lighting, a particular character in a film or play, a particular actor or vocalist, etc. Explain what impressed or affected you, and why. Your reaction can be positive or negative, as long as you offer an explanation.
Identify
and
use at at least two tools
that you have learned about in this class to talk about your visit. For example, if you visit a museum, you might point out how color works in one of the paintings, or if you go to a concert, how rhythm works in one of the songs. Make sure you are explicit in identifying the tools you are using and the learning resources your tools come from. Make sure to inform the reader about the tool through a quote or paraphrase from the learning resource. ...
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymp.docx
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymple When prisoners are released from prison, they often say that they have paid their debt to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping. You cannot pay a debt by having caused even greater expense, nor can you pay in advance for a bank robbery by offering to serve a prison sentence before you commit it. Perhaps, metaphorically speaking, the slate is wiped clean once a prisoner is released from prison, but the debt is not paid off. It would be just as absurd for me to say, on my imminent retirement after 14 years of my hospital and prison work, that I have paid my debt to society. I had the choice to do something more pleasing if I had wished, and I was paid, if not munificently, at least adequately. I chose the disagreeable neighborhood in which I practiced because, medically speaking, the poor are more interesting, at least to me, than the rich: their pathology is more florid, their need for attention greater. Their dilemmas, if cruder, seem to me more compelling, nearer to the fundamentals of human existence. No doubt I also felt my services would be more valuable there: in other words, that I had some kind of duty to perform. Perhaps for that reason, like the prisoner on his release, I feel I have paid my debt to society. Certainly, the work has taken a toll on me, and it is time to do something else. Someone else can do battle with the metastasizing social pathology of Great Britain, while I lead a life aesthetically more pleasing to me. 121 From City Journal, Autumn 2004 by Theodore Dalrymple. Copyright © 2004 by The Manhattan Institute. Reprinted by permission. 1 2 10_Arandia.qxp_8.5 x 10.88 Standard 4/12/16 10:13 AM Page 121 My work has caused me to become perhaps unhealthily preoccupied with the problem of evil. Why do people commit evil? What conditions allow it to flourish? How is it best prevented and, when necessary, suppressed? Each time I listen to a patient recounting the cruelty to which he or she has been subjected, or has committed (and I have listened to several such patients every day for 14 years), these questions revolve endlessly in my mind. No doubt my previous experiences fostered my preoccupation with this problem. My mother was a refugee from Nazi Germany, and though she spoke very little of her life before she came to Britain, the mere fact that there was much of which she did not speak gave evil a ghostly presence in our household. Later, I spent several years touring the world, often in places where atrocity had recently been, or still was being, committed. In Central America, I witnessed civil war fought between guerrilla groups intent on imposing totalitarian tyranny on their societies, opposed by armies that didn’t scruple to resort to massacre. In Equatorial Guinea, the current dictator was the nephew and henchman of the last dictator, who had killed or driven into exile a third of the population, ex.
Chapter 10 Check PointAnswer the following questions. Please.docx
Chapter 10 Check Point
Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment.
What are Anomalies/Outliers? And what are some variants of Anomaly/Outlier Detection Problems?
What are some Challenges and Work Assumptions of Anomaly Detection?
Explain the Nearest-Neighbor Based Approach and the different ways to Define Outliers.
Explain the Density-based: LOF Approach.
Provide the General Steps and Types of Anomaly Detection Schemes.
.
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Final Project Cultural ImmersionCultural Competence is an ess.docx
Final Project: Cultural Immersion
Cultural Competence is an essential aspect of counselor training. In order to begin to understand a culture, it is essential to have sustained interaction with the culture. For the final project for this course, each student will be responsible for actively investigating multicultural issues in the “real world,” by gradually immersing in a culture different from their own. The immersion project will involve experiential learning about other cultures. The intent is to increase your knowledge and sensitivity to other cultures.
In order to complete this project successfully, you will need to work on it throughout the entire course. As part of the project, each of you will select a culture different from your own and participate in at least three distinct cultural immersion experiences/observations within that culture. The idea is to gradually immerse into the different culture over the course of the term. You may use the list of suggestions below to guide your immersion process or you can devise some ideas of your own. It is essential that each experience is qualitatively different from that of your own culture and that the experiences gradually become more involved directly with the culture of choice.
1. The activities you select must include active involvement in the culture/activity. In other words, you may “observe” the culture but you may not limit the activity to passive observation. Make sure that each activity involves interaction with members of the culture, either through active participation in the activity itself or through conversations with members of the culture. Of course your third activity, the personal dialogue, already requires your active participation.
2. Submit a written narrative of your immersion activities. The paper will be 8-10 pages long (typed, double-spaced, 12 point font), This paper must include the following elements:
· Identification and Description of Population: This section must clearly identify the population you will be studying, how this population is different from you, and what your perceptions of this group are at this point in life. The description of differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.). Please state all the differences you can identify. Your perceptions of this group should include information such as what you were told about this group as you were growing up, any beliefs/perceptions/assumptions you have about this group, what your sources of information about this group have been in the past, and why you have an interest in this group. In this section, you must make a case for how this person is different from you and why this experience will be challenging for you.
· Observation: You will need to complete at least three observational activities of the group you have chosen to study. Examples and suggestions of observational activities are listed below. If y ...
Info speak an instructional material for improving informative speaking skill...
This document is an instructional material that aims to improve students' informative speaking skills. It contains several activities to help students understand the objectives, types and tips for constructing informative speeches. The objectives are to demonstrate understanding of informative speeches, identify different types, and construct an original informative speech. It provides examples of types such as definition, description, demonstration and explanatory speeches. It also lists tips for informative speeches like analyzing the audience, using appropriate language, explaining importance and showing details. The final activity challenges students to inform about a legend's influence and how it changed things through a 3-5 minute recorded speech.
ENG 102DiOrioNovember 1, 2014Profile AssignmentAssig.docx
ENG 102
DiOrio
November 1, 2014
Profile Assignment
Assignment:
Write an essay of 3 pages about a classmate, introducing readers to specific beliefs and values that shape and influence their sbuject. Observe your subject closely, and then present what you have learned in a way that both informs and engages readers.
Due: Monday, November 17, 2014
Basic Information:
Magazines and newspapers are filled with profiles. Unlike conventional news stories, which report current events, profiles tell about people, places, and activities. Some profiles take us behind the scenes of familiar places, giving us a glimpse of their inner workings. Others introduce us to the exotic—peculiar hobbies, unusual professions, bizarre personalities. Still others probe the social, political, and moral significance of our institutions.
Profiles share many features with autobiography, such as narrative, anecdote, description, and dialogue. Yet profiles differ significantly from autobiography. Whereas an autobiographer reflects on a remembered personal experience, a profile writer synthesizes and presents newly acquired observations. In writing a profile, you practice the field research methods of interviewing and notetaking, commonly used by investigative reporters, social scientists, and naturalists. You also learn to analyze and synthesize the information you have collected.
A profile is a special kind of research project. Profiles always involve visits: meeting with a person or going to a place. Profile writers take notes from observations and interviews.
.
Profile Essays:
· Are based on a writer’s newly acquired observations through interviews and notetaking.
· Introduce readers to specific insight to people.
· Provide information while at the same time arousing readers’ curiosity.
· Present scenes and people vividly and concretely through description, action, and dialogue.
· Reveal an attitude toward their subjects and offer—implicitly or explicitly—an interpretation of them.
· Create a dominant impression of the subject.
Purpose and Audience Considerations:
A profile writer’s primary purpose is to inform readers. Readers expect profiles to present information in an engaging way, however. Whether profiling people, places, or activities, the writer must meet these expectations. Although a reader might learn as much about a subject from an encyclopedia entry, reading the profile is sure to be more enjoyable.
Readers of profiles expect to be surprised by unusual subjects. If the subject is familiar, they expect it to be presented from an unusual perspective. When writing a profile, you will have an immediate advantage if your subject is a place, an activity, or a person that is likely to surprise and intrigue your readers. Even if your subject is very familiar, however, you can still engage your readers by presenting it in a way they had never before considered.
A profile writer has one further concern: to be sensitive to readers’ knowledge ...
1Unit 2 Cultural Interview AssignmentThis document includes.docx
This document provides guidance for students to conduct a cultural interview assignment. It outlines the assignment objectives of learning about and appreciating cultural differences by investigating the relationship between culture and place. It details the requirements for a written paper including an introduction, interview summary, discussion of the relationship between culture and geography, and conclusion. The document also provides tips for conducting the interview respectfully and lists possible interview questions about the subject's biography, culture, and experiences related to immigration, traditions, and cultural views.
am a 48 yr old caucasion mail living in North West Arkansas, other c.docx
am a 48 yr old caucasion mail living in North West Arkansas, other cultures within my area are Hispanic, American Indian, and Afro American. Please ask if there are any other things you will need to know about me personally to complete this assignmnet.
Assignment 3: Exploring Your Culture
Part of successfully exploring other cultures is having a solid foundation in the tenets of one’s culture. This assignment will have you evaluate key components of your culture. When you begin exploring the main foundation of other cultures, you will be able to identify similarities or dissimilarities to your own. This is also a good self-ethnographic activity.
Develop a presentation on the cultural identity with which you align yourself. Consider the following:
Describe the culture you identify with.
Explain the major components of your culture.
Explain the various symbols associated with your culture including their meanings.
Describe the other cultures you are integrated with besides your own. What are the similarities and differences between these cultures with which you are connected?
Evaluate the roles that race, class, age, and gender play in your culture.
Support your statements with examples and scholarly references.
You may use images and other media to present your perspective. Use the speakers’ notes to explain your statements in further detail.
Develop a 10-slide presentation in PowerPoint format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.ppt. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.ppt.
By
Wednesday, December 24, 2014
, deliver your assignment to the
M1: Assignment 3 Dropbox
.
Assignment 3 Grading Criteria
Maximum Points
Examined your culture, providing a detailed analysis of its main components and symbols.
36
Compared your culture with other cultures you are integrated with to identify the similarities and differences.
32
Assessed the roles of race, class, age, and gender in your culture.
12
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
The Impact of Human Expression on CultureFor this Assignment, you .docx
The Impact of Human Expression on Culture
For this Assignment, you will write a 3–4 page, two-part essay that explores the impact of human expression on culture and describes strategies to integrate cultural expressions into curriculum.
Art, music, and dance are cultural expressions that have demonstrated the feelings, thoughts, celebrations, and many times strife or hardship of its people. Most of our ancestors came to this country from another land bringing their culture, and even if you are a Native American, expressions of art and music have long been a part of your heritage and culture.
In Unit 7 you read about teaching culture and global awareness through the arts, and you have considered ways to incorporate diversity and multicultural creative arts activities into your curriculum. You have also read throughout your text about the family’s role in creative arts along with ways to incorporate diversity and multicultural creative arts activities into your curriculum. You will consider these as you complete your Unit 7 Assignment .
Use the Unit 7 Template.docx located in Doc Sharing to complete this Assignment.
Part 1:
Reflect on your own culture and how its art, music, and dance have become important to understanding yourself and others. Then consider the following questions when explaining what you will do to support the expression of the diverse cultures in your classroom through art, music, and dance.
How has your own creativity been enhanced as a result of learning about your culture and the culture of others?
How can you make sure the young children you work with remain connected to their own culture?
What creative opportunities can you provide for young children to assure they can participate in your program as well as develop an understanding of the cultures of those in their class?
How will you involve families to support your effort in the classroom as well as in the home?
Part 2:
Explain specific strategies which will help children reach their creative potential in a multicultural environment. You will share one activity for each of the three areas — art, music, and dance — for this part of the Assignment as you apply what you have learned. Include an explanation, or rationale, for the learning activity of your choice with details, examples and a minimum of three sources, including the text .
For each activity, you will write a paragraph about a developmentally appropriate activity which best represents the inclusion of artistic expression for a mixed age, culturally diverse population. Use essay style (do NOT write a lesson plan) to briefly describe the activity. Include an explanation of how it will meet children’s developmental needs, abilities, and interest levels as well as the pedagogical significance of the activity.
All three activities should focus on the opportunity for children to explore and express themselves and not on activities which are highly teacher-directed with expected final results.
Writing Requirements a.
Preparing the presentation
This document provides guidance on preparing and delivering an effective presentation. It begins by outlining the learning outcomes, which include describing the steps to plan a speech, identifying the general and specific purpose, explaining the importance of research, and discussing common obstacles in public speaking.
It then defines what a presentation is and discusses determining the general and specific purpose of the speech. It provides tips for choosing a topic, such as considering the purpose, length, audience and available information. The main body reviews essential characteristics of a good presentation, differences between a presentation and lecture, and elements of an effective presentation.
The document also covers identifying the audience and their needs, designing and organizing the information, using visual aids, and common myths and
LESSON 3.pptx
This document provides an overview of different patterns of development that can be used to organize information in written texts. It discusses narration, description, definition, classification and exemplification, comparison and contrast. For each pattern, it provides characteristics and examples. It emphasizes that choosing an appropriate organizational pattern aligned with the writing purpose is important. It also encourages using techniques like specific terminology, sensory details, and logical sequencing within each pattern. The document is intended to help writers effectively structure information for different disciplines and purposes.
T he single biggest problem in communication is the illusion that .docx
T he single biggest problem in communication is the illusion that it has taken place."George Bernard Shaw
Week 5 Assignments
For the Inclusive Communication discussion we are looking at Chapter 9 of The Ecology of Diversity (Kahn, 2015). It showcases the need to bridge communication by demonstrating that we respect and value each other’s differences. It offers a variety of perspectives including listening and communication skills. Have you ever been in a situation when you made use of inclusive communication? What was the context and what was your rationale for using this type of communication? How did you avoid miscommunication or cultural clashes based on language? Be sure to support the response with primary academic research this week.
Watch this video, from our text, to get a better understanding of how communication is affected by language.
We all have times where communication can be improved for sure within our various relationships both old and new. This week review some of the times when you were not the best listener or you spoke too much versus the times when you actively were present and listened to the person speaking. There are times and places for all types of communication and learning more about yourself and others around you can ensure better communication overall.
In the written assignment Cultural Perspectives Draft this week we will look at perception. We can all be in a situation together and see it very differently. Just like a show or ride at an amusement park. One person in the group might think it is the best thing ever while others find it to be boring, scary, and sad or something else. We all see things through our own lens based on our experiences in life. I have some groups of friends for example that I can count on for live music events while others are not into that experience with crowds, loud noises and traffic. You might have a breakdown of a relationship and one person sees it very differently why it ended than the other. These are just some examples of how we perceive things differently.
Keep in mind the academic requirements of graduate level responses using research, critical thinking and writing style. This assignment requires students to write based on a compare-contrast structure. Editing Checklist for Compare-Contrast Paper (Links to an external site.) document, to review and edit your work. You can also use The Elements of Reasoning and the Intellectual Standards (Links to an external site.) to help hone your critical thinking skills as they relate to your assignments.
References
Kahn, A. (2015). The ecology of diversity. San Diego, CA: Bridgepoint Education.
Weekly Discussion 5
Inclusive Communication
Your readings this week showcase the need to use communication techniques to bridge cultures and to demonstrate that we respect and value each other’s differences. Conversely, words can often be used in a divisive way.
Instructions:
Find two examples of when communication was used to bridge tw.
This essay should be 1,000 words and the instructions are below.
This essay should be 1,000 words and the instructions are below.
PART I. DESCRIBE in detail the art works from an objective standpoint. Act as if you are writing for an audience who hasn’t seen or experienced the artwork(s). Your reader (me) is only able to experience the work(s) through your words. It is your responsibility to look at the work(s) as objectively as possible and articulate these findings to me. Your reader depends on YOU to make the appropriate word choices, to consider what the artist may or may not be doing. Use descriptive words and significant details to create a mental picture for your reader. The more specific, objective, and clearer you are, the better. Avoid clichés (“beauty is in the eye of the beholder”) and sweeping generalizations. You should avoid reading anything about the work other than: the title, the artist’s name, and the material used (for visual art works). The whole purpose of this assignment is to help you to learn how to trust your own abilities to observe, using your own senses, and make conclusions as these are essential skills for any life work.
PART II. ANALYZE the aspects of the work(s) you choose to describe. Interpreting means that you attempt to understand what the work is communicating, using the elements from the work to back up your points. Basically, you are acting like detective who uses the clues to figure out what it means. Remember to be careful to not assume something that isn’t there. The evidence (aspects of the work) tells you what you think it is conveying. There is no perfect interpretation; however, you must be careful that the work described fits with your analysis. Think about the choices the artist made and why he/she did it that way. What may have been the point? To educate? To inspire? To make you feel a certain way? To get you to see better? To make you uncomfortable? To stimulate your imagination?
PART III. EVALUATE the work(s). Now, be subjective. Tell your reader how you felt or thought about the work(s). If you like or dislike some aspect of it, do not simply state this, give reasons for why the works of art affected you the way it did. In other words, think about how the artistic choices influenced your experience of the event. It is your job to convince the reader of your aesthetic judgment using evidence; mere statements of the experience being "bad" or "good" do not tell your reader why it is worth seeing or not. Remember, you are being responsible to your reader by considering that she does not have your same perspective, so you must consider that as well. This is an important aspect of the essay, so don’t forget to write about it!
PART IV. CONCLUDE with a paragraph or two that addresses the arts in general as agents of cultural change, as purveyors of ideas and emotional states, or as communicators of values. In YOUR OWN WORDS, tell your reader how any artist’s choices and actions (the work itself being an active form of ...
Lesson 4 gender and advertising
This document provides an overview of a lesson on representations of gender in advertising. It includes the learning objectives to develop skills in reading media texts and analyzing representations of gender. It discusses key concepts like dominant, preferred, oppositional, and negotiated readings. It clarifies the difference between sex and gender as the focus is on analyzing gender representations. Students are asked to analyze magazine covers and advertisements for how they represent gender.
Recount 2l98xyr
This document provides information about the text structure of recounts. It defines a recount as relating experiences or retelling events to inform, entertain or reflect. It identifies the key features of a recount as including an orientation, sequence of events in chronological order, and a reorientation. An example is provided of a recount about a school's book week celebrations that demonstrates these features. Teachers are encouraged to plan, draft and edit their own recount, and to reflect on including all important recount features.
Types of writing
This document outlines different types of writing patterns and their characteristics. It discusses narrative writing, which tells a story, and identifies fiction and nonfiction narratives. It also covers descriptive writing, which uses sensory details to create vivid images, and expository writing, which relies on facts to inform or explain using a clear thesis statement, organized body, and concluding paragraph. Various forms of each type of writing are also defined.
Is it ethical for companies to use unpaid interns if they know the.docx
Is it ethical for companies to use unpaid interns if they know they will not have any jobs to offer at the end of the internships?
It can be ethical IF the firm is up front in their providing and understanding to the intern. Listing the job duties and expectations. My daughter did an internship to assist with the restoration of President Eisenhower’s house, she received room and board. There was no false expectation of employment once the project was complete. She went on to add this internship to her resume and it paid off. The conservator she worked for is considered a visionary and highly respected. SO, her internship though it was unpaid, she received priceless training and development from it. This is an example of how an internship at that particular company may be a building block to the intern getting into a better opportunity.
Now if the company has used smoke and mirrors and is leading the intern on, making them think there will be a job opportunity at the end of the internship: this is unethical practice.
Is it ethical for companies to use unpaid interns if the unpaid internships replace paid jobs? Again this can be answered in a number different ways.
Yes it can be ethical. If the company is going under and it is the only way it can survive, yes.
If the company is phasing current employees out, say through their own leaving or retirement and will eventually have a staff of jus interns, I believe this can be ethical as well. As long as there is no strong arming of current works to leave.
If it is just a means to save money and has replaced current workers with inters, then I say No it is not ethical.
Pop Culture Across Cultures
Context & Description
South Korean pop artist Psy’s smash hit single “Gangnam Style” is more than just a song. It is a cultural phenomenon. The video has gone viral on YouTube, garnering over 600 MILLION hits in just three months, becoming the third-most viewed video on the website (YouTube.com). “Gangnam Style” has been remade and parodied by hundreds of people all around the world. Psy’s popularity has crossed over from South Korea to many countries including the United States. He has granted interviews to the Today Show and the Ellen DeGeneres Show, danced “Gangnam Style” with Britney Spears, and become one of the most popular Halloween costumes of 2012. And through this buzz in the United States, one thing remains the same: the song is sung in Korean (not English).
“Gangnam Style” is one of the many K-Pop (Korean Pop) songs in what Chinese journalists called the Korean wave (韓流), “a phenomenon that refers to the onslaught of South Korean entertainment in Asia and, more recently, in other parts of the world” (Valerio). Despite differences in language, Psy’s song is now a mainstay in popular (pop) culture in the United States and beyond. However, Psy’s “Gangnam Style” is definitely not the first K-Pop song to exist: groups like 2NE1 and BIGBANG are certainly popular in Korea, but they did not mak ...
ICT_PPT.pptx
To integrate intercultural comptence and critical thinking skills in to an English classroom environment
Persuasive Writing Tips
This document may help undergraduate writers (especially freshman) discover their own unique approach to assignments by avoiding common mistakes and cliche analytical techniques. However, any writer should benefit from these reflections about persuasion and rhetoric.
Areaofstudyaosdiscovery 150214233300-conversion-gate02
This document provides guidance on the Area of Study (AOS) of Discovery for an English syllabus. It discusses what the AOS involves, including exploring how texts represent discovery and how it is conveyed through language features. Discovery can include new discoveries, rediscoveries, and realizations through analysis. It notes discoveries may confirm or challenge beliefs and compose responses in various forms. The rubric outlines considering triggers of discovery, the experience itself, and consequences, including impacts on identity, worldview, values and future possibilities. It emphasizes showing rather than telling to respond imaginatively to discovery prompts avoiding certain words to demonstrate this. The document aims to help students understand the concept of discovery and apply skills in analyzing and composing texts related to
Area of study guide to narrative writing
This document provides guidance on the Area of Study (AOS) of Discovery for an English syllabus. It discusses what the AOS involves, including exploring how texts represent discovery and how it is conveyed through language features. Discovery can include new discoveries, rediscoveries, and realizations through analysis. It notes discoveries can impact individuals and societies and be challenging or transformative. The document outlines what students should consider, like attitudes affirmed or challenged. It provides examples of discoveries related to people, relationships, ideas, etc. It emphasizes discovery as a process that can have triggers, involve experiences, and have consequences. Students should reflect on and speculate about discovery in responses and compositions.
Your assignment is to report on TWO cultural experience visits
Your assignment is to report on TWO "cultural experience" visits you make during this term. You will hand in one during week 4 and the other during week 7. After each visit, write a 500-800 word report about the visit and what you learned.
Your instructor may modify this assignment.
Instructions
For your two reports, attend two different venues from this list.
art museum or sculpture garden
significant or notable architectural site (if there is explanatory material there to help you understand it)
music concert
theater play
poetry reading or spoken word performance
dance performance
Film festival or presentation of a film by an academic author or cinema expert
religious service, ceremony or ritual for a religion very different from yours, if you practice (for instance, if you are Christian, you may not go to another Christian denomination's service)
other displays or performances may be acceptable. Check with your instructor for approval beforehand.
Restrictions: The experience should be done in person. If this is impossible, contact the instructor to arrange for alternatives. You may not report on a cultural experience from prior to this class.
Write a report after each cultural experience (Cultural Experience Report #1 and #2).
Each report should include the following information. Include photos or links that help convey the information. As always, be sure to document all sources you consult in preparing your work.
Name and location of the museum, site, or performance event. If there is on-line information about the site or performance, be sure to include a link to it within the text of your essay in an appropriate place.
Type of museum, site or event. For example, is it a portrait museum, a poetry slam, an outdoor Shakespeare festival performance? If you attended a performance, name the performer or the piece. Be specific about what you attended, when, and where.
Briefly describe the general setting by talking a bit about the location, the number of people there, the general overall "vibe" of the place.
Describe at least one aspect of the experience that you found especially interesting. For example, you might write about a particular work of art, cultural artifact, song, dance section, scene in a play, costumes or lighting, a particular character in a film or play, a particular actor or vocalist, etc. Explain what impressed or affected you, and why. Your reaction can be positive or negative, as long as you offer an explanation.
Identify
and
use at at least two tools
that you have learned about in this class to talk about your visit. For example, if you visit a museum, you might point out how color works in one of the paintings, or if you go to a concert, how rhythm works in one of the songs. Make sure you are explicit in identifying the tools you are using and the learning resources your tools come from. Make sure to inform the reader about the tool through a quote or paraphrase from the learning resource. ...
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— Philippines 1st by Spain, then the US
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— — see figure 8.2 below
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+ likely to identify with country of origin 1st
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— — — overall desire to seek harmony
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Required
a. Explain the relationships among audit services, attestation services, and other assurance and no assurance services provided by CPA’s.
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(2) An attestation service other than an audit service.
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Learning Agreement
Student name:
Student D#:
Student e-mail, phone:
Mentor name and credentials:
Mentor contact information (work phone, cell phone, e-mail and work address):
Directions:
For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission.
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The Learning Agreement consists of three sections.
I. Student Learning Outcomes table (Week 1)
II. Signatures approving plan (Week 1)
III. Signatures and mentor verification (Week 8)
Due Dates:
1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1
2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8
A minimum of 144 hours practicum experience is required by the end of NR632.
If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed.
I. Student Learning Outcomes
Course Outcomes
Student Identified Practicum Goals to Meet COs
Plan to Meet Student Identified Practicum Goals
Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1
CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5)
CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4)
CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)
CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4)
CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4)
CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.
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Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table
Article
Reference
Purpose
Hypothesis
Study Question
Variables
Independent(I)
Dependent(D)
Study Design
Sample
Size and Selection
Data Collection
Methods
Major Findings
1
(sample not a real article)
Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.
How do educational support groups effect dietary modifications in patients with diabetes?
D-Dietary modifications
I-Education
Qualitative
N- 18
Convenience sample-selected from local support group in Pittsburgh, PA
Focus Groups
Support and education improved compliance with dietary modifications.
1
2
3
4
5
NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs
1
.
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Centralized System for Strategic Resources
Introduction
Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos.
Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states.
Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening.
Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies.
Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system.
Transition: Now let's first have a look at the harmful impacts of the current unorganized situation.
Body
I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies.
A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic.
1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley).
2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle).
B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing.
1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier.
a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley).
b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.
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FS 1513 Observation Project Details
Time Involved
Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester.
There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points).
Observations: Who and Where
Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester.
Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete.
Formatting
Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded.
First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.
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