This document provides guidelines for conducting interviews, including tips for beginning, middle, and ending an interview. It suggests starting with general questions to establish context, then asking about the specific topic (civic education), and ending by asking for suggestions. Sample questions are provided on civic education experiences in high school and use of digital media. Interviewers are instructed to create their own questions informed by readings on civic engagement challenges and activities.
This is the Power Point delivered at the 50th Annual California Council of the Social Sciences by Jim Bentley, CA 03 District Coordinator for Project Citizen.
For further information regarding Project Citizen, please visit the Center for Civic Education's website at www.civiced.org
2016 Palisades Charter High School College FairRebecca Joseph
This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
How to Increase Student Engagement at Your School in 3 Easy StepsNaviance
To increase student engagement, you need to capture your students attention through the three main parts of their high school community: academically, socially, and emotionally. Here's how to do it in 3 easy steps.
Questionnairre desisgn-Advance Research MethodologyRehan Ehsan
This Presentation states the details of Questionnairre desisgn for students to get help in advance research methodology. Rearchers may also get help from this work.
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
BUS 1010 Civic Learning ProjectThink about who you will be iVannaSchrader3
BUS 1010 Civic Learning Project
Think about who you will be in 2030, what problem you will be solving to contribute to the public
good, describe the significance of the problem, How you will resolve this problem, what data you will
be collecting, How you will collect the data, etc.
The project in Bus 1010 is meant to give you the understanding and an opportunity to apply
business concepts to solving a problem in your community. The project consists of three major
parts: research, evidence gathering and presentation. A paper assignment and a class presentation
are required to complete the project. Students who successfully complete this assignment will be able
to demonstrate the following civic learning objectives (CLO):
● CLO 1: Identify problems in a community that would benefit from statistical analysis. (Civic
knowledge)
● CLO 2: Identify statistics from published research that show causes or degree of a real-world
problem. (Civic skills)
● CLO 3: Conduct a basic statistical study (survey) in the workplace or community. (Civic
skills)
● CLO 4: Effectively communicate statistical data through charts and graphs(infographic) in a
manner that a member of the general public could understand. (Civic skills)
Please note the following steps to complete the assignment:
1. Define a problem in the community
It might be useful to look for articles in business journals/publications to define a problem in the
community. Consider the following questions when you find the problem and be prepared to discuss
in class:
a) Explain the problem's significance to you? Why do you consider it a problem?
b) What are the consequences of the problem if it is not addressed?
c) Why do you see this problem interfering with public good?
Please use your definition of civic engagement when answering these questions.
2. Evidence Gathering
Part 1: Academic and Statistical Research
Find 1-2 academic sources (e.g., journal articles) and at least 2 articles in business journals or
magazines that provide insight into why this problem is important in your community. For each
article:
a) Summarize the findings.
b) State any statistics that are important to your problem.
c) Explain how this article relates to your problem.
Be prepared to discuss your findings in class, in a group setting or with the whole class.
BUS 1010 Civic Learning Project
Part 2: Determine what additional information you should compile. through a survey
Conduct a survey of at least 10 members of your community that helps provide insight into the
problem. You could ask friends and family to complete your survey. When designing your survey keep
in mind that the following elements will be required for your presentation: at least 1 question that
requires qualitative or a quantitative answer, and at least 1 graph displaying the results. Therefore:
Ask at least one question with an answer that is a qualitative or a quantitative variable. We will
discuss more in class.
Most importantly, you mu ...
Writing Assessment InstructionsThis assignment is designed t.docxbillylewis37150
Writing Assessment Instructions
This assignment is designed to develop critical thinking, written and visual communication, and empirical and quantitative, and social responsibility skills. The primary focus will be to assess social responsibility. A component of social responsibility is the ability to demonstrate intercultural competence, which is the ability to identify, compare and contrast one’s own cultural patterns with others; understand diverse cultures and effectively communicate in a variety of cultural contexts.
This assignment will require students to analyze and interpret a primary or secondary document that includes quantitative data (e.g. graphs or other visual illustrations) using sociological terminology in an essay format. The following writing assignment is meant to help you use the concepts you have learned in this class to explore and analyze an important current issue in our society. As you write your paper, focus your attention on how you as an individual can respond to this current issue using the sociological imagination.
After reading the assigned article, you will write an essay, 250 words minimum; using Standard English and submit electronically on eCampus. The minimum requirements for this assignment are to:
1. Draw three main conclusions from the article;
2. Describe two important elements of data presented on the charts/graph and briefly interpret each data element;
3. Describe the ways in which this can be defined as a personal trouble or social issue. Be sure to cite specific evidence from the article to support your position (i.e. be sure to include other cultural perspectives in addition to your own);
4. Explore how the social phenomena discussed in the article may or may not contribute to human suffering and or social disorganization (i.e. be sure to include other cultural perspectives in addition to your own);
5. Based on your exploration on prompts numbers 1-4 make three recommendations including, but not limited to:
5. A need for future research on this social phenomenon,
5. The development of new laws or public policies to address this issue
5. Relevant programs to assist individuals and groups regarding the issue.
You are encouraged to support your argument with direct textual evidence and your sociological insights (applicable terms and concepts learned over your semester of study)
Suggestions for writing your Sociology Assessment Essay
Read the article “Online Socialization”
Click on “SOCI Assessment” tab
Click on “Online Socializing” attachment to open article.
Read the questions for the assignment as you are reading the article.
Jot down some ideas for answers as you read the article.
Divide the paper into paragraphs for each question.
There should be a minimum of 5 paragraphs for this essay.
Each paragraph should have several sentences.
Be sure that each question is answered thoroughly.
Provide specific examples or citation of sources of information quoted, if ne.
This is the Power Point delivered at the 50th Annual California Council of the Social Sciences by Jim Bentley, CA 03 District Coordinator for Project Citizen.
For further information regarding Project Citizen, please visit the Center for Civic Education's website at www.civiced.org
2016 Palisades Charter High School College FairRebecca Joseph
This is my 2016 Communicating Your Stories: Ten Tips For Writing Powerful College Application Essays Presentation. Please share and give me any feedback.
How to Increase Student Engagement at Your School in 3 Easy StepsNaviance
To increase student engagement, you need to capture your students attention through the three main parts of their high school community: academically, socially, and emotionally. Here's how to do it in 3 easy steps.
Questionnairre desisgn-Advance Research MethodologyRehan Ehsan
This Presentation states the details of Questionnairre desisgn for students to get help in advance research methodology. Rearchers may also get help from this work.
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
BUS 1010 Civic Learning ProjectThink about who you will be iVannaSchrader3
BUS 1010 Civic Learning Project
Think about who you will be in 2030, what problem you will be solving to contribute to the public
good, describe the significance of the problem, How you will resolve this problem, what data you will
be collecting, How you will collect the data, etc.
The project in Bus 1010 is meant to give you the understanding and an opportunity to apply
business concepts to solving a problem in your community. The project consists of three major
parts: research, evidence gathering and presentation. A paper assignment and a class presentation
are required to complete the project. Students who successfully complete this assignment will be able
to demonstrate the following civic learning objectives (CLO):
● CLO 1: Identify problems in a community that would benefit from statistical analysis. (Civic
knowledge)
● CLO 2: Identify statistics from published research that show causes or degree of a real-world
problem. (Civic skills)
● CLO 3: Conduct a basic statistical study (survey) in the workplace or community. (Civic
skills)
● CLO 4: Effectively communicate statistical data through charts and graphs(infographic) in a
manner that a member of the general public could understand. (Civic skills)
Please note the following steps to complete the assignment:
1. Define a problem in the community
It might be useful to look for articles in business journals/publications to define a problem in the
community. Consider the following questions when you find the problem and be prepared to discuss
in class:
a) Explain the problem's significance to you? Why do you consider it a problem?
b) What are the consequences of the problem if it is not addressed?
c) Why do you see this problem interfering with public good?
Please use your definition of civic engagement when answering these questions.
2. Evidence Gathering
Part 1: Academic and Statistical Research
Find 1-2 academic sources (e.g., journal articles) and at least 2 articles in business journals or
magazines that provide insight into why this problem is important in your community. For each
article:
a) Summarize the findings.
b) State any statistics that are important to your problem.
c) Explain how this article relates to your problem.
Be prepared to discuss your findings in class, in a group setting or with the whole class.
BUS 1010 Civic Learning Project
Part 2: Determine what additional information you should compile. through a survey
Conduct a survey of at least 10 members of your community that helps provide insight into the
problem. You could ask friends and family to complete your survey. When designing your survey keep
in mind that the following elements will be required for your presentation: at least 1 question that
requires qualitative or a quantitative answer, and at least 1 graph displaying the results. Therefore:
Ask at least one question with an answer that is a qualitative or a quantitative variable. We will
discuss more in class.
Most importantly, you mu ...
Writing Assessment InstructionsThis assignment is designed t.docxbillylewis37150
Writing Assessment Instructions
This assignment is designed to develop critical thinking, written and visual communication, and empirical and quantitative, and social responsibility skills. The primary focus will be to assess social responsibility. A component of social responsibility is the ability to demonstrate intercultural competence, which is the ability to identify, compare and contrast one’s own cultural patterns with others; understand diverse cultures and effectively communicate in a variety of cultural contexts.
This assignment will require students to analyze and interpret a primary or secondary document that includes quantitative data (e.g. graphs or other visual illustrations) using sociological terminology in an essay format. The following writing assignment is meant to help you use the concepts you have learned in this class to explore and analyze an important current issue in our society. As you write your paper, focus your attention on how you as an individual can respond to this current issue using the sociological imagination.
After reading the assigned article, you will write an essay, 250 words minimum; using Standard English and submit electronically on eCampus. The minimum requirements for this assignment are to:
1. Draw three main conclusions from the article;
2. Describe two important elements of data presented on the charts/graph and briefly interpret each data element;
3. Describe the ways in which this can be defined as a personal trouble or social issue. Be sure to cite specific evidence from the article to support your position (i.e. be sure to include other cultural perspectives in addition to your own);
4. Explore how the social phenomena discussed in the article may or may not contribute to human suffering and or social disorganization (i.e. be sure to include other cultural perspectives in addition to your own);
5. Based on your exploration on prompts numbers 1-4 make three recommendations including, but not limited to:
5. A need for future research on this social phenomenon,
5. The development of new laws or public policies to address this issue
5. Relevant programs to assist individuals and groups regarding the issue.
You are encouraged to support your argument with direct textual evidence and your sociological insights (applicable terms and concepts learned over your semester of study)
Suggestions for writing your Sociology Assessment Essay
Read the article “Online Socialization”
Click on “SOCI Assessment” tab
Click on “Online Socializing” attachment to open article.
Read the questions for the assignment as you are reading the article.
Jot down some ideas for answers as you read the article.
Divide the paper into paragraphs for each question.
There should be a minimum of 5 paragraphs for this essay.
Each paragraph should have several sentences.
Be sure that each question is answered thoroughly.
Provide specific examples or citation of sources of information quoted, if ne.
PROJECT DESIGNWORKSHEETpage 1Name of Project Engage-Explore.docxwoodruffeloisa
PROJECT DESIGNWORKSHEET page 1
Name of Project: Engage-Explore Project
Start Date:11/09/2019
Course: DES 250
Instructor: Kerry Jones
Due Date:11/13/2019
Key Knowledge and Understanding (CLO’s)
1, 3, 4-5
Project Overview
Choose career interest, and an interview with a professional to choose a professional issue or problem that you will then research in order to create a project. This project is intended to help you begin to develop strong critical thinking and communication skills while establishing relationships. Completion of will require the creation of some type of finished product that has integrated all of the resources introduced and explored during the course in order to communicate a clear picture of the issue or problem. Completion of these steps and the final product will account for
Driving Question
After exploring and investigating an important issue or problem in society related to your professional interests, consider the following question:
How can I create a final project that will best synthesize the research to help myself and others better understand the underlying elements and factors causing and relating to my chosen issue or problem?
Examples of Professional Issues:
School of Business
1. Career Interest Area of Business Management: After the interview analysis, an issue that stands out is management’s ineffectiveness in the workplace due to the lack of proper training and development. Because of this lack of proper training and development, managers are not equipped with the skills and abilities needed to motivate and engage a diverse population of employees. This situation is leading to poor performance outcomes in many organizations. For the final product, a business student could create a video of several workplace scenarios that would reveal that issues/problems caused by this lack of training.
Criminal Justice and Social Sciences
1. Career Interest Area of Law Enforcement: One issue is women have long been underrepresented in the criminal justice workforce. This underrepresentation is despite the fact that research has repeatedly shown the benefits of women in policing, including the likelihood of not using excessive force, the ability to diffuse volatile situations, and their inherent skill at addressing violence against women. Underrepresentation of women in the law enforcement profession has been an ongoing problem for as long as women have sought it as a career. For the final product, a CJSS student could collect images of police officers in the surrounding cities/towns (or his or her own city/town) and compile a collage revealing the gender disparity with accompanying statistical support in the form of referenced data and sources.
Arts and Sciences
1. Career Interest Area of Exercise Science/Nutrition: One issue is the growing obesity epidemic in America. This proliferating crisis is causing many healthcare related problems, such as childhood obesity, rising healthcare costs, and obesity-related deaths ...
Unit5Assign1SCPPRead the followingWeinstein, J. (2010). corbing9ttj
Unit5Assign1SCPP
Read the following:
Weinstein, J. (2010).
Social change
.
Lanham, MD: Rowman & Littlefield.
Pages 27–28 in Chapter 1, "The Social Scientific Perspective."
Social Policy Toolbox (see attachments)
Also see attachments for an example of the instructors expectations.
Community Policy Proposals
You will be using the results of your Unit 3 Community Assessment assignment as the basis for this assignment. You have examined the social change and public policy environment of your home community by surveying the population demographics (taking into account gender, race, and sexual orientation, as well as varied nationalities and their social and economic status) and explored public sources of information in order to identify demands for social changes in businesses, non-profits, and government. These demands reflect the possible need for public policy development.
Draft and present to your group two possible policy proposals that respond to the specific public demands you identified in your community in the previous assignment.
(Due Sunday November 2)
These demands may apply to businesses, non-profit organizations, or government.
Utilize the document entitled, "Elements of a Standard Policy Statement," which is located in your Social Policy Toolbox, to guide your development of these proposals.
Include a title for each proposal.
Meet with your group during this week.
Each member of your group will offer each of their public policy proposals for review.
Acting in a collaborative capacity, offer suggestions concerning the public policy proposals of each of your peers and recommend to each presenter a primary policy that should be developed and used to complete the remaining project assignments.
Write a 750-word written summary of your meeting(s) with your group, emphasizing these elements:
(DUE NOVEMBER 8....I will try to provide feedback from the group for the summary once available)
State the proposed policy on which you have decided, with the following:
A descriptive title.
A statement of the public entity for which the policy is intended.
The beneficiaries of the policy.
The human service outcome for social change.
State which actors in the home community may play a constructive and active role to advance the policy process, and identify the actors or factors that may pose as obstacles to your proposed policy.
State the key discussion points raised by your peers in support of or in opposition to your proposed policy.
State your rationale for choosing the policy proposal.
Assignment Requirements
Summary Length: 750 words.
Font and font size: Times New Roman, 12 point.
Formatting: Present your paper in APA format.
Written communication: Written communication must reflect graduate-level writing skills and successfully convey the message.
Summary Example
Group Y Discussion
Upon review on the proposed policy, Melissa Greer expressed a great deal of concern ...
Social responsibility includes intercultural competence, knowled.docxsamuel699872
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes
:
Knowledge of your own culture and how it has shaped your world view.
Knowledge of significant characteristics of other cultures.
Awareness of differences and similarities in cultures.
Ability to adjust your actions to successfully interact with someone of another culture.
How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set.
Mindset
is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness.
Heart set
is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set:
Self esteem
Self-monitoring
Empathy
Open mindedness
Reserved judgment
Social relaxation
Listening
Skill set
involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management.
Review the power point on eCampus, and watch the following videos:
Defining Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
The danger of a single story | Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=D9Ihs241zeg
Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology
Laura Johnson | TEDxUM
https://www.youtube.com/watch?v=l0x4GPNz4Ho
If I Could Change the World
https://www.youtube.com/watch?v=wuRURJ9E3iQ
Knowledge of civic responsibility includes:
Recognizing your civic responsibility to a specific community: locally, nationally, globally.
Identifying actions you will take as a citizen to address the pertinent issues within your community.
Engagement in a community includes:
Describing effective participation in civic engagement activities.
Understanding the purpose and benefits of your engagement in the community.
Intercultural Competence Questions
PART I
1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special?
2. Discuss and record the things that you love about your culture. How has your culture
shaped your identity
and how you feel about your place in the world?
3. Discuss the misconceptions about your culture – what bothers you the most?
4. Discuss the contr.
ECH430 v4Integrated Lesson Plan TemplateECH430 v4Page 2 ofEvonCanales257
ECH/430 v4
Integrated Lesson Plan Template
ECH/430 v4
Page 2 of 2
Integrated Lesson Plan Template
Element
Details
Lesson Title
Grade Level
Social Studies Content Standard(s)
What state social studies standards are being addressed?
Other Subject and Content Standard(s)
What other subject and related content standard(s) are being addressed?
ISTE Standards for Students
What technology standards are being addressed and how will technology be used in this lesson (i.e., research, instruction, practice, assessment, or any adaptive or interactive devices)?
Goals/Objectives
What are the goals/objectives that are aligned with the standards for the lesson?
Materials
What materials and instructional resources are needed for the teacher and students?
Instructional Approach (I do)
What are the step-by-step procedures that you will model in the instructional portion of this lesson?
Guided Practice (We do)
What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?
Independent Practice (You do)
What learning activity will the students doindividually that allows them to practice and apply what they have learned?
Supports
What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (i.e., IEPs or 504 plans and gifted/talented).
Closing
How will you end the lesson (e.g., culminating activity or task)?
Assessment
What formal and informal assessments will you use to evaluate students? How will you know if the students attained what you expected?
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
Assessment 4
Create a 15-20-slide presentation or a 15-20-minute speech on either same-sex marriage or immigration policy.
Note: You must complete this assessment before starting on Assessment 5.
Many of the current political, legal, and social debates in U.S. society concern diversity and its related issues. Two of those debates have centered on immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.
In this assessment, you apply the sociological perspective to one of these debates. You research the political players and key arguments on the different sides of your chosen controversy, and you place them in historical and contemporary context to gain a deeper understanding of the causes and consequences of the debate, and current and proposed policy solutions. Understanding the key developments and policy changes that pertain to your debate puts you in a position in which you can more accurately evaluate the merits of arguments made by politicians, leaders, and others with a stake in shaping future po ...
INSTRUCTIONSDiscussion 1 Contextualizing Quantitative Data .docxcarliotwaycave
INSTRUCTIONS
Discussion 1: Contextualizing Quantitative Data in the Workplace- CORPORATE BANK FACILITATOR
What role does quantitative research play in your current (Corporate Bank Facilitator) professional role?
Share 1-2 specific examples of ways in which you have, or might, use quantitative data.
Include projects where you would like to do some analysis (quantitative, qualitative or mixed methods) but have not.
Describe the project and ask your classmates for their feedback!
· Your initial post (approximately 200-250 words) should address each question in the discussion
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 5
Topic: “The Effect of Social Media Marketing On Business Growth and Prosperity”
Introduction
Since early 2000s, businesses have seen the need of utilizing social media as a convenient platform to reach and engage their potential customers (Pourkhani et al., 2019). Social media has revolutionized the way businesses connect with consumers for the purpose of growing their brand. Notably, social media offers cheaper and highly accessible tools of marketing used by businesses to advance their promotional activities (Fan & Gordon, 2014). In United States, social media has highly transformed the world of business –allowing firms to innovate and improve their business plans in order to attain maximum growth and prosperity (As' ad & Alhadid, 2014). Therefore, this study explores the impact, benefit, and importance of social media to the growth and performance of businesses.
Purpose of the Study
According to Kane (2015), a researcher should have a tangible reason (s) for undertaking a particular study in any filed. Marketing is very crucial to each and every business. Marketing entails the need for companies to access the target markets and engage their potential customers. This is aimed at understanding customer needs and wants –something that is crucial in developing a product (s) which offer maximum satisfaction to consumers. Until late 90s, businesses relied on traditional mode of marketing which included radio, TV, newspaper, billboards, field-marketing, among others. Notably, these marketing channels were very expensive. However, the introduction of social media platforms in early 2000s availed cheap, accessible, and reliable means of reaching the target audiences. Consequently, there is need to explore the element of social media in order to establish its superiority and contribution in helping organizations to attain maximum growth and performance. Thus, this study seeks to establish the impact and benefit of social media platforms to organizations as far as elements of building brand awareness, increasing sales, and expanding markets are concerned.
Study Rationale
Before conducting a research, a researcher is supposed to explain clearly the importance of the study he or she is carrying out. This involves providing specific, valid, and ideally arguments in support of the research topic. The rationale of th ...
1000 words, 2 referencesBegin conducting research now on your .docxvrickens
1000 words, 2 references
Begin conducting research now on your company/client. After brainstorming on your company’s industry and after your preliminary research information-gathering techniques, create a research profile proposal to deliver to your company’s management that includes the following:
State the specific research goal for the proposal.
What is the company’s current business problem?
Who is the company’s competition?
Establish your population sample for researching customer attitudes and behaviors about the company and product.
Identify the steps in the research process.
.
1000 words only due by 5314 at 1200 estthis is a second part to.docxvrickens
1000 words only due by 5/3/14 at 12:00 est
this is a second part to this assignment due at a different time
Part 1
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
.
1000 words with refernceBased on the American constitution,” wh.docxvrickens
1000 words with refernce
Based on the American “constitution,” which internal and external stakeholders, in the policy making process, possess “constitutional legitimacy” for their role in making public policy? Do entities with explicit power have more influence than those entities with implied powers in making public policy? Should they? Why or why not?
1000 words with reference
Accountability and ethical conduct are important concepts in public administration. In Tennessee, recent political stakeholders and some bureaucratic stakeholders have been caught up in various scandals (Operation Tennessee Waltz, Operation Rocky Top etc.). Based on the readings, what could Tennessee do to make political and bureaucratic functionaries more accountable?
.
10.1. In a t test for a single sample, the samples mean.docxvrickens
10.1. In a
t
test for a single sample
,
the sample
'
s mean is
c
o
m
par
ed to the
population
.
10.2. When we use a paired-samples
t
test to compare the pret
es
t and
p
ostt
est
scores for a group of 45 people, the degrees of freedom
(
df
)
ar
e _____.
10.3. If we conduct a
t
test for independent samples
,
and
n1
=
32 and
n2
=
35,
the degrees of freedom
(df)
are
_____.
10.4
.
A researcher wants to study the effect of college education on p
eo
p
le's
earning by comparing the annual salaries of a randomly
-
selecte
d g
ro
up
of 100 college graduates to the annual salaries of 100 randoml
y-selected
group of people whose highest level of education is high
schoo
l.
To
compare the mean annual salaries of the two groups
,
th
e resea
r
cher
should use a
t
test for
______.
10.5. A training coordinator wants to determine the effectiveness
of a program
that makes extensive use of educational technology when t
raining new
employees. She compares the scores of her new emplo
yees who
completed the training on a nationally-normed test to th
e
me
a
n
s
c
ore of
all
those in the country who took the same test.
The a
p
pro
p
riate
statistical test the training coordinator should use for h
er analysis
i
s the
t
test for ______.
10
.
6. As part of the process to develop two parallel forms o
f a q
u
es
t
io
nn
aire
,
the persons creating the questionnaire may admin
i
st
e
r b
o
th
f
or
ms to a
group of students, and then use a
t
test for ______ s
a
mpl
es
t
o com
p
are
the mean scores on the two forms
.
Circle the
correct
answer:
10.7. A difference
o
f 4 points between two
homogeneous group
s
is lik
e
ly to
be
more/less
statistically significant than the
s
ame
d
i
ffe
r
e
n
ce (of 4
points) between two
heterogeneous
groups
,
when all fou
r g
r
o
up
s are
taking completing the same survey and have appro
x
im
a
tel
y t
h
e same
number of subjects.
10.8. A difference of 3 points on a 100-item test taken b
y t
w
o g
rou
ps is likely to be
more/less
statistically significant than a difference of 3 po
i
nt
s on a 30-item test taken by the sa
m
e
t
w
o g
r
oups.
10.9 When
a
t
test for paired samples is u
s
ed to
c
ompare th
e
p
re
t
est an
d
the posttest
means
,
the number of pretest scores i
s
the
same as/different than
the number of
po
s
t-t
e
st scor
e
s.
10.10. W
hen
w
e
w
ant to compar
e w
h
e
th
e
r female
s
' scor
es
on th
e
G
MAT are
di
fferent f
rom males' scores
,
we should use a
t
test for
paired samples/independen
t
samples
.
10
.11 In studi
e
s
w
h
e
re the alte
r
nati
ve (
r
es
ear
c
h
)
h
y
poth
es
i
s
i
s
directiona
l
,
t
h
e critical va
lu
es
for
a
one tailed test/two-tailed test
should b
e us
ed t
o
d
e
t
erm
i
ne the
l
e
vel o
f
signi
fi
cance (i
.
e.
,
the
p
va
lue).
10.12 W
h
e
n
t
h
e
alt
e
rnati
ve
h
y
poth
e
si
s
is: H
A
: u1=u2
,
the c
ri
ti
ca
l
v
alu
es for
one
tailed test/
two-tailed
test
should b
e
u
se.
100 WORDS OR MOREConsider your past experiences either as a studen.docxvrickens
100 WORDS OR MORE
Consider your past experiences either as a student, early child care professional, or teacher. Describe a creative episode similar to the two boys who found a frog in the text (Creativity and the Arts with Young Children, p.309), when the teacher (maybe you) seized the opportunity (the teachable moment) to inspire the children to branch out using their imagination, creativity, and interests. Why do you think this was such a memorable moment?
WHAT WAS OBSERVED?
Two boys were exploring the outdoors and found a small frog. The teacher recognized their high interest and determined that this was an appropriate topic for a study. Their experience in nature provided the interest and stimulus for a long-term project on frogs. The teacher demonstrated her belief that this study could not only include informational learning but also be enriched by the use of the arts. She didn't know a lot about frogs, so she joined the children in looking for information about them. Stories provided the content for the drama about frogs, and the music selection encouraged listening and moving to the “frog music.” A group mural was created through the collaboration of several children, who created visual representations of the frog's environment. Another group of children investigated building a habitat for the frog in their classroom aquarium. All of the children were involved in active learning and used methods that matched their interests. At the conclusion of the study, the children shared their learning by making a giant book about frogs, creating a song about frogs, and demonstrating the development of the frog aquarium that emulated its outdoor environment. Finally, they returned the frog to its home, which led to their understanding that it needed to live in its natural habitat.
.
1000 to 2000 words Research Title VII of the Civil Rights Act of.docxvrickens
1000 to 2000 words
Research Title VII of the Civil Rights Act of 1964 and discuss why it is so significant.
Your paper should discuss the state of race relations in the United States prior to the Civil Rights Act of 1964. It should also discuss the political environment that led to the passing of the Civil Rights Act of 1964. Additionally, please include a response to the following in your analysis:
What is the purpose of this law?
What groups does it protect? What groups does it not protect?
How were the Jim Crow laws tested during this time period?
What is the U.S. Supreme Court case
Plessy v. Ferguson
about? Is the rule established in the Plessy case still the rule today?
.
1000 word essay MlA Format.. What is our personal responsibility tow.docxvrickens
1000 word essay MlA Format.. What is our personal responsibility toward the natural world, toward what we term our natural resources? Use one of these readings and interpet it to the question reflecting your answer. Add perentheses when using quotes.
“May’s Lion” (Le Guin)
“Deer Among Cattle” (Dickey)
“Meditation at Oyster River” (Roethke)
“The Call of the Wild” (Snyder)
“Eco-Defense” (Abbey)
“The Present” (Dillard)
“Time and the Machine” (Huxley)
Mending wall(Frost)
.
More Related Content
Similar to Interviewing GuidelinesPlease look through these guidelines .docx
PROJECT DESIGNWORKSHEETpage 1Name of Project Engage-Explore.docxwoodruffeloisa
PROJECT DESIGNWORKSHEET page 1
Name of Project: Engage-Explore Project
Start Date:11/09/2019
Course: DES 250
Instructor: Kerry Jones
Due Date:11/13/2019
Key Knowledge and Understanding (CLO’s)
1, 3, 4-5
Project Overview
Choose career interest, and an interview with a professional to choose a professional issue or problem that you will then research in order to create a project. This project is intended to help you begin to develop strong critical thinking and communication skills while establishing relationships. Completion of will require the creation of some type of finished product that has integrated all of the resources introduced and explored during the course in order to communicate a clear picture of the issue or problem. Completion of these steps and the final product will account for
Driving Question
After exploring and investigating an important issue or problem in society related to your professional interests, consider the following question:
How can I create a final project that will best synthesize the research to help myself and others better understand the underlying elements and factors causing and relating to my chosen issue or problem?
Examples of Professional Issues:
School of Business
1. Career Interest Area of Business Management: After the interview analysis, an issue that stands out is management’s ineffectiveness in the workplace due to the lack of proper training and development. Because of this lack of proper training and development, managers are not equipped with the skills and abilities needed to motivate and engage a diverse population of employees. This situation is leading to poor performance outcomes in many organizations. For the final product, a business student could create a video of several workplace scenarios that would reveal that issues/problems caused by this lack of training.
Criminal Justice and Social Sciences
1. Career Interest Area of Law Enforcement: One issue is women have long been underrepresented in the criminal justice workforce. This underrepresentation is despite the fact that research has repeatedly shown the benefits of women in policing, including the likelihood of not using excessive force, the ability to diffuse volatile situations, and their inherent skill at addressing violence against women. Underrepresentation of women in the law enforcement profession has been an ongoing problem for as long as women have sought it as a career. For the final product, a CJSS student could collect images of police officers in the surrounding cities/towns (or his or her own city/town) and compile a collage revealing the gender disparity with accompanying statistical support in the form of referenced data and sources.
Arts and Sciences
1. Career Interest Area of Exercise Science/Nutrition: One issue is the growing obesity epidemic in America. This proliferating crisis is causing many healthcare related problems, such as childhood obesity, rising healthcare costs, and obesity-related deaths ...
Unit5Assign1SCPPRead the followingWeinstein, J. (2010). corbing9ttj
Unit5Assign1SCPP
Read the following:
Weinstein, J. (2010).
Social change
.
Lanham, MD: Rowman & Littlefield.
Pages 27–28 in Chapter 1, "The Social Scientific Perspective."
Social Policy Toolbox (see attachments)
Also see attachments for an example of the instructors expectations.
Community Policy Proposals
You will be using the results of your Unit 3 Community Assessment assignment as the basis for this assignment. You have examined the social change and public policy environment of your home community by surveying the population demographics (taking into account gender, race, and sexual orientation, as well as varied nationalities and their social and economic status) and explored public sources of information in order to identify demands for social changes in businesses, non-profits, and government. These demands reflect the possible need for public policy development.
Draft and present to your group two possible policy proposals that respond to the specific public demands you identified in your community in the previous assignment.
(Due Sunday November 2)
These demands may apply to businesses, non-profit organizations, or government.
Utilize the document entitled, "Elements of a Standard Policy Statement," which is located in your Social Policy Toolbox, to guide your development of these proposals.
Include a title for each proposal.
Meet with your group during this week.
Each member of your group will offer each of their public policy proposals for review.
Acting in a collaborative capacity, offer suggestions concerning the public policy proposals of each of your peers and recommend to each presenter a primary policy that should be developed and used to complete the remaining project assignments.
Write a 750-word written summary of your meeting(s) with your group, emphasizing these elements:
(DUE NOVEMBER 8....I will try to provide feedback from the group for the summary once available)
State the proposed policy on which you have decided, with the following:
A descriptive title.
A statement of the public entity for which the policy is intended.
The beneficiaries of the policy.
The human service outcome for social change.
State which actors in the home community may play a constructive and active role to advance the policy process, and identify the actors or factors that may pose as obstacles to your proposed policy.
State the key discussion points raised by your peers in support of or in opposition to your proposed policy.
State your rationale for choosing the policy proposal.
Assignment Requirements
Summary Length: 750 words.
Font and font size: Times New Roman, 12 point.
Formatting: Present your paper in APA format.
Written communication: Written communication must reflect graduate-level writing skills and successfully convey the message.
Summary Example
Group Y Discussion
Upon review on the proposed policy, Melissa Greer expressed a great deal of concern ...
Social responsibility includes intercultural competence, knowled.docxsamuel699872
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes
:
Knowledge of your own culture and how it has shaped your world view.
Knowledge of significant characteristics of other cultures.
Awareness of differences and similarities in cultures.
Ability to adjust your actions to successfully interact with someone of another culture.
How do we continuously improve our intercultural competence? First, by understanding that intercultural competence is complex, and it requires growing and maturing in three areas: mind set, heart set, and skill set.
Mindset
is the domain where as we learn and engage with others, we recognize similarities and differences. A growth mind set requires self-awareness and cultural awareness.
Heart set
is the domain where we learn to acknowledge, appreciate, and accept cultural differences. There are six dimensions to your heart set:
Self esteem
Self-monitoring
Empathy
Open mindedness
Reserved judgment
Social relaxation
Listening
Skill set
involves our intercultural agility; the ability to adjust your actions to successfully interact with someone of another culture. Specific skills include message skills, appropriate self-disclosure, behavioral flexibility, and interaction management.
Review the power point on eCampus, and watch the following videos:
Defining Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
The danger of a single story | Chimamanda Ngozi Adichie
https://www.youtube.com/watch?v=D9Ihs241zeg
Engagement is the Answer! Cross-Cultural Lessons in Life and Psychology
Laura Johnson | TEDxUM
https://www.youtube.com/watch?v=l0x4GPNz4Ho
If I Could Change the World
https://www.youtube.com/watch?v=wuRURJ9E3iQ
Knowledge of civic responsibility includes:
Recognizing your civic responsibility to a specific community: locally, nationally, globally.
Identifying actions you will take as a citizen to address the pertinent issues within your community.
Engagement in a community includes:
Describing effective participation in civic engagement activities.
Understanding the purpose and benefits of your engagement in the community.
Intercultural Competence Questions
PART I
1. Define your culture. Include display rules (e.g., culturally accepted ways of communicating with others in your culture). Go beyond discussing food, dance, music, and holidays. What makes your culture special?
2. Discuss and record the things that you love about your culture. How has your culture
shaped your identity
and how you feel about your place in the world?
3. Discuss the misconceptions about your culture – what bothers you the most?
4. Discuss the contr.
ECH430 v4Integrated Lesson Plan TemplateECH430 v4Page 2 ofEvonCanales257
ECH/430 v4
Integrated Lesson Plan Template
ECH/430 v4
Page 2 of 2
Integrated Lesson Plan Template
Element
Details
Lesson Title
Grade Level
Social Studies Content Standard(s)
What state social studies standards are being addressed?
Other Subject and Content Standard(s)
What other subject and related content standard(s) are being addressed?
ISTE Standards for Students
What technology standards are being addressed and how will technology be used in this lesson (i.e., research, instruction, practice, assessment, or any adaptive or interactive devices)?
Goals/Objectives
What are the goals/objectives that are aligned with the standards for the lesson?
Materials
What materials and instructional resources are needed for the teacher and students?
Instructional Approach (I do)
What are the step-by-step procedures that you will model in the instructional portion of this lesson?
Guided Practice (We do)
What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?
Independent Practice (You do)
What learning activity will the students doindividually that allows them to practice and apply what they have learned?
Supports
What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (i.e., IEPs or 504 plans and gifted/talented).
Closing
How will you end the lesson (e.g., culminating activity or task)?
Assessment
What formal and informal assessments will you use to evaluate students? How will you know if the students attained what you expected?
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
Assessment 4
Create a 15-20-slide presentation or a 15-20-minute speech on either same-sex marriage or immigration policy.
Note: You must complete this assessment before starting on Assessment 5.
Many of the current political, legal, and social debates in U.S. society concern diversity and its related issues. Two of those debates have centered on immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.
In this assessment, you apply the sociological perspective to one of these debates. You research the political players and key arguments on the different sides of your chosen controversy, and you place them in historical and contemporary context to gain a deeper understanding of the causes and consequences of the debate, and current and proposed policy solutions. Understanding the key developments and policy changes that pertain to your debate puts you in a position in which you can more accurately evaluate the merits of arguments made by politicians, leaders, and others with a stake in shaping future po ...
INSTRUCTIONSDiscussion 1 Contextualizing Quantitative Data .docxcarliotwaycave
INSTRUCTIONS
Discussion 1: Contextualizing Quantitative Data in the Workplace- CORPORATE BANK FACILITATOR
What role does quantitative research play in your current (Corporate Bank Facilitator) professional role?
Share 1-2 specific examples of ways in which you have, or might, use quantitative data.
Include projects where you would like to do some analysis (quantitative, qualitative or mixed methods) but have not.
Describe the project and ask your classmates for their feedback!
· Your initial post (approximately 200-250 words) should address each question in the discussion
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 5
Topic: “The Effect of Social Media Marketing On Business Growth and Prosperity”
Introduction
Since early 2000s, businesses have seen the need of utilizing social media as a convenient platform to reach and engage their potential customers (Pourkhani et al., 2019). Social media has revolutionized the way businesses connect with consumers for the purpose of growing their brand. Notably, social media offers cheaper and highly accessible tools of marketing used by businesses to advance their promotional activities (Fan & Gordon, 2014). In United States, social media has highly transformed the world of business –allowing firms to innovate and improve their business plans in order to attain maximum growth and prosperity (As' ad & Alhadid, 2014). Therefore, this study explores the impact, benefit, and importance of social media to the growth and performance of businesses.
Purpose of the Study
According to Kane (2015), a researcher should have a tangible reason (s) for undertaking a particular study in any filed. Marketing is very crucial to each and every business. Marketing entails the need for companies to access the target markets and engage their potential customers. This is aimed at understanding customer needs and wants –something that is crucial in developing a product (s) which offer maximum satisfaction to consumers. Until late 90s, businesses relied on traditional mode of marketing which included radio, TV, newspaper, billboards, field-marketing, among others. Notably, these marketing channels were very expensive. However, the introduction of social media platforms in early 2000s availed cheap, accessible, and reliable means of reaching the target audiences. Consequently, there is need to explore the element of social media in order to establish its superiority and contribution in helping organizations to attain maximum growth and performance. Thus, this study seeks to establish the impact and benefit of social media platforms to organizations as far as elements of building brand awareness, increasing sales, and expanding markets are concerned.
Study Rationale
Before conducting a research, a researcher is supposed to explain clearly the importance of the study he or she is carrying out. This involves providing specific, valid, and ideally arguments in support of the research topic. The rationale of th ...
1000 words, 2 referencesBegin conducting research now on your .docxvrickens
1000 words, 2 references
Begin conducting research now on your company/client. After brainstorming on your company’s industry and after your preliminary research information-gathering techniques, create a research profile proposal to deliver to your company’s management that includes the following:
State the specific research goal for the proposal.
What is the company’s current business problem?
Who is the company’s competition?
Establish your population sample for researching customer attitudes and behaviors about the company and product.
Identify the steps in the research process.
.
1000 words only due by 5314 at 1200 estthis is a second part to.docxvrickens
1000 words only due by 5/3/14 at 12:00 est
this is a second part to this assignment due at a different time
Part 1
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
.
1000 words with refernceBased on the American constitution,” wh.docxvrickens
1000 words with refernce
Based on the American “constitution,” which internal and external stakeholders, in the policy making process, possess “constitutional legitimacy” for their role in making public policy? Do entities with explicit power have more influence than those entities with implied powers in making public policy? Should they? Why or why not?
1000 words with reference
Accountability and ethical conduct are important concepts in public administration. In Tennessee, recent political stakeholders and some bureaucratic stakeholders have been caught up in various scandals (Operation Tennessee Waltz, Operation Rocky Top etc.). Based on the readings, what could Tennessee do to make political and bureaucratic functionaries more accountable?
.
10.1. In a t test for a single sample, the samples mean.docxvrickens
10.1. In a
t
test for a single sample
,
the sample
'
s mean is
c
o
m
par
ed to the
population
.
10.2. When we use a paired-samples
t
test to compare the pret
es
t and
p
ostt
est
scores for a group of 45 people, the degrees of freedom
(
df
)
ar
e _____.
10.3. If we conduct a
t
test for independent samples
,
and
n1
=
32 and
n2
=
35,
the degrees of freedom
(df)
are
_____.
10.4
.
A researcher wants to study the effect of college education on p
eo
p
le's
earning by comparing the annual salaries of a randomly
-
selecte
d g
ro
up
of 100 college graduates to the annual salaries of 100 randoml
y-selected
group of people whose highest level of education is high
schoo
l.
To
compare the mean annual salaries of the two groups
,
th
e resea
r
cher
should use a
t
test for
______.
10.5. A training coordinator wants to determine the effectiveness
of a program
that makes extensive use of educational technology when t
raining new
employees. She compares the scores of her new emplo
yees who
completed the training on a nationally-normed test to th
e
me
a
n
s
c
ore of
all
those in the country who took the same test.
The a
p
pro
p
riate
statistical test the training coordinator should use for h
er analysis
i
s the
t
test for ______.
10
.
6. As part of the process to develop two parallel forms o
f a q
u
es
t
io
nn
aire
,
the persons creating the questionnaire may admin
i
st
e
r b
o
th
f
or
ms to a
group of students, and then use a
t
test for ______ s
a
mpl
es
t
o com
p
are
the mean scores on the two forms
.
Circle the
correct
answer:
10.7. A difference
o
f 4 points between two
homogeneous group
s
is lik
e
ly to
be
more/less
statistically significant than the
s
ame
d
i
ffe
r
e
n
ce (of 4
points) between two
heterogeneous
groups
,
when all fou
r g
r
o
up
s are
taking completing the same survey and have appro
x
im
a
tel
y t
h
e same
number of subjects.
10.8. A difference of 3 points on a 100-item test taken b
y t
w
o g
rou
ps is likely to be
more/less
statistically significant than a difference of 3 po
i
nt
s on a 30-item test taken by the sa
m
e
t
w
o g
r
oups.
10.9 When
a
t
test for paired samples is u
s
ed to
c
ompare th
e
p
re
t
est an
d
the posttest
means
,
the number of pretest scores i
s
the
same as/different than
the number of
po
s
t-t
e
st scor
e
s.
10.10. W
hen
w
e
w
ant to compar
e w
h
e
th
e
r female
s
' scor
es
on th
e
G
MAT are
di
fferent f
rom males' scores
,
we should use a
t
test for
paired samples/independen
t
samples
.
10
.11 In studi
e
s
w
h
e
re the alte
r
nati
ve (
r
es
ear
c
h
)
h
y
poth
es
i
s
i
s
directiona
l
,
t
h
e critical va
lu
es
for
a
one tailed test/two-tailed test
should b
e us
ed t
o
d
e
t
erm
i
ne the
l
e
vel o
f
signi
fi
cance (i
.
e.
,
the
p
va
lue).
10.12 W
h
e
n
t
h
e
alt
e
rnati
ve
h
y
poth
e
si
s
is: H
A
: u1=u2
,
the c
ri
ti
ca
l
v
alu
es for
one
tailed test/
two-tailed
test
should b
e
u
se.
100 WORDS OR MOREConsider your past experiences either as a studen.docxvrickens
100 WORDS OR MORE
Consider your past experiences either as a student, early child care professional, or teacher. Describe a creative episode similar to the two boys who found a frog in the text (Creativity and the Arts with Young Children, p.309), when the teacher (maybe you) seized the opportunity (the teachable moment) to inspire the children to branch out using their imagination, creativity, and interests. Why do you think this was such a memorable moment?
WHAT WAS OBSERVED?
Two boys were exploring the outdoors and found a small frog. The teacher recognized their high interest and determined that this was an appropriate topic for a study. Their experience in nature provided the interest and stimulus for a long-term project on frogs. The teacher demonstrated her belief that this study could not only include informational learning but also be enriched by the use of the arts. She didn't know a lot about frogs, so she joined the children in looking for information about them. Stories provided the content for the drama about frogs, and the music selection encouraged listening and moving to the “frog music.” A group mural was created through the collaboration of several children, who created visual representations of the frog's environment. Another group of children investigated building a habitat for the frog in their classroom aquarium. All of the children were involved in active learning and used methods that matched their interests. At the conclusion of the study, the children shared their learning by making a giant book about frogs, creating a song about frogs, and demonstrating the development of the frog aquarium that emulated its outdoor environment. Finally, they returned the frog to its home, which led to their understanding that it needed to live in its natural habitat.
.
1000 to 2000 words Research Title VII of the Civil Rights Act of.docxvrickens
1000 to 2000 words
Research Title VII of the Civil Rights Act of 1964 and discuss why it is so significant.
Your paper should discuss the state of race relations in the United States prior to the Civil Rights Act of 1964. It should also discuss the political environment that led to the passing of the Civil Rights Act of 1964. Additionally, please include a response to the following in your analysis:
What is the purpose of this law?
What groups does it protect? What groups does it not protect?
How were the Jim Crow laws tested during this time period?
What is the U.S. Supreme Court case
Plessy v. Ferguson
about? Is the rule established in the Plessy case still the rule today?
.
1000 word essay MlA Format.. What is our personal responsibility tow.docxvrickens
1000 word essay MlA Format.. What is our personal responsibility toward the natural world, toward what we term our natural resources? Use one of these readings and interpet it to the question reflecting your answer. Add perentheses when using quotes.
“May’s Lion” (Le Guin)
“Deer Among Cattle” (Dickey)
“Meditation at Oyster River” (Roethke)
“The Call of the Wild” (Snyder)
“Eco-Defense” (Abbey)
“The Present” (Dillard)
“Time and the Machine” (Huxley)
Mending wall(Frost)
.
100 wordsGoods and services that are not sold in markets.docxvrickens
100 words
Goods and services that are not sold in markets, such as food produced and consumed at home and some household articles, are generally not included in GDP.
How might the absence of these values mislead one when comparing the economic well-being of the United States and India?
What other items are not included in GDP and how might their exclusion impact policy?
.
100 word responseChicago style citingLink to textbook httpbo.docxvrickens
100 word response
Chicago style citing
Link to textbook: http://books.google.com/books?id=zutRiJJMBQYC&printsec=frontcover#v=onepage&q&f=false
Article is attached
The overwhelming similarities between the articles are perception of identity through self-focus or self-identity through culture. Mulvaney tells us “truth is socially constructed through language and other symbol systems” (Mulvaney, 222). And as an example, it was just such self-focus that landed Galileo in jail by asserting that the universe was sun-centered as opposed to earth centered. The people of that time had socially constructed their own truths based on their perceptions of that time, although we now know that both were incorrect. It was from this perception of correctness that power was assumed and asserted by the majority, which in this case led to Galileo’s arrest (Mulvaney 2004).
Jandt touches on an interesting fact regarding existentialism, the idea of the “other” and the idea that both the observer and the observed are changed in the process. He states, “that the observer is not independent of the observed; the observed is in some sense “created” or changed or both by the act of observation” (Jandt, 212). It is from this dynamic that Jandt speaks of that we can see the formation of societal roles, i.e. the roles of those in positions of power and those in a subservient roles.
The interesting culmination of the information from all three articles is that the process is not a stagnant one, but rather one that can, and often times does change. Through introspective analysis, asking ourselves the question “Who am I?” we can embrace our cultural differences and through the acceptance of our individual qualities can take back some of the power that was perhaps lost (Jandt, 210). For example, take the labels “Feminist” and “Gay” along with “queer” and “Chicano,” which were certainly negative when created, have been transformed into positive labels embraced by those within each perspective community (Jandt 2004).
Works Cited
Jandt, Fred E., Dolores V. Tanno. "Decoding Domination, Encoding Self-Determination - Intercultural Comminication Research Process." In Intercultural Communication: A Global Reader, by Fred E. Jandt, 205 - 221. Thousand Oaks, CA: Sage Publications, Inc., 2004.
Mulvaney, Becky Michelle. "Gender Differences in Communication - An Intercultural Experience." In Intercultural Communication - A Global Reader, by Fred E. Jandt, 221 - 229. Thousand Oaks, CA: Sage Publications, Inc., 2004.
.
100 word response to the followingBoth perspectives that we rea.docxvrickens
100 word response to the following:
Both perspectives that we read referenced Hofstede’s work. Merrit and Helmreich focused closely on Hofstede’s principles of individualism and power distance. They studied how American flight crews differed in these areas from Asian flight crews. The American flight crews proved to have much more individualism than the Asian, although power distance perceptions were mixed between pilots and flight attendants, with the flight attendants perceiving more power distance than the pilots (in Jandt, 2004). Aldridge also focused on individualism and power distance, with regards to the American culture. It is Aldridge’s thesis that it is the idea of the “natural rights of man” that underpins American culture (in Jandt, 2004, p.94). The natural rights of man are a value that is espoused by a culture with high individuality and low power distance. If man has natural rights, then he is an independent being, and in order to value all men, we must have a lower perception of the distance between those of high status and those with lower status.
I enjoyed both perspectives. I felt that the aviation study was very strong, as they were careful to make sure that they accounted for cultural differences in their measurements. I agree with the authors that although they confirmed some sociological theories and demonstrated that flight crews tend to follow their cultural norms, the study is likely skewed. In order to understand how different flight crews behave from standard Asian social norms, the surveys would have to be done from an Asian perspective and even then, there is not just one Asian culture, so that should be taken into account. We likely miss many of the subtle differences between Asian flight crews and their home culture, by not having a sensitive test to that culture.
My main complaint about Aldridge’s perspective is a lack of strong comparison to other cultures. I felt that the argument that American culture is strong based on our belief in natural human rights would have been better served by showing more comparison to other cultures that also espouse this value and/or to cultures that clearly do not. The comparison to Nazi culture was a start, but one that gets kind of old after a while, and is not a culture that is as current as I would prefer in a comparison.
Readings:
Texbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004
“Human Factors on the Flight Deck: The Influence of National Culture,” Merritt and Helmreich, Jandt pages 13-27
“What is the Basis of American Culture,” Aldridge, Jandt pages 84-98
100 word response to the following
The perspectives learned this week relate to the evolution of human beings and their ability to evolve and survive. As it was state in Aldridge’s readings human beings have the capability to communicate and this ability makes them superior, than animals. All human beings came from the same land and eventually with th.
100 word response to the followingThe point that Penetito is tr.docxvrickens
100 word response to the following:
The point that Penetito is trying to make is that it is important for indigenous cultures to survive. He uses the case of the education of the Maori in New Zealand as an example to exhibit the declining influence of the culture because of the influence of the more dominant British culture. Penetito strengthens his argument by referencing problems that come with colonization and the negative on natives, most notably, the educational system. By attacking this one issue and using facts about the culture to enrich the discussion helps to focus his message that cultures being dominated is a bad thing. The Maori educational system has been moulded to fit the mainstream framework rather than a Maori one (Jandt, 2004, p. 173) and this creates many of the problems and contributes to the extinction of culture. He could use other examples of how colonizing countries leads to the destruction of less important areas of indigiounous cultures such as dress, language, or food in order to strengthen his arguments about the educational systems. The lack of attention in the educational field is having lasting effects on Maoris living in New Zealand and any more information he could use to support this would be important to know. Also examples of educational systems in other colonized countries, to compare and contrast them to New Zealand's would also help to influence readers. He references a report done by the Ministry of Maori Development which states that, "disparities between Maori and non-Maori in a variety of economic sectors such as employment and income" (Jandt, 2004, p. 181). The Maori are just an example of one culture that is fighting for survival out of many. The problem is that through colonization, diversity dwindles. Penetito's writing is valid for all endangered languages because all cultures can use it as a template and useful knowledge for preserving their cultures before they are completely gone.
Textbook: Jandt, F. (2004). Intercultural Communication:A Global Reader. Thousand Oaks, CA: Sage Publications Inc.
---------------------------------------------------------------------------------------------------------------------------
100 word response to the following:
I would like to ask a provocative question, or two.
Given that all of the indigenous languages in the USA are on the brink of extinction, should there be federal funding to protect these languages and these cultures?
Along the same lines, what do you think of English-only initiatives? Do these aid or hurt American culture?
http://www.endangeredlanguages.com/
.
100 word response to the folowingMust use Chicago style citing an.docxvrickens
100 word response to the folowing:
Must use Chicago style citing and the textbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004. Part I Cultural Values
Culture has many different meanings anywhere from historical perspectives to behavioral perspectives to different traditions that have been passed down from generations to generations.
Levi Strauss was interested in structuralism which he defined as “the search for unusual harmonies” (pg 1 Jandt). “There are many more human cultures than human races”, human cultures are counted by the thousands and human races are divided up by units.
The collaboration between cultures is trying to compare the old world with the new world. “No society is intrinsically cumulative. Cumulative history is the way of life of cultures and how they get a long together. All cultural contributions are divided into two groups; isolated acquisitions or features, the features are important but at the same time they are limited. The second group is systemized contributions which is how each society has chosen to express human aspirations. According to Strauss the true contribution of a culture is its difference from others.
Geert Hostede looks at business cultures and states that culture may be divided into four categories symbols, heroes, rituals and values. “Understanding people means understanding their background from which their present and future behavior can be predicted”. There are also four national cultural differences: 1.power distance-the population from equal to extremely unequal 2. Individualism -people have learned to act as individuals rather than in a group 3.masculinity- assertiveness or masculine values prevail over the feminine ones 4.uncertainty avoidance- people in a country prefer structured over unstructured situations.
References:
Jandt, E. Fred. Intercultural Communications. Thousand Oaks; Sage Publications. 2004. Print.
100 word response to the folowing:
Must use Chicago style citing and the textbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004 Part I Cultural Values
Our culture is something that has been ingrained in us from an early age, and is largely unconscious. Levi-Strauss says that while certain biological traits were selected for us in the beginning of evolution, as soon as culture came into being, those biological traits were influenced by the dynamics of culture (Jandt, p. 6). Essentially, we are not able to separate ourselves from culture, and to do so would be to ruin what is wonderful and unique about each culture. According to Hofstede, all cultures have their processes, and their values. While things like symbols and rituals in a culture vary greatly, he says; “Values represent the deepest level of culture. (Jandt, p. 9)”
Because culture is deeply ingrained in us, all of the variants that Levi-Strauss and Hofstede discussed must be taken in account when dealing wit.
100 word response using textbook Getlein, Mark. Living with Art, 9t.docxvrickens
100 word response using textbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Citing in MLA Format:
Between the Baroque and Rococo era, according to Getlein in Living with Art 2010, Rococo is a development and extension of the baroque style. Rococo is not only a play on the word baroque, but also French for rocks and shells. Rococo is known for its ornate style and several points of contrast. Baroque on the other hand was an art of cathedrals and palaces (Getlein p. 397). The Mirror Room of the Amailienburg in Nymphenburg is a great example of the Rococo style of art with its gentle pastels, overall intimacy, multiple mirrors and its illusion of the sky and with that baroque is large in scale and rococo is lighter. According to Getlein p. 398, Rococo architecture first originated in France but was soon exported, some examples of this type of art are found in Germany. Hall of mirrors on page 392 by Charles Le Brun is an example of baroque art, it is a more intense piece of work that is more vibrant and energetic vice the lighter decoration s used in The Mirror Room.
100 word response using textbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Citing in MLA Format:
The Renaissance covered the period from 1400 to 1600, which brought numerous changes that included new techniques in art, the way art was viewed, and how people viewed themselves. The term renaissance means "rebirth" and it refers to the renewal of interest in Roman and Greek cultures. During the period scholars who called themselves humanists believed in the pursuit of knowledge and striving to reach their full creative and intellectual potential. This new way of thinking had many impacts for art during this period. Artists became interested in observing the natural world and studied new techniques on how to accurately depict it. Various techniques were developed such as the effect of light known as chiaroscuro; noting that distant objects appeared smaller than nearer ones they developed linear perspective; seeing how detail and colored blurred with distance, they developed atmospheric perspective. (Getlein page 361) The nude also reappeared in art, for the body was one of God's most noble creations; an example of this can be seen in figure 16.8 the statue of David, by the artist Michelangelo. (Getlein page 368) The primary difference between the Renaissance and the prior period of time was that artists were no longer viewed craftsmen, they were now recognized as intellectuals. (Getlein page 362)
The Northern Renaissance developed more gradually than in Italy. Northern artists did not live among the ruins of Rome nor did they share the Italians’ sense of a personal link to the creators of the Classical past; thus affecting the focus and characteristics between the two cultures. (Getlein page 374) Renaissance artists in northern Europe focused more on small details of the visible world, such as decoration or the outer appearanc.
100 word response to the following. Must cite properly in MLA.Un.docxvrickens
100 word response to the following. Must cite properly in MLA.
Unlike the Egyptian culture that created statues of themselves as gods and pharaohs. Muslims did not worship false idols or statues so no pictures or statues or gods are present in their mosques. According to Geitlein (2010), “The Qur’an contains a stern warning against the worship of idols, and in time this led to a doctrine forbidding images of animate beings in religious contexts” (p. 410). Instead the Muslims of the Islam culture used geometry and plants to design buildings, like the Egyptian pyramids, Muslims built beautiful mosques with grand designs. Islam became a world religion, like Christians, they needed a place of worship and prayer. They also used fine textiles, sun dried brick, and ceramics to create their designs. An example would be the popular Cordoba mosque of Spain. A lot of mosques use the arch and dome technique like that of the Romans and Byzantine architecture. Arabic script also became popular and appeared inside the mosque temples. Islam used calligraphy as art and to illustrate writing. Egyptians were also big on scripting but theirs was called hieroglyphics, which not only had letters, but pictures were a big part of their writing system as well. The Egyptians didn’t technically worship false idols at all times, at some times they had statues created of themselves but there wasn’t really a religion in Egypt until the one god religion began there. Egypt gave you a visual of the life and world of Egypt, Islam leaves it more up to the imagination with no pictures of what any of the past history looked like.
References
Getlein, Mark. Living With Art. 9th ed. New York: McGraw-Hill, 2010. Print.
100 word response to the following. Must cite properly in MLA:
Realism was a mid to late 19th century movement in which artist should represent the world at it is regardless of artistic and social understandings. Realist were seeking to free art from social regulation and depicting how society shapes the lives of people (Little, page 80).
In his Fur Traders Descending the Missouri, American-born George Caleb Bingham a self taught artist and the first major painter to live and work west of the Mississippi River illustrates the realism of life for a French trapper and his son on the Missouri River hunting from a dugout canoe. The painting is simple to understand, it represents the calmness of a time to me when life was simple.
Abstract Expressionism was a movement that got its start following World War TWO. Developed in New York and often referred to as the New York School or Action Painting it is characterized to depict universal emotions. Additionally this was the first American movement to gain international recognition (Little, page 122).
Jackson Pollock’s perfected Abstract Expressionism through his “drip technique”, a technique in which you apply paint to a canvas on the floor indirectly from a brush. Pollock the youngest of five boys in a family that moved a.
100 original, rubric, word count and required readings must be incl.docxvrickens
100% original, rubric, word count and required readings must be included
This is 3 assignments in one. The final is all the assignments from M1A2- M5A2
The assignments are highlighted in yellow and the rubics are in red and attached for M3A2 and M5A2
Assignment 2: LASA 1—Preliminary Strategy Audit
The end result of this course is developing a strategy audit. In this module, you will outline and draft a preliminary framework for your final product. This provides you with the opportunity to get feedback before a final submission.
In
Module 1
, you reviewed the instructions for the capstone strategy audit assignment and grading rubric due in
Module 5
. By now, you have completed the following steps:
Identified the organization for your report
Interviewed at least one key mid-level or senior-level manager
Created a market position analysis
Conducted an external environmental scan in preparation of your final report and presentation
In this assignment, you will generate a preliminary strategy audit in preparation for your final course project.
Prepare a report that includes the following:
In preparation for your course project, prepare the preliminary strategy audit using the tools and framework you have focused on so far including the following:
Analysis of the company value proposition, market position, and competitive advantage
External environmental scan/five forces analysis
Identify the most important (5–7) strategic issues facing the organization or business unit.
You may modify the strategic issues in your final report based on the additional analysis you will conduct in the next module as well as the feedback you receive on this paper from your instructor.
Keep in mind that it is important to look at the strategic issue(s) from more than just one perspective in the business unit or company—speak to or research the issue from more than one angle to offer a 360-degree approach that does not cause more problems or issues.
Strategic issues arise from a mismatch between internal capabilities and external trends such that important opportunities are not being pursued or significant external threats are not being addressed under the current strategy.
Include a preliminary set of recommended tactics for improving your company’s strategic alignment and operating performance.
You may modify these recommendations in your final report based on the additional analysis you will conduct in the next module as well as the feedback you receive on this paper from your instructor.
Keep in mind that recommendations can include, but are not limited to, tactics in marketing, branding, alliances, mergers and acquisitions, integration, product development, diversification or divestiture, and globalization. If you recommend your company to go global, you must include a supply chain analysis and an analysis of your firm’s global capabilities.
Write your report as though you are a consultant to your company and are addressing the executive officers of this comp.
100 or more wordsFor this Discussion imagine that you are speaki.docxvrickens
100 or more words
For this Discussion imagine that you are speaking to a group of parents or early childcare professionals. Identify the characteristics of the group so that your readers know who is being addressed. Explain to the group why play is so important to children, including:
How and what children learn through play
Give examples of how they can encourage and support play for children
.
10. (TCOs 1 and 10) Apple, Inc. a cash basis S corporation in Or.docxvrickens
10.
(TCOs 1 and 10) Apple, Inc. a cash basis S corporation in Orange, Texas, formerly was a C corporation. Apple has the following assets and liabilities on January 1, 2010, the date the S election is made:
Adjusted Basis
Fair Market Value
Cash
$200,000
$200,000
Accounts receivable
-0-
$105,000
Equipment
$110,000
$100,000
Land
$1,800,000
$2,500,000
Accounts payable
-0-
$110,000
During 2010, Apple collects the accounts receivable and pays the accounts payable. The land is sold for $3 million, and taxable income for the year is $590,000. What is Apple's built-in gains tax?
(Points : 5)
.
10-12 slides with Notes APA Style ReferecesThe prosecutor is getti.docxvrickens
10-12 slides with Notes APA Style Refereces
The prosecutor is getting feedback from local law enforcement officers explaining that they are discouraged from making arrests in cases of domestic violence and child abuse. They claim that they have been either not making arrests in domestic violence situations or arresting both parties when they go out on a call. It seems that abused women often go back to the abusers, and children who get removed from the homes where they have been abused often return after removal. These occurrences have been especially demoralizing to law enforcement.
One of your jobs in working as a victim witness assistant is to help educate law enforcement on the nature and behaviors involved in domestic violence and child abuse. The prosecutor’s office has decided that you should present each of these topics for the next training session:
Topic 1: Domestic violence:
Your goal is to educate law enforcement to use best practices in the investigation of domestic abuse cases. Include the following topics:
How to approach a domestic violence situation when responding to an emergency call
when the parties should be separated
how to interview parties
what information needs to be in the report and why
how best to help a victim
what laws protect victims, including the use of protection orders
why victims return to abusers
length of time it may take to stay away from their abusers
Arrests
the legal standard needed to make an arrest in a domestic violence case
What evidence should be collected at the arrest?
Are dual arrests effective law enforcement?
how to assist domestic violence victims
reluctant victims
help for victims
Topic 2: Child Abuse:
Your goal will be to educate law enforcement about the dynamics of abuse and neglect cases. Include the following topics:
signs of child abuse and categories (physical, sexual, emotional)
difference between abuse and neglect
legal description of neglect
use of guardian
ad litems
the legal standards that must be met in removal from the home
termination of parental rights
requirements of Indian Child Welfare Act (ICWA)
role of court-appointed special advocates (CASA) in child abuse and neglect cases
role of social services in abuse and neglect cases
For more information on creating PowerPoint Presentations, please visit the Microsoft Office Applications Lab.
.
10-12 page paer onDiscuss the advantages and problems with trailer.docxvrickens
10-12 page paer on
Discuss the advantages and problems with trailers for temporary housing, the issues for FEMA, and recommendations for improvements to the housing program. Discuss how Public Assistance was used in New York for Hurricane Sandy recovery, and why this was so different than previous housing policies.
.
10. Assume that you are responsible for decontaminating materials in.docxvrickens
10. Assume that you are responsible for decontaminating materials in a large hospital.
How would you sterilize each of the following? Briefly justify your answers.
a. A mattress used by a patient with bubonic plague
b. Intravenous glucose-saline solutions
c. Used disposable syringe
d. Tissues taken from patients
.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Interviewing GuidelinesPlease look through these guidelines .docx
1. Interviewing Guidelines
Please look through these guidelines for developing and
conducting interviews.
Beginning the Interview
Start the interview with general questions. Begin by asking the
interviewees to describe their
high school, what it was like, its size, what communities it
served, and other information that you
think might provide context for the interviewees’ responses. For
example, you might ask if it was
a politically homogeneous or heterogeneous community in terms
of whether most students
supported similar political candidates and had the similar
positions on particular issues. Once
you think some context has been established, ask the
interviewees general questions about
their civic education in high school.
Middle of the Interview
At this point, you should be asking them about the use of digital
media in their high school civic
education.
Ending the Interview
To end the interview, ask your interviewees what they would
have liked to see in their civic
education; or, if they have any suggestions on how it could have
been improved or made more
meaningful.
Sample Questions
2. You may use only two of these questions and come up with at
least three of your own interview
questions that are informed by readings and lectures. Please
note: the bulleted questions are to
be used for probing. In interviews, it is good begin with open
questions, giving the interviewees
liberty to respond as they see fit. If their response does not
answer your question, then ask the
question in a different manner, or probe. Probing questions are
follow-up questions that you
may have about the interviewees’ responses, such as: why and
how questions, asking them to
explain or describe, etc. In the sample questions below, I added
some probing questions in case
the interviewees’ responses are vague or brief.
Interview Question Sample #1
Did you take a civics course in high school? Tell me about some
of the activities that you
participated in that reflect your civic education. If their answer
is brief, you might probe by asking
questions such as:
Were you required to complete a service learning project in
your community that was tied to
what you were learning in your civics course? Tell me about it.
Please tell me about any other activities that supported your
civic and political engagement in
and out of school.
What are some activities that you think you would have
benefited from if practiced in school?
Did any of these experiences impact your interest in or
knowledge regarding civic or political
engagement? If so, how?
Interview Question Sample #2
In your civic education course or any other courses, were you
3. encouraged to use digital media
to learn about current events, political issues, etc.? Explain.
Were you encouraged to investigate issues that matter to you?
Interview Question Sample #3
Please tell me about how educators can improve civic education
of youth in this digital age.
Creating Your Own Questions
When creating your own questions, please consider the readings
and lectures. For example,
Kahne, Hodgin, and Eidman-Aadahl (2016) note four kinds of
participation that support civic and
political engagement: (1) research and judging credibility, (2)
mobilizing people and discussing
issues, (3) volunteer or act politically, and (4) create and share
political content. That article also
identifies several challenges that youth must deal with when
engaging civically and politically
online. Think about how you can ask your interviewee questions
to understand (1) if they feel
their education helped them learn how to deal with two or three
of these challenges and (2) if
they engage civically and politically online in the kinds of ways
described in the article.
ChartDataSheet_This worksheet contains values required for
MegaStat charts.Residuals X data 3/19/2007
7:49.2566184517734.43169165188841.22067105137940.324704
6608135.4297805099931.51862284156236.33070284419635.11
484295097537.63368227280834.92860427907034.82980367849
736.23964324124532.22380223300330.92288789098837.73742
9. learned in high school about leveraging the power of digital
media to promote their civic and
political engagement. Please look through the document titled,
"Interviewing Guidelines," for
instructions on developing interview questions and conducting
interviews.
Then, you will (2) submit the interview questions and a one-
page reflection about the interview.
Due Week 4, Friday at 12:00 PM (Noon) (PT).
First: You will conduct an interview with one or two youth.
Develop an interview protocol with at least five interview
questions.
These interview questions will focus on the following:
your interviewees’ general civic education experiences, and
their civic education experiences involving digital media.
We will provide you with two interview questions (see
“Interviewing Guidelines”). You must
develop at least three interview questions on your own using
this week’s readings and lectures.
Once your interview questions are ready, begin interviewing.
Interview one or two youth about their high school civic
education. You may interview a high
school or college student (but ask about their high school
experiences).
During the interview, take notes.
Jot down your interviewee’s responses (not verbatim, quick
notes). It will help you write the
reflection.
After the interview, reflect.
After the interview, you will complete a one-page reflection for
submission.
Second: Submit reflection and interview questions.
You will submit two items: your interview questions and a
reflection. Please add the interview
10. questions at the end of your reflection.
The one-page reflection should be on the following:
To what extent did your interviewees’ high school experiences
prepare them to do one or more
of the four kinds of online political activities described in the
readings. If you were making a
suggestion to educators at these individuals’ schools, what
might you tell them?
Submission Guidelines
One-page reflection;
12-point font;
Double spaced;
Submit as a PDF file;
Due Week 4 Friday at Noon.
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalC
ode=utrs20
Theory & Research in Social Education
ISSN: 0093-3104 (Print) 2163-1654 (Online) Journal homepage:
http://www.tandfonline.com/loi/utrs20
Redesigning Civic Education for the Digital
Age: Participatory Politics and the Pursuit of
Democratic Engagement
Joseph Kahne, Erica Hodgin & Elyse Eidman-Aadahl
To cite this article: Joseph Kahne, Erica Hodgin & Elyse
14. 2 Kahne et al.
with a way to be heard, to join together, and to work for change.
For exam-
ple, the Black Lives Matter and the DREAMer movements—
arguably two of
the most prominent youth-led social movements of the past
several decades
within the United States—both utilize social media to circulate
information
and perspectives, mobilize others to get involved, apply
pressure to elected
officials, and change the conversation about fundamental
societal issues. The
hashtag #BlackLivesMatter, for example, has become the
message of a national
movement demanding justice and equality for Black people
(Kurwa, 2014).
The shooting of Michael Brown, an unarmed Black 18-year-old
in Ferguson,
Missouri, and the resulting waves of protest were tweeted about
in the United
States more than any other major event in 2014 (Lopez, 2014).
Millions, includ-
ing broadcast media, gained news and perspectives on fast
moving events in
Ferguson by following activists and self-appointed journalists
on the ground
via various social media platforms. Coverage of these issues has
dramatically
expanded public consciousness of these issues and has created
pressure for
reform. Forty policing laws in 24 states changed in the year
15. following Michael
Brown’s death (Lieb, 2015).
Similarly, youth activists in the DREAMer movement have
pushed for
immigrant rights using social media. Activists share online
resources regard-
ing legal status, raise awareness and visibility by changing their
online profile
images, mobilize support for undocumented youth who were in
danger of being
deported, and exert pressure on elected officials for immigration
reform and
the DREAM Act (Zimmerman, 2012). Dreamers have become a
potent force
in the battle for immigration reform, both in terms of shaping
public con-
sciousness and in terms of fighting for particular legislation at
both the state
and federal level (see Nicholls, 2013). As Allen and Cohen
(2015) have high-
lighted in their discussion of prominent social movements
today, by combining
engagement online with engagement in the streets, these youth-
led efforts have
helped to “democratize the conversation” while also influencing
democratic
decision-making. We call this form of engagement participatory
politics.
WHAT ARE PARTICIPATORY POLITICS?
Participatory politics are interactive, peer-based acts through
which indi-
viduals and groups seek to exert both voice and influence on
issues of public
16. concern. Examples of participatory political acts range from
blogging and cir-
culating political news, to starting a new political group, to
creating petitions,
to mobilizing one’s social network on behalf of a cause. These
activities need
not occur online (one can start a political group or circulate
petitions, for
example, without digital media). The affordances of digital
media, however,
have expanded opportunities for youth to engage in
participatory politics—
they make it easier to circulate news, or to mobilize one’s social
network,
for example. Indeed, when engaged in participatory politics
individuals and
groups frequently leverage the power of social networks, the
creation and
Redesigning Civic Education 3
circulation of civic media, and access to information from the
Internet as a
means of investigating issues, promoting dialogue, impacting
cultural norms,
and mobilizing others. Reflecting the practices that are
prevalent in a broader
participatory culture (see Jenkins, Purushotma, Clinton, Weigel,
& Robison,
2009), these approaches often blend cultural and political
activity, and they
are not guided by deference to elites or formal institutions.
Participatory pol-
itics empower individuals and groups to operate with greater
17. independence in
the political realm, circumventing traditional gatekeepers of
information and
influence. These practices often help to shift cultural and
political understand-
ings and create pressure for change. (For a discussion of the
historical and
theoretical grounding of participatory politics, see Kahne,
Middaugh, & Allen
[2015].)
The sizable and expanding role of participatory activity and
digital media
in the practice of politics is clear. However, whether and how
civic educators
should respond to these changes is not. In order to fully
consider this question,
it is important to clearly conceptualize how forms of civic and
political activ-
ity in the digital age compare to prior eras, to assess the
significance of these
changes for youth, to consider the degree to which these
practices have spread
and how equitably they are distributed, and to detail how, if at
all, prepara-
tion for effective engagement with these practices requires
differing skills and
dispositions than are developed by prior conceptions of best
practice in civic
education.
As detailed below, we find that participatory politics hold great
potential,
especially for youth, as a significant support for the pursuit of a
democratic and
just society. But we also find that social studies educators and
18. others committed
to the democratic purpose of schooling must expand and
redesign civic educa-
tion, so as to prepare youth for these new opportunities as well
as for new risks
and challenges. The article closes by highlighting three
perennial challenges
related to promoting more frequent, high quality, and equitable
civic engage-
ment opportunities, and ways that these challenges have been
reshaped in the
digital age.
This kind of re-examination and proposal for change sits solidly
within
the traditions of civic education. When faced with broad scale
social trans-
formation, civic educators have long recognized the need to
modify practice.
John Dewey’s (1916) vision of school as community and of
education as
engagement in real social processes and problems was deeply
shaped by the
experience of industrialization, the growth of mass
entertainment media, and
their social effects. And Boyd Bode’s (1938) “Ohio School” of
progressive
education sought to preserve a civic education marked by open-
ended prag-
matism at a time of global social transformation and conflict.
Scholars and
practitioners committed to civic education have re-envisioned
their work in
relation to evolving concepts of democracy across agrarian,
industrial, and
post-modern social conditions. People are once again facing
19. dramatic change
with the rise of digital media and Internet-fueled connectivity.
Thus, while con-
tinuing to pursue the democratic purposes of education, civic
educators must
4 Kahne et al.
focus squarely on the kinds of changes that are needed if they
are to educate
for democracy in the digital age.
THE CASE FOR ATTENDING TO PARTICIPATORY
POLITICS
Drawing on Dewey and the pragmatist tradition, we take as a
starting point
that civic education should aim to enrich democracy as a way of
life. This
focus includes, and extends beyond, engagement with formal
political institu-
tions. A central aim of civic education should be enabling
individuals to work
collectively to identify, learn about, discuss with others, and
address public
issues (Barber, 1984; Dewey, 1927). Participatory politics can
facilitate these
democratic priorities. Specifically, youth can investigate issues
through online
search engines, start or join an online group to address a
political issue, engage
in dialogue with their peers and community via social
networking platforms,
produce and circulate compelling blogs and other content using
20. a wide array
of digital tools, and mobilize their networks around a common
cause.
Participatory politics differ from more traditional institutional
politics
through which highly organized groups and institutional
gatekeepers—political
parties, government bureaucracies, news agencies, civic
organizations, lobby-
ists, and special interest groups—structure conversations about
which issues
deserve attention and drive priorities for action. Although
individuals find
opportunities for action within institutional politics, such as
working on a polit-
ical campaign or writing an op-ed, the content of such activities
are shaped to
a significant degree by institutional gatekeepers and are limited
in number (see
Kahne et al., 2015).
Indeed, youth are increasingly tapping the power of new digital
tools
and social networks to connect their cultural interests to
politics, to express
their perspective, and to protest or in other ways exert influence
on issues
of public concern, such as poverty, online censorship, police
misconduct, and
immigrant rights (Jenkins, Shresthova, Gamber-Thompson,
Kligler-Vilenchik,
& Zimmerman, 2016). Such political engagement often takes
place locally
and without much fanfare, but it can also focus on national or
international
21. issues and garner widespread attention, as did the
#BlackLivesMatter and
#IfTheyGunnedMeDown campaigns, protests of the Stop Online
Piracy Act
(SOPA) bills, and the online mobilization efforts tied to the
Arab Spring.
Moreover, these activities are not limited to a particular
ideological outlook.
Libertarians, members of the Occupy movement, and Tea Party
activists, for
example, all leverage the power of participatory politics (see
Bennett, 2012;
Gamber-Thompson, 2012).
To be clear, in focusing civic educators’ attention on supporting
youth
engagement with participatory politics, we do not mean to imply
that we view
these practices as inherent supports for democratic action.
Critics point out, for
example, that these practices often fail to foster the kind of
sustained collective
Redesigning Civic Education 5
political capacity and commitment needed to impact societal
problems or to
sustain a social movement in the face of strong resistance (see
Sifry, 2014).
In fact, some might argue against incorporating participatory
politics into civic
education, fearing that education related to participatory
politics will divert
youth from more productive and consequential forms of civic
22. and political life.
We reject this line of reasoning. After all, youth will not stop
sharing perspec-
tives on Facebook and Twitter if educators decide to ignore
these practices.
When educators fail to discuss ways to leverage the power of
social media they
simply make it less likely that the democratic potential of
participatory poli-
tics will be realized and more likely that the problems that can
come with such
engagement will increase.
RESEARCH METHODS
In order to assess the frequency and distribution of youth
participatory
politics, we draw on recent studies of digital civic and political
engagement by
young people and also on the 2013 Youth and Participatory
Politics (YPP)
Survey. The YPP Survey, undertaken in partnership with Cathy
Cohen, is
unique in that it provides an extensive and nationally
representative portrait of
online and offline civic and political engagement of youth, as
well as oversam-
ples of Black and Latino youth. The 2013 survey contains data
for a nationally
representative sample of 2,343 respondents ages 15–27.2 This
survey was
administered online and by telephone in English and Spanish. It
includes ques-
tions that enable examination of the quantity, quality, and
equality of youth dig-
ital media practices, political and civic attitudes and behavior
23. and engagement
in participatory politics. Our goal was to create measures that
aligned with con-
ceptual understandings of youth civic and political engagement
in the digital
age in order to operationalize the notion of participatory
politics. We supple-
mented the YPP Survey data with new analysis of data from
Pew Internet and
American Life Project surveys conducted in the summers of
2008 and 2012.
Their nationally representative sample included 2,251
respondents in 2008 of
which 125 were ages 18–24 and 2,253 respondents in 2012 of
which 232 were
ages 18–24. Although limited to those over age 18, these Pew
surveys enable
assessment of changes in online practices among young adults
(Smith, 2013).
Through analyzing data from the YPP Survey and the Pew
surveys noted
above, we were able to create descriptive statistics and conduct
regression
analysis to determine the prevalence, growth, and distribution
of these prac-
tices across various demographics as well as income groups.
The analysis in
this article is therefore largely descriptive in nature and not
intended to predict
outcomes based on particular educational interventions, for
example. Rather,
we systematically assess the prevalence and distribution of
these new and
emerging practices for youth so as to better understand the
priorities for civic
24. education.
6 Kahne et al.
THE EXPANSION OF PARTICIPATORY POLITICS
The case for attending to participatory politics cannot only be
based on
participatory politics’ alignment with important aspects of life
in a democratic
society. The case must also be based on how often these
practices are employed.
Survey data on this point are clear. Participatory politics are
now commonplace,
their incidence is growing, and youth are at the forefront of
these changes. The
Pew survey on civic and political engagement reported that 67%
of youth (ages
18–24), compared with 39% of adults, engaged in civic and
political activ-
ities using social networking sites in a manner consistent with
participatory
politics in the year leading up to the 2012 presidential election
(Smith, 2013,
p. 3).3 In addition, when comparing Pew surveys in 2008 and
2012, we found
that among youth ages 18–24, rates of engagement in acts we
associate with
participatory politics roughly doubled. For example, the number
of youth who
posted political news on a social networking site grew from
13% to 32% and
the number belonging to a political group or a group supporting
a cause on
25. a social networking site grew from 14% to 26%. Furthermore,
our nationally
representative 2013 survey found that 50% of those between the
ages of 15 and
27 got news from Facebook and Twitter posts by families and
friends during
the week they completed the survey. This compares quite
favorably to the other
ways young people access news (see Table 1). By circulating
information and
perspectives, these young adults—similar to newspaper
editors—are determin-
ing the ideas that those in their social networks are exposed to
and shaping the
narrative around what’s important.
Moreover, of particular relevance for educators, a significant
number of
high school age youth are also engaged in participatory politics.
Analysis
of data from our 2013 YPP Survey found that 36% of youth who
were
between the ages of 15–18 engaged in at least one act of online
participatory
politics within the previous year.4 By comparison, 6% of those
between
15 and 18 reported working on an election campaign during the
previous
12 months and 4% donated money to a campaign. In short, one
reason
participatory politics require sustained attention from scholars
and educators
Table 1. Sources of News and Information
Percent who got news and information about political or social
26. issues from source
in last week:
Twitter or Facebook post/tweets from family or friends 50%
Newspapers, magazines, TV, or radio news accessed online 50%
Print newspaper or magazines, TV or radio news 43%
An online community where people discuss a hobby, sport,
or fandom
36%
Data from 2013 YPP Survey for 15–27-year-olds.
Redesigning Civic Education 7
is because they now represent a substantial portion of high
school age youths’
overall political activity.
CAN PARTICIPATORY POLITICS PROMOTE POLITICAL
EQUALITY?
The degree to which such practices are equitably distributed
also requires
careful attention as it both challenges and confirms commonly
held beliefs
about the digital divide. Among youth, engagement with
participatory pol-
itics is largely equal across ethnic and racial groups (see Cohen
& Berk,
2015; Cohen, Kahne, Bowyer, Middaugh, & Rogowski, 2012,
for more detail).
However, while the relatively equitable rates of participation
for youth across
ethnicity and race are a positive sign, equitable educational
27. support and prepa-
ration is not assured. Those youth with the most education are
roughly twice as
likely to engage in participatory politics as those youth with the
least (Cohen
et al., 2012). Furthermore, a study by Leu and colleagues (2014)
found more
affluent students had an additional school year’s worth of
instruction related to
online reading abilities (i.e., abilities to find, evaluate,
integrate, and commu-
nicate online information) compared to lower income students.
As discussed
toward the end of the article, these disparities signal the need to
redesign civic
education toward preparing all youth for effective and powerful
participation in
the changing civic and political landscape. In addition, often
due to the lack of
responsiveness of institutions to their priorities, low-income
youth and youth
of color may place less emphasis than White and middle-class
youth on for-
mal institutional politics (Bedolla, 2005; Junn, 1999).
Therefore, attending to
participatory politics in civic education may be particularly
valuable for these
groups as it may provide a means of supporting political voice
and collective
action.
PARTICIPATORY POLITICS ARE PARTICULARLY
RELEVANT TO
AND FOR YOUTH
It is also worth considering probable explanations for the high
28. rates of
youth engagement in participatory politics, both when compared
to adults’
rates of engagement in these practices and when compared with
rates of youth
participation in institutional politics. Our review of the
literature indicates
that young people’s engagement with digital practices and what
Jenkins and
colleagues (2009) have termed a participatory culture provide
part of the expla-
nation, as does the significant disjuncture youth experience
when it comes
to institutional politics. Specifically, youth are often ignored,
excluded from,
or given only marginal roles in institutional politics. Youth
under 18 in the
United States are not able to vote and, when it comes to shaping
the priorities
8 Kahne et al.
of most governmental and non-profit institutions, most youth
have few mean-
ingful chances to give input. As a result, organizations often do
not develop
agendas that respond to their priorities. When engaged in
participatory politics,
in contrast, neither youths’ ability to act nor the focus of their
efforts require
approval of these institutional gatekeepers.
In addition, youth often report being turned off by the
conflictual and
29. seemingly ineffectual nature of institutional politics. They
express less inter-
est in elections (voting and working on a campaign) and in the
traditional
political debates engaged in by politicians and interest groups,
and they report
greater satisfaction from engagement in a range of more
participatory forms
of lifestyle politics and political acts that emphasize self-
expression—forms
of engagement facilitated by the affordances of digital media
(Bennett, 2012).
Thus, media literacy education designed to support youth
investigation and
research is needed (Hobbs, 2010).
In addition, the attraction of participatory politics appears to
stem from
its alignment with broader cultural forms of engagement that
youth find com-
pelling. Surveys suggest that many youth readily employ the
affordances of
digital media, both as individuals and in groups, to socialize, to
pursue their
interests, to collaborate, to produce, and to learn within a
participatory culture.
For example, our YPP Survey indicated that 37% of youth
between the ages of
15 and 27 post links or forward information or media related to
their interests
at least once a week and 16% create media (blogs, fiction,
podcasts, music)
online at least once a week. Networks and groups with shared
interests tied to
hobbies, sports, entertainment, or religious and cultural
identities often culti-
30. vate these participatory settings. These can be powerful
contexts—creating a
kind of digital social capital that supports what Ito and
colleagues (2015) have
called connected civics (which they view as a subset of
participatory politics)
in which groups of youth who share interests become civically
and politically
engaged; Jenkins et al., 2016). Indeed, participatory political
engagement is not
only an end. It is also potentially a means through which youth
learn. Engaging
in participatory politics can deepen participants’ understanding
of issues and
of ways to bring about change in areas of interest. Moreover,
both qualitative
and quantitative research has found a strong relationship
between engaging in
interest driven participatory cultures and in participatory
politics (Cohen et al.,
2012; Jenkins et al., 2016; Kahne, Lee, & Feezell, 2013).
EXPANDING THE AGENDA FOR CIVIC EDUCATION IN
THE
DIGITAL AGE
While survey data and case studies of youth civic and political
engage-
ment make clear the prevalence and significance of
participatory politics, they
do not provide a clear road map for educators. In order to
understand whether
and how civic education must be modified, it is necessary to
identify the skills,
31. Redesigning Civic Education 9
Investigation &
Research
Youth analyze and
evlauate information in
order to learn about
and investigate
pressing civic and
political issues.
Dialogue &
Feedback
Youth engage in
dialogue, learn about
multiple perspectives,
and give feedback to
elites on issues of public
concern.
Production &
32. Circulation
Youth produce and
circulate news and
information about
issues that matter to
them and help shape
the broader narrative.
Mobilizing for
Change
Youth rally their
networks and mobilize
others to work together
to accomplish civic and
political goals.
CORE PRACTICES OF
PARTICIPATORY
POLITICS
Figure 1. Core Practices of Participatory Politics
33. dispositions, and experiences required to effectively engage in
participatory
politics. To do this we look at four practices that are central to
civic and political
engagement where we feel digital age technology and social
connectivity have
meaningfully altered the form and dynamics of civic and
political life: inves-
tigation and research, dialogue and feedback, production and
circulation, and
mobilization (see Figure 1). Although not the only relevant
practices, we high-
light these because they are analogues to the main practices
identified as part of
a broader participatory culture (Jenkins et al., 2009). In
addition, they reflect the
movement from agenda-setting to opinion formation and action
taking which
are at the core of all political life (see Kahne et al., 2015).
In the section that follows, we provide a conceptual map that
describes
how these core practices are changing, research detailing the
nature of these
changes, and implications for educators. (For charts
summarizing broad exam-
ples of these changes and some key educational implications,
see Table 2.) In
addition, to illustrate what responding to these needs might
involve, we provide
descriptions of early efforts of four teams of educators based in
three different
186. 13
14 Kahne et al.
cities (Chicago, Los Angeles, and Oakland) who are part of the
Educating
for Participatory Politics (EPP) project. Each EPP team
provides training and
coaching to a cohort of educators as they plan and implement
curriculum that
explores the expanded possibilities and risks associated with
EPP.
Specifically, the Black Youth Project’s (BYP) New Media
Research
Program at the University of Chicago is partnering with
Chicago Public
School’s Global Citizenship Initiative (GCI) in order to develop
a series of
modules focused on civic engagement in the digital age,
including modules
focused on digital media use, search and credibility of online
information,
and digital media’s impact on electoral politics and policy
formation. The
second team in Chicago, a partnership between the Good
Participation (GP)
Project at Project Zero and Facing History and Ourselves,
collaborated to “dig-
itize” a series of Facing History’s educational resources that not
only give
students opportunities to use digital tools, but also reflect on
digital media’s
impact on identity, membership, and community. The Media,
187. Activism, and
Participatory Politics (MAPP) Project partners with the
University of Southern
California School of Cinematic Arts’ Media Arts + Practice
Division to curate
curricular resources and create workshops for various
educational settings.
The goal is to provide opportunities for youth to tap the power
of cultural
storytelling and to learn the creative production skills needed to
produce a
compelling story using any media necessary (Jenkins et al.,
2016). Finally,
in Oakland, the Educating for Democracy in the Digital Age
(EDDA) project
has taken a district-wide approach to re-envisioning civic
education in the
digital age by building professional learning communities at
various school
sites who work together to integrate digital civic learning
opportunities into
the high school curriculum. (See
http://ypp.dmlcentral.net/pages/educating-
participatory-politics-resources for more details.)
These projects are just beginning and we are currently
conducting focused
studies of their impact. Thus, we are not arguing that these are
models to be
copied or that they are necessarily exemplary ways to address
these concerns.
Rather, we draw on these examples to provide a more tangible
sense of the dif-
ferent ways, through both large and small curricular efforts, that
educators can
help prepare youth for important forms of engagement in civic
188. and political
life in the digital age, including investigation, dialogue and
feedback, circu-
lation, production, and mobilization. While each example is
used to illustrate
one particular core practice, many of the curricular efforts being
developed pre-
pare youth for more than one practice. Finally, most of the
examples below, but
not all, come from high school social studies classrooms. This
is not surpris-
ing since social studies has long been the discipline most
directly tied to the
civic education agenda. But it is worth noting that the
significant changes tak-
ing place in civic and political life in the digital age are
relevant for educators
broadly to consider.
Redesigning Civic Education 15
Investigation and Research
Direct investigation of community needs and interests, as well
as research-
ing civic and political issues more generally, has always been
central to opinion
and policy formation. In the past, information regarding civic
and political
issues was identified, assessed, synthesized, and circulated for
public con-
sumption by institutional gatekeepers, experts, and elites, such
as scholars,
journalists, the government, and interest group spokespeople
189. based within for-
mal organizations. Many organizations continue this tradition.
However, the
changing dynamics of the digital age have led to expanded
opportunities for
more participatory forms of investigation.
Indeed, individuals and groups now have greater ability to not
only check
the veracity of information that is circulated by elite institutions
(Armstrong
& Zuniga, 2006), but also conduct their own investigations in
an effort to
actively create knowledge and raise awareness. Digital media
tools, such as
Internet search engines, survey tools, online databases, mapping
tools, and
mobile phones with recorders and video cameras all make
investigation easier.
Self-publishing tools have also enlarged opportunities for
community members
and those involved in youth participatory action research to
publish and circu-
late content without approval from an editor and review board,
expanding the
system of checks and balances on elite journalist organizations.
The implications of these changes for civic education are
significant. First,
youth will need an expanded set of skills if they are to
effectively tap the
affordances of the digital age when engaging in investigation
and research.
In addition to the ability to search for information in a library,
youth must also
develop abilities to effectively search for a wide range of
190. information and per-
spectives online or in collaboration with other people engaged
in participatory
research. Civic educators, both as individuals and in
conjunction with long
established programs implemented by groups such as the Center
for Civic
Education and the Constitutional Rights Foundation, have long
promoted prac-
tices aligned with the project method (Kilpatrick, 1918), active
learning (Owen,
2015), and youth participatory action research (Cammarota &
Fine, 2008).
These types of practices involve studying community issues
through inter-
viewing community members, designing surveys, or producing a
report or
presentation for the public. Youth can now benefit from
developing abilities to
use digital media when engaged in such activities. Moreover, as
noted above,
the degree to which information is now accessed through social
networks and
is circulated without vetting dramatically increases the
challenge of judging
the credibility of information. This requires youth to develop
both new skills
and new sensibilities when it comes to research and
investigation. Educational
responses to these needs must be developed.
For example, Mr. Vaughn5, in his work with the BYP New
Media Research
team, asked his 11th-grade social studies students to use the
Internet to inves-
tigate civic issues in their community. Students were asked to
191. identify an issue
16 Kahne et al.
they cared about and a civic organization they believed was
making a positive
difference, to go online to learn about the group’s perspective
on this issue,
and to interview a key civic actor in that organization. In order
to surface the
complexities of undertaking this kind of online investigation,
Mr. Vaughn made
a screencast of his own online search for a civic organization.
Students were
able to see the key search terms he entered and the sites he
visited, as well as
hear the reactions and thoughts as the process unfolded.
Students completed
the assignment in groups where they examined organizations,
such as Cease
Fire, Justice for Homicide Victims, and Job Corps, and wrote a
collaborative
research paper together in Google docs. Mr. Vaughn said that in
addition to
supporting students’ foundational digital literacies, he wanted
them to build up
the stamina needed to navigate this new landscape, and to take
advantage of
digital tools for civic purposes (A. L. Linton, personal
communication, May 9,
2014).
Taking a different approach, Ms. Richards, a teacher
participating in the
192. Oakland EDDA project, focused on helping her students learn to
judge the
credibility of different online sources in preparation for a
research project on
a contemporary civil rights issue. While reading articles about
New York’s
controversial “Stop and Frisk” policy, Ms. Richards asked
students to use
the “Trust-O-Meter” which required students to answer a series
of questions
to assess whether a source was trustworthy thereby highlighting
factors that
made a source questionable or untrustworthy (E. Middaugh,
personal com-
munication, August 19, 2014). By outlining and then weighing
the strengths
and weaknesses of a source, Ms. Richards found that students
were able to
better determine the credibility of the online sources she
provided: “When I
gave them the sources, . . . and the focus was on evaluating the
credibility,
bias, and objectivity [using the “trust-o-meter” template] they
did really well.”
However, she also found that it was hard to change youth norms
regarding a
relatively open acceptance of the information they found online.
When stu-
dents were asked to evaluate sources they had found on their
own (as opposed
to the sources she had given them), Ms. Richards explained that
“I saw them
fumbling again. I saw them putting in information from the
source, as opposed
to reasons to trust it or question it.” In a focused study on
information liter-
193. acy in the digital age with four high school teachers, including
Ms. Richards,
Middaugh and Evans (2015) found that low stakes repetition
with these kinds
of critical information literacy skills helped students judge the
credibility of
information, especially when the topic or content area was new
and unfamiliar.
It appears that these needs are widespread. In our 2011 YPP
Survey, 84%
of youth surveyed nationally said they thought that they and
their friends would
benefit from instruction in how to tell if a given source of
online news was
trustworthy (Cohen et al., 2012). Unfortunately, 33% of youth
in high school
in our 2013 YPP survey did not report a single class session that
focused on
how to tell if information found online was trustworthy. Only
16% reported
having more than a few class sessions focused on this topic. The
same survey
Redesigning Civic Education 17
included an experiment that revealed that those youth who had
had media liter-
acy instruction were better able to determine if hypothetical
political posts on
Facebook were accurate, even with controls for knowledge and
interest in pol-
itics and a full range of demographic and academic factors
(Kahne & Bowyer,
194. 2015). In short, digital networks and platforms enable any
individual or group
to post and share information without institutional oversight,
however, this has
made it more difficult to determine the credibility of the
immense amount of
information accessible online (Metzger, 2007).
Dialogue and Feedback
Engaging in dialogue and expressing one’s perspective to those
in posi-
tions of authority is an important form of civic and political
engagement
(Gutmann & Thompson, 1996). The affordances of digital media
have greatly
expanded youth opportunities to engage in discussion with those
who hold
differing perspectives, to argue for their points of view, to
comment on
civic and political issues outside of formal structures and
institutions, and to
express feedback to government agencies, corporations, and
other organiza-
tions through avenues such as petitions and online campaigns.
The number of
youth taking advantage of these opportunities for dialogue and
feedback in and
out of school is growing. Fifty-four percent of 18–24-year-olds
who use the
Internet engaged in dialogue related to politics online in 2012,
up from 43% in
2008 (Smith, Schlozman, Verba, & Brady, 2009).
Many scholars have expressed concern, however, that dialogue
often
195. occurs within an echo chamber, where individuals engage
mostly with those
who share their views (Sunstein, 2007). Moreover, when
interaction occurs
among those who hold divergent views, it is often problematic
leading to harsh-
ness or disengagement rather than true democratic deliberation
(Vanfossen,
2006). Kushin and Kitchener (2009) found that 30% of
discussions in Facebook
political groups were unproductive/uncivil (for example,
containing personal
insults and offensive language). Indeed, the desire to gain
attention coupled
with the anonymity provided by many online platforms may
lead to more fre-
quent troublesome exchanges. For example, offensive remarks
can also turn
into hate speech with racist, sexist, or homophobic tones,
especially in the
context of heightened anonymity online. Thirty-nine percent of
all students,
including 45% of Black and 47% of Latino students, on our
2011 YPP Survey
reported seeing or experiencing racist statements and
interactions online
(Cohen & Berk, 2015). Similarly, a study of approximately 260
high school age
youth’s experiences of direct and indirect racial discrimination
on the Internet,
found that 71% of Black, 71% of White, and 67% of
multiracial/other adoles-
cents reported seeing racial discrimination online, whereas, 29%
of Black, 20%
of White, and 42% of multiracial/other youth reported
experiencing racial dis-
196. crimination (Tynes, Tiang, Williams, & Thompson, 2008). The
repercussions
18 Kahne et al.
of such troubling dynamics have an effect in the short and long
term. After
interviewing 70 highly active civic youth about their civic
participation and
expression online, Weinstein, Rundle, and James (2015) found
through follow-
up surveys that 32% of the sample (n = 13/41) had silenced or
quieted their
online civic expression just 2 years later. Many said this was
due to fears of
backlash or negative consequences of sharing their perspectives
online.
Thus, while providing opportunities for face to face discussions
of contro-
versial civic and political issues in contexts moderated by
educators has long
been and continues to be a best practice by civic educators
(Hess, 2009), addi-
tional learning opportunities will be needed to support youth to
navigate and
address the risks, as well as take advantage of the expanded
opportunities with
online dialogue and feedback.
To create a context in which her students could not only
negotiate online
dialogue and behavior, but also reflect on their online
expression and identity
197. a teacher in Chicago, Ms. Mankie, started an online discussion
board for her
classes. She initiated discussion threads on people’s rights and
responsibilities
in online spaces, online identity expression, the impact of social
media in areas
of civic and political unrest around the world, and the potential
perils of digital
media for social activism and social movements. Students were
able to post
their views and opinions, craft arguments, comment on one
another’s posts,
and share links to other related information or media. In one
discussion thread,
Ms. Mankie encouraged students to post and analyze one to two
images and
messages they had shared recently on a social media platform,
like Facebook,
Tumblr, Twitter, or Instagram.
One student shared a photo of a polar bear clambering on
melting ice
because she felt it was symbolic of climate change. On the
discussion board,
she then explained
I post a lot about how we affect the environment and pictures
like these
point out the harm we’ve caused. Most of my friends just
thought it was
funny and commented that it looked like their friends in the lake
that day.
I deleted the comments because I thought it was somewhat
disrespectful
to poke fun at tragedy.
198. Later in class, the student had the opportunity to reflect on why
she was
offended by her peers’ comments and on various ways she might
respond in
the future.
In focus groups, Ms. Mankie’s students described how the
discussion
board opened up a space for them to share experiences online,
reflect on the
impact of their own social media use, and voice differing
opinions and per-
spectives on the challenges of online expression and on what
they thought
constituted a respectful exchange. The student’s experience
noted above also
Redesigning Civic Education 19
highlights a set of challenges that several studies of educational
efforts to pro-
mote public voice have surfaced. Specifically, educational
efforts to engage
youth in using digital media for political purposes can increase
political interest
but it is not always possible to promote high quality or
sufficient interaction.
In such instances, the “public” aspect of the experience is
diminished. Levy,
Journell, He, and Towns (2015) found that in such instances,
despite educa-
tors’ intentions, written content that is shared over social media
platforms feels
to some students like a regular assignment written for the
199. teacher.
Indeed, because students reported being motivated by having a
larger audi-
ence, Ms. Mankie is planning to modify her approach to connect
students with a
broader audience of peers and adults beyond their school when
she implements
these lessons next year. When engaging with this audience,
students will be
sharing their perspectives, raising awareness about the civic and
political issues
they are learning about, and gathering feedback and multiple
perspectives.
Production and Circulation
Prior to the digital age, institutions ranging from political
parties, to
churches, to interest groups, such as the National Rifle
Association and the
Sierra Club, produced content and used their contact databases
and mem-
bership lists to widely distribute political messages. Today,
social media
platforms make large-scale production and circulation of
messages cheaper,
more scalable, and less dependent on formal organizations or
institutions.
Indeed, production and circulation may be the domain where the
affor-
dances of digital media have made the biggest difference for
youth. With
relative ease, compared to the past, young people can now write
and dis-
200. seminate a blog about a political issue, remix a political video
and share it
with their social network, or produce a wiki with information
about com-
munity resources. Communication scholars have argued that
such peer-based
production can be politically empowering and politically
influential in raising
awareness and mobilizing others, especially since such
production employs
skills youth commonly use when engaging socially online (see,
for example,
Burns, 2008; Jenkins et al., 2009; Ratto & Boler, 2014).
In an effort to help her students take advantage of these
opportunities, Ms.
Tate asked the ninth-graders in her social studies class in
Oakland to choose
a contemporary issue related to a social movement they had
studied and to
develop their own Taking Action Plan. One student used
Facebook to show
her peers that feminism is still relevant today. On her Facebook
page, she cir-
culated links to information and thought-provoking memes
about the status of
women in today’s society (E. Middaugh, personal
communication, August 20,
2014). Another student produced a music video about marriage
equality that
she circulated to her networks on YouTube in order to raise
awareness about
gay rights. The ease with which these young people were able to
produce and
201. 20 Kahne et al.
circulate content to a wide audience far outstrips what young
people could
typically accomplish without digital tools and social media.
Not surprisingly, the reach of these differing projects varied.
Many efforts
to produce and circulate content will confront what Levine has
termed “the
audience problem” (2008, p. 129). Simply put, many blogs or
other digital
content may get relatively few views and little or no response.
Of course, many
off-line political activities also fail to engage many members of
the public.
We would classify a blog that addresses a political issue but has
few readers
an act of participatory politics just as we would classify a
protest that people
ignore as a political activity. That said, clearly, the power of
public voice is
diminished if one fails to reach a public. This reality highlights
the need for
educators to help set realistic expectations and to support and
scaffold activities
so that youth can more effectively produce and circulate
political content.
In addition, civic educators can help youth reflect on a variety
of risks
that come along with these practices. For example, given the
diminished role
played by gatekeepers in vetting the style and content of
information and given
202. the increased permanence and public nature of statements they
might make
and circulate, youth must also now carefully consider what to
circulate and
to whom. A study by Rundle, James, and Weinstein (2015)
noted that youth
frequently adopt a casual approach to circulation of civic or
political material.
Rather than considering, for example, the purpose of circulating
the material,
the desired impact, or how different audiences might respond,
they “just click.”
Curriculum that responds to these challenges will help youth
more fully
consider the complexities and impact of circulation and
production in a highly
networked world. As one example, the MAPP team created a
workshop cur-
riculum for youth activists in order to further explore the
opportunities and
complexities of production and circulation. They began by
asking participants
to craft a compelling and creative story that would draw the
audience’s atten-
tion to a particular issue and help them express their
perspective. After groups
developed a narrative complete with a main character, a central
conflict, and
some type of resolution, participants identified what media they
had at their
fingers tips that could be utilized—whether it was video,
photography, per-
formance, crafting, etc.—and then learned the production skills
needed as the
process unfolded.
203. This approach reflects the MAPP team’s belief that educational
supports
like these workshops can help young people identify avenues
for their voices
to be heard “by any media necessary,” and tap the affordances
of digital media
in order to learn how to produce content tied to issues about
which they
care deeply (Peters-Lazaro & Shresthova, 2015). Indeed, when
MAPP asked
youth activists how educators can support them in finding and
telling their
story, youth shared how important it is to “make participation
less daunting”
(Shresthova, 2014).
Redesigning Civic Education 21
Mobilizing for Change
Opportunities for youth to mobilize others have also expanded
signifi-
cantly in the digital age. In the past, youth had chances to
mobilize others
through involvement in community-based youth organizations
that provide
opportunities for youth to organize and mobilize others to bring
about change in
their communities and the broader society (Rogers, Mediratta, &
Shah, 2012).
Today, without any institutional backing, both youth and adults
can start a new
political group online, write and disseminate an online petition,
204. or raise money
for a civic cause via a Kickstarter or other online campaigns.
Youth can also
mobilize others by drawing on the affordances of social media
platforms that
bypass the need for bureaucratic structures or organization
(Bimber, 2003; Earl
& Schussman, 2007).
The accessibility and affordability of online petitions through
platforms
like Change.org, for example, have resulted in an increase of
online petitions,
a broader range of issues that are attended to, as well as a shift
in who has the
power to initiate and control petitions (Earl & Kimport, 2009;
Earl, Kimport,
Prieto, Rush, & Reynoso, 2010). For example, in 2011, 22-year-
old Molly
Katchpole posted a petition to Change.org protesting Bank of
America’s pro-
posed debit card fee of $5. When over 300,000 people signed
the petition and
national media coverage turned its attention to the issue, Bank
of America with-
drew their proposal (Mui, 2012). Our analysis of the Pew data
revealed that
28% of 18–24-year-olds were contacted at least occasionally to
take an active
role in civic or political issues on a social network site (Smith,
2013).
To help students learn about these strategies, students in Mr.
Montgomery’s civics class identified a social issue they wanted
to inves-
tigate and then studied the root causes of gun violence in their
205. community.
They then initiated a campaign to raise awareness and mobilize
support for
providing youth with summer jobs in order to reduce violence.
Students
worked in groups to create a class Twitter account, an Instagram
account, and
a Facebook page which all drew attention to an online petition
on Change.org
that included information and research on violence in the city
and urged
people to write to Chicago’s Mayor to convince him to expand a
summer jobs
program for youth. Students also gathered signatures;
accumulated followers
on Twitter made up of peers, teachers, activists, and civic
organizations
focused on violence prevention, as well as the Mayor’s news
account; and
followed people and groups from the local teachers’ union,
news outlets, and
various civic organizations that were working to prevent youth
violence in the
city. Mr. Montgomery explained
It was empowering for them to see . . . the people who had gone
online
to sign the petition because they weren’t all people that they
knew. They
were starting to see the links between different people and the
circles
22 Kahne et al.
206. that connect people. (A. L. Linton, personal communication,
August 20,
2014)
While youth today are increasingly mobilized through
networked online
spaces like Facebook or Twitter, at times, the credibility of the
rationale for
action can be challenging to determine. And many online
mobilization efforts
are disconnected from institutional and grassroots organizations
or organizing
efforts, limiting their ability to build and sustain collective
capacity (see Ganz,
2014). Thus, educators must not only teach youth how to gain
support for a
cause through a petition or online fundraising effort, but must
also help youth
learn to critically examine requests for their support and how to
connect efforts,
where possible, to institutions and organizations that can help
build and sustain
powerful coalitions.
PERENNIAL CHALLENGES FACING CIVIC EDUCATORS IN
THE
DIGITAL AGE
Educating for core civic capacities, such as investigation,
dialogue, circu-
lation, production, and mobilization is vitally important given
the significance
of these skills to widespread and effective participation in
democratic life.
At the same time, civic educators must also attend to the
educational norms
207. and social contexts in which civic education is implemented if
these practices
are to realize their democratic potential. In the closing section
of this article,
we examine three challenges tied to the educational norms and
social con-
texts that have long constrained the democratic potential of
civic educator’s
efforts. While not new, these challenges take on new
dimensions in the dig-
ital age. Specifically, we discuss the challenge of preparing
youth to act in
ways that have impact, of ensuring equal access to high quality
civic learn-
ing opportunities, and of attending to diversity thoughtfully.
While far from
a comprehensive list, we hope they illustrate how the digital age
is reshaping
perennial challenges that reformers pursuing civic education
must confront.
The Challenge of Preparing Youth to Act for Impact
A strong democracy (Barber, 1984) requires that community
members take
action to make society better—action, which includes, and goes
beyond, peri-
odic voting to send representatives to elected office. To become
such citizens,
youth need opportunities to engage in action themselves. But
almost by defini-
tion, political action is controversial, and perhaps even more so
when done by
young people under the auspices of schooling.
208. Redesigning Civic Education 23
In an effort to avoid controversy and not push any particular
agenda, civic
educators interested in providing opportunities for youth to be
active in the
community have often focused on service activities, such as
tutoring, or volun-
teering, or fundraising for widely supported charitable causes
(Walker, 2000;
Westheimer & Kahne, 2004). Such activities can be valuable,
but these efforts
often steer clear of politics and avoid addressing structural or
root causes of
problems. For example, youth who volunteer for a food bank
often are not
asked to examine evidence and arguments regarding causes of
and possible
ways to address hunger and poverty more systemically. As a
result, they receive
an incomplete preparation for democratic engagement.
Of course, within the confines of a curricular unit, it will often
be diffi-
cult for youth to take part in civic or political action that
promotes systemic
change. Faced with this challenge, some civic educators who
want to address
systemic issues focus on helping youth to deepen their
understanding and to
“act” by analyzing and sharing what they learn. Youth can, for
example, col-
lect data from members of their communities, carefully analyze
community
issues, present findings to authentic audiences, and interact with
209. community
leaders. Such opportunities can help youth develop needed civic
skills and, by
providing opportunities for voice, foster a related sense of
agency.
In fact, the affordances of digital media—especially the degree
to which
these media can facilitate political expression—may well
provide educators
with new opportunities to foster youth voice, both in school and
out. For exam-
ple, youth can develop websites or public service
announcements and share
what they learned via YouTube or other social media.
Curriculum that sup-
ports such engagement may help counter a narrow focus on
uncontroversial
charitable activities, allowing young people to learn about and
practice voicing
positions related to a wider range of political issues and
interests. Of course,
challenges and risks are associated with these activities as well.
For exam-
ple, discussion over social network platforms often cannot be
moderated in the
way that a classroom discussion can be and acts of participatory
politics can
lead to engagement with those who are not part of the school.
Moreover, such
activities often leave a permanent public record, making an
unanticipated prob-
lematic exchange even more problematic. Teachers who engage
youth with the
production and circulation of potentially controversial topics
must therefore
210. carefully consider how to structure such activities.
Our point is not that teachers should avoid these activities.
Teachers have
long found ways to productively discuss controversial content
(Hess, 2009).
Moreover, the benefits of such curriculum can be substantial.
Voice—which
Couldry (2010) defined as the capacity of people to “give an
account of
themselves and of their place in the world” (p. 1)—has political
significance,
especially for many youth whose voices, experiences, and
perspectives are
often marginal in mainstream dialogues. In addition, a
significant value of dig-
ital media and participatory politics may be the avenues they
provide for young
24 Kahne et al.
people to cultivate and extend their voice beyond the classroom
and school into
the community and broader culture (LeSure & Cohen, 2015).
To say that promoting youth voice is important, however, is not
to say that
it is sufficient. The impact of participatory politics will be
constrained if scant
attention is paid to linking participatory and institutional
engagement or to
levers of influence more generally (Zuckerman, 2013). For
example, a number
of scholars (Levine, in press; Sifry, 2014) have detailed ways
211. that individuals’
and non-institutionalized groups’ efforts to achieve greater
voice by leverag-
ing the power of the digital media often fail to prompt
institutional change.
Expressing caution, Milner (2010) wrote, “[youth who] turn
their backs on
[institutional] politics in favor of individual expression will
continue to find
their priorities at the top of society’s wish list–and at the
bottom of the ‘to do’
list” (p. 5).
In response to Milner’s concern, one might note that a wide
range of
significant change efforts ranging from #BlackLivesMatter, to
the DREAMer
movement, to the protests against SOPA, to the push for
marriage equality
have employed digital media in ways that changed public
attitudes and that
these changes have enabled new legislation. Still, the concern
remains. Watkins
(2014) noted, for example, that when it comes to digital media,
youth are often
“power users” (frequent users), but they are not necessarily
“powerful users”
(influential users). In order for youth to realize the full
potential of participatory
politics, they will frequently need to both understand and
connect their efforts
to institutional politics. Helping youth identify ways to build
bridges from
voice to influence is vitally important.
The Challenge of Providing Equal Access to Civic Learning
212. Opportunities
If all youth are to be prepared for life in a democracy, civic
educators,
schools, and civic programs for youth must also work to ensure
the equitable
distribution of learning opportunities. Unfortunately, data
indicate that class-
rooms with students whose parents are of relatively high socio-
economic status
(SES), who are White, and who are academically more
successful are far more
likely than others to experience civic learning opportunities,
such as chances
to debate issues, engage in simulations, and perform community
service. This
causes both a civic opportunity gap (Kahne & Middaugh, 2008)
and a civic
achievement gap (Levinson, 2012).
If civic education in the digital age is to avoid reproducing this
civic oppor-
tunity gap in new, digital forms, educators must confront the
digital divide.
Indeed, despite the expansion of Title I funding to increase
technological
resources, many schools, and in particular ones in low SES
areas, do not have
the infrastructure or technical and instructional support to
maintain, update, and
fully integrate robust technology into instruction (Hohlfield,
Ritzhaupt, Barron,
Redesigning Civic Education 25
213. & Kemker, 2008). Moreover, Warschauer and Matuchniak
(2010) found that
“the most important technology discrepancies in U.S. schools
are not whether
computers and the Internet are used, but for what purpose” (pp.
197–198). High
income youth are significantly more likely to use educational
technology to
prepare written text or media presentations, for example,
whereas low income
youth are more likely to use educational technology to learn or
practice basic
skills (Gray, Thomas, & Lewis, 2010). In short, one
manifestation of the digital
divide is the digital civic opportunity gap.
On the positive side, the digital landscape has expanded
supports by pro-
viding interest driven, participatory learning opportunities—
also known as
connected learning—to ever more young people both in-school
and out, as
well as online (Ito et al., 2013). Young people now have
innumerable opportu-
nities with digital and social media to share, create, make, do,
and expand their
engagement in collective and self-guided learning while
pursuing knowledge
and expertise around something they care deeply about. Such
practices appear
to promote a kind of digital social capital by developing the
skills, exposure
to group norms, and social networks that, in turn, facilitate
civic and political
engagement (Jenkins et al., 2009; Kahne et al., 2013).
214. At the same time, a digital civic opportunity gap may also
persist in infor-
mal learning environments, even those that support access to
and engagement
with technology. Providing equitable access to informal
learning opportuni-
ties has proved challenging. Those with more interest in civic
and political
issues or those who are drawn to participatory cultures are far
more likely to
choose to engage in these activities and this is likely to
exacerbate inequal-
ity. Similarly, those from families of higher SES are also more
likely to be
able to take advantage of these opportunities (Putnam,
Frederick, & Snellman,
2012).
In short, the redesign of civic education must push back against
current
distributional norms and structures and provide equitable
distribution of rich
learning opportunities. In order to reach all youth equitably,
opportunities for
youth to learn to produce and circulate political commentary or
consider varied
viewpoints on issues cannot be relegated to informal learning
arenas only, or
offered only as optional courses for the interested, or required
only of those
who are doing well academically. These learning opportunities
must be inte-
grated into core coursework that all students receive (National
Council for
the Social Studies, 2013). Districts and schools can make the
215. development of
core digital capacities and engagement in particular civically
oriented digital
projects a universal requirement, for example.
Finally, in order to make equal access a reality, it is key to
provide edu-
cators in informal and formal learning environments with time
and support to
explore, collaborate, and build their capacities in this area so
that they can
create relevant, engaging, and dynamic student learning
opportunities. This
requires educators to shift from merely focusing on the features
of techno-
logical tools to prioritizing the process of student thinking and
learning (Neiss,
26 Kahne et al.
2011) and the social practices of communicating, connecting,
and collaborat-
ing (Beach, Anson, Kastman, Breuch, & Reynolds, 2014) with
digital tools.
In order to move beyond technology being used simply as an
add-on to a print
based curriculum or only being used in bracketed moments in
the year like
completing an assessment, typing a paper, or developing an end
of year project,
educators can “gradually move toward modifying and redefining
instruction”
in the digital age (Beach et al., 2014, p. xi).
216. The Challenge of Effectively Attending to Diversity
Providing more equal access and distribution of learning
opportunities
alone will not be enough to overcome longstanding and
multidimensional
equity issues, which are often inflected along lines of race,
class, and gen-
der. The pursuit of political equality, what Verba (2003)
described as “one
of the bedrock principles in a democracy” (p. 663), requires
attention to
the ways contexts, culture, power, privilege, and other factors
differ across
groups and how this variation can in turn shape everything from
political
influence, to assessments of what’s fair, to desirable norms of
interaction.
Traditionally, most discussions of civic education ideals and
best practices have
noted the importance of attending to student interests and to
community prob-
lems that students view as significant. Such discussions have
also highlighted
the importance of providing youth with opportunities for agency
(often framed
in terms of empowerment). Design priorities for civic
education, however, have
been relatively inattentive to the significance of young people’s
identities and
social contexts. For example, civic education efforts have often
not consid-
ered why various groups of youth may have widely differing
assessments of
the legitimacy of the current system of government, of the ways
laws are
217. enforced, and even of whether or not to think of the United
States as a democ-
racy (Bedolla, 2005; Middaugh & Kahne, 2008; Sanchez-
Jankowski, 2002).
Similarly, they have generally not highlighted the importance of
understand-
ing how knowledge is constructed—how cultural assumptions
and biases may
shape understandings and interpretations of civic issues (see
Banks, 2001).
Therefore, while recognizing that all youth must learn skills and
develop
capacities tied to investigation, dialogue and feedback,
circulation, production,
and mobilization, a generic approach to such curriculum—one
that avoids con-
sideration of diversity and equity—will often be inadequate.
Youth are not a
homogenous group. Their priorities for civic and political
engagement and the
factors that shape them are quantitatively and qualitatively
different (LeSure &
Cohen, 2015). Curriculum that ignores the differentiated
experiences of young
people and the impact of inequality, for example, will lead
many youth who
identify with groups that have been historically excluded from
civic and polit-
ical life to experience alienation rather than to develop the civic
commitments
and capacities that would enable them to participate equally and
effectively
in civic and political spheres. Likewise, curriculum that does
not recognize
218. Redesigning Civic Education 27
inequality, power, and privilege may lead some more privileged
youth to be
unaware of the ways in which such dynamics create and
maintain not only
alienation from civic and political life but also social inequities.
Determining the curricular implications of these concerns has
always been
challenging for civic educators (Banks, 2008; Parker, 1997),
and participation
in the digital age raises additional issues. As illustrated earlier
in the article,
those committed to equitable civic and political engagement in
the digital age
must confront problems associated with the varied forms of hate
speech that
frequently surface online. Moreover, blind spots and structural
inequities may
lead privileged youth to enact “saviorism” (see Soep, 2014) and
fail to recog-
nize privilege as it occurs in on- and offline contexts. For
example, in an effort
to draw attention to and create a unified response to the tragic
killing of a Black
teen, Trayvon Martin, some White people posted photos of
themselves wear-
ing hoodies declaring “I am Trayvon Martin” (Liu, 2013; Soep,
2014). As Lui
(2013) explained:
That was a well-meaning and earnest attempt to express
empathy, but it