Multicultural Matrix and AnalysisSOC315 Version 52Multicult.docx

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Multicultural Matrix and Analysis SOC/315 Version 5 2Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with appropriate course-level APA guidelines. Part I What is the group’s history in the United States? What is the group’s population in the United States? What are some attitudes and customs people of this group may practice? What is something you admire about this group’s people, lifestyle, or society? 1. <Group 1> 2. 3. 4. 5. 6. Part II Summarize what you learned from this activity in a 350- to 700-word analysis of the advantages of a multicultural society and labor force. Use the following questions to guide your writing: · How has U.S. society used each group’s culture to construct the group identity? How has each group been stereotyped? How accurate are these stereotypes? · How does the social concept of race relate to each group? What prejudice has each group faced? · How do the behavior and thinking patterns of U.S. culture apply to each group, especially regarding class systems and employment? Write your analysis here: Part III Format your sources consistent with appropriate course-level APA guidelines. Write the references for your sources here: Copyright © 2016, 2010 by University of Phoenix. All rights reserved. ...

Education

3.
4.
5.
6.
Part II
Summarize what you learned from this activity in a 350- to 700-
word analysis of the advantages of a multicultural society and
labor force. Use the following questions to guide your writing:
· How has U.S. society used each group’s culture to construct

the group identity? How has each group been stereotyped? How
accurate are these stereotypes?
· How does the social concept of race relate to each group?
What prejudice has each group faced?
· How do the behavior and thinking patterns of U.S. culture
apply to each group, especially regarding class systems and
employment?
Write your analysis here:
Part III
Format your sources consistent with appropriate course-level
APA guidelines.
Write the references for your sources here:
Copyright © 2016, 2010 by University of Phoenix. All rights
reserved.

Multicultural Matrix and Analysis SOC/315 Version 5 2 University of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with appropriate course-level APA guidelines. Part I What is the group’s history in the United States? What is the group’s population in the United States? What are some attitudes and customs people of this group may practice? What is something you admire about this group’s people, lifestyle, or society? 1. <Group 1> 2. 3. 4. 5. 6. Part II Summarize what you learned from this activity in a 350- to 700-word analysis of the advantages of a multicultural society and labor force. Use the following questions to guide your writing: · How has U.S. society used each group’s culture to construct the group identity? How has each group been stereotyped? How accurate are these stereotypes? · How does the social concept of race relate to each group? What prejudice has each group faced? · How do the behavior and thinking patterns of U.S. culture apply to each group, especially regarding class systems and employment? Write your analysis here: Part III Format your sources consistent with appropriate course-level APA guidelines. Write the references for your sources here: Copyright © 2016, 2010 by University of Phoenix. All rights reserved. ...

Multicultural Matrix and Analysis WorksheetInstructions

AlyciaGold776

Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with appropriate course-level APA guidelines. Part I What is the group’s history in the United States? What is the group’s population in the United States? What are some attitudes and customs people of this group may practice? What is something you admire about this group’s people, lifestyle, or society? 1. 2. 3. 4. 5. 6. Part II Summarize what you learned from this activity in a 350- to 700-word analysis of the advantages of a multicultural society and labor force. Use the following questions to guide your writing: · How has U.S. society used each group’s culture to construct the group identity? How has each group been stereotyped? How accurate are these stereotypes? · How does the social concept of race relate to each group? What prejudice has each group faced? · How do the behavior and thinking patterns of U.S. culture apply to each group, especially regarding class systems and employment? Write your analysis here: Part III Format your sources consistent with appropriate course-level APA guidelines. Write the references for your sources here: ...

Multicultural Matrix and AnalysisSOC315 Version 41Univers.docx

rosemarybdodson23141

Multicultural Matrix and Analysis SOC/315 Version 4 1 University of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with APA guidelines. Part I: Matrix What is the group’s history in the United States? What is the group’s population in the United States? What are some attitudes and customs people of this group may practice? What is something you admire about this group’s people, lifestyle, or society? 1. 2. 3. 4. 5. 6. Part II: Analysis Summarize what you learned from this activity in a 350-700 word analysis of the advantages of a multicultural society and labor force. Use the following questions to guide your writing: How has U.S. society used each group’s culture to construct the group identity? How has each group been stereotyped? How accurate are these stereotypes? How does the social concept of race relate to each group? What prejudice has each group faced? How do the behavior and thinking patterns of U.S. culture apply to each group, especially regarding class systems and employment? Part III: Sources Format your sources consistent with APA guidelines. .

Multicultural Matrix and Analysis WorksheetInstructions.docx

rosemarybdodson23141

Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with APA guidelines. Part I: Matrix What is the group’s history in the United States? What is the group’s population in the United States? What are some attitudes and customs people of this group may practice? What is something you admire about this group’s people, lifestyle, or society? 1. 2. 3. 4. 5. 6. Part II: Analysis Summarize what you learned from this activity in a 350-700 word analysis of the advantages of a multicultural society and labor force. Use the following questions to guide your writing: How has U.S. society used each group’s culture to construct the group identity? How has each group been stereotyped? How accurate are these stereotypes? How does the social concept of race relate to each group? What prejudice has each group faced? How do the behavior and thinking patterns of U.S. culture apply to each group, especially regarding class systems and employment? Part III: Sources Format your sources consistent with APA guidelines. .

Multicultural Matrix and AnalysisSOC315 Version 52Univers.docx

gilpinleeanna

Multicultural Matrix and Analysis SOC/315 Version 5 2 University of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with appropriate course-level APA guidelines. Part I What is the group’s history in the United States? What is the group’s population in the United States? What are some attitudes and customs people of this group may practice? What is something you admire about this group’s people, lifestyle, or society? 1. African Americans 2. Native Americans 3. Hispanic Americans 4. Arab Americans 5. Jewish Americans 6. Asian Americans Part II Summarize what you learned from this activity in a 350- to 700-word analysis of the advantages of a multicultural society and labor force. Use the following questions to guide your writing: · How has U.S. society used each group’s culture to construct the group identity? How has each group been stereotyped? How accurate are these stereotypes? · How does the social concept of race relate to each group? What prejudice has each group faced? · How do the behavior and thinking patterns of U.S. culture apply to each group, especially regarding class systems and employment? Write your analysis here: Part III Format your sources consistent with appropriate course-level APA guidelines. Write the references for your sources here: Copyright © 2016, 2010 by University of Phoenix. All rights reserved. ...

Part 1 MatrixUsing Ch. 10 of Sociology in Modules and y.docx

smile790243

Part 1: Matrix Using Ch. 10 of Sociology in Modules and your own Internet research, select and identify six different ethnic groups. Complete the matrix for the groups you identified. Part 2: Analysis Write a 350- to 700-word analysis of the advantages of a multicultural society and labor force. Include specific examples related to at least three of the ethnic groups you identified in Part 1. Use the following questions to guide your writing: · How has U.S. society influenced these ethnic groups’ mindset and identity? · How has each group been stereotyped? How accurate are these stereotypes? · How do the social concepts of prejudice, discrimination, and privilege affect multicultural groups? · How do the behavior and thinking patterns in U.S. society (biases, stereotypes, discriminatory practices) affect multicultural groups, especially regarding class systems and employment? Part 3: References Include references formatted according to APA guidelines. .

~ 1a) Social Inequality The Week 4 Instructor Question meets t.docx

tawnyataylor528

~ 1a) Social Inequality The Week 4 Instructor Question meets the following course objectives: •Apply a sociological perspective to the social world •Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life. •Discuss global stratification and explain social class and the impact of stratification in the United States. •Describe sex and gender, race and ethnicity, and the elderly in the United States as well as how inequality, prejudice, and discrimination impacts certain groups of people in society •Develop written communication skills and critical thinking skills. •Apply American Psychological Association formatting and citation style when completing course assignments. Initial forum postings should be a minimum of 250 words. Each student must also respond to a minimum of 1 fellow students' postings; each response must be at least 100 words in length. Choose ONE of the following questions: 1. How is power wielded in the social world? Do agree more with functionalist or conflict theorists regarding the concept of power in a democracy? Be sure to describe both the functionalist and conflict perspectives on power in society and provide evidence or examples to support your position. 2. Describe the functionalist view of social stratification, and the conflict theory's view of social stratification. Then take a pro or con position on each of the following three points: first, social stratification is necessary for societies to exist and prosper; second, the United States functions, overall, as a meritocracy; and third, human beings-driven as they are by human nature-are incapable of ever creating and/or living in a classless society. Provide detail about 'why' you are taking the pro or con position for each point. 3. Will there ever be complete equality between males and females in the United States? Should there be? What would constitute complete equality? Do you think the women's movement is stronger or weaker today than it was in the 1970s? In what ways? In challenging gender stratification, do you think that feminists sometimes over-exaggerate the problem of sexual inequality in the United States? If so, how? The text offers a few explanations for the origins of patriarchy while ignoring religion. Given that Judaism, Christianity, and Islam are all patriarchal religions, do you think that the feminist movement is an attack against religion? Finally, what is a feminist? Are you a feminist? If so, why? If not, why? Be sure to use examples from the text in your discussion. ~1b) Social Inequality The Week 4 WSMP meets the following course objectives: •Apply a sociological perspective to the social world •Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life. •Demonstrate the ability to identify, locate, and retrieve information related to the topics .

Unit II Scholarly ActivityThis unit asks you to think about your o.docx

rajahchelsey

Unit II Scholarly Activity This unit asks you to think about your own culture in terms of norms, values, beliefs, and behaviors. The unit also asks you to think about those agents of socialization most closely related to various aspects of culture. For this assignment, you are asked to think about the same issues as they apply to another culture. Choose a culture you know nothing about. Go online to research this group and answer the following questions about their culture and socialization. 1. In a paragraph, introduce the cultural group you researched online. Be sure to give the location of the group, why you chose the group, and what you hope to learn. 2. In one to two paragraphs, describe three interesting aspects about this culture. Choose something about their everyday life (folkway), something about their religion (value), and something about their biggest taboo (more). 3. Discuss the agents of socialization involved in the transmission of the three interesting aspects you chose. 4. Finally, how does each of these aspects affect the development of self for members of the group? Be sure to think and write sociologically, using correct terminology and being objective. Your paper must be at least one page in length, double-spaced, using Times New Roman 12-pt. font. Use the indicated rubric to guide your work. Use appropriate APA in-text citations and provide a reference page. Information about accessing the Blackboard Grading Rubric for this assignment is provided below ...

Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with APA guidelines. Part I: Matrix What is the group’s history in the United States? What is the group’s population in the United States? What are some attitudes and customs people of this group may practice? What is something you admire about this group’s people, lifestyle, or society? 1. 2. 3. 4. 5. 6. Part II: Analysis Summarize what you learned from this activity in a 350-700 word analysis of the advantages of a multicultural society and labor force. Use the following questions to guide your writing: How has U.S. society used each group’s culture to construct the group identity? How has each group been stereotyped? How accurate are these stereotypes? How does the social concept of race relate to each group? What prejudice has each group faced? How do the behavior and thinking patterns of U.S. culture apply to each group, especially regarding class systems and employment? Part III: Sources Format your sources consistent with APA guidelines. .

Multicultural Matrix and AnalysisSOC315 Version 52Univers.docx

gilpinleeanna

Multicultural Matrix and Analysis SOC/315 Version 5 2 University of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with appropriate course-level APA guidelines. Part I What is the group’s history in the United States? What is the group’s population in the United States? What are some attitudes and customs people of this group may practice? What is something you admire about this group’s people, lifestyle, or society? 1. African Americans 2. Native Americans 3. Hispanic Americans 4. Arab Americans 5. Jewish Americans 6. Asian Americans Part II Summarize what you learned from this activity in a 350- to 700-word analysis of the advantages of a multicultural society and labor force. Use the following questions to guide your writing: · How has U.S. society used each group’s culture to construct the group identity? How has each group been stereotyped? How accurate are these stereotypes? · How does the social concept of race relate to each group? What prejudice has each group faced? · How do the behavior and thinking patterns of U.S. culture apply to each group, especially regarding class systems and employment? Write your analysis here: Part III Format your sources consistent with appropriate course-level APA guidelines. Write the references for your sources here: Copyright © 2016, 2010 by University of Phoenix. All rights reserved. ...

Part 1 MatrixUsing Ch. 10 of Sociology in Modules and y.docx

smile790243

~ 1a) Social Inequality The Week 4 Instructor Question meets t.docx

tawnyataylor528

Unit II Scholarly ActivityThis unit asks you to think about your o.docx

rajahchelsey

OverviewHave you ever considered which social class you belong t.docx

jakeomoore75037

Overview Have you ever considered which social class you belong to? In an ideal world, which social class would you like to belong to? Have you ever wanted to move up the social ladder? Social classes are groups of people who share certain aspects of their lives. These often include wealth, resources, occupations, and income. As we move from social groups to social classes, you will consider the role social classes play in a practical society versus an ideal one. Throughout this essay consider the function of social classes and how they apply within an ideal society. What Makes an Ideal Society? Instructions You are going to expand your ideas for an ideal society to include social classes. Your paper will cover three sections: key components , theory , and the people . Project Sections (Be sure to address the following questions in each section.) Key Components: What is social stratification? What is social mobility? Are there social classes? How are these categorized? How are they defined? How are stratification systems maintained in this society? What are the two ways in which poverty is defined? Theory: How do Wright's model of social class and Gilbert and Kahl's model of social class fit within this ideal society? Does the society require different social classes? Why or why not? People: Are people able to advance their social class within this society? How can people advance their social class within this society? Do prejudice and discrimination fit within this society? How can people from one social class connect with people in a different social class? How do people within a minority relate with others? How does poverty play a role in society? Does poverty impact behaviors and interactions of those within the community? The paper should be at least 3 pages (the title page and reference page do not count as part of the page requirement). The content should include information addressing the main questions, and a well-argued introduction and conclusion. Please include proper formatting throughout the paper. Use APA Style to format the title page, reference page, and citations. Use third-person language, double-spacing, a 12-point font, and one-inch margins. See the Writing Guide for writing help. .

Due Date Sunday, Unit 3 by 1159pm Points 100

AlyciaGold776

Due Date: Sunday, Unit 3 by 11:59pm Points: 100 Overview: For written assignments one and two, students will choose from the below prompts to answer in paper form. Each prompt will correspond to one of the chapter we will be reading during the semester. You will choose one prompt for written assignmet one and another for written assignment two. Instructions: All assignments are to be submitted by 11:59 PM Eastern Standard Time on the day it is due. The grade for any assignment handed in late will be reduced 20% for the first day it is late and 20% for each day it is late thereafter (see assignment guidelines for more specific information). You will be evaluated by completing the following activities: Students will be required to complete three written assignments during the module. The first written assignment is due in Unit 3, the second is due in Unit 5, and the third is due in Unit 7. Rubrics will be used to grade your work. Assignments should be written in the format of the most current edition of the APA manual. Each written assignment must be submitted via Blackboard and emailed copies will not be accepted. Policies in regard to turning work in late also apply to these assignments. Requirements: • Written assignment will need to be in APA style • All margins should be one-inch • Times, New Roman 12-point font • Double-Spaces • Title Page • Reference Page • Please note, the title and reference pages do not count toward you page requirements • Written assignments should be 4-5 pages in length • You must use a total of three additional scholarly, peer-reviewed sources Be sure to read the criteria by which your work will be evaluated before you write and again after you write. Refer to the writing rubric for more details. Below are the prompts to choose from: SOC312 – Race and Ethnicity Written Assignment One 1. Why is it important to look beyond the United States when analyzing dominant– minority relations? What can we learn by taking a global perspective? Besides immigration, what other effects does globalization have on American dominant– minority relations? 2. Define pluralism, and explain the ways it differs from assimilation. Why has interest in pluralism increased? Explain the difference between and cite examples of structural and cultural pluralism and cite examples of each. Describe enclave minority groups in terms of pluralism and in terms of Gordon’s model of assimilation. How have contemporary theorists added to the concept of pluralism? 3. Explain the various causes of prejudice, including the theoretical perspectives presented in this chapter. Explain and evaluate the research evidence that has been presented. Which theories seem most credible in terms of evidence? Why? Try to think of an incident—from your own experience, the news, or popular culture—that illustrates each theory. 4. Explain the role of prejudice and racism in the c ...

Due Date Unit 5, Sunday by 1159pm Points 100

AlyciaGold776

Due Date: Unit 5, Sunday by 11:59pm Points: 100 Overview: For written assignments one and two, students will choose from the below prompts to answer in paper form. Each prompt will correspond to one of the chapter we will be reading during the semester. You will choose one prompt for written assignmet one and another for written assignment two. Instructions: All assignments are to be submitted by 11:59 PM Eastern Standard Time on the day it is due. The grade for any assignment handed in late will be reduced 20% for the first day it is late and 20% for each day it is late thereafter (see assignment guidelines for more specific information). You will be evaluated by completing the following activities: Students will be required to complete three written assignments during the module. The first written assignment is due in Unit 3, the second is due in Unit 5, and the third is due in Unit 7. Rubrics will be used to grade your work. Assignments should be written in the format of the most current edition of the APA manual. Each written assignment must be submitted via Blackboard and emailed copies will not be accepted. Policies in regard to turning work in late also apply to these assignments. Requirements: • Written assignment will need to be in APA style • All margins should be one-inch • Times, New Roman 12-point font • Double-Spaces • Title Page • Reference Page • Please note, the title and reference pages do not count toward you page requirements • Written assignments should be 4-5 pages in length • You must use a total of three additional scholarly, peer-reviewed sources Be sure to read the criteria by which your work will be evaluated before you write and again after you write. Refer to the writing rubric for more details. Below are the prompts to choose from: SOC312 – Race and Ethnicity Written Assignment Two 1. Why is it important to look beyond the United States when analyzing dominant– minority relations? What can we learn by taking a global perspective? Besides immigration, what other effects does globalization have on American dominant– minority relations? 2. Define pluralism, and explain the ways it differs from assimilation. Why has interest in pluralism increased? Explain the difference between and cite examples of structural and cultural pluralism and cite examples of each. Describe enclave minority groups in terms of pluralism and in terms of Gordon’s model of assimilation. How have contemporary theorists added to the concept of pluralism? 3. Explain the various causes of prejudice, including the theoretical perspectives presented in this chapter. Explain and evaluate the research evidence that has been presented. Which theories seem most credible in terms of evidence? Why? Try to think of an incident—from your own experience, the news, or popular culture—that illustrates each theory. 4. Explain the role of prejudice and racism in the c ...

AMERICA’S CULTURE .docx

nettletondevon

AMERICA’S CULTURE 1 AMERICA’S CULTURE 5 Multicultural Matrix & Analysis AMERICA’S CULTURE What is the group’s history in the United States? What is the group’s population in the United States? What are some attitudes and customs people of this group may practice? What is something you admire about this group’s people, lifestyle, or society? 1. <Group 1>white American This group belongs to the native land of North and South America hence their origin is in USA. They are the majority in the USA and are over 70% of the total population of the United States. This group practices such customs as having the high classes and also prefer more modern fashions of food and clothing. The most admirable practice among this group is more of modern culture practices and they are not following more of traditional practices. 2. Black and African America. They came from Africa and sub-Saharan Africa. They are the second major group and cover around 12% of the USA. This group is more of assimilated into having white Americans culture but they also follow more of Africans culture. The best practice among this group is how they are proud of their traditional culture and they work more. 3. Asian America. They came from the far east of Europe and Asia continent. There population comes after those of Black-African America. They possess Asians traditions such as the mode of dressing and some sort of aggressive implications to the other groups. One of the admirable cultures of the Asians is how they are aggressive in following what they want to achieve. 4. American Indians Alaska Natives. They originate from the Indian parts and came to settle in America. They are slightly less populated than the Asian Americans. These are more of economical in terms of their culture in that most of their practices are aimed at business and making profit. They also follow the Hindu culture like worship of many gods. The have an admirable culture of worship of their gods. 5. Native Hawaiians and other specific Islanders. They originate from the regions around the pacific area. These are less in number as compared to the Indian Americans. They have mixed culture which is compromised by the other groups and they mostly follow practices from these other groups. They also have also have some retained practices like fishing. The admirable culture among this group is fishing. 6. Two more races. These are other minority groups that came from different regions and settled in America. These are the less populated individuals in as compared to other ethnic groups in America. They practice mixed culture of which depend with the area of their origin. Some have completely forgotten their culture and are following those.

APP Journal Entry 2.docx

stirlingvwriters

Social and Cultural Diversity Paper Writing Instructions.docx

pbilly1

Social and Cultural Diversity Paper Writing Instructions Overview The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Process Schedule The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule: 1) Outline (Due Week 2) 2) References (Due Week 4) 3) First Draft (Due Week 6) 4) Final Paper (Due Week 8) Content Guidelines When constructing this paper, use a three-part structure according to the following guidelines: Part 1 The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections: 1) Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients. Note: It is preferred you discuss your cultural biases. 2) Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true. 3) Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific. 4) How has your life experience affected how you may relate to persons different than you? Be specific. Part 2 The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections: 1) What does it mean to be a subtle racist? Please include a referenced definition and example. 2) Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific. Part 3 The third part of your paper requires you to review and reflect on the ACA and NAADAC codes of ethics. Use the following to help guide your reflection: 1) Discuss how the ACA and NAADAC codes of ethics will inform your practice. a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice. 2) What did you learn about the importance of cultural sensitivity in treatment planning? 3) How do communication styles a.

Social and Cultural Diversity Paper Writing Instructions.docx

rosemariebrayshaw

The Sociology of MeBy successfully completing this assessment, y.docx

joshua2345678

The Sociology of Me By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 3: Explain the significance of social stratification and social inequality for the individual and society. Evaluate one's own educational experience from a sociological perspective. Explain sociological issues that affect one's own field of study. Competency 4: Analyze the influence of culture and socialization on both the individual and society. Examine the impact of culture and socialization on one's own life. Competency 5: Evaluate the impact of social change on society and social institutions. Evaluate the impact of social structure and groups on one's own life. Evaluate the role of technology and media in one's own life. Competency 6: Demonstrate written and verbal communication skills for effectively presenting sociological concepts, ideas, and analyses. Write in a professional style using APA 6th edition referencing and format with correct grammar, usage, and mechanics. Mills tells us of the intersection between public issues and private troubles. Throughout the course we have learned to use our sociological imagination to understand this difference—especially in terms of our own lives. For your final project you will reflect on the question, "Who am I?" using the sociological imagination to understand and explain your everyday experiences. In doing so, you will look at the impact of social forces on your individual life. This requires you to apply the concepts, theories, and applicable sociological understandings that you have encountered in the course. To successfully complete this assignment, you will write a paper with these components: Introduction: Introduce yourself and what you plan on discussing in your paper. Culture and Socialization: Examine the impact culture and socialization has had on your life. Consider the following when creating this section: How did you develop a sense of self? What agents of socialization had the biggest impact on you? How? How has culture influenced your life? Social Structure and Groups: Discuss the impact social structure and groups have had on your life. Considering the following: How have various groups (primary, secondary, reference, etc.) guided your behavior? What statuses have you held? What roles have you played? How have social hierarchies shaped your life choices? Education: Discuss how a sociologist would explain your experience with education. In doing so, consider the following: What major functions have education had for you? How has education been related to your life outcomes? What experiences with inequality have you had in education? Professional Field: Discuss the main sociological issues that affect your field of study or the field you intend to study at this point in your education. Be sure to include any social changes that may impac.

Katie DeLong Grand Canyon University PCN 509 March 1, 20.docx

tawnyataylor528

Katie DeLong Grand Canyon University PCN 509 March 1, 2017Social and Cultural Diversity OutlineIntroduction A. In the multicultural world of the 21st century, helping professionals must recognize the influence that race, social class, ethnicity, religion, sexual orientation, and cultural dynamics have on both macro and micro relationships. Definition of cultural diversity A. Culture is that which shapes us; it shapes our identity and influences our behavior. Culture is our “way of being,” more specifically, it refers to the shared language, beliefs, values, norms, behaviors, and material objects that are passed down from one generation to the next.Personal history. A. Personal Biases African Americans B. Challenges as a Therapist 1. AcceptanceCultural Diversity A. Documenting experiences with discrimination1. Not legally allowed to get married B. How my cultural background impacted these experiences? 1. Sexual Orientation Lesbian C. Identify memories of contact with those who were culturally different than you Comment by Owner: Nice level of detail in this section 1. Living and working in Atlanta D. Experiences associated with these differences 1. Dealing with residents that are predominantly African AmericanLiving in a transitional area that is predominantly African AmericanE. How has your life experience affected how you may relate to persons different than you?1. Self-Awareness2. Acceptance Understanding of the concepts of racism/discrimination. A. What does it mean to be a subtle racist? B. Why could there be significant differences in perceptions and values of members within the same ethnic group?ACA and NAADAC codes of ethics. A. Discuss how the ACA and NAADAC codes of ethics will inform your practice. a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice. Comment by Owner: O want to see what codes you will focus on B. What did you learn about the importance of cultural sensitivity in treatment planning? C. How do communication styles differ across cultures? D. How might strategies to build rapport be differentiated based on culture? Comment by Owner: Examples? E. Examine underlying reasons for differential treatment methods. b) Consult several professional journals on treatment practices and cultural biases. c) Identify sources of potential counselor cultural bias within these practices. F. What resources could help you to become more informed regarding cultural diversity? Cite resources you can use to dispel your personal biases. G. How could you apply your learning to your future practice as a counselor?Conclusion A. In the multicultural world of the 21st century, helping professionals must recognize the influence that race, social class, ethnicity, religion, sexual orientation, and cultural dynamics have on both macro and micro relationships. Katie, You have a well-organized outline that addresses the component of the Writing Instructions. As you read ...

SOC 416 Inspiring Innovation / tutorialrank.com

Bromleyz40

SOC 416 Education Specialist / snaptutorial.com

McdonaldRyan122

Lesson 2 RACISM as a Literary Theory - Copy.pptx

BejayCastaneto

HMSV 346 – Diversity Issues in Human Services; Spring 2021

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Social and Cultural Diversity Paper Instructions Overview The Social and Cultural Diversity Paper (1,500 to 1,700 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. In addition, a self-care plan is developed for the mental health and wellness provider. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations and how to prevent burnout and compassion fatigue as a mental health and wellness provider. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Process Schedule The Social and Cultural Diversity Paper assignment will be accomplished in a four-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule: 1) Outline (Due Topic 4) 2) References (Due Topic 5) 3) First Draft (Due Topic 7) 4) Final Paper (Due Topic 8) Content Guidelines When constructing this paper, use a four-part structure according to the following guidelines: Part 1: Personal Reflection The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections: 1. Identify your personal biases and how those biases may present challenges to you as a mental health professional. Remember, everyone has biases. The point is not to project them onto your clients. Note: It is preferred you discuss your cultural biases. 2. Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. 3. Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific. 4. How has your life experience affected how you may relate to persons different than you? Be specific. Part 2: Racism and Discrimination The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections: 1. Distinguish between stereotypes, prejudice, and discrimination. 2. What does it mean to be a subtle racist? Please include a referenced definition and example. 3. Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific. Part 3: Multicultural Competence The third part of your paper requires you to review and reflect on multicultural com.

Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docx

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Unit 1: Module 1 - M1 Assignment 3 Assignment 3: Views on Diversity Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years. To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an Informed Consent document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection, you do not need to submit it to the instructor as part of the assignment. Ask the respondents the following questions and record their answers: When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term? Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you? Do you think the majority of people in our culture: Respect cultural differences among groups of people. Show indifference to cultural differences. Lack respect for cultural differences. Explain each choice. If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be? Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues: What did you discover was the general attitude toward diversity in our culture? Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case. Compare and contrast the respondent's views with your own. How would you answer the same questions? Submit your response to the M1: Assignment 3 Dropbox by Wednesday, July 22, 2015 . Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources. Assignment 3 Grading Criteria Maximum Points Interviewed a cross-section of people and acquired the desired responses. 15 Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts. 25 Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others. 25 Provided contrasting views between the respondent's and your own views on the discussed subjects along with an explanation. 25 Wrote in a clear, concise, and organized manner; demonstrated ethical sch.

Community developmentWilliam Kritsonis

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Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.

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Interview two different individuals regarding their positions in society. Analyze their responses regarding: 1.Identify each person’s class, race, and gender. 2.What role has class, race, and gender played in their lives? How do you see these stratifiers as playing a role, even if the interviewee is unaware of it? 3.Apply one of the sociological perspectives (structural-functional, social-conflict, or symbolic-interaction) to the individuals’ lives. Why did you choose this particular perspective? How does it explain each person’s life and life choices? 4.What are some the benefits and limitations to using interview as a research methodology? 5.Analyze each person’s components of culture (language, symbols, material objects, and behaviors) and relate them to his/her stratified position in society. ...

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Name 1. The table shows the number of days per week, x, that 100 students use the gym at a local high school. x frequency Relative frequency Cumulative frequency 0 3 1 12 2 33 3 28 4 11 5 9 6 4 1. The table shows the number of days per week, x, that 100 students use the gym at a local high school. a. Complete the table b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart. c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx d. Based on the information and chart, what can you say about the distribution.a. Complete the table b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart. c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx d. Based on the information and chart, what can you say about the distribution. Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization Learning Activity #1 Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company. Theme two: How to Create, Change, and Align Culture to the Structure and Vision. Organizational Structure Preface: A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process: First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization. In creating the structure various factors must be considered. · First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative. · Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...

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Name Abdulla Alsuwaidi I TA 160 "Uncle Vanya" “Man has been endowed with reason, with the power to create, so that he can add to what he's been given. But up to now, he hasn't been a creator, only a destroyer. Forests keep disappearing, rivers dry up, wild life's become extinct, the climate's ruined, and the land grows poorer and uglier” The play “Uncle Vanya” written by Anton Chekhov is a pearl of the classics of Russian literature. Anton Chekhov left a great legacy in a form of his plays and short stories for the classics of world literature. Without a shadow of doubt, this masterpiece, written by one of the most prominent the Russian playwrights of his time, should be read with further analysis and discussion. “Uncle Vanya” is a realist play and Chekhov tried to make its scenes as true-to-life as possible. Chekhov spent one year writing “Uncle Vanya” and introduced a number of changes between the years 1896 – 1897. The final version of his play is famous worldwide. The plot of the play narrates a heartbreaking story of how the main hero, Ivan Petrovich Voynitsky or Uncle Vanya that was a rather calm and quiet man undergoes a moral “rebirth” developing a spirit of a rebellion. Uncle Vanya, the main hero of the play, can be characterized as a bitter aging man who spent his life in toil working for his brother-in-law. Chekhov depicted the character of uncle Vanya as a misanthrope who recognized the miserable nature of other characters. Moreover, Chekhov’s play also involves a number of other important issues that are experienced by the play’s characters. These issues include the feeling of pointless life lacking meaning, missed opportunities, and the most touching feeling of blind admiration. It should be admitted that Chekhov used to create hidden meaning in his plays to make the readers think critically not only of his work but of their lives either. Therefore, in the play, Chekhov made every character individualistic. For instance, the central character in the play, Uncle Vanya, cares about patrimony and the Serebryakov’s family’s property. Throughout the play, uncle Vanya finds himself dismissed and rejected without the right for an opinion. Chekhov also pointed out the suffering of other characters who struggle to change their lives for better. The play consists of a number of personal dramas that are interconnected. It can be stated that Chekhov included a number of opposite lines in his play such as the choice between obedience or riot, feeling of admiration and disrespect. The following lines from the play demonstrate the feeling of disappointment and understanding the pointlessness of a situation: “”I’m mad — but people who conceal their utter lack of talent, their dullness, their complete heartlessness under the guise of the professor, the purveyor of learned magic — they aren’t mad” (Uncle Vanya). Uncle Vanya is concerned about the wasted years and the thought of how his life could look like in case he used the opportun ...

Name Add name hereHIM 2214 Module 6 Medical Record Abstractin.docx

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Name: Add name here HIM 2214 Module 6: Medical Record Abstracting Instructions: In this medical record abstracting assignment you will first need to download and the records (history & physical, surgery consultation, operative report, pathology report and discharge summary) for a patient with digestive system problems. (Recommend reading them in the order listed). Save your answers to the following related questions in this document and submit them for this module's assignment. 1. Define the terms diverticulosis and diverticulitis. 2. What is the pathophysiology of diverticulitis? 3. What is a hiatal hernia? 4. Describe some of the signs or symptoms a person with a hiatal hernia might have. 5. What is a pulmonary embolus? 6. What was the etiology (cause) of the pulmonary embolus for this patient? 7. What is gastritis? 8. Which problem is likely a contributor to the patient’s Type II diabetes mellitus? 9. What was the purpose of the barium enema? 10. What does the abbreviation HEENT stand for? 11. What is thrombophlebitis? 12. What is a surgical resection? 13. Define anastomosis. 14. What is ferrous gluconate and what is it used to treat? 15. What condition is the drug Darvocet used to treat? 16. What are electrolytes? 17. What is exogenous obesity? 18. Where is the femoral pulse found/taken? 19. Where is the popliteal pulse found/taken? 20. What is hepatosplenomegaly? 21. Which condition(s) is/are the drug Humulin used to treat? 22. What is an adenocarcinoma? 23. Which condition(s) is/are the drug Lanoxin used to treat? 24. What is the purpose of ordering the blood test PTT? 25. What is a colon stricture? 26. What is/are the etiologies associated with colorectal cancer? 27. What is the medical term for gallstones? 28. Which condition(s) is the drug Zantac used to treat? 29. What does the pathology report indicate about the spread of the carcinoma in this patient? 30. What is the etiology of Type II diabetes mellitus? · Academic arguments are designed to get someone to agree with the author, who may use pathos (emotion), logos (logic and facts) and ethos (authority and expertise) to persuade. Academic arguments are not about ranting, screaming or otherwise increasing conflict, but in fact are the opposite: They attempt to help the other person understand what the author believes to be right (opinion) based on the evidence presented (authority, logic, facts). For your topic for your final paper, what kinds of arguments can you develop for your claim (thesis, main idea)? Health Record Face Sheet Record Number: 005 Age: 67 Gender: Male Length of Stay: 3 days Service: Inpatient Hospital Admission Disposition: Home Discharge Summary Patient is a 67-year-old male. He saw the doctor recently with abdominal pain and constipation. A barium enema showed diverticulosis and perhaps a stricture near the sigmoid and rectal junction. He was scoped by the doctor, who saw a stricture at that point and sa ...

Name Sophocles, AntigoneMain Characters Antigone, Cre.docx

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Name: Sophocles, Antigone Main Characters: Antigone, Creon (the King), Ismene (Antigone’s sister), the Chorus, the Guard, Haimon (Creon’s and Euridike’s son), Euridike (Creon’s wife/Haimon’s mother), Teiresias (the prophet), the messenger. 1. Aristotle writes that the tragic hero suffers from a harmartia or error. Who is the tragic hero of the play? Why do you think so? 2. Who is in the right? Antigone? Creon? Both? Neither? Why? 3. What makes this play tragic? 4. What is the role of the chorus in this production? How do they fit into the play? 5. What do you think about the way the production differentiates between divine law and human law? Which characters do you think are more closely linked to what (kind of) law? 6. Why is this art? What is the relationship between Antigone and a painting or a statue, such that we can call them both art? ...

N4455 Nursing Leadership and ManagementWeek 3 Assignment 1.docx

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N4455 Nursing Leadership and Management Week 3 Assignment 1: Financial Management Case Study v2.2 Name: Date: Overview: Financial Management Case Study One of the important duties of a nurse leader is to manage personnel and personnel budgets. In this assignment, you will assume the role of a nurse manager. You will use given data to make important decisions regarding budgets and staffing. Some nurse managers have computer spreadsheets or software applications to help them make decisions regarding budgets and staffing. You will only need simple mathematical operations* to perform the needed calculations in this assignment because the scenario has been simplified. Furthermore, some data have been provided for you that a nurse leader might need to gather or compute in a real setting. Still, you will get a glimpse of the complexity of responsibilities nurse leaders shoulder regarding financial management. · To calculate the percent of the whole a given number represents, follow these steps: Change the percentage to a decimal number by moving the decimal twice to the left (or dividing by 100). Multiply the new decimal number by the whole. Example: What is 30% of 70? 30%= .30; (.30) × 70 = 21 · To find out what percentage a number represents in relation to the whole, follow these steps: Divide the number by the whole (usually the small number by the large number). Change the decimal answer to percent by moving the decimal twice to the right (or multiplying by 100). Example: What percent of 45 is 10? 10 ÷ 45 = .222; so, 10 is 22% of 45. * You will only need addition, subtraction, multiplication, and division. Case Study You are the manager for 3 West, a medical/surgical unit. You have been given the following data to assist you in preparing your budget for the upcoming fiscal year. Patient Data ADC: 54 Budget based on 5.4 Avg. HPPD (5.4 HPPD excludes head nurse and unit secretaries) Staff Data Total FTEs 37.0 Variable FTEs 1.0 Nurse Manager 2.2 Unit Secretaries 40.2 Total FTEs Staffing Mix RN 65% LVN 20% NA 15% Average Salary Scale per Employee (Fringe benefits are 35% of salaries) Nurse Manager $77,999.00 per year Registered Nurses (RN) $36.00 per hour Licensed Vocational Nurses (LVN) $24.00 per hour Nurse Aides (NA) $13.50 per hour Unit Secretary (US) $11.25 per hourRubric Use this rubric to guide your work on this assignment. Criteria Target Acceptable Unacceptable Question 1 Both % and FTEs column totals within ± 2 of correct answers (13-16 Points) Either % or FTEs column totals within ± 2 of correct answers (5-12 points) Neither % nor FTEs column totals within ± 2 of correct answers (0-4 points) Question 2 All column (except Hours and Salary) totals within ± 2 of correct answers (17-20 Points) At least 4 column totals within ± 2 of correct answers (5-16 points) Less than 4 column totals within ± 2 of correct answers (0-4 points) Question 3 A. Table All ...

Name Habitable Zones – Student GuideExercisesPlease r.docx

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Name: Habitable Zones – Student Guide Exercises Please read through the background pages entitled Life, Circumstellar Habitable Zones, and The Galactic Habitable Zone before working on the exercises using simulations below. Circumstellar Zones Open the Circumstellar Zone Simulator. There are four main panels: · The top panel simulation displays a visualization of a star and its planets looking down onto the plane of the solar system. The habitable zone is displayed for the particular star being simulated. One can click and drag either toward the star or away from it to change the scale being displayed. · The General Settings panel provides two options for creating standards of reference in the top panel. · The Star and Planets Setting and Properties panel allows one to display our own star system, several known star systems, or create your own star-planet combinations in the none-selected mode. · The Timeline and Simulation Controls allows one to demonstrate the time evolution of the star system being displayed. The simulation begins with our Sun being displayed as it was when it formed and a terrestrial planet at the position of Earth. One can change the planet’s distance from the Sun either by dragging it or using the planet distance slider. Note that the appearance of the planet changes depending upon its location. It appears quite earth-like when inside the circumstellar habitable zone (hereafter CHZ). However, when it is dragged inside of the CHZ it becomes “desert-like” while outside it appears “frozen”. Question 1: Drag the planet to the inner boundary of the CHZ and note this distance from the Sun. Then drag it to the outer boundary and note this value. Lastly, take the difference of these two figures to calculate the “width” of the sun’s primordial CHZ. CHZ Inner Boundary CHZ Outer Boundary Width of CHZ NAAP – Habitable Zones 1/7 Question 2: Let’s explore the width of the CHZ for other stars. Complete the table below for stars with a variety of masses. Star Mass (M )  Star Luminosity (L )  CHZ Inner Boundary (AU) CHZ Outer Boundary (AU) Width of CHZ (AU) 0.3 0.7 1.0 2.0 4.0 8.0 15.0 Question 3: Using the table above, what general conclusion can be made regarding the location of the CHZ for different types of stars? Question 4: Using the table above, what general conclusion can be made regarding the width of the CHZ for different types of stars? Exploring Other Systems Begin by selecting the system 51 Pegasi. This was the first planet discovered around a star using the radial velocity technique. This technique detects systematic shifts in the wavelengths of absorption lines in the star’s spectra over time due to the motion of the star around the star-planet center of mass. The planet orbiting 51 Pegasi has a mass of at least half Jupiter’s mass. Question 5: Zoom out so that you can compare this planet to those in our solar system (you can click-hold-drag to change t ...

Name Class Date SKILL ACTIVITY Giving an Eff.docx

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Name Class Date SKILL ACTIVITY Giving an Effective Presentation Directions: Read the information about oral presentations. Then complete an outline for your own presentation. One kind of oral presentation is a speech in which you explain a position, or opinion, about an issue. After your speech, the audience asks questions and you answer them. Preparing is the first step. Use the following list as a guide to prepare. • Decide what opinion you will take—for or against—and why. • Write a short opening statement that gives your opinion. • Gather facts and examples that support your opinion. • Write a short conclusion that restates your opinion. • Brainstorm a list of questions that your audience might ask. Write down answers to the questions. • Practice your presentation. Keep track of how long your speech takes. When you make the presentation, follow these steps: • Begin with your opening statement. • Give facts and examples that support your opinion. • Conclude by stating your opinion again in different words. • Answer questions from the audience. Listen carefully to make sure you understand each question. • While you are speaking, remember to look at your audience. • Speak loudly and clearly so they can hear you. Directions: Prepare and give a presentation on the following topic: Is the increase in temporary employment a good thing for American workers? Copy the following outline onto your own paper to begin organizing your ideas. I. Your opening statement: II. Facts and examples that support your opinion: 1–5. III. Your conclusion: IV. Questions the audience may ask: 1–5. V. Answers to these questions: 1–5. BODY%RITUAL%AMONG%THE%NACIREMA%% Horace%Miner% % From%Horace%Miner,%"Body%Ritual%among%the%Nacirema."%Reproduced%by%permission%of%the% American%Anthropological%Association%from%The%American%Anthropologist,%vol.%58%(1956),%pp.% 503S507.% % Most%cultures%exhibit%a%particular%configuration%or%style.%A%single%value%or%pattern%of%perceiving% the%world%often%leaves%its%stamp%on%several%institutions%in%the%society.%Examples%are%"machismo"% in%Spanish>influenced%cultures,%"face"%in%Japanese%culture,%and%"pollution%by%females"%in%some% highland%New%Guinea%cultures.%Here%Horace%Miner%demonstrates%that%"attitudes%about%the% body"%have%a%pervasive%influence%on%many%institutions%in%Nacireman%society.% The%anthropologist%has%become%so%familiar%with%the%diversity%of%ways%in%which%different%peoples% behave%in%similar%situations%that%he%is%not%apt%to%be%surprised%by%even%the%most%exotic%customs.% In%fact,%if%all%of%the%logically%possible%combinations%of%behavior%have%not%been%found%somewhere% in%the%world,%he%is%apt%to%suspect%that%they%must%be%present%in%some%yet%undescribed%tribe.%%This% point%has,%in%fact,%been%expressed%with%respect%to%clan%organization%by%Murdock.%In%this%light,% the%magical%beliefs%and%practices%of%the%Nacirema%present%such%unusual%aspect ...

Name Speech Title I. Intro A) Atten.docx

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Name: Speech Title I. Intro: A) Attention getter -- B) Purpose Statement -- C) Thesis -- II. BODY A) Main Point Number 1: a) b) c) transition -- B) Main Point Number 2: a) b) c) transition -- C) Main Point Number 3: a) b) c) transition – III. CONCLUSION: A) Summary statement -- B) Memorable conclusion -- References List all references on a separate page with the word “References” centered at the top. Name: Suepin Nguyen Hygiene Saves Lives I. Intro: To give an informational speech about Ignaz Philipp Semmelweis A) Attention getter – On each square centimeter of your skin, there are about 1,500 bacteria. That’s a lot of germs. According to a study conducted by Michigan State University researchers, 95% of people do not properly wash their hands long enough to kill the infection causing germs and bacteria (Jaslow, “95 Percent of People Wash Their Hands Improperly: Are You One of Them?”). B) Purpose Statement - That’s gross. While I can’t force you to wash your hands, perhaps today I can help you realize just how much history and evidence is behind this crucial bathroom ritual. C) Thesis – Today, I will inform you all about Ignaz Philipp Semmelweis by discussing first about his practice and studies, second about his scientific methods that saved a lot of lives, and third about the germ theory we all take for granted. II. BODY: A) Main Point Number 1: To begin, I want to introduce Ignaz Philipp Semmelweis. a) Ignaz Semmelweis became a physician and earned his doctorate degree in medicine in 1844. This time period was known as the start of the golden age of the physician scientist” (NPR.org). This means that doctors were expected to have scientific training. Doctors were more interested in numbers and collecting data (Justin Lessler, an assistant professor at Johns Hopkins School of Public Health). b) In 1846, Dr. Semmelweis showed up for his new job in the maternity clinic at the General Hospital in Vienna. Due to the time period, Dr. Semmelweis thought like a physician scientist and wanted to figure out why so many women in maternity wards were dying from childbed fever (Davis, “The Doctor Who Championed Hand-Washing and Briefly Saved Lives”). c) So what did he do? He collected data of his own. He studied two maternity wards in the hospital. One was staffed by all male doctors and medical students, and the other by female midwives. He tallied up the number of deaths in each ward and found that women in the clinic staffed by doctors and medical students died at a rate 5 times ...

n engl j med 352;16www.nejm.org april 21, .docx

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n engl j med 352;16 www.nejm.org april 21, 2005 1630 P E R S P E C T I V E verse populations and less inclusive health care pro- grams, cautioned Joanne Lynn, a senior research- er with the RAND Corporation and director of the Washington Home Center for Palliative Care Stud- ies in Washington, D.C. “There isn’t a huge demand for assisted suicide in good care systems, but there could be a huge demand in much less adequate care systems,” Lynn said. Psychiatrist Linda Ganzini of Oregon Health and Sciences University agrees that her state’s high- quality system of palliative care is the factor most responsible for keeping the number of assisted-suicide cases low. “Your safety net is your end-of-life care and your hospice care,” she said. “It’s not the safeguards that you build into the law.” 1. Colburn D. Why am I not dead? The Oregonian. March 4, 2005:A01. 2. Tolle SW, Tilden VR, Drach LL, Fromme EK, Perrin NA, Hedberg K. Characteristics and proportion of dying Oregonians who person- ally consider physician-assisted suicide. J Clin Ethics 2004;15:111-8. 3. Ganzini L, Nelson HD, Lee MA, Kraemer DF, Schmidt TA, Delorit MA. Oregon physicians’ attitudes about and experiences with end-of-life care since passage of the Oregon Death with Dig- nity Act. JAMA 2001;285:2363-9. 4. House of Lords Select Committee on the Assisted Dying for the Terminally Ill Bill. Volume I: Report. HL Paper 86-I. The story of Terri Schiavo should be disturbing to all of us. How can it be that medicine, ethics, law, and family could work so poorly together in meeting the needs of this woman who was left in a persistent vegetative state after having a cardiac arrest? Ms. Schiavo had been sustained by artificial hydration and nutrition through a feeding tube for 15 years, and her husband, Michael Schiavo, was locked in a very public legal struggle with her parents and siblings about whether such treatment should be continued or stopped. Distortion by interest groups, media hyperbole, and manipulative use of videotape characterized this case and demonstrate what can happen when a patient becomes more a precedent-setting symbol than a unique human being. Let us begin with some medical facts. On Feb- ruary 25, 1990, Terri Schiavo had a cardiac arrest, triggered by extreme hypokalemia brought on by an eating disorder. As a result, severe hypoxic–ische- mic encephalopathy developed, and during the sub- sequent months, she exhibited no evidence of higher cortical function. Computed tomographic scans of her brain eventually showed severe atrophy of her cerebral hemispheres, and her electroenceph- alograms were flat, indicating no functional activity of the cerebral cortex. Her neurologic examina- tions were indicative of a persistent vegetative state, which includes periods of wakefulness alternating with sleep, some reflexive responses to light and noise, and some basic gag and swallowing responses, but no signs of emotion, wi ...

Name Class Date HUMR 211 Spr.docx

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Name: Class: Date: HUMR 211 Spring 2018 - Midterm Copyright Cengage Learning. Powered by Cognero. Page 1 Indicate the answer choice that best completes the statement or answers the question. 1. Each of the following is considered the business of social welfare except: a. telling people how to live their lives. b. ending all types of discrimination and oppression. c. providing child-care services for parents who work outside the home. d. rehabilitating people who are addicted to alcohol or drugs. 2. Which of the following statements is consistent with the residual view of social welfare? a. Recipients are viewed as being entitled to social services and financial help. b. Social services and financial help should be provided to an individual on a short-term basis, primarily during emergencies. c. It is associated with the belief that an individual’s difficulties are due to causes largely beyond his or her control. d. There is no stigma attached to receiving funds or services. In this view, when difficulties arise, causes are sought in the society, and efforts are focused on improving the social institutions within which the individual functions. 3. Which of the following is consistent with an institutional view of social welfare? a. Social services and financial aid should be provided only when other measures or efforts have been exhausted. b. Causes for client’s difficulties are sought in the society. c. Clients are to blame for their predicaments because of personal inadequacies. d. Recipients are required to perform certain low-grade work assignments to receive financial aid. 4. The Elizabethan Poor Law of 1601 established three categories of relief recipients: a. the insane, the poor, and the disabled. b. the insane, dependent children, and the poor. c. the able-bodied poor, the impotent poor, and dependent children. d. the disabled, wives of prisoners, and the poor. 5. Before 1930 social services and financial assistance for people in need were provided primarily by _____. a. churches and voluntary organizations b. federal and state institutions c. richer European countries d. the military 6. President Clinton and the Republican-controlled Congress abolished Aid to Families with Dependent Children (AFDC) in 1996 and replaced it with: a. Welfare Services for Single Mothers. b. Temporary Assistance to Needy Families. c. Conditional Aid to Single Parents. d. Assistance for Poor Families. Indicate whether the statement is true or false. Name: Class: Date: HUMR 211 Spring 2018 - Midterm Copyright Cengage Learning. Powered by Cognero. Page 2 7. One of the businesses of social welfare is to provide adequate housing for the homeless. a. True b. False 8. In the past, social welfare has been more of a pure sci ...

NAME ----------------------------------- CLASS -------------- .docx

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NAME ----------------------------------- CLASS -------------- DATE ----------- THE Source Articles from WALL STREET JOURNAL. CLASSROOM EDITION Chapter 17 International Trade This article from the April2004 Wall Street Journal Classroom Edition offers a broader view of a long-running trend in global trade: the movement of manufacturing jobs to other countries. In "Two-Way Street," Journal staff reporters Joel Millman and Norihiko Shirouzu explain that while many manufacturing jobs are indeed streaming out of the U.S., some foreign companies are eagerly creating new manufacturing jobs in the U.S. Before reading the article, you may want ro look up the following terms: proximity, incentives, rhetoric, value chain. uBut free trade works both ways, and just as U.S. companies look overseas for workers, a lot of foreign companies have been expanding their operations in the U.S. and creating new jobs for Americans. The attractions for them are better business conditions, proximity to the ever-expanding U.S. consumer market, and the promise of incentives that many U.S. communities offer to attract new investment.'' Free trade has hammered a lot of U.S. towns, making it easier for companies to send manu-facturing jobs south of the border or overseas, and idling hundreds of American factories and tens of thousands of workers. But free trade works both ways, and just as U.S. companies look overseas for workers, a lot of foreign companies have been expanding their operations in the U.S. and creating new jobs for Americans. The attractions for them are better business conditions, proximity to the ever-expanding U.S. consumer market, and the promise of incentives that many U.S. communities offer to attract new investment. In 1999, for example, Gruma, Mexico's largest pro- ducer of corn flour and tor- tillas, wanted to extend its sa les territory in the eastern U.S. The manufacturer found that the quickest way was to buy a rival, Barnes Foods, ven- dor of the regional Pepito brand in Goldsboro, N .C .. After closing the $12 million transaction, Gruma found something else: a community eager to offer incentives to persuade the Mexican company to invest millions more. Within a year, Gruma delighted Goldsboro by agree- ing to buy an empty warehouse the city owned outside rown. The building had sat for four years, after officials spent more than $1 million trying to market it as parr of an industrial park. By promising to invest $13 million locally, and add 100 jobs to Barnes's payroll, Gruma got $200,000 chopped off the building's sale price and another $200,000 in grants to defray infrastructure costs. Gruma also received job-creation tax credits to offset almost $200,000 annually from its state corporate income tax. Ultimately, the Mexican company well exceeded the n urn ber of new hires it promised, tripling its Golds- boro work force to nearly 200. ...

NAHQ Code of Ethics and Standards of Practice ©Copyright 2011 .docx

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NAHQ Code of Ethics and Standards of Practice ©Copyright 2011 NAHQ All rights reserved. Appendix 3 Code of Ethics and Standards of Practice for Healthcare Quality Professionals Copyright © 2011 National Association for Healthcare Quality All rights reserved. No part of this white paper may be modified, reproduced, or used in any form or by any means, electronic or mechanical, including photocopying, recording, or by any means of information storage and retrieval system, without written permission from the copyright holder. NAHQ Code of Ethics and Standards of Practice ©Copyright 2011 NAHQ All rights reserved. Code of Ethics for Healthcare Quality Professionals1 Healthcare Quality Professionals are defined by a standard of conduct deep-rooted in commitment, confidentiality, and relationships. Committed to performance improvement and maintaining integrity, the Healthcare Quality Professional recognizes personal accountability and moral obligation to all customers served—clients, employees, employers, physicians, organizations, and the public. Healthcare Quality Professionals promote the dignity of the profession and are committed to practicing the profession with honesty, integrity, and accountability…respecting all laws and refusing to participate in or conceal any unethical2, false, fraudulent, or deceptive activity… • practicing the profession with honesty, integrity, and accountability • maintaining the level of competency as outlined in the Standards of Practice for Healthcare Quality Professionals • seeking the trust and confidence of all customers • supporting the Standards of Practice for Healthcare Quality Professionals • respecting all laws and avoiding involvement in any false, fraudulent, or deceptive activity • promoting the right of privacy for all individuals and protecting the maintenance of confidential information to the fullest extent permitted by law • using expertise to inform employers or clients of possible positive and negative outcomes of management decisions in an effort to facilitate informed decision making • giving credit for the work of others to whom it is due • aiding the professional development and advancement of colleagues • using the Certified Professional in Healthcare Quality (CPHQ) designation only after passing the written examination, adhering to standards established by the Healthcare Quality Certification Board (HQCB), and continuing to maintain those standards through the recertification process • maintaining membership in professional organizations as a means of promoting quality and professional growth and avoiding the use of such membership for the sole purpose of solicitation of business or for personal financial gain. • Healthcare Quality Professionals’ primary commitment is to the health, well being, and safety of patients.3 They must take appropriate actions regarding any instances of incompetent, uneth ...

Name Understanding by Design (UbD) TemplateStage 1—Desir.docx

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Name: Understanding by Design (UbD) Template Stage 1—Desired Results Q Established Goals: Students will understand to add and subtract of the numbers. Understandings: The student will understand some of the terms and symbols that are very important to add or subtract numbers. Essential Questions: What does the mean plus or add? How can we find the different between two numbers? What does “=” mean? And when can we use it? Students will know the most popular of the three symbols: 1- "+" to add the numbers. 2- "-" to subtract the numbers. 3- "=" to equal the numbers. Students will be able to · Use the terms 'add, plus, equals, minus, and the difference between them'. · Use number line to model and determine the difference between two numbers, e.g. “Difference between 7 and 4 is 3”. · Use the symbols for plus (+), minus (–) and equals (=). Stage 2 – Assessment Evidence Performance Tasks: • I am math teacher (R) and I have been hired by the principal and council (A) of The School of Riyadh for elementary students who are 11 years old. The exercise will target the addition and subtraction of the math. I must illustrate and define each one. (G) I am going to use audio aids in teaching them then the students are going to write down new ideas in a table that I have made in a booklet. (P) The table contains topics and underneath each topic, there are three boxes that contain each pillar. Each box has to have the particular picture that defines each pillar and must be colorful as well. All this is in stapled booklet. (S) The cost of the tablet and booklets are $100. This task must be completed in one week (S2). Other Evidence: How were addition and a subtraction derived? (E) How is addition translated to sunbathing? (I) How is addition or subtraction use in our world? (A) How does addition compare to subtraction? (P) How can I best recognize addition and subtraction? (SK) Stage 3 – Learning Plan Learning Activities: Differentiated Instruction White Cube (Basic Level) EXPLAIN Big Idea: INTERPRET APPLICATION PERSPECTIVE Unit: Cubing Examples using the Six Facets of Understanding EMPATHY SELF-KNOWLEDGE Differentiated Instruction Red Cube (Intermediate Level) KNOWLEDGE Big Idea: . COMPREHENSION APPLICATION ANALYSIS Unit: Cubing Examples using Bloom’s Taxonomy SYNTHESIS EVALUATION Differentiated Instruction (Advanced Level) ThinkDOTS Sternberg’s Triarchic Model ● SC Big Idea: ●● SA ●●● SC ●● ●● SP Unit: Cubing Examples using ThinkDots and Sternberg ●●● ●● SP KEY: SC = Creativity SP = Practical SA = Analytical ●●● ●●. SA G U Q S T� OE L L Running head: KEEPING SCORE 1 Keeping Score Jillian Grantham Grantham University KEEPING SCORE 2 Abstract Proposed changes to Little League scoring policies can seriously affect the elements that make this game not only popular, but beneficial to th ...

Name MUS108 Music Cultures of the World .docx

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Name MUS108 Music Cultures of the World Points /40 Winter 2018 Exam 2 (Take Home, open notes – NOT open book) Matching – (1 point each, 8 points total) Match each term with one of the following cultures by writing the corresponding letter in the blank space: A. India B. Bali C. Ireland 1. _______sitar 2._______kilitan telu 3._______kecak 4._______gamelan 5._______Sean-nós 6._______beleganjur 7._______alap 8._______céilí 9. Describe Irish music. Please include information from each of the 3 different “eras” discussed in the book. (4 points) 10. Describe a raga in detail, with much attention paid to form, instruments, and development/barhat. (4 points) 11. What effect did the potato famine have on the culture and music of Ireland? (6 points) 12. What is ombak? Please explain it in detail, including how it is achieved. (4 points) 13. What is the difference between ceili and session? (2 points) 5. Listening Exercise – 12 points ( 4 points each) Sound Files are on Moodle!!! Listen to the sound clips. See if you can guess what culture/tradition they come from. You may even be able to guess the type/form of music. Please write down your thought process. What are the clues? Why might it be from one particular culture? Listen to instruments, form, texture. The right answer is not the goal. What I need to see is your reasoning. You could get full credit even if you guess the wrong culture, provided your reasoning is sound. Complete sentences are not needed; lists are fine. Clip 1. Clip 2. Clip 3. ...

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