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Race-Based Interaction Patterns Resources Discussion and Participation Scoring Guide . Consider how the issues discussed in this unit are related to the overall impact of race-based interaction patterns in our society. For this discussion, answer the following: Massey makes the point that spatial mobility is a barrier to social mobility—what is your interpretation of this concept? In greater detail, consider how immigration settlement and spatial assimilation contribute to these patterns. Do patterns of segregation differ for different minority groups? With this in mind, do you think that forced integration, such as bussing students to increase diversity in public schools, is a viable solution? What should be done, if anything to decrease this spatial barrier of neighborhood in a way that is beneficial to society overall? Response Guidelines Respond to at least two learners. Address whether you agree or disagree with your peer's response. Support your opinion with information from this week's readings. .
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Week 3 new classes Discussion 1Defeating Povertys Influence.docx
1) The document discusses challenges facing schools, including the Pygmalion effect, hidden curriculum, diversity, achievement gaps, and lack of parent/community involvement.
2) Students are asked to map how these challenges relate to each other or have cause-and-effect relationships impacting learning. They can use concept mapping software.
3) Students must also include a brief summary paragraph explaining their map and the relationships between challenges. They are then asked to review and discuss other students' maps.
Unit5Assign1SCPPRead the followingWeinstein, J. (2010).
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 ...
Final Dissertation
This document is a dissertation submitted by a student to the University of Leeds. The dissertation examines factors influencing differences in educational outcomes between social groups, with a focus on working-class ethnic minority males.
The introduction provides background on previous research that has tended to view social groups like gender, ethnicity and social class in isolation rather than considering their intersections. The student then outlines Pierre Bourdieu's theory of social and cultural reproduction and its relevance to explaining educational inequalities.
The literature review examines previous research on the influence of gender, ethnicity and social class on educational achievement. It discusses debates around viewing any single factor in isolation versus considering their interactions and intersections. Studies showing attainment differences within social groups are discussed to argue against
Assignment 2 DiscussionDuring Module 5, we have studied socia.docx
Assignment 2: Discussion
During
Module 5
, we have studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this module, please respond to all parts of the discussion by
Sunday, June 14, 2015
:
What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social-conflict approach best explains social stratification? Why?
Is it possible for members of a minority group to be racist? Why or why not?
When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? What and who are some examples? Has this changed over time? Do you think it will change in the future? Why or why not?
Write your responses in two to three paragraphs. Be sure to incorporate terms, concepts, and theory from your readings to support your comments. Remember to respond to the posts of at least two other students in this class
By
Sunday, June 14, 2015
, post your response to the appropriate
Discussion Area
. Review and comment on your peers’ responses. Complete your participation for this assignment by
Tuesday, June 16, 2015
.
.
Online Professional Learning Communities
The document discusses setting up an online learning community to support a group of educators. It considers factors like the purpose of the community, how collaboration and trust would be promoted online, and who would facilitate discussions. Ideas are shared about ensuring social, cognitive, and teaching presence within the community. The document emphasizes that careful planning is needed to develop a successful online community, though experimentation is also important given the evolving nature of online spaces.
Ability to raise questions as a modern skill
This document discusses the importance of questioning as a means of cross-border communication and collaboration. It presents three techniques for working with questions - creative questioning, map of questions, and positional questioning - which can help groups clarify interests, discuss differences, and self-organize. The document argues that the ability to raise and discuss meaningful questions should become a core modern skill, but it is currently lacking in education. It proposes integrating questioning techniques into project-based learning to help develop this skill.
Social Justice AdvocacyCommunity Collaborationand Systems.docx
Social Justice Advocacy:
Community Collaboration
and Systems Advocacy
Sandra I. Lopez-Baez and Matthew J. Paylo
• h ' h i s article discusses the community collaboration and systems advocacy domains of the ACA (American Counseling
Association) Advocacy Competencies (J. A. Lewis, M. S. Arnold, R. House, & R. L. Toporek, 2002). A case illustration
is presented, and the 8 Advocacy Competencies within each domain are applied to the case study.
This article addresses the community collaboration and sys-
tems advocacy domains articulated by the American Counsel-
ing Association (ACA) Task Force on Advocacy Competencies
(Lewis, Arnold, House, & Toporek, 2002). These domains
involve the community, school, and interacting systems in
which clients live, study, and work. These components of
the client's environment must be addressed in the blueprint
for a social justice agenda that counselors need to follow in
advocating on behalf of their clients. The community col-
laboration and systems advocacy domains can be compared
with the mesosystem level addressed by Bronfenbrenner
(1979) in his Ecological Model. Ecological theory contends
that the mesosystem serves as a link in the interaction among
the systems surrounding the individual. These systems consist
of family, school, work, neighborhood, church, community
agencies, day care, and so on.
The ACA Advocacy Competencies (Lewis et al., 2002)
suggest that counselors intervene in two interrelated domains
within the school/community level of advocacy, namely, com-
munity collaboration and systems advocacy. Counselors can
intervene in the advocacy process either by assuming a posi-
tion as an ally to others in the school/community or by moving
from an ally position to a position of leadership in advocating
for the desired change needed within the school/community.
Community collaboration refers to counselors assuming the
role of an ally. It can take the form of being aware ofthe recur-
rent issues within schools/communities that impede clients'
growth and development. Alerting organizations or agencies
already working for change within a school/community of
counselors' skills and ideas to facilitate the change process
(Lewis et al., 2002) is necessary. Systems advocacy takes the
community collaboration a step further in that counselors
assume a leadership role to implement a systematic plan to
address the issues at hand (Lewis et al., 2002). Within this
domain. Lewin's (1948) theory of force field analysis aids in
the evaluation of driving forces that facilitate change in con-
trast to the restraining forces impeding change, which together
create equilibrium within a school, community, or society.
Force field analysis provides a framework for looking at the
factors (forces) that infiuence a situation both positively and
negatively, in particular social situations. It looks at forces that
are either driving movement toward a goal (helping forces) or
blocking movement toward a goal (hindering forces). Lewi.
Local to National Community Development
Local to National Community DevelopmentInstitute for Research and Development on Inclusion and Society (IRIS)
This document outlines a strategy for using a local to national community development approach to improve educational attainment for people with disabilities. The strategy involves (1) empowering individuals and families at the local level to develop support plans, (2) bringing together local education and disability sectors to increase support, and (3) leveraging successful local approaches at provincial/national levels to influence policy change. The approach is rooted in communities and aims to build inclusive solutions from the ground up while also facilitating cross-sector collaboration and information sharing across levels of government.Recommended
Week 3 new classes Discussion 1Defeating Povertys Influence.docx
1) The document discusses challenges facing schools, including the Pygmalion effect, hidden curriculum, diversity, achievement gaps, and lack of parent/community involvement.
2) Students are asked to map how these challenges relate to each other or have cause-and-effect relationships impacting learning. They can use concept mapping software.
3) Students must also include a brief summary paragraph explaining their map and the relationships between challenges. They are then asked to review and discuss other students' maps.
Unit5Assign1SCPPRead the followingWeinstein, J. (2010).
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 ...
Final Dissertation
This document is a dissertation submitted by a student to the University of Leeds. The dissertation examines factors influencing differences in educational outcomes between social groups, with a focus on working-class ethnic minority males.
The introduction provides background on previous research that has tended to view social groups like gender, ethnicity and social class in isolation rather than considering their intersections. The student then outlines Pierre Bourdieu's theory of social and cultural reproduction and its relevance to explaining educational inequalities.
The literature review examines previous research on the influence of gender, ethnicity and social class on educational achievement. It discusses debates around viewing any single factor in isolation versus considering their interactions and intersections. Studies showing attainment differences within social groups are discussed to argue against
Assignment 2 DiscussionDuring Module 5, we have studied socia.docx
Assignment 2: Discussion
During
Module 5
, we have studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this module, please respond to all parts of the discussion by
Sunday, June 14, 2015
:
What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social-conflict approach best explains social stratification? Why?
Is it possible for members of a minority group to be racist? Why or why not?
When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? What and who are some examples? Has this changed over time? Do you think it will change in the future? Why or why not?
Write your responses in two to three paragraphs. Be sure to incorporate terms, concepts, and theory from your readings to support your comments. Remember to respond to the posts of at least two other students in this class
By
Sunday, June 14, 2015
, post your response to the appropriate
Discussion Area
. Review and comment on your peers’ responses. Complete your participation for this assignment by
Tuesday, June 16, 2015
.
.
Online Professional Learning Communities
The document discusses setting up an online learning community to support a group of educators. It considers factors like the purpose of the community, how collaboration and trust would be promoted online, and who would facilitate discussions. Ideas are shared about ensuring social, cognitive, and teaching presence within the community. The document emphasizes that careful planning is needed to develop a successful online community, though experimentation is also important given the evolving nature of online spaces.
Ability to raise questions as a modern skill
This document discusses the importance of questioning as a means of cross-border communication and collaboration. It presents three techniques for working with questions - creative questioning, map of questions, and positional questioning - which can help groups clarify interests, discuss differences, and self-organize. The document argues that the ability to raise and discuss meaningful questions should become a core modern skill, but it is currently lacking in education. It proposes integrating questioning techniques into project-based learning to help develop this skill.
Social Justice AdvocacyCommunity Collaborationand Systems.docx
Social Justice Advocacy:
Community Collaboration
and Systems Advocacy
Sandra I. Lopez-Baez and Matthew J. Paylo
• h ' h i s article discusses the community collaboration and systems advocacy domains of the ACA (American Counseling
Association) Advocacy Competencies (J. A. Lewis, M. S. Arnold, R. House, & R. L. Toporek, 2002). A case illustration
is presented, and the 8 Advocacy Competencies within each domain are applied to the case study.
This article addresses the community collaboration and sys-
tems advocacy domains articulated by the American Counsel-
ing Association (ACA) Task Force on Advocacy Competencies
(Lewis, Arnold, House, & Toporek, 2002). These domains
involve the community, school, and interacting systems in
which clients live, study, and work. These components of
the client's environment must be addressed in the blueprint
for a social justice agenda that counselors need to follow in
advocating on behalf of their clients. The community col-
laboration and systems advocacy domains can be compared
with the mesosystem level addressed by Bronfenbrenner
(1979) in his Ecological Model. Ecological theory contends
that the mesosystem serves as a link in the interaction among
the systems surrounding the individual. These systems consist
of family, school, work, neighborhood, church, community
agencies, day care, and so on.
The ACA Advocacy Competencies (Lewis et al., 2002)
suggest that counselors intervene in two interrelated domains
within the school/community level of advocacy, namely, com-
munity collaboration and systems advocacy. Counselors can
intervene in the advocacy process either by assuming a posi-
tion as an ally to others in the school/community or by moving
from an ally position to a position of leadership in advocating
for the desired change needed within the school/community.
Community collaboration refers to counselors assuming the
role of an ally. It can take the form of being aware ofthe recur-
rent issues within schools/communities that impede clients'
growth and development. Alerting organizations or agencies
already working for change within a school/community of
counselors' skills and ideas to facilitate the change process
(Lewis et al., 2002) is necessary. Systems advocacy takes the
community collaboration a step further in that counselors
assume a leadership role to implement a systematic plan to
address the issues at hand (Lewis et al., 2002). Within this
domain. Lewin's (1948) theory of force field analysis aids in
the evaluation of driving forces that facilitate change in con-
trast to the restraining forces impeding change, which together
create equilibrium within a school, community, or society.
Force field analysis provides a framework for looking at the
factors (forces) that infiuence a situation both positively and
negatively, in particular social situations. It looks at forces that
are either driving movement toward a goal (helping forces) or
blocking movement toward a goal (hindering forces). Lewi.
Local to National Community Development
Local to National Community DevelopmentInstitute for Research and Development on Inclusion and Society (IRIS)
This document outlines a strategy for using a local to national community development approach to improve educational attainment for people with disabilities. The strategy involves (1) empowering individuals and families at the local level to develop support plans, (2) bringing together local education and disability sectors to increase support, and (3) leveraging successful local approaches at provincial/national levels to influence policy change. The approach is rooted in communities and aims to build inclusive solutions from the ground up while also facilitating cross-sector collaboration and information sharing across levels of government.Initial Marketing Schools Please respond to the follow.docx
Initial
"Marketing Schools"
Please respond to the following:
Evaluate the idea that educators must “sell” their ideas about how schools should be organized. Determine where you stand on this idea and explain why.
Determine how best to identify the needs of the stakeholders that the schools should serve. Provide support for your viewpoint that will address potential issues raised by people who disagree.
Peer Response
I think that the idea that teachers have to sell their ideas is understandable but at times unnecessary. I should not have to sell someone of power on the idea that my school needs more resources when you can clearly see it. I understand that at times, you may have to sell specifics on how to get those resources (to an extent), but teachers work in this field everyday, our voice should have more say than anyone’s and I do not think it always does. It is one thing to tell someone an idea but it is another when I have to try to convince you of something that is evident. My school district is pretty much behind any type of academic reform we can introduce in our classroom. My district is actually reshaping our whole system; “The urgency of the reform effort was necessitated by low student performance outcomes, the low-student performance outcomes, the introduction of significantly higher academic standards, an organization culture challenged by mistrust and negative public perception of the school system” (MNPS,p.1, 2012). MNPS has employed a ‘Theory of System Change’ that embodies (MNPS, p.3, 2012) which fosters personalized learning in the classroom. Research has shown that this component will improve the “student success rate”.
I see stakeholders at the school I serve in 3 phases/tiers. I look at the relationships of the administration (principals, district personal, investment members and instructional coaches), relationships of the instructional staff (teachers and support staff) and finally the relationships of community stakeholders (community members, students and parents). The 3 tiers I have mentioned is also the way I would prioritize communication. I would first want to get buy in from the individuals who makes the decision and would the adopters of my program. I would want to consider their overall vision and needs for this school which is step 3 in the developmental and information decision process models ‘visualization’ of the adopter.
I know that there are opposing views to the way I view stakeholders. The last tier I mentioned is not to say that those groups of people are least important, in fact they are the reason that we do what we do, so I would like to address all the other groups in order to serve students and community holistically. In a study conducted by Hughes, Matt, and O’Reily (2015) they noted that [teacher] “participants responded regarding their experiences of perceive support, received support, and how they feel support affects teacher retention” (p.130). Emotional, technical, ins ...
DuringWeek 5, we studied social stratification and how it influe.docx
This document discusses questions for a class discussion on social stratification. It asks students to discuss factors affecting social mobility and whether they can be overcome. It also asks them to argue whether structural-functionalism or social conflict better explains social stratification. Finally, it prompts students to analyze how the media depicts gender roles and discuss power differentials between various groups in society using Intersection Theory.
School of Education and Human Development at the University of.docx
School of Education and Human Development at the University of Colorado Denver
source
CLDE Faculty Publications
Culturally and Linguistically Diverse Education
(CLDE) Faculty Scholarship
2011
Mindful Reflection as a Process for Developing
Culturally Responsive Practices
Barbara Dray
University of Colorado Denver, [email protected]
Debora Basler Wisneski
Follow this and additional works at: http://source.ucdenver.edu/clde_publications
Part of the Bilingual, Multilingual, and Multicultural Education Commons
This Article is brought to you for free and open access by the Culturally and Linguistically Diverse Education (CLDE) Faculty Scholarship at source. It
has been accepted for inclusion in CLDE Faculty Publications by an authorized administrator of source. For more information, please contact
[email protected]
Recommended Citation
Dray, B. J. & Wisneski, D. B. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING
Exceptional Children, 44(1), 28-36.
http://source.ucdenver.edu?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/785?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
mailto:[email protected]
Becoming a culturally responsive edu-
cator has been at the forefront of the
movement to reduce inappropriate
referrals to special education and dis-
proportionate representation of stu-
dents of color within special education
(Fiedler, Chiang, Van Haren, Jorgensen,
Halberg, & Boreson, 2008; National
Center for Culturally Responsive Edu-
cational Systems, 2005). However, for
many educators, working with a
diverse student population can be more
difficult when the student comes from
a background that is unfamiliar to the
teacher (Harry & Klingner, 2006). As
teacher educators who prepare educa-
tors for inclusionary settings in diverse
urban areas, we have noticed that
issues often arise when a teacher or
teacher candidate attempts to make
meaning of behavior in the classroom,
particularly a behavior that concerns
student engagement, classroom man-
agement, or discipline of students with
whom the teacher has a cultural dis-
connect. Teachers are not often aware
of how diversity affects the way that
they interpret students’ actions and the
ways that they interact with their stu-
dents. Teachers may misi.
SOCIAL JUSTICE ESSAY, Ok_V2.pdf
Every body know the mantra:
Think global and act local, but nobody do nothing and there is a huge number of poor people increasing all over the world.
Why?
The collective construction of Knowledge - report
This study investigated how 7th grade students' mathematical understanding of probability developed through their participation in different social configurations within a computer-mediated classroom. The researcher examined how whole-class discussions and local investigations using a computer simulation collectively contributed to the students' probabilistic reasoning. Through two case studies, the researcher found that students' mathematical practices developed both for individual cognitive purposes and social communicative purposes of resolving disputes. The analysis showed how different social configurations built upon each other to shape individual learning and foster a shared understanding of probability within the classroom community.
21st century skills week 3
This document discusses 21st century skills and effective teaching behaviors for student collaboration. It provides objectives for fostering communication and collaboration among students. Examples of effective teacher behaviors include setting clear expectations for collaboration, creating opportunities for students to communicate their ideas, and providing various ways for students to collaborate throughout lessons. Examples of effective student behaviors include communicating reasoning, constructing arguments by building on others' ideas, interacting appropriately in diverse groups, and assuming responsibility for group work. The document also discusses intentional grouping for activities like a math relay and reciprocal teaching, considering factors like math skills, communication skills, and balancing higher- and lower-level students.
Disciplinary Literacy: Why It Matters and What We Should Do About It
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
The role of empathy in problem solving by Dean Berry
Problem solving requires empathy and understanding different perspectives. It is difficult to solve problems that do not directly affect people. Developing empathy allows people to care about issues outside their own experiences. Effective problem solving involves educating others on how problems interconnect and their solutions can benefit everyone.
Cdl 2010 proposal 1
This document summarizes a workshop discussion focused on reframing higher education goals to prepare students for engaged democratic citizenship rather than solely focusing on disciplinary study. The workshop participants discussed John Dewey's vision of classrooms as mini democratic societies and considered how to make their own courses more relevant to developing informed and committed citizens. They explored how to promote skills like independent thinking, inquiry, and handling complex problems within their courses' pedagogies and disciplinary frameworks. The discussion highlighted the difficulties of relinquishing faculty control to achieve more democratic outcomes within teaching.
Chapter 5 and conclusion
The document discusses strategies for educating culturally responsive teachers, including:
1) Recruiting and retaining minority students and faculty by expanding criteria beyond GPA/SAT, offering support programs, and intensifying outreach.
2) Fostering collaboration between content and education departments, school districts, and creating a center for pedagogy research.
3) Evaluating a teacher training program's diversity, recruitment efforts, collaboration across departments, and commitment to developing culturally responsive teachers through curriculum and faculty development.
Chapter 5 and Conclusions
The document discusses strategies for educating culturally responsive teachers, including:
1) Recruiting and retaining minority students and faculty by expanding criteria beyond GPA/SAT, offering support programs, and intensifying outreach.
2) Fostering collaboration between content and education departments, school districts, and creating a center for pedagogy research.
3) Evaluating a teacher training program's diversity, recruitment efforts, collaboration across departments, and commitment to developing culturally responsive teachers through curriculum and faculty development.
Chapter 5 and Conclusions (Round 2)
The document discusses strategies for educating culturally responsive teachers, including:
1) Recruiting and retaining minority students and faculty by expanding criteria beyond GPA/SAT, offering support programs, and intensifying outreach.
2) Fostering collaboration between content and education departments, school districts, and creating a center for pedagogy research.
3) Evaluating a teacher training program's diversity, recruitment efforts, collaboration across departments, and commitment to developing culturally responsive teachers through curriculum and faculty development.
Chapter 5 and Conclusions (ROUND 2)
The document discusses strategies for educating culturally responsive teachers, including:
1) Recruiting and retaining minority students and faculty by expanding criteria beyond GPA/SAT, offering support programs, and intensifying outreach.
2) Fostering collaboration between content and education departments, school districts, and creating a center for pedagogy research.
3) Evaluating a teacher training program's diversity, recruitment efforts, collaboration across departments, and commitment to developing culturally responsive teachers through curriculum and faculty development.
What is your perspective in regards to social and institutional chan.docx
What is your perspective in regards to social and institutional change in today's multicultural society? Consider your individual reponses and actions concerning matters of diversity and pluralism. This week's discussion centers on what individuals have done and can further do to foster a more pluralistic society.
To prepare for this Discussion:
Review Chapter 7 and 14 to clarify your understanding of pluralism.
Review the text excerpt from
Privilege, Power, and Difference,
focusing on what individuals can do to make a difference.
Think about two or three ways American institutions have brought oppressed groups closer to the American dream.
Consider the level of individual commitment required to foster pluralism in society.
Think about what individuals can do to foster pluralism in society.
With these thoughts in mind:
Post by Day 3
an analysis of how major social institutions are promoting pluralism in response to the ever-growing diversity of groups in America. Provide specific examples. Then explain what an individual can do to foster such pluralism.
.
What is Sociology? Notes
This document outlines notes from sociology class lessons on key topics like what sociology is, groups studied in sociology, theoretical perspectives, and conformity. It provides warm-up questions, homework assignments, and outlines concepts to be covered for an upcoming test. Key points covered include that sociology is the study of groups, their formation and impact on behavior. Theoretical perspectives like functionalism and symbolic interactionism are discussed as ways to understand group behavior. Conformity and its causes are also examined.
Theory of Action
The document discusses theories of action and ecosystem analyses in education. A theory of action articulates the levers needed to achieve a vision for students and roles different organizations can play. An ecosystem analysis examines the current state of educational opportunities and barriers, the community vision, and the educational system. It is important to involve stakeholders like staff, alumni, and partners in the analysis to determine different organizations' roles in pulling levers to achieve the vision. The document provides examples of theories of action that take more direct or holistic approaches to systemic change.
Riverbend City Collaborative Relationships MissionResourceDis.docx
Riverbend City: Collaborative Relationships Mission
Resource
Discussion Participation Scoring Guide
.
Riverbend City: Collaborative Relationships in Community Organizing
.
Review the cultural diversity graphic and consider how these elements might be affecting Fuerza y Unidad and the greater community that the organization is trying to serve. How do cultural issues affect the organization itself? How does culture affect the mission and purpose of this organization? How will culture affect the decisions and collaborations Fuerza y Unidad undertakes?
In your response, address the issues that might affect the organization, and also discuss how you would advise the organization to address those issues. Explain your recommendations and support your position with citations from your readings.
Response Guidelines
Respond to the suggestions of at least two other learners. When possible, elaborate upon the ideas and suggestions being offered or suggest alternatives that the original poster may not have considered.
...
Empowerment
This document discusses empowerment and multiculturalism in education. It presents views from Guistein and Sleeter on linking curriculum to real-world issues of social justice to give students tools to positively transform society. Teachers should guide students to question authority and challenge the status quo. Sleeter believes power should lie with constituent communities rather than just administrators. Gutstein views mathematics as a way for students to critique society and seek equality and justice. Empowerment involves constituents directly getting involved to see how their actions create change. The purpose of a multicultural curriculum is to recognize barriers faced by marginalized groups and inspire political advocacy for equality.
APP Journal Entry 2.docx
This journal entry prompts reflection on issues of race and socioeconomic status. Students are asked to revisit their initial response to "Who am I?" and add three more responses related to their knowledge, attitudes, and beliefs about race and class. They are then given several questions to consider about their own racial identity and memories, assumptions and social networks related to other racial groups, and their views on wealth, poverty, and disparities in opportunity. The journal entry aims to provide an opportunity for students to deeply consider their relationship to important areas of diversity.
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Read "The Death Disk" and retell the story in 8 to 12 unreal conditional sentences. Becuase the story is in the past, conditions and results will be in unreal conditional past form. 1) Tell the whole story, focusing on the most important info. Additonal Info: 1) USE past unreal conditional form (condition: had(n't) + V3/ Result: would(n't) +have+V3) 2) USE at least 5 AFFIRMATIVE VERBS and 5 NEGATIVE VERBS.
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Read the articles Double Duty Schools as Community Centers an.docx
Read the articles
Double Duty: Schools as Community Centers
and
Community Collaboration to Improve Schools: Introducing a New Model from Ohio
. Select one of the following position statements:
Statement 1:
Schools are local institutions, central to the life of the community.
Statement 2:
Schools are government agencies, controlled and directed by political interests and power.
Evaluate and discuss the selected position statement in relation to
The issues and trends driving policy and reform
The significance of activism
Public confidence in education
Accountability within the school and community
Support your writing with information from a minimum of two credible resources. One resource should provide information from a related current event or recent legislation. (250 words)
Read the article
School Boards
. Identify and describe the role of governing or advisory board in effective implementation and operation of a federally mandated education policy (or program), including:
Resource management (including personnel)
Allocation of federally appropriated funds
Communication with the community
Support your description with information from a minimum of one credible resource. Respond to at least two of your classmates’ postings. (250 words)
.
Read the article,complete three two-page response papers. And f.docx
Read the article,complete three two-page
response papers.
And follow the question write the paper.
Peter Singer,
One World: The Ethics of Globalization
(New Haven: Yale University Press, 2002), Chapter 2:
“One Atmosphere,” pp. 14-50.
Response question: According to Singer, whose responsibility is it to address the problem of climate change? Does he make a convincing argument?
.
More Related Content
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Initial
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Please respond to the following:
Evaluate the idea that educators must “sell” their ideas about how schools should be organized. Determine where you stand on this idea and explain why.
Determine how best to identify the needs of the stakeholders that the schools should serve. Provide support for your viewpoint that will address potential issues raised by people who disagree.
Peer Response
I think that the idea that teachers have to sell their ideas is understandable but at times unnecessary. I should not have to sell someone of power on the idea that my school needs more resources when you can clearly see it. I understand that at times, you may have to sell specifics on how to get those resources (to an extent), but teachers work in this field everyday, our voice should have more say than anyone’s and I do not think it always does. It is one thing to tell someone an idea but it is another when I have to try to convince you of something that is evident. My school district is pretty much behind any type of academic reform we can introduce in our classroom. My district is actually reshaping our whole system; “The urgency of the reform effort was necessitated by low student performance outcomes, the low-student performance outcomes, the introduction of significantly higher academic standards, an organization culture challenged by mistrust and negative public perception of the school system” (MNPS,p.1, 2012). MNPS has employed a ‘Theory of System Change’ that embodies (MNPS, p.3, 2012) which fosters personalized learning in the classroom. Research has shown that this component will improve the “student success rate”.
I see stakeholders at the school I serve in 3 phases/tiers. I look at the relationships of the administration (principals, district personal, investment members and instructional coaches), relationships of the instructional staff (teachers and support staff) and finally the relationships of community stakeholders (community members, students and parents). The 3 tiers I have mentioned is also the way I would prioritize communication. I would first want to get buy in from the individuals who makes the decision and would the adopters of my program. I would want to consider their overall vision and needs for this school which is step 3 in the developmental and information decision process models ‘visualization’ of the adopter.
I know that there are opposing views to the way I view stakeholders. The last tier I mentioned is not to say that those groups of people are least important, in fact they are the reason that we do what we do, so I would like to address all the other groups in order to serve students and community holistically. In a study conducted by Hughes, Matt, and O’Reily (2015) they noted that [teacher] “participants responded regarding their experiences of perceive support, received support, and how they feel support affects teacher retention” (p.130). Emotional, technical, ins ...
DuringWeek 5, we studied social stratification and how it influe.docx
This document discusses questions for a class discussion on social stratification. It asks students to discuss factors affecting social mobility and whether they can be overcome. It also asks them to argue whether structural-functionalism or social conflict better explains social stratification. Finally, it prompts students to analyze how the media depicts gender roles and discuss power differentials between various groups in society using Intersection Theory.
School of Education and Human Development at the University of.docx
School of Education and Human Development at the University of Colorado Denver
source
CLDE Faculty Publications
Culturally and Linguistically Diverse Education
(CLDE) Faculty Scholarship
2011
Mindful Reflection as a Process for Developing
Culturally Responsive Practices
Barbara Dray
University of Colorado Denver, [email protected]
Debora Basler Wisneski
Follow this and additional works at: http://source.ucdenver.edu/clde_publications
Part of the Bilingual, Multilingual, and Multicultural Education Commons
This Article is brought to you for free and open access by the Culturally and Linguistically Diverse Education (CLDE) Faculty Scholarship at source. It
has been accepted for inclusion in CLDE Faculty Publications by an authorized administrator of source. For more information, please contact
[email protected]
Recommended Citation
Dray, B. J. & Wisneski, D. B. (2011). Mindful Reflection as a Process for Developing Culturally Responsive Practices. TEACHING
Exceptional Children, 44(1), 28-36.
http://source.ucdenver.edu?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_scholarship?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://source.ucdenver.edu/clde_publications?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/785?utm_source=source.ucdenver.edu%2Fclde_publications%2F41&utm_medium=PDF&utm_campaign=PDFCoverPages
mailto:[email protected]
Becoming a culturally responsive edu-
cator has been at the forefront of the
movement to reduce inappropriate
referrals to special education and dis-
proportionate representation of stu-
dents of color within special education
(Fiedler, Chiang, Van Haren, Jorgensen,
Halberg, & Boreson, 2008; National
Center for Culturally Responsive Edu-
cational Systems, 2005). However, for
many educators, working with a
diverse student population can be more
difficult when the student comes from
a background that is unfamiliar to the
teacher (Harry & Klingner, 2006). As
teacher educators who prepare educa-
tors for inclusionary settings in diverse
urban areas, we have noticed that
issues often arise when a teacher or
teacher candidate attempts to make
meaning of behavior in the classroom,
particularly a behavior that concerns
student engagement, classroom man-
agement, or discipline of students with
whom the teacher has a cultural dis-
connect. Teachers are not often aware
of how diversity affects the way that
they interpret students’ actions and the
ways that they interact with their stu-
dents. Teachers may misi.
SOCIAL JUSTICE ESSAY, Ok_V2.pdf
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The collective construction of Knowledge - report
This study investigated how 7th grade students' mathematical understanding of probability developed through their participation in different social configurations within a computer-mediated classroom. The researcher examined how whole-class discussions and local investigations using a computer simulation collectively contributed to the students' probabilistic reasoning. Through two case studies, the researcher found that students' mathematical practices developed both for individual cognitive purposes and social communicative purposes of resolving disputes. The analysis showed how different social configurations built upon each other to shape individual learning and foster a shared understanding of probability within the classroom community.
21st century skills week 3
This document discusses 21st century skills and effective teaching behaviors for student collaboration. It provides objectives for fostering communication and collaboration among students. Examples of effective teacher behaviors include setting clear expectations for collaboration, creating opportunities for students to communicate their ideas, and providing various ways for students to collaborate throughout lessons. Examples of effective student behaviors include communicating reasoning, constructing arguments by building on others' ideas, interacting appropriately in diverse groups, and assuming responsibility for group work. The document also discusses intentional grouping for activities like a math relay and reciprocal teaching, considering factors like math skills, communication skills, and balancing higher- and lower-level students.
Disciplinary Literacy: Why It Matters and What We Should Do About It
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
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Problem solving requires empathy and understanding different perspectives. It is difficult to solve problems that do not directly affect people. Developing empathy allows people to care about issues outside their own experiences. Effective problem solving involves educating others on how problems interconnect and their solutions can benefit everyone.
Cdl 2010 proposal 1
This document summarizes a workshop discussion focused on reframing higher education goals to prepare students for engaged democratic citizenship rather than solely focusing on disciplinary study. The workshop participants discussed John Dewey's vision of classrooms as mini democratic societies and considered how to make their own courses more relevant to developing informed and committed citizens. They explored how to promote skills like independent thinking, inquiry, and handling complex problems within their courses' pedagogies and disciplinary frameworks. The discussion highlighted the difficulties of relinquishing faculty control to achieve more democratic outcomes within teaching.
Chapter 5 and conclusion
The document discusses strategies for educating culturally responsive teachers, including:
1) Recruiting and retaining minority students and faculty by expanding criteria beyond GPA/SAT, offering support programs, and intensifying outreach.
2) Fostering collaboration between content and education departments, school districts, and creating a center for pedagogy research.
3) Evaluating a teacher training program's diversity, recruitment efforts, collaboration across departments, and commitment to developing culturally responsive teachers through curriculum and faculty development.
Chapter 5 and Conclusions
The document discusses strategies for educating culturally responsive teachers, including:
1) Recruiting and retaining minority students and faculty by expanding criteria beyond GPA/SAT, offering support programs, and intensifying outreach.
2) Fostering collaboration between content and education departments, school districts, and creating a center for pedagogy research.
3) Evaluating a teacher training program's diversity, recruitment efforts, collaboration across departments, and commitment to developing culturally responsive teachers through curriculum and faculty development.
Chapter 5 and Conclusions (Round 2)
The document discusses strategies for educating culturally responsive teachers, including:
1) Recruiting and retaining minority students and faculty by expanding criteria beyond GPA/SAT, offering support programs, and intensifying outreach.
2) Fostering collaboration between content and education departments, school districts, and creating a center for pedagogy research.
3) Evaluating a teacher training program's diversity, recruitment efforts, collaboration across departments, and commitment to developing culturally responsive teachers through curriculum and faculty development.
Chapter 5 and Conclusions (ROUND 2)
The document discusses strategies for educating culturally responsive teachers, including:
1) Recruiting and retaining minority students and faculty by expanding criteria beyond GPA/SAT, offering support programs, and intensifying outreach.
2) Fostering collaboration between content and education departments, school districts, and creating a center for pedagogy research.
3) Evaluating a teacher training program's diversity, recruitment efforts, collaboration across departments, and commitment to developing culturally responsive teachers through curriculum and faculty development.
What is your perspective in regards to social and institutional chan.docx
What is your perspective in regards to social and institutional change in today's multicultural society? Consider your individual reponses and actions concerning matters of diversity and pluralism. This week's discussion centers on what individuals have done and can further do to foster a more pluralistic society.
To prepare for this Discussion:
Review Chapter 7 and 14 to clarify your understanding of pluralism.
Review the text excerpt from
Privilege, Power, and Difference,
focusing on what individuals can do to make a difference.
Think about two or three ways American institutions have brought oppressed groups closer to the American dream.
Consider the level of individual commitment required to foster pluralism in society.
Think about what individuals can do to foster pluralism in society.
With these thoughts in mind:
Post by Day 3
an analysis of how major social institutions are promoting pluralism in response to the ever-growing diversity of groups in America. Provide specific examples. Then explain what an individual can do to foster such pluralism.
.
What is Sociology? Notes
This document outlines notes from sociology class lessons on key topics like what sociology is, groups studied in sociology, theoretical perspectives, and conformity. It provides warm-up questions, homework assignments, and outlines concepts to be covered for an upcoming test. Key points covered include that sociology is the study of groups, their formation and impact on behavior. Theoretical perspectives like functionalism and symbolic interactionism are discussed as ways to understand group behavior. Conformity and its causes are also examined.
Theory of Action
The document discusses theories of action and ecosystem analyses in education. A theory of action articulates the levers needed to achieve a vision for students and roles different organizations can play. An ecosystem analysis examines the current state of educational opportunities and barriers, the community vision, and the educational system. It is important to involve stakeholders like staff, alumni, and partners in the analysis to determine different organizations' roles in pulling levers to achieve the vision. The document provides examples of theories of action that take more direct or holistic approaches to systemic change.
Riverbend City Collaborative Relationships MissionResourceDis.docx
Riverbend City: Collaborative Relationships Mission
Resource
Discussion Participation Scoring Guide
.
Riverbend City: Collaborative Relationships in Community Organizing
.
Review the cultural diversity graphic and consider how these elements might be affecting Fuerza y Unidad and the greater community that the organization is trying to serve. How do cultural issues affect the organization itself? How does culture affect the mission and purpose of this organization? How will culture affect the decisions and collaborations Fuerza y Unidad undertakes?
In your response, address the issues that might affect the organization, and also discuss how you would advise the organization to address those issues. Explain your recommendations and support your position with citations from your readings.
Response Guidelines
Respond to the suggestions of at least two other learners. When possible, elaborate upon the ideas and suggestions being offered or suggest alternatives that the original poster may not have considered.
...
Empowerment
This document discusses empowerment and multiculturalism in education. It presents views from Guistein and Sleeter on linking curriculum to real-world issues of social justice to give students tools to positively transform society. Teachers should guide students to question authority and challenge the status quo. Sleeter believes power should lie with constituent communities rather than just administrators. Gutstein views mathematics as a way for students to critique society and seek equality and justice. Empowerment involves constituents directly getting involved to see how their actions create change. The purpose of a multicultural curriculum is to recognize barriers faced by marginalized groups and inspire political advocacy for equality.
APP Journal Entry 2.docx
This journal entry prompts reflection on issues of race and socioeconomic status. Students are asked to revisit their initial response to "Who am I?" and add three more responses related to their knowledge, attitudes, and beliefs about race and class. They are then given several questions to consider about their own racial identity and memories, assumptions and social networks related to other racial groups, and their views on wealth, poverty, and disparities in opportunity. The journal entry aims to provide an opportunity for students to deeply consider their relationship to important areas of diversity.
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Read the articles
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Statement 1:
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Statement 2:
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And follow the question write the paper.
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Read the 4 readings:
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Annotate the plays
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read "talking trash" by andy rooney
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Reference
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Summary
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Strengths & Weaknesses
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must successfully complete
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Attachment********************
40 Developmental Assets
How Many Have You Experienced?
Asset Name & Definition
Support
Family support
Family life provides high levels of love and support.
Positive family communication
Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).
Other adult relationships
Young person receives support from three or more nonparent adults.
Caring neighborhood
Young person experiences caring neighbors.
Caring school climate
School provides a caring, encouraging environment.
Parent involvement in schooling
Parent(s) are actively involved in helping young person succeed in school.
Empowerment
Community values youth
Young person perceives that adults in the community value youth.
Youth as resources
Young people are given useful roles in the community.
Service to others
Young person serves in the community one hour or more per week.
Safety
Young person feels safe at home, at school, and in the neighborhood.
Boundaries and Expectations
Family boundaries
Family has clear rules and consequences, and monitors the young person's whereabouts.
School boundaries
School provides clear rules and consequences.
Neighborhood boundaries
Neighbors take responsibility for monitoring young people's behavior.
Adult role models
Parent(s) and other adults model positive, responsible behavior.
Positive peer influence
Young person's best friends model responsible behavior.
High expectations
Both parent(s) and teachers encourage the young person to do well.
Constructive Use of Time
Creative activities
Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
Youth programs
Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in community organizations.
Religious community
Young person spends one hour or more per week in activities in a religious institution.
Time at home
Young person is out with friends "with nothing special to do" two or fewer nights per week.
Commitment to Learning
Achievement motivation
Young person is motivated to do well in school.
School engagement
Young person is actively engaged in learning.
Homework
Young person reports doing at least one hour of homework every school day.
Bonding to school
Young person cares about her or his school.
Reading for pleasure
Young person reads for pleasure three or more hours per week.
Positive Values
Caring
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Read it carefully!!!
1. 3-5 typed pages double-spaced.
2. citing this textbook (no online research)
3. Make sure to have a thesis statement and use examples from images that i attached.
4. Make sure you include examples from the majority of chapters covered.
5. no plagiarism.
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Describe the development of depicting the human form from Paleolithic art through the arts of Ancient near-East, Ancient Egypt, the Aegean and Greek cultures.
Think about how humans are represented and what functions representation of humans have served. Is there in fact a clear “development”?
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Here is examples for citation. (use only this contents what i wrote on this question and should see and use the picture what i uploaded)
1. PALEOLITHIC and NEOLITHIC
-PALEOLISTHIC (OLD STONE AGE) ART, ca. 30,000–9000 BCE
VENUS OF WILLENDORF The composite feline-human from Germany is exceptional for the Stone Age. The vast majority of prehistoric sculptures depict either animals or humans. In the earliest art, humankind consists almost exclusively of women as opposed to men, and the painters and sculptors almost invariably showed them nude, although scholars generally assume that during the Ice Age both women and men wore garments covering parts of their bodies. When archaeologists first discovered Paleolithic statuettes of women, they dubbed them “Venuses,” after the Greco-Roman goddess of beauty and love, whom artists usually depicted nude (FIG. 5-62). The nickname is inappropriate and misleading. It is doubtful that the Old Stone Age figurines represented deities of any kind. One of the oldest and the most famous of the prehistoric female figures is the tiny limestone figurine of a woman that long has been known as the Venus of Willendorf (FIG. 1-5) after its findspot in Austria. Its cluster of almost ball-like shapes is unusual, the result in part of the sculptor’s response to the natural shape of the stone selected for carving. The anatomical exaggeration has suggested to many that this and similar statuettes served as fertility images. But other Paleolithic stone women of far more slender proportions exist, and the meaning of these images is as elusive as everything else about Paleolithic Paleolithic Art 3 1-4 Human with feline head, from Hohlenstein-Stadel, Germany, ca. 30,000–28,000 BCE. Mammoth ivory, 11 5 – 8 high. Ulmer Museum, Ulm. One of the oldest known sculptures is this large ivory figure of a human with a feline head. It is uncertain whether the work depicts a composite creature or a human wearing an animal mask. 1-5 Nude woman (Venus of Willendorf ), from Willendorf, Austria, ca. 28,000–25,000 BCE. Limestone, 4 1 – 4 high. Naturhistorisches Museum,Vienna. The anatomical exaggerations in this tiny figurine from Willendorf are typical of Paleolithic representations of women, whose child-bearing capabilities ensured the survival of the species. 1 in. 1 in. 73558_02_Ch01_p001-015.qxd 10/20/08 8:10 AM Page 3 art. Yet the prepondera.
Read Lilienfeld, S. O., Waldman, I. D., Landfield, K., Watts, A. L..docx
Read: Lilienfeld, S. O., Waldman, I. D., Landfield, K., Watts, A. L., Rubenzer, S., & Faschingbauer, T. R. (2012). Fearless dominance and the U.S. presidency: Implications of psychopathic personality traits for successful and unsuccessful political leadership.
Journal of Personality and Social Psychology
,
103
(3), 489-505.
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Read: van Eeden, R., Cilliers, F., & van Deventer, V. (2008). Leadership styles and associated personality traits: Support for the conceptualisation of transactional and transformational leadership. S
outh African Journal of Psychology
,
38
(2), 253-267.
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Read: Odom, S. F., Boyd, B. L., & Williams, J. (2012). Impact of Personal Growth Projects on Leadership Identity Development.
Journal of Leadership Education
,
11
(1), 49-63.
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This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
Refer to the resource, "Preparing Annotated Bibliographies," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.
Directions:
Provide an annotated bibliography (750-1,000 words total) of the articles listed above. Including the following for each article:
1.
The article citation and persistent link. These are provided above for you to paste into the assignment and are not included in the total word count.
2.
A written summary of the key concept(s) of the article. Why was the study done? What was the population studied? What did the researcher(s) conclude? What other information about this study do you believe is unique or important to recall? Are there specific statements made by the author that you wish to retain?
Construct an outline for a paper that will explain and synthesize the articles you read for this assignment. The paper will require identification of themes common to the articles as well as a statement of the conclusions that can be drawn when the articles are taken together as a single entity You will be writing the paper in the next assignment.
.
Read doubt the entire play be sure to read the preface first.Pr.docx
Read doubt: the entire play be sure to read the preface first.
Prompt for response: the play is called doubt A Parable. Explain why you think shanley titled the play doubt. use textual evidence to discuss how numerous characters deal with the concept of doubt throughout the play.
at the end of the play it is not clear wheather father flynn is guilty or not. take a side, either father flynns or sister Aloysius and use textual evidence to support wheather or not father flynn is guilty.
.
Read Chapter 3 Analysis of Financial StatementsW2 Assignment Chap.docx
Read Chapter 3 Analysis of Financial Statements
W2 Assignment "Chapter 3 Questions"
Principles of Finance I
Chapter 3 Questions
·
QUESTIONS: 3-2, 3-4
·
PROBLEMS: 3-13
Learning Objective
Measure a company’s free cash flows and perform a financial analysis of a firm based upon financial statements.
Reading and Assignments
Reading "Chapter 3 Analysis of Financial Statements"
Lecture "Financial Ratios"
Discussion "Investors and Creditors or Financial Statement Ratios"
Assignment "Chapter 3 Questions"
.
Read Chapter 2 and review the below NBC Learn video, then answer the.docx
Read Chapter 2 and review the below NBC Learn video, then answer the following questions:
Title: The Death Penalty Is Dying Out
Date: Dec 17, 2011
Duration: 00:02:29
Do you agree with Beccaria's assessment of the death penalty? Explain.
What portions of his reasoning do you most agree or disagree with?
Make sure to:
Write a short essay or paragraph of at least
300 words.
Use concrete examples/details and avoid generalities.
Address all questions.
Use proper grammar and punctuation.
If you researched your topic and are using information from what you learned, remember to cite your sources.
Do not plagiarize.
.
Race, Ethnicity, and Gender in the 19th CenturyBackground Many Am.docx
Race, Ethnicity, and Gender in the 19th Century
Background: Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. However, from roughly 1867 to 1875, African Americans enjoyed far more political influence and equal rights than they ever had before, or ever would again, until the end of the modern Civil Rights Movement almost a century later. In addition to the disturbance in the social hierarchy created by the end of slavery, the nation experienced the influx of huge numbers of immigrants during the last half of the 1800s, many of whom were viewed by the American population as different and inferior to earlier waves of immigrants. Adding to concerns about social order was the push for women’s suffrage that arose after Civil War. These factors came together to create a threat to White male supremacy and combined to create a period characterized by conflict over race, ethnicity, and gender.
Review the following sources about the differences between primary and secondary sources:
Primary, Secondary, Tertiary Sources
Transcript
How to Research Primary Sources
How to Research Secondary Sources
Required sources:
What is Freedom?—Freedom: A History of US
in the Films on Demand database in the Ashford University Library
Alien Menace
Recommended sources:
Entertaining Citizenship: Masculinity and Minstrelsy in Post-Emancipation San Francisco
Identity, Marriage, and Schools: Life along the Color Line/s in the Era of Plessy v. Ferguson
Whiteness, Freedom, and Technology: The Racial Struggle Over Philadelphia’s Streetcars, 1859-1867
Instructions: Explore the
Alien Menace
exhibit thoroughly, viewing all of the links. You are not required to answer the questions on the website, but consider them. Watch
What is Freedom?—Freedom: A History of US
from the Films on Demand database. Based on Chapter 1 in your textbook, the required exhibit, and the film, explain
Why the last half of the 1800s was a time of conflict over the meanings of citizenship, race, and gender.
How African Americans, White Americans, and immigrants worked to secure their places in the social and political hierarchy.
Your initial post should be at least 250 words in length. Provide specific examples to support your points. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center. Respond to at least two of your classmates’ posts by Day 7.
.
QuizQuestion 1(1 point)The actual change in th.docx
Quiz
Question 1
(1 point)
The actual change in the money supply equals
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Question 2
(1 point)
The required reserve ratio equals 10 percent and all banks initially have zero excess reserves. The Fed buys $1 million in U.S. government securities. The most the money supply can increase is
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Question 3
(1 point)
The more people decide to hold currency, the
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Question 4
(1 point)
The discount rate is the
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Question 5
(1 point)
The most precise way the Fed has to control the money is
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Question 6
(1 point)
According to the above figure, a shortage is shown between which two points?
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Question 7
(1 point)
A decrease in demand and a decrease in supply will lead to a
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Question 8
(1 point)
If the current price of a market basket of goods is $850 and the base year price for the same market basket is $500, what is the value of the price index?
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Question 9
(1 point)
The only way that a society can produce outside the production possibilities curve is
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Question 10
(1 point)
Suppose the tax rate on the first $10,000 income is 0; 10 percent on the next $20,000; 20 percent on the next $20,000; 30 percent on the next $30,000; and 40 percent on any income over $80,000. Family A has income of $40,000 and Family B has income of $100,000. What is the marginal and average tax rate for each family?
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Question 11
(1 point)
The marginal tax rate is equal to
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Question 12
(1 point)
One solution to the Social Security problem cited in the text is to
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Question 13
(1 point)
Social Security taxes are regressive because
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Question 14
(4 points)
Assume an open, mixed economy (C + I + G + X = real GDP) and an MPS of .2 What is the multiplier?
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Question 15
(1 point)
The U.S. fiduciary monetary system
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Question 16
(1 point)
Refer to the above table. The value of M1 is
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Question 17
(1 point)
Possession of information by one party in a financial transaction but not by the other party is
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Question 18
(1 point)
The Federal Reserve bank is managed by
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Question 19
(1 point)
As a "lender of last resort" the Fed
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Question 20
(1 point)
Required reserves are
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Question 21
(1 point)
A bank with deposits of $500 million has $75 million in cash on hand, $50 million in deposits with the Fed, and $80 million in government securities. If the reserve requirement is 15 percent, the bank has excess reserves of
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Question 22
(1 point)
A bank with $100 million in deposits has $6 million in vault cash, $6 million on deposit with the Fed, and $6 million in government securities. The reserve requirement is 20 percent. A person deposits a check for $10 million drawn on another bank. The maximum loan this bank can make once the check clears is
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Question 23
(1 point)
Assuming a reserve ratio of 10 percent, if a bank sells $100,000 in securities how much can the bank loan.
Rachel Quick and Maria DeCasa , two friends in Caras 4-yr-old clas.docx
"Rachel Quick and Maria DeCasa , two friends in Cara's 4-yr-old class, bring lunch to school every day. Maria brings meals prepared at home: rice and beans, a piece of fruit, and a thermos with a cold tropical juice drink. Rachel usually brings a store-bought brightly colored, pre-packaged children's meal with processed meat and crackers, a sugary dessert and a soda.
Maria wants to eat lunches like her friend at school and has become disinterested in her own food. Mrs. DeCasa expresses to Cara her concern with her daughter's interest in pre-packaged foods and does not want her daughter to eat those kinds of "American" meals. As an aside, Rachel's mother and father are busy executives and do not have time to prepare lunches for their child to bring to school."
As an ECP, how can you reach out to the families about this situation?
How can you help Maria's mother understand Rachel's family situation?
What can Maria's mom do to make Maria's meal more appealing?
What can be done to encourage Rachel's family to send her to school with healthier foods?
Share two activities will help children and their families understand different cultures.
submit a 200–300 word essay answering the Seminar questions listed. Your assignment should be composed in complete sentences and paragraphs. Be sure to answer all questions
.
QuizQuestion 1(1 point)SaveQuestion 2(.docx
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Unit 7 in the Online Review discusses one of the most important developments over the past two decades in the field of alcohol and drug studies: the “brain disease” model of addiction. Researchers and top administrators at the National Institute on Drug Abuse (NIDA) have taken the lead in defining virtually all forms of addictive behavior—including alcohol dependence—as
chronic, relapsing diseases of the brain
. These advocates have used dramatic, high-tech images of the “addicted brain” and massive media campaigns, such as the HBO documentary,
Addiction
, to promote this individualistic viewpoint and to stress the need for research on pharmacological and biomedical interventions. At the same time, a number of critics have argued that the brain disease model ignores social and psychological factors involved in the etiology and treatment of addiction. They contend that drinking and drug use are unlike most diseases and involve choices and voluntary behavior. Finally, critics claim that the most effective treatments of addiction rely upon group relationships and personal decisions to change behavior.
Take a look at the material in Unit 7 of the Online Review. Use the “Resources” link to view two or three episodes of the HBO documentary,
Addiction
, and become familiar with the work and ideas of Dr. Nora Volkow, one of the foremost advocates of the brain disease model. Next, follow the links near the bottom of the “Lectures” page and read two brief essays by Sally Satel, a psychiatrist and critic of this biomedical approach to addiction. Then, post your 200-word (minimum) response to this controversial issue. What do you think of the “brain disease” model of alcohol and drug dependence? Is it a valid way of describing addiction? Is it helpful or harmful to the treatment process?
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Chapter 3
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