Session1 Educ364 Fall08
•
1 like•361 views
This document provides an overview of the course EDUC 364 Cultural Diversity & Schooling at California State University, San Marcos. The course explores issues related to cultural and linguistic diversity in education. It will focus on topics like race, class, gender, language, and exceptionality. Students will learn about concepts like cultural responsiveness and develop understanding of diverse populations. Assignments include reflections on personal experiences with diversity, analyses of school diversity, and a proposed school improvement plan. The course aims to help students meet social justice standards and consider issues of equity in education.
Report
Share
Report
Share
![CALIFORNIA STATE UNIVERSITY, SAN MARCOS COLLEGE OF EDUCATION EDUC 364 Cultural Diversity & Schooling Fall 2008 T : 6:30 – 8:45 pm University Hall 272 Professor: Jeffery A. Heil Phone: (619) 944-7599 E-Mail: [email_address] Office Hours: By appointment, before & after class](https://image.slidesharecdn.com/session1educ364fall08-1219902701904723-8/85/Session1-Educ364-Fall08-1-320.jpg)
![Introductions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Course Syllabus
This document provides the course syllabus for Art Appreciation II, a 4-credit general education course offered in the third trimester of the 2018-2019 academic year. The course will introduce students to art traditions and movements from the Renaissance through modern periods. Over 12 weeks, students will study works from these eras through lectures, discussions and self-study. Assessment will include exams, papers, class participation and attendance. The goal is for students to develop skills in analyzing and discussing art as well as relating historical works to contemporary visual culture.
Class Expectations - World Literature
This document outlines the expectations and goals for a World Literature class. The instructor is Mr. Nick Calvin and the class will focus on developing skills in reading, writing, listening, speaking, and comprehension through examining various genres of literature from around the world. Students will be assessed through quizzes, exams, assignments, projects, and class participation. Late work will only be accepted for partial credit on Tuesdays. Students are expected to respect others, attend class on time, do their own work with honesty and integrity, and participate actively in discussions. Required readings include Things Fall Apart, Othello, and The Kite Runner, along with short stories, nonfiction, narratives, drama, and poetry.
Syllabus contemporay art
This document provides a syllabus and schedule for an art history course on contemporary art taught at Florida Atlantic University in Spring 2011. It outlines the course details including meeting times, assignments, grading criteria, and expectations. The course will cover developments in art from 1950 to 2000 using different interpretive models. Students will complete readings, presentations, quizzes, and an 8-10 page research paper in stages. The purpose is to provide an overview of contemporary art history and develop writing and analytical skills. Graduate students have additional reading assignments.
SOARSIRP
This program aims to help international students at UCI improve their academic writing skills through two workshops. Many international students struggle with writing in English due to differences from their native languages. The workshops will provide instruction on writing techniques and familiarize students with requirements across academic departments. The first workshop will cover general writing styles and common mistakes with a guest speaker. The second will introduce expectations in different departments through peer tutors. The primary goal is to strengthen students' English skills to complete lower division requirements successfully.
Syllabus spring 18
This document provides the syllabus for an Art Appreciation 1010 course at Tennessee State University. It outlines the course details including instructor information, required materials, course description and objectives, assignments and assessments, policies, and grading criteria. The main assignments include two art criticism papers, three tests, bi-weekly quizzes and in-class assignments, a group presentation at the end of the semester, and maintaining an art appreciation blog. The course aims to help students identify and analyze different artistic styles, periods and media, and demonstrate an understanding of art through written analysis and discussion.
Fontaine_Frank_Syllabus_JazzMethods
This course covers techniques for teaching jazz improvisation, rehearsing jazz ensembles, organizing a jazz curriculum, and developing a philosophy of jazz education. It will meet on Mondays and Wednesdays from 5-7pm in Music Hall room 340. Students will study pedagogy textbooks, observe local high school jazz bands, conduct the concert or studio jazz band, and write a final paper on their jazz education philosophy. Grades are based on reflections, observations, teaching, and the final paper.
Unit plan 1
It then introduces a research paper on global genocides where students define genocide, research examples, and discuss the importance of learning about genocide.
IND204 History of Interior Design 1, Course File
The American University of Kurdistan (AUK)
College of Arts and Science
Department of Interior Design
Spring Semester 2019
Recommended
Course Syllabus
This document provides the course syllabus for Art Appreciation II, a 4-credit general education course offered in the third trimester of the 2018-2019 academic year. The course will introduce students to art traditions and movements from the Renaissance through modern periods. Over 12 weeks, students will study works from these eras through lectures, discussions and self-study. Assessment will include exams, papers, class participation and attendance. The goal is for students to develop skills in analyzing and discussing art as well as relating historical works to contemporary visual culture.
Class Expectations - World Literature
This document outlines the expectations and goals for a World Literature class. The instructor is Mr. Nick Calvin and the class will focus on developing skills in reading, writing, listening, speaking, and comprehension through examining various genres of literature from around the world. Students will be assessed through quizzes, exams, assignments, projects, and class participation. Late work will only be accepted for partial credit on Tuesdays. Students are expected to respect others, attend class on time, do their own work with honesty and integrity, and participate actively in discussions. Required readings include Things Fall Apart, Othello, and The Kite Runner, along with short stories, nonfiction, narratives, drama, and poetry.
Syllabus contemporay art
This document provides a syllabus and schedule for an art history course on contemporary art taught at Florida Atlantic University in Spring 2011. It outlines the course details including meeting times, assignments, grading criteria, and expectations. The course will cover developments in art from 1950 to 2000 using different interpretive models. Students will complete readings, presentations, quizzes, and an 8-10 page research paper in stages. The purpose is to provide an overview of contemporary art history and develop writing and analytical skills. Graduate students have additional reading assignments.
SOARSIRP
This program aims to help international students at UCI improve their academic writing skills through two workshops. Many international students struggle with writing in English due to differences from their native languages. The workshops will provide instruction on writing techniques and familiarize students with requirements across academic departments. The first workshop will cover general writing styles and common mistakes with a guest speaker. The second will introduce expectations in different departments through peer tutors. The primary goal is to strengthen students' English skills to complete lower division requirements successfully.
Syllabus spring 18
This document provides the syllabus for an Art Appreciation 1010 course at Tennessee State University. It outlines the course details including instructor information, required materials, course description and objectives, assignments and assessments, policies, and grading criteria. The main assignments include two art criticism papers, three tests, bi-weekly quizzes and in-class assignments, a group presentation at the end of the semester, and maintaining an art appreciation blog. The course aims to help students identify and analyze different artistic styles, periods and media, and demonstrate an understanding of art through written analysis and discussion.
Fontaine_Frank_Syllabus_JazzMethods
This course covers techniques for teaching jazz improvisation, rehearsing jazz ensembles, organizing a jazz curriculum, and developing a philosophy of jazz education. It will meet on Mondays and Wednesdays from 5-7pm in Music Hall room 340. Students will study pedagogy textbooks, observe local high school jazz bands, conduct the concert or studio jazz band, and write a final paper on their jazz education philosophy. Grades are based on reflections, observations, teaching, and the final paper.
Unit plan 1
It then introduces a research paper on global genocides where students define genocide, research examples, and discuss the importance of learning about genocide.
IND204 History of Interior Design 1, Course File
The American University of Kurdistan (AUK)
College of Arts and Science
Department of Interior Design
Spring Semester 2019
Hum2250 sm2018 syllabus
This document provides an overview of the Twentieth Century Humanities course taught by Professor Will Adams. The course examines dominant ideas in Western culture expressed through art, literature, music, philosophy and religion during the 20th century. Students will analyze developments from 1901-1999 with emphasis on modern and postmodern thought. Requirements include attendance, a cultural event reflection paper, a research project, and four exams. The course schedule lists topics like Sigmund Freud, Jackson Pollock, the Civil Rights movement that will be covered over the semester. Guidelines are provided for written work, late assignments, attendance, academic honesty and computer use.
Hum2220 sm2018 syllabus
This document provides information about a Greek and Roman Humanities course taught by Professor Will Adams. The course will cover developments in Classical civilizations as expressed through art, architecture, politics, literature, music, philosophy and religion from the Paleolithic era through the birth of Russia. Students will be evaluated based on attendance, a cultural event reaction paper, a research project, and four exams. The course aims to help students understand humanity's artistic, cultural and intellectual development and appreciate the legacy of Greek and Roman civilizations.
Neas&C2
The mission of Sandwich High School is to provide a safe, supportive environment that challenges students to reach their potential through a diverse educational program and co-curricular opportunities. It fosters effort, integrity, and self-discipline to prepare students for lifelong learning in a changing world. The document discusses the freshman experience program which includes fine arts, humanities, computer technology, science, math, and foreign language courses. It aims to ease the transition to high school through guidance support and differentiated instruction. Initial outcomes include high honors rates and low retention rates.
Sintaxis del español (SPA 418)
This document provides the course syllabus for SPAN 418 Spanish Syntax at Arizona State University for Fall 2016. The course will introduce students to the formal analysis of Spanish syntactic structures, including nominal phrases, verbal phrases, and simple and compound sentences. Students will learn technical terms and analyze sentence structures using tools like syntactic trees and thematic roles. The class meets Tuesday and Thursday from 1:30-2:45PM and requires prerequisites in linguistic analysis. Students will be evaluated through participation, quizzes, exams, homework assignments, and a final paper. The course calendar outlines topics to be covered each week.
Other Cultures and Tradition WMV Introductory Activity
A Word Resource with accompanying WMV to introduce the themes of 'Other Cultures and Traditions'. Originally from AQA Paper 2.
Hum2250 sm2018 syllabus
This document provides an overview of the Twentieth Century Humanities course taught by Professor Will Adams. The course examines dominant ideas in Western culture expressed through art, literature, music, philosophy and religion during the 20th century. Students will analyze developments from 1901-1999 with an emphasis on modern and postmodern thought. Assignments include class participation, a cultural event paper, research project, and four exams. The course aims to foster critical thinking about humanity's artistic and intellectual development in the 20th century.
9 Th Grade Orientation2010 11 Sy[1]
This document provides information for incoming freshman students at White House High School. It introduces the principal, assistant principals, and counselors. It outlines graduation requirements, the core curriculum, elective choices, the daily schedule, grading scale, and extracurricular activities. The goal is to help students have a good education and high school experience at WHHS.
Language circle on I refuse to act my age
The document discusses a group for senior learners in Edmonton called the Eastern Life & Leisure Association (ELLA). It provides an agenda for a language circle that includes speaking, vocabulary, listening, grammar and reading activities. The listening activity discusses an interview with Brian Hidecker, a member of ELLA. He has taken courses on subjects like China and plans to take one on digital photography. ELLA offers classes taught by university instructors and professionals on various topics for seniors to stay active in their community through learning.
Us history i (2010 2011)
This U.S. History course covers late 19th and early 20th century topics starting with the Civil War and Reconstruction era. Students will examine domestic issues like industrialization, immigration, and social reforms as well as foreign affairs like the Spanish-American War. The teacher is Mr. Beauparlant and students need a textbook, binder, and writing supplies. Students must participate in class, complete assignments on time, and can get extra help on Mondays, Tuesdays, and Thursdays after school. Grades are based on tests, projects, classwork, homework, and notebook/participation.
UNIVERSITY OF ABERDEEN
This document provides information about the Creative Writing 1 course offered at the University of Aberdeen during the 2009-2010 academic year. The 15-credit course is taught over 6 weeks with classes on Mondays and Thursdays. It aims to help students develop their creative writing skills through workshops, peer feedback, and guidance from the course convener. Students will write pieces based on personal experience, narrative voice, and unfamiliar topics. The course will be assessed through seminar participation (25%) and a portfolio of 1,000-3,500 word prose, a dramatic scene, or 50-75 lines of poetry. Regular attendance is required to receive the full seminar assessment mark.
5th grade ppt pres 2015 2016
This document provides information for 6th grade students at Tex Hill Middle School to select courses for the 2015-2016 school year. It outlines the required core classes and elective options. Students must choose one fine art class, 4 semesters of PE, and fill out a course selection form listing their top 5 elective choices. The deadline to submit the form is January 30th. Questions can be directed to the students' assigned counselor.
Art 2100 Online Fall 2015 Syllabus
This document provides information about an online Art Appreciation course offered in the Fall 2015 semester. The course is a survey of Western art history from prehistory to the present. It will be taught online by instructor Lydia Dorsey and aims to help students develop an appreciation and understanding of art across time periods and cultures through analyzing stylistic elements, iconography, and historical contexts of key works. Students will complete weekly readings, discussions, and writing assignments, as well as a midterm exam, essay, and final exam. The course materials, requirements, and learning outcomes are outlined to provide an overview of what students can expect to gain from the class.
Pete the-cat-lesson-1st
The document outlines two lesson plans for first grade students about the book Pete the Cat Takes a Tour. In Lesson 1, students will compare places in the book to places in their own school. In Lesson 2, students will extend their understanding of maps by identifying favorite places on a map of their school. Both lessons connect to state standards and incorporate reading, discussion, and activities to reinforce comprehension. Assessment will be informal through observation and checking students' work. The lessons build spatial understanding and lay the groundwork for a final lesson on mapping.
Learners first blog presentation
This document discusses differences in science teaching approaches between the US and other high-performing countries. It summarizes that the US focuses more on hands-on activities and independent learning while scoring lower on science assessments, whereas countries like Japan and the Czech Republic emphasize inquiry-based learning and conceptual understanding to outperform the US. Overall, an effective science education engages students, links lessons to real-life examples, and sets clear standards that teachers help students meet.
EHS Sophomore Parent Night
This document provides information for parents about course offerings and extracurricular activities for incoming sophomores at Edina High School. It includes summaries of mathematics, English, science, social studies, and world language course options. It also provides details about registration timelines, graduation requirements, and ways for parents to get involved at the school.
Genocide lesson plan revised
This document outlines a lesson plan for teaching 11th grade U.S. History students about the genocide in Rwanda. The lesson plan aims to help students understand the political, economic, and social issues that led to the genocide, and explain the relationships between concepts like imperialism, nationalism, and genocide. Students will learn about the causes, timeline of events, and effects of the Rwandan genocide. They will work in groups to create a timeline poster and complete other assignments demonstrating their understanding. The teacher will use various methods like lecture, discussion, and review questions to engage students and check their comprehension during and after the lesson.
Assure method 1
This document outlines a lesson plan for a 4th grade class to learn about various religious holidays. The students will be divided into groups with each focusing on a different holiday: Kwanza, Christmas, Hanukkah, or Ramadan. Each group will research their assigned holiday using a Wikipedia article, create a poster, and give a short presentation to the class. The teacher will provide an example presentation about Chinese New Year and guidelines. Students will work independently in their groups with teacher support. At the end, the teacher will evaluate student presentations and gather feedback from students.
Welcome to English I - 2017-18
An introductory powerpoint for the first day of school. Includes procedures, an opening activity, and more.
Primary and Middle School Education: theory and practice
This document discusses traditional and modern approaches to education in Western schools. The traditional approach emphasized textbooks, examinations, and desks arranged in rows facing the teacher. Key figures like William James promoted this model. The modern approach advocated by John Dewey focused on internal motivation, thinking skills, and making education relevant to students' lives. Dewey believed external rewards and punishments undermined learning. The document analyzes how traditional curriculum, evaluations, and teaching methods can damage motivation and creativity. It suggests teachers encourage thinking, base projects on student interests, and reward learning intrinsically rather than relying on exams.
SEL and photography
The document describes a social emotional learning activity for students in grades 5-8. The objectives are to help students get to know each other, build confidence, and foster skills in identifying their favorite parts of themselves and recognizing diversity. To achieve this, the students are divided into pairs. They interview each other using an activity sheet that asks questions about dreams, interests, fears, beliefs, and habits. They then take photos of each other and create posters about their partner to share what they learned. The goal is for students to learn more about their classmates.
Seysl 704 literature across the curriculum fall 2012
This online course syllabus provides an overview of the course on literature across the curriculum. The course will explore young adult literature from diverse authors and about diverse populations. Students will read a variety of texts and develop interdisciplinary units focused on themes in the literature. The course objectives are to familiarize students with major authors and awards in children's literature and to help students select literature for classroom use. Requirements include weekly reading responses, a core text synthesis, a digital book group project, and a final paper applying concepts from the core text.
Ecpse 700 foundations of sp ed fall 2012 queens college
This document provides information about an introductory special education course at Queens College including:
1) The course description which focuses on developing knowledge of students with disabilities and creating access to the general education curriculum.
2) Five course objectives related to understanding individuals with disabilities, developing social and communication skills, and increasing knowledge of special education practices.
3) Requirements including assigned readings, assignments like a philosophy statement and two papers, fieldwork, group presentations, and a final exam.
4) A schedule listing topics to be covered each class like assessments, inclusion, and specific disability areas to be presented by student groups.
More Related Content
What's hot
Hum2250 sm2018 syllabus
This document provides an overview of the Twentieth Century Humanities course taught by Professor Will Adams. The course examines dominant ideas in Western culture expressed through art, literature, music, philosophy and religion during the 20th century. Students will analyze developments from 1901-1999 with emphasis on modern and postmodern thought. Requirements include attendance, a cultural event reflection paper, a research project, and four exams. The course schedule lists topics like Sigmund Freud, Jackson Pollock, the Civil Rights movement that will be covered over the semester. Guidelines are provided for written work, late assignments, attendance, academic honesty and computer use.
Hum2220 sm2018 syllabus
This document provides information about a Greek and Roman Humanities course taught by Professor Will Adams. The course will cover developments in Classical civilizations as expressed through art, architecture, politics, literature, music, philosophy and religion from the Paleolithic era through the birth of Russia. Students will be evaluated based on attendance, a cultural event reaction paper, a research project, and four exams. The course aims to help students understand humanity's artistic, cultural and intellectual development and appreciate the legacy of Greek and Roman civilizations.
Neas&C2
The mission of Sandwich High School is to provide a safe, supportive environment that challenges students to reach their potential through a diverse educational program and co-curricular opportunities. It fosters effort, integrity, and self-discipline to prepare students for lifelong learning in a changing world. The document discusses the freshman experience program which includes fine arts, humanities, computer technology, science, math, and foreign language courses. It aims to ease the transition to high school through guidance support and differentiated instruction. Initial outcomes include high honors rates and low retention rates.
Sintaxis del español (SPA 418)
This document provides the course syllabus for SPAN 418 Spanish Syntax at Arizona State University for Fall 2016. The course will introduce students to the formal analysis of Spanish syntactic structures, including nominal phrases, verbal phrases, and simple and compound sentences. Students will learn technical terms and analyze sentence structures using tools like syntactic trees and thematic roles. The class meets Tuesday and Thursday from 1:30-2:45PM and requires prerequisites in linguistic analysis. Students will be evaluated through participation, quizzes, exams, homework assignments, and a final paper. The course calendar outlines topics to be covered each week.
Other Cultures and Tradition WMV Introductory Activity
A Word Resource with accompanying WMV to introduce the themes of 'Other Cultures and Traditions'. Originally from AQA Paper 2.
Hum2250 sm2018 syllabus
This document provides an overview of the Twentieth Century Humanities course taught by Professor Will Adams. The course examines dominant ideas in Western culture expressed through art, literature, music, philosophy and religion during the 20th century. Students will analyze developments from 1901-1999 with an emphasis on modern and postmodern thought. Assignments include class participation, a cultural event paper, research project, and four exams. The course aims to foster critical thinking about humanity's artistic and intellectual development in the 20th century.
9 Th Grade Orientation2010 11 Sy[1]
This document provides information for incoming freshman students at White House High School. It introduces the principal, assistant principals, and counselors. It outlines graduation requirements, the core curriculum, elective choices, the daily schedule, grading scale, and extracurricular activities. The goal is to help students have a good education and high school experience at WHHS.
Language circle on I refuse to act my age
The document discusses a group for senior learners in Edmonton called the Eastern Life & Leisure Association (ELLA). It provides an agenda for a language circle that includes speaking, vocabulary, listening, grammar and reading activities. The listening activity discusses an interview with Brian Hidecker, a member of ELLA. He has taken courses on subjects like China and plans to take one on digital photography. ELLA offers classes taught by university instructors and professionals on various topics for seniors to stay active in their community through learning.
Us history i (2010 2011)
This U.S. History course covers late 19th and early 20th century topics starting with the Civil War and Reconstruction era. Students will examine domestic issues like industrialization, immigration, and social reforms as well as foreign affairs like the Spanish-American War. The teacher is Mr. Beauparlant and students need a textbook, binder, and writing supplies. Students must participate in class, complete assignments on time, and can get extra help on Mondays, Tuesdays, and Thursdays after school. Grades are based on tests, projects, classwork, homework, and notebook/participation.
UNIVERSITY OF ABERDEEN
This document provides information about the Creative Writing 1 course offered at the University of Aberdeen during the 2009-2010 academic year. The 15-credit course is taught over 6 weeks with classes on Mondays and Thursdays. It aims to help students develop their creative writing skills through workshops, peer feedback, and guidance from the course convener. Students will write pieces based on personal experience, narrative voice, and unfamiliar topics. The course will be assessed through seminar participation (25%) and a portfolio of 1,000-3,500 word prose, a dramatic scene, or 50-75 lines of poetry. Regular attendance is required to receive the full seminar assessment mark.
5th grade ppt pres 2015 2016
This document provides information for 6th grade students at Tex Hill Middle School to select courses for the 2015-2016 school year. It outlines the required core classes and elective options. Students must choose one fine art class, 4 semesters of PE, and fill out a course selection form listing their top 5 elective choices. The deadline to submit the form is January 30th. Questions can be directed to the students' assigned counselor.
Art 2100 Online Fall 2015 Syllabus
This document provides information about an online Art Appreciation course offered in the Fall 2015 semester. The course is a survey of Western art history from prehistory to the present. It will be taught online by instructor Lydia Dorsey and aims to help students develop an appreciation and understanding of art across time periods and cultures through analyzing stylistic elements, iconography, and historical contexts of key works. Students will complete weekly readings, discussions, and writing assignments, as well as a midterm exam, essay, and final exam. The course materials, requirements, and learning outcomes are outlined to provide an overview of what students can expect to gain from the class.
Pete the-cat-lesson-1st
The document outlines two lesson plans for first grade students about the book Pete the Cat Takes a Tour. In Lesson 1, students will compare places in the book to places in their own school. In Lesson 2, students will extend their understanding of maps by identifying favorite places on a map of their school. Both lessons connect to state standards and incorporate reading, discussion, and activities to reinforce comprehension. Assessment will be informal through observation and checking students' work. The lessons build spatial understanding and lay the groundwork for a final lesson on mapping.
Learners first blog presentation
This document discusses differences in science teaching approaches between the US and other high-performing countries. It summarizes that the US focuses more on hands-on activities and independent learning while scoring lower on science assessments, whereas countries like Japan and the Czech Republic emphasize inquiry-based learning and conceptual understanding to outperform the US. Overall, an effective science education engages students, links lessons to real-life examples, and sets clear standards that teachers help students meet.
EHS Sophomore Parent Night
This document provides information for parents about course offerings and extracurricular activities for incoming sophomores at Edina High School. It includes summaries of mathematics, English, science, social studies, and world language course options. It also provides details about registration timelines, graduation requirements, and ways for parents to get involved at the school.
Genocide lesson plan revised
This document outlines a lesson plan for teaching 11th grade U.S. History students about the genocide in Rwanda. The lesson plan aims to help students understand the political, economic, and social issues that led to the genocide, and explain the relationships between concepts like imperialism, nationalism, and genocide. Students will learn about the causes, timeline of events, and effects of the Rwandan genocide. They will work in groups to create a timeline poster and complete other assignments demonstrating their understanding. The teacher will use various methods like lecture, discussion, and review questions to engage students and check their comprehension during and after the lesson.
Assure method 1
This document outlines a lesson plan for a 4th grade class to learn about various religious holidays. The students will be divided into groups with each focusing on a different holiday: Kwanza, Christmas, Hanukkah, or Ramadan. Each group will research their assigned holiday using a Wikipedia article, create a poster, and give a short presentation to the class. The teacher will provide an example presentation about Chinese New Year and guidelines. Students will work independently in their groups with teacher support. At the end, the teacher will evaluate student presentations and gather feedback from students.
Welcome to English I - 2017-18
An introductory powerpoint for the first day of school. Includes procedures, an opening activity, and more.
Primary and Middle School Education: theory and practice
This document discusses traditional and modern approaches to education in Western schools. The traditional approach emphasized textbooks, examinations, and desks arranged in rows facing the teacher. Key figures like William James promoted this model. The modern approach advocated by John Dewey focused on internal motivation, thinking skills, and making education relevant to students' lives. Dewey believed external rewards and punishments undermined learning. The document analyzes how traditional curriculum, evaluations, and teaching methods can damage motivation and creativity. It suggests teachers encourage thinking, base projects on student interests, and reward learning intrinsically rather than relying on exams.
SEL and photography
The document describes a social emotional learning activity for students in grades 5-8. The objectives are to help students get to know each other, build confidence, and foster skills in identifying their favorite parts of themselves and recognizing diversity. To achieve this, the students are divided into pairs. They interview each other using an activity sheet that asks questions about dreams, interests, fears, beliefs, and habits. They then take photos of each other and create posters about their partner to share what they learned. The goal is for students to learn more about their classmates.
What's hot (20)
Other Cultures and Tradition WMV Introductory Activity
Other Cultures and Tradition WMV Introductory Activity
Primary and Middle School Education: theory and practice
Primary and Middle School Education: theory and practice
Similar to Session1 Educ364 Fall08
Seysl 704 literature across the curriculum fall 2012
This online course syllabus provides an overview of the course on literature across the curriculum. The course will explore young adult literature from diverse authors and about diverse populations. Students will read a variety of texts and develop interdisciplinary units focused on themes in the literature. The course objectives are to familiarize students with major authors and awards in children's literature and to help students select literature for classroom use. Requirements include weekly reading responses, a core text synthesis, a digital book group project, and a final paper applying concepts from the core text.
Ecpse 700 foundations of sp ed fall 2012 queens college
This document provides information about an introductory special education course at Queens College including:
1) The course description which focuses on developing knowledge of students with disabilities and creating access to the general education curriculum.
2) Five course objectives related to understanding individuals with disabilities, developing social and communication skills, and increasing knowledge of special education practices.
3) Requirements including assigned readings, assignments like a philosophy statement and two papers, fieldwork, group presentations, and a final exam.
4) A schedule listing topics to be covered each class like assessments, inclusion, and specific disability areas to be presented by student groups.
International Development
This course introduces students to concepts and practices in international development. It will examine major players, approaches, and criteria for assessing development efforts. Students are expected to actively participate in class discussions and complete assignments involving readings, research, presentations, and a final paper. Assignments include reading commentaries, supplementary research, facilitating a class discussion, and contributing to a final group presentation and paper on development in a particular region and country. The course aims to stimulate engagement with course materials and sharing of information among students.
S'15F2FSyll3.rev
This syllabus outlines the requirements and expectations for a multicultural education course at Kansas City Kansas Community College. Students will examine multicultural paradigms through readings, discussions, and assignments. Assessments include weekly oral tests, written reflections, a cultural identity presentation, and a final exam. Students are expected to actively participate in class by completing readings, contributing to discussions, and submitting all assignments by the due dates. The course aims to help students understand their own cultural influences and how to thoughtfully engage with diverse perspectives.
Course Syllabus LSP 200-222 Seminar Multiculturalism. Black.docx
Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 1
LSP 200-222
Black, White, & Other:
Racial Formations in
America
DePaul University
Winter 2015
O’Connell Center, Room 436
Monday & Wednesday 9:40-11:10AM
Instructor: Nicole Garneau
Office: Room 563, Schmitt Academic
Center
Office Hours: Thursdays, 3-5pm and
by appointment
E-mail: [email protected]
Photo from Chicago’s “Brown Friday” Demonstrations by Sarah-Ji Fotógrafa
Course Description:
People in America often consider race in stark black and white terms. In part, this is because African
Americans and white Americans have particular and distinct histories that give blackness and whiteness
unique status in the United States. However, American racial formations are organized along a complex
matrix that involves much more than these two categories account for. In this class, we will explore the
entire construction of the idea of race. We will examine the cultural and political-economic construction
of race in the United States and analyze how races are reproduced, maintained, and challenged. How has
race been defined in relation to notions of color, race, class, gender, sexuality, ethnicity, nation, language,
and non-white perspectives? We will consider how racial groups that are neither black nor white, like
Asians, Latinos, and multiracial peoples, are fundamentally involved in the ways race, identity, and power
are understood and mobilized in America. Furthermore, we will consider how gender, sexuality, class,
and nationality are all involved in shaping ideas of race so that all racial categories, black, white and
otherwise, are formed by and through ideas of gender, sexuality, class and nationality.
LSP 200 Learning Outcom es:
1. By the end of this class, students will identify key debates in the history of multiculturalism. As
students understand the debates and values of multiculturalism in theory, they will be able to
apply them beyond the classroom into practice by developing and using reasonable guidelines for
prioritizing important values – including respect for differences, equality, and social justice.
2. Through the use of self-reflection and critical analysis, students will be able to identify and
understand their place in their own historical context. They will also be able to articulate
assumptions and explore connections to alternative interpretations and perspectives on history
and culture other than their own.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 2
3. Student will critically analyze multiple sources of information (from, for example, relevant
databases and other reference works, primary and secondary sources, community knowledge,
etc.) in order to form clear, concise arguments about multicultural issues and to interpret evidence
from a varie.
Edu action skillsbuilding
Eric Rofes, professor, activist and advocate, provides a course syllabus on activism and advocacy skills building. 2006.
5020 week 1 intro (cultural diversity)
The document outlines the agenda for an introductory class session for LCRT 5020: Workshop in Literacy & Language Teaching, including introductions, an activity to get to know each other's cultures, a discussion of cultural diversity and motivation, an overview of the course syllabus and calendar, and preparation for the first assignment observing a classroom and analyzing literacy instruction using Cambourne's conditions of learning.
syl_ohio_state_univ
This document provides information about the JCOM 368 Intercultural Communication course taught at The Ohio State University in Fall Quarter 2001. The course objectives focus on applying theory and research to increase understanding of culture and communication across cultures. Students will examine cultural similarities and differences, the role of nonverbal communication in intercultural relationships, barriers to effective intercultural communication, and skills to improve intercultural competence. Coursework includes lectures, discussions, activities and a final group project applying course concepts to develop an intercultural training packet and presentation. Grades are based on exams, papers, projects, presentations and class participation.
I would like it in APA format thanks assignment listed belowype.docx
I would like it in APA format thanks assignment listed below:
ype: Discussion Board
Unit:
Culture and the Individual Experience
Due Date:
Sun, 4/24/16
Grading Type: Numeric
Points Possible:
75
Points Earned:
0
Deliverable Length:
3-4 paragraphs
View objectives for this assignment
Go To:
Assignment Details
Learning Materials
Reading Assignment
My Work:
Online Deliverables:
Discussion Board
Looking for tutoring?
Go to Smarthinking
Collapse All | Expand All
Assignment Details
Assignment Description
The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.
At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.
The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
Focus your discussion on the following:
How confident are you that companies today take culture into proper account and balance along with other aspects of productivity? Why?
What specific instances can you cite from experience and from academic literature? Be sure to include APA-formatted references in your response.
What can an individual do in any of these areas (music, literature, art, theater, education, or religion) to sustain and grow a healthy and useful culture?
What reasons do you have for doing anything?
What is the role of the individual versus the role of government in sustaining and building a healthy and robust culture through the humanities?
What should be the individual’s role in his or her own community and country, and what should the role be in regions outside of the home country?
What is the role of educational institutions in shaping and encouraging specific cultural and humanities concepts alongside the emphasis on knowledge and facts?
Which areas of the humanities should be emphasized? Why?
For assistance with your assignment, please use your text,.
Session1
This document provides an overview of the EDCI 620 School Curriculum course, including introductions, journaling, and discussion activities on the first day. It reviews the syllabus, assignments, and policies. Key topics of the course are developing an understanding of curriculum theories, examining the impact of policies on curriculum and instruction, and understanding the history and societal influences on education. The instructional model is a seminar approach with small and large group discussions. Assignments include class participation, online responses, papers, a group presentation, and a final exam assessing comprehension of course content.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
Framework for a Learner Friendly Environment
This document outlines a framework for creating a learner-friendly environment presented by Alexandra Shaver. It introduces several powerful teaching strategies and protocols including scaffolding, writing-to-learn, collaborative group work, literacy groups, and classroom talk. Teachers will experience examples of protocols like carousel, fiesta/block party, literacy group roles, and wagon wheel to engage students and promote meaningful discussion. The goal is to shape student leadership, academic ownership, and community in the classroom.
Engl 825 Session 8 Oct 21
The document discusses various topics related to bilingual education including different types of bilingual education programs, benefits of bilingualism, misconceptions about English-only instruction, the importance of incorporating students' home languages and cultures, and developing research questions for a project on second language literacy.
CIEP350_429_Schultz_F16_Syllabus_Children and Adolescent Literature.pdf
This document provides the syllabus for an adolescent literature course at Loyola University Chicago. The course will introduce students to the relevance of incorporating adolescent literature in middle and secondary classrooms. Key topics covered include evaluating and selecting adolescent literature, contemporary realistic fiction, graphic novels, censorship of banned books, and award-winning titles. Assignments include literacy autobiographies, reader response papers on assigned texts, an op-ed on challenging banned books, interviewing a teenager about reading habits, and developing an interdisciplinary thematic unit with a teaching team. The course aims to develop teachers who can foster social justice and critical thinking skills in students through the use of diverse adolescent literature.
EDLD 633 History of Higher Education Spring 2014
This document outlines the syllabus for an online course on the history of American higher education. The course will include 3 face-to-face Saturday sessions in March and April and online discussions. Requirements include participation in discussions, 2 reaction papers, a group presentation, and an individual research paper. The goal is for students to understand how higher education has evolved and influences their work.
Seys 560 methods of teaching english in middle and high school (queens col...
This document provides information about an English education methods course titled "Teaching English in Diverse Sociocultural Contexts" including the course description, goals, required texts, assignments, and assessments. The course aims to explore principles of teaching, learning, assessment and community in English language arts. Students will design instructional lessons and units, and consider the role of standards and assessments in the curriculum. Key assignments include a teaching journal, formal paper, individual lesson plans, a group unit assignment, and presentations. The course emphasizes modeling critical and transformative teaching practices through discussion and activities.
HIST 1500 syllabus presentation
This syllabus provides an overview of a HIST 1500 course on American history from Reconstruction to the present. The course will examine major political, cultural, economic, and social developments during this period. Students will learn how historians analyze and interpret the past differently than other disciplines. They will move beyond memorizing facts to understand how developments have shaped modern American society. The goals are for students to develop skills in analyzing primary sources and historical arguments, and to cover key content about changes in American politics, culture, economics, and global affairs. Assignments include participating in online discussions of readings, writing essays answering questions, and a final paper analyzing primary sources to support an argument about a transformative aspect of American history.
Outcomes based teaching learning plan (obtlp) ed 105 the community, the teac...
Outcomes-Based Teaching Learning Plan in The COmmunity, the Teacher, School Culture and Organizational Leadership for BSED-Math Students in College
This is for Baber MakaylaPLC & Culturally Responsive Teaching .docx
This is for
Baber Makayla
PLC & Culturally Responsive Teaching Strategies
By completing this Summative Assignment, you will demonstrate your abilities with the following objectives:
Apply teaching techniques and strategies that incorporate respect for all cultures.
Illustrate socio-historical impacts on language and culture in education.
Discriminate the contemporary context of prejudice.
Examine educational practices of the school system as it relates to different groups.
Justify the importance of parent and community involvement in the school.
Additionally, this assignment will provide the opportunity to answer the essential questions of this course’s topic, which are intended to provoke critical thinking not only in this course but also throughout your preparation for and during your professional career. This course has addressed the integration of multicultural relationships and its content-based instruction in the educational setting and within the community. Cultural differences, as a whole, have been evaluated along with specific groups. In the following summative assessment you will choose a unique cultural group with whom you most relate to either personally or professionally. You may pick a cultural group that has been explicitly addressed in this class or one of your own choosing.
Part 1: The Task
Imagine you are the team leader of your school’s Professional Learning Community (PLC) regarding a specific student cultural population on campus. Your school’s principal has asked that you create an online presentation about this population.
You are receiving this assignment at the end of the school year with the expectation that you will present it at the start of the upcoming school year. Additionally, you will have both new and tenured staff that will receive your information. This presentation will be available to all faculty, staff, and administration.
The goals of both the written paper and presentation are to address the following:
Overview of Culture: Discuss the culture in terms of behavior, social values, family values, gender roles, academics, and traditions from the perspective of someone from that culture.
History of Culture: Highlight the history of this culture and the contributions of this culture within an educational setting. Inclusionary Practices: Generate a list of inclusionary curricular and instructional practices that all staff could employ to ensure cultural acceptance/integration for this group.
Parent/Community Involvement: Provide suggestions for including parents in the learning process (e.g., ensuring parents feel accepted and welcome) and align these suggestions to the characteristics of the culture selected.
Part 2: Written Paper
Prepare a written paper that addresses each of the four goals listed above. The content should consist of approximately 10-12 pages, not including title and references pages. Use at least two scholarly sources in addition to the Wardle (2013) textbook, providi.
Vermette soc101 11_fa2015
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce students to key sociological concepts and theories through online materials and assignments, including a group signature project. Students will demonstrate their understanding of sociology and develop skills in critical thinking, problem solving, and sociological analysis. The syllabus emphasizes accountability, academic integrity, and the development of skills needed to thrive in a complex world.
Similar to Session1 Educ364 Fall08 (20)
Seysl 704 literature across the curriculum fall 2012
Seysl 704 literature across the curriculum fall 2012
Ecpse 700 foundations of sp ed fall 2012 queens college
Ecpse 700 foundations of sp ed fall 2012 queens college
Course Syllabus LSP 200-222 Seminar Multiculturalism. Black.docx
Course Syllabus LSP 200-222 Seminar Multiculturalism. Black.docx
I would like it in APA format thanks assignment listed belowype.docx
I would like it in APA format thanks assignment listed belowype.docx
Learning Communities: A High Impact Practice Transcending the Traditional Cla...
Learning Communities: A High Impact Practice Transcending the Traditional Cla...
CIEP350_429_Schultz_F16_Syllabus_Children and Adolescent Literature.pdf
CIEP350_429_Schultz_F16_Syllabus_Children and Adolescent Literature.pdf
Seys 560 methods of teaching english in middle and high school (queens col...
Seys 560 methods of teaching english in middle and high school (queens col...
Outcomes based teaching learning plan (obtlp) ed 105 the community, the teac...
Outcomes based teaching learning plan (obtlp) ed 105 the community, the teac...
This is for Baber MakaylaPLC & Culturally Responsive Teaching .docx
This is for Baber MakaylaPLC & Culturally Responsive Teaching .docx
More from jheil65
Ctel module3 jeff
This document provides information about Module 3 of the California Teachers of English Learners (CTEL) program, which focuses on culture and inclusion. It discusses key vocabulary, concepts, and instructional strategies related to understanding the diverse cultural and linguistic backgrounds of English Learner students in California. Some key points include:
- California has significant cultural and linguistic diversity among its student population, with the top 5 non-English languages being Spanish, Vietnamese, Tagalog, Cantonese, and Hmong.
- Immigrant students and their families face various challenges related to acculturation, stereotypes, discrimination, and sociocultural/economic factors that can affect academic achievement.
- Effective instructional strategies like building
Ctel module1 fall09
This document provides an overview of Module One of the CTEL exam, which covers language and language development. It discusses the key domains and subdomains assessed in the first part of the exam, including language structure, first and second language development, and the relationship between language and academic achievement. It then delves into the linguistic subsystems of language structure, covering topics like phonology, morphology, syntax, semantics, and pragmatics. Throughout, it highlights how each subsystem can impact English language learners and inhibit communication if not properly understood.
Zebras
Plains zebras live in mixed herds of up to 100 individuals and have three distinct types distinguished by their stripe patterns. They graze on tough grasses and underground plant parts and can travel over 100 miles in dry seasons to find food. Plains zebras have a ranked social structure usually consisting of a lead mare, several other females and their young, and a stallion that brings up the rear for protection.
Coyote
The coyote is extending its territory across North America. While it once lived mostly on the prairies, coyotes have moved into wooded areas as wolves were removed. Coyotes have many predators including pumas, wolves, and sometimes eagles. They can be found in desert regions of Mexico and usually eat rodents, but will also consume decaying animal carcasses. Coyotes are good swimmers that catch fish, frogs, and crawfish. Winter weather poses a threat as heavy snow makes hunting difficult.
Hippos
The hippopotamus is a large semi-aquatic mammal known as the hippo. It spends most of its day sleeping on land but goes into the water to avoid the sun, where it can stay submerged for 3-5 minutes with its ears and nostrils closed. Hippos secrete a reddish oil from their skin that was once mistaken for blood, and males compete for mates by fighting and biting each other during mating season.
Camels
The Bactrian camel is a large, even-toed ungulate native to the steppes of Central Asia. It has two humps on its back to store fat, and can withstand long periods without food or water in the harsh desert environment where it lives. The Bactrian camel plays an important economic and cultural role as a beast of burden for nomads in places like Mongolia.
Black Bear Childs
Black bears typically have a home range of 1-36 square miles, eat a diet consisting of 25% rodents and 75% plants, and give birth to litters of 1-3 cubs between January and February. They can climb, run, and swim well but rarely attack people unless the mother feels threatened by the presence of her cubs. Black bears live solitary lives outside of the mating season from May to July, spending spring, summer and fall foraging for food before resting during winter months.
PowerPoint Spring09
Students in grades K-2 can illustrate and communicate original ideas using digital tools by taking digital pictures of their families to create a slideshow in iMovie about their families that they can narrate. They can also act out a story, take pictures of each scene, and put together a digital storybook.
Week 11 Approaches To Multicultural Curriculum Reform
The document discusses four approaches to multicultural curriculum reform:
1) The Contributions Approach focuses on adding discrete cultural elements without changing curriculum structure.
2) The Additive Approach adds multicultural content without changing basic curriculum design.
3) The Transformation Approach changes assumptions to view concepts from multiple perspectives.
4) The Social Action Approach builds on transformation and requires students to make decisions and take action on social issues.
Multicultural Education
The document discusses five approaches to multicultural education:
1. Teaching the Exceptionally and Culturally Different
2. Human Relations Approach
3. Single-Group Studies Approach
4. Multicultural Education Approach
5. Education That is Multicultural and Social Reconstructionist
Students are asked to research one of the approaches, define its assumptions and instructional goals, and provide examples from a teaching case study. They will then discuss the key ideas of their assigned section in small groups.
Educ364 Class4
This document outlines assignments for an education course on multicultural education. Students are asked to define dominant groups, list advantages of being dominant, and reflect on their own identities and experiences of dominance or otherness. They are also assigned to lead a group discussion on a chapter from a textbook about decolonization and equality. Guidelines are provided for facilitating the discussion, including using varied teaching strategies to actively engage classmates and create a respectful learning environment.
Educ364 Class3 Fall08
The document provides instructions for an assignment where students will write a personal history of otherness. They are asked to examine their identity through 8 categories of otherness - race/ethnicity, gender, religion, sexual orientation, socioeconomic status, age, physical/mental ability, and language.
For each category, students will define if they are a dominant or subordinate member, discuss the advantages of dominance and challenges of subordination, and reflect on how these impact their identity development and experience in the classroom. A rough draft is due next class, bringing the completed first page, with bullet points summarizing the 8 categories.
Session2 Ed364 Fall08
This document provides discussion prompts and questions about multicultural education and racial issues based on assigned readings. It prompts students to discuss their own racial/cultural identity and experiences, key points from readings on how institutions replicate racial inequities, and how cities can be physically divided along racial lines through infrastructure like highways. Students are asked to have conversations with partners and share thoughts with the class.
Sir Isaac Newton
Isaac Newton was born in 1642 in Woolsthorpe, England. He developed calculus independently from Leibniz in the late 1600s, but did not publish fully on it until 1704. Newton and Leibniz had a bitter dispute over credit for inventing calculus. Newton served as President of the Royal Society and made contributions to physics and mathematics before his death in 1727.
NETS PowerPoint Assignment
The document provides instructions for creating a PowerPoint presentation about using technology to enhance learning based on the ISTE NETS-S performance indicators. Students should choose a grade level, select 4 performance indicators to discuss with relevant graphics and activities, and present their ideas in small groups. They are encouraged to be creative and use resources like the NETS-S wiki for lesson examples.
Ctel Review Mod3 June08
This document outlines the content covered in the CTEL Review Module 3 on culture and inclusion. It is divided into two domains: 1) culture and cultural diversity and their relationship to academic achievement, and 2) culturally inclusive instruction. Domain 1 covers cultural concepts and perspectives, cultural contact, cultural diversity in California and the US, and crosscultural interactions. Domain 2 examines the role of culture in the classroom, culturally inclusive learning environments, family and community involvement, and culturally inclusive curriculum and instruction. References are provided for further reading in the CTEL handbook and participant's manual.
Ctel Mod1 Review June08
This document outlines the modules and content covered in the CTEL exam. It includes two domains: 1) language structure and use, covering phonology, morphology, syntax, semantics, language function, variation, discourse and pragmatics; and 2) first and second language development and their relationship to academic achievement, addressing theories of language acquisition, second language acquisition, and cognitive, linguistic, physical, affective, sociocultural and political factors affecting development. Each section provides references to pages in the CTEL handbook and participant manual for further reading.
Ctel Mod1 Review June08
This document outlines the modules and content covered in the CTEL exam. It includes two domains: 1) language structure and use, covering phonology, morphology, syntax, semantics, language function, variation, discourse and pragmatics; and 2) first and second language development and their relationship to academic achievement, addressing theories of language acquisition, second language acquisition, and cognitive, linguistic, physical, affective, sociocultural and political factors affecting development. Each section provides references to pages in the CTEL handbook and participant manual for further reading.
Ctel Module1 Domain2 Fall07
This document discusses theories of first and second language acquisition, including Constructivism and Cognitivism. It also discusses Krashen's Monitor Model, which includes the Acquisition-Learning Hypothesis and the Affective Filter Hypothesis. Additionally, it covers Cummins' distinction between BICS and CALP as well as sociocultural factors that can influence language development.
Ctel Module1 Domain 1 Fall07
This document provides an overview of topics covered in Module 1 of the California Teachers of English Learners exam, including language structure and development. It discusses the subsystems of language such as phonology, morphology, syntax, semantics and pragmatics. It also addresses factors that affect an English learner's language development like sociopolitical influences and the relationship between first and second language acquisition. Strategies are presented to help teachers address English learners' needs based on these linguistic concepts.
More from jheil65 (20)
Week 11 Approaches To Multicultural Curriculum Reform
Week 11 Approaches To Multicultural Curriculum Reform
Recently uploaded
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
Introducing BONKMILLON - The Most Bonkers Meme Coin Yet
Let's be real for a second – the world of meme coins can feel like a bit of a circus at times. Every other day, there's a new token promising to take you "to the moon" or offering some groundbreaking utility that'll change the game forever. But how many of them actually deliver on that hype?
Independent Study - College of Wooster Research (2023-2024)
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.How Non-Banking Financial Companies Empower Startups With Venture Debt Financing
How Non-Banking Financial Companies Empower Startups With Venture Debt Financing
^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Duba...
Whatsapp (+971581248768) Buy Abortion Pills In Dubai/ Qatar/Kuwait/Doha/Abu Dhabi/Alain/RAK City/Satwa/Al Ain/Abortion Pills For Sale In Qatar, Doha. Abu az Zuluf. Abu Thaylah. Ad Dawhah al Jadidah. Al Arish, Al Bida ash Sharqiyah, Al Ghanim, Al Ghuwariyah, Qatari, Abu Dhabi, Dubai.. WHATSAPP +971)581248768 Abortion Pills / Cytotec Tablets Available in Dubai, Sharjah, Abudhabi, Ajman, Alain, Fujeira, Ras Al Khaima, Umm Al Quwain., UAE, buy cytotec in Dubai– Where I can buy abortion pills in Dubai,+971582071918where I can buy abortion pills in Abudhabi +971)581248768 , where I can buy abortion pills in Sharjah,+97158207191 8where I can buy abortion pills in Ajman, +971)581248768 where I can buy abortion pills in Umm al Quwain +971)581248768 , where I can buy abortion pills in Fujairah +971)581248768 , where I can buy abortion pills in Ras al Khaimah +971)581248768 , where I can buy abortion pills in Alain+971)581248768 , where I can buy abortion pills in UAE +971)581248768 we are providing cytotec 200mg abortion pill in dubai, uae.Medication abortion offers an alternative to Surgical Abortion for women in the early weeks of pregnancy. Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman Fujairah Ras Al Khaimah%^^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Dubai Abu Dhabi Sharjah Deira Ajman
一比一原版(UCSB毕业证)圣芭芭拉分校毕业证如何办理
UCSB毕业证文凭证书【微信95270640】办理圣芭芭拉分校毕业证成绩单（Q微信95270640）毕业证学历认证OFFER专卖国外文凭学历学位证书办理澳洲文凭|澳洲毕业证,澳洲学历认证,澳洲成绩单 澳洲offer,教育部学历认证及使馆认证永久可查 ,国外毕业证|国外学历认证,国外学历文凭证书 UCSB毕业证，UCSB毕业证，UCSB毕业证，UCSB毕业证，UCSB毕业证，UCSB毕业证，UCSB毕业证，专业为留学生办理毕业证、成绩单、使馆留学回国人员证明、教育部学历学位认证、录取通知书、Offer、
【实体公司】办圣芭芭拉分校圣芭芭拉分校毕业证成绩单学历认证学位证文凭认证办留信网认证办留服认证办教育部认证（网上可查实体公司专业可靠）
— — — 留学归国服务中心 — — -
【主营项目】
一.圣芭芭拉分校毕业证成绩单使馆认证教育部认证成绩单等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
国外毕业证学位证成绩单办理流程：
1客户提供圣芭芭拉分校圣芭芭拉分校毕业证成绩单办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
专业服务请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理终生受用一步到位高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
招聘代理：本公司诚聘英国加拿大澳洲新西兰美国法国德国新加坡各地代理人员如果你有业余时间有兴趣就请联系我们咨询顾问：+微信:95270640田里逡巡一番抱起一只硕大的西瓜用石刀劈开抑或用拳头砸开每人抱起一大块就啃啃得满嘴满脸猴屁股般的红艳大家一个劲地指着对方吃吃地笑瓜裂得古怪奇形怪状却丝毫不影响瓜味甜丝丝的满嘴生津遍地都是瓜横七竖八的活像掷满了一地的大石块摘走二三只爷爷是断然发现不了的即便发现爷爷也不恼反而教山娃辨认孰熟孰嫩孰甜孰淡名义上是护瓜往往在瓜棚里坐上一刻饱吃一顿后山娃就领着阿黑漫山遍野地跑阿黑是一条黑色的大猎狗挺机灵的是山室
Seminar: Gender Board Diversity through Ownership Networks
Seminar on gender diversity spillovers through ownership networks at FAME|GRAPE. Presenting novel research. Studies in economics and management using econometrics methods.
WhatsPump Thriving in the Whirlwind of Biden’s Crypto Roller Coaster
WhatsPump Thriving in the Whirlwind of Biden’s Crypto Roller Coaster
Role of Information Technology in Revenue - Prof Oyedokun.pptx
Role of Information Technology in Revenue - Prof Oyedokun.pptxGodwin Emmanuel Oyedokun MBA MSc PhD FCA FCTI FCNA CFE FFAR
Lecture slide on the Role of Information Technology in Revenue Generation and Collection
1.2 Business Ideas Business Ideas Busine
Business Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas PowerpointBusiness Ideas Powerpoint
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting, 8th Canadian Edition by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Ebook Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Pdf Solution Manual For Financial Accounting 8th Canadian Edition Pdf Download Stuvia Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Financial Accounting 8th Canadian Edition Ebook Download Stuvia Financial Accounting 8th Canadian Edition Pdf Financial Accounting 8th Canadian Edition Pdf Download Stuvia
1：1制作加拿大麦吉尔大学毕业证硕士学历证书原版一模一样
原版一模一样【微信：741003700 】【加拿大麦吉尔大学毕业证硕士学历证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Abhay Bhutada Leads Poonawalla Fincorp To Record Low NPA And Unprecedented Gr...
Under the leadership of Abhay Bhutada, Poonawalla Fincorp has achieved record-low Non-Performing Assets (NPA) and witnessed unprecedented growth. Bhutada's strategic vision and effective management have significantly enhanced the company's financial health, showcasing a robust performance in the financial sector. This achievement underscores the company's resilience and ability to thrive in a competitive market, setting a new benchmark for operational excellence in the industry.
Recently uploaded (20)
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdf
Tumelo-deep-dive-into-pass-through-voting-Feb23 (1).pdf
Tumelo-deep-dive-into-pass-through-voting-Feb23 (1).pdf
G20 summit held in India. Proper presentation for G20 summit
G20 summit held in India. Proper presentation for G20 summit
Independent Study - College of Wooster Research (2023-2024)
Independent Study - College of Wooster Research (2023-2024)
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...
How Non-Banking Financial Companies Empower Startups With Venture Debt Financing
How Non-Banking Financial Companies Empower Startups With Venture Debt Financing
^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Duba...
^%$Zone1:+971)581248768’][* Legit & Safe #Abortion #Pills #For #Sale In #Duba...
Seminar: Gender Board Diversity through Ownership Networks
Seminar: Gender Board Diversity through Ownership Networks
WhatsPump Thriving in the Whirlwind of Biden’s Crypto Roller Coaster
WhatsPump Thriving in the Whirlwind of Biden’s Crypto Roller Coaster
Role of Information Technology in Revenue - Prof Oyedokun.pptx
Role of Information Technology in Revenue - Prof Oyedokun.pptx
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...
Applying the Global Internal Audit Standards_AIS.pdf
Applying the Global Internal Audit Standards_AIS.pdf
Abhay Bhutada Leads Poonawalla Fincorp To Record Low NPA And Unprecedented Gr...
Abhay Bhutada Leads Poonawalla Fincorp To Record Low NPA And Unprecedented Gr...
Session1 Educ364 Fall08
- 1. CALIFORNIA STATE UNIVERSITY, SAN MARCOS COLLEGE OF EDUCATION EDUC 364 Cultural Diversity & Schooling Fall 2008 T : 6:30 – 8:45 pm University Hall 272 Professor: Jeffery A. Heil Phone: (619) 944-7599 E-Mail: [email_address] Office Hours: By appointment, before & after class