Spiritual Development and Commitments to Emancipatory Education
in Women Adult Educators for Social Change
Elizabeth J. Tisdell
National-Louis University, USA
Abstract: This paper discusses the results of a qualitative research study of the spiritual devel-
opment of a multicultural group of women adult educators for social change, and its relatio n-
ship to their current commitment to emancipatory adult education practice.
Teaching for social change is the work of passion
for many adult emancipatory educators, often fueled
by a deep underlying ethical, social and spiritual
commitment. Indeed, it is important work, and there
has been considerable theoretical debate and some
attention to how adult educators can attempt to
teach in an emancipatory way, in critical and femi-
nist pedagogy, in discussions of challenging power
relations based on race, class, or gender (Hayes &
Colin, 1994; Tisdell, 1998; Walters & Manicom,
1996). What has been missing from the literature is
attention to what drives this underlying commitment
or how spirituality informs the work of such eman-
cipatory adult educators. This is somewhat surpris-
ing, since almost all who write about education for
social change cite the important influence of the
work of educator and activist Paulo Freire, who was
a deeply spiritual man strongly informed by the lib-
eration theology movement of Latin America
(Freire, 1997). As noted elsewhere (Tisdell, 1999),
there has also been relatively little attention to the
subject of spirituality and spiritual development (as
change over time) in the mainstream academic adult
education literature . There is limited broader dis-
cussion of how spirituality affects teaching and
learning (Dirkx, 1997; English, 1999), and its possi-
bility for offering hope to emancipatory education
efforts (Hart & Holten, 1993; hooks, 1994). But
with the exception of the recent study on community
and commitment by Daloz et al (1996) where the
connection between spiritual commitment and social
action is implied, empirical research on spiritual
development and/or how it relates to a commitment
to do social justice work is extremely limited.
Clearly there are both male and female adult edu-
cators and activists teaching for social change who
are motivated to do so partly because of their spiri-
tual commitments. But many are women of differ-
ent race and class backgrounds guided by feminist
and antiracist educational perspectives, who have
also had to re-negotiate their spirituality in light of
having been raised in patriarchal religious traditions.
How has their spiritual development changed over
time, and how does their spiritual commitment relate
to their cultural background and current emancipa-
tory education efforts? In light of the lack of adult
education literature that deals with women,
spiritual development and social justice, the
purpose of this study was to examine the spiri-
tual development of a multicultural group of
women adult educators for socia.
This phenomenological study explores how eight students from different worldviews understand and describe spirituality. The students represented Agnosticism, Atheism, Buddhism, Hinduism, Judaism, Muslim, Protestantism, and Roman Catholicism. Data was collected through photo elicitation where students took photos to represent spirituality, and semi-structured interviews to discuss the photos and their understanding of spirituality. The study aims to develop a description of spirituality based on these diverse student experiences and perspectives.
This document summarizes a study on the development of Latina immigrant mothers into social justice leaders through their involvement in a parent education program called Vamos al Kinder. The program used popular education strategies like role-playing skits and group discussions to build the mothers' leadership skills and confidence in advocating for their children in schools. Key aspects included creating a safe space for the mothers, validating their cultural knowledge, and helping them develop a critical understanding of deficit perspectives about Latino students in order to challenge stereotypes. The program emphasized discovering the power and knowledge the mothers already possessed rather than just empowering them.
Gender and Sexual Diversity in Southeast Asiasmm1414
This document summarizes an academic article about gender and sexual diversity in Southeast Asia, historically and today. It introduces key concepts like transgenderism and gender pluralism. It describes how in the early modern era of Southeast Asia, from the 15th-16th century, gender roles were more fluid and ambiguous and transgender practices were common and esteemed. However, in the second half of the modern era from the 17th century onward, outside influences like politics, religion and culture stigmatized transgenderism and gender plurality. Nationalist rhetoric around "Asian values" now promotes intolerance of sexual and gender diversity.
Race Culture and EthnicityLakisha PhillipsAshfor.docxcatheryncouper
Race: Culture and Ethnicity
Lakisha Phillips
Ashford University
ANT 101 Introduction to Cultural
April/28/2014
Race: Culture and Ethnicity
Introduction
Over years, research work has been done on numerous aspects of the race. Some of the research work has shown that there is exists a strong correlation between the cultural aspect as well as the ethnicity when the race of an individual is brought into consideration. From an emic perspective, one can view intricate aspects of race such as culture and ethnicity as a way of life. In short, one views their race as the main contributing factor as to why they behave, think of others, perceive other cultures as well as treat others. From an etic perspective, other people view different races differently depending on the general feelings. When taking an external perspective of racial issues, culture and ethnicity plays a very crucial role.
The topic chosen for study is: Race. This is covered in chapter three of the study text. More specifically Chapter Three analyses race and ethnicity as an offshoot of biology and culture.
Article 1: Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48(6), 629.
Thesis statement: “This study assessed the relationship between culture, ethnicity and various issues surrounding race as carried out by the American Psychology Association.” (Betancourt &Lopez, 1993).
Analysis of the article
Article 1 summarizes the key facts from the research done by the American Psychology Association about the interconnection between culture, ethnicity and an array of other factors driven by race. In the groups of individuals studied, there are a number of the explanatory variables and factors which point at congruence of the effects compelled by culture, ethnicity and as well as racial factors. The psychological effect is furthered by an apparent confusion in conceptual differentiation of culture and ethnicity. As defined, culture focuses on way of life as a result of habits and behaviors picked from the environment around us. Alternatively, this could be as a result of the way we do things and this ends up making us different from other people in terms of how we think, conduct ourselves, learn, worship and interact with others. Ethnicity matters stem from our roots. The roots, in this case, could mean our originality and family trees. The research work goes to on to cross examine how different social variables play an important part in shaping of different cultural perspectives. This is how the social cultural perspectives are bought into play.
Article 2: Glenn, E. N. (2009). Unequal freedom: How race and gender shaped American citizenship and labor. Harvard University Press.
Thesis statement: “This study assessed the roots of unequal freedom in terms of how gender and race have shaped the citizenship and labor.” (Glenn, 2009)
Analysis of the article
Race and ethnicity have crea ...
Calculate Rh using the combination between the equations 1 and 2 b.docxhumphrieskalyn
Calculate Rh using the combination between the equations 1 and 2 based on
1/ λ = (Rh) (1/n2in – 1/n2out) and calculate the average of the values and the %error
Equation 1: Ephoton = |ΔE|= Eout – Ein = B( 1/nin2 – 1/nout2)
Equation 2: λ= hc/Ephoton
Given:
colour
Wavelength obtained (nm)
N (out)
N (in)
Rh calculated m-1
red
644.1
3
2
turquoise
518.8
4
2
violet
438.0
5
2
Violet (faint)
385.1
6
2
Average Rydberg constant, m-1 = ?
Show all steps
Frontiers, Inc.
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles
School Blowouts
Author(s): Dolores Delgado Bernal
Source: Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral
History (1998), pp. 113-142
Published by: University of Nebraska Press
Stable URL: http://www.jstor.org/stable/3347162 .
Accessed: 22/10/2013 11:13
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of Nebraska Press and Frontiers, Inc. are collaborating with JSTOR to digitize, preserve and extend
access to Frontiers: A Journal of Women Studies.
http://www.jstor.org
This content downloaded from 128.97.27.21 on Tue, 22 Oct 2013 11:13:01 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=unp
http://www.jstor.org/stable/3347162?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Dolores Delgado Bernal
Grassroots Leadership Reconceptualized:
Chicana Oral Histories and the 1968
East Los Angeles School Blowouts
The 1960s was an era of social unrest in American history. Student movements
that helped shape larger struggles for social and political equality emerged from
street politics and mass protests. A myriad of literature discusses the social and
political forces of the 1960s, particularly the liberal and radical student move-
ments. Yet, as Carlos Mufioz, Jr., argues, there is a paucity of material on 1960s
nonwhite student radicalism and protest.' He outlines various explanations that
have been provided by white scholars for their failure to incorporate nonwhite
student radicalism into their work: that the black student movement was not
radical enough and that Mexican students were simply not involved in the struggles
of the sixties. However, though Mufioz points to the omission of working-class
people of color in the literature on 1960s student movements, he neglects to
include a serious analysis of gender in his own examination of the Chi ...
This document provides an introduction to feminist perspectives and concepts. It defines key terms like biological sex, gender identity, and gender roles. It also outlines the three waves of feminism that occurred from the 19th century to present day. Exercises are included to help participants explore their own understandings of sex and gender. Questions are posed to facilitate discussion around feminist controversies and how conceptualizations of feminism have evolved over time.
This document proposes a relational framework for studying religiosity and spirituality in African Americans. It argues that religion and spirituality are relational phenomena that shape social relationships. The framework examines how religion and spirituality influence relationships through mechanisms like socialization, affect, cognition and behavior. It reviews research on how religiosity promotes well-being, prosocial attitudes in youth, and mitigates risky behaviors. The framework suggests future quantitative and qualitative research should study these factors across development and examine their role in relationships.
This phenomenological study explores how eight students from different worldviews understand and describe spirituality. The students represented Agnosticism, Atheism, Buddhism, Hinduism, Judaism, Muslim, Protestantism, and Roman Catholicism. Data was collected through photo elicitation where students took photos to represent spirituality, and semi-structured interviews to discuss the photos and their understanding of spirituality. The study aims to develop a description of spirituality based on these diverse student experiences and perspectives.
This document summarizes a study on the development of Latina immigrant mothers into social justice leaders through their involvement in a parent education program called Vamos al Kinder. The program used popular education strategies like role-playing skits and group discussions to build the mothers' leadership skills and confidence in advocating for their children in schools. Key aspects included creating a safe space for the mothers, validating their cultural knowledge, and helping them develop a critical understanding of deficit perspectives about Latino students in order to challenge stereotypes. The program emphasized discovering the power and knowledge the mothers already possessed rather than just empowering them.
Gender and Sexual Diversity in Southeast Asiasmm1414
This document summarizes an academic article about gender and sexual diversity in Southeast Asia, historically and today. It introduces key concepts like transgenderism and gender pluralism. It describes how in the early modern era of Southeast Asia, from the 15th-16th century, gender roles were more fluid and ambiguous and transgender practices were common and esteemed. However, in the second half of the modern era from the 17th century onward, outside influences like politics, religion and culture stigmatized transgenderism and gender plurality. Nationalist rhetoric around "Asian values" now promotes intolerance of sexual and gender diversity.
Race Culture and EthnicityLakisha PhillipsAshfor.docxcatheryncouper
Race: Culture and Ethnicity
Lakisha Phillips
Ashford University
ANT 101 Introduction to Cultural
April/28/2014
Race: Culture and Ethnicity
Introduction
Over years, research work has been done on numerous aspects of the race. Some of the research work has shown that there is exists a strong correlation between the cultural aspect as well as the ethnicity when the race of an individual is brought into consideration. From an emic perspective, one can view intricate aspects of race such as culture and ethnicity as a way of life. In short, one views their race as the main contributing factor as to why they behave, think of others, perceive other cultures as well as treat others. From an etic perspective, other people view different races differently depending on the general feelings. When taking an external perspective of racial issues, culture and ethnicity plays a very crucial role.
The topic chosen for study is: Race. This is covered in chapter three of the study text. More specifically Chapter Three analyses race and ethnicity as an offshoot of biology and culture.
Article 1: Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48(6), 629.
Thesis statement: “This study assessed the relationship between culture, ethnicity and various issues surrounding race as carried out by the American Psychology Association.” (Betancourt &Lopez, 1993).
Analysis of the article
Article 1 summarizes the key facts from the research done by the American Psychology Association about the interconnection between culture, ethnicity and an array of other factors driven by race. In the groups of individuals studied, there are a number of the explanatory variables and factors which point at congruence of the effects compelled by culture, ethnicity and as well as racial factors. The psychological effect is furthered by an apparent confusion in conceptual differentiation of culture and ethnicity. As defined, culture focuses on way of life as a result of habits and behaviors picked from the environment around us. Alternatively, this could be as a result of the way we do things and this ends up making us different from other people in terms of how we think, conduct ourselves, learn, worship and interact with others. Ethnicity matters stem from our roots. The roots, in this case, could mean our originality and family trees. The research work goes to on to cross examine how different social variables play an important part in shaping of different cultural perspectives. This is how the social cultural perspectives are bought into play.
Article 2: Glenn, E. N. (2009). Unequal freedom: How race and gender shaped American citizenship and labor. Harvard University Press.
Thesis statement: “This study assessed the roots of unequal freedom in terms of how gender and race have shaped the citizenship and labor.” (Glenn, 2009)
Analysis of the article
Race and ethnicity have crea ...
Calculate Rh using the combination between the equations 1 and 2 b.docxhumphrieskalyn
Calculate Rh using the combination between the equations 1 and 2 based on
1/ λ = (Rh) (1/n2in – 1/n2out) and calculate the average of the values and the %error
Equation 1: Ephoton = |ΔE|= Eout – Ein = B( 1/nin2 – 1/nout2)
Equation 2: λ= hc/Ephoton
Given:
colour
Wavelength obtained (nm)
N (out)
N (in)
Rh calculated m-1
red
644.1
3
2
turquoise
518.8
4
2
violet
438.0
5
2
Violet (faint)
385.1
6
2
Average Rydberg constant, m-1 = ?
Show all steps
Frontiers, Inc.
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles
School Blowouts
Author(s): Dolores Delgado Bernal
Source: Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral
History (1998), pp. 113-142
Published by: University of Nebraska Press
Stable URL: http://www.jstor.org/stable/3347162 .
Accessed: 22/10/2013 11:13
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of Nebraska Press and Frontiers, Inc. are collaborating with JSTOR to digitize, preserve and extend
access to Frontiers: A Journal of Women Studies.
http://www.jstor.org
This content downloaded from 128.97.27.21 on Tue, 22 Oct 2013 11:13:01 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=unp
http://www.jstor.org/stable/3347162?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Dolores Delgado Bernal
Grassroots Leadership Reconceptualized:
Chicana Oral Histories and the 1968
East Los Angeles School Blowouts
The 1960s was an era of social unrest in American history. Student movements
that helped shape larger struggles for social and political equality emerged from
street politics and mass protests. A myriad of literature discusses the social and
political forces of the 1960s, particularly the liberal and radical student move-
ments. Yet, as Carlos Mufioz, Jr., argues, there is a paucity of material on 1960s
nonwhite student radicalism and protest.' He outlines various explanations that
have been provided by white scholars for their failure to incorporate nonwhite
student radicalism into their work: that the black student movement was not
radical enough and that Mexican students were simply not involved in the struggles
of the sixties. However, though Mufioz points to the omission of working-class
people of color in the literature on 1960s student movements, he neglects to
include a serious analysis of gender in his own examination of the Chi ...
This document provides an introduction to feminist perspectives and concepts. It defines key terms like biological sex, gender identity, and gender roles. It also outlines the three waves of feminism that occurred from the 19th century to present day. Exercises are included to help participants explore their own understandings of sex and gender. Questions are posed to facilitate discussion around feminist controversies and how conceptualizations of feminism have evolved over time.
This document proposes a relational framework for studying religiosity and spirituality in African Americans. It argues that religion and spirituality are relational phenomena that shape social relationships. The framework examines how religion and spirituality influence relationships through mechanisms like socialization, affect, cognition and behavior. It reviews research on how religiosity promotes well-being, prosocial attitudes in youth, and mitigates risky behaviors. The framework suggests future quantitative and qualitative research should study these factors across development and examine their role in relationships.
This study examined the effects of multicultural education on students' conceptions of social identity. Surveys were administered to students in multicultural courses and a non-multicultural comparison course to measure changes in gender, racial, socioeconomic, religious, and sexual orientation identity. The results showed that gender and socioeconomic identity increased significantly over time for all students. Sexual orientation identity increased more for students in multicultural courses compared to the non-multicultural course. Certain minority groups like Jewish, bisexual, and Asian American students experienced greater changes in specific social identities. Younger students also tended to experience greater social identity changes.
A Plea For Critical Race Theory Counterstory Stock Story Versus Counterstory...Michele Thomas
This document summarizes an essay that argues for incorporating critical race theory (CRT) and counterstorytelling methods in rhetoric and composition. It notes that while Latinx enrollment in higher education has increased, completion rates have not matched this growth. The essay presents statistics on the educational attainment of Latinxs and Chicanxs to illustrate the "leaky pipeline." It calls for CRT and counterstory methods to better serve underrepresented students and address institutional racism. The counterstory method, which draws on lived experiences, can produce scholarship and inform pedagogy and mentorship in the field.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Common Patterns of Religious [Islamic] Revival in Central Asia and Challenges...Galym Zhussipbek
Common patterns of religious revival pose serious challenges to developing inclusive society and human rights in Central Asian countries. Overall, it can be argued that religious [Islamic] revival in Central Asian countries has come to the point when it can be analyzed under the prism, whether it impedes the development of inclusive society and human rights or not.
Launius and Hassel sca! old feminist analysis in a way t.docxShiraPrater50
“Launius and Hassel sca! old feminist analysis in a way that makes
its underlying components highly accessible to novice students. " is
textbook provides students with a critical framework, while giving
the instructor the # exibility to select companion texts for each of the
threshold concepts.”
— Ann Mattis , Assistant Professor of English and Gender, Women’s,
and Sexuality Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in
the $ eld of Women’s and Gender Studies, distilling threshold concepts
so that students can become active agents in critiquing and shaping our
gendered world. " is book should be foundational in any Women’s and
Gender Studies program.”
— Tara Wood , Assistant Professor of English and instructor
in Gender Studies, Rockford University
“! reshold Concepts is my go-to foundational text for both teaching
Women’s and Gender Studies classes and facilitating Safe Zone training.
" e extensive end of chapter questions and learning roadblocks
sections help students process and apply the information. I appreciate
that the authors succinctly frame and contextualize complex gender
studies topics.”
—Christopher Henry Hinesley, Associate Director,
Women’s and Gender Studies, Rochester
Institute of Technology
! reshold Concepts in Women’s and
Gender Studies
! reshold Concepts in Women’s and Gender Studies: Ways of Seeing, ! inking,
and Knowing is a textbook designed primarily for introduction to Women’s and
Gender Studies courses with the intent of providing both skills- and concept-
based foundation in the $ eld. " e text is driven by a single key question: “What
are the ways of thinking, seeing, and knowing that characterize Women’s and
Gender Studies and are valued by its practitioners?” Rather than taking a topical
approach, ! reshold Concepts develops the key concepts and ways of thinking
that students need in order to develop a deep understanding and to approach
material like feminist scholars do, across disciplines. " is book illustrates four
of the most critical concepts in Women’s and Gender Studies—the social
construction of gender, privilege and oppression, intersectionality, and feminist
praxis—and grounds these concepts in multiple illustrations.
" e second edition includes a signi$ cant number of updates, revisions, and
expansions: the case studies in all $ ve chapters have been revised and expanded,
as have the end of chapter elements, statistics have been updated, and
numerous references to signi$ cant news stories and cultural developments of
the past three years have been added. Finally, many more “callbacks” to previous
chapters have been incorporated throughout the textbook in order to remind
students to carry forward and build upon what they have learned about each
threshold concept even as they move on to a new one.
Christie Launius directs and teaches in the Women’s and Gender Studies prog ...
Launius and Hassel sca! old feminist analysis in a way t.docxAASTHA76
“Launius and Hassel sca! old feminist analysis in a way that makes
its underlying components highly accessible to novice students. " is
textbook provides students with a critical framework, while giving
the instructor the # exibility to select companion texts for each of the
threshold concepts.”
— Ann Mattis , Assistant Professor of English and Gender, Women’s,
and Sexuality Studies, University of Wisconsin—Sheboygan
“Launius and Hassel are the mediums of metacognitive awareness in
the $ eld of Women’s and Gender Studies, distilling threshold concepts
so that students can become active agents in critiquing and shaping our
gendered world. " is book should be foundational in any Women’s and
Gender Studies program.”
— Tara Wood , Assistant Professor of English and instructor
in Gender Studies, Rockford University
“! reshold Concepts is my go-to foundational text for both teaching
Women’s and Gender Studies classes and facilitating Safe Zone training.
" e extensive end of chapter questions and learning roadblocks
sections help students process and apply the information. I appreciate
that the authors succinctly frame and contextualize complex gender
studies topics.”
—Christopher Henry Hinesley, Associate Director,
Women’s and Gender Studies, Rochester
Institute of Technology
! reshold Concepts in Women’s and
Gender Studies
! reshold Concepts in Women’s and Gender Studies: Ways of Seeing, ! inking,
and Knowing is a textbook designed primarily for introduction to Women’s and
Gender Studies courses with the intent of providing both skills- and concept-
based foundation in the $ eld. " e text is driven by a single key question: “What
are the ways of thinking, seeing, and knowing that characterize Women’s and
Gender Studies and are valued by its practitioners?” Rather than taking a topical
approach, ! reshold Concepts develops the key concepts and ways of thinking
that students need in order to develop a deep understanding and to approach
material like feminist scholars do, across disciplines. " is book illustrates four
of the most critical concepts in Women’s and Gender Studies—the social
construction of gender, privilege and oppression, intersectionality, and feminist
praxis—and grounds these concepts in multiple illustrations.
" e second edition includes a signi$ cant number of updates, revisions, and
expansions: the case studies in all $ ve chapters have been revised and expanded,
as have the end of chapter elements, statistics have been updated, and
numerous references to signi$ cant news stories and cultural developments of
the past three years have been added. Finally, many more “callbacks” to previous
chapters have been incorporated throughout the textbook in order to remind
students to carry forward and build upon what they have learned about each
threshold concept even as they move on to a new one.
Christie Launius directs and teaches in the Women’s and Gender Studies prog.
Parents, grandparents, and siblings were reported to have positively influenced African American adults' religious commitment and values, on average. However, mothers were reported to have the greatest positive influence on these outcomes. The influences of family members differed based on the generation and gender of the family member. Religious commitment and values were differentially associated with family members depending on these factors. The study aimed to explore how family members influence African American adults' perceptions of the importance of religion in their lives, their religious and spiritual identities, and their views on religious socialization of children.
Gender and racial-ethnic socialization involve specific messages and practices taught to children regarding their gender or racial identities. Gender socialization teaches children what behaviors and roles are appropriate for their sex. Racial socialization includes direct statements and modeling of behaviors related to one's racial or ethnic group. Both processes are important throughout life, with socialization occurring in families, communities, and workplaces. Socialization helps shape personal and social identities from childhood through adulthood.
C A S E S T U D YBlack Identity in Bimcial BlackWhitePe.docxclairbycraft
Two biracial college students who identify as Black took different paths to achieve their racial identities. Jacqueline refuses to be exclusively Black and had a non-racial personal identity early on. Adolphus wished he was exclusively Black and struggled with identity issues. While they reached similar Black identities, the meanings and consequences differed based on their unique biracial experiences. The study examines how monoracial Black identity models may not fully capture biracial identity development.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
This document provides an overview of social values and institutions in Ndebele society, such as marriage, motherhood, and the extended family. It discusses how these values are portrayed as changing in two Ndebele novels due to social change. While social change is inevitable, the document argues that Ndebele society should maintain important social values that ensure stability and survival. These values are interrelated and guide behavior. The impact of social change on perceptions of the marriage institution in the novels is then examined in more detail.
In this unit, you will experience the powerful impact communication .docxwhitneyleman54422
This document provides instructions for an assignment requiring students to download a template, follow the instructions in the template to complete an analysis of communication concepts relating to cultural diversity, and demonstrate their understanding through in-text citations and references in APA format.
In this task, you will write an analysis (suggested length of 3–5 .docxwhitneyleman54422
In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
, ca. 442 B.C.E. (drama)
• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
• René Descartes, Part 4 from
Discourse on Method
, 1637 (philosophical text)
• William Congreve,
The Way of the World
, 1700 (drama-comedy)
• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
, 1847 (novel)
• Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)
• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
The Joyful Wisdom
, 1882 (philosophical text)
Realism
• Charles Dickens,
A Christmas Carol
, 1843 (novella)
• Karl Marx and Friedrich Engles,
The Communist Manifesto
, 1848 (political pamphlet)
• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
• Robert Louis Stevenson,
The Strange Case of Dr. Jekyll and Mr. Hyde
, 1886 (novella)
• Kate Chopin, “The Story of an Hour” 1894 (short story)
• Mark Twain, “The.
In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
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In this task, you will write an analysis (
suggested length of 3–5 pages
) of one work of literature. Choose
one
work from the list below:
Classical Period
• Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)
• Aeschylus, “Song of the Furies” from
The Eumenides
, ca. 458 B.C.E. (poetry)
• Sophocles,
Antigone
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• Aristotle, Book 1 from the
Nichomachean Ethics
, ca. 35 B.C.E. (philosophical text)
• Augustus,
The Deeds of the Divine Augustus
, ca. 14 C.E. (funerary inscription)
• Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of
The Metamorphoses
, ca. 2 C.E. (poetry)
Renaissance
• Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)
• Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)
• Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from
The Notebooks
ca. 1478-1518 (art text)
• Edmund Spenser, Sonnet 30, “My Love is like to Ice” from
Amoretti
1595 (poetry)
• William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)
• Francis Bacon, “Of Studies” from
The Essays or Counsels…
1625 (essay)
• Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)
• Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment
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• William Congreve,
The Way of the World
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• Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)
• Voltaire, “Micromégas” 1752 (short story, science fiction)
• Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)
• Thomas Paine, “Common Sense” 1776 (essay)
• Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)
• Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism
• Lord Byron, “She Walks in Beauty” 1813 (poetry)
• Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)
• Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)
• Alexander Dumas,
The Count of Monte Cristo
, 1844 (novel)
• Emily Brontë,
Wuthering Heights
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• Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)
• Friedrich Nietzsche, Book 4 from
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Realism
• Charles Dickens,
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• Karl Marx and Friedrich Engles,
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• Christina Rossetti, “Goblin Market” 1862 (poetry)
• Matthew Arnold, “Dover Beach” 1867 (poetry)
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In this SLP you will identify where the major transportation modes a.docxwhitneyleman54422
In this SLP you will identify where the major transportation modes are used in the EESC from SLP3: rail, inland water, ocean steamer, and/or OTR.
There are five basic transportation modes: rail, inland water ways, ocean, over-the-road, and air. We will not be concerned about air transport in this SLP as it is the least used and most expensive in general supply chain transportation.
Review and read these resources on these three transportation modes: rail, inland water, and OTR. Ocean is not included in these readings since it is mainly used for importing and exporting. This will be covered in more detail in LOG502. But you are asked to identify where ocean transport is used, but not in detail.
RESOURCES - SEE SLP 3 RESOURCES IN BACKGROUND PAGE
Session Long Project
Review the EESC from SLP2. Identify in the EESC where each of the four modes of transportation are used: rail, inland water, ocean, and OTR. You can use topic headings for each mode. Identify the materials being transported from which industry to which industry. Discuss why this mode is being used and what the costs are on a per ton-mile basis.
SLP Assignment Expectations
The paper should include:
Background:
Briefly
review and discuss the targeted product, company, and industry
Diagram: Include the diagram of the EESC
Transportation Discussion: Discuss each of the four transportation modes (rail, inland water, ocean, OTR) in the EESC and where each one is used. Discuss why this mode is used and the costs of using.
Clarity and Organization: The paper should be well organized and clearly discuss the various topics and issues in depth and breadth.
Use of references and citations: at least six (6) proper references should be used correctly, cited in the text, and listed in the references using proper APA format.
Length: The paper should be three to four pages – the body of the paper excluding title page and references page.
NOTE: You can use the transportation resources. You should also do independent research and find at least two additional appropriate references, for a total of at least six.
SLP Resources
Waterways
American Society of Civil Engineers. (2014). Report card for America’s infrastructure.
Infrastructure Report Card.
Retrieved from
http://www.infrastructurereportcard.org/fact-sheet/inland-waterways
Texas Transportation Institute. (2009). A Modal Comparison Of Domestic Freight Transportation Effects On The General Public, retrieved from
http://www.nationalwaterwaysfoundation.org/study/FinalReportTTI.pdf
U.S. Army Corps of Engineers. (2014). The U.S. Waterway System, Transportation Facts & Information; Navigation Center. Retrieved from
http://www.navigationdatacenter.us/factcard/factcard12.pdf
Railroads
Bureau of Transportation Statistics (Rail), retrieved from
https://www.bts.gov/topics/rail
USDOT (2012). Freight rail: data & resources. Retrieved on 20 Sep 2016 from
https://www.fra.dot.gov/Page/P0365
American Association of Railroads. Ret.
In this module the student will present writing which focuses attent.docxwhitneyleman54422
In this module the student will present writing which focuses attention on himself or herself (personal writing). We will start into college composition by reading a series of essays that explore the rhetorical modes of narration and decscription. If you think about your own lives, you'll note the importance of the stories that surround you. Think of your family's story, your friends' stories, and your very own story. Think of the detail that constitute these stories, of how they engage your sense of taste, touch, sound, smell, and sight. This module will focus on how you can better craft your own story and share it with others.
Competencies Addressed in this Module:
Competency #1: The student will demonstrate an understanding of the writing process by:
Choosing and limiting a subject that can be sufficiently developed within a given time, for a specific purpose, for a specific purpose and audience.
Developing and refining pre-writing and planning skills.ormulating the main point to reflect the subject and purpose of the writing.
Formulating the main point to reflect the subject and purpose of the writing.
Supporting the main point with specific details and arranging them logically.
Writing an effective conclusion.
Competency #3: The student will demonstrate the ability to proofread, edit, and revise by:
Recognizing and correcting errors in clarity
Recognizing and correcting errors in unity and coherence.
Using conventional sentence structure and correcting sentence errors such as fragments, run-ons, comma splices, misplaced modifiers and faulty parallelism.
Recognizing and correcting errors in utilizing the conventions of Standard American English including:
Using standard verb forms and consistent tense.
Maintaining agreement between subject and verb, pronoun and antecedent.
Using proper case forms--consistent point of view.
Using standard spelling, punctuation, and capitalization.
Selecting vocabulary appropriate to audience, purpose, and occasion.
Aditional inf: I am a woma. I am 25 years old. I have a husband and a one year old son
.
In this module, we looked at a variety of styles in the Renaissa.docxwhitneyleman54422
In this module, we looked at a variety of styles in the Renaissance in Italy. Artists like Botticelli, Bellini, Michelangelo, and Bronzino all incorporated Renaissance characteristics into their works, and yet their works look different from each other.
To address form and content in the artistic developments and trends that took place in the Renaissance, look closely at examples from each of these artists.
Choose one painting by one of the artists listed above, and identify characteristics and techniques of the Renaissance style.
Then, address how the work departed from typical Renaissance formulas to become signature to that artist's particular style.
Finally, why did you select this artist? What draws you to their work?
.
In this experiential learning experience, you will evaluate a health.docxwhitneyleman54422
In this experiential learning experience, you will evaluate a healthcare plan using the attached worksheet. The selected plan can be your own health insurance or another plan.
Step 1
Use published information on the selected health insurance plan to complete the
assignment 5.1 worksheet
.
Step 2
Create a 7-10 slide Power Point presentation to include the following:
Introduction to the plan, including geographic boundaries
Major coverage inclusions and exclusions (Medical, Dental, Vision etc.)
Costs to consumer for insurance under the plan (include premiums, deductibles, copays, prescription costs)
Health insurance plan ratings if available. If no ratings are found for this plan, include a possible explanation for this situation.
Evaluation of the health insurance plan-include your evaluation of this plan from two standpoints:
a consumer-focused on costs, coverage, and ease of use
a public health nurse- focused on access to care for populations and improving health outcomes.
Cite all sources in APA format on a reference slide and with on-slide citations.
.
In this essay you should combine your practice responding and analyz.docxwhitneyleman54422
In this essay you should combine your practice responding and analyzing short stories with support derived from research. So far in class, we have practiced primarily formal analysis. Now I want you to practice "joining the conversation." In this essay you will write a literary analysis that incorporates the ideas of others. The trick is to accurately present ideas and interpretations gathered from your research while adding to the conversation by presenting
your own
ideas and analysis.
You will be evaluated based on how well you use external sources. I want to see that you can quote, paraphrase and summarize without plagiarizing. Remember, any unique idea must be credited, even if you put it in your own words.
Choose one of the approaches explained in the "Approaches to Literary Analysis" located at the bottom of this document. Each approach will require research, and that research should provide the context in which you present your own ideas and support your thesis. Be sure to properly document your research. Review the information, notes, and pamphlets I have distributed in class as these will help guide you.
While I am asking you to conduct outside research, do not lose sight of the primary text to which you are responding---the story! Your research should support
your
interpretations of the story. Be sure that your thesis is relevant to the story and that you quote generously from the story.
Purpose:
critical analysis, Argument, writing from sources
Length:
approx 1200 words
Documentation:
Minimum of 4 sources required (one primary source—the story or poem analyzed, and three secondary, peer reviewed journals). (Note: review the material in "finding and evaluating sources.ppt" to help you choose relevant and trustworthy sources.)
Choose from the following short stories:
The Lottery,
Shirley Jackson
A Rose for Emily,
William Faulkner
The Dead
, James Joyce
The Veldt
, Ray Bradbury
Hills Like White Elephants,
Ernest Hemingway
The Cask of Amontillado or The Tell-Tale Heart,
Edgar Allen Poe
Below are some examples.
They are just here to give you an idea of the type of approaches that will work for this essay.
1. Philosophical analysis: How do the stories by Jean Paul Sartre and Albert Camus reflect the philosophy of existentialism?
2. Socio/cultural analysis: What opinion about marriage and gender roles does Hemingway advance in "The Short Happy Life of Francis Macomber"?
3. Historical analysis:: What social dilemmas faced by African Americans in the 1960s might have inspired Toni Cade Bambara to write "The Lesson"?
4. Biographical analysis: What events in Salman Rushdie's life might have influenced the events in "At the Auction of the Ruby Slippers"?
5. Psychological analysis: How is John Cheever's "The Swimmer" a metaphor for the psychology of addiction?
Approaches to Literary analysis
Formal analysis
- This type of analysis focuses on the formal elements of the work (language.
In this Discussion, pick one film to write about and answer ques.docxwhitneyleman54422
In this Discussion, pick one film to write about and answer questions below the film descriptions. If it has been a while since you have seen these films, they are available through online sources and various rental outlets. Although I have provided links to some of the films, I cannot guarantee they are still operable. If the links do not work, try your own online sources.
Dances with Wolves
(1990). Lt. John Dunbar (Kevin Costner) is assigned to the Western frontier on his own request after an act of bravery. He finds himself at an abandoned outpost. At first he maintains strict order using the methods and practices taught to him by the military, but as the film progresses, he makes friends with a nearby Native American tribe, and his perceptions of the military, the frontier, and Native Americans change dramatically.
Working Girl
(1988) Tess McGill (Melanie Griffith) works as a secretary for a large firm involved in acquiring media corporations such as radio and television. When her boss has a skiing accident, Tess gets a chance to use her own ideas and research, ideas that she has been keeping within herself for years – ideas that are arguably better, and more insightful into mass media practices, than her boss’s ideas were.
Schindler’s List
(1993). In Poland during World War II, Oskar Schindler (Liam Neeson) gradually becomes concerned for his Jewish workforce after witnessing their persecution by the Nazis. He initially was motivated by profit, but as the war progressed he began to sympathize with his Jewish workers and attempted to save them. He was credited with saving over 1000 Jews from extermination. (Based on a true story.)
Gran Torino
(2008). Walt Kowalski (Clint Eastwood), a recently widowed Korean War veteran alienated from his family and angry at the world. Walt's young neighbor, an Asian American, is pressured into stealing Walt's prized 1972 Ford Gran Torino by his cousin for his initiation into a gang. Walt thwarts the theft and subsequently develops a relationship with the boy and his family.
Describe the specific theories, assumptions, or “schools of thought” that the characters in the film have. How do their schools of thought differ?
How do the main characters change over the course of a film? How do their goals or desires change? Do they see themselves differently by the end of the film?
Which reflective theory from the course best illustrates the process the main characters go through during the film? How so?
Would you say that the main characters evolved or grew after learning something that was new, or a new approach, a new theory, or a new understanding of their place in the world?
I suggest that you refrain from reiterating the plotline. Rather, stay focused on character changes and the influences on those changes. Be sure to refer to the readings; use proper citations! This discussion will be scored based on the
Grading Rubric for Discussions
Please include the name of your film in the d.
In this assignment, you will identify and interview a family who.docxwhitneyleman54422
This assignment requires students to interview a family experiencing stress from a new life event such as a baby, job change, or divorce. Students must obtain written consent from the family, agree not to publish any identifying information, and use the information only for classroom purposes. During the interview, students will gather details about the family, the history and cause of their stress, how family members responded to life events, family dynamics, strengths, coping strategies, and goals. Students will then analyze the family using research and theory, provide recommendations for support resources, and reflect on communication skills used during the interview. The final paper will be 6-8 pages following APA format.
In this assignment, you will assess the impact of health legisla.docxwhitneyleman54422
In this assignment, you will assess the impact of health legislation on nursing practice and communicate your analysis to your peers. GovTrack.us provides a list of federal health bills that are currently in process in Congressional Committees.
CO4: Integrates clinical nursing judgment using effective communication strategies with patients, colleagues, and other healthcare providers. (PO#4)
CO7: Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO#7)
.
In this assignment, you will create a presentation. Select a topic o.docxwhitneyleman54422
In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course.
TOPICS..
INTERNET
COMPUTERS
MOBILE AND GAME DEVICES
DATA AND INFORMATION
THE WEB
DIGITAL SECURITY AND PRIVACY
PROGRAMS AND APPS
COMMUNICATION AND NETWORKS
TECHNOLOGY USERS
THE INTERNET
GRAPHICS AND MEDIA APPLICATIONS
FILE, DISK AND SYSTEM MANAGEMENT TOOLS
PROCESSORS
CLOUD COMPUTING
ADAPTERS
POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to your topic.
Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams.
.
In this assignment, the student will understand the growth and devel.docxwhitneyleman54422
In this assignment, the student will understand the growth and development of executive leadership by looking at the dynamics between the president and Congress in the period from the founding to the Spanish-American War. In a 6–8- page paper, the student will focus on: 1) how presidents pursued international relations, 2) how presidents were able to project force, and 3) congressional restrictions on presidential actions. The student may write about the president of his/her choice.
.
In this assignment, I want you to locate two pieces of news detailin.docxwhitneyleman54422
In this assignment, I want you to locate two pieces of news detailing how an organization is responding to the COVID-19 crisis. You will turn this assignment into me via a Word Document attached to a separate email titled "extra credit assignment, Your Name" with your actual name in the subject line so I know to save the email for grading.
You need to analyze how businesses are handling the current COVID-19 crisis and I want to see if you can track down a press release from the organization, an email to their stakeholders, or even a screenshot of their website in which they explicitly address the actions they are taking in light of this new world we find ourselves in. However, the screenshots, hyperlinks to news stories, etc. are only one component of the assignment, your analysis is far and away from the more important component. Once you have tracked down two examples of how a business/organization is responding to the COVID-19 crisis, I want you to tell me how effective you perceive its action to be. Use any of the vocabulary or concepts that we have learned thus far in the semester to support your analysis. For example, is the business/organization using appropriate new media platforms to reach stakeholders? Is communication timely? Is the organization's tone sincere? What could have been done better? I am expecting one page, double-spaced for the length of your analysis, APA format. The images and or hyperlinks you compile will not be counted towards the length of your writing.
.
In this assignment worth 150 points, you will consider the present-d.docxwhitneyleman54422
In this assignment worth 150 points, you will consider the present-day relevance of history with a current event from a legitimate news source (your instructor will provide several options to choose from) and do the following: (1) summarize the article¿s main idea in a paragraph (5 sentences minimum), (2) write two paragraphs in which you utilize your textbook and notes to analyze how your current event selection relates to the past.
the topics are below, just choose one of the topic from list below..
Neanderthals and string
Neanderthals Left Africa Sooner Than We Think?
Discovery of Neanderthal Skeleton and Burial
Searching for Nefertiti
Discovery of Donkeys Used in Polo (Ancient China)
Ancient Maya Capital Found in Backyard
Long Lost Greek City Found
Ancient Roman Weapon
Viking Burial Discovery
Saving Timbuktu's Treasures
.
In the readings thus far, the text identified many early American in.docxwhitneyleman54422
In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East.
In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words
.
In the Roman Colony, leaders, or members of the court, were to be.docxwhitneyleman54422
In the Roman Colony, leaders, or members of the court, were to be:
•Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity
From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is:
Money alone influences others. Please analyze and critically discuss.
In your response, remember that all this is about leadership, the context which is set in Rome.
.
In the provided scenario there are a few different crimes being .docxwhitneyleman54422
In the provided scenario there are a few different crimes being committed and each could be argued multiple ways.
Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor.
Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing.
Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities.
respond to this discussion question in 150 words no references please
.
STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docxwhitneyleman54422
STOP
THE
MEETING
MADNESS
HOW TO FREE UP TIME FOR
MEANINGFUL WORK
BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN
SHARE THIS ARTICLE. HBR LINK MAKES IT EASY.
SEE PAGE 41 FOR INSTRUCTIONS.
FEATURE STOP THE MEETING MADNESS
62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017
EL
EN
A
K
U
LI
KO
VA
/G
ET
TY
IM
A
G
ES
JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63
P
Poking fun at meetings is the stuff of Dilbert car-
toons—we can all joke about how soul-sucking and
painful they are. But that pain has real consequences
for teams and organizations. In our interviews with
hundreds of executives, in fields ranging from high
tech and retail to pharmaceuticals and consulting,
many said they felt overwhelmed by their meetings—
whether formal or informal, traditional or agile, face-
to-face or electronically mediated. One said, “I cannot
get my head above water to breathe during the week.”
Another described stabbing her leg with a pencil to
stop from screaming during a particularly torturous
staff meeting. Such complaints are supported by re-
search showing that meetings have increased in length
and frequency over the past 50 years, to the point
where executives spend an average of nearly 23 hours
a week in them, up from less than 10 hours in the
1960s. And that doesn’t even include all the impromptu
gatherings that don’t make it onto the schedule.
Much has been written about this problem, but the
solutions posed are usually discrete: Establish a clear
agenda, hold your meeting standing up, delegate
someone to attend in your place, and so on. We’ve
observed in our research and consulting that real im-
provement requires systemic change, because meet-
ings affect how people collaborate and how they get
their own work done.
Yet change of such scope is rarely considered. When
we probed into why people put up with the strain that
meetings place on their time and sanity, we found
something surprising: Those who resent and dread
meetings the most also defend them as a “necessary
evil”—sometimes with great passion. Consider this
excerpt from the corporate blog of a senior executive
in the pharmaceutical industry:
I believe that our abundance of meetings at our
company is the Cultural Tax we pay for the inclusive,
learning environment that we want to foster…
and I’m ok with that. If the alternative to more
meetings is more autocratic decision-making, less
input from all levels throughout the organization,
and fewer opportunities to ensure alignment and
communication by personal interaction, then give
me more meetings any time!
To be sure, meetings are essential for enabling col-
laboration, creativity, and innovation. They often foster
relationships and ensure proper information exchange.
They provide real benefits. But why would anyone ar-
gue in defense of excessive meetings, especially when
no one likes them much?
Because executives want to be good soldiers. When
they sacrifice their own .
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docxwhitneyleman54422
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Spiritual Development and Commitments to Emancipatory Educatio.docx
1. Spiritual Development and Commitments to Emancipatory
Education
in Women Adult Educators for Social Change
Elizabeth J. Tisdell
National-Louis University, USA
Abstract: This paper discusses the results of a qualitative
research study of the spiritual devel-
opment of a multicultural group of women adult educators for
social change, and its relatio n-
ship to their current commitment to emancipatory adult
education practice.
Teaching for social change is the work of passion
for many adult emancipatory educators, often fueled
by a deep underlying ethical, social and spiritual
commitment. Indeed, it is important work, and there
has been considerable theoretical debate and some
attention to how adult educators can attempt to
teach in an emancipatory way, in critical and femi-
nist pedagogy, in discussions of challenging power
relations based on race, class, or gender (Hayes &
Colin, 1994; Tisdell, 1998; Walters & Manicom,
1996). What has been missing from the literature is
attention to what drives this underlying commitment
or how spirituality informs the work of such eman-
cipatory adult educators. This is somewhat surpris-
ing, since almost all who write about education for
social change cite the important influence of the
work of educator and activist Paulo Freire, who was
a deeply spiritual man strongly informed by the lib-
2. eration theology movement of Latin America
(Freire, 1997). As noted elsewhere (Tisdell, 1999),
there has also been relatively little attention to the
subject of spirituality and spiritual development (as
change over time) in the mainstream academic adult
education literature . There is limited broader dis-
cussion of how spirituality affects teaching and
learning (Dirkx, 1997; English, 1999), and its possi-
bility for offering hope to emancipatory education
efforts (Hart & Holten, 1993; hooks, 1994). But
with the exception of the recent study on community
and commitment by Daloz et al (1996) where the
connection between spiritual commitment and social
action is implied, empirical research on spiritual
development and/or how it relates to a commitment
to do social justice work is extremely limited.
Clearly there are both male and female adult edu-
cators and activists teaching for social change who
are motivated to do so partly because of their spiri-
tual commitments. But many are women of differ-
ent race and class backgrounds guided by feminist
and antiracist educational perspectives, who have
also had to re-negotiate their spirituality in light of
having been raised in patriarchal religious traditions.
How has their spiritual development changed over
time, and how does their spiritual commitment relate
to their cultural background and current emancipa-
tory education efforts? In light of the lack of adult
education literature that deals with women,
spiritual development and social justice, the
purpose of this study was to examine the spiri-
tual development of a multicultural group of
women adult educators for social change, and
its relationship to their current commitment to
emancipatory adult education practice. The
3. study offers new insight into spiritual development in
the often ignored socio-cultural context, and some
implications for how adult educators may draw on
spirituality in their own emancipatory education ef-
forts.
Theoretical Framework/Relevant Literature
This study is informed conceptually by Merriam and
Caffarella’s (1999) recent call for more integrative
perspectives on adult development and greater at-
tention to how the socio-cultural context informs
adult development. But given the fact that the focus
of the study is on the spiritual development of a
multicultural group of women adult educators
teaching for social change, there are three bodies of
literature that informs the study. First is the feminist,
antiracist, and critical pedagogy literature in the field
of adult education cited above that strongly informs
the work of the participants in the study. Second is
the literature on spiritual development, which is par-
ticularly reliant on Fowler’s (1981) study, which re-
sulted in a stage theory (of 6 stages) of faith
development, based on 97% white, Judeo-Christian
sample. While Fowler’s theory is framed largely
from a psychological perspective with almost an ex-
clusively white sample, it contributes to our under-
standing of how people construct knowledge
through image and symbol, an area that has been
ignored by most development and learning theorists.
But in ignoring the socio-cultural context, it does not
attend to how knowledge construction through im-
age and symbol is also bound to culture. Finally,
given the attention to women and culture, the litera-
4. ture by feminists of color (e.g., Anzaldua, 1987;
Gunn Allen, 1992; Hill Collins, 1999; hooks, 1994),
who discuss how cultural image and symbol from
within their culture inform spiritual knowledge con-
struction and meaning-making, ways of living in
community, and working for justice in the world is
also central to the study.
Methodology
From a research perspective, this qualitative re-
search study was informed by a poststructural femi-
nist research theoretical framework, which suggests
that the positionality (race, gender, class, sexual ori-
entation) of researchers, teachers, and students af-
fects how one gathers and accesses data, and how
one constructs and views knowledge, in research
and teaching. With this as a guiding principle, this
phase of this ongoing research was interpretive or
phenomenological. There were 16 participants (3
African American, 2 Latina, 7 European American,
3 Asian American, 1 Native American). Criteria for
sample selection were that all participants: (1) be
women adult educators for social change either in
higher education or as community activists; (2) have
grown up and been educated in a specific religious
tradition as a child; (3) note that their adult spiritual-
ity (either based on a re-appropriation of the relig-
ious tradition of their childhood, or a different
spirituality) strongly motivated them to do their so-
cial justice work. All participants participated in a
1.5-3- hour taped (and later transcribed) interview.
Questions focused on how their spirituality has de-
veloped over the years, motivates and informs their
adult education practice, and relates to their own
race/ethnicity, and cultural background. Many par-
5. ticipants also provided written documents of their
own writing that addressed some of their social ac-
tion pursuits or issues related to their spirituality.
Data were analyzed according to the constant com-
parative method (Merriam, 1998).
Findings
As introduction, it is interesting to note that while all
these women were socialized in a specific faith tra-
dition, only one is currently an active participant in
her childhood religion. Further, all of these women
have personal experiences of marginalization. The
women of color experience this based on their race
or ethnicity. Of the white women, three are lesbians,
two are Jewish, four are of working class back-
grounds, and the only white, heterosexual, of upper-
middle class background participant had been mar-
ried to a Muslim man from North Africa, so also
had personal experiences of marginalization. Such
experiences may have contributed to participants’
greater interest in “teaching across borders” of
race, gender, culture, and also relates to the three
overlapping themes of spiritual development dis-
cussed by the participants.
Moving Away – Spiraling Back
The first and most overarching theme was that
spiritual development was captured as a spiral proc-
ess of moving away and “re-membering” or re-
framing spiritual attitudes and symbols from their
culture of origin. The participants reported a move
away from their childhood religious tradition, due to
what was viewed as some underlying sexism, het-
erosexism, racism, or other hypocrisy in their child-
hood religious tradition. Some more or less drifted
away in their early adulthood, while others, such as
6. Shirley, an African American Civil Rights Activist,
were more intentional. She notes about her young
adulthood “I became convinced Christianity was
a trick – the oppressor to keep us humble and in
bondage… Even the terminology ‘Lord’, ‘Mas-
ter’ – Father/ God – I had serious issue with it,
and stopped going to church.” Yet, all the par-
ticipants also reported spiraling back and reclaiming
important childhood religious and cultural symbols
and metaphors. For example, Julia, a Chicana, re-
framed Our Lady of Guadalupe as a feminist activ-
ist liberator, based partly in Catholicism and partly in
the Aztec Goddess traditions. And Greta, a white
woman who also grew up Catholic, discussed the
continued importance of the metaphor of the Resur-
rection in her life, though she has long since left the
Catholic Church, and notes: “…I think that has
really profoundly affected me. That Easter –
there’s always some resurrection. You go to hell,
you die and you’re really at the bottom of my s-
tery, but then you get resurrected. Often I think
about when I’m in bad shape—that resurrec-
tion.” The role of music from their childhood tradi-
tion was mentioned most often as what continues to
be meaningful. Anna, an African American woman,
described the music of Aretha Franklin in connec-
tion to her ancestors and childhood religious tradition
as particularly significant, and notes“The way that
Aretha sings is very old, so when I go back to my
childhood, it’s really connected to my parents
childhood, and so on, and so on, so she takes
me back to places I don’t even know that I know
about. There are ancient roots that are beyond
7. my memory of this time and place. … When I lis-
ten to Aretha – all of those songs are songs of
struggle … about how to survive, how to resist
oppression, and I got to thinking about other
spirituals that I know, and they’re all at that
level.”
A Healing Life-force of Interconnectedness and
Wholeness
Participants described significant personal spiritual
experiences as those that pointed to the intercon-
nectedness of all things through what many referred
to as “the life-force,” that also facilitated healing
and the courage to take new action, and/or that lead
to developing a more global consciousness. Some of
these experiences related to grief and loss of a
loved one, as was the case for Anna who described
a transformed presence of her mother shortly after
her mother’s death. Harriet, who grew up Pente-
costal in the rural South, described a physical heal-
ing experience that she had that helped her come to
terms with being a lesbian, and notes her thinking at
that time as “a turning point for me, because I
thought ‘why would God heal me, if I was this
person that was condemned to hell, , and I
thought ‘OK, this is my sign, that it’s OK for me
to be a lesbian’.” Elise also reported a significant
healing experience in the presence of a leader in the
Siddha Yoga tradition in the aftermath of a miscar-
riage that helped her work through her own grief
and also facilitated healing in her relationship with
her own mother. These experiences were perceived
as being a result of the Life-force, and as Lisa, who
grew up in Alaska, notes, “Spirituality is some
kind of aware honoring of that Life-force that is
8. happening through everything,” that is about the
interconnectedness and affirmation of all of life.
This honoring of the Life-force was related to the
theme of authentic identity development, taken up
next.
The Development of Authentic Identity
Virtually all of the participants discussed spiritual
experiences that facilitated healing and the courage
to take new action as those that facilitated the de-
velopment of authentic identity. Ava, who grew up
in Central America, after describing parts of her
mixed cultural heritage along with some of her Ma-
yan ancestry, noted “I think that spirituality is to
know who you are, and to be able to define who
you are, wherever you are, despite the changing
conditions of your life.” Many discussed this in
relationship to personal changes, such as the impor-
tance of their spirituality in going through a divorce.
Harriet’s experience of her physical healing, also
assured her of the authenticity of her own lesbian
identity, and Elise’s spiritual experience, helped her
deal more proactively and more maturely with her
own relationship with her mother. Furthermore, for
Elise, the fact that her healing was facilitated by a
woman was significant. And in explaining the inci-
dent noted above, she noted “I needed that woman
energy. I needed it. I needed a mother. I didn’t
need a tangible mother. I needed to know and
experience that love energy, that nurturing en-
ergy that my mother could not give, so I could
forgive my mother… So to be able to have that
experience was part of my personal development.”
Some of the participants described experiences
of moving away from their childhood religious tradi-
9. tions to develop other parts of themselves as an im-
portant part of both their spiritual development and
the development of their identity. Anna described
her move away from her childhood religion in her
young adulthood and her involvement in neo-Marxist
social movements as facilitating a greater under-
standing of spirituality and her own identity. She
notes “I think Marxism is a form of spirituality
because it really is about connections with other
people; it’s a rather earthly bound nature of
connections, but it’s still about looking back and
looking forward, and taking care of each
other… So I guess it became in my Marxist pe-
riod, which lasted until I was in my 30s; it was a
transformation of God being outside of me who
controlled all things [to] an inside internal con-
trolling force – that human, or that life on the
planet work was involved in making change, in-
volved in creating reality, taking care of each
other… that those connections happen here be-
cause of what we do as opposed to some other
something outside of you doing something, and
so I think in retrospect, my spirituality was still
there.” Similarly, Greta and Shirley also described
their foray into neo-Marxist political literature and
social movements, along with their “atheist phase”
as related to their overall spiritual development. In
sum, all the participants viewed their spiritual devel-
opment as related to a more authentic identity, and
consequently to also be more accepting of others’
identity.
Discussion and Implications for Practice
10. The findings of the study offer some interesting in-
sights about the relationship between spiritual devel-
opment, culture, and emancipatory adult education
efforts. The participants indeed had a strong sense
of mission in terms of trying to challenge systems of
oppression based on race, class, gender, ability, and
sexual orientation in their adult education practices.
For many, this was fueled not only by their spiritual-
ity, but also by a connection to their personal and
cultural history, and in some cases an ancestral con-
nection as well. In this respect, the stories of the
participants in this study are similar to some of the
participants in the Daloz et al (1996) study on com-
munity and commitment.
In light of the importance of spirituality in the
lives of these women, it was initially perplexing that
only one of the participants was still active as a
regular attendee at services in the religion of her
childhood. Yet given that most of these women are
teaching classes or working in programs where they
are problemetizing and trying to change the nature
of structural power relations based on gender, race,
class, sexual orientation, dis/ability, it is perhaps no
surprise that these women would also have trouble
with similar structural oppression in aspects of or-
ganized religion. Class issues were alluded to by
several, but most often what was specifically men-
tioned as problematic aspects of their childhood re-
ligious tradition was the sexism and for many, the
heterosexism as well, particularly for participants
who grew up Catholic, or in the more conservative
Protestant denominations.
In spite of having serious issues with structural
11. systems of oppression in their faiths of origin, most
were strongly attached to the symbols, music, and
some of the rituals from their childhood religious
traditions and the conceptual meanings attached to
them. For example, while Greta has long since
moved away from Catholicism, the symbolic mean-
ing of Resurrection – the promise of new life after a
dark night of the soul – continues to be an important
metaphor for her. Similarly, even though these
women had moved beyond their childhood religious
tradition, they did often spiral back, and “re-
member” those aspects of it that were life-giving, at
the same time that they integrated and were ex-
posed to new ideas, new spiritual traditions, and had
further spiritual experiences as an adult. However,
what the women in this study seemed to be most
attentive to as they “re-membered” their faith of
origin was related to symbolic forms of knowing and
unconscious processes – the music, aspects of rit-
ual, particular symbols. This was reminiscent of
Fowler’s (1981) remarks in his critiquing of Piaget
and Kohlberg for ignoring the role of symbol in the
knowledge construction process.
It is important to also note that aspects of their
childhood tradition that they were particularly at-
tached to are also deeply rooted in a cultural iden-
tity. For example, there was evidence of this in the
cultural and spiritual significance for Julia as Chi-
cana of La Virgen de Guadalupe, in what the mu-
sic of Aretha Franklin brought up for Anna of the
African American experience, the significance of
wilderness for both Beverly, an Alaska Native
12. woman, and for Lisa who also grew up in Alaska.
This aspect of the cultural significance of spirituality
may also explain, in part, why Sue continued to at-
tend services in the Korean Presbyterian church;
while there were aspects she found problematic, it
was affirming of her cultural identity as a Korean-
American. In any event, this aspect of the study of-
fers some beginning insights to the relation between
cultural and spiritual significance that has been little
discussed in the spiritual development or the adult
development literature. Further, what was most of-
ten mentioned as an important spiritual symbol for
these women was a feminine symbol, embodied in
one reminiscent of their culture, or in who partic i-
pants had framed as an important current spiritual
symbol for them. It is interesting to note that cur-
rently three of the participants now identify largely
with the Siddha Yoga tradition, which is headed by a
woman. While only a couple of participants noted
that feminine figures were important spiritual figures
for them specifically because they were women, it
may be that on an unconscious level these spiritual
figures are important in affirming their gender iden-
tity and their spirituality as women.
As many participants discussed, spiritual experi-
ence is not primarily about rationality. For the par-
ticipants, spirituality was about experiences of a
perceived higher power or a Life-force, about an
understanding of the wholeness of all of creation,
about making ultimate meaning out of one’s life pur-
pose, which for these participants was partly work-
ing for social justice. In Fowler’s (1981) terms,
spirituality is largely about symbolic processes that
are not rational. And as may noted, it is difficult
even to put language around spiritual experience, as
13. language in many ways forces people to map ra-
tional processes around what is experienced outside
of rationality. Yet at the same time, none of the par-
ticipants suspended their rationality in the process of
describing their own spiritual development. Part of
what their spiritual development seemed to be about
was having spiritual experiences, and critically and
rationally analyzing some of what those experiences
were about while continuing to be open to new
spiritual experiences. The move away from their
childhood spirituality was partly a result of rational
thinking processes – thinking rationally about as-
pects of their childhood traditions and finding some
of what was taught problematic. Furthermore, inte-
grating new insights from different paradigms and
new spiritual traditions was an important part of
spiritual development. For example, Greta, Anna,
and Shirley went through an “atheist phase” that
was influenced partly by a foray into Marxism, the
Black Power movement, and other social move-
ments on an intellectual level. Yet like Freire (1997)
who discusses the similarities between Marxism and
Christianity, they eventually were able to integrate
the aspects of Marxism that focuses on challenging
structural oppression, with their spiritual beliefs, to
develop new aspects of their spirituality. However,
these aspects of rationally thinking about their spiri-
tual experience was not a substitute for spiritual ex-
perience itself which was viewed as being outside
of the realm of the rational. Thus what may fuel
spiritual development is the integration of symbolic
knowing and spiritual experience with the rational
process of thinking about those experiences. This
potentially includes attending to the cultural and
gendered nature of those experiences.
14. All of the women in the study reported that their
spirituality and own spiritual development indeed in-
formed their educational practices, particularly in
what they saw as the interconnection of spirituality
and culture. There was, however, a difference in
how directly participants discussed these things in
their educational contexts, particularly between how
those who were working in higher education (8 par-
ticipants) teaching classes focusing on diversity and
those who did adult education work in community
based organizations (7 participants). The higher
educators tended to draw on it more in preparation
for classes (through meditation), in advising sessions
where it may be directly discussed, and in classroom
activities where it might be more implicit, such as in
the use of music, symbols, artforms, and occasional
activities that might suggest a spiritual connection
that moves beyond conflict. Those who worked in
community based organizations, on the other hand,
reported that it comes up more directly, because
members of the community bring it up and incorpo-
rate it. Both groups discussed the important role of
knowledge construction through the affective, sym-
bolic, and spiritual domains, and the limits of ration-
ality in emancipatory education practice. In sum,
while this study is limited, it offers some insight into
women’s spiritual development, and how spirituality
informs the work of women adult educators teach-
ing for social change and makes a beginning contri-
bution to the emancipatory adult education literature.
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18. the case of Malaysia
SOURCE: Adult Education Quarterly 51 no1 N 2000
WN: 0030604794003
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The project is to create an eight-page multiple source essay
comparing the following papers in an APA Format:
Elizabeth J. Tisdell’s Spiritual Development and
Commitments to Emancipatory Education in Women Adult
Educators for Social Change
Sharan B. Merriam’s How Cultural Values Shape
Learning in Older Adulthood: The Case of Malaysia
Both papers are attached. The analysis should present the
limitations, divergences, and main points of consensus between
the papers regarding their methodologies, purposes, and goals
of the studies, data collection, and how the authors reported
their findings. The final section of your paper should reveal the
common structure shared by both papers and how the structure
supported both studies.