Standard Indicator #3
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This document discusses how people of different ages, cultural backgrounds, and traditions contribute to communities. It provides instructions for an activity where students will create a collage and description showing how diverse people with various cultures, ages, jobs, and traditions contribute to their classroom community. Students are asked to consider what roles citizens play in establishing communities and how diversity enriches communities.
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![Social Studies Standard 2 ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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科技部：「駐斯洛伐克臺北代表處與斯洛伐克經濟文化辦事處科學及技術協定」
20150514行政院會後記者會（第3448次會議）→ https://www.youtube.com/watch?v=Hxjc0yoDIuE
Hrabren Suknaic The Evolution Of Digital Space
KONDIMENT lanseaza primul training Google AdWords din Romania
DHM 3033 Material CultureDHM 3033 Material
DHM 3033
Material
Culture
DHM 3033
Material
Culture
Chapter 1
Making Sense of
Material Culture
DHM 3033
Material
Culture
Chapter 1
Section 2
What is a theory?
o A way of seeing
o An optic that focuses on specific subject matter
o Modes of explanation & interpretation
that construct connections &
illuminate sociocultural practices,
thus helping to make sense of everyday life
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What is a theory?
o Greek theoria
signifies perspective & vision
that focuses upon
specific topics,
processes & attributes
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are some
theories of material culture?
• Freudian Psychoanalytic
• Semiotic
• Sociological
• Marxist
• Cultural
• Archaeological
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are
limits to theory?
Roshomon
1951 film
Akira Kurosawa
Based on 2 short stories by
Ryunosuke Akutugawa
Set in 12th century Japan
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are limits to
theory?
Roshomon Problem
4 different people…give
4 very different versions…
How do we know reality?
Who is telling the truth?
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are limits to
theory?
“Roshomon Problem”
“…scholars from different
disciplines would disagree
about how to interpret
(Roshomon)…”
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are limits to
theory?
Roshomon Problem
“What do we do when
theorists from different
disciplines disagree
about how to interpret
an artifact or object?”
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are
limits to theory?
Roshomon
www.youtube.com/watch?v=38WdmtBO
o34
Note: Some may find some material
offensive.
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
http://www.youtube.com/watch?v=38WdmtBOo34
What are limits to
theory?
How would you interpret this artifact?
What is it?
Who used it?
Where was it created?
When?
Why?
.
Masks from Japan
Who what where when why?
Selections from the
Permanent Collection
from the
Mingei
International Museum
San Diego, CA
What are some
theories of material culture?
Sociological Theory:
Offers insights into role objects & artifacts play
in our lives
Raises questions about how objects
function for people
Raises questions about what motivates people
to purchase objects
Cons ...
One Nation, Many Beliefs: Talking About Religion in a Diverse Democracy
The discussion guide, One Nation, Many Beliefs, is designed to strengthen relationships and understanding across religious and philosophical perspectives as a foundation for talking about inter-group tensions and the role of religion in public decision making.
WhoAmIWhoAreYouWhoAreWeStudentLifeMulticul.docx
Who Am I?
Who Are You?
Who Are We?
Student Life Multicultural Center | Social Justice Engagement
2
Guidelines
• “I” statements
• Brave space
• Confidentiality
3
Learning Outcomes
Participants will be able to:
• Define social identity, social group, privilege, target
group and agent group
• Recognize the commonalities and differences that
exist among social groups.
• Identify cultural norms associated with target and
agent groups.
• Discuss examples of social identities that are
important to their sense of self
• Assess how social identities play a role in their lived
experiences
4
1. Why is it sometimes difficult to engage in
conversations around diversity, inclusion,
and social justice topics?
2. What does this engagement look like for
your service organizations and here at
OSU?
Pair and Share
5
Definitions
Social Identity is a portion of an individual's sense of self
developed from perceived group membership
e.g. gender, sex, religion, age
Social groups are a group of people who share a range of
physical, cultural, and/or social characteristics
e.g. young adults, men, Christians, transgender people
Adapted from Bell (2007)
6
Privilege
• How do you define the word privilege?
• What comes to mind when you hear the word privilege?
• How does privilege relate to our definitions of social
identities and social groups?
• Is privilege difficult to talk about? Why or why not?
7
8
Definitions
Members of agent groups are afforded privileges by society
that is not necessarily related to merit or what the member
does/doesn’t do. Members of these groups are typically seen
as the ‘norm’
e.g. People who identify as heterosexual
Members of target groups are often marginalized in society.
This is not necessarily related to merit or actions on behalf of
the members. People in these groups are often seen as
outside of the ‘norm’
e.g. People who utilize wheelchairs
9
Activity
We will now explore our own social
identities and social groups.
10
11
• Who is in the room? What identities are or are
not represented?
• Why are you here?
• Why is it important to talk about identity
considering who you are and why you’re here?
Questions for Consideration
12
13
• What identities do you think about most or more
often? Why do you think that is?
• What identities do you think about least or less
often? Why do you think that is?
• What identities that you hold do you hope to
learn more about?
Pair and Share
14
Connection to Service
1) How do concepts like identity
and privilege that we talked about today
relate to the service work that you do?
2) Why is it important to think about your
own identities in the context of your
service? How might this deeper reflection
change how you approach this work?
15
• This is a time to learn more about yourself and
the world around you
• There may be social identities or social groups
you want to know more about
• It is impo.
BSL 4000, Managing Diversity in Organizations 1 Cours.docx
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize how changes in the demographic makeup of the U.S. population affect fair treatment of
people with different ethnicities.
1.1 Distinguish which cultures and demographics make up society in the United States.
1.2 Diagnose the challenges of one dynamic culture group working in both an onsite and remote
environment with two other diverse cultural groups.
5. Examine workplace diversity data.
5.1 Identify demographic data in the workplace.
5.2 Explore the differences in culture, perspective, and experience.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapters 1 and 3
Blandin, D. M. (1991).
Unit I Project
1.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
5.1
Unit Lesson
Chapter 3
Unit I Project
5.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
Reading Assignment
Chapter 1: Introduction, pp. 3-27
Chapter 3: Legislation, pp. 63-91
Additional Reading Assignment(s):
In order to access the following resource, click the link below:
Blandin, D. M. (1991). Strategies for a diverse and competitive America. Vital Speeches of the Day, 57(6),
181-185. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
UNIT I STUDY GUIDE
Diversity in Perspective
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The term diversity has about as many definitions as there are people that use the term. For the purpose of
this course, we will use the textbook’s definition. Diversity is defined as actual or perceived differences among
people in areas including race, ethnicity, sex, age, and other identity-based characteristics that impact their
relationships and interactions (Bell, 2017). The term is often used to describe our differences rather than how
we are similar. How, then, are diversity and discrimination so often used in the same sentence? Organizations
talk about diversity training or cultural sensitivity training. Employees are mandated to attend these trainings
on their differences in order to be considered all the same. Is this irony? The next several units will take a
more in-depth look at this issue from different perspectives.
Diversity will often be considered when we look at physical and cultural or religious characteristics. As this
course is about diversity in organizations and ...
Social and Cultural Diversity Paper Writing Instructions.docx
Social and Cultural Diversity Paper Writing Instructions
Overview
The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Week 2)
2) References (Due Week 4)
3) First Draft (Due Week 6)
4) Final Paper (Due Week 8)
Content Guidelines
When constructing this paper, use a three-part structure according to the following guidelines:
Part 1
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1) Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2) Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true.
3) Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4) How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1) What does it mean to be a subtle racist? Please include a referenced definition and example.
2) Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3
The third part of your paper requires you to review and reflect on the ACA and NAADAC codes of ethics. Use the following to help guide your reflection:
1) Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice.
2) What did you learn about the importance of cultural sensitivity in treatment planning?
3) How do communication styles a.
Social and Cultural Diversity Paper Writing Instructions.docx
Social and Cultural Diversity Paper Writing Instructions
Overview
The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Week 2)
2) References (Due Week 4)
3) First Draft (Due Week 6)
4) Final Paper (Due Week 8)
Content Guidelines
When constructing this paper, use a three-part structure according to the following guidelines:
Part 1
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1) Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2) Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true.
3) Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4) How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1) What does it mean to be a subtle racist? Please include a referenced definition and example.
2) Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3
The third part of your paper requires you to review and reflect on the ACA and NAADAC codes of ethics. Use the following to help guide your reflection:
1) Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice.
2) What did you learn about the importance of cultural sensitivity in treatment planning?
3) How do communication styles a.
Community Presentation
Powerpoint presentation given to University of Dayton learning and living community on November 19, 2009.
It’s time to get creative! Throughout this course you have explored .docx
It’s time to get creative! Throughout this course you have explored a variety of sociological concepts and ideas regarding the differences between real and ideal societies. The My Ideal Society project assignment allows you to create an ideal society through application of course concepts.
What is your ideal society? This is your chance to create it!
Instructions
Your final project submission should address two main questions: what is an ideal society, and how would an ideal society look when put into practice?
Utilizing the main concepts, theories, and individual aspects from our class, develop a healthy, ideal society. What would be the main components of a healthy, ideal society?
Feel free to include photos, a collage, or other forms of images of your community. Remember the images do not replace content; they are intended to enhance the project. You are not required to include them.
Project Sections (Be sure to address the following questions in each section.)
Key Components:
What are the norms, ideas, values, and beliefs within the society? How do these influence how people behave?
How do people socialize? How do the members learn the cultural rules, norms, and beliefs?
How does the society maintain social control? What rules and structure are in place to create balance and safety?
What types of social groups exist?
How does deviance play a role?
How does the society rank people according to wealth, income, race, education, and power?
What social classes exist?
What are the gender roles? Do gender roles exist? Why or why not?
Theory:
How can theories and research from the field of sociology explain what an ideal society is and assist with developing a healthy society?
Comte, Spencer, and Marx held different perspectives regarding society. Which of these perspectives fit an ideal society? Which of them fit a real society? How do they fit?
People:
How do members within the groups behave? How do they interact with each other? How do the members in minority groups engage with members from the majority? What roles do in-groups, out-groups, and subcultures play?
How do people within the society address issues of deviance? Are there consequences for harmful actions?
How can people change social positions within the ranking?
How do social classes impact how people interact? How do these impact services and goods within the society?
How do gender roles impact the daily functioning of the society? If gender roles do not exist, how do groups (families, social groups, communities) divide required tasks?
How do members in the society engage with members who are aging?
Remember to integrate the course material into the essay for academic support of your statements.
In at least 1,250 words, address the main questions, and include a well-argued introduction and conclusion.
Please include proper formatting throughout the paper. Use APA Style to format the title page, reference page, and citations. Use third-person langua ...
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20150514行政院會後記者會（第3448次會議）→ https://www.youtube.com/watch?v=Hxjc0yoDIuE
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Similar to Standard Indicator #3
DHM 3033 Material CultureDHM 3033 Material
DHM 3033
Material
Culture
DHM 3033
Material
Culture
Chapter 1
Making Sense of
Material Culture
DHM 3033
Material
Culture
Chapter 1
Section 2
What is a theory?
o A way of seeing
o An optic that focuses on specific subject matter
o Modes of explanation & interpretation
that construct connections &
illuminate sociocultural practices,
thus helping to make sense of everyday life
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What is a theory?
o Greek theoria
signifies perspective & vision
that focuses upon
specific topics,
processes & attributes
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are some
theories of material culture?
• Freudian Psychoanalytic
• Semiotic
• Sociological
• Marxist
• Cultural
• Archaeological
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are
limits to theory?
Roshomon
1951 film
Akira Kurosawa
Based on 2 short stories by
Ryunosuke Akutugawa
Set in 12th century Japan
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are limits to
theory?
Roshomon Problem
4 different people…give
4 very different versions…
How do we know reality?
Who is telling the truth?
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are limits to
theory?
“Roshomon Problem”
“…scholars from different
disciplines would disagree
about how to interpret
(Roshomon)…”
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are limits to
theory?
Roshomon Problem
“What do we do when
theorists from different
disciplines disagree
about how to interpret
an artifact or object?”
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
What are
limits to theory?
Roshomon
www.youtube.com/watch?v=38WdmtBO
o34
Note: Some may find some material
offensive.
Berger, S. (2014). What objects mean:
An Introduction to material culture.
Left Coast Press, Walnut Creek, CA.
http://www.youtube.com/watch?v=38WdmtBOo34
What are limits to
theory?
How would you interpret this artifact?
What is it?
Who used it?
Where was it created?
When?
Why?
.
Masks from Japan
Who what where when why?
Selections from the
Permanent Collection
from the
Mingei
International Museum
San Diego, CA
What are some
theories of material culture?
Sociological Theory:
Offers insights into role objects & artifacts play
in our lives
Raises questions about how objects
function for people
Raises questions about what motivates people
to purchase objects
Cons ...
One Nation, Many Beliefs: Talking About Religion in a Diverse Democracy
The discussion guide, One Nation, Many Beliefs, is designed to strengthen relationships and understanding across religious and philosophical perspectives as a foundation for talking about inter-group tensions and the role of religion in public decision making.
WhoAmIWhoAreYouWhoAreWeStudentLifeMulticul.docx
Who Am I?
Who Are You?
Who Are We?
Student Life Multicultural Center | Social Justice Engagement
2
Guidelines
• “I” statements
• Brave space
• Confidentiality
3
Learning Outcomes
Participants will be able to:
• Define social identity, social group, privilege, target
group and agent group
• Recognize the commonalities and differences that
exist among social groups.
• Identify cultural norms associated with target and
agent groups.
• Discuss examples of social identities that are
important to their sense of self
• Assess how social identities play a role in their lived
experiences
4
1. Why is it sometimes difficult to engage in
conversations around diversity, inclusion,
and social justice topics?
2. What does this engagement look like for
your service organizations and here at
OSU?
Pair and Share
5
Definitions
Social Identity is a portion of an individual's sense of self
developed from perceived group membership
e.g. gender, sex, religion, age
Social groups are a group of people who share a range of
physical, cultural, and/or social characteristics
e.g. young adults, men, Christians, transgender people
Adapted from Bell (2007)
6
Privilege
• How do you define the word privilege?
• What comes to mind when you hear the word privilege?
• How does privilege relate to our definitions of social
identities and social groups?
• Is privilege difficult to talk about? Why or why not?
7
8
Definitions
Members of agent groups are afforded privileges by society
that is not necessarily related to merit or what the member
does/doesn’t do. Members of these groups are typically seen
as the ‘norm’
e.g. People who identify as heterosexual
Members of target groups are often marginalized in society.
This is not necessarily related to merit or actions on behalf of
the members. People in these groups are often seen as
outside of the ‘norm’
e.g. People who utilize wheelchairs
9
Activity
We will now explore our own social
identities and social groups.
10
11
• Who is in the room? What identities are or are
not represented?
• Why are you here?
• Why is it important to talk about identity
considering who you are and why you’re here?
Questions for Consideration
12
13
• What identities do you think about most or more
often? Why do you think that is?
• What identities do you think about least or less
often? Why do you think that is?
• What identities that you hold do you hope to
learn more about?
Pair and Share
14
Connection to Service
1) How do concepts like identity
and privilege that we talked about today
relate to the service work that you do?
2) Why is it important to think about your
own identities in the context of your
service? How might this deeper reflection
change how you approach this work?
15
• This is a time to learn more about yourself and
the world around you
• There may be social identities or social groups
you want to know more about
• It is impo.
BSL 4000, Managing Diversity in Organizations 1 Cours.docx
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize how changes in the demographic makeup of the U.S. population affect fair treatment of
people with different ethnicities.
1.1 Distinguish which cultures and demographics make up society in the United States.
1.2 Diagnose the challenges of one dynamic culture group working in both an onsite and remote
environment with two other diverse cultural groups.
5. Examine workplace diversity data.
5.1 Identify demographic data in the workplace.
5.2 Explore the differences in culture, perspective, and experience.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapters 1 and 3
Blandin, D. M. (1991).
Unit I Project
1.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
5.1
Unit Lesson
Chapter 3
Unit I Project
5.2
Unit Lesson
Chapter 1
Blandin, D. M. (1991).
Unit I Project
Reading Assignment
Chapter 1: Introduction, pp. 3-27
Chapter 3: Legislation, pp. 63-91
Additional Reading Assignment(s):
In order to access the following resource, click the link below:
Blandin, D. M. (1991). Strategies for a diverse and competitive America. Vital Speeches of the Day, 57(6),
181-185. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/logi
n.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
UNIT I STUDY GUIDE
Diversity in Perspective
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=9101282051&site=ehost-live&scope=site
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The term diversity has about as many definitions as there are people that use the term. For the purpose of
this course, we will use the textbook’s definition. Diversity is defined as actual or perceived differences among
people in areas including race, ethnicity, sex, age, and other identity-based characteristics that impact their
relationships and interactions (Bell, 2017). The term is often used to describe our differences rather than how
we are similar. How, then, are diversity and discrimination so often used in the same sentence? Organizations
talk about diversity training or cultural sensitivity training. Employees are mandated to attend these trainings
on their differences in order to be considered all the same. Is this irony? The next several units will take a
more in-depth look at this issue from different perspectives.
Diversity will often be considered when we look at physical and cultural or religious characteristics. As this
course is about diversity in organizations and ...
Social and Cultural Diversity Paper Writing Instructions.docx
Social and Cultural Diversity Paper Writing Instructions
Overview
The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Week 2)
2) References (Due Week 4)
3) First Draft (Due Week 6)
4) Final Paper (Due Week 8)
Content Guidelines
When constructing this paper, use a three-part structure according to the following guidelines:
Part 1
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1) Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2) Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true.
3) Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4) How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1) What does it mean to be a subtle racist? Please include a referenced definition and example.
2) Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3
The third part of your paper requires you to review and reflect on the ACA and NAADAC codes of ethics. Use the following to help guide your reflection:
1) Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice.
2) What did you learn about the importance of cultural sensitivity in treatment planning?
3) How do communication styles a.
Social and Cultural Diversity Paper Writing Instructions.docx
Social and Cultural Diversity Paper Writing Instructions
Overview
The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Week 2)
2) References (Due Week 4)
3) First Draft (Due Week 6)
4) Final Paper (Due Week 8)
Content Guidelines
When constructing this paper, use a three-part structure according to the following guidelines:
Part 1
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1) Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2) Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true.
3) Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4) How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1) What does it mean to be a subtle racist? Please include a referenced definition and example.
2) Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3
The third part of your paper requires you to review and reflect on the ACA and NAADAC codes of ethics. Use the following to help guide your reflection:
1) Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice.
2) What did you learn about the importance of cultural sensitivity in treatment planning?
3) How do communication styles a.
Community Presentation
Powerpoint presentation given to University of Dayton learning and living community on November 19, 2009.
It’s time to get creative! Throughout this course you have explored .docx
It’s time to get creative! Throughout this course you have explored a variety of sociological concepts and ideas regarding the differences between real and ideal societies. The My Ideal Society project assignment allows you to create an ideal society through application of course concepts.
What is your ideal society? This is your chance to create it!
Instructions
Your final project submission should address two main questions: what is an ideal society, and how would an ideal society look when put into practice?
Utilizing the main concepts, theories, and individual aspects from our class, develop a healthy, ideal society. What would be the main components of a healthy, ideal society?
Feel free to include photos, a collage, or other forms of images of your community. Remember the images do not replace content; they are intended to enhance the project. You are not required to include them.
Project Sections (Be sure to address the following questions in each section.)
Key Components:
What are the norms, ideas, values, and beliefs within the society? How do these influence how people behave?
How do people socialize? How do the members learn the cultural rules, norms, and beliefs?
How does the society maintain social control? What rules and structure are in place to create balance and safety?
What types of social groups exist?
How does deviance play a role?
How does the society rank people according to wealth, income, race, education, and power?
What social classes exist?
What are the gender roles? Do gender roles exist? Why or why not?
Theory:
How can theories and research from the field of sociology explain what an ideal society is and assist with developing a healthy society?
Comte, Spencer, and Marx held different perspectives regarding society. Which of these perspectives fit an ideal society? Which of them fit a real society? How do they fit?
People:
How do members within the groups behave? How do they interact with each other? How do the members in minority groups engage with members from the majority? What roles do in-groups, out-groups, and subcultures play?
How do people within the society address issues of deviance? Are there consequences for harmful actions?
How can people change social positions within the ranking?
How do social classes impact how people interact? How do these impact services and goods within the society?
How do gender roles impact the daily functioning of the society? If gender roles do not exist, how do groups (families, social groups, communities) divide required tasks?
How do members in the society engage with members who are aging?
Remember to integrate the course material into the essay for academic support of your statements.
In at least 1,250 words, address the main questions, and include a well-argued introduction and conclusion.
Please include proper formatting throughout the paper. Use APA Style to format the title page, reference page, and citations. Use third-person langua ...
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Essays On The Civil Rights Movement
Civil Rights Essay Essay on Civil Rights for Students and Children in .... The civil rights movement essay. Civil Rights Movement Essay Example .... Modern History Essay on Civil Rights Movement USA Modern History .... Higher History USA: Essay 5 Development of the Civil Rights Movement .... Leaders of the civil rights movement essay paper. Civil rights movement essay introduction. Civil Rights Movement In .... Civil rights movement essay thesis proposal. Major Highlights of the Civil Rights Movement. Civil Rights Movement Essay Modern History - Year 12 HSC Thinkswap. The African-American Civil Rights Movement - Free Essay Example .... History of the Battle for Civil Rights - Free Essay Example PapersOwl.com. Title: Why the Civil Rights Movement was a struggle 1865-1965 amp; Essay. Best Topics For Your Civil Rights Movement Essay - Techies Tech Guide. Essay on civil rights - A-Level History - Marked by Teachers.com. Essay on the Successes of the US Civil Rights Movement Modern History .... Sample Essay: Civil Rights Movement in America Blog. Changes Brought by Civil Rights Movement - PHDessay.com. Civil Rights Movement Essay Example for Free - 683 Words EssayPay. Business paper: Essays on the civil rights movement. Persuasive essay: Essays on civil rights movement. The Civil Rights Movement - GCSE History - Marked by Teachers.com. How Civil Rights Movements Changed Basic Rights - Free Essay Example .... Civil Rights Movement Post-1964 ActiveHistory. Was the Civil Rights Movement Successful? - GCSE History - Marked by .... Civil rights movement essay introduction Premium online writing service.. The Civil Rights Movement Literature review Example Topics and Well .... Civil Rights Movement Essay Modern History - Year 11 HSC Thinkswap. Historians and the Civil Rights Movement Journal of American Studies .... The Civil Rights Movement Project - GCSE History - Marked by Teachers.com. Essay 15: Teaching the Civil Rights Movement - History and Social Justice. Business Paper: Civil rights movement essay. Time of change: Photos of the civil rights movement - Photo 1 ... Essays On The Civil Rights Movement Essays On The Civil Rights Movement
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