Submit a 2- to 3-page paper, in which reflect on your learning fro.docx

•Download as DOCX, PDF•

0 likes•2 views

Submit a 2- to 3-page paper, in which reflect on your learning from this course. Use the following questions to guide your reflection: Global Perspective: In what ways have the internationally focused course readings expanded your global awareness? How has a global approach to the topic of multiculturalism changed your thinking on the issues? Key insights Consider two insights that you discovered in the course readings, Discussions, and/or Assignments. What were these key insights and what did you notice about your learning process? Application: How might you apply something you learned to your local context? What future research project might you want to investigate on the topic of multiculturalism? Ethics and Bias: Why is it important to identify bias in your approach and perspective when addressing such a political and public topic as race and ethnicity? How can you approach this topic in an ethical manner to ensure credibility? Cuccioletta. D. (2001). Multiculturalism or transculturalism: Towards a cosmopolitan citizenship . London Journal of Canadian Studies , 17 . Retrieved from http://is.muni.cz/el/1421/podzim2013/CJVA1M/43514039/reading_3_Transculturality.pdf Read about Canada’s public policy of multiculturalism. Plaut, V. (2002). Cultural models of diversity in America: The psychology of difference and inclusion. In R. A. Shweder, M. Minow, & H. R. Markus (Eds.), Engaging cultural differences: The multicultural challenge in liberal democracies (pp. 365–395). New York, NY: Russell Sage Foundation. Retrieved from https://www.law.berkeley.edu/files/models_of_diversity_2002.pdf Read about various models of diversity. Walden University. (2014). 2014 Social Change Impact Report . Retrieved from https://www.waldenu.edu/about/social-change/impact-report-2014 Laureate Education (Producer). (2015). Case study: The global village [Digital file]. Baltimore, MD: Author. Retrieved from https://mym.cdn.laureate-media.com/2dett4d/Demo/global_village/index.html Ted Conferences (Producer). (2014b). Michael Green: What the Social Progress Index can reveal about your country [Video file]. Retrieved from https://www.ted.com/talks/michael_green_what_the_social_progress_index_can_reveal_about_your_country#t-368673 .

Read about Canada’s public policy of multiculturalism.
Plaut, V. (2002). Cultural models of diversity in America: The
psychology of difference and inclusion. In R. A. Shweder, M.
Minow, & H. R. Markus (Eds.),
Engaging cultural differences: The multicultural challenge in
liberal democracies
(pp. 365–395). New York, NY: Russell Sage Foundation.
Retrieved from
https://www.law.berkeley.edu/files/models_of_diversity_2002.p
df
Read about various models of diversity.
Walden University. (2014). 2014 Social Change Impact Report
.
Retrieved from
https://www.waldenu.edu/about/social-change/impact-report-
2014
Laureate Education (Producer). (2015).
Case study: The global village
[Digital file]. Baltimore, MD: Author. Retrieved from
https://mym.cdn.laureate-
media.com/2dett4d/Demo/global_village/index.html
Ted Conferences (Producer). (2014b).
Michael Green:
What the Social Progress Index can reveal about your country
[Video file]. Retrieved from
https://www.ted.com/talks/michael_green_what_the_social_prog
ress_index_can_reveal_about_your_country#t-368673

The document discusses information literacy as an emerging discipline. It outlines six elements that characterize a discipline: 1) a community of scholars, 2) communication networks, 3) ethical concerns, 4) a tradition and history of inquiry, 5) specific modes of inquiry, and 6) a body of knowledge and curricula. The document argues that recognizing information literacy as a discipline could strengthen the field by facilitating shared vocabulary, integration into curricula, and dialogue about its transdisciplinary nature. Recognizing it as a discipline may also allow for more credit courses and opportunities to discuss related literacies.

COSH42 The Contemporary World.pdf

DennisBenedicto1

This document provides a course syllabus for "The Contemporary World" class. It includes the university and department mission statements, learning outcomes, content to be covered, and assessment methods. The course aims to introduce students to globalization by examining its economic, social, political and technological dimensions. Key topics include debates on global governance, development, integration of markets and regions like Asia, effects on culture and religion, issues of global cities and demography. Student assessment includes quizzes, discussions, debates and research presentations on topics related to globalization.

Final Research Paper Topic and Plan The first step in the rese.docx

tjane3

Final Research Paper Topic and Plan The first step in the research process is selecting a topic that is both interesting and manageable. For this discussion, complete the following: Review the Final Research Paper instructions in Week Five, and identify three potential research topics. Describe methods that may be helpful in identifying and narrowing your research paper topic. Examine two scholarly sources that may prove valuable as you seek to defend your claims. Address why scholarly sources should be used to support your writing on the selected topic. Social Media The introduction of new technologies has significantly affected the social lives of many. These changes, which reflect how people use technology to interact, provide an example of trends that you might examine in your Final Research Paper. For this discussion, identify a significant change that has occurred in the way people communicate and share information, and reflect on the impact this change has had on individuals and society in general today (local and global). Keep in mind that not all social trends affect all groups in society to the same degree. In addition, examine the influence of social media on an individual’s personal and professional pursuits. 3. Professional Resume and Cover Letter Create a professional resume and cover letter for a position within your selected industry, and attach a copy to this discussion forum. Respond to at least three of your classmates’ posts by Day 7, providing both positive and constructive feedback. If you do not have a resume or cover letter, you may access helpful resources by logging into your Ashford University Student Portal. From the Student Portal homepage, locate Career and Alumni Services (look for the blue “Career” word cluster image) and click on the link to My Career: Career and Professional Development Center to review resume and cover letter resources . 4. Social Capital Read the articles, Bowling Alone: America’s Declining Social Capital and Still Bowling Alone? The Post-9/11 Split from the Project Muse database in the Ashford University Library. For this discussion, complete the following: In your own words, describe what is meant by the term “social capital.” Examine the influences of social connections and technology and civic engagement in academic and professional pursuits. Evaluate the significance of social capital in the context of global citizenship and multicultural understanding. Federal Policy In recent years, immigration, health care reform, and fiscal policy have emerged as key issues in U.S. federal policy. There are many sides to each debate, and research is proliferating. Using the Ashford Online Library, identify a scholarly article that answers research questions associated with the debate over immigration, health care reform, or fiscal policy (select one). Apply the principles of critical thinking to the selected issue. Cite the article or website that co.

The assignment is to submit an outline of the presentation you will .docx

anhcrowley

The assignment is to submit an outline of the presentation you will give as part of your final project. Think of it as a script with notes that help add context to the points you will be making. It does not need to include complete sentences or paragraphs, but it should contain enough detail to allow your instructor to offer you some feedback. While you may organize the outline however you choose, be sure to address the following: I. Introduction: Examine the role of the individual in a global society and how issues of diversity influence aspects of culture and the individual. Explore topics that have been discussed in this course (sociology of diversity, biological diversity, cultural identity, diversity through socioeconomic status, etc.) to help guide your analysis. A. How have social practices been shaped by issues of diversity in modern culture? B. From an interdisciplinary approach, how has a topic discussed in the course influenced or not influenced modern society? C. How have issues of diversity influenced social change? In other words, how have problems associated with diversity necessitated or encouraged some sort of change in society? D. How have issues of diversity influenced the behaviors and operations of individuals in your discipline of study? In other words, look at the influence of issues of diversity through the lens of your discipline. E. From an interdisciplinary approach, how have issues of diversity and a topic discussed in the course affected modern society? In other words, how has modern society changed or been impacted by issues of diversity? How does the topic relate to issues of diversity? F. Using relevant research or diverse perspectives, describe the benefits and challenges of overcoming issues of diversity. II. Issue: Introduce the issue and describe how it relates to diversity and any of the topics that were addressed in the course. A. Using appropriate research strategies, describe a social or global issue that is related to issues of diversity. i. What is the origin of the issue? ii. What is the issue about? B. Using appropriate research strategies, describe the target population of the issue. i. Who is impacted by the issue? ii. What is important to know about them? C. Using appropriate research strategies, explain how the chosen issue relates to a topic discussed in this course. i. In other words, how can you connect the social or global issue you have chosen with a topic discussed in this course? ii. How does the topic inform your understanding of the issue? D. Using relevant research or diverse perspectives, describe how the chosen issue is impacting the target population. E. Utilizing interdisciplinary approaches, predict how the chosen issue will or will not change in the future. III. Plan: Offer recommendations and a plan to improve the issue, as well as strategies for implementing your plan. A. Make recommendations for how the current issue .

Critical discourse analysis of the ideology of media presented through news

Mazhar Ranjha

The document discusses critical discourse analysis (CDA) and its application to analyzing news media. It provides definitions and approaches to discourse analysis and differentiates it from CDA. CDA pays attention to ideologies and power relations underlying discourse. The aims of CDA are outlined, including uncovering implicit meanings and ideologies. Two examples are given analyzing how newspapers framed a news story about a police incident differently, showing their different ideological stances. The document serves to introduce CDA and its relevance to analyzing media discourse.

Social planning swk_4663_19

Dr. Krishna Go Karmakar

This document outlines the syllabus for a course on social planning approaches and issues. It includes: 1) An introduction to the course content which will explore social planning theory, history, and case studies of organizations. 2) Learning objectives which are to understand the theoretical foundations of social planning approaches and examine issues, debates, and methods in social planning practice. 3) Course requirements which include readings, short papers, and a case study presentation and report on a social planning organization.

Write a 3 page paper that addresses the following questions.docx

velmakostizy

The document provides instructions for a 3-page paper that asks students to assess their own cultural competence as an educator, describe 2 strategies to enhance their cultural competence, and explain why cultural competence is important for understanding diverse students and how it impacts both students and colleagues. The paper should include an introduction, conclusion, and reference 2 specific readings on multiculturalism and improving teaching and learning in higher education.

World congress symposium

natkaylynn

This document summarizes a symposium on taking a global perspective in generating new knowledge. The symposium goals are to present an overview of incorporating international research, discuss cultural differences in the research process, discuss challenges of inclusion, and how research is defined internationally. Two panel presentations provide case studies on these topics. Learning objectives are to better understand the context for international research, challenges and opportunities to incorporate international perspectives, how to include an international lens in one's own work, and how to include more international perspectives in research.

This document provides information about the 9th International Conference on Design and Emotion that was held from October 6-10, 2014 in Bogota, Cali, and Medellin, Colombia. It was organized by Universidad de los Andes, Universidad Icesi, and Universidad EAFIT. The conference focused on the theme of "Design, Emotion and Social Innovation" and included papers presented within 5 sub-themes: design for social innovation; theoretical issues of design and emotion; methodological issues of design and emotion; well-being and sustainability; and experience and interaction. A total of 56% of 200 submitted papers and projects were accepted for presentation after a double-blind peer review process.

The Social Media Workshop: from research to development

University of Gothenburg

Final Argentine

kimmysen

The document discusses using Wikispaces for computer-supported collaborative learning. It provides examples of how Wikispaces can be used to create collaborative projects between students in the same or different locations. It then describes a sample diversity curriculum centered around exploring murals in Washington D.C. that uses Wikispaces for student collaboration and presentation of final projects. The curriculum aims to develop students' intercultural competence by analyzing how murals convey cultural messages and perspectives.

Final Argentine

kimmysen

1. The document discusses using Wikispaces and computer-supported collaborative learning (CSCL) to teach about diversity and intercultural competence through exploring murals in Washington D.C. 2. A sample course is outlined that takes students through examining immigration history, analyzing mural art, and going on a field trip to explore D.C. murals firsthand. 3. Students then create final projects - an essay analyzing a mural or comparing murals, and creating their own mural representing American culture with a presentation to explain it. The goal is to help students understand diversity and how culture is expressed through public art.

Final report on Ethnocentrism

Anshuman Mahapatra

HIA 2015 - Final

Marc Flecha

The chapter's Honors in Action project focused on borders and boundaries. Through research, they concluded that perspective is a key motivator for transcending borders. To promote global perspectives, they created a cost-effective template called "Global Citizenship" and established a non-profit organization called the Global Umbrella Initiative. They collaborated widely, developed leadership skills, and presented their work locally and nationally. Outcomes included an approved course, growing online presence, and surveys showing increased awareness of global issues. Future opportunities include ongoing presentations, media production, and expanding social networks to promote global citizenship.

Week 1 course overview

Johns Hopkins University

This course explores expanding roles of museum marketing and communications. It will be held from September 1 to December 13, 2010, with holidays on September 6 and November 24-28. The instructor is Deborah Ziska and the course description outlines that topics will range from market research and branding to crisis communications and social media, with an emphasis on integrated marketing strategies. Course objectives include recognizing trends affecting museums, understanding museum diversity, learning public relations and marketing tools, developing mission and marketing strategies, and understanding media attention. Required textbooks and equipment are also listed.

AEC 3180: Global Governance and Educational Change

Arif Anwar

This document provides an overview of a doctoral seminar course on global governance and educational change. The course has five primary goals: to orient students to theoretical perspectives on globalization and changes to world order; to introduce key international organizations and actors involved in education; to look at the influence of international actors on educational policies and practices; to familiarize students with research methods for studying international education politics; and to stimulate debate about reforming global institutions in education. The course requirements include weekly readings, leading class discussions, a reflection paper, poster presentation, and 20-25 page research paper.

UCSP Daily Lesson Log week 4.docx

AilenLaguda1

This document outlines the daily lesson log for an 11th grade Understanding Culture, Society and Politics class. The log details the learning objectives, content, resources and procedures for the week of August 29 to September 2. The objectives are for students to analyze social, political and cultural change, recognize intersections between anthropology, sociology and political science, and identify subjects of inquiry for each discipline. Content will cover starting points for understanding culture and society. Resources include textbooks, presentations, and class discussions. Procedures involve defining key terms, discussing concepts, student activities and evaluations to meet the learning objectives.

Designing Blended Learning Experiences - Handout

Brent Jones

This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills. Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment (imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own curriculum, course and lesson planning endeavours.

Fostering global competence no macro

Jaclyn Skalecki Orozco

This document discusses fostering global competence in the world language classroom and beyond. It begins by outlining rules for introducing oneself to strangers and attentive listening. Several definitions of global competence are presented that have evolved over time to include intercultural skills, effective communication, and ability to work across diverse contexts. The document then details a study that developed a consensus definition of global competence as having an open mind seeking to understand other cultures to interact and work outside one's own environment. It discusses models for teaching global citizenship and outlines forces that must change for all students to develop global competence, including integrating social sciences into curricula. Finally, it examines the relationship between cultural competence and global competence and the role of culture in developing global skills

Social Justice and the Ontario Social Studies Curriculum

Stan Hallman-Chong

The document discusses the evolution of Ontario's social studies curriculum from the early 1990s to present day. It focuses on how the curriculum has incorporated or removed concepts like social justice, citizenship, and environmental awareness over time in response to political influences. It proposes analyzing the curriculum through a social justice and environmental lens and modifying it to make these concepts more clear and central.

WK1 DQ 1The first step in the research process is selecting a to.docx

ericbrooks84875

WK1 DQ 1 The first step in the research process is selecting a topic that is both interesting and manageable. For this discussion, complete the following: · Review the Final Research Paper instructions in Week Five, and identify three potential research topics. · Describe methods that may be helpful in identifying and narrowing your research paper topic. · Examine two scholarly sources that may prove valuable as you seek to defend your claims. · Address why scholarly sources should be used to support your writing on the selected topic. (Research the responsibility of a critical thinker in a contemporary society. You may choose any topic that deals with a contemporary social concern. Examine the principles of critical thought in relation to the chosen societal concern, and consider the importance of ethics, moral reasoning, a research-based process to search for truth, and the advantages of information technology in gathering data. Potential social concerns include, but are not limited to health (e.g., obesity, smoking, or underage drinking), poverty (e.g., homelessness, basic needs, or transportation issues), family relations and dynamics (e.g., teen violence, physical abuse, depression, or suicide), social media (e.g., privacy), immigration (e.g., illegal), and education (e.g., plagiarism and/or cheating). WK 1 DQ 2 The introduction of new technologies has significantly affected the social lives of many. These changes, which reflect how people use technology to interact, provide an example of trends that you might examine in your Final Research Paper. For this discussion, identify a significant change that has occurred in the way people communicate and share information, and reflect on the impact this change has had on individuals and society in general today (local and global). Keep in mind that not all social trends affect all groups in society to the same degree. In addition, examine the influence of social media on an individual’s personal and professional pursuits. WK3 DQ 1 Read the articles, Bowling Alone: America’s Declining Social Capital and Still Bowling Alone? The Post-9/11 Split from the Project Muse database in the Ashford University Library. For this discussion, complete the following: · In your own words, describe what is meant by the term “social capital.” · Examine the influences of social connections and technology and civic engagement in academic and professional pursuits. · Evaluate the significance of social capital in the context of global citizenship and multicultural understanding WK3 DQ2 In recent years, immigration, health care reform, and fiscal policy have emerged as key issues in U.S. federal policy. There are many sides to each debate, and research is proliferating. identify a scholarly article that answers research questions associated with the debate over immigration, health care reform, or fiscal policy (select one). Apply the principles of critical thinking to the selected issue. Cite the article or webs.

Congo research project resources

abonica

This document provides an overview of the requirements and elements for an informative essay about the Congo Project. It includes relevant learning standards, examples of different levels of questions that could be asked, and outlines the required elements for the essay such as an introduction with a thesis statement, historical background, a summary of the current situation, and a conclusion with an outlook for the future. It also provides examples and guidance on writing a focus, determining evidence, using transitions, outlining, introductions, conclusions, and properly citing sources using MLA format.

Designing a connected research impact strategy for arts and humanities discip...

Niamh NicGhabhann

This document discusses strategies for measuring the impact of arts and humanities research, which often involves non-traditional outputs. It notes that current systems focus too narrowly on citations and publications. To develop an inclusive system, it recommends considering four questions: how the research benefits society, who finds it valuable, how to communicate its value, and how to prove others find it valuable. It provides examples answering these questions for two projects and emphasizes gathering diverse evidence of impact from the beginning to communicate research value to different stakeholders.

Building understanding of cultural perspectives on the road to global compete...

Jaclyn Skalecki Orozco

250uout

inMongolia

This document provides an overview for a course on human evolution. It will investigate long-term perspectives on humans and our relationships with other species. The course encourages students to consider whether our modern relationships with the natural world are sustainable and our responsibilities to future generations and other species. The course structure includes weekly topics covered by readings and lectures, with tutorials for discussion. Students will complete a midterm and final assignment, and participation in tutorials will also be graded. A reading list outlines required and recommended readings for each weekly topic.

Scholars imagined audiences

George Veletsianos

When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.

Text (in English) belonging to my presentation

Erik van 't Klooster

1. The document summarizes the author's thesis on how cultural distance influences competence development for students who travel abroad for educational purposes. 2. The author conducted a literature review and empirical research to develop a competence framework consisting of cross-cultural, management, and personal development competencies. 3. The research found that students learn more competencies when traveling to countries with high cultural distance, characterized by different power structures and individualism/collectivism, but the learning process can be hampered by a lack of support and short program durations.

English 202 March15 & 17

lisyaseloni

This document provides an agenda and notes for an English 202 class on March 15th, 2010. It discusses completing chapters in The Tipping Point book, book reviews being due, and announcing a nutrition event. Students are asked to consider what type of social change they would like to bring and how they could help spread social epidemics. The next steps in student research projects are outlined, including deciding on methods of inquiry, finding a research site, and looking for participants. Qualitative and quantitative research methods are briefly discussed. The class is assigned to submit literature reviews and continue discussing methodology.

Summarize the key ideas of each of these texts and explain how they .docx

Submit a 2- to 3-page paper, in which reflect on your learning fro.docx

Recommended

Recommended

More Related Content

Similar to Submit a 2- to 3-page paper, in which reflect on your learning fro.docx

Similar to Submit a 2- to 3-page paper, in which reflect on your learning fro.docx (20)

More from rafbolet0

More from rafbolet0 (20)

Recently uploaded

Recently uploaded (20)

Submit a 2- to 3-page paper, in which reflect on your learning fro.docx