This document discusses different models for distance education course delivery, including synchronous, asynchronous, and blended models. Synchronous models involve real-time interaction between instructors and students online, while asynchronous models do not require simultaneous interaction and instead rely on discussion forums and email. The blended model combines elements of both synchronous and asynchronous delivery. Effective course management systems and a user-friendly technology interface are important for supporting distance education.
Bain, garza helping graduate counseling students embrace academicWilliam Kritsonis
Both graduate students and faculty are continually faced with the challenge of academic writing. For a number of reasons, graduate counseling students are resistant to learning and applying APA 6th Edition guidelines to their academic writing. This article seeks to lay a foundational understanding of the importance of graduate academic writing and provide a review of a possible resource for professors to use to supplement the APA 6th edition publication manual.
William Allan Kritsonis, PhD
Editor-in-Chief (Since 1982) NATIONAL FORUM JOUNALS
This is for Baber MakaylaPLC & Culturally Responsive Teaching .docxdivinapavey
This is for
Baber Makayla
PLC & Culturally Responsive Teaching Strategies
By completing this Summative Assignment, you will demonstrate your abilities with the following objectives:
Apply teaching techniques and strategies that incorporate respect for all cultures.
Illustrate socio-historical impacts on language and culture in education.
Discriminate the contemporary context of prejudice.
Examine educational practices of the school system as it relates to different groups.
Justify the importance of parent and community involvement in the school.
Additionally, this assignment will provide the opportunity to answer the essential questions of this course’s topic, which are intended to provoke critical thinking not only in this course but also throughout your preparation for and during your professional career. This course has addressed the integration of multicultural relationships and its content-based instruction in the educational setting and within the community. Cultural differences, as a whole, have been evaluated along with specific groups. In the following summative assessment you will choose a unique cultural group with whom you most relate to either personally or professionally. You may pick a cultural group that has been explicitly addressed in this class or one of your own choosing.
Part 1: The Task
Imagine you are the team leader of your school’s Professional Learning Community (PLC) regarding a specific student cultural population on campus. Your school’s principal has asked that you create an online presentation about this population.
You are receiving this assignment at the end of the school year with the expectation that you will present it at the start of the upcoming school year. Additionally, you will have both new and tenured staff that will receive your information. This presentation will be available to all faculty, staff, and administration.
The goals of both the written paper and presentation are to address the following:
Overview of Culture: Discuss the culture in terms of behavior, social values, family values, gender roles, academics, and traditions from the perspective of someone from that culture.
History of Culture: Highlight the history of this culture and the contributions of this culture within an educational setting. Inclusionary Practices: Generate a list of inclusionary curricular and instructional practices that all staff could employ to ensure cultural acceptance/integration for this group.
Parent/Community Involvement: Provide suggestions for including parents in the learning process (e.g., ensuring parents feel accepted and welcome) and align these suggestions to the characteristics of the culture selected.
Part 2: Written Paper
Prepare a written paper that addresses each of the four goals listed above. The content should consist of approximately 10-12 pages, not including title and references pages. Use at least two scholarly sources in addition to the Wardle (2013) textbook, providi.
Bain, garza helping graduate counseling students embrace academicWilliam Kritsonis
Both graduate students and faculty are continually faced with the challenge of academic writing. For a number of reasons, graduate counseling students are resistant to learning and applying APA 6th Edition guidelines to their academic writing. This article seeks to lay a foundational understanding of the importance of graduate academic writing and provide a review of a possible resource for professors to use to supplement the APA 6th edition publication manual.
William Allan Kritsonis, PhD
Editor-in-Chief (Since 1982) NATIONAL FORUM JOUNALS
This is for Baber MakaylaPLC & Culturally Responsive Teaching .docxdivinapavey
This is for
Baber Makayla
PLC & Culturally Responsive Teaching Strategies
By completing this Summative Assignment, you will demonstrate your abilities with the following objectives:
Apply teaching techniques and strategies that incorporate respect for all cultures.
Illustrate socio-historical impacts on language and culture in education.
Discriminate the contemporary context of prejudice.
Examine educational practices of the school system as it relates to different groups.
Justify the importance of parent and community involvement in the school.
Additionally, this assignment will provide the opportunity to answer the essential questions of this course’s topic, which are intended to provoke critical thinking not only in this course but also throughout your preparation for and during your professional career. This course has addressed the integration of multicultural relationships and its content-based instruction in the educational setting and within the community. Cultural differences, as a whole, have been evaluated along with specific groups. In the following summative assessment you will choose a unique cultural group with whom you most relate to either personally or professionally. You may pick a cultural group that has been explicitly addressed in this class or one of your own choosing.
Part 1: The Task
Imagine you are the team leader of your school’s Professional Learning Community (PLC) regarding a specific student cultural population on campus. Your school’s principal has asked that you create an online presentation about this population.
You are receiving this assignment at the end of the school year with the expectation that you will present it at the start of the upcoming school year. Additionally, you will have both new and tenured staff that will receive your information. This presentation will be available to all faculty, staff, and administration.
The goals of both the written paper and presentation are to address the following:
Overview of Culture: Discuss the culture in terms of behavior, social values, family values, gender roles, academics, and traditions from the perspective of someone from that culture.
History of Culture: Highlight the history of this culture and the contributions of this culture within an educational setting. Inclusionary Practices: Generate a list of inclusionary curricular and instructional practices that all staff could employ to ensure cultural acceptance/integration for this group.
Parent/Community Involvement: Provide suggestions for including parents in the learning process (e.g., ensuring parents feel accepted and welcome) and align these suggestions to the characteristics of the culture selected.
Part 2: Written Paper
Prepare a written paper that addresses each of the four goals listed above. The content should consist of approximately 10-12 pages, not including title and references pages. Use at least two scholarly sources in addition to the Wardle (2013) textbook, providi.
EDUR 6100, Dr. Colín EDUR 6100 Instructi.docxjack60216
EDUR
6100,
Dr.
Colín
EDUR 6100
Instructions and Rubric for
The (Final)
Anthropological Analysis of Cultural Diversity (Project)
The purpose of the final project is to invite you to deepen your understanding of
the anthropological analysis of cultural diversity. It invites you to take an
anthropological stance, to consider cultural contexts and practices, and the
various meanings assigned to these, from a perspective other than your own. One
important aspect of the anthropological understanding of cultural diversity is for
researchers to consider cultural contexts, practices, and meaning from the emic or
insider’s perspective. Furthermore, this assignment invites you to reflect upon
what you learned that might help you understand the cultural dynamics of
schools and schooling.
Recognizing that course members are in different academic programs, work sites,
and have different career aspirations, and in an effort to have this culminating project be the most meaningful for each, students
are required to design their own final project in consultation with the professor. Students are required to go out in the field, and do
some basic ethnography (utilize anthropological methods) in an education setting (broadly defined), but how they approach that
experience, what they focus on, and what they produce to turn in is generally open. The product will be linked/submitted both in
LiveText and on the course website.
Final Project Proposal
The proposal for the final project due date is on the course syllabus. It should be submitted as a private journal entry on
the course website. The proposal can be brief (150-200 words) but should relay the selected research site, focus, context,
methods and timeline of data collection, and product to be delivered. Also, students will discuss their project proposal
and their progress with the professor in a web appointment.
SOME FINAL PROJECT “Product” POSSIBILITIES:
• Short Ethnographic Documentary Film
• Radio Story/Podcast (c.f. StoryCorps, NPR, etc.)
• Small scale replication of a previous study
• Community Mapping Project & reflection
• Cultural Plunge & reflection
• Funds of Knowledge Project toward K-12
Curriculum Design
• School Observation
• Visual Ethnography (e.g. PhotoVoice)
• Institutional History
• Auto-Ethnography
• Investigative reporting
• . . .another approved project
Each project must demonstrate an understanding of and be grounded in the methods, and theories of cultural anthropology. It may
be inspired by the texts reviewed in class. In the final product students may consider relaying the following components (depending
on the project you design, these may or may not apply. I provide them here for your consideration):
n Detail the Research Focus & Context: [for example:] What was my research focus? What community and/or setting did
I select for my project? What background information do my audiences need to know? Why ...
Overview Students must complete a presentation as their fina.docxgerardkortney
Overview
Students must complete a presentation as their final project.
In this course you will explore the role of culture in today’s world. It is important to recognize the value of developing culturally responsive practices and recognizing the benefits and challenges of diversity.
Issues of diversity have influence on many aspects of society, and how that is dealt with requires diverse knowledge and perspectives to investigate and change. Across many disciplines, the ability to investigate and then articulate a plan to inspire change is often necessary to achieve personal and professional goals. The purpose of this assessment is to examine the role of culture in society and how that impacts individuals through the development of a plan that addresses a local or global problem relating to issues in diversity.
This assessment addresses the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature and peer experiences
Prompt
For this assessment, you will choose a local or global issue that pertains to problems in diversity and one or more of the topics that has been addressed in this course (sociology of diversity, biological diversity, cultural identity, diversity through socioeconomic status, etc.).In this presentation, you will explain the issue and how it pertains to culture, include problems in diversity and any applicable topics, and provide a plan of action for addressing this issue. This plan includes recommendations for improvements as well as strategies and a plan for implementing the recommendations. You will develop your plan as a multimedia presentation with an oral component. This oral component could be audio that accompanies a PowerPoint (or Screencast-O-Matic, Prezi, Keynote, Presentit, etc.) presentation, or a video presentation with audio. You will be required to provide written speaker notes that correspond with your presentation (whether it is PowerPoint or video).
Be sure to support your answers with appropriate evidence. You are encouraged to conduct interviews with individuals who are involved or affected by the issue you are addressing, but this is not required. Relevant and appropriate research is also acceptable.
Specifically, the following .
throughout your time as a CAS student, you have been exposed to vaTakishaPeck109
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
In assigned CLCs, each member should choose a culture to research an.docxmodi11
In assigned CLCs, each member should choose a culture to research and inform the group members of their choice. Each individual will research information about that culture, including social perspectives that affect local and global issues.
Discuss in 750-1,000-words how you would build global awareness and understanding and integrate diverse social and cultural perspectives to create novel approaches to solving problems.
Use the GCU Library and/or academic websites to research a minimum of four articles/books about the culture.
As a group, develop a chart that breaks down components of each culture and compares them side-by-side.
Combine the information from each group member and the chart into one project. Among the group members, discuss implications for teachers and social studies instruction. Use these discussions to synthesize the individual components into one essay for the group.
Be sure to attach the cultural summaries from each group member to the assignment.
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.
.
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
Caine is a 9-year-old boy whose afterschool and weekend project ChereCoble417
Caine is a 9-year-old boy whose afterschool and weekend project turned into an international imagination movement. As the
Caine’s Arcade
Links to an external site.
video explains, Caine built a gaming arcade almost entirely out of cardboard and opened it up for business in the storefront of his father’s auto parts store. This story provides an excellent example of how characteristics of Caine’s personal identity might affect how and what he learned from the specific experiences portrayed. The video story identifies the cultural values that nurtured Caine’s curiosity and inventiveness, and you can readily analyze the factors contributing to his “funds of knowledge” going into the project. After viewing Caine’s amazing story, reflect on the different skills he learned and applied as he completed his “project,” and consider how his personal identity shaped, and was shaped by, his amazing experiences. To help you better understand the underlying influences affecting Caine’s learning experiences, read Chapter 7 of your primary text.
This chapter presents information and examples associated with how social class can have an influence on student achievement and behavior in school. You also need to read the article by Moll, Amanti, Neff, and Gonzales (1992) regarding
Funds of KnowledgeLinks to an external site.
about how family and cultural backgrounds impact students and their families.
Initial Post:
View the
Caine’s Arcade
Links to an external site.
video and construct an initial discussion post that addresses the following questions:
What external factors influenced Caine’s ability to successfully create his arcade (e.g., what role did his father play in encouraging his project?)?
What internal factors influenced Caine’s ability to successfully create his arcade? Consider his world view, values, and funds of knowledge as internal factors.
How valuable do you think these skills are in the real world? How well do they align with one or more of the 21st-century skills identified on the
Framework for 21st Century LearningLinks to an external site.
web page?
·
Instructor Guidance
· Week 1
· Week Overview
· This is a dynamic and important course comprising part of your journey through an education graduate program. It is important because it is designed to connect you to the most important source of understanding, guidance, improvement and challenge in the field of education: you. Regardless of how many years you have studied or practiced in the field of education, you are already an expert in how YOU learn. You possess a lifetime of case studies that illustrate clearly specific strategies to help you learn things well, and strategies that may not work for you. You discern for yourself what is relevant, what makes sense, what kind of feedback helps you the most, and what motivates you to learn things that are rather difficult.
This is the most crucial thing to consider at all times in this co ...
Personal experience and perception lend a great deal to addressing a.docxrosacrosdale
Personal experience and perception lend a great deal to addressing a social issue. However, as individuals, there are limits to one’s knowledge on any topic. The ability to conduct research on a social issue allows for a more comprehensive perspective on multiple aspects of an issue, insight into the communities impacted, and lessons learned for other like-minded groups who have done similar work.
In this Journal Assignment, you explore the concept
Discovery
as it relates your group's research on a social topic.
To prepare for this Assignment:
Consider the assigned readings from the first 3 weeks of this course.
Review the explanation of Walden University's DEEP-C Model General Education Learning Outcome “Discovery” in the Syllabus.
Consider
“
Discovery” as it relates to the work you are doing in this course.
Bearing in mind the amount of information that is readily available in current times, think about how people involved in social movements of the past gained information on the social issue and related topics.
The Assignment:
Write
a 2- to 3-paragraph journal entry in which you address the following questions:
What appropriate sources of information will be used to support your group's claims about your topic?
At this early stage in the process of investigating your topic, what advantages do you see in conducting research to discover various factors associated with the topic?
In what ways does the ability to conduct research strengthen your group's approach?
General Education Learning Outcomes (The DEEP-C Model)
Discovery
:
Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research.
Evaluation:
Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics.
Expression:
Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes.
Perspective
: Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture.
Change
: Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change.
THIS ASSIGNMENT IS DUE ON TOMORROW BY 8PM EST
.
Your Immersion Project for this course is essentially ethnographchandaronald
Your Immersion Project for this course is essentially ethnographic research. When you hear the words
ethnography
or
ethnographic research
, you may think of Margaret Mead or Franz Boas performing their research on cultures outside their own countries and living among their research subjects. Contemporary ethnographic research includes many other types of research scenarios, such as urban ethnography, neighborhood studies, and even microstudies of groups as small as families and individuals.
Ethnography
is any systematic study of people and cultures, usually conducted through observation, interviews, dialogues, participation, and historical research. Ethnography is used across disciplines as varied as anthropology, linguistics, sociology, advertising, and of course, human services and social work.
Your Immersion Project is just that—a study of a population group with the goal of better understanding the culture of the group. As you complete this project over the course of the semester, keep in mind one of the classical hallmarks of ethnographic research, pioneered by Boas: The beliefs and activities of humans have to be interpreted within their own cultural terms and not evaluated or judged through the cultural lens or terms of the observer or researcher. That is, human beliefs and behavior are culturally relative.
This week, you submit your Immersion Project Paper, one of two culminating parts of your Final Project for this course (along with your narrated PowerPoint, which is due in Week 10).
This 7- to 10-page paper will be a culmination of what you have experienced and explored throughout your work on this project. Since everyone’s experience will be different, the content of the paper will vary for each student; however, there are two sections that everyone should include:
Reflection on your Immersion Project:
Observation: What observational activity did you attend and what insight did it give you into your selected population?
Dialogue: How did you carry out your dialogue? Reflect on your experience and what insight it gave you into your selected population.
Reaction and Critical Analysis of your experience: This section should incorporate your reflections on your experiences, what you learned about the group, what you learned about yourself, and how your perceptions of this group have changed over time.
Several areas to address in this section:
Description of the group
Values/belief orientation
Social interactions (relationships within and between group members)
Religious/spiritual beliefs
Roles and expectations
Language and communication
...
Your Immersion Project for this course is essentially ethnographic r.docxdanhaley45372
Your Immersion Project for this course is essentially ethnographic research. When you hear the words
ethnography
or
ethnographic research
, you may think of Margaret Mead or Franz Boas performing their research on cultures outside their own countries and living among their research subjects. Contemporary ethnographic research includes many other types of research scenarios, such as urban ethnography, neighborhood studies, and even microstudies of groups as small as families and individuals.
Ethnography
is any systematic study of people and cultures, usually conducted through observation, interviews, dialogues, participation, and historical research. Ethnography is used across disciplines as varied as anthropology, linguistics, sociology, advertising, and of course, human services and social work.
Your Immersion Project is just that—a study of a population group with the goal of better understanding the culture of the group. As you complete this project over the course of the semester, keep in mind one of the classical hallmarks of ethnographic research, pioneered by Boas: The beliefs and activities of humans have to be interpreted within their own cultural terms and not evaluated or judged through the cultural lens or terms of the observer or researcher. That is, human beliefs and behavior are culturally relative.
This week, you submit your Immersion Project Paper, one of two culminating parts of your Final Project for this course (along with your narrated PowerPoint, which is due in Week 10).
This 7- to 10-page paper will be a culmination of what you have experienced and explored throughout your work on this project. Since everyone’s experience will be different, the content of the paper will vary for each student; however, there are two sections that everyone should include:
Reflection on your Immersion Project:
Observation: What observational activity did you attend and what insight did it give you into your selected population?
Dialogue: How did you carry out your dialogue? Reflect on your experience and what insight it gave you into your selected population.
Reaction and Critical Analysis of your experience: This section should incorporate your reflections on your experiences, what you learned about the group, what you learned about yourself, and how your perceptions of this group have changed over time.
Several areas to address in this section:
Description of the group
Values/belief orientation
Social interactions (relationships within and between group members)
Religious/spiritual beliefs
Roles and expectations
Language and communication
.
Similar to This assignment is not a conventional research paper, where you wr (20)
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This assignment is not a conventional research paper, where you wr
1. THIS ASSIGNMENT IS NOT A CONVENTIONAL RESEARCH
PAPER, where you write about a particular topic from a
detached perspective. Instead, this assignment is more of an
exercise of your imagination, albeit with guardrails. You are
being asked — okay, required — to imagine yourself actually
being directly and personally engaged in carrying out some type
of project in a cultural or subcultural context that differs
significantly from your own cultural context. (Obviously we
don’t have sufficient time within the duration of this course for
anyone to actually carry out a project of this dimension and
complexity that entails direct contact with a specific culture
other than the class member’s own.) This could be done solo or
as part of a group. But for those of you envision it as a group
project, you need to presume that you have some degree of
responsibility for leading the group — particularly when it
comes to applying Cultural Intelligence (CQ) to navigate the
cross-cultural challenges that you would be facing in carrying
out the project. Why you? Because you should assume that no
one else in the group has taken Cultural Anthropology with
professor at university or has had any other serious exposure to
the concept of Cultural Intelligence prior to embarking on this
project with you as a participant in the group.
So, what kind of project might you propose? It does not
have to be any type of mission trip, although that is certainly a
legitimate possibility. The most successful CIA projects in this
Cultural Anthropology course over the years are those that
somehow gave expression to a serious interest or concern on the
part of the author, whether that interest or concern was of an
academic nature, or personal, professional, cultural, charitable,
scientific, vocational, avocational, artistic, athletic, medical --
or something else. In theory, your project might possibly be
carried out in any culture or subculture in any part of the world.
But it helps if you have identified a culture-specific need for
your project to address. For example, one member of the 2020
2. class proposed to teach swimming to youth in Bangladesh,
because he ran across a story about exceptionally high subteen
drowning rates in that country. Someone else in the same
section, drawing upon previous archival internships, proposed
to work with members of the Navajo nation in making sure that
their official archives adequately reflected that people’s
perspectives and priorities, rather than just the U. S.
Government’s priorities.
Obviously these last-cited projects reflect fairly
specialized skill sets on the part of the authors; please don’t
allow yourself to be intimidated by these examples. With an eye
toward further stimulating your thinking, here are a few other
recent CIA project topics that turned out to be notably
successful, in no particular order:
Mediation program to provide counseling for Mexican-
American immigrants in Texas
Providing cultural and legal orientation to Syrian refugees in
Troy, Michigan
Conducting seminars/workshops to promote STEM education
and careers to Diné (Navajo) youth on their reservation in
Arizona
Teaching English (oral and writing) to South Korean university
students in OKC
Nonprofit bicycle ministry to homeless people in the
Netherlands, starting in Amsterdam
Counseling for Syrian refugees in Germany
Doing Bible translation for specific language groups in the
country of Georgia
Delivery of sunscreen and cancer treatment to albino people in
Tanzania, along with a public educational awareness campaign
regarding albinism
Starting a Mexican restaurant in Seoul, South Korea
Awareness campaign directed to women in Durban, South
Africa, aimed at building self-worth and promoting “baby-
boxes” in order to provide an acceptable alternative to abortion,
3. while also combating drug addiction
This is just a sampling of the topics upon which members
of my most recent Cultural Anthropology courses at university
have based their Cultural Intelligence in Action projects.
Now, here is where the “guardrails” on the infinite
potential of your creative imagination come in. From the
standpoint of academic assessment, this assignment is integrally
related to this course’s overall goal of fostering enhanced
cultural intelligence on the part of its students. It is a means of
assessing how well each student demonstrates the ability to
apply concepts taught in the course in a hypothetical real -world
situation. Each student is required to propose and describe a
specific short-term project (of two years or less in duration) that
he or she theoretically could carry out, either alone or as part of
a team, within a particular intercultural context. This project
might be related to your major or to your future career plans, or
it could be something completely unrelated. A couple of
examples of previous projects have already been mentioned.
Yours could even be a project that you are actually planning to
undertake, perhaps as early as this summer. Alternatively, it
may be something that you actually have no intention of
actually carrying out in reality. Regardless which of these
scenarios applies, the proposed project must be something that
could realistically be accomplished in reality within a two-year
time frame.
While not a conventional research paper, this project will
require some research regarding the particular designated
culture or subculture you have in mind in order for you to be
able to incorporate and correctly apply specific cultural
concepts taught in this course. In other words, if the paper turns
out to read like something that could have been written at the
beginning of the semester, it will not be successful. This means
that it must explicitly reflect course content concerning cultural
differences, as well as specific course content regarding David
Livermore’s approach to the concept of Cultural Intelligence
4. (CQ).
Regardless of the specific characteristics of the project
proposed for this assignment, the project must include some
mode of engagement with people from a culture (or subculture)
notably different from the author’s own culture. That other
culture may be local, national, or international in relation to the
Cultural Anthropology student’s cultural background or current
status. (Given the requirements of this assignment, the context
needs to be limited to one and only one culture or subculture
besides the student’s own home culture.) The fundamental
reason for this requirement is that you are required to properly
applyat least three of the specific types of cultural differences
that are examined in this course (some of which we will not yet
have studied prior to the deadline for submitting the proposal
for the project)in explaining how your proposed project would
actually be carried out. This means that this paper should
demonstrate a proper understanding not only of the specific
cultural differences highlighted but also of how those specific
cultural differences would need to be navigated in order to be
able to carry out the proposed project successfully in a manner
consistent with sound cultural intelligence. In other words, the
cultural challenges to be confronted in Culture A would likely
differ to some degree from those that would need to be
addressed in Culture B.
In the final version of the paper, which must be a minimum
of eighteen hundred (1800) words in length (show the word
count), the student should describe the nature of the proposed
project and its goals. The paper may also include intended
objectives for the project to accomplish and/or specific
challenges to be overcome. In addition, a key section of the
paper must describe the specific culture or subculture in relation
to which the proposed project would be carried out and how the
proposed project will address the circumstances of people living
in that culture. (This is where the research comes in; at least
one authoritative source rating or describing specific
characteristics of the culture or subculture that is the focus of
5. the project must be properly cited in the paper and properly
listed, either in a bibliography or a list of works cited.) The
ideas or writings of other people may not be plagiarized; instead
they should be properly cited, either in footnotes or end notes or
parenthetically within the body of the text. Quotations should
be used sparingly and properly cited. Either APA, MLA or
Turabian is an acceptable citation system to use for citations, so
long as consistency is maintained. As an indicator of student
authorship, the paper must explicitly cite at least one of the
assigned, required, or recommended sources listed in the
syllabus. It does not have to be one of the two main textbooks;
it can be any reading that is included either on the original
syllabus or on a revised course schedule
Running head: INTERNET AND DISTANCE ED 1
Internet and Distance Education Delivery Models
Jane Ford
6. EDU 400 Distance Education
Prof. John Smith
July 27, 2010
In the top half of the page, centered and double-spaced, include:
title of the paper, your first and last name, course number and
name, instructor name, and date of submission. Please note that
Ashford University APA guidelines require title pages to
include
the course instructor’s name and date. This requirement is
specific
to Ashford and is not included in the APA publication
guidelines as
outlined in the APA Publication Manual (6
th
edition).
To center a line in MS Word 2007, select the
Home tab. In the Paragraph section, choose the
Center symbol (multiple lines centered in a small
box). To center pre-existing text, highlight the text
first and follow the steps above.
Margins should be uniform, 1 inch at the top, bottom, left,
and right of every page. To change your margins, select the
Page
7. Layout tab. In the Page Setup section, click on the Margins
symbol. Clicking on Margins will present a menu of margin
settings, or you may create “custom margins.”
To insert a header in MS Word
2007:
1. Select the Insert tab. In the
Header and Footer section,
select Header, and a drop
down menu will display;
Choose Blank.
2. This will open the Header
and bring the “Header and
Footer Tools” options to the
top menu bar. Check the box
for Different First Page.
This will ensure “Running
Head:” is only listed on the
title page.
3. Clicking on Page Number
will present a menu of page
numbers. The page number
should be in the top right
corner of the paper.
4. With the page number
highlighted and the cursor in
front of the number, hit the
backspace key (the number
will move to the left) until the
cursor is aligned with the left
margin (the number will also
8. temporarily be in the left
margin).
5. Then, type “Running head:”
followed by a shortened
version of the essay’s title in
all caps.
6. After typing the “Running
Head” and title, hit the “tab”
key until the page number is
back on the right margin.
7. On page 2 of the paper,
double-click on the header
(where page 2 is listed on
the right margin). Then,
repeat steps 4-6 above.
However, insert only the
shortened title of the paper
(do not include “Running
Head:”).
For addition guidance in using MS Word 2007, go to the
Ashford Writing Center. In the Writing Resources section,
look for the Microsoft Word 2007 Basics Tutorial and the
Basic Guide for Using Microsoft Word (2007).
INTERNET AND DISTANCE ED 2
August 2010
9. Internet and Distance Education Delivery Models
Technological developments over the past twenty years have
given people across the
globe the ability to interact and obtain information at a
tremendous rate. Due to these
developments, the field of distance education is also growing at
an exponential rate, as is the
research conducted on the availability, effectiveness, and best
practices for distance learning.
This increased interest has led to a variety of options in
distance learning systems, and the
primary methods for course delivery. Distance education
courses are primarily taught via one of
three course models: synchronous, asynchronous, or blended.
Synchronous course delivery is conducted in ‘real time.’ This
means the instructors and
students are online at the same time and typically interact via
streaming video, live chat, or in a
net-meeting format. Students can post or ask questions and
receive immediate responses from
the course instructor or other students.
In the asynchronous course model the instruction is conducted
when the students and
10. instructor are not online at the same time. These classes
typically occur through a distance-
learning system that allows the users to post and respond to
messages in a specific location
within the course. For example, Ashford University conducts
online classes using the
asynchronous method. Students and instructors are assigned to
specific online courses. Within
these courses students participate in discussion forums, post
assignments, and retrieve learning
materials. Correspondence with the instructor is primarily
conducted via the online course
discussion forums and email.
The blended learning model is a combination of both
synchronous and asynchronous
delivery. The instructor may have a set lecture time during
which all students log into the system
to listen and interact with the class. The remainder of the
week’s instruction may then be
The entire paper should be double-spaced. Use the automatic
double-spacing command. Select the Page Layout tab. In the
Paragraph section, click on the small symbol on the lower right
corner of the section (downward-right facing arrow in a tiny
box).
11. This will open the Paragraph dialog box. In the Spacing section,
select “double” from the line spacing menu. Click OK.
Align the text of the essay along the left margin. Select
the Page Layout tab. In the Paragraph section, click on
the small symbol on the lower right corner of the section
(downward-right facing arrow in a tiny box). This will open
the Paragraph dialog box. In the General section, select
“Left” from the alignment menu. Click OK.
INTERNET AND DISTANCE ED 3
August 2010
conducted asynchronously by having students post additional
discussions and questions to a
specific location within the learning system.
Regardless of the delivery method, all distance-learning
systems include course
management. Within the course management system,
instructional designers, course authors,
and instructors have the ability to edit content, administer
assignments, monitor discussions, and
interact with learners. The course management features of a
distance-learning system are one of
12. the key elements for the successful delivery of a distance
education program.
An important factor in selecting a distance-learning system is
the ease with which
students and instructors can interact and understand the delivery
structure. Students’ success is
often related to their experience with the course technology. If
students are to be successful in
learning at a distance, they must be comfortable with the media
used to transmit the content of
the course. Ultimately, the distance-learning system should
enhance the learner’s experience.
Asynchronous Course Delivery
Within distance education the delivery of information occurs
through the use of various
communication methods. When the instructor and learners are
separated by time and geographic
location, asynchronous communication occurs. Asynchronous
communication does not require
the participants to interact simultaneously. Asynchronous
learning tools can be used for a
variety of teaching and workplace situations.
13. Historically, distance learning involved only the student and
instructor. Learners did not
have the opportunity to communicate with one another.
Fortunately, technological
advancements have brought much to the field of distance
learning. In the teaching arena of
online learning, asynchronous communication can be done by
way of e-mail, newsgroups for
discussions, streaming video, and audio. According to Witt &
Mossler (2001),
INTERNET AND DISTANCE ED 4
August 2010
The new opportunities that a college degree will [provide] is
made possible by the
advantages of an online education, including class work on a
more flexible schedule, ease
of doing research online, ease of collaborating with others at a
distance, and access to
universities that may be geographically far removed from where
[one] lives. Online
classes also make it possible for students to learn from working
professionals in their
14. fields who may be scattered across the country or around the
world. (Adult Learning in
the Information Age, para. 1)
Asynchronous communications allow learners to select the time
and place for class
participation. Through e-mails and other asynchronous learning
tools, students can be a part of a
learning community, set goals, and complete coursework. In the
workplace, professionals can
interact without concern for time differences or the high cost of
international phone calls. With
the asynchronous model, the user has greater control over the
acquisition of information and the
ability to set a convenient time for completing coursework,
training, or job-related activities.
Synchronous Course Delivery
Online synchronous course delivery offers students and
instructors the most similar
format to a traditional classroom learning experience. While
the instructor and students are not
located in the same place, they are interacting and
communicating at the same time. Within the
15. synchronous delivery system, there are many options for the
communication and transmission of
course content. In Transforming Learning Methods through
Online Teaching the authors address
the role of technology in improving academics, including the
benefits of synchronous learning,
particularly for the younger students and their familiarity with
“chat room” type technology.
Bach, Haynes & Lewis Smith (2006) state, “Synchronous
communication develops its own
curios and quite different type of narrative when compared with
face to face discussion, and
This quote is greater than 40 words.
Therefore, block quotation style
should be used. For blocked quotes,
indent and double-space each line.
INTERNET AND DISTANCE ED 5
August 2010
there is often a text based ‘stream of consciousness’” (p. 135).
Synchronous delivery of course
instruction also allows for immediate feedback. In the
asynchronous delivery model, learners
16. must often wait for feedback or answers to questions.
An effective synchronous delivery system motivates the learner,
provides sufficient time
for learner and facilitator interaction, and operates the cour se at
a steady rate, allowing the
learners time to reflect and ask questions. Like the
asynchronous course delivery model, a
successful synchronous delivery system can also provide
participants with an effective and
challenging learning experience.
Blended Learning Course Delivery
While asynchronous and synchronous learning systems each
offer a specialized approach
to distance learning, a blended learning system can combine the
tools of both systems to present
an effective and convenient learning experience. According to
Watson (2010), “…blended
learning combines online delivery of educational content with
the best features of classroom
interaction and live instruction…” (p. 4) For example, training
for supervisors may be divided
into various sections. One section’s content may be taught via
17. CD-ROM with the learners
interacting through a newsgroup or discussion board. The next
section may be taught in the
classroom setting. Fundamentally, current blended learning
models represent a transfer in
instructional strategies, similar to the way in which online
learning demonstrated a change in the
delivery and instructional models for learning at a distance
(Watson, 2010).
Course Management Systems
The distance education boom has led many institutions on a
search for a management
system capable of delivering courses, sharing information,
while managing the varied and often
complex learning tools. As shared by Caplow (2006), the most
significant aspects of the course
Generally, citations should have the
last name of the author(s) and the
year of publication. Direct quotations
should include the page number
(paragraph or heading section for
works without page numbers).
18. INTERNET AND DISTANCE ED 6
August 2010
management system include the ability to provide course
materials in a web based format, access
to online exams, links to course materials, in addition to a
system that supports student and
faculty interaction in discussions and evaluation. Given the
increasing number of options
available in distance education, the task of finding a course
management system that offers the
necessary options, along with the ability to interact with other
technology solutions, can be
daunting. The decision to implement a courseware management
system cannot be pieced
together. All distance learning systems, from blended learning
systems to content management,
must have the capability and the resources necessary to interact
with the course management
system.
Learning technologies have opened the doors to a wide variety
of options for distance
education delivery, and each learning model has benefits and
19. limitations (Picciano, 2001). The
internet and learning technologies provide the means for
transmitting content, managing courses,
and promoting the interaction of the instructor and learners.
When selecting technology for a
distance-learning program, the system that provides the best
learning approach should be
utilized. Around the world, students can join the same class,
share information, and learn
together. The field of distance education and the various
learning systems are continually being
revised and improved. Ideally, the most effective distance
learning system is one that provides
students with the resources to be a successful distance learner.
Additional APA Format Tips:
- All terminal punctuation (e.g., period, question mark) is
followed by two spaces.
One space is used in reference citations, initials, abbreviations,
and with
commas, colons, and semicolons.
- Do not hyphenate words at the end of a line.
- Always have at least two lines of a paragraph at the top or
bottom of a page.
o Under the Home tab, in the Paragraph section, click on the
small
20. symbol on the lower right corner of the section (downward-right
facing
arrow in a tiny box). This will open the Paragraph dialog box.
In the
Paragraph dialog box, click on the Line and Page Breaks tab to
ensure
that the Widdow/Orphan control is checked.
INTERNET AND DISTANCE ED 7
August 2010
References
Bach, S., Haynes, P., & Lewis Smith, J. (2006). Online learning
and teaching in higher
education [ebrary Reader version]. Retrieved from
http://site.ebrary.com/lib/ashford/Doc?id=10197006
Caplow, J. (2006). Where do I put my course materials?
Quarterly Review of Distance
Education, 7(2), 165-173. Abstract retrieved from ERIC
(Accession No. EJ875031)
Picciano, A. G. (2001). Distance learning: Making connections
across virtual space and
time. Upper Saddle River, NJ: Prentice Hall
Watson, J. (2010, June). Blended learning: The convergence of
21. online and face to face
education. Promising practice in online learning. Retrieved from
North American
Council for Online Learning: http://www.inacol.org
Witt, G. A., & Mossler, R. A. (2010). Adult development and
life assessment. Retrieved from
https://content.ashford.edu/books/4
Indent the second and subsequent
line of each reference five to seven
spaces (also referred to as a “hanging
indent”). Double-space each entry.
Alphabetize your references by the author’s last
name. Use initials for the first and middle names.
Online library entries should either be cited
the same as a print article, or use the home
page URL of the journal. If a Digital Object
22. Identifier (DOI) is available, it should be
used in place of the URL.
If you have more than one entry with the same author AND
published
in the same year, add a lowercase letter after the year both here
and
in your in-text citations, for instance, (2001a) and (2001b).
Samples of citations and references (APA 6
th
Ed.) are
located in the Ashford Writing Center.