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Assignment 1: Gender Identities
Assignment 1: Gender IdentitiesThis module presented information about cultures who
identify as biracial and/or multicultural. It also explored gender identities. In this module,
you reflected on how internal and external appearances impact how we define ourselves
versus how others define us. You also explored how the past and the present political
climates impact populations you learned about this week. For example, think about a
transgender person getting a job in a state that allows discrimination based on gender
identity. Another example may include thinking about how the political comments about
President Obama’s multicultural identity may impact a client. Finally, you identified how a
counselor can advocate for clients oppressed by a volatile political environment.Tasks:In a
minimum of 200 words, post to the Discussion Area your responses to the following:
Identify three unique characteristics about the chosen population (biracial, multiracial, or
transgender) that may be discussed in counseling. Discuss how the past and the present
political climates may impact a client in this population. Identify one technique or
intervention that would be culturally appropriate to use for this population. Remember to
consider the institutional and social barriers that impact this population. Support your
choice of technique with the literature. Identify at least one way that counselors can
advocate for the populations discussed this week.Support your rationale and analysis by
using at least two resources from professional literature in your response. Professional
literature may include the Argosy University online library resources, relevant textbooks,
peer-reviewed journal articles, and websites created by professional organizations,
agencies, or institutions (websites ending in .edu or .gov).

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Create an informative public information piece that presents research on institutional discrimination within a specific social institution. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: SHOW LESS Competency 1: Describe theoretical ideas of power in relation to policy. Create an effective public information piece that conveys a clear, cohesive message about institutional inequality. Competency 2: Identify historical and contemporary influences of discrimination in U.S. culture. Analyze data on the factors contributing to racial, ethnic, or other disparities within a specific institution to make valid sociological arguments. Competency 3: Analyze the effects of social policy using aggregated data. Explain ways in which public policies are linked to racial, ethnic, or other disparities within a specific institution. Competency 4: Analyze how laws are applied or created based on race, ethnicity, religion, gender, sexual orientation, age, and social class. Assess the impact of institutional discrimination on minorities and minority communities. Competency 5: Apply diversity strategies in professional, educational, and personal contexts. Describe policy strategies for reducing institutional discrimination. Competency 6: Apply in text the standard writing conventions for the discipline, including structure, voice, person, tone, and citation formatting. Write coherently to support a central idea in appropriate format and with few errors of grammar, usage, and mechanics. Often, discrimination is discussed as a primarily individual phenomenon—one-on-one actions in which one person discriminates against another. But as you have learned through your studies and research, some discrimination occurs at the institutional level, despite laws and policies that have been created to reduce or eliminate structural racism. SHOW LESS It is important to consider how different experiences for minority groups may reflect a dominant culture that practices systemic discrimination in terms of treatment or access to valued resources. In other words, if there are many individuals in a society who are not racist or discriminatory, can the same also be said of the institutions in U.S. society as a whole? Often, institutional discrimination involves the intersection of race or ethnicity with other variables, like social class and gender. For example, patterns of residential segregation may be connected to both race and ethnicity, as well as socioeconomic status. As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are f.

Create an informative public information piece that presents researc.docx

Create an informative public information piece that presents researc.docx

Create an informative public information piece that presents researc.docx

Diversity processes

Diversity processes

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Unit 1: Module 1 - M1 Assignment 3 Assignment 3: Views on Diversity Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years. To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an Informed Consent document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection, you do not need to submit it to the instructor as part of the assignment. Ask the respondents the following questions and record their answers: When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term? Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you? Do you think the majority of people in our culture: Respect cultural differences among groups of people. Show indifference to cultural differences. Lack respect for cultural differences. Explain each choice. If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be? Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues: What did you discover was the general attitude toward diversity in our culture? Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case. Compare and contrast the respondent's views with your own. How would you answer the same questions? Submit your response to the M1: Assignment 3 Dropbox by Wednesday, July 22, 2015 . Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources. Assignment 3 Grading Criteria Maximum Points Interviewed a cross-section of people and acquired the desired responses. 15 Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts. 25 Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others. 25 Provided contrasting views between the respondent's and your own views on the discussed subjects along with an explanation. 25 Wrote in a clear, concise, and organized manner; demonstrated ethical sch.

Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docx

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Unit 503 Essay

Samantha Caldwell

Discussion 1: Question: please describe the reasons for having a totally anonymous means of accessing the internet. Please also discuss the dangers of that same internet. The overall population wherein we live can constantly be incredibly moderate, every now and again making it perilous to possess explicit articulations, have certain determinations, or grasp a particular lifestyle. The mystery is noteworthy for online exchanges including sexual abuse, minority issues, incitement, and various things. Additionally, lack of definition is useful for people who need to present particular request that they would incline toward not to surrender they don't have the foggiest thought regarding the reaction to, report unlawful activities without fear of vengeance, and various things. For occurrence, the region of Florida keeps up a baffling hotline for government workers to report wastes and abuse to the representative's office. Without mystery, these exercises can result in open analysis or repel physical harm, loss of business or status, and from time to time, even authentic action. Protection from harm coming about due to this kind of social intolerance is a particular instance of a huge and genuine usage of mystery on the web. Authorities who are people from the on-line arrange routinely ask their patients to interface with others and structures support packs on issues about which they don't feel incredible discussing unreservedly. It is key to have the alternative to express certain ends without revealing your genuine character. One appropriate instance of lack of definition in all actuality is the exchange over Caller ID on phones. Plenty of people were maddening that the person on the not exactly alluring finish of a telephone call would know the character of the visitor. People had thought little of that they could be obscure in the occasion that they required and were annoyed at that anonymity being evacuated. Many net customers feel a comparable course about the on-line mystery. Discussion 2: Question: please describe the reasons for having a totally anonymous means of accessing the internet. Please also discuss the dangers of that same internet. Recent surveys indicate there are several users of internet present across the world and these users should know about privacy and security policies while using internet so that they can protect themselves against attacks and secure their personal information. This is possible with anonymity of internet where it hides the users address and any other personal information. It is also explained as that identity of users will be hidden and they can freely express their ideas and opinions and need not worry about criticisms and negative comments from other users. This anonymity is mostly preferred by users where they can freely post messages and videos and need not worry about backlash from others. It is also helpful when they are searching some sensitive issues in internet related to health wher ...

Discussion 1Questionplease describe the reasons for having.docx

Discussion 1Questionplease describe the reasons for having.docx

Discussion 1Questionplease describe the reasons for having.docx

madlynplamondon

Boards 1-2-3 Create a response to each thread of at least 400 words, and support your assertions with a minimum of 2 citations in current APA format. Thread #1: Christianity was a key driving force in the development of universities in Colonial America. The British settlers placed a high value on education, and are credited with the creation of institutions for higher education in America. Many of today’s public universities were started by religious denominations. Harvard, Yale, and Princeton were founded by Congregationalists and Puritans between 1636 – 1702. Yale was started by a clergyman and Princeton’s first year of class was taught by Reverend Jonathan Dickinson. Princeton’s crest still says, ‘Del sub numine viget’ which is Latin for ‘Under God she flourishes’ which presents a present day conundrum – “How did our oldest and most prestigious universities become so far removed from their religious and biblical heritage?” Regarding religious freedom on college and university campuses today, educational leaders across the academic continuum are best served by learning to think critically when addressing issues such as; Do Institutions of higher learning have a part to play in supporting students' religion and spirituality? If so, how can campuses nourish these aspects of students’ lives without undermining such core values as diversity and religious freedom? Please share your views regarding the current state of religious tolerance on campuses today, and more specifically, weather institutions should even be taking a position on this topic. Thread #2: Governance in higher education has been defined as the structure and processes of complex decision-making. In today’s business environment, many institutions of higher learning are attempting to redefine and update their approaches to governance. Describe today’s university or college’s governance culture and some of the organizational constraints they typically operate under. Thread #3: Effectively leading an organization is the daily challenge of every administrator. When questioned about the differences between leadership and management, many in the field of academia will shy away from separating the two. This is because organizational effectiveness is dependent upon both capabilities in its administrators. Discuss your concept of a successful leader/administrator. Professor Randoll’s Fall 2018 Midterm of DOOM!! Out of the following five (5) questions, please answer two (2). Your answers need to be typed and turned in as a hard copy. Your answers should be in essay form. No bullet points or numbering. You can use your notes and your textbook but may NOT work together. Exam will be due Wednesday, October 24th at the beginning of class. This exam is to be done in 12 point font, Times New Roman with 1 inch margins. Be sure to answer ALL OF THE QUESTIONS in each question. May the Force be with you 1) One of the first discussions we had compared the Deathly Hallows in the Harry.

Boards 1-2-3Create a response to each thread of at least 400 wor.docx

Boards 1-2-3Create a response to each thread of at least 400 wor.docx

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SOCW 6051: Week 2 Journal For this Week’s Journal, complete the following activities:Part A According to section 1.05(c) Cultural Awareness and Social Diversity of the NASW (2017) Code of Ethics, "Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability." National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English Instructions:The table below shows a list of Social Identities. Place an X in the box to signify whether you hold privilege or lack privilege based on that identity. Then briefly explain why you identified as holding or lacking privilege. Provide a concrete example to demonstrate your understanding of privilege related to this specific identity characteristic. In the final column, provide a brief narrative about why you hold or lack privilege based on that specific identity. Your place of privilege is often determined by the perceived social group in which society places you, and privilege varies depending on the context and intersecting identities. You may hold a position of privilege with one identity, while simultaneously holding a position which lacks privilege from another identity. You will not be graded on how you self-identify. The goal is to engage in self-reflection and critical thought. You may choose not to disclose any identity. If you prefer not to state, explain which groups hold privilege based on that identity characteristic and how that affects other groups. Social Identity Hold Privilege Lack Privilege Prefer Not to State Why? Example: [Social Identity] x I identify as OR Other people identify me as ____. This identity holds [does not hold] a position of privilege in society because… In US culture, [this identity] is considered the “norm.” A specific example of the privilege [or lack of privilege] that I experience is seeing [not seeing] positive representations of people who look or believe like me in the mass media. This is a privilege [or lack of privilege] because… My experience with this identity characteristic is… Race/Ethnicity X I identify as an African American. As per the African American history, most of the forefathers of the race migrated into the US as a result of slavery. It is due to such a history that African Americans have been an inferior race in the US as most of the other races do not consider African Americans as belonging in the US. Such inferiority has resulted in a lack of privileges among African Americans. For instance, African Americans often have a hard time accessing public resources or even funds as they are viewed as a lower race compared to others. The same.

SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx

SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx

SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx

rosemariebrayshaw

https://www.youtube.com/watch?v=Br7XGAwC80E Intercultural Competence? https://www.youtube.com/watch?v=XUO59Emi3eo Intercultural Competence https://www.youtube.com/watch?v=SJqBhLgSNQY Mind Set Similarities: Differences Heart Set Self-esteem Self-monitoring Empathy Open-mindedness Reserving judgment Socially relaxed Skill Set Agility Message skills Appropriate self-disclosure Behavioral flexibility Interaction management (Louise Giesbrecht and Janet M. Bennett, PhD, 2013) Key terms for Intercultural Competence and Civic Engagement Project Ingroup The groups to which we belong that enhance our perceptions of self. They are important to our self-esteem. We are typically favorably biased about our ingroups and ingroup members. Outgroup The groups to which we do not belong, and to whom we may develop biases and/or prejudice (if threatened). Culture Culture includes the following History Politics Economics Communication styles Set of values, beliefs, traditions and practices, norms, and attitudes And is shared within a group and transmitted to other members She may eat primarily Korean with her family, speak Korean in her home, and celebrate the Korean New Year. Additionally, this person may be a practicing Korean Buddhist who honors sacred Buddhist holidays with visits to a temple, or an altar to deceased ancestors in her home, and special foods. She may feel a special obligation to take care of her aging parents when they can no longer take care of themselves. And, she may enjoy American music, eat Mexican food, and celebrate the 4th of July and Thanksgiving with her friends. 9 Worldview Cognitive and affective lens through which people construe their experiences and make sense of the world around them. How would you characterize the worldview of the man in the video? Civic Engagement Active participation in the public life of a local, national, and/or global community in an informed, committed, and constructive manner. Civic engagement includes focusing on a shared or common goal that enhances the defined “community.” Civic engagement can start by learning about how to get involved with the intention of becoming involved in a shared goal. Adapted from Balls Organista, P., Marin, G., & Chun, K.M. (2010). The Psychology of Ethnic Groups in the United States. Thousand Oaks, CA: Sage Publications, Inc. PARTNERS IN SOCIAL RESPONSIBILITY AND INTERCULTURAL COMPETENCE Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers. Intercultural competence includes: 1. Knowledge of your own culture and how it has shaped your world view. 2. Knowledge of significant characteristics of other cultures. 3. Awareness of differences and similarities in cultures. 4. Ability to adjust y ...

httpswww.youtube.comwatchv=Br7XGAwC80EIntercultural.docx

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httpswww.youtube.comwatchv=Br7XGAwC80EIntercultural.docx

sheronlewthwaite

Option 2: Comparing Political Rhetoric According to the Department of Communication at the University of Texas, Arlington, “Political persuasion is hard to analyze because it is so fragmented. We usually see bits and pieces (sound bites, picket signs) on the news. It is not complete; it is not sequential; it has been edited by others and we see it later.” For the second option, you’ll choose a contemporary issue that’s central to the current presidential campaign (e.g., gun rights; immigration policy; health care costs and accessibility; corporate malfeasance; etc.) and choose two relatively short statements regarding that issue made by two different candidates. You can examine the rhetoric of two candidates from the same political party or two candidates from different parties; their statements should be in the form of the brief excerpts we come to identify with the candidates and that get circulated by news outlets and on social media. They can come from written statements; speeches given on the campaign trail or addressing an organization of some kind; interviews; social media posts (or even tweets or a series of tweets) by the candidate or the campaign organization; or other sources of information from the candidates. More obviously, perhaps, than in academic writing, political rhetoric is built on and appeals to complex, competing values among voters. Keep your eyes open as you scroll through your social media feeds, watch late-night television programs, and listen to or watch news programming. Distinguish between statements that are made by the candidates or their campaigns and the many ways those statements can get picked up and redistributed by other sources and outlets (e.g., memes, satirical online media like the Youtube channel Bad Lip Reading, and so on)—you’re looking for official statements by the candidates or statements sanctioned by their campaigns. After selecting your texts, you’ll analyze them from the five perspectives listed above to understand better their rhetorical dimensions, generating several pages of notes that will help you to frame a more specific research question. This option might also require you to do some background research on the issue to contextualize the statements—to understand the exigence that prompted them, for instance, or the leanings of the audience being addressed. Some possible refined research questions might include • How and why do different candidates—that is, different rhetors—try to establish their ethos in the ways they do? What larger values are reflected in the way they construct their ethos? How might that ethos appeal to different constituents? • How do particular instances of political rhetoric invoke different audiences—what “role” is being “set out for them by the writer” (as Andrea Lunsford puts it), and why would an audience be prepared to accept that role? More effective projects will pay attention to and discuss • The specific rhetorical strategies of two specific passages of.

Option 2 Comparing Political Rhetoric According to the Department o.docx

Option 2 Comparing Political Rhetoric According to the Department o.docx

Option 2 Comparing Political Rhetoric According to the Department o.docx

pickersgillkayne

302 complete class

302 complete class

302 complete class

The Pursuit of Happiness Research Project Choosing your person... Choose a person who has achieved a form of happiness. This person could be a humanitarian who has done something for the greater good, an athlete, a politician, an actor/actress, a service member, etc. *Your person does not necessarily have to be famous or well known, however it may make your research process a bit easier if they are. Paper structure �Introduction with thesis �Body: Section 1- Introduce and discuss the person you chose as your focus. Provide background information about them prior to them achieving their happiness. What lead them to the point where they embarked on their road to success/happiness? �Body: Section 2- Discuss their achievement of happiness. What did they do, how has it affected them or other people in their lives? Has it affected society in any way? �Conclusion Checklist of research supports ____ A. 1 quote from a 1 piece of literature or text that reflects the aspect of happiness ____ B. 2 quotes from these multi-media sources (news source articles, personal internet blog, Tedtalk, database or professional journal) ____ C. 1 quotes from the person you chose as the focus of your paper Sample Introductory Paragraph “I have noticed that most people in this world are about as happy as they have made up their minds to be” (Marden 74). This famous quote, said by former president Abraham Lincoln, still holds true in today’s society. While happiness is not necessarily a conscious choice, orientation of the mind and one's surroundings are influential on this cornerstone of the human condition. Happiness in general is an elusive subject, as it is subjective. It seems relatively impossible to gauge something so fluid, but through social experimentation and research, scientists have made some progress about possible motivations. Achieving a form of happiness can have many positive effects on the mind, body, and overall quality of life; however, the journey to happiness can often include many trials and tribulations as it did for insert person’s name here as he pursued his own form of happiness. Health of Democracy Essay Rubric Due Week 2 Friday at 12 p.m. (noon) What is a democracy? Describe 2-3 qualities of a healthy democracy. And, assess the health of our democracy. In your essay, use your digital artifact, reference at least one of your peers' artifacts, and at least two readings from Weeks 1 and 2. Grading Criteria Grade Organization, Use of Digital Artifact Post(s) and Course Readings • Organized and well-structured essay with a beginning, a body, and a conclusion. • Includes a thesis statement that presents the argument of your paper; thesis/main argument is defended throughout the paper. • Claims/arguments are backed by evidence from reading(s). • Transitions between paragrap.

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Athens And Sparta Similarities Essay. Online assignment writing service.

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Global Citizenship.docx

Global Citizenship.docx

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Discussion: Disadvantaged and Vulnerable Populations Throughout history, groups of people have received mistreatment that has little to do with who they are as people and more to do with their age, gender, socioeconomic status, skin color, or physical disability. People who face such challenges are more at risk for developing mental health and other life problems. Such problems might include substance abuse, trouble with law enforcement, and homelessness. Human services professionals may be motivated to assist such groups in addressing the challenges they face; however, helping may be difficult because of mistrust, cultural stigmas, and institutional barriers. Whatever the difficulties, social change agents, leaders, and advocates in the human services professions must find ways to help disadvantaged and vulnerable groups face challenges. To prepare: Select a disadvantaged or vulnerable population, and reflect on the challenges people within this population might face in society. This population can be local, regional, or from another country. Select a code of ethics that might be applicable to this population, and identify specific guidelines that might guide your work with this population. With these thoughts in mind: By Day 4 Post a brief description of the disadvantaged or vulnerable population you selected. Then, explain three of the greatest challenges this population faces, as well as the influence that addressing each of the challenges might make in the lives’ of members of this population. Finally, identify a professional code of ethics and explain two guidelines from within that code that might pertain to working with this population. Be specific, and provide examples to illustrate your points. Be sure to support your postings and responses with specific references to the Learning Resources. References: Homan, M. S. (2016). Promoting community change: Making it happen in the real world (6th ed.). Boston, MA: Cengage. Chapter 5, “Knowing your Community” (pp. 113–151) Wronka, J. (2017). Human rights and social justice: Social action and service for the helping and health professions (2nd ed.) . Thousand Oaks, CA: Sage Publications. Chapter 4, "At-Risk and Clinical Social Action and Service Strategies Toward the Creation of a Human Rights Culture" (pp. 187–239) ...

Discussion Disadvantaged and Vulnerable PopulationsThrougho

Discussion Disadvantaged and Vulnerable PopulationsThrougho

Discussion Disadvantaged and Vulnerable PopulationsThrougho

2 Unit II: Reflection Paper Unit II: Reflection Paper Catherine Richardson Columbia Southern University Awaken by the sounds of others talking and in amazement of what they are seeing of what is known to be the “Land of Opportunity” or America. We sail through the New York harbor passing a statue in which they call the statue of liberty standing tall as she is a symbol of strength reading “Give me your tired, your poor, your huddled masses yearning to breathe free”(Lazarus, n.d.). I could only hope this message was true but I also questioned myself if this was a true illustration of the America I would soon enter. Many of us “Germans” came on this journey to America to escape the civil unrest of Germany in hope to get away from having to live in poverty, oppression, and political danger. I needed a better job to provide for my family to offer the younger generation a better future. Arriving at Ellis Island I am filled with many thoughts and hopes, but as we enter I feel the mistrust and prejudice from the Americans. After I went through the in-processing requirements at Ellis Island where many factors that made me who I am was scrutinized I knew America was going to be the land of opportunity I hoped for. My family and I lived in tenement buildings because they was cheaper and what we could afford Background: Community and worksite health promotion programs have a critical role in improving health and increasing physical activity within their target populations. The CDC has assessed a number of successful worksite wellness and obesity prevention programs as part of their National Healthy Worksite Program. The complete list of toolkits can be found here: http://www.cdc.gov/workplacehealthpromotion/. In the Assignment you will review and critique one of the CDC Case Studies for its effectiveness and outcomes. Instructions: This is a team Assignment. Your instructor will assign you to a group (see: Announcements for group members). As a group, choose one of the National Healthy Worksite Program Case Studies to review and critique (find the link of all case studies below). Answer the questions below about the program. Choose any CDC National Healthy Worksite Case Study found here: http://www.cdc.gov/workplacehealthpromotion/tools-resources/employers-in-action/index.html In your Assignment, discuss the effectiveness of the selected program. Your paper should follow the format below and address all of the following questions: A brief description of the toolkit you selected. According to the toolkit that you selected, why is it important to address obesity in the workplace or community? Provide specific examples if offered in the selected toolkit. You are encouraged to utilize additional sources beyond the toolkit. How does the toolkit that you selected incorporate other community stakeholders such as healthcare providers, schools, retail outlets, or public health departments to develop effective in ...

2Unit II Reflection PaperUnit II Reflectio.docx

2Unit II Reflection PaperUnit II Reflectio.docx

2Unit II Reflection PaperUnit II Reflectio.docx

APA Format/Abstract Page/ Project Selection and Competency Self-Assessment Overview Cultural exchanges in the work environment are complicated by their very nature. However, differences in race, ethnicity, class, gender, and religion can add to the complexity and further intensify even the most basic misunderstanding. In order for you to more fully comprehend this phenomenon, your first assignment (and the first of three for your course project) will begin in the context of the work place. By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria: Competency 1: Analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations. Explain why an identified problem is relevant or important to fostering the understanding of diversity issues. Competency 2: Analyze individual cultural competencies. Identify individual cultural competencies. Analyze one's own cultural knowledge, awareness, sensitivity, and actions. Competency 3: Analyze culturally and developmentally appropriate intervention strategies. Describe the essential elements of a cultural conflict. Competency 4: Apply theories, methods, and research in cross-cultural awareness. Describe a project research question. Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human services profession. Communicate in a professional manner, using concise, well organized, and grammatically correct writing that incorporates appropriate APA style and conventions. Assignment Instructions Part 1 Describe a fictional or real-life, work related conflict that has arisen from, and is complicated by, cultural differences. This scenario will serve as the basis for your course project. Write a two-page narrative detailing pertinent information about your scenario including: A clear statement of the conflict and project research question. A description of the essential elements of the conflict, including any relevant details leading up to the conflict. A discussion of the cultural competencies of the participants. A rationale for the relevance or importance of this scenario to foster the understanding of diversity issues. Part 2 It is also important for you to be aware of your own cultural competencies or how well you are able to act with people from other cultures. At the end of this course, you will be asked to assess how participating in this course has contributed to your personal and professional growth. In order to do that, it is helpful to have a starting point for your reflection. Refer to the Sperry (2012) article on cultural competencies from this unit's readings. Continue your narrative and reflect on your cultural knowledge, awareness, sensitivity, and action—the four components of cultural competence outlined by Sperry. Be explicit in your reflection and assess your ability in each area as very high, high.

APA FormatAbstract PageProject Selection and Competency Self-Ass.docx

APA FormatAbstract PageProject Selection and Competency Self-Ass.docx

APA FormatAbstract PageProject Selection and Competency Self-Ass.docx

Sales Across Cultural Context

Sales Across Cultural Context

Sales Across Cultural Context

Section 1 Understanding Individual Perspectives of Diversity Each of the first six sections of this text is organized to facilitate the process of learning about workplace diversity. Sections begin with learning goals and an introduction to the material that follows. Next, we provide an exercise on experiences that will help you to actively participate in the learning process by considering some new perspectives on diversity that are intended to challenge your knowledge, attitudes, and beliefs about differences. Because diversity is an interdisciplinary topic, the essays and cases that follow were written by experts from business, psychology, anthropology, economics, and sociology. These articles are followed by additional opportunities for active learning: discussion questions, Diversity on the Web, and Writing Assignments. To provide linkages, each of these six sections ends with a unifying case and a set of integrative questions that cut across the articles in that section. The seventh section is intended to connect all of the course material together by providing three options for a capstone learning experience. Learning Goals for Section I · To learn the differences between prejudice, stereotypes, and discrimination · To understand the notion of privilege and how it affects one’s life experiences · To motivate the student to examine his or her own perspectives on difference · To explore the relationship between differences and conflict · To explore organizational diversity Often, we begin a diversity course by asking the question: “Who in this room is prejudiced? Raise your hand.” As expected, only a couple of students are willing to join the instructor and admit that they have some prejudices! At the end of the semester, we ask the same question and almost every hand in the room is raised. Why does this always happen? We have been socialized by family, society, and the media to think that prejudice is always negative, so it is easier to deny it. Then, why do most students raise their hands at the end of the semester? Because they now realize that everyone treats some people differently than others. It is very natural to prefer people like ourselves. Think about your friends. While they may be of mixed races and genders, are they all close to your age? Are there any people with a handicap in the group, and so on? Basic to understandingthis text Section I is clarification of some terminology that is often used interchangeably in everyday conversation. Prejudice is a preconceived evaluative attitude based on a person’s social group membership. Prejudices can come from many sources such as our socialization, our peers, our life experiences, and especially the media and it can be positive, negative, and neutral. For example, you find out that you will be getting a new boss next week and she is a middle-aged female. If you find yourself thinking that she is going to be hard to work for, rigid, even bitchy, and so on, before you even get to kn.

Section 1 Understanding Individual Perspectives of DiversityEach.docx

Section 1 Understanding Individual Perspectives of DiversityEach.docx

Section 1 Understanding Individual Perspectives of DiversityEach.docx

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CCSS Project Citizen Power Point

CCSS Project Citizen Power Point

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