Textual Analysis #1 – The Historical and Social Construction of Race (2962)

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QUESTION

After reading Chapter 1- ‘The Origin of the Idea of Race,’ in the Golash-Boza textbook (I have provided a pdf copy of chapter 1 in the module, so if your book has not arrived yet, please return to the module to get the copy I provided) as well as the virtual lecture notes provided in module two, please respond to the following questions:

  1. What do social scientists mean when they say that race is socially constructed?
  2. Please describe and explain how the idea of race developed. In order to receive full credit, your analysis must include the role and significance of ‘purity of blood’ ideas, slave codes, ideas about superiority and inferiority, and efforts to justify colonialism, slavery, and genocide).
  • Please be sure to draw on your textbook to support your discussion (this means to use examples and quotes from the textbook–use quotation marks and page numbers for proper parenthetical citation of material).
  • Please remember to explain your ideas. You can do this by pretending you are trying to teach someone who has no familiarity with this material, which means you need to thoroughly explain your thoughts and the ideas.

For extra guidance on how to properly cite the work you are drawing on, please consult: https://owl.purdue.edu/owl/research_and_citation/asa_style/in_text_citation_references.htmlLinks to an external site.

Finally, after you provide your own answer, please provide feedback to at least one classmate. To receive credit, the response to your classmate must include a minimum of 5 sentences. These discussion boards are graded credit/no credit: comments that don’t meet minimum sentence requirements for the original post or the feedback to a classmate will receive no points.

Grading:
Total Points Possible = 8 points

  1. The social construction of race (2 points)
  2. The development of race as an idea (3 points)
  3. Provide a parenthetical citation for BOTH discussions (2 points)
  4. Feedback to a classmate – 5 sentences minimum are required for credit (1 points)
  1. Dicussion post to rely to

discussion post number 1 to reply to

Posted by Matthew Van Ourkerk

  1. What do social scientists mean when they say that race is socially constructed?

When social scientists claim that race is constructed by society, they are emphasizing the fact that racial concepts are results of cultural norms, behaviors, and structures rather than permanent or basic biological traits. The concept of race is not an inherent or objective distinction between individuals, it’s shaped and formed by human cultures. As the textbook states “In the contemporary United States, one of the first things we notice about someone we meet is race. When we aren’t sure of someone’s race, we may get inquisitive or begin to feel comfortable.” (Golash-Boza, Page 6) It’s an idea or way of viewing someone.

2. Please describe and explain how the idea of race developed. In order to receive full credit, your analysis must include the role and significance of ‘purity of blood’ ideas, slave codes, ideas about superiority and inferiority, and efforts to justify colonialism, slavery, and genocide).

A variety of concepts and ideas have shaped the concept of race over the course of time, “race is also a historical construction, meaning the idea of race was formed in particular times or places. On particular note in its development of colonialism.” (Golash-Boza, Page 8) These concepts involve things such as ‘purity of blood’ ideas, slave codes, ideas about superiority and inferiority, and efforts to justify colonialism, slavery, and genocide.

During the Spanish Inquisition, the term “purity of blood” was used to distinguish between people who were deemed “pure” Christians and people with “impure” or non-Christian blood, who were often of Jewish or Moorish culture.

Legal frameworks known as “slave codes” defined and controlled the enslavement of African Americans, providing an argument for treating people differently based only on their race.

Ideas about superiority and inferiority provided a pseudo-scientific justification for racial hierarchy by being frequently used to defend slavery, colonial practices, and discriminatory laws.

Racial stereotypes were reinforced by demeaning narratives that presented Africans as less intelligent and fit for enslavement as excuses for slavery. Overall these were all situations in time that wanted to put one race over the other. It was all about being superior and having power over others.

Discussion post number #2 to reply to

Posted by Elliot

Race is a social construct, meaning that the principle of it has not roots in biological differences. It is interesting to note that in terms of genetics, there are often more variations within a single race, than among different races (Golash-Boza, 2).

The social construction of race plays a very significant role in European colonization. Constructing race was a tactic for seeing Africans as a “different” kind of people (Golash-Boza, 4). Such differences were equated with being inferior, by European colonists. The racism emerging from European colonial thought has its roots in anti-Jewish and anti-Muslim discrimination during the Spanish Inquisition. This era gave rise to “purity of blood,” which “set the stage for ideas of racial difference that were to become part of the European understanding (Golash-Boza, 5).

Another potential basis for racism was English discrimination towards the Irish. The English perceived them as “savage, sexually immoral, and resistant to civilizing forces (Golash-Boza, 5).” Such discrimination, at this time, coupled with the English superiority complex, allowed them to feel justified to demonize other cultures and see them as inferior. It is believed that this mode of thinking was the basis for discrimination against Native Americans later in history. However, it should be noted that English colonists did not initially conceptualize Native Americans as a different race. Rather, they saw themselves as religiously and morally superior. At the same time, moral and cultural superiority eventually paved the way for racial discrimination (Golash-Boza, 11).

As the African slave population grew, slave codes were established to distinguish their legal rights from those of European servants. The main law that was enacted was that “masters were not allowed to free their slaves, thereby establishing a permanent slave class.” In addition, the slaves were not allowed to own property and were even considered property themselves (Golash-Boza, 16). The slave codes were eventually modified to disallow slave conspiracies, in order to prevent rebellions. This also had the effect of depicting Black people as a “boogeyman” for White people to express hatred towards, since the codes instilled a fear that the slaves may eventually exert “dominance of Blacks over Whites (Golash-Boza, 17).

Discrimination across racial lines became more tangible when eventually, virtually all slaves were Black, and all Black people were slaves. Such racism was further enacted by the American founding fathers. The line in the Declaration of Independence hypocritically stated that “all men are created equal.” However, Thomas Jefferson saw Black people as a “distinct race… inferior to whites in the endowment both of body and mind (Golash-Boza, 19). Jefferson, along with many other White Americans, saw Black people as an inferior race, and therefore, felt justified in allowing slavery to persist.

Racism towards another group was a significant aspect during Andrew Jackson’s administration. He perceived the Native Americans as a barrier towards expansion and further colonization, and used the idea of “Manifest Destiny” to justify their genocide (Golash-Boza, 20-21).

Race eventually became a concept in the scientific community, arising out of biological taxonomy, which is the field that divides different species of organisms into different sub-groups. For example, humans are of the genus Homo and the species sapiens. While taxonomy is definitely a useful tool in categorizing different species, it was unfortunately also weaponized against different races. It became weaponized as the terms justified “European superiority,” claiming that they were the only type of people to “have created civilized nations (Golash-Boza, 23). At the same time, such classifications were used to view Native Americans as inferior, therefore furthering the justification of their genocide.

In the 1800s, scientific racism, now considered pseudo-scientific, started gaining traction. A scientist named Samuel Morton measured different skulls of different races, using very biased and flawed data, and falsely concluded that Europeans have larger skulls. He extrapolated on that idea and further concluded, falsely, that Europeans were more intelligent (Golash-Boza, 24). Pseudo-scientific racism began to further develop the framework for racial distinctions, and therefore racism. It is important to note that nowadays, it is heavily researched that biological and genetic variations among people of different races are minimal.

Moving toward the more modern era, intelligence tests were also used as a tool for labeling other races as intellectually inferior. Such tests provided the basis for the modern IQ test. The main flaw of this test was that it was administered to people who had a language barrier (Golash-Boza, 26).

MDC Social Media Good or Bad for Democracy Case Study

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Question

The philosopher Martin Heidegger spoke
of the relentless drive of technology as the world and its objects
become victim to humanity’s calculations and designs. But technology’s
indeterminacy implies an uncertain future since we cannot predict where
this drive will take us. A recent evolution of information technology
has been social networking. Social networking fuses together the
multimedia world described by Marshal McLuhan with virtual reality, and
it displaces the real world with an artificial one. The person now
dwells more extensively in an environment of texting, selfies, chats,
Instagram photos, newsfeeds, and blogs. There was some apprehensiveness
about the power of social media well before the immense popularity of
Facebook and Twitter became a reality. But few could have foreseen that
social media would also become a means
for spreading misinformation and magnifying political partisanship.

Techno
optimists once argued that social media had the potential to become a
great stimulus for democracy because it amplified the powers of free
speech. When Facebook and similar platforms first appeared, many
sincerely hoped that they would give voice to the marginalized in
society. People with different and unconventional viewpoints could
locate each other and mobilize to advance their interests. But while
these results have been realized to some extent, these sites have also
become purveyors of “fake news” along with vast amounts of
disinformation. The term “fake news” has been popularized by President
Donald Trump, but it was coined by Buzz Feed’s Craig Silverman.
For some, the proliferation of all this “fake news” and other forms of
online abuse has wiped away the great promise of the internet as a force
for semiotic democracy.

During
the 2016 presidential election there was considerable disinformation on
the web, along with heavy manipulation of information about the two
presidential candidates, Hilary Clinton and Donald Trump. This abuse
wasn’t supposed to happen on this democratizing technology, at least not
on this scale. But decentralized networks with no controls can become
powerful tools in the hands of extremists and opportunists. News sites
appeared printing sensational stories that were neither vetted nor
verified. For these sites, which sought eyeballs to attract ads and
generate revenues, there was little incentive to avoid misinformation
and the diffusion of propaganda.

Consider
the “fake news” entrepreneurs in Macedonia who created a number of
pro-Trump websites. They adroitly imitated actual news sites and
disseminated very partisan news stories that attracted Trump supporters.
Their website domain names included worldpoliticus.com and
trumpvision365.com. The sites published pro-Trump stories aimed at his
supporters in the United States. These young Macedonians had no interest
in advancing the candidacy of Mr. Trump. Rather, their sole interest
was in attracting readers, since the volume of readers on their websites
translated into greater advertising dollars. They also recognized that
the best way to generate online traffic was to get their stories about
the Trump campaign to spread on Facebook. Most of the websites had
Facebook pages with hundreds of thousands of followers. The more
sensational the content, the more attention the story got among Facebook
followers. And as Facebook engagements increased, so did their readers
who were attracted by their outlandish propaganda stories. For example,
within a week a spurious story from Conservativestate .com, “Hillary
Clinton in 2013: I Would Like to See People Like Donald Trump Run for
Office; They’re Honest and Can’t Be Bought,” generated 480,000
reactions, comments, and likes on Facebook. Virtually all of the stories
on these websites made false and misleading claims.

The
spread of propaganda, misinformation, and disinformation has become an
epidemic in cyberspace and threatens to strike at the heart of the
democratic process. Disinformation is the deliberate communication of
false or misleading information, while misinformation is the
communication of information without an intent to deceive. Often those
who disseminate misinformation have evidence that is indirect or
obscure. Democracies depend heavily on accurate and objective
information so voters can make informed choices. Fake news misleads
voters and contributes to the further polarization of political parties.
According to one political strategist, fake news disseminated on social
media is “the biggest political problem facing leaders around the
world.” This hyperbolic statement reflects the inability of governments
to deal with fake news narratives except through draconian measures that
are anathema to democracy.

But
fake news is not the only problem that bedevils social media. As the
leading social media platform, Facebook found itself at the center of
multiple controversies that involved the 2016 U.S. presidential
election. In March 2018, the British newspaper, the Observer, along with
the New York Times first revealed that a researcher had gained access
to the personal data of Facebook users for Cambridge Analytica, a
consulting firm hired by the Trump campaign. The researcher, Alexander
Kogan, created a Facebook app and invited Facebook users to take a
survey and download the app that harvested their Facebook data along
with the data of their Facebook friends. That data included names, birth
dates, and location data as well as lists of every Facebook page they
ever liked. And these data were downloaded without their knowledge or
consent and added to a massive database being assembled for Cambridge
Analytica. This political data firm has particular expertise in
developing persuasive ads using “psychographic” techniques to manipulate
voter preferences. By examining behavioral data such as what people
“liked,” it was possible to map out personality traits that could become
the basis for targeted ads. The personal data of 87 million users had
been mined in this way, and Facebook was aware of this activity since
December 2015. However, it said nothing to its users or to U.S.
regulators until the media published this story. Facebook has claimed
that Cambridge Analytica collected these data under false pretenses. The
scandal led to many questions about how Facebook monitors the apps
deployed to collect its user information and whether data should ever be
made available for psychological profiling for political purposes.

Facebook
has also been an unwitting catalyst for violence in vulnerable parts of
the world. Facebook entered Myanmar, a country unfamiliar with the
digital world, and was unprepared to deal with its deep political and
social divisions. Facebook seemed unaware of how its platform could be
manipulated and abused by extremists who could easily sway a naïve
population. In this country, Facebook was the internet, since most users
only had mobile phones with Facebook already installed. Buddhist
extremists wasted no time in using social media to spread disinformation
in order to inflame ethnic tensions against the Muslim Rohingya
minority. One of the country’s leading Buddhist monks ignited a deadly
riot when he disseminated a fake news story of a rape and warned of a
“Jihad against us.” According to one NGO, Facebook’s platform was used
for a “campaign of hate speech that actively dehumanize[d] Muslims.” By
March 2017 a million Muslims had fled Myanmar into Bangladesh. Facebook
monitors missed many posts full of disinformation that helped to spark
this ethnic cleansing. Moreover, when the tragedy intensified, Facebook
was quite slow to react and remove hateful content, despite
repeated
warnings from multiple sources. It also did little to prevent fake
accounts from being created. Zuckerberg himself recognized the company’s
tardiness, as the people of Myanmar wondered why a company with
Facebook’s resources could not have reacted more expediently.

In
his defense to this series of crises, Zuckerberg has insisted that
fakes news is much less common than people imagine. He attributes the
company’s mistakes and missteps to an excessive optimism and a lack of
awareness of how some Facebook customers misuse their service. But some
analysts are quick to point out that while this explanation has some
merit, it ignores the company’s fixation on rapid growth and an
unwillingness to heed warnings from outsiders.

The
company has made some concessions. For many years Facebook did not
disclose the sources of funding for political ads. But now users can
find out on Facebook who paid for a political ad and whom the ad
targeted. The company is also considering ways to “impose friction” to
impede the spread of disinformation and misinformation. (Perhaps pop-ups
with warnings such as “Do you really want to share this item?”).
However, it is exceedingly difficult to control election propaganda or
slow down the spread of disinformation, short of draconian censorship
measures. With 2.7 billion people using Facebook’s services, monitoring
content is the most difficult challenge facing the company. Yet fake
news is a threat to liberal democracy, and Facebook must find a way to
deal with users who share these false or barely credible news posts. On
the other hand, it is perilous to have a small group of social media
companies determine what kinds of political speech people will see.
Hence the social media world faces a paradox: a greater emphasis on
truthful news and communications will lead to limits on free speech,
while too much speech opens the door for flows of disinformation and
reckless propaganda.

How can social media strike the right balance between these two competing objectives?

Correct my annotated bibliography.

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QUESTION

.COMPLETE THE ATTACHED DOCUMENT AND THEN PROCEED TO CREATE THE ANNOTATED BIBLIOGRAPHY.

For this assessment, complete your annotated bibliography with 10 scholarly, empirical research sources, published within the last five years.

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. INTRODUCTION

Annotated bibliographies serve as an overview of the  research. They help with summarizing and organizing key points from the  research literature so that the role of the published research can be  critically evaluated against the research topic. It is an important step  prior to embarking on the literature review. A good annotated  bibliography will help bridge main ideas from the research and your own  independent ideas related to your research topic.

In this course,  the annotated bibliography is the next step in the course project after  the literature search. Your annotated bibliography will contribute to  the research question as you use it to build the literature review.  Addressing each source specifically and in detail allows key aspects to  emerge. Furthermore, it enables the understanding of each researcher’s  point of view. A complete annotated bibliography should result in clear  themes that inform the research topic.

For this assessment, you will complete your annotated bibliography with 10 scholarly, empirical research sources, published within the last five years.

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.

.OVERVIEW

Before completing this assessment, ensure that you have finalized your Research Topic Template (ATTACHED)  and your research organization tool. Your topic should include  psychological concepts and a population. Populate your research  organization tool with 5-10 scholarly, empirical research sources.  Completing the media pieces will enhance your understanding.

You  have a choice to create a literature map as outlined in the course text  or use the research organization tool provided through the Capella  library’s Staying Organized & Keeping Track: Research Tools page.

This  assessment consists of an annotated bibliography. However, it is  important to see the trajectory of your work. Developing the research  topic, the literature search question, and dissecting the literature are  all part of understanding how you develop your annotated bibliography.

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.

.INSTRUCTIONS

Use the media pieces to understand the components of the annotated  bibliography. Make sure to number each source. Include 10 scholarly  research sources, published within the last five years, for this  assessment. Make sure to apply proper APA style and formatting. You will  submit your annotated bibliography, research topic template, and your  research organization tool of choice, as a single submission, but  separate files.

NOTE: Your assessment will be returned if the topic template and research organization tool are not submitted.

Number each source.

Include a minimum of 10 empirical research sources.

Apply  current APA formatting. Each annotation should include the citation of  the source, just as it would appear in the reference list.

Identify the journal’s impact factor. (See Psychology PhD Library Research Guide: Source Quality.)

Identify the research question.

Identify the research problem that the author or authors hoped to resolve.

Identify the methods the authors used to investigate the research question.

Provide a summary of the findings.

Evaluate the work.

You  can do this by addressing the arguments and counter arguments from  research and that were made in the research study, or discussing the  value that the research study findings have for the field—how it  advances the knowledge base. Also, consider the strengths and areas were  the research could expand.

Finally, discuss how the study supports your research topic.

To successfully complete this assessment, make sure to:

Finalize your research topic template. Check to make sure that the template has all sections filled out and that the topic has been narrowed as much as possible.

Finalize your research organization tool. At this point it should include 10 research articles. You  have a choice to create a literature map as outlined in the course text  or use one from the Capella library’s Staying Organized & Keeping  Track: Research Tools page.

Understand the components of the annotated bibliography. Revisit the media to understand what you need to know. Make sure to include the content that has been outlined above.

Note:  your literature review will require 20 sources because you will need to  include theoretical research sources. You may exceed 10 sources for  this assessment but you must include no fewer than 10.

The annotated bibliography assessment should contain 6–8 pages, including the cover page.

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.COMPETENCIES

By successfully completing this assessment, you will demonstrate your  proficiency in the course competencies through the following assessment  rubric criteria:

Competency 1: Determine the scientific merit of the professional literature.

Identify and describe the research problem that the author(s) hope to resolve.

Evaluate the research.

Discuss how the study supports the research topic.

Competency 2: Apply theoretical and research findings from the discipline of psychology to professional and academic activities.

Restate the research question in the article.

Identify the methods used to investigate the research question.

Summarize the research findings.

Competency 3: Apply ethical principles and standards of psychology to academic and professional activities.

Identify the source of the article as a peer-reviewed journal article reporting research.

Competency 5: Communicate psychological concepts effectively using the professional standards of the discipline.

  • Convey  purpose, in an appropriate tone and style, incorporating supporting  evidence and adhering to organizational, professional, and scholarly  writing standards.
  • Exhibit proficiency in writing and use of APA (7th edition) style. Include a minimum of 10 scholarly research articles. Include the research topic template and the literature matrix._
  • _______________________________________________________________________________
  • ________________________________________________________________________________
  • ________________________________________________________________________________
  • FEEDBACK
  • .
  • Please read carefully the recommendation from the professor.
  • General Feedback: Do NOT change your topic, but rather work from the feedback.
    Any changes you make to subsequent submissions should be highlighted. In addition, you might need to use the comment section as well.
    You  have some information to work from in the document and the rubric. You  may find using your free Grammerly Premium account will be helpful with  editing. You can get the free premium account using your official  Capella email. You also may find the videos that I have posted in the  “Announcements” section helpful–there are videos targeted to many of the  specific assignments (or components of assignments). I strongly advise  you to take advantage of them because they contain course corrections  for common errors on submissions.
    Bear in mind that you only get  three attempts, so take your time to understand the feedback and address  it all. Also, do not assume that you are to only address the comments,  you need to check throughout for errors, and you will need to address  the bigger picture..

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  • .
  • .FEEDBACK FOR EACH COMPETENCY FAILED   (THIS IS WHAT NEEDS TO BE CORRECTED )

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Competency 2 FAILED: Apply theoretical and research findings from the discipline of psychology to professional and academic activities.

  • Feedback:  Restates the research question incompletely or inaccurately. The  research questions are not always explicitly identified and stated in  your summaries. Your summaries tend to be a bit brief, so more depth and  detail would be helpful here.

Competency 2 FAILED: Identify the methods used to investigate the research question.

  • Feedback: Identifies the methods used to investigate the research question incompletely or inaccurately. 

At  a minimum, you need to discuss (and name) the type of methodology  (quantitative/qualitative) and subtype (experimental,  quasi-experimental, phenomenological, ethnographic, etc) for each study.  A little bit of detail about the procedure (including materials and  participants) here would also be very helpful. 

  • _____________________________________________________________________________________________________________

Competency 3 FAILED: Identify the source of the article as a peer-reviewed journal article reporting research.

Feedback:  Identifies the article as a peer-reviewed journal article but does not  describe the reported research. You do a nice job identifying the  journals in your references. Unfortunately, there needs to be a bit more  detail about the journals in the entries in terms of their quality  (like peer review status or Eigenfactor). This is unusual in scientific  writing–typically we do not include this information in formal papers  (and you will not include it in your literature review). But it is  helpful to keep this information in mind as you evaluate the literature  and articles that you find and decide what to include in your paper.

_____________________________________________________________________________________________________________

Competency 5 FAILED: Convey  purpose, in an appropriate tone and style, incorporating supporting  evidence and adhering to organizational, professional, and scholarly  writing standards.

Feedback: Conveys

purpose in an appropriate tone or style but there is insufficient 

supporting evidence and/or minimal adherence to applicable writing 

standards. Exhibit proficiency in writing and use of APA (7th edition) 

style. Include a minimum of 10 scholarly research articles. Include the 

research topic template and the literature matrix.

Contemporary Issues in Asian American Communities

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QUESTION

1

Reflect on one of the following concepts

1. Orientalism

2. Migration

3. Transnationalism

4. Race

In your own words, explain what your chosen concept means. Why is it relevant or important to the study of Asian Americans? Use two quotes and cite at least 1 of the course readings.

Use approximately 500 words. Choose two quotes the readings that best support your argument. Correctly cite the quote in your response. Citations do not count toward the word count.

Post a short essay (600 words) in response to the thread prompt. Use academic language, proper citation, and good writing style in these short writing assignments.

Grading Rubric for Discussion Board (50 points total for both post and response)

Up to 40 points for Post

40 Excellent writing style, organization, argument, and support (with a well-chosen quote with proper citation of reading and page number). No more than 20% of post was quoted material. The essay was engaging and interesting, answered all prompt questions, incorporated terms and concepts from class, and free of typos, poor grammar, and lack of capitalization.

35 Good writing style, organization, argument, and support (with a well-chosen quote with improper citation of reading) but one or more elements missing.

30 Satisfactory writing style, organization, argument, and support (with a quote, could have been better selected)

25 Needs Improvement

0 No post

Up to 10 points Response to another student

10 Satisfactory completion, thoughtful and well-written

5 Needs improvement or unsatisfactory completion, not thoughtful or well-written

Paper 1: Book Review (2-3 pages, double-spaced, 12-point font)

  • Student will select one book from a curated list of academic books (see List of Books for Review Essay below) related to topics in Asian American studies. The student is to read through the book and write a review of the chosen book. In the form of an essay, the book review should critically assess the argument made by the book’s author, describe how the author made their argument, and analyze the strengths and weaknesses of the work. Students are encouraged to conduct library searches and draw on external sources (related works or other reviews of the same book) to frame their critical essay. Consider what you might want to research for your final paper when selecting a book.
  • Please follow the provided Guidelines: APP 311 Book Review Assignment Guidelines 2024.pdf
  • Actions
  • List of Books for Review Essay:
  • Choy, Catherine Ceniza. Empire of Care: Nursing and Migration in Filipino American History. Durham: Duke University Press, 2003. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/18hbp0r/alma991003342629702905Links to an external site.

Espiritu, Yen Le. Asian American Panethnicity: Bridging Institutions and Identities. Philadelphia: Temple University Press, 1993. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/1vc4mkk/cdi_globaltitleindex_catalog_335945901Links to an external site.

Lowe, Lisa. The Intimacies of Four Continents. Durham: Duke University Press, 2015. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/18hbp0r/alma991007556680002905Links to an external site.

Srinivasan, Priya. Sweating Saris: Indian Dance as Transnational Labor. Philadelphia: Temple University Press, 2012. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/18hbp0r/alma991004733909702901Links to an external site.

Wu, Ellen. The Color of Success: Asian Americans and the Origins of the Model Minority. Princeton: Princeton University Press, 2014. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/18hbp0r/alma991072204998402901Links to an external site.

Xiong, Yang Sao. Immigrant Agency: Hmong American Movements and the Politics of Racialized Incorporation. Newark: Rutger University Press, 2022. Contact Professor for a copy of the book.

Yuh, Ji-Yeon. Beyond the Shadow of Camptown: Korean Military Brides in America. New York: New York University Press, 2002. https://csu-dh.primo.exlibrisgroup.com/permalink/01CALS_UDH/18hbp0r/alma991067596330502901Links to an external site.

3

Preliminary Research Outline

Provide a tentative thesis statement for your research project. List the Digital Archives you will be using. Provide an outline of what each section of your research paper will include.

4

Final Research Essay

Paper 2 (Final Project): Research Essay: (5-6 pages, double-spaced, 12-point font)

Students will conduct a research project on a chosen Asian American community or a theme or framework from the course materials. The student must conduct a literature review of relevant works related to their chosen topic. Students must draw upon one or more of the provided Digital Archival Collections (see below) and utilize 4 different sources from the provided archives. Students must develop a clear and concise thesis statement, demonstrate that their argument is supported by the literature, and provide evidence which supports their thesis. Students are encouraged to draw on their Book Review essay to help frame their paper.

A Preliminary Research Outline describing what the students will discuss in their essay must be submitted to the Professor.

Please be sure to following the provided Guidelines for the Final Paper

  1. Actions

List of Archival Collections:

Asian American Art Oral History ProjectLinks to an external site.

  1. Asian American Movement 1968Links to an external site.

Calisphere: Asian AmericansLinks to an external site.

The Chinese American Experience: 1857-1892Links to an external site.

  1. Chinese Exclusion Act: Primary Documents in American HistoryLinks to an external site.

CSU Japanese American Digitization ProjectLinks to an external site.

Densho ProjectLinks to an external site.

  1. Filipino American Digital Archives

Hmong Oral History Project Links to an external site.

Korean American Digital ArchiveLinks to an external site.

  1. South Asian American Digital ArchiveLinks to an external site.

Texas Tech University: Vietnam Center & Sam Johnson Vietnam ArchiveLinks to an external site.

Viet Stories: Vietnamese American Oral History ProjectLinks to an external site.

  1. General Rubric for Academic Papers:

A- to A+ Excellent effort and result. Includes a thesis statement with a strong, convincing argument that explains why and is supported by the course material. Demonstrates thoughtfulness of the student’s own analysis and of the main points of the course. Very clear, accurate statements, arguments, and summarization; university-level grammar and sentence structure; well-organized paper, meeting word requirement; conclusive language with active voice and relevant, specific vocabulary. Includes properly cited sources with a bibliography. Resources: Center for Learning and Academic Support Services and Chicago Manual of Style (Notes and Bibliography).

B- to B+ Very good to good. Clarity and accuracy need some improvement; sentence-level structure sometimes lacking, with a few grammatical mistakes; paper organized yet not entirely cohesive; unsure voice occasionally inconclusive, sometimes passive and in need of more appropriate, specific vocabulary.

  1. C- to C+ Sufficient. Noticeable lapses of clarity, some inaccurate statements, poorer arguments; some lack of grammatical integrity and inconsistent sentence structure; paper in need of better organization, perhaps not meeting word requirement; inconclusive, sometimes vague language, awkward voice with non-essential ‘padding’ using too little relevant, specific vocabulary.

D- to D+ Lack of clarity, statement and arguments inaccurate; poor, substandard grammar and sentence structure; poorly organized paper, perhaps not meeting word requirement; poor use of language without integral voice, some excess of non-essential ‘padding’ and predominance of non-specific vocabulary.

F Very little clarity with poor statements, weak and inaccurate arguments; unacceptably poor grammar and sentence structure; poorly organized paper perhaps not meeting word requirement; very poor use of language and with no consistent voice, dominated by non-essential ‘padding’ and lacking specific vocabulary.

Education & Teaching Question

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Question

Assignment one-It is beneficial to observe management styles in multiple classrooms as a teacher candidate and as a new teacher. Observing different management styles and student behaviors will help you develop effective classroom management.

Allocate at least 5 hours in the field to support this field experience.

In Clinical Field Experience B, you had the opportunity to observe and interview in birth to preschool environments. For this field experience, you will observe management styles and student behaviors in school-age classrooms. You will also work with your mentor teacher to get feedback on your classroom management plan.

For the first part of your field experience, share the rough draft of your Classroom Management Plan with your mentor teacher. Ask your mentor teacher to provide feedback on the strengths of your plan and any areas that could be improved or expanded upon.

Following your discussion, observe the classroom management strategies and routines of two K-3 grade classrooms. Consider observing an age/grade level different from that of your mentor teacher’s class. During your observations, take note of established rules, routines, and any other strategies the teachers use to help create a safe and supportive classroom environment. Observe student behavior and take note of any atypical behavior and how the teachers manage these behaviors.

Following the observations, interview each teacher about their management plan and philosophy. Interview questions could include:

How did you develop your classroom management plan?

Were you able to choose your own classroom management plan/model and behavior management system?

  • How do you collaborate with your peers, students, and families in creating your classroom management plan?
  • How are rules and routines communicated to students and families?
  • How are rules and routines reinforced throughout the school year?
  • What accommodations do you make in your plan for children with exceptionalities?
  • How have you changed your plan over time?
  • Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
  • In addition, write 150-250 words summarizing the feedback you received from your mentor about your Classroom Management Plan. What suggestions will you incorporate into your final classroom management plan? What suggestions will you choose not to incorporate? Explain your reasoning.  

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance. 

Assignment two- Throughout this course, you have been completing assignments to create a classroom management plan. You will continue to add elements to and revise the rough draft you completed in Topic 3 to compile your final plan in Topic 7.

Ongoing observations and assessments provide the chance to gather real-time data pertaining to students’ behavior and social-emotional skills. It also allows educators the opportunity to model, guide, and shape the behaviors of young children. Determining the data to be collected and the most appropriate collection methods are the first steps in deciding what additional behavioral support students may need, and where instruction or practices may need to be modified. After the data is collected, the challenge becomes organizing and documenting the information gathered, and determining how to communicate the information gathered for possible interventions.

Research best practices regarding the different ways of gathering behavioral data, both formally and informally. Create a 3-5 minute video for early childhood special education professionals about behavioral data collection. Write a 250-word outline for your video to include the following information that would be valuable to your peers:

Describe how the collection and analysis of behavioral data can assist in maintaining a positive classroom environment for all students.

Describe the benefits of three different methods of documenting and organizing observed behavioral data with one method being a technology tool.

Explain the importance of collaborating with families in the process of collecting data about students’ home environment and family dynamics. Provide specific examples.

  • Discuss how the collection of behavioral data would differ between the birth to preschool environment and the K-3 environment.
  • Compare how the collection of behavioral data about children with and without exceptionalities may differ. Explain necessary modifications to collection methods to gather valid information about individual student abilities and needs.
  • Submit the outline of your video with a link to your uploaded video at the top and ensure others can access and view the link prior to submitting this assignment.
  • Refer to the “Recording, Editing and Uploading a Video or Podcast Guide” to help you become familiar with how to create a video. Remember that video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, and proper speech are expected.
  • Support your outline and video with a minimum of 2-3 resources.  

While APA Style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Assignment three-Functional behavior assessment is an approach to determining the reason behind a student’s behavior, also known as the function of the behavior. Behavioral data is collected and a hypothesis about the function that the behavior is serving for the student is made. Once the FBA is complete, interventions can be developed in a behavior intervention plan.  

Allocate at least 5 hours in the field to support this field experience.

Work with your mentor teacher to identify a student who needs extra guidance and support with behavior in the classroom. Ask your mentor teacher to provide you with any documentation and information on the student’s behavioral concerns. Discuss what the teacher knows about the student’s family life, academic performance, cultural background, etc. Spend a minimum of two hours observing the student. Complete the “Functional Behavior Assessment Template” based on the data provided by your mentor teacher, discussion with your mentor teacher, and your observations. Remember to use a pseudonym when completing the template. Share your observations and template with your mentor teacher and ask for feedback on any areas you were unable to complete or need more information on.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

In 150-250 words, summarize the information collected in the “Functional Behavior Assessment Template.”  

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the digital classroom in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Student Discussion Replies

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QUESTION

Student Replies That Need to Be Responded to:

post 1: mindy

The National Organization for Human Services (NOHS) is a nonprofit organization that represents Human Service practitioners and the future Human Service Professionals. This organization’s membership categories are student, New Professional, Educator/Faculty, Professional, Practitioner, Honorary/Retiree, and Organizations. The membership benefits are awards, scholarships, and grants. Their career center helps individuals who are seeking jobs to connect with employers in their field of study. As a student you could join this organization with a student membership fee of $35/annually. The benefits of joining are opportunity to be featured in the Student Spotlight in LinkedIn and social media, access to scholarships, Career development on job boards and free resume evaluation, Access to getting hired in Human Services video series, Volunteer Opportunities, Participation in Annual Conferences at reduce price and Specific training and professional development opportunities. I would not join this organization due to the criteria for student enrollment is a student who is currently enrolled full-time as a student; or as a part-time student in an undergraduate program only; and without current full-time employment (Allen, n.d.). As an older student with a family, I could not be without a full-time job.

The next organization is the National Human Services Assembly. This organization is known for “Helping Everyone Reach Their Full Potential and Contribute to Our Communities”. Its mission is to strengthen health and human services in the United States through the active involvement and leadership of our members (Home – National Human Services Assembly, 2023). There are multiple types of memberships that are Full Memberships, Associate Memberships, and Purchasing Point Memberships. There are no discounts for students. This organization is designed to help organizations that aspire to be and are leaders in the sectors. It helps organizations in their unique learning and networking needs of nonprofit human service organizations to engage network for building partnerships. You have to contact them by sending a note of inquiry to membership@nassembley.org. They do offer promo codes for so much off year one, two, and three. I would not inquire to join this organization due to them wanting to memberships of already established nonprofit organizations.

REFERENCE

Allen, B. (n.d.). Join NOHS. https://www.nationalhumanservices.org/join-now

Home – National Human Services Assembly. (2023, October 19). National Human Services Assembly. https://www.nationalassembly.org/

post 2: chanice

The American Counseling Association is a not-for-profit, professional, and educational organization that is dedicated to the growth and enhancement of the counseling profession (American Counseling Association, 2023). Membership fees for students, part-time and full-time, are $105 annually. The membership term for students obtaining their master’s is two years, while doctoral student’s membership term is four years. Benefits of becoming a member of the ACA include attending two annual conferences for experience, up-to-date news on professional counseling, opportunities to earn free continuing education credits, resources, and discounts on malpractice liability insurance. I feel that this organization would be a great place to be a member because they offer a lot of incentives for a relatively low membership fee. I also would enjoy attending the annual conferences because it offers a great place to network and the opportunity to learn from other counselors.

The Council for Standards in Human Service Education was established in 1979 to give focus and direction to education and training in mental health and human services throughout the country. The Council exists to help human service educators and college administrators who are interested in achieving maximum educational effectiveness and to formally recognize and approve programs whose competence warrants public and professional confidence (Our History, 2018). There aren’t exclusive membership fees for students and are based on the level of your degree. For example, if you’ve obtained an associate degree, your fee is $550 annually, $650 annually for a bachelor’s, and $750 annually for a master’s. Benefits of this membership include program accreditation, consultations and assistance, marketing, resources, professional leadership, and networking. In my opinion, I would not choose to be a part of this organization because the fees are too expensive, and they do not offer special student pricing for the membership.

References

?American Counseling Association. (2023). American Counseling Association – A professional home for counselors. https://www.counseling.org/

? Our History. (2018, May 31). CSHSE. https://cshse.org/about-us/our-history/

Original Discussion Prompt:

Find two professional organizations that serve human services professionals. Links to two of the main human services professional organizations are provided in the resources for this module. Some organizations will include the name of the profession, human services, while others will be named after the type of field (e.g., child welfare, homelessness, mental health). Find out how much it costs to join the organization as a student and what benefits the organization offers for students (e.g., scholarships). Write one paragraph about each organization. Why would you join or not join these organizations?

Example of How to Respond to a Student Discussion Post:

Hi Nita,

I like how you discuss both the teacher observing the student and the student observing their own art. You bring up excellent points about the teachers observing the children, because it does help the teacher to better communicate with the children and understand them better. As teachers, it is very important to nurture students, particularly if they are very young, I think, because it allows them to better understand the needs of the student, and how to work with them. Paying attention to what the student is drawing, and seeing how the student reacts to their own work can improve the teachers’ understanding.

Expressing feelings in this discussion board reply examples is a major component of growing up. The more a student is able to express those feelings, the more they can understand them. I liked reading about what you said on this topic, and I agree that the art is a very useful tool that students can learn to express their feelings effectively. If they do not express them, they are keeping them inside, and drawing can become a form of counseling for them. In my opinion, I think the drawing can be particularly useful for many students who are quiet. These students do not often express themselves verbally, and drawing can be a way for them to understand their feelings, and to release some pent up sadness of hostile feelings, for example. I think this form of therapy sticks with many people throughout life, and they continue to use drawing as a coping mechanism.

Thanks,

Steven

Psych of Gender Discussion forum #5

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Question

After watching Baldoni’s TED Talk, the CBS Mornings video, and the Build Up Boys video, summarize the overall message of the videos. Provide your own examples of self-regulation, self-presentation, and self-censoring based on gender-related stereotypes and expectations. You might choose hypothetical or personal examples of the ways in which people might regulate how they present and express themselves (i.e., self-presentation and self-regulation, respectively). Consider ways in which people (or you) censor their words or behavior in order to conform to social norms and expected gender role stereotypes.

How might we, as a society or interpersonally, reduce gender-related self-regulation and raise consciousness regarding the ways in which gender role expectations limit authentic self-expression and potentially negatively affect mental and physical health? 

These are the 2 Classmate Responses:

Classmate #1 Anthony

In my military career in the Air Force, I’ve encountered parallels to the themes discussed in the videos, particularly Justin Baldoni’s TED Talk. The military, like any other institution, has its own set of expectations and stereotypes related to gender roles and expressions of masculinity. In certain situations, there’s a perceived pressure to conform to traditional notions of toughness, resilience, and stoicism. In the Air Force, there’s a prevalent culture that values strength, both physical and mental. There have been instances where expressing vulnerability or acknowledging personal struggles might be perceived as a deviation from the expected norm. Much like the societal scripts discussed by Baldoni, there’s a set narrative about what it means to be a “strong” and “tough” military professional. 

I’ve witnessed how some fellow Airmen engage in self-regulation and self-censoring. This might involve downplaying personal challenges or avoiding discussions about emotions to align with the established image of a resilient and unwavering service member. This self-regulation, while driven by a desire to fit into the military culture, can also contribute to a lack of authenticity and hinder genuine connections within the team. Addressing these challenges requires a shift in the military culture, promoting a more inclusive understanding of strength and resilience. Just as Baldoni advocates for a redefinition of masculinity, fostering environments within the military that encourage open communication, empathy, and support can contribute to breaking free from rigid gender expectations. Recognizing the diversity of experiences and expressions within the military can enhance team dynamics and overall well-being. As I navigate my military career, I strive to be part of conversations and initiatives that promote a more inclusive and authentic expression of identity within the Air Force.

Classmate #2 Catherine

Baldoni’s video talked a lot about stereotypes for men and how being ‘man enough’ is not the highest goal men should achieve. He talks about redefining masculinity and what it means to be a man. That being human, the goal should be to be a good human who cares no matter their gender. Baldoni talks about expectations and his own experience with them and shares his wisdom on overcoming them and being more than what is expected for a gender. Qualities make people not genders. 

The CBS Mornings video talks about the Me Too movement, and giving a voice to everyone especially girls and women. However, this movement that is focused on women and girls brings a new perspective to men and boys. That they too struggle and have expectations on them. They have pressures too. The emotions they are expected to feel and the ones they are not. 

The Build Up Boys video discusses what it means to be a boy. How parenting plays a role in creating the people of the next generations. How parents can better parent boys to help them cope with expectations and pressure they face. How to develop into a man from a boy, but a good man. The importance of role models for boys who want to become men. 

Self-regulation can be educating ourselves on emotions and appropriate behaviors in certain situations. To know ourselves, our triggers, and how we calm ourselves down. Self- presentation is how we present ourselves to others. Sometimes these are not true. We may present ourselves as very intelligent, or very rich but not actually be either. Self censorship can be being aware of the things we’re saying. Mentally correcting ourselves if we are thinking negative thoughts, physically correcting the things we say to make sure they are nice and positive. Men may be more harsh in the things they say or more sexual in conversations. Self regulating can be making sure that they are aware of what can cause them to talk this way, and self censorship can be making sure they talk appropriately for the situation. Not making sexual jokes in a business meeting. I personally need to work on my self censorship. I often talk without thinking. Not everything I say is mean but I am very reactive in stressful situations. People generally censor their behavior and words depending on situation. Not saying certain words like the N word as a white person. Social norms and stereotypes can impact how people talk. Black people may censor the things they say around white people. White people may curse less or not use the N word around other races. In society gender related self regulation is not necessarily a bad thing. This is because self regulation can be positive. However, if someone is thinking ‘oh I cannot be upset because I am a man and must be strong” thoughts like these could use less regulation. Not regulating because of gender or stereotypes can be a good thing. Not letting a gender define you, what you say and believe. Spreading more equality and making everywhere a safe space so people feel they can speak freely without regards to their gender. Letting every man and boy know it is ok to feel things and be upset. That they do not have to be strong all the time. Raiding conciseness about gender roles and expectations can benefit society. It can endorse a more welcoming space, and less strife over gender divisions. Gender roles and expectations can limit authenticity. If people are thinking about what they are saying too much and then saying something other than what they really felt, it does not benefit anyone. Specifically for men, the expectations to be positive and tough all the time must be very hard. If humans just let other humans feel the world would be better. 

Political Science Question

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QUESTION

One of the top publishing outlets in the field requests that you submit an article for publication on the ongoing conflict situation in Yemen. The editors ask you to conform to the publication guidelines, which require that articles are between 1,200-2,500 words in length.

In your article manuscript, you must provide your assessment of the merits of the three potential scenarios for a future settlement in Yemen laid out in the following proposal

for a political settlement to the conflict from the Washington Institute for Near East Policy (WINEP), available at this website:

https://www.washingtoninstitute.org/policy-analysis/political-settlement-yemen-challenges-and-future-prospectsLinks to an external site.

To provide your assessment of the WINEP proposal, options include (1) explaining why one of the three scenarios is the best solution to the conflict; (2) proposing a blend of those three scenarios as the best choice for conflict resolution; or (3) providing an in-depth critique of at least 2 of these scenarios. For further background on this conflict, please see this Council on Foreign Relations backgrounder (https://www.cfr.org/backgrounder/yemen-crisisLinks to an external site.) and this conflict tracker (https://www.cfr.org/global-conflict-tracker/conflict/war-yemenLinks to an external site.), which you can use as factual sources.

In addition providing your analysis of the merits of the WINEP proposal, please also include in your paper an examination of the following topics:

Are any of the insights gained from peace studies/international human rights (Module 7) and/or geopolitics/ideology (Module 6), or perhaps another module, useful for resolving the conflict situation in Yemen? Why or why not?

Is your chosen position a challenge to, or consistent with, any of the traditional or non-traditional theoretical approaches to International Relations? Why or why not?

As always, please be sure to engage directly and substantially with the materials assigned and provided in this course; in addition to the course materials, you can also cite other print or online sources that you find helpful and reliable. 

Please submit the essay/report as a double-spaced document in 12-point font.

MUST USE THIS : THIS is my layout 

Title: Navigating the Complexities of a Political Settlement in Yemen: A Critical Assessment of the WINEP Proposal

Introduction:

The ongoing conflict in Yemen has brought immense suffering to its population, exacerbating an already dire humanitarian situation. As various stakeholders strive to find a path towards peace and stability, the proposal presented by the Washington Institute for Near East Policy (WINEP) offers three potential scenarios for a political settlement. In this article, I will provide a critical assessment of these scenarios while also examining insights from peace studies, international human rights, and geopolitics. Furthermore, I will analyze the compatibility of my chosen position with traditional and non-traditional theoretical approaches to International Relations.

Assessment of the WINEP Proposal:

The WINEP proposal outlines three potential scenarios for a political settlement in Yemen: a centralized government model, a federal system, and a decentralized governance approach. Each scenario presents its own set of advantages and challenges.

1. Centralized Government Model:

  This scenario advocates for a return to a centralized government structure, with power vested predominantly in the capital, Sana’a. Proponents argue that a strong central authority could better address the country’s security challenges and ensure the provision of public services. However, this approach risks marginalizing diverse regional interests and exacerbating grievances among marginalized groups, potentially fueling further conflict.

2. Federal System:

  The federal system proposed by WINEP aims to decentralize power, granting substantial autonomy to Yemen’s regions. This model acknowledges the country’s ethnic, religious, and tribal diversity, seeking to accommodate various identities within a unified state framework. While federalism offers the potential for greater local governance and representation, its implementation requires careful delineation of powers to prevent fragmentation and maintain national cohesion.

3. Decentralized Governance:

  The third scenario suggests a decentralized governance approach, wherein power is dispersed across multiple local authorities. This model prioritizes grassroots participation and local decision-making, potentially fostering greater accountability and responsiveness to community needs. However, concerns arise regarding the capacity of local entities to effectively govern and coordinate, as well as the potential for conflict between rival factions vying for control.

Assessment and Analysis:

Upon evaluating the merits of the WINEP proposal, I find that a blend of the federal system and decentralized governance holds the most promise for resolving the Yemeni conflict. Combining elements of both models could allow for the accommodation of regional identities and grievances while maintaining a degree of national unity. However, such a hybrid approach must address challenges related to power-sharing, resource allocation, and the establishment of effective governance structures at both the central and local levels.

Insights from Peace Studies/International Human Rights:

  • Peace studies and international human rights offer valuable perspectives for resolving the conflict in Yemen. Principles of conflict resolution emphasize the importance of inclusive dialogue, reconciliation, and addressing the root causes of conflict, including social, economic, and political inequalities. Additionally, human rights frameworks advocate for the protection of civilian populations, accountability for human rights abuses, and the promotion of democratic governance. Incorporating these insights into peacebuilding efforts can help foster trust among warring factions and lay the foundation for a sustainable peace process.
  • Geopolitics/Ideology and International Relations:

The conflict in Yemen is deeply intertwined with geopolitical rivalries and ideological divides, reflecting broader power struggles in the Middle East region. Traditional realist approaches to International Relations emphasize the role of state actors, power dynamics, and national interests in shaping international relations. In the case of Yemen, competing interests among regional powers, including Saudi Arabia, Iran, and the United Arab Emirates, have further complicated efforts to reach a political settlement. Non-traditional approaches, such as constructivism, highlight the importance of norms, identities, and social constructions in shaping international politics. In Yemen, sectarian divisions, tribal affiliations, and ideological narratives have contributed to the perpetuation of conflict, underscoring the need for a nuanced understanding of the social and cultural dynamics at play.

Conclusion:

In conclusion, the WINEP proposal offers valuable insights into potential pathways for a political settlement in Yemen, but each scenario presents its own set of challenges. A hybrid approach that combines elements of federalism and decentralized governance may offer the best chance for accommodating diverse interests while maintaining national cohesion. Drawing on insights from peace studies, international human rights, and geopolitics, policymakers and stakeholders can work towards a comprehensive and inclusive peace process that addresses the root causes of conflict and promotes sustainable stability in Yemen.

general psychology 1 Rasmussen University Philosophy Question

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Question

PART 1 Directions:

Discussion – Motivation and Self-Perception: “I’M POSSIBLE”

In this module, we explore different theories that explain how motivation influences people to act in certain ways. One such theory pertains to self-perception. An individual’s perception of being capable or incapable can profoundly impact their behavior. Self-worth and self-efficacy are two concepts closely related to motivation.

Instructions for an initial post, with prompts:

  • Describe how self-worth and self-efficacy are related to motivation.
  • Give examples of ways in which self-worth and self-efficacy impact a person’s behavior at home, at work, and at school.
  • If you had a friend who was struggling with their self-worth and self-efficacy, what suggestions would you give them?

Instructions for reply post, with prompts:

  • What are your thoughts about your peer’s post?
  • What other areas of life do you believe self-worth and self-efficacy affect?
  • What other tips would you offer a friend who was struggling with their self-worth and self-efficacy?
  • Ask your peer a question about their post.

Discussion Posts (Initial and Reply) Grading Rubric: Students are required to complete an initial post to each Module’s Discussion Question as well as two replies to their peers’ posts.

classmate # 1 Kristofer

10 hours ago, at 10:39 AM

NEW

Self-worth and self-efficacy are fundamental to motivation. Self-worth drives individuals to set ambitious goals, while self-efficacy empowers them to believe in their ability to achieve those goals. Together, they allow people to maintain persistence while challenged, encourage people to great goals, and help with maintaining motivation. Different aspects of people’s lives are affected by their self-worth. At home someone’s self-worth can impact their behavior by the way they keep their home and how well they take care of themselves. At work, someone’s self-worth may impact their drive to do their best work along with ensuring they are being respected. At school a person’s self-worth will determine their drive and the quality of work they do along with other activities associated with school. Self-efficacy can also have an impact on people’s behaviors. At-home self-efficacy will enable someone to live a healthier lifestyle. At school, self-efficacy will allow someone to strive for their education goals and achieve good grades. At work, Self-efficacy will allow someone to maintain their goals for promotions and perform better overall work.

As far as advice goes, I would tell my friends they should focus on bettering themselves. They should look for hobbies that interest them and work on bettering themselves in these areas. With that, they will be able to build their confidence. This will leak into other areas of their lives and holistically improve their self-worth and self-efficacy.

classmate # 2 Makayla

20 hours ago, at 12:11 AM

NEW

Describe how self-worth and self-efficacy are related to motivation.

Self-worth is related to motivation because it determines how a person views themself and the work that they complete. A low sense of self worth can result in motivation because the person lacks the confidence to produce things they are proud of.

Give examples of ways in which self-worth and self-efficacy impact a person’s behavior at home, at work, and at school.

A good sense of self-worth will show through a person who is confident, and efficient at their job, and they may even take on the leadership role as they trust themselves and believe in their ability to show that they are capable. A person with poor self-worth in a work setting may lack energy and confidence, and stay in the background of the workplace to not draw any attention to theirself.

If you had a friend who was struggling with their self-worth and self-efficacy, what suggestions would you give them?

If I had a friend struggling with their self-worth, I would first suggest that they see a mental health professional because they have the tools to discover the root of the lack of self-worth. Other suggestions I would give would be to practice the things they like and speak words of motivation to themselves instead of negative words. In addition, I would remind them that no one is perfect, and everyone has their own version of themselves in their world, and that is really all that matters.

PART 2

Written Assignment – What’s my EQ?


  1. In this module, we reviewed several theories of emotion and discussed the concept of emotional intelligence. Emotional intelligence (otherwise known as emotional quotient or EQ) refers to one’s ability to identify, evaluate, and manage their emotions as well as the emotions of others. Some experts even believe EQ is more important than IQ. Emotional intelligence allows us to enrich essential areas of our lives such as home, work, school, and community.
    For this written assignment, students will describe the concept of emotional intelligence and the four core components of Goleman’s theory of emotional intelligence. Students will apply those four skills to themselves by assessing their own EQ.

    Instructions
    • Students will define the concept of emotional intelligence.
    • Students will describe the four core skills of Goleman’s theory of emotional intelligence and discuss how each skill can enhance a person’s life.
    • For each of the four skills, students will identify their strengths and limitations and provide suggestions for how they can improve each skill in their own life. When completing this section of the assignment, consider the following:
    • Self-awareness: An emotional trigger is anything that evokes a strong emotional response. Are you aware of your emotional “triggers?” What are some of your triggers? Do you allow yourself to experience a range of emotions or do you have difficulty experiencing some emotions? How can you become more aware of your emotions and how they affect your behavior?
    • Self-management: How do you manage strong emotions such as anger, stress, or frustration? Think of a time when you were angry, stressed out, or frustrated. How did you handle it? Next, think about how you could handle those emotions in healthy ways in the future. Describe a few healthy emotional management skills.
    • Social awareness: Can you think of a time when you demonstrated empathy? What makes it difficult for you to show empathy? How can you improve your ability to consider others’ feelings and offer empathy?
    • Relationship management: What are some of the interpersonal strengths and limitations you bring to relationships? Are you a good communicator? How well do you listen? Are you a team player? Can you accept feedback? How do you manage conflict?

Understanding Religion

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QUESTION

1. (Original Content Only) (400 words for the post) (APA citations) (In-text citations are a must)

Assignment 3: Writing Religion

Context

Religion is everywhere. Its definition, however, is all over the place. One of the things that this class offers is a solid launching point for understanding religion (hey, that’s the name of this course!) by exposing you to different ideas about religion, including strategies for thinking about those different ideas with a “both, and” mentality rather than the more common “either, or” approach, which often shuts down helpful dialogue.

QUESTION

Go to Google News, use the search term “religion” to find current news on the subject, and pick a story that intrigues you. Briefly share the gist of it with the class, then reflect on the following prompts: 

How      does the problem of defining religion factor into the story?

How      does the author of this article understand and present religion? For      example, they might view it as good or bad, as primarily a moral system,      as relative or absolute, in relation to politics, from a Christian-centric      perspective, and so on.

If      you were the journalist tasked with writing up this same story, how might      you approach it differently, knowing what you’ve learned from Hedges this      week?

Delivery

Please post your initial post (400 words) to the  appropriate discussion thread no later than Thursday evening (11:59pm MT). Your post must dialogue with the readings and/or videos for this week, including proper APA citations. 

  • Sources to cite: 

Hawks, J., Garrett, M., & Marcus, B. P. (January 6, 2020). Separating Religion and Government…But What Is Religion?: A Look at the US Supreme Court. [Audio]. The Religious Studies Project.
 

  • Blasi,      A. J. (2020). Definition of religion. In A. Possamai, & A.      J. Blasi (Eds.), The SAGE encyclopedia of      the sociology of religion. UK: Sage.

“This entry reviews four major definitional strategies, observes some of their strengths and weaknesses, and notes the importance of definitions of religion both in the sociology of religion and the environing world of social scientific students of religion.” 

  • Alston,      W. P. (2006). Religion. In D. M. Borchert (Ed.), Encyclopedia of Philosophy (2nd ed., Vol. 8,      pp. 366-373). Macmillan Reference USA 

2. (Original Content Only) (400 words for the post) (APA citations) (In-text citations are a must)

Assignment 4: Questions and Connecting Thoughts

Context

There is always more to say when it comes to religion, as any scholar or student in the field will tell you, meaning that it is possible to go deeper on any given subject.

QUESTION

Read through the “Questions and Connecting Thoughts” section on pp.41-42 of Hedges’ Understanding Religion. Choose one of the questions there and respond to it in dialogue with the materials for this week. You may also include additional sources or media as you see fit.

Delivery

Please post your initial post (400 words) to the appropriate discussion thread  no later than Thursday evening (11:59pm MT). Your post must dialogue with the readings and/or videos for this week, including proper APA citations. 

3. (Original Content Only) (400 words for the post) (APA citations) (In-text citations are a must)

Context

Religion is a touchy subject. Earlier forms of social etiquette avoided discussing religion (and politics) altogether because it was too easy to offend another person’s—and one’s own—sensibilities, but that is now changing. Religion is at the forefront of civic and social life, and we ought to be able to dialogue about it in a respectable, informed, and thoughtful manner. Part of the problem stems from what scholars call the Insider/Outsider Problem or Emic/Etic Debate.

Listen to the episode of The Religious Studies Project podcast called “The Insider/Outsider Problem: An RSP Remix” (15 min.) for a brief introduction to this issue in the field of religious studies that adds to what Hedges has to say (Ch.2).

QUESTION

In dialogue with your Hedges reading and The Religious Studies Project podcast,

  • what are the pros and cons of studying a religious      tradition from a practitioner’s perspective?

From a non-practitioner’s perspective?

How do you reconcile these two possible      perspectives—or do you?

4. (Original Content Only) (400 words for the post) (APA citations) (In-text citations are a must)

Context

On p.81, Hedges rightly claims, “Studying texts, elite philosophical belief systems, and normative official statements only gets you so far.” The rest of the chapter is dedicated to helping us understand how that is so and what else there is to study—religion as it is lived. That is, religion as people actually practice it and think about it, and how such religion relates to the “official” or institutional religion that informs it. As Hedges explains, religious traditions are often practiced syncretistically, blending practices developed from a variety of religious and cultural traditions that one may or may not realize are imported from elsewhere. 

QUESTION

From Hedges, your own experience, a little independent research, or a combination of these, choose an example of religious syncretism that you find interesting and share it with the class. Then, analyze the practice, addressing  these issues and others you would like to discuss.

How does this practice illustrate syncretism?

Which two or more traditions are being blended and what are      their historical origins?

  • When did this practice emerge and under what circumstances?

Do practitioners today acknowledge the syncretistic nature of the      practice, or do they consider it a “pure” iteration of their      tradition? (This last one may be a bit of a trick question, considering      Chs.1-2.)

5. (Original Content Only) (400 words for the post) (APA citations) (In-text citations are a must)

Context

Between this week and last week, you have been given much to consider. As we end this section of the textbook, we are leaving our discussion of religion, method, and theory as broad concepts and entering the realm of actual methods and theories of religion. This calls for a moment of pause and reflection.

QUESTION

Review the materials for weeks 1 and 2, and reflect on the question “So what?” How, now, am I supposed to approach the task of understanding religion?

Think practically. Share with us your current thoughts on

how religion ought to be studied, and

what areas you might find challenging as we enter the next section      of the course.

Any new questions you would like to discuss

anything you would like further clarification on