For our final Discussion Board, I would like you each to discuss which musical culture you found most interesting during this course. Which instruments did you find most interesting and why? Were there any particular activities you found intriguing? Do you feel like you now know more about our diverse planet, and about how musical activities reflect the cultures that create them?

Your discussion post should be around 150 words

Choose an AUDIO example (not video clip) from Unit 8: Caribbean and write about ( Bahamas: Rake n’ Scrapea ) 150 word journal about it. Please utilize the listening guides in your textbook for this assignment. Include information about the audio example including the genre or style, instruments and form. What culture creates this music? What behaviors or activities are associated with this music? Also include your personal thoughts or feelings about your chosen audio example. Do you like it/dislike it? Why did you choose this particular example?

Your Journal should be around 150 words (5 pts), cover all of the topic points (5 pts), and be submitted on time (5 pts). There are 15 points possible for this assignment.

Introduction

This week you are required to watch the film, “Take a Look at This Heart” (Length 1 hr. 38) You can access the film link below: 

Discussion Board Requirements

• You are required to respond to the following questions.  Your initial response must be thorough, and a minimum of 3-5 sentences for each question. 
• Afterward, you are required to reply to three of your classmates.  Your response must be at least 3 sentences and cannot simply say, “good job,” or “I agree with you,” etc…  Your responses must be respectful of the opinions of others. 
• To receive full points you must respond to the film and reply to three of your classmates.  

Discussion Board Questions 

1. Prior to watching the film, what were your assumptions about disability and sexuality? 
2. After watching the film, explain how your perspectives changed or stayed the same? 
3. What was the most impactful part of the film and why? 

Frist classmate

Prior to the film the assumptions I had about disability were that it is a community of people with a condition that makes it difficult to do certain tasks in any sort of state (physical, mental, emotional). Assumptions that I had about sexuality prior to the film is that there were many kinds as the world has progressed. When I was in elementary school, I just thought that you either had to be attracted to girls or boys and I went along with my day. Yet, now there are a lot of sexualities, and although it is different from what I have learned growing up I respect any sort of sexuality.

After the film my perspectives on disability remained the same, but my views on sexuality has changed. My perspective on disability remained the same because it appears as if that the conditions that these people were in had set them back in some sort of way. Although they have overcome ways to live a life where it does not bother them at all they have admitted to their mental health being low once they initially got hurt. What came to mind for them was “Who is going to love me?” or “How am I going to do this?” which is due to their unfortunate conditions. On the other hand, my views on sexuality changed after seeing the people in this film with disabilities easily finding love, and now my view on sexuality is not about what you like. It is more of the closeness you feel with a significant other, and how much a person is willing to go through for another person regardless of gender or anything in that regard.

The most impactful part of the film for me was when the man with one leg which I forget what his name was, but when he went out in the public asking strangers questions about their views on if he were to hit on them or sexuality questions in general. It was pretty eye opening to hear their responses since they seemed very authentic, and I just felt that today’s society is super judgemental but they were open to even talking on such a sensitive subject. Also, when he was clubbing and hiking with the fast-paced music. He seemed very happy, and just living life how anyone should be able to. It made me realize I take a lot of things for granted, and even stress out too much so it is not a bad idea to just let go sometimes.

Second classmate

I already had a relatively good understanding and awareness of disability and sexuality before I watched the movie. I had some previous training on the subject, and I have also worked with many older adults that are disabled. I know that sexuality is an integral part of our life and contributes to our well-being. That does not change because someone has a disability. I also know how difficult it can be for people to talk about this subject. Even people with disabilities have misconceptions about their sexuality and which accommodations are available to have a healthy sex life.

My perception about disability and sexuality for people with disabilities did not change after I watched the movie. I still think that sex and intimacy are essential to have a good quality of life for anybody. However, the film made me more aware of how important it is to talk openly about this matter to erase negative stereotypes and false assumptions.

The movie was impactful as a whole, and I cannot say that one part affected me more than another. I liked that the film addressed many of the barriers preventing an individual with disabilities from expressing and living their sexuality. The movie addressed topics that can be difficult to approach with a potential partner out of fear or embarrassment. It is excellent that they covered incontinence and how it can affect someone’s sexuality. Incontinence is often a massive barrier for older adults to have a fulfilling sex life. People are often too ashamed to talk about incontinence, and it is still a big taboo.

Another area that I thought important is that non-disabled partners did discuss their own emotional and mental barriers that made them reluctant even to consider a relationship with a disabled person and how they overcame that. For example, one of the misconceptions many people have is that disabled people cannot have sex and are not viable partners. On the other side, disabled individuals may believe that their disabilities make them less sexually desirable for a person without disabilities. Therefore, I think it is essential that we open dialogs about this subject to better educate people. Any of us or our partners could acquire a disability, so it is of interest to everyone.

Third classmate

Prior to watching this film, I didn’t have a lot of assumptions about disability and sexuality because I didn’t know much about it. However, I sometimes wondered if some people with a disability might be asexual because of a lack of body functionality. At the same time, I realized that sexuality is a lot more complex than that–it isn’t just a biological function. Sexuality can be expressed in so many ways, and a lack of certain types of body functions shouldn’t necessarily be an issue. So I was somewhat conflicted in my thinking, and had a lot of curiosity and questions about different aspects of this topic.

After watching the film, so many of the questions I’d always wondered about were answered. I thought it was really cool that the film went so deeply into different aspects of sexuality, intimacy, relationships, dating, desire, emotions, families/parenthood, and more. I felt that this film was the perfect ending module for this course, because it did such a good job of showing us how people with disabilities are truly not different from everyone else. We essentially all want the same things– and that includes wanting a genuinely happy life, with meaningful relationships and friendships, love and romantic relationships, intimacy, and sexual freedom. And we all have insecurities about our own abilities to be loved, to be considered attractive, and to be looked at as sexual beings. But at the same time, every person (whether disabled or able-bodied) is different, and is going to have their own views, perspectives, and sexual needs.

For me, the most impactful part was how much I related to the things that people in the film were expressing. Although I’m not disabled, and I can’t identify with all of the things that the people in the film were revealing about their sexuality, I could identify with a lot of it. Fears about body issues, uncertainties about achieving genuine romantic relationships, hope for family and children…these are all feelings I have had in my own life. Learning these things, and hearing the personal feelings of everyone in the film gave me a deeper understanding that built upon all of the other things we have learned in this class.

The name of home based Business is “Sweet Dhaaga Collection” .

The brand focus on Indian Ethnic Wear such as Saree’s Lehenga’s, Kurtis, Salwar, Indian Jewelry and goes on.

Below are some of the reference you can take from google to get an idea of what we are actually looking for.

https://www.google.com/search?q=sui+dhaga+clothing…

https://www.google.com/search?q=sui+dhaga+clothing…

The logo should be such like it will represent a store for Ethnic Indian Wear with values.

This logo would be in our flyer, social media and all so please use al your creativity when designing and send us many samples that you can come up with so we can select it.

FOR THIS ASSIGNMENT, YOU ARE TO READ A JOURNAL ARTICLE ABOUT A TOPIC RELATED TO A REGIONAL TOPIC WITHIN THE CONTEXT OF THE CLASS, AND YOU ARE ASKED TO USE ARTICLES FROM THE JSTOR DATABASE. UNFORTUNATELY, GROSSMONT COLLEGE DOES NOT HAVE JSTOR AVAILABLE FROM ITS LIBRARY, BUT SOME OF YOU MAY HAVE USED JSTOR FROM INSTITUTIONS LIKE MESA, PALOMAR AND SOUTHWESTERN COLLEGES, IN ADDITION TO SAN DIEGO STATE OR CAL STATE SAN MARCOS. THEREFORE I WILL PROVIDE YOU WITH AN AMPLE SELECTION OF ARTICLES THAT I HAVE DOWNLOADED FROM PALOMAR COLLEGE’S JSTOR DATABASE. ALL YOU NEED TO DO IS PICK ANY OF THE ARTICLES FOR YOUR REVIEW. JUST CLICK THE “FILES” SECTION FROM THE CANVAS CLASS MENU, AND OPEN THE FOLDER THAT SAYS “115_JSTOR ARTICLES.” IN THE FOLDER ARE SEVERAL SUBFOLDERS WITH TOPICS ARRANGED BY NATION, IN ALPHABETICAL ORDER. THE ARTICLES ARE IN PDF FORMAT AND LABELED BY THE TOPIC OF THE ARTICLE, SO JUST BROWSE THE COLLECTION OF ARTICLES BEFORE YOU MAKE YOUR FINAL SELECTION. YOU DO NOT NEED TO NOTIFY ME OF YOUR ARTICLE CHOICE, JUST PICK ANY ONE OF THE ARTICLES IN ANY OF THOSE SUBFOLDERS, AND YOU’RE READY TO ROLL!

THE DUE DATE FOR THIS REVIEW IS TUESDAY, JULY 20 AT 11:59 PM. NO LATE PAPERS WILL BE ACCEPTED, ALL REVIEWS MUST BE SUBMITTED BY JULY 20. THE REPORT IS TO BE 5-6 PAGES IN LENGTH. PLEASE BE SURE TO USE BOTH A TITLE PAGE AND WORKS CITED PAGE. (TITLE AND WORKS CITED PAGES DO NOT COUNT TOWARD THE OVERALL PAGE COUNT OF YOUR REVIEW) YOU ARE ALSO ENCOURAGED TO FOLLOW THE MLA OR CHICAGO FORMATS TO DEVELOP THIS REPORT. PLEASE DOUBLE-SPACE YOUR REVIEW. THIS REVIEW WILL COUNT AS 20% TOWARD YOUR FINAL GRADE. AND IN YOUR WORKS CITED PAGE, PLEASE LIST THE NAME OF THE ARTICLE THAT YOU WILL BE SUMMARIZING AND ANALYZING. THIS AN EXAMPLE OF THE TYPE OF THE FORMAT YOU SHOULD FOLLOW:

“ARGENTINA IN 1983: REFLECTIONS ON THE LANGUAGE OF THE MILITARY AND GEORGE ORWELL,” BY ALBERTO CIRIA. CANADIAN JOURNAL OF LATIN AMERICAN AND CARIBBEAN STUDIES, VOL. 11, NO. 21 (1986), PP. 57-69.

IN TERMS OF THE CONTENT OF THE REPORT, I AM LOOKING FOR TWO MAIN POINTS OF DISCUSSION. FIRST, YOU SHOULD DEVOTE THE FIRST HALF OF THE REPORT TO A SUMMARY OF THE MAIN POINTS THAT THE AUTHOR IS TRYING TO CONVEY TO THE READER. TO HELP YOU TO ADDRESS THIS ISSUE, CONSIDER SOME OF THESE QUESTIONS: WHAT TYPE OF ARTICLE IS THIS? IS THE AUTHOR PRESENTING AN ORIGINAL FEATURE, OR IS HE/SHE CONDUCTING A BOOK REVIEW? IF THIS IS A BOOK REVIEW, WHAT BOOK (OR BOOKS) IS BEING REVIEWED? WHAT IS THE AUTHOR’S PURPOSE FOR WRITING THIS ARTICLE? WHAT IS THE AUTHOR’S ACADEMIC OR PROFESSIONAL BACKGROUND?

AS FOR THE SECOND POINT OF DISCUSSION, THIS IS WHERE YOU PROVIDE YOUR OPINION OR PERCEPTIONS OF THE ARTICLE. IN OTHER WORDS, WHAT DID YOU THINK ABOUT IT? WHAT WERE THE STRENGTHS OR WEAKNESSES OF THE ARTICLE? HOW DID THE ARTICLE RELATE TO THE CLASS? YOU ARE DEFINITELY ENCOURAGED TO WRITE IN FIRST PERSON SINGULAR (I FEEL THAT…, I THINK..) AS YOU PROVIDE YOUR OPINIONS. AS A GENERAL RULE OF THUMB, YOUR JSTOR REVIEW SHOULD BE ABOUT 60% SUMMARY AND 40% COMMENTARY. THUS A 5-PAGE REVIEW WITH ABOUT 3 & 1?2 PAGES SUMMARY AND 1 & 1?2 PAGES COMMENTARY IS AN IDEAL PROPORTION.

Preparation

• Review the Introduction, Chapter 1, and Chapter 2 in Stroh’s Systems Thinking for Social Change: A Practical Guide to Solving Complex Problems, Avoiding Unintended Consequences, and Achieving Lasting Results.
• Review Chapter 4 in Senge’s The Fifth Discipline: The Art and Practice of the Learning Organization, paying special attention to the 11 laws of the fifth discipline.
• Choose at least one of the laws, but no more than three, to explore in depth for your paper.
• Identify a particular individual or group within your site who will serve as your audience. Consider who at your site would find especially relevant an explanation of the laws of the fifth discipline. Your audience could include any member of your professional learning community, your institution’s board, a department group, or other.
• Identify any particular organizational challenges your chosen audience (person or group) faces that could be revealed though any of Senge’s law(s).

Instructions

Write a 300-word (minimum) paper addressed to a particular person/group in which you: 

• Identify and briefly describe your target audience (individual or group). 
  • In your own words, write a brief description of the laws of the fifth discipline.
  • What is the fifth discipline?
  • What are the laws of the fifth discipline?
• Identify and briefly define no more than 3 laws that directly pertain to your chosen group or individual.
• Explain to your audience how of each of your chosen law(s) shows an observation or an area for improvement you have made within the organization. 
  • Your explanation should be responsive to the perspectives of your audience.
• Provide specific support for your statements and assertions as you draw connections between the characteristics of the law(s) and your examples. 
  • Your examples should include specific details that promote greater understanding of the aspects of the law that you want to convey to your audience.
• At the end of your paper include at least 3 questions about the laws as they relate to your audience that, when thoughtfully considered, might promote continuous improvement and organizational learning.

In your writing, try to make specific connections between the concept(s) in The Fifth Disciplineand organizational details. Avoid writing in vague generalizations that do little to demonstrate a grasp of the concept or enlighten your audience.  

Assignment: In the assignment this week, you will write a paper (7–8 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus [Education] and specialization [Educational Leadership].

What you need to know: Read about diversity and multiculturalism and related ethical questions.

ETHICAL BEHAVIOR, DIVERSITY, AND CIVIL DISCOURSE

Ethical Reasoning

Morris (2016) tells us:

In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)

Morris (2016) goes on to argue:

First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s All I Really Need to Know I Learned in Kindergarten (1988). However, sometimes simple guidelines work best. (p. 361)

Diversity and Multiculturalism

Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:

• Ethnicity.
• Ethnic identity.
• Gender.
• Gender identity.
• Culture.
• Ability and disability.
• Developmental criteria.
• Age and generation.
• Other exceptionalities.

When taking account of this diversity, the principles of multicultural education encourage us to acknowledge differences, addressing the reality of each person’s experience and seeking the best possible outcomes for all.

This week, you are asked how the diversity of the constituencies you serve within your organization need to be considered when planning and implementing education programming. Theories in the fields of diversity and multicultural education indicate that an important role of educators is to plan for and implement education practices that recognize the diverse needs of the people they serve. 

Overview

Ethical behavior, diversity, and civil discourse are subjects not easily defined for study. We can point to perceived differences between people and cultures; however, that is only the tip of the proverbial iceberg, ignoring the effects of those differences in a given context. Additionally, focus on ethical behavior, diversity, and civil discourse usually requires value comparisons and judgments, rather than a one-side-versus-the-other approach.

In the context of the field of education, the effects of ethical behavior, diversity, and civil discourse on individuals and organizations are impossible to ignore. The challenges of adopting a broad view of difference and creating an equitable learning experience for all whom we lead are many, and they are not easily met. However, the professional literature of the field is a rich resource of tools, research, and practical experience and application.

For this assignment, you will review the literature related to ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization and choose one main concern for each of these domains to analyze in the literature review section of your paper. You will apply the skills you started building in the Literature Review assignment in week 4 (I will upload my literature review from week 4). Similar to what you did previously, but focused now on the challenges relevant to these domains and inherent to your specialization [Educational Leadership], you will research and review scholarly, peer-reviewed literature. Going one step further, you will then choose and explain the main challenges in your specialization, as suggested by your review. Note that you are writing a condensed literature review for this assignment.

R

Essay. A short essay (6‐8 pages if double‐spaced, 12 point, 1‐inch margins). This is not a research paper. Rather, it is meant to express your own thoughts, while at the same time demonstrating an understanding of the course material. Your essay should make explicit reference to the subject matter of at least six of the course readings, as well as other course concepts and facts as appropriate; but it should not summarize. It should instead use reference to the readings and course material to make one or more broader points.

• Minimum of 6 references total: either 3 references to course readings and 3 video sources OR 4 references to course materials and 2 video sources
• Feel free to use APA or MLA to properly cite sources

The sources will be from the following (google them please since I do not have pdfs… you do not have to read too much just general ideas):

Guptill, A.E., D.A. Copelton, and B. Lucal, Food and Society: Principles and Paradoxes, Polity, 2^nd edition, 2017.

Edelstein S., Food Science, Jones & Bartlett, 2018.

Barber, D., The Third Plate, Penguin Books, 2014.

Pollan, M., In Defense of Food, Penguin Books, 2009.

Please use the attached spreadsheet to document the different certificates( Cyber only) at the different schools to include the core courses for the certificate, the number of classes and credits, if it is a grad or undergrad certificate, a list of the classes, advisor and link to the specific certificate. I’d also like the same for any schools programs which offer a minor in cybersecurity, so the same thing but the minor rather than certificate. I have done one to show you what I am looking for.