Tag: Humanities

I need an explanation for this Education & Teaching question to help me study.

Discussion Prompts

What is the definition of an English Language Learner? What are 3 teaching methods that support English Language Learners? What strategies would you use in your own classroom?

How is multiculturalism defined? Is it important to implement into an Early Childhood classroom? Why or why not? Explain how you would develop multicultural awareness in your own classroom.

Background:

Gender is a basic category of social life. Modules 3 and 4 help us understand how gender and sex shape our everyday lives and manifest in ways that appear normal and natural. Our module readings push use to consider the everyday performative nature of gender (“doing gender”) from a social constructivist perspective. We also covered how WGSS scholars reject these essentialist and/or biological deterministic understandings of gender. From our readings and discussion, we have awareness that social institutions, particularly culture, health, and legal, compel or restrict particular gender performances. 

Gender, sex, and sexuality norms are continuously policied and surveilled. We can consider how gender is inhibited and restricted by our cultural definitions of masculinity and femininity. Modules 4 explored the ways in which transgressions or violations of gender and sex norms reveal the social construction of these constructs. Disrupting the sex/gender/sexuality system and sex and gender binaries calls into the question the very “naturalness” of gender and sex.

Prompt: In this assignment, you will create a digital photo essay and critical analysis of “doing gender” in everyday life, from a performative and social constructivist perspective, as well as document gender and sex transgressions (“undoing gender”). Capture 6-8 original photographs in public, private, and digital spaces. Be sure to capture photos that document 1) gendering and gender performativity in our everyday life and 2) gender and sex transgressions (“undoing gender”). Next, write a 750-800 word short essay that engages in a critical analysis of the images, provides contextualization, and draws on Modules 3 and 4 concepts/terms to deconstruct the images. Please embed the images and captions in the appropriate section of your essay.

What is a photo essay and critical analysis?

A photo essay is a series of photos with captions and accompanying text that critically explores an overarching theme/topic. Students produce their own images, caption the image, and create a critical analysis of the images. The critical analysis may address the historical or cultural context and consider the following questions:

How do I take effective photographs? Apply Rule of Thirds!

A image is split into nine equal blocks to form a grid. Your goal is to get the most interesting parts of your image near the corners of these line segments. Your smartphone camera app comes equipped with these grids in the settings. You can learn more about rule of thirds in the Resources section below.

Assignment Directions:

• Capture 6-8 original photographs in public, private, and digital spaces. Our private spaces are rife with evidence of how we “do gender” and strive for ideal femininity and/or masculinity. You might also use childhood photos. Be sure to capture photos that document 1) gendering and gender performativity in our everyday life and 2) gender and sex transgressions (“undoing gender”).  
  • If navigating a public space, be sure to prioritze your safety and adhere to COVID-19 safety guidelines. 
  • If taking photos of people, please obscure the subjects’ identity and request explicit permission to use the photo for a class assignment.
  • For each image, create a detailed, explicit caption and corresponding arabic numeral (no bold or italics), followed by a period, e.g. “Fig. 1. XXXXXXXXXX”. Capitalize “Figure” and “Fig.”
• In a Word document, please write a 750-800 word short essay that engages in a visual critical analysis of the images, provides contextualization, and draws on Modules 3 and 4 concepts/terms to deconstruct the images.
  • Identify a central argument/thesis in the introductory paragraph.
    • Be sure to avoid overly broad (or not specific enough) thesis statements.
      • Example of a weak thesis: [Broad Noun] + [Weak Verb] + [Vague Adjective]  (“Gender norms are bad.”)
      • Example of a strong thesis: [Specific Noun] + [Active Verb] + [Assertive Prediction] (“Gender norms related to ideal femininity are oppressive and limiting to many women but can be challenged by resisting beauty norms.”)
  • Embed the images and captions throughout your body paragraphs.  
    • When referencing the images in your essay, use “see fig. X” and do not capitalize fig., e.g. “Toy companies reproduce gender binaries by rigidly ascribing to feminized and masculinized professions (see fig. 1).”
    • It is appropriate to use first person “I” when discussing your images.
  • Contextualize the images and critically analyze its underlying meanings: 
    • Is there a story behind this image?
    • Where did these meanings come from?
    • What is the historical context in which this social reality was created?
    • Why did I choose this particular piece of evidence?
    • Why do these images/artifacts matter to my argument?
  • Be sure to discuss and cite Module 3 & 4 learning materials; no outside sources necessary. 
    • How does the image and its meanings relate to Module 3 and/or 4 concepts/topics?
    • MLA Citations from Module 3 & 4
      • Kang, Milian, Donovan Lessard, Laura Heston, and Sonny Nordmarken. Introduction to Women’s, Gender, and Sexuality Studies. University of Massachusetts Amherst Libraries, https://openbooks.library.umass.edu/introwgss/front-matter/introduction-to-women-gender-sexuality-studies. Access date.
      • Killermann, Sam. “Breaking through the Binary: Gender Explained Using Continuums.” It’s Pronounced Metrosexual, https://www.itspronouncedmetrosexual.com/2011/11/breaking-through-the-binary-gender-explained-using-continuums. Access date.
      • Lorber, Judith. ““Night to his day”: The social construction of gender.” Race, class, and gender in the United States: An integrated study, 2004, pp. 54-65.
      • Fausto?Sterling, Anne. “The Five Sexes.” The Sciences (New York), vol. 33, no. 2, Blackwell Publishing Ltd, 1993, pp. 20–24.

OPTIONAL: Rather than submit a Word doc, you may chose to use a website creation tool such as Microsoft Sway, Adobe Spark Page, Wix, etc. and submit a URL link in Blackboard.

Examples of “Doing Gender” Photos

Fig. 1. Image from [store] of a boy and girl toy set. The boy toy set reads “Jr. Doctor” and the girl toy set is for “Li’l Nurse”. Photo taken on 09/01/2021. Fig. 2. Image of kids t-shirts sold at [store]. A black t-shirt reads, “Lock up your daughters” and a pink t-shirt reads, “Does this diaper make my butt look big?” Photo taken on 09/01/2021. Fig. 3. A product image of a popular skin-whitening beauty product sold throughout Latin America. The label reads “La Original Concha Nacar de Perlop, Creme Aclarante con Ingredientes Naturales.” Screenshot taken on 09/01/2021. Fig. 4. A childhood image of me, the author, sitting beachside in the shade. I am wearing a long-sleeved blouse and hat illustrating the measures I was encouraged to take by extended family as a dark-skinned Latina. Photo taken circa 1990.

Notes:Population: Incarcerated Women in Jail

post at least one recent (published in the past 5–10 years) peer-reviewed journal article in APA format that supports the rationale for the group. Provide a brief summary (one to three sentences) for your article(s), explaining why it supports your rationale. 

• select the resources that best support your rationale.
• Refine and clearly state your group objectives in measurable terms. (What can group members expect to change as a result of participating in your group?)
• Outline the practical considerations for your group. This should include group size, screening procedure, location of meetings, and necessary informed consent. Determine if the group is to be an open or closed group, how you plan to recruit members, the number of expected sessions, and the group structure.
• Consider potential inclusion and diversity themes, such as how diversity may impact early group process or how you might address bias.  
• Consider any proposed curriculum or theoretical underpinning that would be appropriate for your group. You will explore strategies for the termination of the group. You also examine ways to measure both the subjective experience and the level of goal attainment by the members of the group.
• Attached you will find direction and information

REQUIRED READINGS

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Cengage.

Chapter 4, “Theories and Techniques of Group Counseling”

Chapter 5, “Forming a Group”

Respond to the following in a minimum of 175 words:

• What are the psychological factors behind e-commerce? Consider the point of view of the consumer as well as the seller.
• To what extent are social and behavioral health theories at play when you shop online?
• How do advertising and marketing practices tap into human behavior, motivation, and needs? Provide examples and describe the strategies that are most successful.
• Which advertising and marketing strategies are not as persuasive? Are these strategies ethical? Why or why not?

Do the answers on the worksheet( do not cite just use your own words)

Q1

1. What is the function or meaning of Galeano’s ant metaphor? (page 216). 2. What are some of the unintended or neglected consequences of urban development mentioned by Galeano? 3. In general, what is your reaction or opinion of Galeano’s criticisms? Do you find them convincing or not? Is there anything you would add? Anything you reject? 4. Does Galeano offer solutions (directly or indirectly)? If so, what? If not, what might be some solutions to the problems highlighted in the essay?

Q2

Watch the documentary, then

Gary Hustwit’s documentary Urbanized – part of a trilogy that includes Objectified, and Helvetica – focuses on the design aspect of cities.

1. What are some of the stakeholders of a city? Do these stakeholders have different interests? Explain. 2. What are some of the changes made to the transportation network of the city by the Mayor of Bogota, Colombia? How did the design decisions take poorer residents into account? What priorities are amplified by the design decisions and what is de-prioritized or under-emphasized in the design decisions? 3. How did the city of Copenhagen incentivize bicycling? What affect did it have on the city? Explain. 4. What unique issues emerged from the design of Brasilia, Brazil and why? 5. What unique issues emerged from the design of Phoenix, Arizona and why? Are you satisfied with the design choices and/or results? What would you propose to change, if anything, and how? Explain.

Q3

1. Urbanization – or movement to the city – is often described as an aspirational and voluntary decision made by rational individuals looking for work and a better life (i.e., cities have a “pull factor”). Davis, however, gives us another view of urbanization. What are some of the “push factors” that drive people out of the countryside or rural areas and into cities? 2. What are some reasons that people end up living and staying in slums? What are some barriers to social mobility that slumdwellers face? What are the general living conditions like in slums (i.e., what is lacking, or what is present)? 3. What are Structural Adjustment Policies (SAPs) and what does Davis credit them with in the 1980s? 4. What is the “informal sector”? What are the trends of the informal sector, what are its causes, and why is it important, according to Davis?

watch all 5 videos which will not take more than an hour from your time (uploaded for you). then,

After attending each event in its entirety, the student will submit to the instructor a formal written review of the concert. the report should include a title that clearly identifies it as the first, second, or third (or another) report and as an instrumental or vocal/choral event. The report should be in the student’s best prose and should include:

– A brief basic description about the event attended (what? who? when? where? etc.)

– A description of at least three of the performed pieces or sections (including the first and last when applicable); and

– The student’s impressions of the pieces performed, the concert as a whole, the atmosphere of the event, etc., attempting to focus on describing the music.

Please also make an effort to use vocabulary that we have covered in this course as it pertains to melody, harmony, dynamics, tempo, etc. to describe what you heard.

The body of the report should be no less than 750 words in length (not including headers, name, etc.) While this is not officially a ‘writing class’, please be sure to write in a ‘formal’ style. Assignments are typically more successful when papers follow a format that includes introductory and concluding paragraphs and a paragraph or two about each piece that you chose. Please avoid the use of the first person (for example “I thought” or “I liked” unless you are making specific comments about the piece).

Drucilla Poitier: 

“Teachers play several important roles concerning standardized testing. These include preparing students for the test, administering the test, and then using scores in various ways.” (Page 312)

“Classroom-based assessment has the distinction of immediately informing teachers and students, as well as parents, of student performance on an ongoing basis. Unlike test scores with delayed reporting and derived scores whose interpretation is often complex and represents a one-time snapshot of performance, alternative assessment is more directly useful to all stakeholders.” (Page 2)

Hello Class,

The readings this week on assessment and standardized testing is a big thing. I do understand that we must use them to get a baseline and measure where our students are. But I also feel that they have become the focus of teaching. Standardized testing is something I feel should be done away with and we find some other mean or measures for students. High-stakes testing is widely believed to be the force behind educational reform and, presumably, resulting quality education. Though policy makers and the public judge the impact of educational reform efforts by comparing changes in test scores over time, testing experts question the use of high stakes testing as the public benchmark of educational quality (Linn 2000). These high-stake testing have a greater effect of low income and minority students. In fact, socioeconomic status accounts for most of the variance in test scores from one student to the next. Recently in a new report here on Florida, the governor stated that lawmakers will consider a proposal during the next legislative session to end standardized testing in Florida’s public schools. DeSantis said he wants to eliminate the exams and move to a different way of evaluating students. It’s being described as a progress monitoring approach so that assessment occurs throughout the year. The idea here is that educators have access to the data from that assessment more readily, and they can implement interventions to respond to student’s needs. I heavily agree with moving forward in doing away with the “high-stake” testing. In a multicultural society one crucial question is: Are standardized tests biased against certain social class, racial, or ethnic groups? This question is much more complicated than it seems because bias has a variety of meanings. An everyday meaning of bias often involves the fairness of using standardized test results to predict potential performance of disadvantaged students who have previously had few educational resources.

In a multicultural society one crucial question is: Are standardized tests biased against certain social class, racial, or ethnic groups? 

Vanessa Connell 

“Preinstructional decisions are needed to set learning goals , select appropriate content and instructional activities, differentiate instruction, and prepare instructional materials”  (Burden & Byrd chapter 11 pg 287)

When looking over the material given this week, the most interesting pieces of information came from this section on data driven decision making as it pertains to how prepared a teacher might or might not be in their lessons and how that could affect their students. Data driven decision making is based on the fact of teachers using many sources of information to make decisions on planning, teaching, and assessing. When I’ve been taught in other education courses about lesson planning never once did I ever think to do preliminary research on topics and find ways in which the information can be properly administered to my students. I always thought the trial and error would come after the first lesson and I could fix and go from that point. 

As I continued to read more into this topic I found that how much is affected by the act of preplanning. When the proper planning is done students will always get more information and education out of each lesson 100% of the time. Figure 1.1 of this chapter really helps me understand the steps to make a proper lesson and how to be successful in each of my ideas that I’ll have for my future students. I better understand the relationships between how instruction and assessment go hand in hand with one another. 

Going from here on out I feel as though when the time comes I’ll be able plan my lessons in a more productive way. Taking into account how assessments affect the planning also helps mold the way the content will flow within the times I will be teaching my students. Domains and milestones set the tone for educational experiences for students so I hope that my proper planning will get students excited within the curriculum. 

My question for this topic is: What value do you put on assessments? Do you plan your lessons around domains that need to be addressed in your curriculum?

A.) Drawing from “The Pros and Cons of Globalization,” summarize at least three of the pros and three of the cons of globalization. https://www.forbes.com/sites/mikecollins/2015/05/0…

B.) In your professional career, do the pros of globalization outweigh the cons? Or do the cons of globalization outweigh the pros? Explain why.

A.) Citing “Jihad vs. McWorld,” how does Barber (1992) define McWorld? Define and discuss one of the four imperatives that make up the dynamic of McWorld. https://www.theatlantic.com/magazine/archive/1992/…

B.) Which one of the four imperatives have you experienced, seen, or heard about most frequently in your life? Explain your experiences with this imperative.

A.) Drawing from “World Religions: A Common Journey,” how are “sacred places” defined? What are some examples of sacred places? https://search-alexanderstreet-com.ezproxy.libprox…

A.) Drawing from “The Future of World Religions” by the Pew Research Center, summarize the future of one major religion. Be sure to address projected change in global population as well as age distribution and fertility rate. https://www.pewforum.org/2015/04/02/religious-proj…

The purpose of this assignment is to encourage you to ask questions about artwork you experience in your daily life. Consider the questions we have discussed in class when investigating what is art, and how we interact with art in our lives. What questions can help you better understand how to view, experience, and interact with artwork in your own environment? You will also be asked to compare your selected artwork to a work in the online text book or a work shown in class.