Description
this is my topic .....analyzing from a cross-cultural perspective the ways in which gender roles impact culture
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
Explanation & Answer
http://www.beyondintractability.org/essay/culture-conflict
Completion Status:
100%
Review
Review
Anonymous
This is great! Exactly what I wanted.
Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4
24/7 Homework Help
Stuck on a homework question? Our verified tutors can answer all questions, from basic math to advanced rocket science!
Most Popular Content
HIST 1301 CTC The American Yawp Locke & Wright Discussion
Chapters 5&6 of:
Locke, J. L., and Wright, B., Editors, The American Yawp, 2019, Stanford University Press Edition&nbs ...
HIST 1301 CTC The American Yawp Locke & Wright Discussion
Chapters 5&6 of:
Locke, J. L., and Wright, B., Editors, The American Yawp, 2019, Stanford University Press Edition
Read Chapters 5 & 6, and Thomas Paine Calls for American Independence, 1776 and the Declaration of Independence, 1776 under VIII in the Primary Sources at the end of Chapter 5. You may also use Chapter 5 as background material on Thomas Paine and Thomas Jefferson. Once all reading is complete, respond to the following items:
Compare the backgrounds of Jefferson and Paine; did Paine have an advantage or disadvantage by not being born in the colonies? Explain.
Examine the language used in both documents; who is the audience for each writer?
Why does Jefferson not discuss slavery in the Declaration?
What did Paine and Jefferson say about the monarchy in their respective documents?
Why does Jefferson focus more on the king than parliament?
Answer DQ questions
Topic DQ1: Super’s theory is very complex. Explain the basics of the theory as if you were educating a 15-year-old seeki ...
Answer DQ questions
Topic DQ1: Super’s theory is very complex. Explain the basics of the theory as if you were educating a 15-year-old seeking career advice. After you have provided a response, reply to another classmate’s response by asking them a challenging question about his or her explanation.Topic DQ2: It is not unusual to hear an adult tell a child, “You can grow up to be anything you want to be.” Considering the influence of socioeconomic status on career development, does this actually appear realistic? Is there anything that individuals, society, or the government could do in order to help this statement be true for everyone? If no, why? If yes, what?
University of Phoenix Management Strategies & Styles Paper
Part 1: Identifying the management strategies used by a teacher when conducting a lessonIdentify the strategies used by th ...
University of Phoenix Management Strategies & Styles Paper
Part 1: Identifying the management strategies used by a teacher when conducting a lessonIdentify the strategies used by the instructorJustify your strategy identified by providing evidence from the textIdentify the management style from which the strategy comes. Use management style document attached.For this project Part 1, you will be scored according to the 700.6 Part 1 Rubric. Please review this rubric carefully before beginning and submitting the project. Please use the following format attached for submission. Read the following scenario. As you read, select management strategies you recognize from your coursework. Identify each strategy you see and make a list of the strategies along with the accompanying passage, and the management style from which the strategy comes. You may want to use the scoring rubric as a guide of what should be contained in your paper. Upload your document in canvas for scoring. IDENTIFYING STRATEGIES AND STYLESMr. Havens, a high school social studies teacher, has planned a lecture for the class period. He usually has small group work and discussion activities for the class, but today, there is information that must be given to students in the form of a lecture. He has carefully prepared his notes and explained to the students that today’s routine will be slightly different. They are beginning a study of the Federalist Papers, and a little background is necessary before embarking upon that study. The information is not available in their textbooks, so he explains that he has put together a 15- minute talk that will give them the needed background for their subsequent work.As Mr. Havens begins to talk, most of the class is taking notes. Things are proceeding in a satisfactory manner until he notices a pair of students in the back talking to each other and laughing. Clearly, they are not talking about the course material. He decides that the first course of action will be to ignore it. He has a relatively good relationship with this class, and he is confident that the talking will stop momentarily. Continuing his lecture, he grows slightly annoyed when their sidebar conversation continues. He pauses for a moment, and several students look up from their notetaking because he has been moving along at a steady pace. The sudden silence is noticed by the entire class. When he gains the attention of the talkative two, he gives them a direct stare, implying that he wants their activity to stop. They leave off with their conversation momentarily, but as soon as he is into the lecture once again, they take up their conversation. They are at least whispering this time, but a few students in the room are looking their way and then glancing up at the teacher to see how he is going to react.Mr. Havens has tried two strategies—ignoring the behavior and giving a warning “look,” so this time, he stops and verbally asks the pair to stop talking while he is giving the lecture. They look at each other and roll their eyes, staring back pointedly at him. He resumes his talk, but his mind is distracted now because he feels certain the problem is going to persist. Mentally, he is trying to concentrate on his lecture because the material is somewhat complex, but he is also thinking ahead to what the next step will be if the two resume their conversation. As he is trying to get back on track with the lecture, an idea occurs to him.“All right, let me finish up with this introductory section by saying. . .” and he continues for a moment, wrapping up loose ends from the introduction. “Now, I want you to turn and talk with a partner for 2 minutes, compare your notes, and summarize the introductory part of the lecture. I will call on people to share out in 5 minutes.” He makes sure he has the eye of the talkative two in the back when he concludes with that admonition. He feels pleased with his handling of the situation. He realizes that he was headed for a confrontation as the next step, and that was not what he wanted at all. He had almost backed himself into a corner, though. By calling them out in front of the class, he had played his last card. Their “eye roll” reaction was meant for the rest of the class as much as for the teacher and themselves. It gave them some modicum of cover for saving face after being called down in front of everyone. But Mr. Havens moved to correct that by changing the pace of what was happening in the classroom, providing an opportunity for student participation in the lesson, and giving fair warning that students might be called on to share their work.
SOC301 Political Representation and Changing US Demographics
For this discussion, review the Paul Taylor’s article The Next America (Links to an external site.)Links to an external ...
SOC301 Political Representation and Changing US Demographics
For this discussion, review the Paul Taylor’s article The Next America (Links to an external site.)Links to an external site., which presents statistics to show how the gender, racial, ethnic, and age composition of the United States is expected to change over the next few decades. Also review the Pew Research Center’s report America’s Changing Religious Landscape (Links to an external site.)Links to an external site.. These resources will give you an overview of the demographic composition of the United States and over time.Next, review Congressional Demographic (Links to an external site.)Links to an external site. (for an audio version click here (Links to an external site.)Links to an external site.) and this Washington Post article (Links to an external site.)Links to an external site. to review the demographic composition of the United States Congress.After reviewing the resources above, address the following:Describe the following:The current racial, gender, and religious composition of the United States.How these demographics are expected to change in coming decades.The racial, gender, and religious composition of the United States Congress.Compare the demographics of the United States population and the United States Congress by summarizing any similarities and/or differences.What are the potential consequences of the demographic composition of Congress notmatching the demographic composition of its citizens? In other words, what problems may occur if the makeup of the members of Congress does not match the racial, gender, and religious makeup of the citizens?For additional assistance with this part of the question, please review the following resources: Read the article The Uneven Presence of Women and Minorities In America’s State Legislatures – And Why It Matters (Links to an external site.)Links to an external site.Listen to this podcast (Links to an external site.)Links to an external site. discussing the social science implications of a non-religious identityOr read one of these articles: Lois Lee on Non-Religion (Links to an external site.)Links to an external site. or The Nonreligious are Britain’s Hidden Majority (Links to an external site.)Links to an external site.Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or scholarly resources, and properly cite any references both in text (Links to an external site.)Links to an external site. and in a references list (Links to an external site.)Links to an external site. at the end of the post. The Scholarly, Peer Review
2 pages
Jataka.
The "Great Dream" (Mahasupina Jataka) is a story about the Buddha. The tale details about King Pasendi, who was leading a ...
Jataka.
The "Great Dream" (Mahasupina Jataka) is a story about the Buddha. The tale details about King Pasendi, who was leading a nation called Kosala with ...
Similar Content
State College of Florida Moonlight Film Discussion Post
I need assitanatce in insuring correct form and prompt within the review of the film. the minimum of wording is 150. thank...
CUR 555 University of Phoenix Technology Integration Presentation
Assignment ContentResearch best practices and trends from educational leaders that promote technology integration in organ...
Britain and France Multiple Choice Questions
1.
2.
3.
4.
5.
6.
7.
...
Philosophy
Hi there, i have this homework, must be 100% your own ( no cited, no quoted, no research)here is the instruction please fo...
African american history
How did the Ku Klux Klan become so influential in the 1920s?...
UMGC Psychology Meal Planning for Carbohydrates Questions
Meal Planning for Carbohydrates
Part A
Please respond to the following questions in complete sentences and paragrap...
Symbolism Through The Lens Of J.m Coetzee S Disgrace
Symbolism through the Lens of J.M Coetzee’s ‘Disgrace’ The purpose of literature is not for narration purposes only....
Setting And Safety Revised
There are various elements which are crucial to conduct a quality professional interview setting. A client interview shoul...
Music Questions
1) Antonio Vivaldi-Active dates, describe Ritornello Form and the Spring movement from Vivaldi was an active composer from...
Related Tags
Book Guides
Good Kids Bad City
by Kyle Swenson
Dr Jekyll And Mr Hyde
by Robert Louis Stevenson
The Adventures of Huckleberry Finn
by Mark Twain
The Scarlet Letter
by Nathaniel Hawthorne
Black Beauty
by Anna Sewell
Sula
by Toni Morrison
I Cant Make This Up - Life Lessons
by Kevin Hart
The Eyes Were Watching God
by Zora Neale Hurston
The Glass Castle
by Jeannette Walls
Get 24/7
Homework help
Our tutors provide high quality explanations & answers.
Post question
Most Popular Content
HIST 1301 CTC The American Yawp Locke & Wright Discussion
Chapters 5&6 of:
Locke, J. L., and Wright, B., Editors, The American Yawp, 2019, Stanford University Press Edition&nbs ...
HIST 1301 CTC The American Yawp Locke & Wright Discussion
Chapters 5&6 of:
Locke, J. L., and Wright, B., Editors, The American Yawp, 2019, Stanford University Press Edition
Read Chapters 5 & 6, and Thomas Paine Calls for American Independence, 1776 and the Declaration of Independence, 1776 under VIII in the Primary Sources at the end of Chapter 5. You may also use Chapter 5 as background material on Thomas Paine and Thomas Jefferson. Once all reading is complete, respond to the following items:
Compare the backgrounds of Jefferson and Paine; did Paine have an advantage or disadvantage by not being born in the colonies? Explain.
Examine the language used in both documents; who is the audience for each writer?
Why does Jefferson not discuss slavery in the Declaration?
What did Paine and Jefferson say about the monarchy in their respective documents?
Why does Jefferson focus more on the king than parliament?
Answer DQ questions
Topic DQ1: Super’s theory is very complex. Explain the basics of the theory as if you were educating a 15-year-old seeki ...
Answer DQ questions
Topic DQ1: Super’s theory is very complex. Explain the basics of the theory as if you were educating a 15-year-old seeking career advice. After you have provided a response, reply to another classmate’s response by asking them a challenging question about his or her explanation.Topic DQ2: It is not unusual to hear an adult tell a child, “You can grow up to be anything you want to be.” Considering the influence of socioeconomic status on career development, does this actually appear realistic? Is there anything that individuals, society, or the government could do in order to help this statement be true for everyone? If no, why? If yes, what?
University of Phoenix Management Strategies & Styles Paper
Part 1: Identifying the management strategies used by a teacher when conducting a lessonIdentify the strategies used by th ...
University of Phoenix Management Strategies & Styles Paper
Part 1: Identifying the management strategies used by a teacher when conducting a lessonIdentify the strategies used by the instructorJustify your strategy identified by providing evidence from the textIdentify the management style from which the strategy comes. Use management style document attached.For this project Part 1, you will be scored according to the 700.6 Part 1 Rubric. Please review this rubric carefully before beginning and submitting the project. Please use the following format attached for submission. Read the following scenario. As you read, select management strategies you recognize from your coursework. Identify each strategy you see and make a list of the strategies along with the accompanying passage, and the management style from which the strategy comes. You may want to use the scoring rubric as a guide of what should be contained in your paper. Upload your document in canvas for scoring. IDENTIFYING STRATEGIES AND STYLESMr. Havens, a high school social studies teacher, has planned a lecture for the class period. He usually has small group work and discussion activities for the class, but today, there is information that must be given to students in the form of a lecture. He has carefully prepared his notes and explained to the students that today’s routine will be slightly different. They are beginning a study of the Federalist Papers, and a little background is necessary before embarking upon that study. The information is not available in their textbooks, so he explains that he has put together a 15- minute talk that will give them the needed background for their subsequent work.As Mr. Havens begins to talk, most of the class is taking notes. Things are proceeding in a satisfactory manner until he notices a pair of students in the back talking to each other and laughing. Clearly, they are not talking about the course material. He decides that the first course of action will be to ignore it. He has a relatively good relationship with this class, and he is confident that the talking will stop momentarily. Continuing his lecture, he grows slightly annoyed when their sidebar conversation continues. He pauses for a moment, and several students look up from their notetaking because he has been moving along at a steady pace. The sudden silence is noticed by the entire class. When he gains the attention of the talkative two, he gives them a direct stare, implying that he wants their activity to stop. They leave off with their conversation momentarily, but as soon as he is into the lecture once again, they take up their conversation. They are at least whispering this time, but a few students in the room are looking their way and then glancing up at the teacher to see how he is going to react.Mr. Havens has tried two strategies—ignoring the behavior and giving a warning “look,” so this time, he stops and verbally asks the pair to stop talking while he is giving the lecture. They look at each other and roll their eyes, staring back pointedly at him. He resumes his talk, but his mind is distracted now because he feels certain the problem is going to persist. Mentally, he is trying to concentrate on his lecture because the material is somewhat complex, but he is also thinking ahead to what the next step will be if the two resume their conversation. As he is trying to get back on track with the lecture, an idea occurs to him.“All right, let me finish up with this introductory section by saying. . .” and he continues for a moment, wrapping up loose ends from the introduction. “Now, I want you to turn and talk with a partner for 2 minutes, compare your notes, and summarize the introductory part of the lecture. I will call on people to share out in 5 minutes.” He makes sure he has the eye of the talkative two in the back when he concludes with that admonition. He feels pleased with his handling of the situation. He realizes that he was headed for a confrontation as the next step, and that was not what he wanted at all. He had almost backed himself into a corner, though. By calling them out in front of the class, he had played his last card. Their “eye roll” reaction was meant for the rest of the class as much as for the teacher and themselves. It gave them some modicum of cover for saving face after being called down in front of everyone. But Mr. Havens moved to correct that by changing the pace of what was happening in the classroom, providing an opportunity for student participation in the lesson, and giving fair warning that students might be called on to share their work.
SOC301 Political Representation and Changing US Demographics
For this discussion, review the Paul Taylor’s article The Next America (Links to an external site.)Links to an external ...
SOC301 Political Representation and Changing US Demographics
For this discussion, review the Paul Taylor’s article The Next America (Links to an external site.)Links to an external site., which presents statistics to show how the gender, racial, ethnic, and age composition of the United States is expected to change over the next few decades. Also review the Pew Research Center’s report America’s Changing Religious Landscape (Links to an external site.)Links to an external site.. These resources will give you an overview of the demographic composition of the United States and over time.Next, review Congressional Demographic (Links to an external site.)Links to an external site. (for an audio version click here (Links to an external site.)Links to an external site.) and this Washington Post article (Links to an external site.)Links to an external site. to review the demographic composition of the United States Congress.After reviewing the resources above, address the following:Describe the following:The current racial, gender, and religious composition of the United States.How these demographics are expected to change in coming decades.The racial, gender, and religious composition of the United States Congress.Compare the demographics of the United States population and the United States Congress by summarizing any similarities and/or differences.What are the potential consequences of the demographic composition of Congress notmatching the demographic composition of its citizens? In other words, what problems may occur if the makeup of the members of Congress does not match the racial, gender, and religious makeup of the citizens?For additional assistance with this part of the question, please review the following resources: Read the article The Uneven Presence of Women and Minorities In America’s State Legislatures – And Why It Matters (Links to an external site.)Links to an external site.Listen to this podcast (Links to an external site.)Links to an external site. discussing the social science implications of a non-religious identityOr read one of these articles: Lois Lee on Non-Religion (Links to an external site.)Links to an external site. or The Nonreligious are Britain’s Hidden Majority (Links to an external site.)Links to an external site.Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or scholarly resources, and properly cite any references both in text (Links to an external site.)Links to an external site. and in a references list (Links to an external site.)Links to an external site. at the end of the post. The Scholarly, Peer Review
2 pages
Jataka.
The "Great Dream" (Mahasupina Jataka) is a story about the Buddha. The tale details about King Pasendi, who was leading a ...
Jataka.
The "Great Dream" (Mahasupina Jataka) is a story about the Buddha. The tale details about King Pasendi, who was leading a nation called Kosala with ...
Earn money selling
your Study Documents