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write 1-2 pages for each question. full complete answers , one and half page is enough for each question.
2. Compare and contrast the Gospel of John with the Synoptic Gospels (you need to identify
several points of comparison and have a clear outline in mind)
3. How does John show the importance of inclusivity and service. Be specific in referring to
parables, stories and/or sayings.
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Movement #MeToo
Hello, Please write 1 1/2 page about the different oppositions that exist regarding the #MeToo movement. It does not have ...
Movement #MeToo
Hello, Please write 1 1/2 page about the different oppositions that exist regarding the #MeToo movement. It does not have to be too specific. Also, please include works cited page. Thank you. *********************************************************************Hello, Please write 1 1/2 page about the different oppositions that exist regarding the #MeToo movement. It does not have to be too specific. Also, please include works cited page. Thank you.
Write a response to the essay "Should We Rename Institutions that Honor Dead Racists?"
Write a response to the essay "Should We Rename Institutions that Honor Dead Racists?" by Regina Rini (in your textbook, p ...
Write a response to the essay "Should We Rename Institutions that Honor Dead Racists?"
Write a response to the essay "Should We Rename Institutions that Honor Dead Racists?" by Regina Rini (in your textbook, pages 23-25). Your goal is to argue whether or not Rini has presented valid arguments for her point of view. You do not have to indicate whether you agree or not with her point of view; you only have to indicate whether or not she presents her argument well. If you think she successfully argues her point, you may still offer some criticism if you think any arguments are weak. Likewise, if your overall impression is that she doesn't present a valid argument, you can still point out whatever strengths you think her essay has. But your essay must clearly state whether your overall impression is positive or negative.Your essay should be in MLA format (2.0 line spacing, 1" margins, 12-point type) and should be about a page-and-a-half to two pages in length.Here are the textbook pages:Regina RiniShould we rename institutions that honor dead racists? We all know what Juliet says about a rose: by any other name, it would smell as sweet. But we probably don’t remember why she says this, or what happens next. Juliet is lamenting that a certain young man happens to be called ‘Romeo Montague’, a name associated with her family’s dire enemies. Romeo then emerges from the shadows and insists that the name is ‘hateful to myself, because it is an enemy to thee’. He declares his moniker dispensable, under one condition: ‘Call me but love, and I’ll be new baptised; henceforth I never will be Romeo.’What altered scent might emanate from a renamed Woodrow Wilson School of Public and International Affairs? The Princeton institution faces calls to drop its nominal affiliation with America’s 28th president, who was also governor of New Jersey, president of the university, and a horrible racist. Similarly, students at Yale have demanded a rebranding of Calhoun College, named after John Calhoun who championed ‘Indian removal’ and told the Senate that slavery was a ‘positive good’. And Georgetown University, my own alma mater, has agreed to strip the names of two Jesuit slave-sellers from campus buildings. Across the country, student Juliets are asking their administrator Romeos to be newly baptised.And why not? It is reasonable to prefer not to live in a quadrangle named after a man who extolled the ‘positive good’ of your great-great-grandparents’ forced labour. It is reasonable to wish not to study in a place that honors a man who would have you keep to your own, segregated end of the lecture hall. For students of colour, living in a United States that preaches equality and practises something else, it is reasonable to expect an honest reckoning with our damaged patriarchs.But the problem is consistency. Once we’ve started rescinding honours from besmirched heroes, where should we stop? On any reasonable scale of evil, the segregationist Wilson cannot be as bad as George Washington, who owned hundreds of slaves. So must we also rename several universities, a northwestern state, and the District of Columbia? The last, in fact, seems to require double renaming, as Christopher Columbus is now seen as a genocidal monster. Perhaps ‘America’ itself ought to go: Amerigo Vespucci wrapped up his first voyage to the New World by setting a native village on fire and ‘thereon made sail for Spain with 222 captive slaves’.This, say opponents, is the absurdity to which we will be reduced. Where does the bonfire end? Surely we can’t consider renaming every legacy of a moral scofflaw. Who has the time?But, in fact, we regularly give things new names. In 2005, a man in California petitioned to rename Mount Diablo, because federal rules prohibit naming a geographic formation after ‘a living person’ such as Satan. The man’s preferred alternative, ‘Mount Reagan’, was unsuccessful, but this has not stopped the Mount Reagan Project from questing after another peak to rechristen. Ronald Reagan’s name, incidentally, already adorns National Airport in Virginia – which was previously named for none other than the sacrosanct Washington. It would be worrisome if this reductio of name-changing was deemed absurd only when racism is the issue. Still, it is worth pausing to consider just what it takes to give something a name.The British philosopher J L Austin gave naming as a prime example of a ‘performative utterance’, the kind of speech act whereby merely saying something makes it so. But not all attempted naming is felicitous. In How to Do Things with Words (1962), Austin offered the following delightful demonstration:Suppose, for example, I see a vessel on the stocks, walk up and smash the bottle hung at the stern, proclaim: ‘I name this ship the Mr Stalin’ and for good measure kick away the chocks: but the trouble is, I was not the person chosen to name it… We can all agree (1) that the ship was not thereby named; (2) that it is an infernal shame.Austin’s point was that the giving of a name requires a certain social authority. But unlike the Royal Navy, in schools and cities the authority to name does not entirely belong to a single person. Students (and faculty, staff and alumni) have an interest in not seeing their college linguistically cavort with blackguards. The citizens of a democratic state have a right to call themselves as they wish. And the procedure by which we determine how to (re)name our collective institutions has its own name – it is called debate. Why not have this debate, openly and honestly, rather than dismiss the entire project?The US philosopher Saul Kripke is known for his causal theory of reference. According to Kripke, proper names pick out their objects via a causal chain going back to the object’s ‘baptism’. Once upon a time, someone (probably his parents) pointed at Romeo and said: ‘That one will be called Romeo,’ and this caused other people to call the child Romeo, onward until the night under Juliet’s balcony. But there is nothing in this story to prevent a re-baptism, or a displacement of the old name by the same causal channels. Suppose the young lovers decide that the man formerly known as Romeo Montague is now Keyser Söze. If they can cause enough fair Veronese to refer to him thus, then so shall he be (though this is unlikely to solve Keyser’s trouble with his in-laws).We are links in a causal chain of reference, stretching back to institutional baptisms in 1931 and 1948, when university administrators pointed to a college and called it Calhoun, or pointed to a school and called it Wilson. These were performative utterances, issued with full authority, and part of their aim was to honour the legacies of dead racists. We do not have to be unthinking links in the chain. We, collectively, have the authority to pass on these names, or to replace them. Whatever we do – continue the chain or disrupt it – we are making a choice about whether to uphold the honour intended by those baptisms.In fact, the students at Princeton are not asking us to make a comprehensive judgment: Wilson, good man or bad? The idea is to ask: does continuing to apply the name of such a person express our values, rather than the values of a gone generation? We are not deciding the fate of Wilson’s eternal soul. We are asking whether we, who are the only ones with the authority to keep or change the name, have good reason to pass the name on to the next generation.We know that renaming tends to follow political revolution. Famously, Byzantium turned to Constantinople, which turned to Istanbul. Saint Petersburg was Leningrad was Petrograd was Saint Petersburg. Decolonisation brought a mass shedding of imposed titles, from Mumbai (Bombay) to Zimbabwe (Rhodesia) to Jakarta (Batavia). We are ready to accept that names change with the times and with the politics. Or would you insist that I am writing in New Amsterdam?So if renaming can follow political revolution, then why not moral revolution? Why are we not free to ask ourselves whether to uphold the values that led our ancestors to name in honour of slaveholders and segregationists?Perhaps we will decide, together, that on balance the good done by Washington or Wilson outweighs the evil. Perhaps. But I think we should seriously listen to those whose histories are most in the weighing. It can be hard, for some whose ancestors were not enslaved or segregated, to fully appreciate the pain caused by honouring these names. Yet even if you cannot understand it yourself, you can see it in others. And perhaps this will move you to agree, as an act of civic love, to accede to their requests. Like Romeo, listening in the night, we might find our collective name hateful to ourselves, ‘because it is an enemy to thee’.
The Function of Spirituality in Health discussion
please respond to the following post. add citations and references.based on the reading PHI-413V Topic 1 Overview 2. The R ...
The Function of Spirituality in Health discussion
please respond to the following post. add citations and references.based on the reading PHI-413V Topic 1 Overview 2. The Role of Spirituality in Health Care Read "The Role of Spirituality in Health Care," by Puchalski, from Proceedings (Baylor University Medical Center) (2001).Details:Based on the required topic study materials, write a reflection about worldview and respond to following:In 250-300 words, explain the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism within health care.In 250-300 words, explain what scientism is and describe two of the main arguments against it.In 750-1,000 words, answer each of the worldview questions according to your own personal perspective and worldview: (a) What is ultimate reality? (b) What is the nature of the universe? (c) What is a human being? (d) What is knowledge? (e) What is your basis of ethics? (f) What is the purpose of your existence?Remember to support your reflection with the topic study materials.While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please 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. Refer to the LopesWrite Technical Support articles for assistance.
SOCW8110 Walden wk 9 Social Justice & Conceptualization of Cultural Competence Paper
Discussion 2: Cultural CompetenceWhen you obtain your PhD in social work or your DSW, you may decide to teach. There are m ...
SOCW8110 Walden wk 9 Social Justice & Conceptualization of Cultural Competence Paper
Discussion 2: Cultural CompetenceWhen you obtain your PhD in social work or your DSW, you may decide to teach. There are many avenues to pursue teaching. There is the traditional route—obtaining a faculty position in higher education, for example, or a faculty position in an accredited social work program. There are other less traditional routes, such as supervising social work students who are in field placement at your agency or developing instructional curricula for universities/colleges or in other settings. Regardless of the setting in which you teach, a theory often informs your teaching style.Theories conceptualizing cultural competence play just such a role in shaping teaching strategies. The Council on Social Work Education requires social work programs to address diversity in their content, which underscores the importance of cultural competence in the field. More than likely, all agree on the assumption that social workers need to be culturally competent in their practice. However, there is no one way to go about teaching cultural competency to social work students.In this Discussion, you have an opportunity to examine different theories and approaches in the definition and conceptualization of cultural competence in social work. After reviewing many approaches, Kohli, Huber, and Faul (2010) started to delineate recommendations for social work education. They advocated that “social work students need to be educated to become self-aware and have an appreciation of their own value systems,” and “they need to be immersed in cultural experiences where they observe the uniqueness of every individual” (p. 268). These two recommendations are abstract. As a future social work educator, you will need to generate specific ideas for teaching cultural competency at either the undergraduate or graduate level.To prepare:Read the following article listed in the Learning Resources: Kohli, H. K., Huber, R., & Faul, A. C. (2010). Historical and theoretical development of culturally competent social work practice. Journal of Teaching in Social Work, 30(3), 252–271. doi:10.1080/08841233.2010.499091By Day 4Post:Select one social work approach from Table 3 of Kohli et al. (pp. 262–265). Explain in 2–3 sentences your rationale for selecting this approach for informing your teaching strategies.Describe in 3–4 sentences one specific teaching strategy to promote self-awareness among social work students. Be sure to indicate whether you are targeting undergraduate or graduate social work students.Evaluate how the above teaching strategy aligns with the approach you selected.Describe in 3–4 sentences one specific teaching strategy to help students observe the uniqueness of individuals. Be sure to indicate whether you are targeting undergraduate or graduate social work students.Evaluate how the above teaching strategy aligns with the approach you selected.
ART 100 Cuyamaca College A Psychological Selfie Portrait Discussion
A Psychological Selfie Portrait The selfie is so ubiquitous these days that even iphones have “selfie” modes! The subc ...
ART 100 Cuyamaca College A Psychological Selfie Portrait Discussion
A Psychological Selfie Portrait The selfie is so ubiquitous these days that even iphones have “selfie” modes! The subculture of the selfie exploded with the onset of the mirror camera mode- and now, it would be difficult to find anyone that has a smart phone that does not know what a selfie is. However, this practice has been around for hundreds of years, and was previously identified as a “self portrait”.The earliest that I can identify are from as far back as the Renaissance (1500’s). Not all artists worked in this mode, however this is when we see artists reflecting back on themselves, some more often than others (Rembrandt, p 321.).For this week’s summary, you are going to create a psychological self portrait that is influenced by an artist from the textbook, and analyze it as an art historian might, or someone with a trained eye might, (like yours!).A psychological self portrait gives us an insight into your emotions and feelings. It tells us of where you are at mentally and emotionally. Color, size, iconography, how much space your image takes up in the composition: these elements together tell us the story of you, in that moment. For this assignment, please reference Chapter 11, section on "Self-Portraits" in the textbook.You may also use any other image from the rest of the textbook. Requirements & Instructions1. Look through Chapter 11. Find an image that you find interesting, inspiring, and that you think you can create your own version that is "inspired by" that artist from Chapter 11.Make sure to read the image description- it will tell you the story and feeling behind the self portrait. It may be in the story, that you find connection and inspiration.2. Take a photograph of yourself that is psychologically interesting. Use your phones camera settings to adjust the colors, zoom in, crop, etc.3. Your selfie portrait must tell a story that you will interpret based on these elements:Composition (p. 42), Vantage; are you central and up close? Significantly small and off center? Zoom in! Or out!Up close leaves no mystery, as opposed to far awayCentral gives you the dominant role, off center may indicate a role reversal of central importanceColor; black & white, color saturation- vivid, faded. Use your phone’s camera settings to adjust the colors to suit the psychological interpretation.Bright saturation may indicate a false intensityFaded colors may indicate lack of emotion, lossBlack and white can tell of loss of vigor, or create extreme dramaIconography: Props, clothingObjects and types of clothing add to the story of your mental and emotional status and lead to an interpretation. Make it fun!Include all points below in your summaryPlease use the numbered format in your summary. Thank you :)1. Your selfie- image2. The original artwork that you were inspired by from Chapter 11. Include the title, name, medium, date. Make your image look as close as you can to your inspired art-work or explain how it is connected conceptually to the original.3. Composition4. Color 5. Iconography/objects6. Reflection: was it successful? Does it create the psychological portrait you were hoping for? Describe the inspiration that you took from the original image; how can we see the inspiration in your image? Have fun!Things to consider:You may create a factitious character like Cindy Sherman did. This broadens your possibilities. Make up a totally new you!Use an artist from the textbook as an inspiration; you do not have to copy them.Things not to do:No normal everyday selfies.No environments/backgrounds that are vague or not directly related to your psychological portrait.Use the timer mode on your phone, so…..no hands holding the phone. Make it a real portrait!Please make sure all of these requirements are fulfilledPlease make sure all of these requirements are fulfilled before submitting:Provide the information in the numbered format above.CITE sources, if you use them (it is not necessary to use another source other than your text book). Your submission will be scanned through for originality. I will use this data to inform your grade. If you do not cite, it will "appear" that plagiarism is taking place. Try to limit your Summary to one page.Must be submitted as a pdf file.
I need a paper for management
I have attached all the needed files. Please follow the instructions as described !!! the other two files will help with ...
I need a paper for management
I have attached all the needed files. Please follow the instructions as described !!! the other two files will help with the paper!
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Movement #MeToo
Hello, Please write 1 1/2 page about the different oppositions that exist regarding the #MeToo movement. It does not have ...
Movement #MeToo
Hello, Please write 1 1/2 page about the different oppositions that exist regarding the #MeToo movement. It does not have to be too specific. Also, please include works cited page. Thank you. *********************************************************************Hello, Please write 1 1/2 page about the different oppositions that exist regarding the #MeToo movement. It does not have to be too specific. Also, please include works cited page. Thank you.
Write a response to the essay "Should We Rename Institutions that Honor Dead Racists?"
Write a response to the essay "Should We Rename Institutions that Honor Dead Racists?" by Regina Rini (in your textbook, p ...
Write a response to the essay "Should We Rename Institutions that Honor Dead Racists?"
Write a response to the essay "Should We Rename Institutions that Honor Dead Racists?" by Regina Rini (in your textbook, pages 23-25). Your goal is to argue whether or not Rini has presented valid arguments for her point of view. You do not have to indicate whether you agree or not with her point of view; you only have to indicate whether or not she presents her argument well. If you think she successfully argues her point, you may still offer some criticism if you think any arguments are weak. Likewise, if your overall impression is that she doesn't present a valid argument, you can still point out whatever strengths you think her essay has. But your essay must clearly state whether your overall impression is positive or negative.Your essay should be in MLA format (2.0 line spacing, 1" margins, 12-point type) and should be about a page-and-a-half to two pages in length.Here are the textbook pages:Regina RiniShould we rename institutions that honor dead racists? We all know what Juliet says about a rose: by any other name, it would smell as sweet. But we probably don’t remember why she says this, or what happens next. Juliet is lamenting that a certain young man happens to be called ‘Romeo Montague’, a name associated with her family’s dire enemies. Romeo then emerges from the shadows and insists that the name is ‘hateful to myself, because it is an enemy to thee’. He declares his moniker dispensable, under one condition: ‘Call me but love, and I’ll be new baptised; henceforth I never will be Romeo.’What altered scent might emanate from a renamed Woodrow Wilson School of Public and International Affairs? The Princeton institution faces calls to drop its nominal affiliation with America’s 28th president, who was also governor of New Jersey, president of the university, and a horrible racist. Similarly, students at Yale have demanded a rebranding of Calhoun College, named after John Calhoun who championed ‘Indian removal’ and told the Senate that slavery was a ‘positive good’. And Georgetown University, my own alma mater, has agreed to strip the names of two Jesuit slave-sellers from campus buildings. Across the country, student Juliets are asking their administrator Romeos to be newly baptised.And why not? It is reasonable to prefer not to live in a quadrangle named after a man who extolled the ‘positive good’ of your great-great-grandparents’ forced labour. It is reasonable to wish not to study in a place that honors a man who would have you keep to your own, segregated end of the lecture hall. For students of colour, living in a United States that preaches equality and practises something else, it is reasonable to expect an honest reckoning with our damaged patriarchs.But the problem is consistency. Once we’ve started rescinding honours from besmirched heroes, where should we stop? On any reasonable scale of evil, the segregationist Wilson cannot be as bad as George Washington, who owned hundreds of slaves. So must we also rename several universities, a northwestern state, and the District of Columbia? The last, in fact, seems to require double renaming, as Christopher Columbus is now seen as a genocidal monster. Perhaps ‘America’ itself ought to go: Amerigo Vespucci wrapped up his first voyage to the New World by setting a native village on fire and ‘thereon made sail for Spain with 222 captive slaves’.This, say opponents, is the absurdity to which we will be reduced. Where does the bonfire end? Surely we can’t consider renaming every legacy of a moral scofflaw. Who has the time?But, in fact, we regularly give things new names. In 2005, a man in California petitioned to rename Mount Diablo, because federal rules prohibit naming a geographic formation after ‘a living person’ such as Satan. The man’s preferred alternative, ‘Mount Reagan’, was unsuccessful, but this has not stopped the Mount Reagan Project from questing after another peak to rechristen. Ronald Reagan’s name, incidentally, already adorns National Airport in Virginia – which was previously named for none other than the sacrosanct Washington. It would be worrisome if this reductio of name-changing was deemed absurd only when racism is the issue. Still, it is worth pausing to consider just what it takes to give something a name.The British philosopher J L Austin gave naming as a prime example of a ‘performative utterance’, the kind of speech act whereby merely saying something makes it so. But not all attempted naming is felicitous. In How to Do Things with Words (1962), Austin offered the following delightful demonstration:Suppose, for example, I see a vessel on the stocks, walk up and smash the bottle hung at the stern, proclaim: ‘I name this ship the Mr Stalin’ and for good measure kick away the chocks: but the trouble is, I was not the person chosen to name it… We can all agree (1) that the ship was not thereby named; (2) that it is an infernal shame.Austin’s point was that the giving of a name requires a certain social authority. But unlike the Royal Navy, in schools and cities the authority to name does not entirely belong to a single person. Students (and faculty, staff and alumni) have an interest in not seeing their college linguistically cavort with blackguards. The citizens of a democratic state have a right to call themselves as they wish. And the procedure by which we determine how to (re)name our collective institutions has its own name – it is called debate. Why not have this debate, openly and honestly, rather than dismiss the entire project?The US philosopher Saul Kripke is known for his causal theory of reference. According to Kripke, proper names pick out their objects via a causal chain going back to the object’s ‘baptism’. Once upon a time, someone (probably his parents) pointed at Romeo and said: ‘That one will be called Romeo,’ and this caused other people to call the child Romeo, onward until the night under Juliet’s balcony. But there is nothing in this story to prevent a re-baptism, or a displacement of the old name by the same causal channels. Suppose the young lovers decide that the man formerly known as Romeo Montague is now Keyser Söze. If they can cause enough fair Veronese to refer to him thus, then so shall he be (though this is unlikely to solve Keyser’s trouble with his in-laws).We are links in a causal chain of reference, stretching back to institutional baptisms in 1931 and 1948, when university administrators pointed to a college and called it Calhoun, or pointed to a school and called it Wilson. These were performative utterances, issued with full authority, and part of their aim was to honour the legacies of dead racists. We do not have to be unthinking links in the chain. We, collectively, have the authority to pass on these names, or to replace them. Whatever we do – continue the chain or disrupt it – we are making a choice about whether to uphold the honour intended by those baptisms.In fact, the students at Princeton are not asking us to make a comprehensive judgment: Wilson, good man or bad? The idea is to ask: does continuing to apply the name of such a person express our values, rather than the values of a gone generation? We are not deciding the fate of Wilson’s eternal soul. We are asking whether we, who are the only ones with the authority to keep or change the name, have good reason to pass the name on to the next generation.We know that renaming tends to follow political revolution. Famously, Byzantium turned to Constantinople, which turned to Istanbul. Saint Petersburg was Leningrad was Petrograd was Saint Petersburg. Decolonisation brought a mass shedding of imposed titles, from Mumbai (Bombay) to Zimbabwe (Rhodesia) to Jakarta (Batavia). We are ready to accept that names change with the times and with the politics. Or would you insist that I am writing in New Amsterdam?So if renaming can follow political revolution, then why not moral revolution? Why are we not free to ask ourselves whether to uphold the values that led our ancestors to name in honour of slaveholders and segregationists?Perhaps we will decide, together, that on balance the good done by Washington or Wilson outweighs the evil. Perhaps. But I think we should seriously listen to those whose histories are most in the weighing. It can be hard, for some whose ancestors were not enslaved or segregated, to fully appreciate the pain caused by honouring these names. Yet even if you cannot understand it yourself, you can see it in others. And perhaps this will move you to agree, as an act of civic love, to accede to their requests. Like Romeo, listening in the night, we might find our collective name hateful to ourselves, ‘because it is an enemy to thee’.
The Function of Spirituality in Health discussion
please respond to the following post. add citations and references.based on the reading PHI-413V Topic 1 Overview 2. The R ...
The Function of Spirituality in Health discussion
please respond to the following post. add citations and references.based on the reading PHI-413V Topic 1 Overview 2. The Role of Spirituality in Health Care Read "The Role of Spirituality in Health Care," by Puchalski, from Proceedings (Baylor University Medical Center) (2001).Details:Based on the required topic study materials, write a reflection about worldview and respond to following:In 250-300 words, explain the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism within health care.In 250-300 words, explain what scientism is and describe two of the main arguments against it.In 750-1,000 words, answer each of the worldview questions according to your own personal perspective and worldview: (a) What is ultimate reality? (b) What is the nature of the universe? (c) What is a human being? (d) What is knowledge? (e) What is your basis of ethics? (f) What is the purpose of your existence?Remember to support your reflection with the topic study materials.While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please 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. Refer to the LopesWrite Technical Support articles for assistance.
SOCW8110 Walden wk 9 Social Justice & Conceptualization of Cultural Competence Paper
Discussion 2: Cultural CompetenceWhen you obtain your PhD in social work or your DSW, you may decide to teach. There are m ...
SOCW8110 Walden wk 9 Social Justice & Conceptualization of Cultural Competence Paper
Discussion 2: Cultural CompetenceWhen you obtain your PhD in social work or your DSW, you may decide to teach. There are many avenues to pursue teaching. There is the traditional route—obtaining a faculty position in higher education, for example, or a faculty position in an accredited social work program. There are other less traditional routes, such as supervising social work students who are in field placement at your agency or developing instructional curricula for universities/colleges or in other settings. Regardless of the setting in which you teach, a theory often informs your teaching style.Theories conceptualizing cultural competence play just such a role in shaping teaching strategies. The Council on Social Work Education requires social work programs to address diversity in their content, which underscores the importance of cultural competence in the field. More than likely, all agree on the assumption that social workers need to be culturally competent in their practice. However, there is no one way to go about teaching cultural competency to social work students.In this Discussion, you have an opportunity to examine different theories and approaches in the definition and conceptualization of cultural competence in social work. After reviewing many approaches, Kohli, Huber, and Faul (2010) started to delineate recommendations for social work education. They advocated that “social work students need to be educated to become self-aware and have an appreciation of their own value systems,” and “they need to be immersed in cultural experiences where they observe the uniqueness of every individual” (p. 268). These two recommendations are abstract. As a future social work educator, you will need to generate specific ideas for teaching cultural competency at either the undergraduate or graduate level.To prepare:Read the following article listed in the Learning Resources: Kohli, H. K., Huber, R., & Faul, A. C. (2010). Historical and theoretical development of culturally competent social work practice. Journal of Teaching in Social Work, 30(3), 252–271. doi:10.1080/08841233.2010.499091By Day 4Post:Select one social work approach from Table 3 of Kohli et al. (pp. 262–265). Explain in 2–3 sentences your rationale for selecting this approach for informing your teaching strategies.Describe in 3–4 sentences one specific teaching strategy to promote self-awareness among social work students. Be sure to indicate whether you are targeting undergraduate or graduate social work students.Evaluate how the above teaching strategy aligns with the approach you selected.Describe in 3–4 sentences one specific teaching strategy to help students observe the uniqueness of individuals. Be sure to indicate whether you are targeting undergraduate or graduate social work students.Evaluate how the above teaching strategy aligns with the approach you selected.
ART 100 Cuyamaca College A Psychological Selfie Portrait Discussion
A Psychological Selfie Portrait The selfie is so ubiquitous these days that even iphones have “selfie” modes! The subc ...
ART 100 Cuyamaca College A Psychological Selfie Portrait Discussion
A Psychological Selfie Portrait The selfie is so ubiquitous these days that even iphones have “selfie” modes! The subculture of the selfie exploded with the onset of the mirror camera mode- and now, it would be difficult to find anyone that has a smart phone that does not know what a selfie is. However, this practice has been around for hundreds of years, and was previously identified as a “self portrait”.The earliest that I can identify are from as far back as the Renaissance (1500’s). Not all artists worked in this mode, however this is when we see artists reflecting back on themselves, some more often than others (Rembrandt, p 321.).For this week’s summary, you are going to create a psychological self portrait that is influenced by an artist from the textbook, and analyze it as an art historian might, or someone with a trained eye might, (like yours!).A psychological self portrait gives us an insight into your emotions and feelings. It tells us of where you are at mentally and emotionally. Color, size, iconography, how much space your image takes up in the composition: these elements together tell us the story of you, in that moment. For this assignment, please reference Chapter 11, section on "Self-Portraits" in the textbook.You may also use any other image from the rest of the textbook. Requirements & Instructions1. Look through Chapter 11. Find an image that you find interesting, inspiring, and that you think you can create your own version that is "inspired by" that artist from Chapter 11.Make sure to read the image description- it will tell you the story and feeling behind the self portrait. It may be in the story, that you find connection and inspiration.2. Take a photograph of yourself that is psychologically interesting. Use your phones camera settings to adjust the colors, zoom in, crop, etc.3. Your selfie portrait must tell a story that you will interpret based on these elements:Composition (p. 42), Vantage; are you central and up close? Significantly small and off center? Zoom in! Or out!Up close leaves no mystery, as opposed to far awayCentral gives you the dominant role, off center may indicate a role reversal of central importanceColor; black & white, color saturation- vivid, faded. Use your phone’s camera settings to adjust the colors to suit the psychological interpretation.Bright saturation may indicate a false intensityFaded colors may indicate lack of emotion, lossBlack and white can tell of loss of vigor, or create extreme dramaIconography: Props, clothingObjects and types of clothing add to the story of your mental and emotional status and lead to an interpretation. Make it fun!Include all points below in your summaryPlease use the numbered format in your summary. Thank you :)1. Your selfie- image2. The original artwork that you were inspired by from Chapter 11. Include the title, name, medium, date. Make your image look as close as you can to your inspired art-work or explain how it is connected conceptually to the original.3. Composition4. Color 5. Iconography/objects6. Reflection: was it successful? Does it create the psychological portrait you were hoping for? Describe the inspiration that you took from the original image; how can we see the inspiration in your image? Have fun!Things to consider:You may create a factitious character like Cindy Sherman did. This broadens your possibilities. Make up a totally new you!Use an artist from the textbook as an inspiration; you do not have to copy them.Things not to do:No normal everyday selfies.No environments/backgrounds that are vague or not directly related to your psychological portrait.Use the timer mode on your phone, so…..no hands holding the phone. Make it a real portrait!Please make sure all of these requirements are fulfilledPlease make sure all of these requirements are fulfilled before submitting:Provide the information in the numbered format above.CITE sources, if you use them (it is not necessary to use another source other than your text book). Your submission will be scanned through for originality. I will use this data to inform your grade. If you do not cite, it will "appear" that plagiarism is taking place. Try to limit your Summary to one page.Must be submitted as a pdf file.
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I need a paper for management
I have attached all the needed files. Please follow the instructions as described !!! the other two files will help with the paper!
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