Week 1 Case Study: Imperialism and ExploitationSubmit Assignment Points 100 Submitting a file uploadIntroductionThe exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, White Man's Burden, called on imperial powers, and particularly the U.S., which the poem was directed at, to take up the mission of civilizing these "savage" peoples.InstructionsRead the poem at the following link:Link (website): White Man’s Burden (Rudyard Kipling) (Links to an external site.)Links to an external site.After reading the poem, address the following in a case study analysis:Define social Darwinism in your own words.Analyze the motivations and consequences that Kipling presents for undertaking the "White Man's Burden."What specific examples of ethnocentrism can you identify?Were the "Half-devil and half-child" peoples truly uncivilized?Writing Requirements (APA format) Length: 2-3 pages (not including title page or references page)1-inch marginsDouble spaced12-point Times New Roman fontTitle pageReferences pageRubricCase Study Grading Rubric - 100 ptsCase Study Grading Rubric - 100 ptsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength5.0 ptsMeets length requirement0.0 ptsDoes not meet length requirement5.0 ptsThis criterion is linked to a Learning OutcomeContent10.0 ptsPaper addresses all aspects of the assignment.8.5 ptsPaper addresses most aspects of the assignment.7.5 ptsPaper addresses some aspects of the assignment.6.0 ptsPaper addresses few aspects of the assignment.0.0 ptsNo effort10.0 ptsThis criterion is linked to a Learning OutcomeAnalysis30.0 ptsThroughout the whole work, content expresses original thoughts or interprets the subject matter in a different perspective.25.5 ptsThroughout most of the work, content expresses original thoughts or interprets the subject matter in a different perspective.22.5 ptsThroughout some of the work, content expresses original thoughts or interprets the subject matter in a different perspective.18.0 ptsThroughout little of the work, content expresses original thoughts or interprets the subject matter in a different perspective.0.0 ptsNo effort30.0 ptsThis criterion is linked to a Learning OutcomeSupport20.0 ptsThroughout the whole work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.17.0 ptsThroughout most of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.15.0 ptsThroughout some of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.12.0 ptsThroughout little of the work, claims are supported with detailed and persuasive examples; accurate facts and circumstances are used for support.0.0 ptsNo effort20.0 ptsThis criterion is linked to a Learning OutcomeGrammar, Mechanics, and Style20.0 ptsThroughout the whole work, the text is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.17.0 ptsThroughout most of the work, the text is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.15.0 ptsThroughout some of the work, the text is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.12.0 ptsThroughout little of the work, the text is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.0.0 ptsNo effort20.0 ptsThis criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting10.0 ptsThroughout the whole work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style.8.5 ptsThroughout most of the work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style.7.5 ptsThroughout some of the work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style.6.0 ptsThroughout little of the work, in-text references are formatted using APA style; references page includes complete bibliographic information for sources using APA style.0.0 ptsNo effort10.0 ptsThis criterion is linked to a Learning OutcomeAPA: Title Page & References Page5.0 ptsPaper includes both title page and references page.2.5 ptsPaper includes either a title page or references page.0.0 ptsPaper does not include a title page or references page.5.0 ptsTotal Points: 100.0PreviousNext

Respond to a colleague who has a different response to Talia. Discuss the benefits of using a strengths-based strategy in this group setting.Response to BettyYour description of the purpose of this group.In the Johnson video, Talia recalls the incident at a fraternal party. She was drunk and ask Eric to take her home, but because she was drunk, he took advantage of her and rape her (Laureate Education, 2013). Talia is in a group of teenagers who have been sexually abused or raped by other boys. The purpose of the group for members to share their stories and identify the commonalities about their abuse.Explain the use of empowerment and strengths-based strategies.The social worker in the case is allowing the members of the group to open up and share their stories. This openness enables them the members to believe in their strengths and not focus on their trauma. The strengths-based strategies used in the group is for them share their thoughts and understand that they are not alone. They each possess the strengths when they openly share the pain of their experiences. An example encouraging the members and empowering them is to use statements as “Expressing yourself about this painful issue really shows your courage” (Toseland, 2017). Some of the girls in the group are in the middle stages of the group process and are empowered to share with Talia that they understand where she is, and they share the same rape experiences. They are now using their pain to encourage Talia.How does “positive regard” impact the group session in this video?The worker in the video used the statement “Thank you for sharing your thoughts and for your support,” and it is important in a group to open and share their emotions. The use of positive regard indicates that she is expressing genuineness, warmth, and empathy to the members of the group. Rogers termed the use of these therapeutic qualities as positive regard (Faber, 2011). The purpose of positive regard by the social worker in this video creates an atmosphere that depicts the therapeutic relationship that she has built with the group members. This therapeutic relationship allows the members to gain the understanding that they are worth the workers time which helps them to trust and share their experiences.How might you respond to Talia when she voices her skepticism of the usefulness of group sharing?Talia is skeptic about the usefulness of the group sharing their experiences because she feels betrayed, hurt, and blames herself for allowing this to happen. She is also a new member of the group and has not gained the full understanding of the therapeutic effect of sharing traumatic events with others. My respond to Talia will be “I have not experienced the pain that you went through, and I can only imagine what you are going through right now.” “However, I have worked with several groups who felt the same way as you are, but incorporating therapeutic models they have been able to pull through.” “I hope we can work together on this issues.”The use of social relations model (SOREMO) allows the client to share information with the hopes of gaining positive feedback from group members that can help therapeutically. According to Piper et al. (2006), a therapist uses SOREMO to answer questions about characteristics of the perceiver, the person receiving the feedback, an interaction between the characteristics of the perceiver and the person receiving the feedback, characteristics of the group, and any errors. The use of the social relations model also enables the worker to observe the intrapersonal relationship of the group members and how they can intervene based on the dysfunctional or irrational belief system of the members.ReferencesFarber, B. A., & Doolin, E. M. (2011). Positive regard. Psychotherapy, 48(1), 58–64.Piper, W. E., Ogrodniczuk, J. S., Lamarche, C., & Joyce, A. S. (2006). Use of the social relations model bygroup therapists: Application and commentary. International Journal of Group Psychotherapy,56(2), 191–209.Laureate Education. (Producer). (2013b). Johnson (Episode 3) [Video file]. In Sessions. Baltimore, MD:Producer. Retrieved from https://class.waldenu.eduToseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA:Pearson.

Based on key legislation pertaining to English language learners (ELLs) from your state and from your readings, create a brochure, newsletter, or Glogster to be used to inform parents in your community about English immersion policies and programs. Include the following:Historical developments that led to the policies regarding the role of English in their children’s classrooms.Pros for the English immersion program in the community or school you have chosen.At least two websites that enable parents to get additional information about the English immersion programs that parents would need to know about.A description of the characteristics of a relevant English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Arizona Department of Education website or from the Department of Education website of your state.Definitions for any terms that parents would need to know.GCU style is not required, but solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.ResourcesFamiliarize yourself with the information found in “Historical Events” in the "ESL Database."URL:http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl5000_eslDatabase.phpRead “Two-Way Immersion Education: The Basics,” located on the Center for Applied Linguistics website.URL:http://www.cal.org/twi/toolkit/PI/Basics_Eng.pdfRead “Bilingual education in the United States: An Historical Overview and Examination of Two-Way Immersion,” by Kim, Hutchison, and Winsler, from Educational Review (2015).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101018118&site=eds-live&scope=siteRead “Roots of Federal ELL Case Run Deep,” by Zehr, from Education Week (2009).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=37590835&site=eds-live&scope=siteWatch the “Arizona’s Language Battle” video on YouTube.URL:https://www.youtube.com/watch?v=8YugJyi9Nr4Read “Bilingual Education vs. English immersion: Which is Better for English Language Learners?” located on the ERIC online database.URL:http://files.eric.ed.gov/fulltext/ED501224.pdfWatch the “Two-Way Bilingual Immersion (TWBI) Program” video on YouTube.URL:https://www.youtube.com/watch?v=nUFO92j81ckWatch “Should Spanish-Speaking Students be Taught in English Only?” located on YouTube.URL:https://youtu.be/a6cc27ZvbggSTATE: GEORGIA