Tuesday, August 6, 2013
Social Structure
Click on the “Background Info” for this assignment within the CDAD portion of the class. Under “Required Resources” click on “Introduction to Sociology”. Under “Social Life” click on “Groups”. From there, the third chapter is on Primary and Secondary Groups. Read the section on Primary and Secondary groups and develop the following in your writing:
1.Describe a primary group
2.Describe with detail two of the primary groups of which you are a member
3.Describe secondary group
4.Describe with detail two of the secondary groups of which you are a member
Looking at the next link on “Group Influence” answer the following:
1.How does social conformity affect you on a daily basis?
2.How does deindividuation affect you within the groups of which you are a member?
3.Describe any diffusion of responsibility you see within your groups.
4.How does “groupthink” affect your groups?
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Develop your thoughts in a 4-5 page paper.
Assignment Expectations
Cite your sources inside your work and in a reference section.
You are expected to use CASE-related readings from “Introduction to Sociology” background material to show how people are socialized into their roles.
In preparing your Module 3 CASE, you need to demonstrate your learning of the concepts outlined in the modular learning objectives.
Use section headings for each of the topics you address in your paper followed by a discussion of that topic.
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Challenges in East Asia, 1800-1912
Following a remarkable voyage around the globe, Charles Darwin wrote, in his The Origin of Species by Means of Natural Selection in 1859, that nature favored characteristics most suitable to particular environments: thus, the fittest would survive longest and breed the most.
Darwin’s theories were path breaking for the time but were unfortunately used and extended towards humans to serve as a rationale for Imperialism.
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This SLP will look at how this came about and why.
Read the information in the background material, look for more information, and then write a 2 to 3 pages paper answering the following question:
How did the idea of Social Darwinism fuel Europeans to see themselves as morally superior to those they ruled?
Session Long Project (SLP) Assignment Expectations:
In Module 3 SLP, you are expected to:
• Describe the purpose of the paper and conclusion.
• Answer the case assignment questions clearly and provide necessary details.
• Provide a quality argument; that is, no poor sentence structure, no spelling and grammar mistakes or run-on sentences.
• Provide citations to support your argument and references on a separate page. Please use APA format to provide citations and references [http://owl.english.purdue.edu/owl/resource/560/01/ ; http://support.trident.edu/files/Well-Written-Paper.pdf].
•Answer all the case assignment questions in an essay format instead of point format. Please do not type questions in the paper.
•Type and double space the paper.
Please see the "Background Info" tab for the required readings.
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Forum Response
At this point we all recognize the challenges we face at the high school level and understand that we play a critical role in supporting and helping students to master the skill of reading and writing to learn. From here on, we will keep the discussion focused on learning strategies that will improve our classroom practice as we teach in our respective content areas. Please note, that as a specialist in your discipline, you are not teaching literacy skills divorced from your content. Rather think of how you can integrate these strategies as you teach your content area to enhance students' learning in your discipline. Your goal is to help students learn strategic readingthat will improve their level of comprehension by: making connections to prior knowledge; generating questions about what they are reading; creating mental images, making inferences, determining what is important and what they need to pay attention to; synthesizing information and monitoring reading and applying fix-up strategies (Buehl, 2000).
Text Structure and Graphic Organizers
To facilitate comprehension, readers need to have a sense of what is important when reading material that is pack with information (Buehl, 2000). When students have a sense of what to focus on they can formulate the right questions that then provide a focus or purpose for reading. When this happens students are not just reading, but they are using reading to find specific bits of information (Strategic Reading).
Teachers can help students formulate the right questions by teaching students how to recognize different 'text frames'. Writers use 'text frames' to organize their writings to reflect the connection between important ideas, concepts and themes (Buehl, 2000). Asking the right questions, during reading requires an understanding of how authors connect important information to communicate ideas.
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Typically there are six text frames:
1. Problem/solution
2. cause/effect
3. compare/contrast
4. goal/action/outcome
5.concept/definition
6. proposition/support
Each of the above text frame should guide the reader into a different set of questions directed at understanding the author's message.
Go to the next forum for this week for the discussion..........
Discussion question
1. What can teachers do to facilitate the comprehension process as they engage students with texts designed for them (students) to read to learn?
2. Write one question at the end.
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Challenges in East Asia, 1800-1912
Barbarians at the Southern Gates: The Opium War and After. Although the advances by Europeans in science and industry made them dangerous rivals to the empire, the Chinese continued to treat Europeans as just another type of barbarian. Confrontation occurred over the importation of opium from India into China. The British lacked commodities, apart from silver, to exchange for Chinese goods. Indian-grown opium reversed the trade balance in their favor, but the Chinese saw the trade as a threat to their social order. Silver left the country, and opium addiction became rampant. Government efforts to check the problem failed until the 1830s when an important official, Lin Zexu, came to end the trade at Canton and nearby. When he blockaded European trading areas and destroyed opium, the merchants demanded and received military intervention. The British invaded in 1839; the Chinese were defeated on sea and land and sued for peace. Another conflict ended similarly in the 1850s. The settlement after the first war awarded Hong Kong to the British and opened other ports to European trade and residence. By the 1890s, 90 ports were open and foreigners had gained long-term leases over ports and surrounding territory. Opium continued to pour into China. By mid-century, British officials managed China’s foreign trade and customs system, and the court had to accept European ambassadors.Click Here To Get More On This Paper!!!!
Read the information in the background material, look for more information, and then write a 3 to 5 page paper answering the following questions:
How did China’s losses in the Opium Wars affect the rising dominance of European powers in East Asia?
Case Assignment Expectations:
In Module 3 Case Assignment, you are expected to:
• Describe the purpose of the paper and conclusion.
• Answer the case assignment questions clearly and provide necessary details.
• Provide a quality argument; that is, no poor sentence structure, no spelling and grammar mistakes or run-on sentences.
• Provide citations to support your argument and references on a separate page. Please use APA format to provide citations and references [http://owl.english.purdue.edu/owl/resource/560/01/ ; http://support.trident.edu/files/Well-Written-Paper.pdf].
•Answer all the case assignment questions in an essay format instead of point format. Please do not type questions in the paper.
•Type and double space the paper.
Click Here To Get More On This Paper!!!!
Barbarians at the Southern Gates: The Opium War and After. Although the advances by Europeans in science and industry made them dangerous rivals to the empire, the Chinese continued to treat Europeans as just another type of barbarian. Confrontation occurred over the importation of opium from India into China. The British lacked commodities, apart from silver, to exchange for Chinese goods. Indian-grown opium reversed the trade balance in their favor, but the Chinese saw the trade as a threat to their social order. Silver left the country, and opium addiction became rampant. Government efforts to check the problem failed until the 1830s when an important official, Lin Zexu, came to end the trade at Canton and nearby. When he blockaded European trading areas and destroyed opium, the merchants demanded and received military intervention. The British invaded in 1839; the Chinese were defeated on sea and land and sued for peace. Another conflict ended similarly in the 1850s. The settlement after the first war awarded Hong Kong to the British and opened other ports to European trade and residence. By the 1890s, 90 ports were open and foreigners had gained long-term leases over ports and surrounding territory. Opium continued to pour into China. By mid-century, British officials managed China’s foreign trade and customs system, and the court had to accept European ambassadors.
Read the information in the background material, look for more information, and then write a 3 to 5 page paper answering the following questions:
How did China’s losses in the Opium Wars affect the rising dominance of European powers in East Asia?
Case Assignment Expectations:
In Module 3 Case Assignment, you are expected to:
• Describe the purpose of the paper and conclusion.
• Answer the case assignment questions clearly and provide necessary details.
• Provide a quality argument; that is, no poor sentence structure, no spelling and grammar mistakes or run-on sentences.
• Provide citations to support your argument and references on a separate page. Please use APA format to provide citations and references [http://owl.english.purdue.edu/owl/resource/560/01/ ; http://support.trident.edu/files/Well-Written-Paper.pdf].
•Answer all the case assignment questions in an essay format instead of point format. Please do not type questions in the paper.
•Type and double space the paper.
Please see the "Background Info" tab for the required readings.
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Assignment Overview: Cultural Intelligence
You probably are familiar with IQ, which is an indicator of general cognitive or mental ability. You also may be familiar with emotional intelligence, which is discussed in Chapter 19 of your course text. Leaders with high emotional intelligence are better able to understand others, meet their needs, and influence their actions. The assigned articles, "Cultural Intelligence in the Global Economy" and "Cultural Intelligence: The Key to Global Leadership," introduce a third type of intelligence that is critical to effective leadership in diverse settings. Cultural intelligence (CQ) takes emotional intelligence a step further and indicates a person's effectiveness in interacting and working in culturally diverse environments. The good news is that cultural intelligence can be learned and improved over time.
To prepare for this assignment:
Review Chapter 12 in your course text, The Art of Leadership. Pay particular attention to the information on emotional intelligence.
Review the article, "Cultural Intelligence and the Global Economy." Make note of the three parts of cultural intelligence and concentrate on the action plan information.
Review the article, "Cultural Intelligence: The Key to Global Leadership." Focus on the three steps to help leaders increase their cultural intelligence.
Complete the Cultural Intelligence Center's "Self Assessment of Your CQ." After obtaining your cultural intelligence results, consider the reflection questions at the end of the assessment. You may also want to further examine the "Enhancing CQ" tab on the left of the website for additional information.
Think about how your cultural intelligence might influence your ability to lead in a diverse setting. Also think about how you might go about increasing it.
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The assignment: 1 page, No Plagiarism, APA style format and must be cited with references. Thank you
(1).Summarize the results of your self-assessment of cultural intelligence.
(2).Explain how and why your cultural intelligence might influence your ability to lead in a setting that is highly diverse. Be specific and use examples to illustrate.
(3).Explain what you learned about yourself as a result of the self-assessment. Also identify any areas in which you would like to increase your cultural intelligence and what you might do to increase it.
Resources:
Course Text: The Art of Leadership
Chapter 12, "Human Behavior and the Art of Persuasion"
Chapter 13, "The Diversity Challenge"
Article: Campigotto, N. (2009). Cultural intelligence: The key to global leadership. Retrieved from http://www.wabccoaches.com/bcw/2008_v4_i3/a-global-workplace.html
Article: Eagly, A. H., & Carli, L. L. (2007). Women and the labyrinth of leadership. Harvard Business Review, 9, 1–11. Retrieved from http://pds.hccfl.edu/pds/Newsletters/NewsletteriD1.pdf
Article: Joplin, J. R. W., & Daus, C. S. (1997). Challenges of leading a diverse workforce. Academy of Management Executive, 11(3), 32–47.
Article: Tan, J.-S. (2004). Cultural intelligence and the global economy. Leadership in Action, 24(5), 19–21. Retrieved from http://www.ccl.org/leadership/pdf/publications/lia/v24n5question.pdf
Websites
The Cultural Intelligence Center, LLC: Self-Assessment of Your CQ
http://www.culturalq.com/selfassess.html
This short assessment allows you to gauge your cultural intelligence.
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