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Discuss the qualities, characteristics, and behaviors of Nelson Mandela that make you admire this particular leader. In what ways are the qualities, characteristics, and behaviors that you admire reflective of your own cultural background or that of the particular leader you have chosen?
You will be engaging in community activities, i.e. co-curricular activities where you engage with at least one cultural event associated with one of these university programs(African and African Diaspora Studies (AADS); Communication, Architecture + the Arts (CARTA); Center for Humanities in an Urban Environment (CHUE); Kimberly Green Latin American and Caribbean Center; Steven J. Green School of International and Public Affairs (SIPA); Women and Center Studies to better understand the cultural/social/ nuances of the urban learner.
Write one review of the cultural activity you attended and discuss how this activity enhanced your knowledge about your potential students and how more activities such as this could be a positive or negative impact in the K12 setting.
How avatar can be viewed from an anthropological standpoint of culture, theology ,and fieldwork/ethnography
The chapter describes the role of culture in the successful implementation of strategy. Consider an employment experience of your own or of someone you have observed closely (e.g., a family member). Describe to the best if your ability the values, norms, and artifacts of the organization. What was the socialization process of embedding the culture? Do you consider this to be an example of an effective culture for contributing to the organization’s competitive advantage? Why or why not?
Cultural Competence Research Paper about Hispanic Americans. Must be in APA format, font size 12 point times new roman. Must include at least 2
references and cite them. Must include evidence-based research to answer the following questions:
What is the Hispanic American cultural identity?
What are the population demographics for Hispanic Americans in the U.S.?
What are the historic overviews of inequality, injustice, and oppression for the Hispanic American people?
What are the specific cultural risk factors for the Hispanic American population?
Educators are expected to understand and be responsive to the different cultural and linguistic needs of the students in their classrooms. This is particularly important when working with and supporting ELLs and their families. Understanding what may be needed in the classroom, school, and larger community for this support to occur is critical to an educator’s role as an advocate.
Part 1: Mentor Interview and Discussion
Research the demographics for the school setting in which you plan to complete your field experience (e.g., race/ethnicity, languages spoken, ELLs, socioeconomic status). You may use the school’s website or your state’s department/board of education website.
Interview your mentor teacher about the school demographics related to the ELLs and their families in the school and larger community. Include the following in your interview:
How is a welcoming and inclusive school environment created for ELL families? How do you extend this to your own classroom?
How do the personal, familial, cultural, and social contexts of your ELLs affect their academic and English language learning?
How do you learn and familiarize yourself with the cultural identities of the students in your classroom? What practices do you have in place to support the cultural identities of your students?
What major concepts, principles, theories, and research related to the nature and role of culture and cultural groups informed how your school constructed learning environments to support cultural identities, language and literacy development, and content area achievement for ELLs? What are some major concepts, principles, theories, and research related to culture do you apply in your classroom?
Based on your school demographic research, create and discuss two additional questions or topics with your mentor.
Part 2: Observation
Observe your mentor for at least two hours or two class periods. You may also spend time observing other teachers the mentor has suggested as role models for working with ELL students. Focus your observations on the learning environment and how it supports ELLs’ cultural identities, language and literacy development, and content area achievement.
Part 3: Reflection
In 250-500 words, reflect on your mentor interview and observation. Address the following in your reflection:
What did you learn about constructing learning environments that support ELLs? Include how the learning environment you observed demonstrated major concepts, principles, theories, and research related to the nature and role of culture and cultural groups in supporting ELLs’ cultural identities, language and literacy development, and content area achievement.
What practices will you put in place to support the cultural identities represented in your classroom?
The modern argument regarding this beloved show is expressed in our class materials through the works of Doyle Greene and Lori Landay. As discussed in
class, each theorist agrees that the show had a tremendous following in the 1950s, but they sharply disagree upon the ideological representations of gender
to be found in this sitcom. The difference here is stark, with Greene referring to the show’s famous comedienne as “pathetic,” while Landay refers to Lucy as
“proto-feminist.” Both theorists make points that are grounded in the writing and presentation of the sitcom itself. And, both points of view are considered
relevant today. For this essay, you will evaluate the episode we screened for class titled “The Schedule.” You’ll need to cite both Greene and Landay for your
argument. Choose TWO scenes (from the same episode) for your analysis, one for each theorist. After reviewing your materials, please answer the following
prompt in a minimum 750-word essay:
How would Doyle Green interpret your chosen scene in I Love Lucy’s episode of “The Schedule?” Conversely, how would Lori Landay interpret your second
scene? Which theorist do you think is more correct in their analysis of the show, and why?
Be sure to include timestamps for your scenes, so I can watch them alongside your analysis
The modern argument regarding this beloved show is expressed in our class materials through the works of Doyle Greene and Lori Landay. As discussed in
class, each theorist agrees that the show had a tremendous following in the 1950s, but they sharply disagree upon the ideological representations of gender
to be found in this sitcom. The difference here is stark, with Greene referring to the show’s famous comedienne as “pathetic,” while Landay refers to Lucy as
“proto-feminist.” Both theorists make points that are grounded in the writing and presentation of the sitcom itself. And, both points of view are considered
relevant today. For this essay, you will evaluate the episode we screened for class titled “The Schedule.” You’ll need to cite both Greene and Landay for your
argument. Choose TWO scenes (from the same episode) for your analysis, one for each theorist. After reviewing your materials, please answer the following
prompt in a minimum 750-word essay:
How would Doyle Green interpret your chosen scene in I Love Lucy’s episode of “The Schedule?” Conversely, how would Lori Landay interpret your second
scene? Which theorist do you think is more correct in their analysis of the show, and why?
Be sure to include timestamps for your scenes, so I can watch them alongside your analysis
How do you support and celebrate cultural diversity within instruction?
How do you leverage home language and cultural assets?
How do you show responsiveness to the different strengths, needs, and identities of all ELLs, including special needs?
How do you demonstrate understanding of the social, emotional, and cultural needs of students when establishing classroom routines and procedures?
What is the meaning of culture and how do you respect the cultures of your students?