Uop Eth/125 Week One Assignment

Associate Program Material Stereotypes and Prejudice Worksheet Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: †¢ Race †¢ Ethnicity †¢ Religion †¢ Gender †¢ Sexual orientation †¢ Age †¢ Disability |Category |Stereotype 1 |Stereotype 2 |Stereotype 3 | |Race |All black people are ghetto. All Jewish people are tight wads. |All Middle Eastern people are | | | | |Muslim. | |Sexual orientation |All people who are gay have HIV |All gay men act girly. |All lesbian women act masculine. | |Gender |All women are emotional. |Women are meant to be house wives. |Men make more money than women. | Part II Answer each question in 50 to 100 words related to those stereotypes. Provide itations for all the sources you use. What are the positive aspects of stereotypes, if any? I personally think that there are very few positive aspects of stereotypes. The main reasoning being that stereotypes were originally based on negative actions. An example I would use as a positive stereotype would be: All Cheerleaders are peppy, upbeat, and outgoing. Another example would be: All dancers are extremely flexible. What are the negative aspects of stereotypes? The majority of stereotypes stem from a negative aspect formed toward a particular group of people.Most of these stereotypes can be hurtful because they can’t tend to be opinions that are not true. Many things can be affected by stereotypes including how those people feel about themselves and how they interact with others. An example of a negative stereotype would be the assumption that all Middle Eastern people are terrorists. I have personally witnessed a Middle Eastern shop owner go out of business in my parents small town. After 9/11 all the residents s topped buying from him, thus causing him to go out of business.Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. The difference between stereotypes and prejudice is that with stereotypes people just assume that all persons of a certain type act a certain way. Prejudice is judging someone of any difference ranging from race to sexual orientation for no reason without meeting them.Stereotyping is assuming all black people are ghetto because that is what you have seen from the few you know. Prejudice is hating someone because they are black. What is the relationship between stereotyping and prejudice? The relationship between them is that one (prejudice) is that you are having the wrong impression of a person before meeting them and the other (stereotyping) is just assuming th at all persons of that type are the same based on the few that you have actually met.In other words guessing that all persons of that type are the same. What can be done to prevent prejudice from occurring? Being well knowledge is the main way to prevent prejudice. The more people know about other people the more they can relate to each other. We must ask ourselves how much we really know about different types of people and where did we get this information? Surrounding ourselves with a vast range of types of people will help us form true feelings about others based on personal experience from interaction.

Dante Inferno

In this canto, Dante awakens to find that he is on the edge of Hell. Dante and Virgil descend into the bottomless pit. They enter the first circle of Hell, Limbo, where the souls that are sighing live. The souls include those all Unbaptized infants and those men and women who lived before the age of Christendom. I am going to talk more about those souls later. In the previous canto, Dante fainted at moments of great intensity of feeling when he is shocked by the strange sights he sees in Hell. Paralleled to his violent fainting, is he awakened by a great clasp of thunder. This supernatural ‘weather’ mirrors Dante’s internal condition. The faint, however, acts as to move from one location, the ferry crossing over Acheron, to Limbo. Furthermore, it seems that Dante faints only when he is not strong enough to confront sin in that he no longer faints as he continues to face greater horrors and suffering, indicating his increasing strength. We see that the period of unconsciousness has done Dante good as he â€Å"stood up and turned [his] rested eyes†¦ to see what kind of place it was where [he] awoke† (4-6). Eyes are the organ of sense related to light. The eyes have the ability to absorb light and enable us to see. Therefore, they may signify reason and knowledge, which is intended to be strengthened through the Dante’s journey. Dante seems to be ready to face the next obstacle; however, when he looks down into the pit, he becomes reluctant, indicating that he is still far from being able to face Hell by himself. As they took the first downward movement within Inferno, Dante sees Virgil’s pallor of pity which he mistakes for fear as he himself had been at the end of previous canto. Virgil then answers him, â€Å"the anguish of the souls who dwell down here has painted in my face the pity you have taken to be fear† (19-21). Virgil describes the world of Limbo as the â€Å"blind world† without other punishment than its darkness and â€Å"thundering with the roar of endless woe. † Traditional thinking, according to the apocryphal Gospel of Nicodemus, there are two limbos, which are for the souls of unbaptized children and the other for the virtuous pagans. Virgil further explains that he himself being among the former, further commenting that the only pain they suffer is that the hope of seeing God doesn’t exist within them. They are not punished, yet they eternally miss the supernatural joys of Heaven. Virgil continues on by saying that those souls â€Å"didn’t sin. If they had merits, these were not enough – baptism they didn’t’ have, the one gate to the faith which you believe† (34-6). When Dante heard Virgil’s saying â€Å"hopeless, we live forever in desire,† â€Å"great sorrow seized [his] heart. † It shows that Dante is responding with pity and sorrow. Caught by this statement, Dante asks if anyone has escaped and achieved Heaven. Dante continues on by saying â€Å"I want to confirm the faith that conquers every path that strays,† showing that he is seeking knowledge and wishing to be reassured of the Justice of God and be confirmed of what he heard about the harrowing of Hell. The real question he’s asking is that why should he seek confirmation of Christ’s ascent to heaven from a pagan? Virgil answers with â€Å"I had just entered in this state when I saw coming One of power and might crowned with the glorious sign of victory† (54-55). â€Å"One of power and might† indicates Christ, in the harrowing of hell. The Harrowing of Hell indicates the event where Christ descended to Hell, and freed the souls of all those virtuous people who lived before the grace of baptism. The sign of victory can mean the cross. However, in Dante’s case, the virtuous souls remain in the limbo eternally. Dante’s question and Virgil’s answer doesn’t concern with the harrowing of hell, but rather with those who went up with Christ after the harrowing of hell. Virgil answers with list of the patriarchs and matriarchs, mentioning on Hebrews; Adam, Abel, Noah, Moses, Abraham, David, Jacob, Isaac, the sons of Jacob and Rachel. He indicates that â€Å"many others† were included, some of whom will be concerned later. The reason for this is to emphasize the conflict toward the pity. Dante and Virgil â€Å"did not leave off walking while [Virgil] spoke,† which reminds us of the journey in motion. This information is provided to establish the ‘realism’ of the scene. As they walk through the â€Å"forest thicketed with souls,† Dante sees a fire which is supposed to symbolize the moral virtues, or knowledge in the light of which he describes certain honourable folk. He further questions Virgil why these honourable folk are distinguished from the other spirits by being allowed to be the light, to which Virgil replies: â€Å"The honoured name that still resounds/their glory in our life above has won the grace from Heaven that now exalts them here† (76-79). In other words, the fame which these souls possess in the world above earned them a special location in Limbo. As Dante continues throughout his journey, the recurring motif of fame is one of the most important motifs of the Inferno.

Personalised Learning †Education Essay

Personalised Learning – Education Essay Free Online Research Papers My experience of teaching has always been about teachers teaching from the front, while students sit quietly and listen, the practice of setting the same task for all the students in a group, and in most cases tasks from textbooks and worksheets, with little or no consideration for the individual needs of the students. Therefore, I have decided to look at the impact that Personalised Learning would have on students’ achievement. In order to achieve my aim, I plan to use a Year 10 group as a case study. I will be carrying out an investigation into their different needs and learning styles. I intend to do this by giving each of them a questionnaire to complete. After which I will plan a lesson on Solving Linear Equation using a wide range of resources; textbooks, worksheets, practical activities, to include concrete resource/manipulative, online Maths games and so on, to suit their individual learning needs. Each student will be allowed to decide which activity they prefer to complete. There will be clear assessment criteria for the students to understand the overall aims of the learning and how success in learning may be judged. This also is intended to form part of the dialogue with the learners. I intend to use pupil self assessment and peer assessment (Useful resources: Black Box series by Black and Wiliam; a personal learning log may be of use as well). I will also be considering what will be done if some students feel they haven’t understood/learnt. I have attached some literature which may be of use. At the end, I will be evaluating the lesson to see what went well and what needs to improve. I will also be checking to see if students have made considerable progress in their learning and if they enjoy the lesson better than the previous ones. The theories of learning and assessment which underpin my research will also be considered. Research Papers on Personalised Learning - Education EssayStandardized TestingThe Relationship Between Delinquency and Drug UseAnalysis of Ebay Expanding into AsiaThree Concepts of PsychodynamicThe Fifth HorsemanPersonal Experience with Teen PregnancyBionic Assembly System: A New Concept of SelfResearch Process Part OneCapital PunishmentHip-Hop is Art

The eNotes Blog No Child Left Inspired Parent-Teacher NightBlues

No Child Left Inspired Parent-Teacher NightBlues Last night I attended Parent-Teacher night with my eighth grade son.   It was depressing. For two hours, I, my son, and several hundred other parents were herded from classroom to classroom where we were introduced to the variety of TEKS tests our children would endure this year.   TEKS, the acronym for the assessment   Texas Essential Knowledge and Skills, will measure students ability to take tests.   Honestly, thats what it boils down to. The four areas of knowledge they will assess are math, science, history, and social studies.   Writing, and critical thinking, apparently, are not deemed essential. Now,   I realize teachers only have ten minutes to address each class.   They were dead tired, as was I.   But you know, in each ten minute session, ALL I heard was due dates for tests and the breakdown of grades. In not a single class was there any excitement about the curriculum, no discussion of new ideas or interesting projects nothing. First we went to his science class. Perhaps we will get to hear about interesting experiments!   Perhaps I am a starry-eyed idealist. After eight droning minutes,   I pondered my decision to forego the stale, store-brand chocolately-chip cookies while the teacher showed us how exactly to track our childs scores online. How about history? My son adores history, especially American history.   Maybe this teacher will have something to offer, show some passion Yeah, no.   We did, however, get to hear about how she also coaches three teams, and watched her go Madden-like with a pen on an overhead telling us what time tutoring would be available in-between directing children to whack balls of various shapes and sizes. And there were no cookies. My son and I wound our way down to the art room, where he has Advisory (which is sort of like homeroom).   The teacher here was warm and enthusiastic. She was also the art teacher. When I told her how unhappy my son was in the elective hed chosen (Business and Marketing, which he felt coerced into taking as it offered a high school credit, whereas art, his preference, did not), she said shed be happy to let him transfer in to her art class.   Collins face lit up. We went to speak to the principal to ask if he could be transferred. Her warm smile faded immediately. No,   we do not allow that. They knew when they signed up for an elective that there was no changing. Not one to back down easily, I argued, But its not even four weeks in. My son is unhappy and this is an elective. The teacher has room and is willing. Here was her actual reply: Last on the docket was Collins English class where I learned they are reading a total of two novels in the entire year, but both are wonderful works: The Giver by Lois Lowry and Roll of Thunder, Hear My Cry by Mildred D. Taylor.   The Giver challenges notions of authority and conformity. Roll of Thunder brings to life the terror and hardships of the Civil Rights Era in this country.   Not a word about the content; only about how the assignments would affect their grades. The good news? They are also required to select one book on their own to read over the course of the year, with parental approval.   Collin picked 1984.   Mother heartily approves.

Interrupting Conversations in English

Interrupting Conversations in English Interrupting a discussion can seem impolite, but is often necessary for a number of reasons. For example, you might interrupt a conversation to: Give a message to someoneAsk a quick question that has nothing to do with the conversationGive your opinion about something that has been saidInterrupt to join the conversation Here are forms and phrases used to interrupt conversations and meetings arranged by purpose. Interrupting to Give Someone Information Use these short forms to quickly and efficiently interrupt a conversation to deliver a message. Im sorry to interrupt but youre needed (on the phone / in the office / in the classroom / etc.)Sorry for the interruption. Its Jim / Peter / Mary on the phone.Pardon me, but I have John on the phone.Excuse me, could I get a signature / an answer / a cup of coffee quickly? Interrupting to Ask a Quick Unrelated Question At times we need to interrupt to ask an unrelated question. These short phrases quickly interrupt to ask for something else. Im sorry to interrupt, but this will only take a minute.Sorry for the interruption, but could you (answer a quick question / help me for a moment / give me an opinion on ...)?Im so sorry. This will just take a minute.I apologize for the interruption, but I have an important question. Interrupting to Join the Conversation With a Question Using questions are a polite way of interrupting. Here are some of the most common questions we ask in order to be allowed to join the conversation. Could I jump in?Could I add something?Can I say something?May I interject? Interrupting to Join the Conversation During a conversation we might need to interrupt the conversation if we are not asked for our opinion. In this case, these phrases will help. Would you mind if I joined the conversation?I couldnt help overhearing. (Use when listening to a conversation that you are not a part of)Sorry to butt in, but I think / feel ...If I may, I think / feel ... Interrupting Someone Who Has Interrupted You Sometimes we dont want to allow an interruption. In this case, use the following phrases to bring the conversation back to your point of view. Please let me finish.Let me complete my thought.Would you please let me finish?Can I continue, please? Allowing an Interruption If you want to allow an interruption, use one of these short phrases to allow the person to ask a question, express an opinion, etc.   No problem. Go ahead.Sure, what do you think?Thats OK. What do you need / want? Continuing After an Interruption Once youve been interrupted you can continue your point after the interruption by using one of these phrases. As I was saying, I think / feel ...To get back to what I was saying, I think / feel ...Id like to return to my argument.Continuing where I left off... Example Dialogue Example 1: Interrupting for Something Else Helen: ... its really amazing how beautiful Hawaii is. I mean, you couldnt think of anywhere more beautiful. Anna: Excuse me, but Tom is on the phone. Helen: Thanks Anna. This will only take a moment. Anna: Can I bring you some coffee while she takes the call? George: No thanks. Im fine. Anna: Shell be just a moment.    Example 2: Interrupting to Join the Conversation Marko: If we continue to improve our sales in Europe we should be able to open new branches. Stan: Could I add something? Marko: Of course, go ahead. Stan: Thanks Marko. I think we should open new branches in any case. If we improve sales great, but if we dont we still need to open stores. Marko: Thank you Stan. As I was saying, if we improve sales we can afford to open new branches.

Cultural Awareness on Iran Research Paper Example | Topics and Well Written Essays - 1750 words

Cultural Awareness on Iran - Research Paper Example Iran possesses a unique culture that traverses across several elements. Culture is an aspect that achieves definition from different entities. Iranian culture belongs to the larger Persian identity that defines most countries in the same region. Persian culture forms one of the richest compositions in the world. This relates to literature, architecture and live customs that date back to three thousand years ago in the Zoroastrian age. Throughout civilization, this culture transferred to the eastern and western nations. It is notable that many western celebrations achieve their articulation from Persian culture. Art is an imminent feature of Persian culture. Art and culture interweave to form a prominent civilization. This reveals in the form of exquisite carpets, distinct architecture, subtle soulful music, blue mosques and brilliant literary work. Notably, Farsi forms one of the richest languages in the world. ... Bakhtiaris and Lurs speak the Luri dialect. There are semi nomadic people who speak the Baluchi language. They live in the adjacent areas, of Pakistan and Afghanistan, in the southeastern Iran. Twenty eight percent, of the Iranians, speak various Turkish dialects. Arabs and Assyrians mostly speak Semitic languages. Islam defines the core of Iranian culture and life. Islam forms the religion that governs political economic, legal and personal lives of Iran. In this aspect, Prophet Muhammad is the last God emissary that brought revelation to mankind. Islam provides that this message belongs to the whole of mankind. As in the example, of the Bible, Quran is the basic guidance of their religious life. Unlike the provision of the Bible, Quran strongly dictates many aspects of Iranian lives. Muslims have notable obligations such as praying five times a day. Friday forms a holy day in the Muslim worship calendar. Islam is an influential religion that dictates closure of companies on Thursda ys. In the holy month, of Ramadan, all Muslims are mandated to fast. Notably, Iran forms the only Shi’ite state of all the Muslim countries. Sunnis believe that the successive leadership of the Muslims did not have to come from the Prophet Muhammad family. The Shi’ite believes that the Islam leadership should have been monarchial. Iran and Iraq possess the highest population of Shi’ites. In terms of family values, the family forms the core social unit. In an Iranian setting, a family forms a very private unit. This is a distinct aspect whereby female relatives face protection from outside influences. A clear manifestation, of this cultural aspect, pertains to the taboo of asking a question about female relatives and someone’s life.

American Politics Essay Example | Topics and Well Written Essays - 1250 words

American Politics - Essay Example A special attention is paid to the main role of mass media played in the formation of public opinion. In the process of election public opinion plays one of the most important roles. Officials to be elected should develop their electoral policies in accordance with shifted accents of basic public demands concerning the size of the government. For example, public policy may exert influence on development of liberal principles or democratic policies. Government responds to the needs shaped by the public opinion, because public opinion plays an important role in further development of policies (Jones, McDemott, 2009). Citizens have their strong beliefs that the Congress chosen by them would fulfill their needs and demands. Moreover, public opinion is investigated by sociologists and many other researchers in order to evaluate the needs of the citizens and make an analysis of further policies development. In terms of democracy, governmental responsiveness to public opinion is one of the basic pillars. On the other hand, if public opinion establishes broad parameters for the country’s policies and the policy entrepreneurs have a chance to develop their policies in a broader context. Governmental policies can be developed in broader terms and there is a need to respond to the set parameters of public opinion concerning liberal and democratic views and their reflection in the policies of the government. Further on, it is possible that public views are developed in a serious contradiction and key policy issues may not coincide with the public opinion. Question 2 Political parties and interest group are representatives of democratic process Under conditions of democratic processes of the country, it is evident that public opinion is reflected via different organizations and forms of public opinions. For example, interest groups are formed by the people, united by the common goal and they want to influence the formation of the governmental policies. Interest group s in America are established on the basis of their economic concerns, occupational needs or ideological beliefs or principles. These groups may be religious, ethnic or any other and may have membership in different social or economic groupings. People, who were frustrated by governmental policies, such as blacks, women, Native Americans and the economic underdogs have organized themselves in different movements (Jones, McDemott, 2009). They have their greatest power, because they reflect diverse interests and opinions and much more concerned about various beliefs and social concerns. Political parties are also important for governmental policy development as the instruments of policies formation. The role of political parties is very essential. These parties simplify voting choices and are responsible for competition organization, for electorate unifying and bridging the gap of powers separation. Voting choices are easily structured with the help of political parties and they nomina te a candidate for choosing him in the process of elections. Therefore, the function of political parties is much more integrative and in-depth strategies are taken by the political parties. Moreover, it should be noted that degree of effectiveness of interest groups and political parties is different. Interest groups are more specific and their representation and political influence is more limited than the influence of political par