Questions and Topics We Can Help You To Answer:
Paper Instructions:

Cycle of Continuous Improvement Project (20%): Due Tuesday, March 3, 2020 by 11:59pm EST
Students will develop a flowchart representing the most appropriate approach to working with data regarding your selected institutional issue or problem.  You will illustrate the data collection and analysis process as well as include a narrative description of how this data will be used to inform your organizational improvement project.

Students will develop a flowchart that represents the most appropriate approach to working with data regarding their issue or problem. Illustrate the data collection and analysis process and how this data will be used to inform organizational improvement using Piktochart, Canva, or some other tool. You can represent this information in any kind of visual format that works best for you. 

In addition to the flowchart, you will provide an explanation (1-2 pages) of the flowchart that explains anything the audience might overlook or misinterpret.  Consider this section the overview you would give in a meeting to a roomful of stakeholders.  What should be in the overview that helps clarify key points in the process?  What kinds of questions do you anticipate stakeholders asking about the flowchart?  



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Institution Release Statement
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Questions and Topics We Can Help You To Answer:
Paper Instructions:

I chose Japan as a culture
1. Describe the key characteristics of your selected culture/subculture, and include the
prescribed areas for exploration:
a. How is the culture learned and transmitted across generations?
b. What aspects of the culture are shared within the community? (ie: values, beliefs,
traditions)
c. What symbols and ideas define the culture’s environment and experiences?
d. What kinds of changes have occurred within the culture?
e. In what pattern of human activity does the culture manifest itself? (ie: food, art,
clothing, language, religion)
2. Select an activity or location to visit for exploration of your chosen culture/subculture.
a. Note: Examples of places where you might explore another culture: e.g., a place of
worship, an ethnic restaurant, a community event (such as a fair put on by an ethnic
group), etc.
3
3. Provide a rationale for why you chose your selected location or activity to experience your
chosen culture/subculture group.
a. How does this location or activity suitably represent your selected culture?
b. How do you think your experience at the location or activity will help you explore the
selected cultural/ subcultural group?
4. Provide a detailed itinerary for your cultural exploration.
a. Download and review: Cultural Exploration: Sample Planning Table (available on
overview page) and the Cultural Exploration: Planning Template (available on
overview page).
b. Fill out the template with the following information:
i. Estimate how much time you will spend visiting your selected location.
ii. What are the dates you that intend to go visit?
iii. What do you plan to do during the cultural exploration activity?
c. You will need to spend an approximately 6 hours at your selected location.
d. Include this proposed itinerary in the paper.
5. Describe expectations that you may have about your cultural exploration.
a. Are you excited or apprehensive to visit your selected location?
b. Do you think this visit will change any of your perspectives or biases? Explain.
c. Do you feel that this visit will be a positive experience for you? Explain.
6. Submit your proposal and Cultural Exploration Table.
7. Complete your cultural exploration once your instructor approves it.

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Respond to two colleague’s postings with a suggestion, insight, or addition to that particular step of the research process.


Colleague 1
The Research Method:

The family right of passage was the method used to show the value of the four phases that are very important within the African Culture.

1st Phase:  The Genesis Phase is a four-month period during which the ethical principle of restraint is the primary focus.  The participant is required to begin the process of dealing with those forces that led to her substance abuse

2nd Phase:  The Initiation Phase is guided by the ethical principle of respect: respect for self, respect for family, respect for staff members, respect for rules, and respect for community. This phase, like Genesis, also lasts four months, with the continuation of a strict daily schedule, daily-living skills building, individual psychotherapy, communal living, and collective responsibility for cleanliness. Central to this phase are the concepts of womanhood, sisterhood, and motherhood.

3rd Phase:  The third phase, Passage/Transformation, is guided by the ethical principle of responsibility. Much of what began in the Initiation Phase is continued, but with less direct supervision. During this third phase, the women must determine what assistance they need to meet their daily challenges. They must develop appropriate ways of asking for help.

4th Phase:  The Sande Society, is the fourth and final phase of the program. The program relates this phase to the ethical principle of reciprocity.  



Sudarkasa, N. (1980, November/December). African and Afro-American family structure: A comparison. The Black Scholar, 49-5

Leslau, C, & Leslau, VV. (1985). African proverbs. New York: Peter Pauper Press, In

Boone, S. (1986). Radiance from the waters. New Haven: Yale University Press

Poitier, V.L., Niliwaambieni, M., & Rowe, C. L.(1997) A right of passage approach designed to preserve the families of substance-abusing African-American women. Child Welfare, 76(1), 173-195


REPLY QUOTE EMAIL AUTHOR

Colleague  2

Disseminating research findings

In the article “A Rite of Passage Approach Designed to Preserve the Families of Substance-Abusing African American Women” it discuss the importance of understanding cultural background when developing treatment for African American women. “The Rite of Passage” approach address the family dysfunction in the African American culture and as well promote stability and cohesiveness. The overall goal of this approach is to instill and or develop a sense of community within this population.

In order to disseminate research findings I would utilize the poster session. According to “Research methods for social workers” presenters are able to display their findings in an informal setting (Yegidis 2018). Creating a board that will capture the audience’s attention and as well as using terms that will allow the audience to stay on track with the presentation will allow my findings to spread faster. The poster would have information about the target population and the four phases of approach: genesis, initiation, passage/transformation (Yegidis 2018). Also, the board will include the orientation process of “A Rite of Passage Approach”. The process will be broken down in a step by step process.

Reference

Poitier, V. L., Niliwaambieni, M., & Rowe, C. L. (1997). A rite of passage approach designed to preserve the families of substance-abusing African American women. Child Welfare, 76(1), 173-195. Retrieved from https://search-ebcohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=sih&AN=24228933&site=ehost-live&scope=site



Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson. (pp. 104, 105, 118, 129, 204, 205, 208).




REPLY QUOTE 
AUTHOR

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Public attitudes to climate change in Ireland based on social class using the ESS (European Social Survey) for data and statistics

Questions and Topics We Can Help You To Answer:
Paper Instructions:
This is the READING MATERIALS
Chapter 24, "Counseling Older Adults," pages 683–700.
This chapter focuses on age considerations.
Chapter 22, "Counseling Individuals with Disabilities," pages 635–653.
This chapter focuses on ability considerations.
Chapter 4, "The Political and Social Justice implications of Counseling and Psychotherapy," pages 107–138.
This chapter focuses on social justice considerations.

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Reading Journal Entry #1: Jamaica Kincaid, Lucy (maximum 1 page double spaced)
During the week of Jan. 7, students will draft the first reading reflection. Each student will bring two hard copies of their response to following prompt to tutorial on the week of January 14.

•    Choose one passage (direct quote) from Jamaica Kincaid’s Lucy that you think best represents how gender and/or racism affect Lucy’s sense of belonging in the U.S.

•    Type that passage at the top of your reading journal entry and provide the proper MLA citation for it. Then explain in your own words what you think that passage means. How does it relate to the main themes of the text and of the course?

•    What are your reactions to the passage you’ve chosen? Why do you think it’s important? How might your own personal experience relate to the text?



Reading Journal Entry #2: Julia Alvarez, Return to Sender (maximum 1 page double spaced) 
Each student will bring two hard copies of the response to the following prompt to tutorial on the week of January 21.

•    How does Alvarez depict the life experiences of undocumented migrant children? What is significant about these depictions? How do they challenge popular myths about undocumented migrants as “illegal” or “criminal”? In your response, be sure to include direct quotations from the text to support your claims.

•    Did the novel change your views of migrants? What did you learn? 


Reading Journal Entries #3 & #4 
Each student will bring two hard copies of the response to the following prompts to tutorial on the week of January 28.

Reading Journal Entry #3 (maximum 1 page)
•    Choose either Young Jin Park’s “Language Choice” OR Zi Lin’s “Lazy Susan.” What do you think are the most interesting or important aspects of the chosen essay? Why?

Reading Journal Entry #4 (maximum 1 page)
•    Choose either Young Jin Park’s “Language Choice” OR Zi Lin’s “Lazy Susan.” How does the author use secondary sources to further develop and deepen the author’s reflection about their personal experience? Take note of how the author introduces the secondary source, and how the author links the secondary source to her own experience. 

Reading Journal Entries #5 & #6 
Each student will bring two hard copies of the response to the following prompts to tutorial on the week of February 4.

Reading Journal Entry #5 (maximum 1 page)
•    How and why is food central to Fred Wah’s sense of identity and belonging? In your response be sure to identify one quote about food that you think is most important or interesting. Do you associate food with your own sense of cultural or family identity? 

Reading Journal Entry #6 (maximum ½ page)
•    Write one discussion question on Selvadurai’s “Conversations with My Mother” that will prompt class discussion.


Reading Journal Entries #7 & #8
Each student will bring two hard copies of the response to the following prompts to tutorial on the week of February 11.

Reading Journal Entry #7 (maximum 1 page)
•    Identify at least 5 main features of the Canadian Multiculturalism Act. You may present them in list form.

Reading Journal Entry #8 (maximum 1 page)
•    Choose one quote from Rohinton Mistry’s “Squatter” that you think best exemplifies the challenges that Sarosh faces as an immigrant to Canada. Explain the quote in your own words. Then discuss what you think is most significant about the quote.

Reading Journal Entries #9 & #10
Each student will bring two hard copies of the response to the following prompts to tutorial on the week of March 3.

Reading Journal Entry #9
•    What is Edward Said’s argument in “Reflections on Exile”? 

Reading Journal Entry #10
•    How does Safar Ahmed use comix (mix of images and words) in “Villawood: Notes from an Immigration Detention Centre” to convey the experiences of detained migrants? Why is this form of storytelling important?

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Choose one quote from Rohinton Mistry’s “Squatter” that you think best exemplifies the challenges that Sarosh faces as an immigrant to Canada. Explain the quote in your own words. Then discuss what you think is most significant about the quote.

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Write a one page paper using the scenario provided below.  Based upon the course concepts explored identify a minimum of two (2) cultural assumptions made by one of the female observers based solely upon the woman with the children’s appearance.  Furthermore, include your analysis of the impact of such judgments on the efficacy of culturally competent service provision, specifically with Arab and Muslim American clients: 
Two Caucasian American women sitting together on a subway, observe a woman as she exits a subway car.  The woman is wearing a scarf and accompanied by two small children.  One of the two women state, “I guess Muslim women are forced to wear those scarves on their heads even when they’re in this country.  God, I wouldn’t last with an Arab guy for two minutes.”

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Choose either Young Jin Park’s “Language Choice” OR Zi Lin’s “Lazy Susan.” How does the author use secondary sources to further develop and deepen the author’s reflection about their personal experience? Take note of how the author introduces the secondary source, and how the author links the secondary source to her own experience.

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Reading selection of Jane Austen’s novel Pride and Prejudice. Her works are very popular today, with Austen reading clubs and all types of new books and events based on her ideas. In 2017, England printed new £10 banknotes bearing Austen's image. Chapter 43 should be read in full. https://www.janeausten.org/pride-and-prejudice/chapter-43.asp

For the reading selection and topic you choose, your paper should cover the following:

Briefly introduce the writer and the situation that this reading is about. 
Identify the genre or nature of the reading. (Who is the author; why did he or she write this piece?)

Using specific examples or lines within the reading, suggest the author’s key views and key aims for the reading audience. (Give a 1–2 paragraph summary of ideas.)

Describe how the reading impacted you. Think about any similar situations today and key lessons you get from the reading that could be relevant to one’s professional and personal life.


Additional Requirements
This course requires the use of Strayer Writing Standards (SWS) [PDF]. Please take a moment to review the SWS documentation for details.
Include a title page containing the title of the assignment, your name, the professor's name, the course title, and the date of submission. The cover page and the source list are not included in the required assignment length (350 words minimum).

You must use the class text and any sources identified (with links) above for the topic you choose, focusing on the main primary source of that author. If you use any additional source (optional), it must be from the University’s online library and of good academic quality for college work.
The specific course outcomes associated with this assignment are:

Present the viewpoint of an author on a chosen topic.

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Educators’ Code of Ethics
Using your school or class within a school (or one familiar) as an educational leader, provide an analysis and recommendations for improving the achievement of all students. At a minimum:

Describe the culture and socioeconomic status of the school and local community.
Discuss current test scores or other methods to assess school achievement.
Assess your school’s “ethic of care”.
Provide your interpretation of the school’s commitment to multicultural education.
As an educational leader, make recommendations to improve achievement in the class or school setting.
Length: 5 pages not including title and reference pages.
Referenced: Minimum of 3 scholarly resources.

Texas Educators’ Code of Ethics
Purpose and Scope
The Texas educator shall comply with standard practices and ethical conduct toward
students, professional colleagues, school officials, parents, and members of the community and
shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the 
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profession, shall respect and obey the law, demonstrate personal integrity, and exemplify
honesty and good moral character. The Texas educator, in exemplifying ethical relations with
colleagues, shall extend just and equitable treatment to all members of the profession. The
Texas educator, in accepting a position of public trust, shall measure success by the progress
of each student toward realization of his or her potential as an effective citizen. The Texas
educator, in fulfilling responsibilities in the community, shall cooperate with parents and
others to improve the public schools of the community. This chapter shall apply to educators
and candidates for certification. (19 TAC 247.1(b))
Enforceable Standards
1. Professional Ethical Conduct, Practices, and Performance
Standard 1.1 The educator shall not intentionally, knowingly or recklessly engage in
deceptive practices regarding official policies of the school district, educational
institution, educator preparation program, or the Texas Education Agency and its
certification process.
Standard 1.2 The educator shall not intentionally, knowingly, or recklessly
misappropriate, divert, or use monies, personnel, property, or equipment committed to
his or her charge for personal gain or advantage.
Standard 1.3 The educator shall not submit fraudulent requests for reimbursement,
expenses, or pay.
Standard 1.4 The educator shall not use institutional or professional privileges for
personal or partisan advantage.
Standard 1.5 The educator shall neither accept nor offer gratuities, gifts, or favors that
impair professional judgment or to obtain special advantage. This standard shall not
restrict the acceptance of gifts or tokens offered and accepted openly from students,
parents of students, or other persons or organization in recognition or appreciation of
service.
Standard 1.6 The educator shall not falsify records, or direct/coerce others to do so.
Standard 1.7 The educator shall comply with state regulations, written local school board
policies, and other state and federal laws.
Standard 1.8 The educator shall apply for, accept, offer, or assign a position or a
responsibility on the basis of professional qualifications.
Standard 1.9 The educator shall not make threats of violence against school district
employees, school board members, students or parents of students.
Standard 1.10 The educator shall be of good moral character and be worthy to instruct or
supervise the youth of this state.
Standard 1.11 The educator shall not intentionally, knowingly, or recklessly misrepresent
his or her employment history, criminal history, and/or disciplinary record when
applying for subsequent employment.
Standard 1.12 The educator shall refrain from the illegal use or distribution of controlled
substances and/or abuse of prescription drugs and toxic inhalants.
Standard 1.13 The educator shall not be under the influence of alcohol or consume
alcoholic beverages on school property or during school activities when students are
present.
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2. Ethical Conduct toward Professional Colleagues
Standard 2.1 The educator shall not reveal confidential health or personnel information
concerning colleagues unless disclosure serves lawful professional purposes or is
required by law.
Standard 2.2 The educator shall not harm others by knowingly making false statements
about a colleague or the school system.
Standard 2.3 The educator shall adhere to written local school board policies and state
and federal laws regarding the hiring, evaluation, and dismissal of personnel.
Standard 2.4 The educator shall not interfere with a colleague's exercise of political,
professional, or citizenship rights and responsibilities.
Standard 2.5 The educator shall not discriminate against or coerce a colleague on the
basis of race, color, religion, national origin, age, gender, disability, family status, or
sexual orientation.
Standard 2.6 The educator shall not use coercive means or promise of special treatment
in order to influence professional decisions or colleagues.
Standard 2.7 The educator shall not retaliate against any individual who has filed a
complaint with SBEC or who provides information for a disciplinary investigation or
proceeding under this chapter.
3. Ethical Conduct toward Students
Standard 3.1 The educator shall not reveal confidential information concerning students
unless disclosure serves lawful professional purposes or is required by law.
Standard 3.2 The educator shall not intentionally, knowingly, or recklessly treat a
student or minor in a manner that adversely affects or endangers the learning, physical
health, mental health, or safety of the student or minor.
Standard 3.3 The educator shall not intentionally, knowingly, or recklessly misrepresent
facts regarding a student.
Standard 3.4 The educator shall not exclude a student from participation in a program,
deny benefits to a student, or grant an advantage to a student on the basis of race,
color, gender, disability, national origin, religion, family status or sexual orientation.
Standard 3.5 The educator shall not intentionally, knowingly, or recklessly engage in
physical mistreatment, neglect or abuse of a student or minor.
Standard 3.6 The educator shall not solicit or engage in sexual conduct or a romantic
relationship with a student or minor.
Standard 3.7 The educator shall not furnish alcohol or illegal/unauthorized drugs to any
person under 21 years of age unless the educator is a parent or guardian of that child or
knowingly allow any person under 21 years of age unless the educator is a parent or
guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence
of the educator.
Standard 3.8 The educator shall maintain appropriate professional educator-student
relationships and boundaries based on a reasonably prudent educator standard.
Standard 3.9 The educator shall refrain from inappropriate communication with a
student or minor, including, but not limited to, electronic communication such as cell
phone, text messaging, email, instant messaging, blogging, or other social network
communication. Factors that may be considered in assessing whether the
communication is inappropriate include, but are not limited to:
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i) the nature, purpose, timing, and amount of the communication;
ii) the subject matter of the communication;
iii) whether the communication was made openly or the educator attempted to
conceal the communication;
iv) whether the communication could be reasonably interpreted as soliciting sexual
contact or a romantic relationship;
v) whether the communication was sexually explicit; and
vi) whether the communication involved discussion(s) of the physical or sexual
attractiveness or the sexual history, activities, preferences, or fantasies of either 



RESOURCES:

Affirming Diversity: The Sociopolitical Context of Multicultural Education
External Learning Tool
You have viewed this topic
Nieto, S. & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education. Upper Saddle River, NJ: Pearson.

Read Chapters 7 and 8

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Discussion 3: Reflect on the current course readings and video on absorption, suggestion and altered states of consciousness. Consider the power of suggestion or hypnosis. Provide examples and references.