...“Greening the Ghetto”, the Fugees story and Jane Elliot’s “A Class Divided”. Majora Carter is a young educated African American woman who grew up in the ghettos in the South Bronx. During the time of her childhood many of the buildings in her neighborhood were abandoned; landlords were burning their buildings to collect the insurance; light manufacturing industries were moving out and waste facilities were moving in to take their place. Ghettos are known for housing low-income minorities. Most of the residents never make it out of these living areas, but the few who do, such as Majora go on to do great things. Prejudices were placed on her not giving her a chance to reach her full potential. The next story is about a group of Refugee soccer players from war-ridden countries around the world, such as Afghanistan, Bosnia, Burundi,...
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...Zellner speak. I provide my children with as many opportunities as possible to learn about Civil Rights and find ways to continue a civil discourse in what does not feel like a civil time. Since the election of Donald Trump, my children have been called the “N’ word twice while walking home from school. They were targeted by classmates in a vehicle. Having your children come home and feel absolutely beaten down because someone used a racial slur is indescribable. What I learned from that experience was that...
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...Anthony Poindexter 3/12/13 Mr.Kuntz Social Problems 110 Media Analysis Project. As we sit down and watch the television we see that the most popular shows and cartoons that we mainly watch consist of different types of stereotypes. Not knowing what the media's subliminal message is at this moment, it plays a key role into what our children are taking in with everything they watch and how what they view as a child effects how they see other people. Heiner discusses this in his book that social problems and critical construction-ism affect the way we live today and in the future. There are three TV shows that i have watched and carefully analyzed that show how the media today, has twisted the way we see Television. Not even really knowing that what we are watching is a Guinea-pig instrument that the government uses to make us see how they want everyday life to be. For example these are some of the shows that use stereotypes in every episode to trick us and to make us desire to be like them just because of their gender, race or class. The Cartoon "Hey Arnold" was created by Craig Bartlett and was diversely a stereotypical show that was basically showing people how middle class/poor kids in the ghetto lived and told the adventures they had together. The main Character in this cartoon was a little scrawny low class white kid named Arnold. Arnold is well respected around the city that he lives in just because of his humble and well-mannered nature. He is a quiet kid that has...
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...without forming an idea of who you are or where you have come whether you care to make it a part of your daily life, have no choice or acknowledge it when it is convenient; without that knowledge I find it difficult to fully make the most of life. Through the readings from the semester and class discussions I have come to the conclusion that White ethnics choose to either assert their ethnicities thickly or thinly, or they chose to incorporate it into their lives symbolically. Blacks on the other side of the spectrum lack choice in their racial identity because their race is visible and so it is assigned to them. Asians have both the ability to choose to assert their specific ethnicities but they are racially assigned. The issue with racial and ethnic construction is that it is born of social construction-what others believe of your race to be true. This can make the identity construction process much more difficult depending upon your racial or ethnic background. Regardless, I find this to be an important part of the identity construction journey. How many cares one loses when one decides not to be something but to be someone. These words were spoken by the infamous French fashion designer, Gabrielle “Coco” Chanel. In America today, these words could not ring truer in the subject of identity. “Who am I?”, “Where do I come from?” All questions of self reflection which undoubtedly each individual asks themselves on a daily basis. These questions are not elaborate in structure...
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...BORN INTO BROTHELS COMPANION CURRICULUM BORN INTO BROTHELS COMPANION CURRICULUM DIRECTED BY ZANA BRISKI AMNESTY INTERNATIONAL USA HUMAN RIGHTS EDUCATION PROGRAM ACKNOWLEDGEMENTS THE HUMAN RIGHTS EDUCATION PROGRAM AT AMNESTY INTERNATIONAL USA WOULD LIKE TO RECOGNIZE THE FOLLOWING CONTRIBUTORS OF THIS CURRICULUM GUIDE. WITHOUT THEIR DEDICATION, HARD WORK AND PERSONAL COMMITMENT TO THE ISSUES THAT EMANATE FROM THE FILM, THIS GUIDE WOULD NOT HAVE BEEN POSSIBLE. WRITERS CLARE GARVIE SHEETAL KHEMCHANDANI HEATHER SHPIRO EDITORS CLARE GARVIE SHEETAL KHEMCHANDANI MELISSA ROBINSON CONTRIBUTORS KIM ALLEN MARY ARCHER ADDIE BOSTON REBECCA CATRON SAMANTHA LEE SONAM DOLKER EMILY LESSER KAREN ROBINSON MELISSA ROBINSON 2 ACKNOWLEDGEMENTS TABLE OF CONTENTS INTRODUCTION FROM THE FILMMAKER | 4 FROM THE EDITORS | 5 MOVIE DISCUSSION GUIDE | 7 LESSON 1 PERSONAL AND COLLECTIVE RESPONSIBILITY | 9 APPENDIX 1 – Handouts | 18 THE TRANSORMATIVE POWER OF ART | 23 APPENDIX 2 – Handouts | 32 DISCRIMINATION AND THE RIGHT TO EDUCATION | 49 APPENDIX 3 – Handouts | 54 FILM CLIPS | 61 GLOSSARY OF TERMS | 63 OPTIONAL TEACHER RESOURCE 1 – Red Light Districts around the World | 65 OPTIONAL TEACHER RESOURCE 2 – Q&A about the Calcutta Red Light District | 68 OPTIONAL TEACHER RESOURCE 3 – Fact Sheet on Internally Displaced Peoples and Refugees | 70 OPTIONAL TEACHER RESOURCE 4 – Timeline of Conflict in Bosnia/Herzegovina | 72 LESSON 2 LESSON 3 ADDITIONAL RESOURCES RESOURCE STRENGTHENING FEEDBACK FORM...
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...EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community, citizenship and pastoral role (see learning units 2 to 7) Section 3: Knowledge, skills, values and attitudes pertaining to the handling of crises and...
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...HUMAN DEVELOPMENT REPORT 2004 Cultural Liberty in Today’s Diverse World Accommodating people’s growing demands for their inclusion in society, for respect of their ethnicity, religion, and language, takes more than democracy and equitable growth. Also needed are multicultural policies that recognize differences, champion diversity and promote cultural freedoms, so that all people can choose to speak their language, practice their religion, and participate in shaping their culture— so that all people can choose to be who they are. 65 108 166 55 34 82 3 14 91 51 40 138 29 62 6 99 161 134 114 66 128 72 33 56 175 173 130 141 4 105 169 167 43 94 73 136 144 168 45 163 48 52 30 32 Albania Algeria Angola Antigua and Barbuda Argentina Armenia Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bhutan Bolivia Bosnia and Herzegovina Botswana Brazil Brunei Darussalam Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Central African Republic Chad Chile China Colombia Comoros Congo Congo, Dem. Rep. of the Costa Rica Côte d'Ivoire Croatia Cuba Cyprus Czech Republic 17 154 95 98 100 120 103 109 156 36 170 81 13 16 122 155 97 19 131 24 93 121 160 172 104 153 115 23 38 7 127 111 101 10 22 21 79 9 90 78 148 28 44 110 135 50 80 Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Fiji Finland France Gabon Gambia Georgia Germany Ghana Greece Grenada Guatemala Guinea...
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...1 STUDENT HANDBOOK INTRODUCTION FOR STUDENTS This HANDBOOK was written to give you information about Lincoln Academy so that you can gain as much as possible from your years at L.A. Please read it carefully and share your questions with any of us on the faculty. We will be happy to help you. I am a school administrator who believes in empowering faculty, staff and students to make the school environment more effective, efficient and productive. Trustees, parents and community members all play a role in the life of the school but, most importantly, Lincoln Academy exists for its students. We all need to be responsive to your needs for an exceptional education and it is my pledge to you that I will work with and for you to make your educational experience at LA the best that it possibly can be. I want to encourage you to use me and my office and staff as a resource for you. If you find a rule or regulation that you question, please use every possible avenue to question that rule. If we have no legitimate reason for that rule or policy, then I will assist you in making changes in that rule or policy. Remember, however, that policies are the responsibility of the governing board and we all must follow a legal process to change those. I will continue to make Lincoln Academy the best private ...
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...Beyond Feelings A Guide to Critical Thinking NINTH EDITION Vincent Ryan Ruggiero Professor Emeritus of Humanities State University of New York, Delhi BEYOND FEELINGS: A GUIDE TO CRITICAL THINKING, NINTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2009, 2007 and 2004. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1 ISBN: MHID: 978-0-07-803818-1 0-07-803818-9 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Editorial Director: Beth Mejia Senior Managing Editor: Meghan Campbell Executive Marketing Manager: Pamela S. Cooper Senior Project Manager: Joyce Watters Buyer: Nicole Baumgartner Design Coordinator: Margarite Reynolds Media Project Manager: Sridevi Palani Compositor: Glyph International Typeface: 10/13 Palatino Printer: R...
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...MANAGING CULTURAL DIFFERENCES SIXTHEDITION MANAGING CULTURAL DIFFERENCES SERIES Managing Cultural Differences: Global Leadership Strategies for the 21 st Century, Sixth Edition Philip R. Harris, Ph.D., Robert T. Moran, Ph.D., Sarah V. Moran, M.A. Managing Cultural Diversity in Technical Professions Lionel Laroche, Ph.D Uniting North American Business—NAFTA Best Practices Jeffrey D. Abbot and Robert T. Moran, Ph.D. Eurodiversity: A Business Guide to Managing Differences George Simons, D.M. Global Strategic Planning: Cultural Perspectives for Profit and Non-Profit Organizations Marios I. Katsioulodes Ph.D. Competing Globally: Mastering Cross-Cultural Management and Negotiations Farid Elashmawi, Ph.D. Succeeding in Business in Eastern and Central Europe—A Guide to Cultures, Markets, and Practices Woodrow H. Sears, Ed.D. and Audrone Tamulionyte-Lentz, M.S. Intercultural Services: A Worldwide Buyer’s Guide and Sourcebook Gary M. Wederspahn, M.A. SIXTH EDITION MANAGING CULTURAL DIFFERENCES GLOBAL LEADERSHIP STRATEGIES ST FOR THE 21 CENTURY 25TH ANNIVERSARY EDITION PHILIP R. HARRIS, PH.D. ROBERT T. MORAN, PH.D. SARAH V. MORAN, M.A. JUDITH SOCCORSY Editorial Coordinator Elsevier Butterworth–Heinemann 200 Wheeler Road, Burlington, MA 01803, USA Linacre House, Jordan Hill, Oxford OX2 8DP, UK Copyright © 2004, Philip R. Harris, Robert T. Moran, Sarah V. Moran. All rights reserved. No part of this publication may be reproduced, stored in a...
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...PRAISE FOR THE EXTRAORDINARY LEADER “The Zenger Folkman leadership model is distinguished from others in that it is backed up by research and data. That data validates the effectiveness of identifying an individual’s strengths and developing them, rather than focusing on weaknesses. The Zenger Folkman philosophy has its eye on the right goal – real, measurable results.” —Bill Blase Senior Executive Vice President Human Resources AT&T Corp. “I fell in love with The Extraordinary Leader on page 1. From the moment I started reading I really got jazzed, and my enthusiasm only increased the more I read. You see, I’m just mad about books that attack cherished but unsupportable assumptions about anything, especially leadership. That’s exactly what Jack Zenger and Joe Folkman do, and they do it persuasively, precisely, and professionally. The Extraordinary Leader is no hackneyed rehashing of tired nostrums. Through their exceptional research, the authors demonstrate and prove that leadership does make a difference and that you can learn to lead. There are some profound insights in this book, and whether you’ve studied leadership for over 20 years, as I have, or you are brand new to the subject, Zenger and Folkman give you much more than your money’s worth. And while their research gives the book distinctive credibility, their examples and practical applications give it life. This is a book that scholars and practitioners will be referring to for years to come. If your goal is to...
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...Made By Jason & Franklin. This Document Is Strictly Prohibited For Commercial Purposes Without Authorization. List 1 GRE Verbal 750 Quantitative 800, AW 5.5 2008 10 Princeton, MIT, M. Fin Unit 1 ABANDON A B D I C AT E ABASE ABERRANT ABASH ABET A B AT E A B E YA N C E A B B R E V I AT E ABHOR abandon [ 1 n. ] carefree, freedom from constraint added spices to the stew with complete abandon unconstraint, uninhibitedness, unrestraint 2 v. to give (oneself) over unrestrainedly abandon herself to a life of complete idleness abandon oneself to emotion indulge, surrender, give up 3 v. to withdraw from often in the face of danger or encroachment abandon the ship/homes salvage 4 v. to put an end to (something planned or previously agreed to) NASA the bad weather forced NASA to abandon the launch abort, drop, repeal, rescind, revoke, call off keep, continue, maintain, carry on abase [ 1 v. ] to lower in rank, office, prestige, or esteem was unwilling to abase himself by pleading guilty to a crime that he did not commit debauch, degrade, profane, vitiate, discredit, foul, smirch, take down elevate, ennoble, uplift, aggrandize, canonize, deify, exalt abash [ 1 vt. ] to destroy the self-possession or self-confidence of ,disconcert, embarrass Nothing could abash him. discomfit, disconcert, discountenance, faze, fluster, nonplus, mortify embolden abate [ 1 v. ] to reduce in degree or intensity / abate his rage/pain taper off intensify 2 v. ...
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...Instructor’s Manual Jane Murtaugh College of DuPage BUSINESS IN ACTION 3rd Edition COURTLAND L. BOVEE JOHN V. THILL & BARBARA E. SCHATZMAN Introduction This Instructor’s Manual brings together a set of completely integrated support materials designed to save instructors the trouble of finding and assembling the resources available for each chapter of the text. 1. Course Planning Guide Included in the guide are suggestions for course design, classroom activities, and supplemental teaching aids. 2. Learning Objectives and Summary of Learning Objectives For each chapter, learning objectives and the summary of the learning objectives are listed. 3. Brief Chapter Outlines For each chapter, a brief chapter outline is provided. 4. Lecture Notes and Chapter Outlines For each chapter, a comprehensive outline is provided, as well as a variety of stimulating lecture enrichment materials. 5. Real-World Cases At least two real-world cases related to chapter material are included for each chapter. 6. Answers to End-of-Chapter Questions Answers to the end-of-chapter questions are provided, as well as suggested teaching tips when appropriate. 7. Answers to See It on the Web Exercises Following the end-of-chapter questions, answers to the See It on the Web Exercises can be found, along with tips for the instructor. Answers to Boxed Features In each chapter, students are presented with at least two supplemental “boxes,” both containing questions about the material discussed. Answers...
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...THE PLAYER Good game design is player-centric. That means that above all else, the player and her desires are truly considered. Rather than demanding that she do something via the rules, the gameplay itself should inherently motivate the player in the direction the designer wants her to go. Telling players they must travel around the board or advance to the next level is one thing. If they don’t have a reason and a desire to do it, then it becomes torture. In creating a game, designers take a step back and think from the player’s viewpoint: What’s this game about? How do I play? How do I win? Why do I want to play? What things do I need to do? MEANINGFUL DECISIONS Distilled down to its essence, game design is about creating opportunities for players to make meaningful decisions that affect the outcome of the game. Consider a game like a boxing match. So many decisions lead up to the ultimate victory. How long will I train? Will I block or will I swing? What is my opponent going to do? Where is his weakness? Jab left or right? Even those few, brief questions don’t come close to the myriad decisions a fighter must make as he progresses through a match. Games invite players into similar mental spaces. Games like Tetris and Chess keep our minds busy by forcing us to consider which one of several possible moves we want to take next. In taking these paths, we know that we may be prolonging or completely screwing up our entire game. The Sims games and those in...
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...Irvine Welsh Trainspotting IRVINE WELSH works, rests and raves in Edinburgh. He has had a variety of occupations too numerous and too tedious to recount. Trainspotting was his first novel and he has also published a collection of short stories, a novella entitled The Acid House and a second novel, Marabou Stork Nightmares. IRVINE WELSH TRAINSPOTTING Minerva Thanks to the following: Lesley Bryce, David Crystal, Margaret Fulton–Cook, janice Galloway, Dave Harrold, Duncan McLean, Kenny McMillan, Sandy Macnair, David Millar, Robin Robertson, Julie Smith, Angela Sullivan, Dave Todd, Hamish Whyte, Kevin Williamson. Versions of the following stories have appeared in other publications: 'The First Day Of The Edinburgh Festival' in Scream If You Want To Go Faster: New Writing Scotland 9 (ASLS), 'Traditional Sunday Breakfast'in DOG (Dec, 1991), 'It Goes Without Saying' in West Coast Magazine No. 11, 'Trainspotting at Leith Central Station' in A Parcel of Rogues (Clocktower Press), 'Grieving and Mourning In Port Sunshine' in Rebel Inc No. 1 and 'Her Man, The Elusive Mr Hunt' and 'Winter In West Granton' in Past Tense (Clocktower Press). The second part of 'Memories of Matty' also appeared in the aforementioned Clocktower Press publication as 'After The Burning'. Contents KICKING – – * THE SKAG BOYS, JEAN–CLAUDE VAN DAMME AND MOTHER SUPERIOR; JUNK DILEMMAS NO. 63; THE FIRST DAY OF THE EDINBURGH FESTIVAL; IN OVERDRIVE; GROWING UP IN PUBLIC; VICTORY ON NEW YEAR'S DAY; IT GOES WITHOUT...
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