How can you intervene in international currency markets to depress the value of the NTD?
How can you deal with the threat of punishment from the US if it notices your policies?
How do you balance the needs of your country against the pressures of other states and the international economy?
In your first paragraph, summarize what King’s major points are in the letter. Consider:
What was the purpose of the Letter from a Birmingham Jail?
Why was King more troubled by the White moderate than the KKK?
What does King view as the reason for law and order, and how is that different from how the white moderate was viewing it?
What is King suggesting by acts of civil disobedience, and what does this involve? Can it be considered legal action?
Can this type of non-violent campaign be successful?
In your second paragraph, address how King’s main ideas in his letter could be applied to today:
What are some modern-day civil rights struggles?
How do the points in his letter relate to modern-day civil rights struggles?
If King lived in this era, what would he be saying about these movements and regular people’s responses to them?
Read Case Activity: Persuading People to Help Fund-Raise on page 168 of your text. Answer the Writing Prompt questions.In the Assignment Submission area, click Write Submission to type your response, or copy and paste your response directly into the screen. You may also click Browse My Computer to attach a file containing your response.
Case Activity: Persuading People to Help Fund-RaiseYou have been elected philanthropic chair for your sorority or fraternity. Past fund-raising events have been well attended by your members, but lacked buy-in from alumni and community members. Your organization is planning to host a barbecue picnic during homecoming to raise money for the local Boys and Girls Club. Your task is to persuade not only students, but also alumni attending homecoming to participate in your fund-raiser. What persuasive techniques would you employ to encourage students to attend? What different techniques would you need to use to reach alumni?
Groups are an excellent choice for helping people change. Some groups are relatively short term and designed to meet the needs of specific populations, while others are focused on interpersonal learning and may be less structured. The group leader must be knowledgeable about the various types of groups, the strengths and limitations of each, and the unique leadership skills and training required to lead each type of group. Unlike a classroom setting, where the emphasis is on the acquisition of knowledge, a counseling group is organized to help people solve problems and make personal changes. While psychoeducation groups typically include a curriculum and an educational component, the interpersonal relationships formed during the group are an integral part of the process. Strategies and interventions for the work of the group are based on a scholar-practitioner model and utilize empirical evidence from the research.
For this Assignment you will learn about the different type of groups you will facilitate as a professional counselor.
Review this weeks Learning Resources, focusing on information from the learning resources, additional journals, and professional organization websites. Focus on the similarities and differences among the five types of groups.
Be sure to paraphrase and cite your sources appropriately. You may list your references at the end of the table using APA 7th Edition Publication Manual.
Review your originality report before you submit your table. Originality reports exceeding 30% will require a review according to guidelines provided by Academic Integrity (see Student Handbook).
- Download the document Types of Group Work from the Learning Resources and use this document to complete this Assignment.
- Complete the chart in the Types of Group Work document, comparing the five types of group work along the criteria presented. Be sure to include an APA cover page with your table.
(Part I) Create your Individual TOOLBOX (15 Points) (do not take a photo, but describe everything that has to be in the toolbox and answer the questions,)
Purpose: for a Symbolic Representation-
As a creative representation of the analogy Tools in your toolbox that showcases the various techniques/concepts (learned during this course) that you would implement as an educator with children and families on Diversity Topics.
have a deeper understanding about how to teach in a Diverse Society with this symbolic representation of a toolbox.
B. Instructions: This will be done based on reflections on your own interests. Create/select an analogy that best fits your individual personality.
List the items that you need in the toolbox, based on priority (level of importance). For example I like hiking, so here I will use Hiking as an analogy to create the toolbox. I will list poles, water, shoes
Then think what you learned in this course, that you would like to implement as tools in the classroom, prioritize this list. For example- to the poles- AAA, to the water- Cultural Competence Match it with the toolbox list, see pictures below.
This toolbox must be in conjunction with the CA Competency: Culture, Equity & Diversity for an Inclusive Curriculum.
CREATE THE TOOLBOX, TAKE A PICTURE, AND PLACE THE PICTURE in the word doc. Make sure the pic size is altered, otherwise canvas will post it upside down. I have provided some sample Toolboxes as pictures in pages 4-5 in this document.
(Part II) Post Reflection on your Toolbox creation
Here are the SLOs to meet for the reflection piece.
A. Critically assess the components of culturally relevant and responsive physical and social environments to create respectful, reciprocal relationships that support and empower families, children, and teachers.
C. Apply theories on how children learn biases and stereotypes to the planning of curriculum in an Early Childhood Education (ECE) setting including the promotion of respectful and interpersonal relationships.
Guide points to write Post Toolbox Reflection: please address and write in two to three paragraphs: (20 points)
In what ways did your experience of creating the toolbox and its proposed implementation in the curriculum impact your understanding of the two SLOs listed above- here is where citations from readings can be placed to support your thoughts?
How can you apply this learning in teaching young children about various topics on diversity- citations from readings please?
Please share if this experience increased your curiosity or awareness about new content or issue that you might be interested in.
In your words please tell us your interpretation of your role in an interconnected world about a global issue that relates to teaching children through the utilization of tools from your toolbox.
The last reflection bullet point meets and connects with SLO A because Please explain your reasons for the above point, in relationship to self and children by applying concepts/topics that were addressed throughout the course. (especially topics like economic status, power & privilege, race] provide relevant citations from readings and other materials
During this process, you will be asked to develop your own political party from the ground up. As a group effort/assignment you will choose a presidential candidate and a campaign manager. If there is a third in the group they will be the Secretary of State. THIS ASSIGNMENT IS PART OF YOUR “FINAL” !!! The assignment outline: 2-3 people per group (in the same class) Choose a “party” name Choose a party platform Choose a party slogan Decide whether you are a liberal/conservative/moderate/progressive party and why. Choose 10-15 issues of political. economic and social significance and write a DETAILED plan/explanation on how specifically your party will address these issues. Philosophy of your party 1 page. You will need to research what a party philosophy is (see Locke, Montesquieu, Rousseau, Hamilton, Jefferson, Marx). The presidential candidate will present a speech (or video) to the class about their party goals, etc. The SPEECH / VIDEO is to be no longer than 10 minutes. SUBMIT the above written information (items 2-8) after the speech, including all the project participants names. You will be graded on how complete the final product is and through an assessment by your group partners.