Introductionbeing Able To Closely Read A Text Summarize And Respond ✓ Solved
Introduction Being able to closely read a text, summarize, and respond to key issues is a key skill that will help you effectively cull resources for the information you need as you move into your major program of study. Learning to read closely and take careful notes will make your research process smoother and more organized. For this discussion, you are going to conduct a close reading of a source and use this reading to pre-write in preparation for your summary response essay. Part I: Paper Research See attached article 1. Themes include the following: 2.
Closing the Gap Between College and Career 3. University students report approaching higher education with several goals: bettering their understanding of the world, keeping a promise made to themselves or loved ones, and attaining a “good job.†With wages depressed for more than a decade, right-to-work legislation in states throughout the United States, and increasing automation across the workforce, what looks like a “good job†to today’s university graduate? Students can engage with this topic by reviewing typical jobs in their majors, salaries, career expectations, and develop a plan for steps to take during university to bridge a way to the first job after graduation. 4. The attached doc contains a selection of resources related to your topic that can help to get you started with your research.
5. After choosing the article to read for this paper. Think Closely read and annotate the article you choose. 1. What information seems most significant?
Why? 2. What is the author's claim or thesis? 3. What details are important?
4. Do any words or phrases stand out? Why? 5. What do you still want to know?
6. What questions do you have as you read? words excluding references, APA format and a minimum of 3 references CU002: Social Roles and Social Behavior — Analyze how culture influences socialization, social roles, social cognition, and social behavior to gain a greater appreciation of cultural appropriate behaviors in varied settings Written Response Submission Form Your Name: First and last Your E-Mail Address: Your email here Instructions Write your responses where it reads “Enter your response here.†Write enough to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses. Use the following scenario for all items: Scenario: Culture, Psychology, and Community Imagine an international organization has approached you to help resolve an intergroup conflict.
You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups. Item 1 Developing an Understanding (4 paragraphs): · Based on the scenario, explain how you can help integrate the two diverse communities and increase understanding and appreciation of each group by the other group. (Note: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.) · Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole.
In your suggestions, make sure to include an explanation regarding group think, individualism, and collectivism. Your Response Enter your response here. Rubric Note : You are expected to use scholarly resources to support your responses. Provide a citation in proper APA format for each resource you used to write your response to this Assessment. The following citation has been provided as an example: Schwartz, S.
H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2 (1), 1–20. Retrieved from . 0 Not Present 1 Needs Improvement 2 Meets Expectations Module 1: Values and Social Dimensions Based on the scenario: LO 1.1 Explain how you can help integrate the two diverse communities to increase understanding and appreciation of each group by the other group Response is not present.
Response is a vague, inaccurate, and incomplete explanation of the integration of the two diverse communities for increased understanding and appreciation of each group by the other group. And explanation does not consist of at least two paragraphs. Response is a clear, accurate, and complete explanation of the integration of the two diverse communities for increased understanding and appreciation of each group by the other group. Explanation consists of at least two paragraphs. Based on the scenario: LO1.2 Provide three possible suggestions/solutions that will help the community as a whole and include an explanation about group think, individualism, and collectivism Response is not present.
There are less than three suggestions/solutions And the suggestions/solutions are a vague, inaccurate, and incomplete explanation related to group think, individualism, and collectivism And explanation does not consist of at least two paragraphs. Three possible suggestions/solutions are a clear, accurate, and complete explanation related to group think, individualism, and collectivism And explanation consists of at least two paragraphs. Item 2 Socio-Emotional, Cognitive, and Behavioral Aspects (4 paragraphs): · Based on your explanations in Item 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why? Your Response Enter your response here.
Rubric Note : You are expected to use scholarly resources to support your responses. Provide a citation in proper APA format for each resource you used to write your response to this Assessment. The following citation has been provided as an example: Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values.
Online Readings in Psychology and Culture, 2 (1), 1–20. Retrieved from . 0 Not Present 1 Needs Improvement 2 Meets Expectations Module 2: Group Dynamics and Teamwork Based on your explanations in Item 1: LO 2.1 Analyze solutions and their impact on socio-emotional, cognitive, and behavior aspects in conflicts Response is not present. Analysis is a vague, inaccurate, and incomplete explanation as to the impact of the solutions presented on socio-emotional, cognitive, and behavior aspects in conflicts. And explanation does not consist of at least four paragraphs.
Analysis is a clear, accurate, and complete explanation as to the impact of the solutions presented on socio-emotional, cognitive, and behavior aspects in conflicts. Explanation consists of at least four paragraphs. Item 3 Gender, Cultural Values and Dimensions, and Group Dynamics (4 paragraphs): · Based on the Scenario in Item #1, explain the impact of gender, cultural values and dimensions, and group dynamics. · Furthermore, explain any implications that may arise from when working between and within groups (i.e., women’s participation in political, educational, and community groups). Your Response Enter your response here. Rubric Note : You are expected to use scholarly resources to support your responses.
Provide a citation in proper APA format for each resource you used to write your response to this Assessment. The following citation has been provided as an example: Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2 (1), 1–20.
Retrieved from . 0 Not Present 1 Needs Improvement 2 Meets Expectations Module 3: Gender Based on the scenario: LO 3.1 Explain the impact of gender, cultural values and dimensions, and group dynamics Response is not present. Response is a vague, inaccurate and incomplete explanation related to the impact of gender, cultural values and dimensions, and group dynamics And explanation does not consist of at least two paragraphs. Response is a clear, accurate, and complete explanation related to the impact of gender, cultural values and dimensions, and group dynamics And explanation consists of at least two paragraphs. Based on the scenario: LO 3.2 Explain any implications that may arise from when working between and within groups Response is not present.
Response is a vague, inaccurate and incomplete explanation related to any implications that may arise from working between and within groups (i.e., women’s participation in political, educational, and community groups) And explanation does not consist of at least two paragraphs. Response is a clear, accurate, and complete explanation related to any implications that may arise from working between and within groups (i.e., women’s participation in political, educational, and community groups) And explanation consists of at least two paragraphs. References Provide a citation for each resource you used to write your response to this Assessment. The following citation has been provided as an example: Schwartz, S.
H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2 (1), 1–20. Retrieved from . Mastery Rubric In order to achieve mastery of this Competency, you must achieve a “2†on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
Mastery Rubric No Yes Exceeds Expectations: Social Roles and Social Behavior Learning Objective: Analyze how culture influences socialization, social roles, social cognition, and social behavior to gain a greater appreciation of cultural appropriate behaviors in varied settings The Intergroup Conflict Assessment does not provide a well-developed analysis of how culture influences socialization, social roles, social cognition, and social behavior to gain a greater appreciation of cultural appropriate behaviors in varied settings The Intergroup Conflict Assessment provides a well-developed analysis of how culture influences socialization, social roles, social cognition, and social behavior to gain a greater appreciation of cultural appropriate behaviors in varied settings Professional Skill Building The faculty assessor will provide feedback based on the following Professional Skills: Engaging Multiple Social and Cultural Perspectives, Information Literacy, Inquiry and Analysis, and Written Communication.
Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency unless the writing is too poor score the content of the Assessment. Review the rubric, and check your work based on the Learning Objectives listed. If you are concerned that your writing will not meet these expectations yet, reach out to your Faculty Subject Matter Expert (SME) so he or she can work with you to further develop this important professional skill. It is highly recommended that you use this opportunity to practice these important skills in the context of this Competency Assessment in order to receive feedback about your current level of proficiency. Engaging Multiple Social and Cultural Perspectives: Apply strategies to develop intellectual flexibility and broad knowledge that enables perception of the world through the perspectives of diverse social and cultural perspectives 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Recognize the value of one’s own and others’ social and cultural perspectives Recognition is not present.
Response demonstrates a vague understanding of the value of one’s own and others’ social and cultural perspectives. Response demonstrates a clear understanding of the value of one’s own and others’ social and cultural perspectives. LO2: Recognize how knowledge from different cultural and social perspectives might affect interpretations of issues in society Recognition is not present. Response demonstrates a vague understanding of how different cultural and social perspectives might affect interpretations of issues. Response demonstrates a clear understanding of how different cultural and social perspectives might affect interpretations of issues.
LO3: Evaluate the source of one’s own perspectives on selected issues in culture and society Evaluation is not present. Response provides an incomplete evaluation of the source of one’s own perspectives on selected issues in culture and society. Response provides a thorough evaluation of the source of one’s own perspectives on selected issues in culture and society. LO4: Evaluate competing social and cultural perspectives on specific problems in order to arrive at a solution Evaluation is not present. Response provides an incomplete evaluation of perspectives and/or does not offer a viable solution.
Response provides a thorough evaluation of differing perspectives and is able to make a judgement regarding viable solutions. Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Identify and locate credible sources No sources or noncredible sources are present. Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment. Sources are mostly credible, appropriate, and relevant to the topic and/or assessment. LO2: Analyze information sources Analysis is not present.
Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment and/or analysis is unclear. Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment. LO3: Synthesize information from multiple, credible sources Synthesis is not present. Synthesis demonstrates a vague connection between multiple sources and/or the topic. Synthesis demonstrates a clear and cohesive connection between multiple sources and/or ideas to support a given topic.
Inquiry and Analysis: Apply strategies to identify, frame, and evaluate issues and problems. 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Identify a problem or question in a selected area of study No problem or question is presented. The problem or question is vague or inappropriate to the selected field of study. The problem or question is clearly stated in a form appropriate to the selected field of study. LO2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study Elements or parts of the problem or question are not presented.
Elements or parts of the problem or question are presented in a disorganized manner. Elements or parts of the problem or question are presented in an organized manner. LO3: Evaluate theories and approaches to explain complex problems within a chosen field of study. No theoretical approach is presented. A theoretical approach is vaguely presented.
A theoretical approach to the problem or question is presented and justified. LO4: Apply organizing principles and theoretical approaches to identify solutions to a problem No attempt is made to connect theories or organizing principles to solutions to the problem. Connections between theories or organizing principles solutions to the problem are vague. Theories and organizing principles are used to make connections, identify gaps, and/or provide evidence for showing solutions to the problem or questions. Written Communication: Write with clarity, coherence, and purpose 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Develop clear introduction statements (AWE 3; essay-level skills) Introduction statement is not present.
Introduction statement is unclear and/or unfocused. Introduction statement is well-defined and clearly describes the topic and focus of the response. LO2: Use transitions to connect ideas (AWE 3; essay-level skills) Transitions are not present. Transitions are used inconsistently or limit reader’s access to ideas. Writing conveys a cohesive idea through the effective use of transitions.
LO3: Use appropriate tone and vocabulary for a given audience (Awe 3; Awareness of audience and discipline) Vocabulary and tone are inappropriate for the audience. Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas. Vocabulary and tone communicate key concepts that are appropriate for the audience. LO4: Apply APA formatting and style guidelines (Awe 3 awareness of audience and discipline and credit to source) APA formatting and style are not present. Writing inconsistently uses in-text citations and references.
Major errors in APA Style impede understanding and/or violate standards for academic integrity. Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA Style. Minor errors in APA Style do not impede understanding or violate standards for academic integrity. ©2021 Walden University 4 How to find your next professional job
Paper for above instructions
Part I: Paper ResearchClose Reading of the Selected Article
The article focuses on the current state of higher education and job market dynamics, examining the disparity between university students' aspirations and the realities they face upon graduation. A key theme is the notion of a "good job." With economic instability, right-to-work legislation, and automation overshadowing the job market, the article highlights the need for students to reassess what constitutes a "good job."
The most significant information relates to students' evolving definitions of success. Many students enter university with multiple motivations, including a commitment to personal growth, a promise of family support, and the aspiration for financial stability through good job prospects (National Center for Education Statistics, 2021). However, as the article discusses, the economic landscape has shifted. The aspirations of graduates must align more closely with the available job market. This need is further amplified by rising tuition costs and shifting expectations from potential employers, wherein higher education does not guarantee job security or high salaries.
The author's claim centers around the urgent necessity for universities to better prepare students for the realities of the workforce they will enter. The details supporting this thesis include statistics on current job market trends, anecdotal evidence from recent graduates, and expert commentary indicating a clear disconnect between educational preparation and the expectations of employers (Bureau of Labor Statistics, 2022).
Words and phrases that stand out from the text include "depressed wages," "automation," and "right-to-work legislation." These phrases emphasize the gravity of the changing labor market and highlight the forces shaping job availability and hiring practices in the United States. Such terminology underscores the challenges students face as they transition from academic life to professional careers, instilling a sense of urgency in addressing these issues.
Further inquiry may focus on methods that universities could implement to close the gap between college and career effectively. What specific measures can be taken to align educational programs with labor market needs? Additionally, understanding how various majors are adapting to these changes would provide insight into the academic strategies likely to benefit students.
Reflecting on the content evokes questions about the role of internships and co-op programs in mitigating this gap. As students ponder their future careers, it’s crucial to consider the frequency and structure of such programs, as these experiences could provide the vital links needed for a smoother transition into the workforce.
Part II: Developing an Understanding
To integrate the diverse communities highlighted in the scenario, a multifaceted approach focusing on education, dialogue, and shared experiences is essential. Initial steps should include fostering community conversations to create a platform where both groups can voice their concerns and aspirations. This dialogic approach encourages empathy and understanding, allows each community to share their unique perspective regarding work, family, education, and religious practices (Tajfel & Turner, 1986). Utilizing frameworks from social psychology can help mitigate stereotypes and foster social identity integration, thereby enhancing cooperation and reducing intergroup tensions.
Understanding the role of women in these communities is crucial. Women have unique experiences and perspectives that can significantly influence group dynamics and societal integration. Encouraging women's participation in community negotiations can help balance power dynamics, fostering a more comprehensive dialogue that recognizes and respects the differing experiences and expectations present within both societies (Hofstede, 2001).
Furthermore, introducing community workshops led by cultural awareness facilitators can help both groups understand each other's cultural practices and values better. These workshops can address themes such as individualism and collectivism—key concepts that shape behavior and expectations within different cultural frameworks (Hofstede Insights, 2021).
One potential solution involves collaborative engagement in community projects, allowing individuals from both groups to work towards a common goal. This helps to dissolve boundaries through positive shared experiences, creating opportunities for mutual respect and understanding.
A second recommendation suggests creating mentorship programs linking individuals from each community, helping to build interpersonal relationships that foster trust and collaboration. In this context, it is valuable to analyze groupthink—where the desire for harmony within a group can hinder creativity and reactivity to differing opinions. A mentoring structure that prioritizes diverse perspectives can mitigate groupthink dynamics by encouraging inclusive dialogue around community issues.
Lastly, implementing educational initiatives in schools regarding cultural diversity and inclusion may significantly help bridge understanding between the two communities. Programs designed to celebrate differences while looking towards shared values can create younger generations more adept at navigating multicultural environments (Berry, 1997).
Part III: Socio-Emotional, Cognitive, and Behavioral Aspects
The suggested solutions from the previous section hold significant implications for the socio-emotional, cognitive, and behavioral aspects of both communities. Socio-emotionally, creating spaces for dialogue and shared experiences is pivotal in promoting empathy, building trust, and fostering community cohesion. By allowing individuals to express their experiences and emotional responses, the community can collaboratively address grievances and gaps in understanding (Goleman, 1995).
Cognitively, engaging in cross-cultural dialogues encourages critical thinking and open-mindedness. Exposure to differing viewpoints within the community can challenge existing stereotypes, fostering an understanding of cultural relativity. This knowledge equips individuals with the tools to navigate complex intergroup dynamics more effectively (Peterson, 2004).
Behaviorally, integrating community projects and mentorship initiatives can reshape the way members of each community interact. As new collaborations arise from these programs, observable shifts in behavior—such as increased cooperation and reduced hostility—can promote lasting change (Allport, 1954). Trust cultivation between the communities is expected to yield further engagement opportunities, breaking down previous animosities and paving the way for cooperative action towards collective benefit.
Part IV: Gender, Cultural Values and Dimensions, and Group Dynamics
Gender roles, cultural values, and group dynamics considerably impact community relations. In many cultures, traditional expectations can restrict women's participation in political, educational, and community spheres, perpetuating gender inequalities (UNESCO, 2015). Addressing these disparities requires creating opportunities for women to participate meaningfully, engaging them in decision-making processes within both communities.
Understanding cultural values surrounding gender is critical in facilitating intercultural understanding, encouraging both groups to explore their constructions of gender roles. Group dynamics may shift positively when women from each community are empowered to influence collective initiatives. Collaborative leadership encourages diverse perspectives in creating solutions sensitive to both communities' needs (Eagly & Carli, 2007).
In conclusion, addressing an intergroup conflict requires a nuanced understanding of the cultural dynamics at play. By promoting dialogue, enhancing community involvement, and recognizing the importance of women’s roles, both communities can foster greater understanding and appreciation for one another.
References
1. Allport, G. W. (1954). The nature of prejudice. Reading, MA: Addison-Wesley.
2. Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology: An International Review, 46(1), 5–34.
3. Bureau of Labor Statistics. (2022). Employment projections. Retrieved from https://www.bls.gov/emp/tables.htm
4. Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Harvard Business Press.
5. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
6. Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage Publications.
7. Hofstede Insights. (2021). Hofstede’s cultural dimensions theory. Retrieved from https://www.hofstede-insights.com/models/national-culture/
8. National Center for Education Statistics. (2021). The condition of education. Retrieved from https://nces.ed.gov/programs/coe/
9. Peterson, R. A. (2004). Cultural studies through the lens of the social sciences. Academic Press.
10. UNESCO. (2015). Gender equality in education. Retrieved from https://en.unesco.org/themes/gender-equality-education