Assignment Instructions

You will summarize and evaluate one research article on intercultural communication. Articles must contain primary research (not theoretical pieces or reviews of literature). Choose from one of the 7 articles listed below. You will need to find your selection in the course library.

Evaluations should not exceed 2 pages double-spaced, typed, 12 point font. It should be written in third person point of view.

Submit a complete analysis with cover page and reference page formatted in APA style. Cite the article within the paper to support your point.

• Cho, J., & Lee, S. (2016). International students’ proactive behaviors in the united states: Effects of information- seeking behaviors on school life. Journal of College Student Development, 57(5), 590-603.
• Chitakornkijsil, P. (2010). INTERCULTURAL COMMUNICATION CHALLENGES AND MULTINATIONAL ORGANIZATION COMMUNICATION. International Journal of Organizational Innovation (Online), 3(2), 6-20.
• Hinchcliff-Pelias, M., & Greer, N. S. (2004). THE IMPORTANCE OF INTERCULTURAL COMMUNICATION IN INTERNATIONAL EDUCATION. International Education, 33(2), 5-18.
• Kerdchoochuen, J., PhD. (2011). Speaking with A stranger: Intercultural classrooms’ tensions and managing strategies. Journal of College Teaching and Learning, 8(9), 9-17.
• Hughes, P. C., & Baldwin, J. R. (2002). Black, white, and shades of gray: Communication predictors of stereotypic impressions. Southern Communication Journal, 68, 40-56.

DISCLAIMER:Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results. 

                                           Physical Science multiple choice test….

I have attached the pictures to certain questions at the bottom…. labeled question 3….

1.  Use the equation:

frequency=wavespeed/wavelength

and the wavelength you found in #3 to calculate the frequency of this photon (remember the speed of light is 3E8 m/s):

• 7.6E14 Hz
• 6.0E14 Hz
• 4.6E14 Hz

2. Use the energy equation from this week’s notes, your answer from #5, and Plank’s constant (6.63E-34) to find the approximate energy of this photon:

• 4.8E-19 Joules
• 3.0E-19 Joules
• 3.0E-17 Joules
• 1.21 Gigawatt

3. A glass tube is filled with hydrogen gas.  An electric current is passed through the tube, and the tube begins to glow a pinkish/purple color (this is how fluorescent bulbs and neon signs produce light). If you were to pass this pink light through a prism to separate the individual light frequencies, you would see that this pink light is composed of four distinct colors: violet, green, blue, and red.  Notice the similarity between image (b) above and image (b) from question #3.

Which is the best description of why this occurs?

• A.
• B.
• C.

4. The lights used by Mark Watley (played by Matt Damon) during the film The Martian seem to be Metal Halide lamps.  Metal Halide lamps are filled with vaporized mercury and metal-halogen compounds.  When an electric current is passed through the lamp, the tube begins to glow a bright white/blue color. If you were to pass this light through a prism to separate the individual light frequencies, you would see a rainbow just as you would if using natural sunlight because of the complexity of the metal halide gas and the vast amount of possible electron transitions.

(The study of light in this way is known as spectroscopy and allows astronomers to know exactly what atoms compose distant stars, simply by looking at the light they emit.  The spectral lines an atom produces uniquely identifies that atom just like a fingerprint uniquely identifies a person.

The momentum equation and energy equation that we have used above can be combined to give the following equation: (c=E/p)

where again p is the phonon momentum, E is the photon energy and c is the speed of light.  When you divide the photon energy found in #6 by the photon momentum found in #4, do you get the speed of light?

(If not, check your work for questions #4 through #6).

• Yes
• No

5. All visible light (light that our eyes can detect) has wavelength between 400-700 nanometers. Wavelengths just smaller than 400 nm are Ultraviolet light. Wavelengths just larger than 700 nanometers are infrared light. What type of light is the Balmer series light that we have consider so far?

• Visible
• Ultraviolet
• Infrared

6. The solar panels used by Mark function because of the photoelectric effect. Light shines on the cells causing electrons to be ejected from the metal, which produces an electric current. At night on Mars, no light will fall on the solar cells and no electric current will be generated. According to your notes, what type of light is typically needed to cause the photoelectric effect?

• Visible
• Ultraviolet
• Infrared

7. If we were to illuminate them only with light from the Balmer transition considered above, would the solar panels produce a current?

• Yes
• No

8. Starting with only the Balmer series light (visible light), how could we ensure that the solar panels generate a current that Mark can use for his power station? (It may help to look at the electromagnetic spectrum from week 3):

• By gradually increasing the brightness (amount) of light that we shine on it.
• By gradually increasing the frequency of the light we shine on it.
• By gradually increasing the wavelength of the light that we shine on it.

9. Imagine you are riding on a yacht in the ocean and traveling at 20 mph.  You then hit a golf ball at 100 mph from the deck of the yacht.  You see the ball move away from you at 100mph, while a person standing on a near by beach would observe your golf ball traveling at 120 mph (20 mph + 100 mph).

Now imagine you are aboard the Hermes spacecraft traveling at 0.1c (1/10 the speed of light) past Mars and shine a laser from the front of the ship. You would see the light traveling at c (the speed of light) away from your ship.  According to Einstein’s special relativity, how fast will a person on Mars observe the light to be traveling?

• 0.1c (1/10 the speed of light)
• c (the speed of light)
• 1.1c (c+0.1c)

10. Note: The following questions are unrelated to the Balmer series or The Martian.  Please refer to your course notes.

A Sun-sized star will spend most of its lifetime as a:

• White Dwarf
• Red Giant
• Protostar
• Main-Sequence Star

11. Our Sun will eventually:

• explode in a supernova.
• become a white dwarf star.
• become a black hole.

12. A main sequence star does not expand or contract due to the balance between the internal heat pushing outward and the weight of the material pressing inward due to gravity.  This state of maintaining a constant size is known as:

• hydrostatic equilibrium
• thermal equilibrium
• dynamic equilibrium

13. Neutron stars are:

• Low density star remnants with many neutrons, which mass is less than the mass of the Sun.
• Incredibly small remnants of super massive stars where the gravitational collapse is stop by neutron degeneracy.
• Incredibly big and massive star remnants which expelled all its neutrons in a supernova explosion.

14. Black holes are:

• Star remnants from super massive stars which gravitational collapse can not be halt by electron or neutron degeneracy and gravity is so strong in their vicinity that not even light can escape.
• Regions of the universe with space empty of matter or radiation that becomes so dark that forbids us from investigating it.
• Regions of space where matters is not sufficiently hot to radiate in the visible spectrum.

15. Which of the following states that all matter tends to “warp” space in its vicinity and that objects react to this warping by changing their paths?

• Newton’s Universal Law of Gravitation
• Einstein’s General Relativity
• Einstein’s Special Relativity
• Newton’s First Law of Motion

16.  Wave-particle duality tells us that wave and particle models apply to all objects whatever the size, so why don’t we observe wave properties in macroscopic objects?

• Because their particle properties forbid us from observing their wave properties.
• Because their wavelength is extremely long (undetectable).
• Because their wavelength is extremely short (undetectable).

 

In the profession of social work, there is an expectation that all service providers and professionals provide culturally responsive interventions and considerations to diverse individuals, groups, and communities. At the same time, the topic of diversity has the potential to create discomfort. How do social workers continue to not only engage in difficult conversations, but to also acknowledge and confront the layers of discomfort?

Learning about local diversity and attending cultural events is one way to challenge one’s perspective and engage with diverse others. For this Assignment, participate in an immersive experience in your community. As a guest at this experience, remember to take a stance of cultural humility and respectfully participate. You then create a PowerPoint (PPT) presentation about this experience in which you analyze related concepts in the course. You are expected to demonstrate professional demeanor in behavior, dress, and setting for the presentation.

To Prepare: Attend an open event in your community related to a diverse social identity (gender identity/expression, race/ethnicity, class, religion, ability, sexual orientation, national origin, or age). Then, create a PPT presentation and record the presentation using the Personal Capture function of Kaltura Media (see Kaltura Media Uploader linked in the classroom for instructions on using this technology). Use the Presentation feature to record both your PPT and a video of yourself presenting.

By Day 7

Submit, a 7-10 minute recorded PowerPoint presentation and transcript of presentation. In the PPT presentation, address the following prompts: 

• Describe the cultural event in which you participated.  
• Explain how this experience influenced your perceptions of diversity and difference.
• Analyze at least 3 key concepts from this course in relation to this experience.
• Define what it means to you to engage with diversity and difference in practice.
• Describe two challenges associated with discussing and reflecting on diversity related content.
• Describe one strategy to address these challenges.
• Identify one positive emotion and one negative emotion that surfaced during the past 10 weeks of the course.
• Describe one strategy to address the negative emotion in order to continue developing cultural awareness.
• Explain specific steps that you will take to advance human rights and social, economic, and environmental justice based on what you have learned in this course.

It is highly recommended that you write a script before recording your presentation. A good guide for translating the length of your written script into presentation time is about 135 words per minute. This rate may differ based on your speaking style and other variables, so consider it a general guideline. 

To ensure accessibility of your presentation, you must submit a Transcript and/or use the Closed Captioning available in Kaltura Media. (If you select to use closed captioning, you must edit the closed captioning to confirm it was captioned correctly).

Reference to use:

Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.

• Section 7 Introduction Youth Oppression and Elder Oppression (pp. 545-552)
• Chapter 116, Understanding adultism (pp. 553-559)
• Chapter 118, Police make life hell for youth of color (pp. 565-567)
• Chapter 119, Ageism: Another form of bigotry (pp. 567-572) 
• Chapter 120, Ageing with disabilities: ageism and more (pp. 572-574)
• Chapter 121, Black elderly (pp. 574-576)
• Chapter 123, Elder liberation Draft policy statement (pp. 580-583) 
• Chapter 124, People of color over fifty (pp. 583)
• Chapter 125, An immediate end to the criminalization and dehumanization of black (pp. 583-588)
• Chapter 127, Taking a stand against ageism at all ages: A powerful coalition (pp. 590-592)

 

Discussion: Racism and Privilege

In many societies certain groups possess more resources and hold more power than other groups. In some of these societies, racial discrimination and racial tension also exist. While members of the societies may openly acknowledge that unequal distribution of power and racism are present in their society, many fail to examine the complex relationships between privilege and racism. Social workers must understand this complex relationship so they can educate and empower their clients. Empowerment is the cornerstone of social work practice.In the book Black Empowerment, the author,Barbara Solomon, writes, “Empowerment refers to a process whereby persons who belong to a stigmatized social category throughout their lives can be assisted to develop and increase skills in the exercise of interpersonal influence and the performance of valued social roles” (p. 6).Empowerment practice is based on a collaborative relationship between worker and client, initiated to promote the client’s power through self-actualization, self-determination, and the fulfillment of personal goals (Gutierrez, Parsons, & Cox, 1998). Further, this process includes increasing your clients’ awareness of the structural oppression that exists and its impact on them. It is the role of social workers to empower clients and to bring about awareness of the inequalities that exist in society. This is done two fold—through work with clients on the micro and mezzo levels and on a macro level through work in organizations and communities.Social workers cannot effectively empower clients without first understanding the mechanisms of oppression and how they impact their day-to-day work. Then social workers can recognize the impact on their clients’ lives and apply the appropriate skills.To prepare: Review the case study “Working With Individuals: The Case of Mary.”

By Day 3

Post an explanation of the relationship between racism and privilege. Furthermore, explain how the concepts of racism and privilege relate to “Working With Individuals: The Case of Mary.” Explain the impact of racism and privilege on social work practice. Provide recommendations for how you as a social worker might use an empowerment perspective when responding to Mary. Be specific and provide examples from the case. Also, identify specific skills social workers might employ.

APA format with the following citations:

dams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press. Section 2 Intro Racism (pp. 65-73) Chapter 9, Defining racism can we talk (pp. 74-77) Chapter 13, Heteropatriarchy and the three pillars of white supremacy: Rethinking women of color organizing (pp. 96-102) Chapter 15, Patrolling racial borders: discrimination against mixed race people (pp. 106-111)    

National Association of Social Workers. (2007). Institutional racism & the social work profession: A call to action. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=SWK1aR53FAk%3d&portalid=0 

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. Working With Individuals: The Case of Mary

Working With Individuals: The Case of Mary

Mary is a 47-year-old, single, heterosexual Caucasian female. She lives with her 52-year-old sister and 87-year-old father in the home in which she was raised. She also has a 45-year-old sister who lives 10 minutes away and a 23-year-old daughter living on her own. Mary and her family members do not maintain friendships outside the family. Mary has been unable to work for the past 3 years because she says she has felt too frightened to go too far from her home. As a result, she has been financially reliant on her family members for these last few years. Prior to this lapse in employment, she had been a school bus driver and an administrative assistant at a warehouse distribution center. Mary has no history of drug or alcohol abuse. She is well groomed and physically fit with a diagnosis of hypoactive thyroid, for which she is treated with Synthroid®. Mary was diagnosed with post-traumatic stress disorder (PTSD) and adjustment disorder, not otherwise specified (NOS) by the clinic psychiatrist.Before meeting with me, Mary saw a social worker in a private practice for 2 years. She entered treatment with that clinician because she said she was traumatized by a romantic relationship with a married African American man she had met at work. Her trauma symptoms began 6 months after she ended the yearlong romantic relationship. Mary said the romance occurred because he had “brainwashed” her, as there could be no other reason she would have slept with him. Mary believes that bad people are capable of “brainwashing” good people to perform bad deeds. Mary was raised in a home that espoused racism, and she and her family members believe that African Americans and other people of color are untrustworthy and bad. She said, “I take after my father, and he thinks black people are just evil.” Mary said she understands her feelings about race are not right.Mary considered her initial attempt at treatment unsuccessful for two reasons. First, she felt the therapist (a Caucasian woman) judged her and her family harshly for their racial beliefs and this got in the way of the two of them building a trusting working relationship. Second, she did not feel relief from her PTSD symptoms. Mary ended the relationship with that social worker 6 months ago. Mary then approached her primary care physician about her symptoms, and the doctor prescribed an antidepressant. When, after 3 months, Mary asked to have her dosage increased, the doctor suggested that she get a psychiatric evaluation and consider returning to therapy. Mary’s insurance company suggested our agency for the psychiatric evaluation and approved 10 sessions.Mary said she felt sad, frightened, and anxious most of the time. She had no appetite, slept most of the day, had no interest in dressing, and rarely left the house. When she did go out, she felt the need to be accompanied by of one of her sisters.Mary presented as angry during our initial sessions. She requested that one of her sisters attend the sessions with her, to which I agreed. My intent in agreeing to have her sister in the room was to help Mary feel safe and create a strong rapport. During the early sessions, most of what Mary said began as half sentences that she asked her sister to complete. Mary referred to her sisters as her “caretakers and minders” who “know me better than I know myself so you should talk to them.” Mary said that if she talked for herself she would get “it wrong.” The “it” and the “wrong” remained elusive in meaning when I asked her what that meant.Mary agreed, after two sessions, to meet with me alone. We used our first individual session to establish Mary’s goals for therapy. Among her goals was developing ways she could feel safer about going outside alone. Over the next eight sessions, I used cognitive behavioral therapy interventions to help Mary build coping strategies for recognizing triggers to frightening thoughts and to help her manage her anxiety symptoms. I also used psychoeducational interventions to help Mary develop routines for proper sleep hygiene, healthy eating, and regular exercise.After several sessions, Mary shared insight into her feelings about dating an African American man. Mary said that being attracted to an African American man frightened her and that there was no future for her relationship with this man because he was married. Mary believed that she had jeopardized her secure position in the family because being with an African American man challenged the family’s ideas about race and their view of themselves as separate and unique from non-family members. Once the family discovered Mary’s relationship with this man, she believed her only way back into their lives was to accept the role of a “crazy sister” in need of protection and whose judgment about people was faulty. By forming a relationship with an African American man, Mary had shown her judgment to be outside of the norm in the conventions of her family.In our final two sessions, Mary said that she no longer felt like she was the “crazy woman in the family” and she felt safe going to the grocery store alone. It was my impression that Mary may have been the identified patient in her family but exploring this idea would require family therapy.