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Chapter 15: Application Exercises (part 2) – “The Great Light Bulb Conspiracy”

For this assignment you are asked to apply the channel power concept introduced in chapter 15 to the scenario presented in the August 2017 LA Times Article “Behind a $13 shirt, a $6-an-hour worker” by By Natalie Kitroeff and Victoria Kim.

• Link to article: https://www.latimes.com/projects/la-fi-forever-21-factory-workers/ (Links to an external site.)Links to an external site.

Reflection Prompt:

According to Chapter 15, Channel Power is present when one channel member has influence over the behavior of other channel members. 6 common bases of channel power (i.e., sources of influence) are also discussed in the chapter. For this assignment you are required to explain the channel power dynamics presented in the LA Times article. Your response to each question should be 1 paragraph (75-100 words) in length.

1. Who holds the channel power?
2. What is(are) the primary source(s) of their power?

Your responses will be evaluated on the basis of focus, thoughtfulness, reasoning, organization, and clarity.

I need a powerpoint presentation for the topic RACISM IN A PERINATAL CARE. It needs a case study to be summarized and discussed (discussion in the notes only, and case study in the power point), statistics, ethical issues, and just general info about the issue. what nurses can do to solve the issue.how the issue relates to nursing. there is no need to talk about general resism in healthcare as it is a group project and I only need info about issues black women experience during pregnancy. I provide article with a case study and one more article with a general info. Feel free to use other resources as well. Please make 8 to 10 slides. Thanks

Please discuss the film, Paris is Burning, using the following questions as a guide.

1) What examples can you think of from the ballroom scenes that touch on gender expression? Think about how both masculinity and femininity were presented by participants.

2) How do the participants in Paris is Burning, such as Pepper LaBeija, Dorian Corey, Octavia St. Laurent, Venus Xtravaganza, Angie Xtravaganza, and Brooke Xtravaganza, discuss their gender presentation? How do they appear on screen? (Note: all of the individuals mentioned here preferred the pronouns “she/her,” please use these when referring to them in your answer).

3) While this film gives an example of gender expression in the 1980s NYC ball scene, it is also an example of language, race and ethnicity, class, family and kinship, and health and well-being (violence, and HIV – several performers later died of HIV-related illnesses). In social science, we say that these issues intersect with each other. What comments do you have about the intersectionality in this film?

4) This film was not made by an anthropologist. Do you think it works as an ethnography? Why?

The second plan furthers ELA for students of poverty (as per Gorski).

Please note that this is a somewhat contrived lesson planning assignment in that it is extremely unlikely that you will prepare lesson plans as specific as these in an actual classroom situation. By giving these two planning assignments, I am asking you to draw upon the readings to help you consider all aspects of lesson planning. Please cite (as per my class policies) any sources you use. You are free to utilize a piece of children’s or young adult literature upon which to base your lessons. However, it is not necessary that the same piece of literature must be used for all lesson plans. To be of the most benefit to you, I would suggest that you consider creating your lesson plans for the grade level(s) you are considering teaching. To make your life as a lesson planner a little easier, I would also suggest that you start by considering which part/parts of a Common Core State Standard you would like to address for your lesson plan and what you want your students to be able to do by the end of the lesson.

Your lesson plans should contain the following information (in the order presented):

• Title of the Lesson

• Grade level

• Duration: in minutes (I am looking here for a single lesson’s worth of planning, not multiple days of planning)

• Objective(s):

Identify the specific student learning objectives you want your students to achieve (what will my students learn), and briefly describe how they will demonstrate that they have achieved them.

• Common Core State Standard(s):

Identify the specific Common Core State Standards or performance indicators you will address in the lesson. This section should be written as a narrative, not a list.

• Community Knowledge:

Describe how you will account for, or incorporate students’ pre-existing knowledge and experiences in the lesson (think in terms of funds of knowledge here), and how that knowledge and experiences will be shared or included in the learning process so that they are engaged as members of a learning community. Please note: you must always assume you are teaching a diverse population of students.

• Procedure (the ‘story’ of the lesson):

Describe:

• How the lesson will begin,
• The activities that will help students to achieve the learning objectives of the lesson,
• The duration of each of the main components of the lesson,
• How transitions will be made between the major components of the lesson,
• How you will conclude the lesson
• Make this detailed enough that I or any of your classmates could teach the lesson

• Resources:

  • List all the human and material resources you will need to conduct the lesson. If you create/use worksheets or other learning materials, you must include these with your lesson plan. It should be evident that these resources enhance student learning.

• Assessment:

Describe the methods and strategies you will use to measure student learning throughout the lesson and at its conclusion, what will count as “evidence” of learning, and how the assessment in this lesson will inform instruction on an ongoing basis. Please note: I am looking for assessment that is built into your Procedure.Build your assessment into the Procedure (for example, don’t add an exit slip here, if it’s not already in your Procedure).

• Applications:

Describe how you will help students to apply what they have learned, make connections to other topics, concepts or ideas, and/or extend their learning beyond the lesson.

• Inclusive Instruction:

Describe how the lesson will be inclusive of all students’ strengths and abilities. Please note: Build inclusion/differentiation into your Procedure. Don’t add it here.

I can not have a lesson plan with a worksheet