Category: Cultural Studies

Question：Where is Beijing, and why is it where it is?（250 words）
Please upload each writing assignment to the appropriate link on the Canvas course page. Please double space and use a 12-point, easily readable typeface. Cite course materials by author, title, and page number, in parentheses. (For example: Waley, tr. Monkey, 32.)

Question：Where is Beijing, and why is it where it is?（250 words）
Please upload each writing assignment to the appropriate link on the Canvas course page. Please double space and use a 12-point, easily readable typeface. Cite course materials by author, title, and page number, in parentheses. (For example: Waley, tr. Monkey, 32.)

1. Present in 20 words your understanding about European values.
2. Present in 20 words your impression of the European Value Study and do you think the data
collected is reliable?
3. What are the most effective measures for protection of the European values?
4. Which are the inevitable consequences of Liberalism on European values?
5. Which European values you treasure most and which European values you consider possible to
abandon?
6. What are the scariest features of artificial intelligence in contradiction with European values?

Instructions
Explain your top four core values (e.g., accountability, honesty, integrity, respect, loyalty, fairness, etc.) with detail on why they are personally meaningful.
B. Evaluate how each of your four core values from part A align or misalign to Alliah’s values and social responsibility.
C. Evaluate how EI and CI impacts interactions within the Alliah Company by doing the following:
1. Explain two potential ways the Alliah’s leadership will improve their cultural intelligence by working with a more diverse group of stakeholders.
2. Explain, with a specific example, how you would overcome a potential challenge that may arise when working with Alliah’s diverse group of stakeholders.
3. Explain how an aspect of Hofstede’s six dimensions of culture can help you respectfully communicate with Alliah’s diverse work culture.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
scenario*****
Corollary Marketing is a leadership development company known for its EI training programs. Alliah Company’s leadership recently hired Corollary to conduct emotional intelligence training for Alliah’s employees. Alliah Company recently received a rating of 10/100 on the A–Z List of Emotionally Intelligent Companies.
Company leadership is very concerned that this low rating could significantly impact its market share, access to talent, and customer satisfaction. This is especially concerning since Alliah revised its mission, ethics, and corporate social responsibility statements this year.
Mission Statement: Alliah Company will provide the most innovative products designed by the best and brightest talent in the technology industry.
Ethics Statement: Alliah Company is committed to ensuring that all employees, suppliers, contractors, and any other entities engaged in business with Alliah will do the right thing for stakeholders.
Corporate Social Responsibility Statement: Alliah Company is committed to reducing the environmental impact of the business.
In addition to revising its mission, ethics, and corporate social responsibility statements, Alliah’s leadership wants to create an innovative culture that approaches all ideas as possible customer solutions that could create the next profitable approach to market growth.
Employees are not surprised by Alliah’s rating of 10/100 on the A–Z List of Emotionally Intelligent Companies. In recent communications with company leadership, the human resources team has advised the leadership to consider certain best practices.
Understanding that employees are valuable not just for their ideas that could lead to profits but as individuals who are valuable on their own merits, can improve morale.
Increasing the diversity of the company’s employees, suppliers, and contractors could better reflect the customers that purchase Alliah’s products.
Reducing resistance to allowing employees to work remotely requires reconsidering expressed concerns over not being able to manage employees’ productivity if they work outside of the office.
Changing the way employees communicate with leadership from a chain of command approach of working through managers to having avenues for meeting with leadership could open communication channels and increase trust.
Corollary’s EI training session will be coordinated by the employees’ managers, and company leadership will not be in attendance. The leadership is expecting that the result of the training will be a move towards their desire for a culture of innovation, and that the next year’s rating on the A–Z List of Emotionally Intelligent Companies will be significantly higher.

B. Apply either the research of Peter Salovey and John D. Mayer or Daniel Goleman to explain two ways you can improve your intrapersonal areas of opportunity, self-awareness, and self-management from your GEIT results.
C. Describe two EI communication techniques that can improve your interpersonal relationship areas of opportunity, social awareness, and relationship management from the GEIT results.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.

This research paper is about India’s cultural dress and traditions. This is for the research paper only and citations. DO NOT NEED TO DO GOOGLE DOC VISUAL PRESENTATION. ONLY PART 1 AND PART 2.

Write a 750 word (three double-spaced pages) reacting to any TWO weeks of material after the midterm. Include any visual sources as part of the material. Your response should be persuasive and include a thesis statement. For example, Based on the material I read, many Chicanas/os are finding solace in non-traditional religions like Santeria and occultism. Do not include any outside sources. I provided the reading for week 14 and 15 Down below in the files and these are the films week 14 and 15 Look up Real Women Have Curves (week 14) in One Search in the CSUN library. Just enter Real Women Have Curves film, and it should provide a link to the film. For Week 15 there should be a film called La Otra Conquista. You can watch it on YouTube in two parts:

Engage with the assigned reading, listening, and watching activities each week and then complete this active learning assignment where you summarize and reflect on what you’ve learned and write/answer your own questions. Utilize the SQ3R method to learn material. Survey, Question, Read, Recite, Review.
Active learning assignments provide the opportunity for you to demonstrate your knowledge of ethnic-racial socialization practices in both home and child care/school environments (SLO 1), the causes of racism (SLO 5), and the history of African Americans’ experiences of racism and discrimination in the United States; (SLO 6). AL assignments must be a minimum of 2 pages (500 words) each; at least one page of notes and one page summary.
Each week, complete this assignment by submitting:
Your study notes from the material (readings, videos, podcasts). Can be a scanned copy of handwritten notes, bulleted lists, whatever you prefer.
A summary of what you learned, explaining the material for this week in your own words. You don’t have to cover everything, but try to hit the main points.
Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for young children & ourselves (2nd ed.). National Association for the Education of Young Children. Chapter 6. (This book is a required text for the course.)
Don’t look away: Embracing anti-bias classrooms. Gryphon House.Chapters 4 & 5.
But-thats-just-good-teaching.pdf
https://www.edutopia.org/article/creating-culturally-responsive-early-childhood-classroom
Hammond, Z. (2015). Culturally responsive teaching and the brain. Part I: Building Awareness and Knowlege
Van Ausdale, D., & Feagin, J. R. (2001). The first R: How children learn race and racism. Rowman & Littlefield Publishers, Inc. Chapter 6
Mindshift Podcast: How Culturally Relevant Teaching Can Build Relationships When Students are Home During Distance Learning | 22:56

I will give you the proposol in the file for what its on. The prompt is ;Next, create a rough draft of your book. Include: general story lines, characters, and a beginning, middle and end of your story. Your final book should be approximately 3 pages (750 words minimum). With this in mind, the rough draft version submitted here should be at least 400-500 words or more. You may include notes, comments, or ideas to help explain where you are in the book writing process. You may also wish to include initial drawings or visual media that you have developed thus far.

Engage with the assigned reading, listening, and watching activities each week and then complete this active learning assignment where you summarize and reflect on what you’ve learned and write/answer your own questions. Utilize the SQ3R method to learn material. Survey, Question, Read, Recite, Review.
Active learning assignments provide the opportunity for you to demonstrate your knowledge of ethnic-racial socialization practices in both home and child care/school environments (SLO 1), the causes of racism (SLO 5), and the history of African Americans’ experiences of racism and discrimination in the United States; (SLO 6). AL assignments must be a minimum of 2 pages (500 words) each; at least one page of notes and one page summary.
Each week, complete this assignment by submitting:
Your study notes from the material (readings, videos, podcasts). Can be a scanned copy of handwritten notes, bulleted lists, whatever you prefer.
A summary of what you learned, explaining the material for this week in your own words. You don’t have to cover everything, but try to hit the main points.

https://www.pbs.org/video/courageous-conversations…
Link to Anti-Bias Education in Action: The Early Years | 48:00
Read
Van Ausdale, D., & Feagin, J. R. (2001). The first R: How children learn race and racism. Rowman & Littlefield Publishers, Inc. Chapter 5. (This book is a required text for the course.)
Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for young children & ourselves (2nd ed.). National Association for the Education of Young Children. Chapter 1; Chapters 7-10. (This book is a required text for the course.)
2015-kirwan-implicit-bias-1.pdf
https://doi.org/10.1007/s10643-021-01186-1
https://www.npr.org/2018/03/09/591895426/the-mind-…