In 2020, the world was made aware of the highly contagious and occasionally fata

In 2020, the world was made aware of the highly contagious and occasionally fata

In 2020, the world was made aware of the highly contagious and occasionally fatal communicable disease known as CoVid-19. In March of that down, this SARS-CoV-2 virus and its spread led to a shutdown of most of society. Children stayed home from school, and adults tried to work remotely if they could.
Restaurants served food outdoors or through take-out only or shut their doors permanently. Movie theatres closed, and sporting events had no fans in the stands. Community centers and even houses of worship could not function as they typically do. Patients in hospitals or elders in nursing homes could no longer have family members visit them.
If you did go anywhere, you had to wear a mask covering your nose and mouth, limiting your ability to express or read others’ emotions. Overall, it was socially isolating.
During the first few weeks, some families enjoyed spending more time together, but even the closest of families soon tired of the new homebound routine.
For this assignment, you are asked to include details of your memories of those first few weeks of CoVid isolation in 3 well-developed paragraphs. Describe the changes to your daily life and the emotional costs of isolation.
Describe your first encounter with CoVid-19
Where were you?
How did you learn about it?
Another person
Mainstream Media – news reports on TV, radio, or paper
Social Media
What were your first impressions?
Do you think how you learned of the virus influenced your first impressions?
How long did you expect your life to be disrupted?
In the following weeks
How did your city, town, county, or state respond to the virus?
How did your family cope with the challenges of CoVid isolation?
What was the most difficult thing you had to adjust to during enforced social isolation?
Did you or anyone you know contract the virus? If so, did you or they have to be hospitalized? What was that experience like?
In hindsight
Is there anything you believed in April 2020 that you no longer believe about the CoVid-19 pandemic?
How would you have changed your response to the threat of CoVid-19?
How did your experience with CoVid-19 change the way you live?
How did it change the way you feel about communicable diseases?

I have attached instructions and I have also attached pages from Chapter 11 from

I have attached instructions and I have also attached pages from Chapter 11 from

I have attached instructions and I have also attached pages from Chapter 11 from Reference
Jandt, F. E. (2020). An introduction to intercultural communication: Identities in a global community. Sage Publications.

how does the mom from “everyday use” and the man sanjeev from “this blessed hous

how does the mom from “everyday use” and the man sanjeev from “this blessed hous

how does the mom from “everyday use” and the man sanjeev from “this blessed house” relate to thier cultural identities.
The following is the prompt:
Ultimately the thesis should define each character’s relationship with his or her cultural identity. For instance, does one character feel trapped or burdened by his or her cultural identity? Does another reject or rebel against it? Is a character resigned to his or hers, or even just accepting of it?

For this class, students are required to do an outside the class contribution th

For this class, students are required to do an outside the class contribution th

For this class, students are required to do an outside the class contribution that support Raza, Chicana/o Studies, Ethnic Studies, Social Justice, and/or Equity either on-campus and/or off-campus. You should have completed at least a total of six hours between both reports. Use the prompt below to write your report.
Report Prompt:
What did you do? How did it support Chicana/o communities and how did your involvement tie into this class and how did it add to your learning outside of the class?
The write up should be at least two pages long and submitted as a PDF or submitted as a hard copy. Format it with the usual college heading and title. It should contain the following two major parts. The first should describe the nature of your action. What did you do? Where? With who, for who? What did it require? How many people did you reach/help? What was that experience like? What kind of connections did you make? The second should touch on how it supports Ethnic Studies, Social Justice, and/or Equity. Can you connect your action to a topic in class? What is the greater significance to what your involvement is contributing to? What can be done to improve your action?

In February 2022, former N.F.L. (National Football League) Miami Dolphins Head C

In February 2022, former N.F.L. (National Football League) Miami Dolphins Head C

In February 2022, former N.F.L. (National Football League) Miami Dolphins Head Coach Brian Flores filed a class action lawsuit against the N.F.L. and three of its teams—the Miami Dolphins, Denver Broncos, and New York Giants. The lawsuit alleges racial discrimination and violations of federal employment law and contends that Flores’ interviews were a sham intended only to fulfill the “Rooney Rule” (described below). The lawsuit and Flores’ allegations prompted a national conversation about the history and current practices in the N.F.L. that illustrate and perpetuate bias, discrimination and racism.
This lesson provides an opportunity to learn about the Brian Flores lawsuit against the N.F.L., explore your own thoughts and feelings about diversity, equity and racism in the N.F.L, and consider and delineate solutions to some of the issues.
Listen

Websites

Brian Flores may have legal precedents with NFL’s long racist history, present misery


https://www.rollingstone.com/culture/culture-features/brian-flores-nfl-super-bowl-racism-hiring-coaches-1299131/

Introduction, including why you chose the topic Present the information research

Introduction, including why you chose the topic
Present the information research

Introduction, including why you chose the topic
Present the information researched and answer these questions: Why/how does your topic represent the culture of the country studied? How does it differ from your own cultural views? Does it represent certain cultural beliefs/attitudes
Conclusion: What have you learned? How has this project broadened your understanding or point of view?

Introduction This week we examine what historians call the “sectional crisis” b

Introduction
This week we examine what historians call the “sectional crisis” b

Introduction
This week we examine what historians call the “sectional crisis” between Northern free states and Southern slave states that first flared during the early decades of the nineteenth century as slavery’s rapid spread to the west generated volatile political and economic questions: Should slavery be allowed in newly acquired territories and states in the west and who gets to determine that – the states or the federal government? And where does their authority come from to make that determination?
A growing abolitionist movement in the North, fueled in part by Christian revivalism and the powerful oratory and writings of formerly enslaved Black men and women, also intensified sectional fears and animosities. Many Southerners believed that abolitionist radicalism in the North threatened slavery and thus their social, economic, and political power. They also thought the abolitionist movement encouraged slaves to runaway to the North or into Canada. Conservative Southerners, who otherwise believed in states’ rights and limited federal power, now called for a vigorous fugitive slave law that empowered the federal government to deputize police and citizens in Northern states and use them to help capture and return escaped slaves.
The fury over the westward expansion of slavery and the fugitive slave law led to the creation of a new political party in 1854 – the Republican Party. For Southerners, whether Democrats or Whigs, the Republicans represented an existential threat. Though only a tiny minority of liberal Republicans advocated for the immediate abolition of slavery, many Southerners interpreted the Republicans’ anti-slavery platform – opposition to slavery’s westward expansion and the fugitive slave law – as dangerous first steps toward eventual abolition. When Abraham Lincoln became the nation’s first Republican president following the election of 1860, many Southern states, including Florida, seceded or left the union to form the Confederate States of America. Why exactly did the Southern states secede, though? Why did Lincoln’s election represent such a grave threat?
In addition to reading Chapter 13, and the first part of Chapter 14, in The American Yawp about the sectional crisis and secession, you’ll also read Chapter 1 from the best book on the history of the Civil War era in Jacksonville, Thunder on the River. This chapter provides a look at how the sectional crisis and secession played out in Jacksonville and in the state of Florida. Additionally, you’ll read primary sources – documents from Southern secession conventions and debates in 1860 and 1861 – that reveal the arguments some Southerners made to justify secession. You will then use evidence from these sources to answer the discussion forum question: Why did Southern states secede from the United States? As always, I care less about what you think than with how you think – that is, how well you interpret and use historical evidence to support your points.
Readings
“The Sectional Crisis,” Links to an external site. https://www.americanyawp.com/text/13-the-sectional-crisis/ .Chapter 13, The American Yawp
“The Election of 1860 and Secession,” Links to an external site. https://www.americanyawp.com/text/14-the-civilwar/#II_The_Election_of_1860_and_Secession Part II, Chapter 14, The American Yawp
Thunder on the River: The Civil War in Northeast Florida Links to an external site. https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=nlebk&AN=655432&site=ehost-live&custid=fccj by Daniel L. Schafer. Read Chapter 1 only.
“The Decision to Secede and Establish the Confederacy: A Selection of Primary Sources,” Links to an external site. https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/the-decision-to-secede-and-establish-the-confederacy-a-selection-of-primary-sources The American Historical Association.
Film
The Civil War, Episode 1: The Cause Links to an external site. https://fscj-flvc.primo.exlibrisgroup.com/permalink/01FALSC_FSCJ/b590d6/alma991003321593106575
Discussion Forum Questions:
1. What do you think was the factor or issue that most motivated Southern states to secede from the United States in 1860-61?
2. What did you find most revealing or interesting about the debates Jacksonville residents had about secession during this time?
You can only use assigned sources to answer these questions. For question 1, you must use evidence from the “Declaration of Causes of Secession” sources found in the assigned reading titled, “The Decision to Secede and Establish the Confederacy.” You can use other assigned sources as well if you wish. For question 2, you must cite and explain examples from Chapter 1 of Thunder on the River: The Civil War in Northeast Florida by Daniel Schafer.
As usual, your main post should be about two paragraphs in length and you should cite your sources using brief parenthetical citations
.

Include: Explain the term culture Connect cultural bias, cultural sensitivity,

Include:
Explain the term culture
Connect cultural bias, cultural sensitivity,

Include:
Explain the term culture
Connect cultural bias, cultural sensitivity, and cultural interpretation to how cultural evolution affects individual behavior
Include critical thinking in relation to intercultural knowledge, skills and attitudes
Include how to put intercultural knowledge, skills and attitudes
into practice
discuss how to be better world citizen and what lessons can be learned from understanding the term culture