Categories
Culture and Ethnic Studies

MUST read: Matthew D. Lieberman. (2013). Social: Why our brains are wired to co

MUST read:
Matthew D. Lieberman. (2013). Social: Why our brains are wired to connect. Crown.
Chapters 1 & 2….about 18 pages
Listen: https://www.youtube.com/watch?v=gCfzeONu3Mo (5 min watch)
WATCH! https://www.youtube.com/watch?v=of4XzrbkknM (12 min watch)
This essay is split up in two parts. Part A and Part B.
Part A: Please reflect on the content this week using the following content questions to guide you. You do not need to address every single question, but choose a few that represent your main reactions to and takeaways from the content:
How and why are we wired to connect and cooperate? How does this affect human communication?
What are a few ways that language plays a role in our relationships with others, our culture, and our understanding of the world around us? How and why do these things vary across cultures?
Part B: Share & tell!!
Please find a brand OR media OR personal/professional example that relates to and reflects the theme. There is so much going on that directly relate, so it is important to stay up to date! If nothing new is happening, feel free to go back in history a bit to find an example that relates
Tell us about your choice, how it relates to the theme and content, and why you think it’s important to share/discuss. Please include links, images, or other content to support!
Must include a citations and a reference page

Categories
Culture and Ethnic Studies

Read “Native Land Conservancy Tackles Climate Change from Indigenous Perspective

Read “Native Land Conservancy Tackles Climate Change from Indigenous Perspective,” featuring Leslie Jonas (https://www.capeandislands.org/science-environment/2019-11-18/native-land-conservancy-tackles-climate-change-from-indigenous-perspective).
Danielle Hill-Greendeer, Mashpee Wampanoag; Indigenous Food Sovereignty Educator and Practitioner – Read Danielle’s July 11, 2021 blogpost (https://www.heron-hill.org/post/knee-high-by-july?utm_campaign=3d22345c-98a8-427e-a8fd-a255c3a7e6db&utm_source=so&utm_medium=mail&cid=07a3dc13-d99b-48a1-b160-97408869d83d) from her website https://www.heron-hill.org/.
Please view the website of the Massachusetts Commission on Indian Affairs, which includes information regarding the Native peoples of Massachusetts and links to Tribal websites (https://www.mass.gov/service-details/indian-affairs).
Questions:
1) What is Indigenous sovereignty and self-determination? Why is it important for non-Natives to understand this?
2) How many federally recognized Tribal Nations are there in the US? What is the relationship between those Tribal Nations and the US government?
3) Who are the two federally acknowledged Tribal Nations in Massachusetts?
4) What is the NLC? When was it founded?
5) Who founded the NLC? Please state specifics you have learned from one assigned reading about the founder of the NLC.
6) What is a cultural respect agreement? Who is the Indigenous educator/leader/scholar/activist in Massachusetts who generated the creation of cultural respect agreements?
7) Who is Ahkee? From the perspective of Indigenous people, why is it crucial for us to know who Ahkee is?
8) Give one specific example of what you have learned about Indigenous sovereignty and self-determination in action from at least one reading thus far. For example, what does the reading by Mashpee Wampanoag food sovereignty expert-practitioner and educator, Danielle Hill Greendeer, teach us about food sovereignty as essential to Indigenous self-determination?
9) Who said the following? What aspects of this statement do you consider to be most important, and why? :
“When land is put into a conservancy, it becomes public land for light recreation so you can walk the trails. When we go as Native people to do a ceremony, go blueberry picking as a big family, or if we go scalloping or to gather beach plums, we attract attention. The last thing we want is to have a ceremony disrupted by police or for our children to witness racism in action. This is why it’s become necessary and important to have a cultural respect agreement, for special access to the property even if it’s open to the ‘public.’”
10) In the assigned reading, “Northeast Wilderness Trust & Native Land Conservancy Announce Collaboration,” by Leslie Jonas, Ramona Peters, and Jon Leibowitz, we learn about the power of collaborations among Native and non-Native peoples and organizations in Massachusetts. Based on what you have learned thus far, write one detailed paragraph (5-6 sentences minimum) in which you explain (a) what Indigenous principles are fundamental to generating and sustaining such collaborations; and (b) what you have learned about the NLC and why it is so important to the wellbeing of the people and of Ahkee.

Categories
Culture and Ethnic Studies

The following are the directions from the professor. I chose Lunar New Year Fest

The following are the directions from the professor. I chose Lunar New Year Festival in Alhambra CA. It is from 5p.m-2a.m but please don’t say in the paper that I stayed for the entire time but instead 3-4 hours and left around 10p.m
I googled this event and there will be live Chinese demonstrations, food, merchants, activity booths, cultural pavilions, and many other exciting performances along Main Street, in the heart of Downtown Alhambra. Please write about the event as if you were me and I attended it and spoke to people and all the things the teacher describes in the directions below. Maybe you can YouTube some videos of this event from last year. Also some important information about me is I look white. I am blonde hair, green/blue eyes. However, I am more of a MUT. I am a little German/Filipino/American cherokee and a bunch of other things. So this culture I have not been around a lot. I am around Armenians a lot since I have a child with one. I also attached an important paper needed to write this paper along with the directions below. If there is any other information you need you can message me here. thank you.
edCultural Immersion Activity and Reflection (10% of grade)
In order to fully gain a deeper understanding of cultural groups diverse from your own, it is imperative that students begin to integrate their educational experiences with cultural activities that explore culture beyond the classroom. The Cultural Immersion Activity is intended to address this much needed educational experience. Choose a cultural experience in which you immerse yourself in a culture other than your own.
You must select a culture that you are less familiar with in order to “stretch” and challenge yourself. This experience will have the most value if you choose an experience you have never had before. An example includes attending a festival/celebration from a specific culture. Make sure the event, activity, or community is one that is open to non-group members. You must actively attempt to interact with community members, rather than be a passive observer. It helps to have a cultural broker who can explain the traditions and beliefs to you. You may do this experience with friends, families, or classmates but please use your judgment and be respectful. Remember, you are walking into someone else’s “home”—therefore, do not go in a
large group or be voyeuristic.
You need instructor approval before engaging in your immersion. Submit documentation that provides verification of immersion experiences when you submit your reflection papers.
Important Note: You are responsible for finding the event and emailing the instructor to get the event approved for attendance. It would be helpful to announce events to the class as you become aware of them. Please note that eating dinner at a restaurant and going to noninteractive museums/exhibits does not constitute a cultural immersion experience.
At the conclusion of the activity, you will write a three-page reflection paper that discusses your personal reactions to the immersion experiences (see below for questions to consider). I am not interested in a recap of the day where you simply tell me step by step what you did and what happened. While some of this may be necessary at times, I want the bulk of your reflection to be about what you learned and how you intend to take that information and do something with it in the future. Reflections that include surface-level comments such as “this was amazing” or “I learned a lot,” lack a critical analysis and will not receive full points. Also, be careful to avoid “exoticizing” the community you immersed yourself in.
Questions to consider in your reflection: What did I observe and experience in myself when being with this population? What did I observe as evidence of surface culture versus deep culture (see Comas-Diaz text for examples)? Who am I in relation to this culture (i.e., In what ways am I an insider/outsider?) How will this experience impact me as a clinician? How will I integrate this experience into my clinical work? How will this inform my therapeutic approach? Was this experience consistent or inconsistent with the theories we have learned in class and in our reading?

Categories
Culture and Ethnic Studies

Based in the last work you made. I need to prepare this task for dissertation.Th

Based in the last work you made. I need to prepare this task for dissertation.Thesis research pitch and feedback session
Please find attached the instructions for the Thesis research pitch and feedback session on Monday 30 January. Please also note the change of room/time. We will meet in Room L248 in the Sutherland School of Law at 2pm and finish at 4.30pm.
There are three aims of the research presentations:

1. To succinctly summarise and present the key components of your research proposal so far, your plans for gathering research, and to generate a discussion with your colleagues.

2. To provide and gain feedback with peers on their and your own work. Through a questions and answers session at the completion of presentations, you are asked to provide thoughtful and considered reflections and questions regarding proposed research projects for your peers.

3. You will be expected to reflectively and candidly think through the strengths and weaknesses of your own project, and to consider peers’ critical evaluations of your presentation and content

Categories
Culture and Ethnic Studies

Think of this as your “read receipt” for the assigned material. This activity wi

Think of this as your “read receipt” for the assigned material.
This activity will provide you with the opportunity to practice generating a useful academic resource that demonstrates your engagement with scholarly research on race – the annotated bibliography. This tool is useful for articulating your understanding of secondary sources, highlighting key ideas, and evaluating the resource in a concise and coherent way. Annotated bibliographies are useful tools that support other modes of production such as research articles, policy reports, museum exhibits, media production, speeches and presentations, social movements and activism, as well as the arts and humanities.
Please create an annotated bibliography for the following readings:
These readings have been previously assigned and are located in the modules.
Alamillo, J. M. (2000). Bitter-sweet communities: Mexican workers and citrus growers on the California landscape, 1880–1941. In Embry, J. L. (Ed.). (2013). Oral History, Community, and Work in the American West. University of Arizona Press.Download Alamillo, J. M. (2000). Bitter-sweet communities: Mexican workers and citrus growers on the California landscape, 1880–1941. In Embry, J. L. (Ed.). (2013). Oral History, Community, and Work in the American West. University of Arizona Press.
Norkunas, M. (2019). Teaching to listen: Listening exercises and self-reflexive journals. The Oral History Review.Download Norkunas, M. (2019). Teaching to listen: Listening exercises and self-reflexive journals. The Oral History Review.
Parts of an Annotated Bibliography (taken from Purdue OWL Links to an external site.)
Your annotated bibliography should include four elements: the citation, a summary, an assessment, and a personal reflection. Click the link above (Purdue) for more information about annotated bibliographies.
Citation: A list of the elements that reference a work (book, article, etc.), that may include the title of the work, the author/editor, publisher, date published, volume, issue, and, if from the internet or a database, the url or doi Links to an external site..
Summary: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
Assessment: After summarizing a source, briefly evaluate it. Is it a useful source for understanding race, ethnicity, racism, immigration etc.? Explain.
Reflection: Once you’ve summarized and assessed a source, you need to ask how it fits into your thinking. How does it help you shape your thinking about race, place, and identity? Has it changed how you think about these topics? Explain. Any other thoughts?
Expectations
Each annotation should be around 300 words, 12 point font in one document. Please list them in alphabetical order as I’ve arranged them above. You can use APA, MLA, or Chicago styles of format. You can either enter it directly in the text box or upload a document in either doc/docx or pdf formats only.
Here are some samples of what an annotated bibliography entry should look like from the Online Writing Lab at Purdue University Links to an external site..