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Diversity Techniques

Diversity Techniques. I’m studying for my Sociology class and don’t understand how to answer this. Can you help me study?

In the course text, Fifty Strategies for Communicating and Working with Diverse Families, the end of each chapter includes a section titled “What Teachers Can Do.” The journal activities throughout this course will allow you to reflect upon and note strategies for family-centered care and education. From this week’s reading (Section 3), identify at least two techniques you can use to honor and work with diversity in the childcare or academic setting. Describe how you will use each technique in the child-care or classroom setting. Lastly, identify how you feel the technique helps to develop an understanding and appreciation for cultural differences.
WHAT TEACHERS CAN DO • The first step in working toward consensus around an area of conflict is to suspend judgment and try to understand the other person’s perspective. Barbara Rogoff (2003) writes: “We must separate understanding of patterns from judgments of their value. If judgments of value are necessary, as they often are, they will thereby be much better informed if they are suspended long enough to gain some understanding of the patterns involved in one’s own familiar ways as well as in the sometimes surprising ways of other communities” (p. 14). (See Strategies 15 and 17 about patterns.) • To suspend judgment, take the advice of Rumi, a 13th century poet from what is now Afganistan, who wrote: “Out beyond ideas of wrongdoing and rightdoing there lies a field. I will meet you there.” If you go out to that field with a parent to talk about your views, you may be able to see a reality that is bigger than both of you. • Appreciate the energy of paired truths, and remember that according to Parker Palmer (1997), only adhering to one of them is like breathing in without breathing out. Instead of trying to solve the problem right away, go out to Rumi’s field, which changes the arena in which you can have a dialogue and gives you a chance to engage in holistic thinking. • Seek an optimal response to the situation, and at the same time, increase the depth and strength of the relationship. This approach makes it easier to figure out what to do about your differences in this situation with this child and family in this classroom or program. In his foreword to Crucial Conversations, Steven Covey (2012) uses the term synergy to label third space. He says it is imperative that we nourish our relationships and develop tools, skills, and enhanced capacity to find new and better solutions to our problems. These newer, better solutions will not represent “my way” or “your way”—they will represent “our way.” • Recognize that to reach a third-space or synergistic solution you need to: • Believe it possible • Accept that there are multiple realities and paired truths • Change from arguing and persuading to dialoguing • Practice dialoguing instead of arguing, because according to Steven Covey genuine dialogue “transforms people and relationships … and creates an entirely new level of bonding producing what Buddhism calls ‘the middle way’—not a compromise between two opposites on a straight-line continuum, but a higher middle way, like the apex of a triangle” (p. xii). • Recognize that, though finding a solution to the conflict is the ultimate goal, you may not reach that point, in which case you have to practice conflict management because you can’t reach conflict resolution. Perhaps the best you can do is agree to disagree. Once, in a workshop, the issue of differences in ideas about toilet training came up. I said, “You don’t have to do what the parent wants. It’s hard in a center, and I’m just telling you to be respectful of the difference.” As I finished the sentence, a hand shot up from the audience. A participant was obviously very eager to speak. She stood up and said, “Here’s what happened to me. A mother brought her one-year-old daughter to the center for the first time, and she told me that she was already toilet trained. I didn’t believe her, but instead of responding negatively, I asked her to show me what she did. She showed me and it worked! The baby was trained and didn’t need to wear diapers. It didn’t take any more time and energy than changing diapers would have.” What surprised me about this story was that the participant, though willing to try something new, really didn’t have faith that it would work. She was wrong. It did work. This story illustrates a win-win solution. The caregiver kept on with what she believed in for the other children, but was also able to satisfy the mother. In other words, the caregiver expanded her ideas about what was possible and didn’t give up anything.
Diversity Techniques

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1
The belief in the day of judgement and heaven and hell:

Group of answer choices
Came to the religion later
Was original to the Jewish belief system
Was stated in Pentateuch

2
Monotheism can be found:

Group of answer choices
Mainly in Abrahamic religions
In native religions
In all religions
None of the above

3
“Post exilic period” means the period when:

Group of answer choices
Jews returned from captivity in Babylon
Christ came back to Bethlehem
Prophet Muhammad came back to Mecca
None of the above

4
Jesus was baptized by:

Group of answer choices
John
Mary
David
None of the above

5
Pacifism is:

Group of answer choices
The a main theme of Christianity
is common to all Abrahamic religions
Is meant to pacify the enemies of the faith
None of the above

6
Saint Paul was:

Group of answer choices
A prosecutor of Jesus, who converted to Christianity
Brother of Jesus who took over the mission
A centurion who fought Romans
A Jewish prophet

7
Eucharist in Christianity is:

Group of answer choices
Same as Seder in Judaism
Is original to Christianity
Is the memorial to pogroms
An act of contrition

8
This is the most original concept in Islam:

Group of answer choices
That the Koran is the third and final revelation of God
Monotheism
The day of judgement
None of the above

9
It is fair to say that all religions share the following elements:

Group of answer choices
Gods – spirits – various supernatural forces
God worship and animal sacrifice
Worship of elements of nature
None of the above

10
Buddha’s enlightenment meant:

Group of answer choices
To understand the meaning of life
To understand the meaning of the Sutras
To figure out the essence of sacrifices
None of the above

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Ideology and Terrorism: Rights from Wrongs? Essay

In the chapter “Ideology and Terrorism: Rights from Wrongs?” Synthis Combs tries to examine the causes of terrorism and their transformation throughout time. Thence, the author strives to point out the ever-lasting motives as well as those triggers that have recently appeared. A particular emphasis is put on the problem of justification. Otherwise stated, Combs tries to determine whether violence provoked by other violence can be justified from a moral standpoint. First and foremost, Combs points out that the character of modern terrorism is different from that existing a few centuries ago, even though their cause is similar. Hence, the main distinguishing trait of the new terrorism is that it is targeted at the guilty parties but applied to innocent groups. Combs reminds that violence would be initially applied to the cause of the problems, whether it was the government or external aggressors (36). At the current point, it is applied to citizens – those people who are not considered to be guilty even in the terrorists’ opinion. Therefore, terrorist philosophy has changed significantly. Today, it is not the state that is the victim but a “third party whose injury or death is intended to hurt or frighten” the targeted politicians (Combs 37). To illustrate the changes that the concept of terrorism has undergone, Combs compares it to the anarchist violence in Russia and the USA, showing, in such a manner, that the latter would not target a third party as a victim. Therefore, the author believes that the so-called “revolution violence” has gradually transformed into what is now called “terrorism” (Combs 39). As soon as the transformation has completed, terrorism became inadmissible from the legislative perspective. Otherwise stated, revolution violence could be explained and partially justified by the people’s will to fight for their rights. Also, as it has been already mentioned above, it was targeted directly at the state. Terrorism, in its turn, cannot be justified as it involves third parties – innocent civil people. Speculating upon violence, Combs points out that it is intolerable notwithstanding the motives and causes. In the meantime, the author agrees that it is sometimes hard to distinguish between acceptable and intolerable violence. Hence, Combs provides the example of Nazi Germany that was proclaimed to be the universal evil. Combs notes that bombing the Germans led to the numerous deaths of innocent citizens, even though its motives were justified (41). Another critical problem elucidated in the chapter is the right of nations for self-determination. Thus, the author admits the necessity for such a right, pointing out, meanwhile, that its realization signifies inevitable violence. Combs refers to the example of the conflict between Palestine and Israel to show the ambiguity of this problem (42). A significant part of Combs’s speculations is devoted to the so-called “religious terrorism.” First and foremost, the author points out that this phenomenon appeared a long time ago. Thus, it would be wrong to regard it as a modern tendency. Combs provides the example of the first Christians who would also be rather radical while establishing their faith (44). In the meantime, the author admits that the process of globalization has become a strong trigger for religious terrorists’, or “zealots,” activity. Hence, the motive, to preserve the faith traditions the way they were initially established, is relatively new. Get your 100% original paper on any topic done in as little as 3 hours Learn More Moreover, the process of globalization has simplified the process of engaging people in terrorist activity significantly. Thus, social networks and other channels make it easier for terrorists to communicate their ideas to society. Modern people know more about the lives of others, so they are more exposed to experience anger and jealousy on the grounds of injustice. These feelings are skillfully used by terrorist organizations. Finally, the author points out that even though the causes of terrorism are always similar, the motives and methods of different terrorist groups can vary. Hence, for instance, religious fanatics seek to advance the ideas of Supreme Being through suicide bombers. Neo-Nazis get involved in armed conflicts with the government, preserving the relevant ideas. The author also mentions separatists that employ violent methods to communicate their requirements to the government. Finally, Combs distinguishes the so-called “issue-oriented” terror (48). This type of violence is commonly targeted at particular social groups, whereas the methods used might vary significantly. Thus, for example, the author refers to the example of a terrorist group that bombed the hospital that provided abortion services. Combs, likewise, suggest considering such types of terrorists as “pathological” and “counterterror” (50). The former carries out terror for the sake of joy, while the latter does it to take over the control. In the meantime, both result in the deaths of innocent people. In conclusion, Combs points out that modern terrorism has acquired new forms and adopted new motives. The author puts a particular emphasis on the fact that this violence is inadmissible notwithstanding the reasons underpinning it. Meanwhile, Combs notes that understanding the motives is likely to simplify the fight (50). Works Cited Combs, Cynthia. Terrorism in the Twenty-First Century, Raleigh: Routledge, 2015. Print.

A Case Study Of Anita Brown Nursing Essay

During the last 15 years there has been a substantial rise in the number of newly diagnosed patients with acute kidney injury especially whilst an inpatient Yaklin, 2011. This is despite every effort to prevent AKI in clinical practice (Venkataraman, 2008). Anita Brown is one such patient, having been diagnosed with AKI following routine surgery. AKI occurring after surgery is associated with a significant increase in patient morbidity and mortality (Chertow, Levy, Hammermeister, Grover, Daley, 1998; Praught