Please take notes as you read ‘What is the American Dream?’ by Jennifer Hocschild. The author’s main points are toward the end of the piece where she identifies the flaws in each of the four tenets of the American Dream. Capture the main ideas, key concepts, and annotations.
Arizona offers unique opportunities for direct democracy based on initiative power. In 2012 the Arizona voters, for example, rejected the Proposition 204 initiative that sought to convert a temporary sales tax that funded education into a permanent tax.
“Letter to the Editor,” propose an initiative for an educational issue that needs to be addressed. Include a plan about how this issue could become an initiative under Arizona law.
the letter should be written to persuade others to agree with your position. Support this position with examples from case law, the U.S. Constitution, or other readings.o
The Equal Rights Amendment was first proposed almost a century ago and has still not been added to the United States Constitution. It is supposed to guarantee equal legal rights for all American citizens regardless of sex. It was first introduced to Congress by Alice Paul, leader of women’s suffrage movement in 1923. Compare/contrast the Equal Rights Amendment with the FourtThe Equal Rights Amendment eenth Amendment. Did they deal with separate concepts? Explain your answer.
Analyze the questions with connections to social constructs influencing curriculum theory and development and provides details and examples.
Are students introduced to multiple perspectives? Are they asked to provide multiple perspectives on an issue or a set of ideas?
Suppose someone asks you, “What is morality?” Explain in terms of Mill’s theory.
According to classical utilitarian philosophers such as John Stuart Mill and Jeremy Bentham, morality is defined in terms of actions conforming to the principle of utility, the fundamental principle of morality.
https://www.youtube.com/watch?v=CN_Zfgxg0Aw
Your students will sometimes have more than one problem with which they are dealing. How do you help a student such as Kelsey succeed in your class?
Kelsey Carroll has one goal — to graduate from high school — and plenty of reasons why she shouldn’t. She attends a school with one of the highest dropout rates in New Hampshire and has dealt with homelessness, self-mutilation, abuse, and ADHD. As a freshman,
Discuss the importance of a person like Sam Kirk.
Find one other person who was or is important to the Field of Special Education. Introduce this person to your classmates.
https://www.youtube.com/watch?v=12S0iN9c2I0
It is important to emphasize that emotion norms in the workplace are determined by occupational identities (e.g., physician or nurse), as well as the social identities of the specific individuals occupying each role (e.g., female attorney or Black attorney).
For instance, the characteristic emotions of a female physician (i.e., affectionate, broad-minded, cooperative, and compassionate) and a Black physician (i.e., perceptive, mature, optimistic, and wise) are different from those of a physician unmarked by sex or race (i.e., independent, competent, confident, and satisfied).
Research on these topics captures these differences.
The jobs of female workers, for example, are often structured in ways that require them to engage in activities that require more emotional labor and, at the same time, appear nicer, friendlier, and more available than their male counterparts.
Similarly, African Americans, especially those working in historically white institutions, are exposed to acts of subtle (as well as explicit) racism in their day-to-day interactions with customers and colleagues that can result in feelings of anger, fear, frustration, and sadness.
Question:
Consider the many social roles you occupy and the “characteristic emotions” associated with each. Now, think about the specific social identities you classify yourself as (e.g., class, gender, race, religious affiliation, etc.).
How do these social identities, in combination with the social roles you occupy, produce more specific norms and expectations about emotional expression?
Are any of these expectations associated with particular cultural stereotypes that influence the way they interact with you? As a result, have you felt pressure to express or suppress certain emotions?
Additionally, reflecting on your past interactions, have you ever interacted with someone in a way that reflected stereotypical expectations about how they should and should not feel and express those feelings?
Social roles (including occupational roles) are associated with particular “characteristic emotions.”
Drawing on insights from affect control theory, characteristic emotions may be viewed as normatively regulated affective states that individuals try to attain during interactions involving specific social roles.
These normative states (e.g., that nurses should feel compassion, counselors should feel empathy, soldiers should feel pride, service workers should feel humility) are determined by culturally shared affective sentiments that reflect societally held understandings of how good, active, and powerful these social roles are.
Notably, norms about which emotions one should experience depending on one’s position in the workplace are very similar to the well-known norms that regulate more transient social roles like being a mourner at a funeral or being a wedding participant.
Hierarchically ordered settings, such as the workplace, individuals who are at the top (e.g., doctors, owners, customers) tend to have their expectations met more often than those at the bottom (e.g., nurses, secretaries, face-to-face services workers, customer service).
Thus, individuals occupying higher status positions are more likely to experience positive emotions than their lower status counterparts.
This is because of the norms and expectations that tend to protect higher status individuals from the displaced negative emotions of others.
Moreover, higher status individuals are often sheltered from the expectations and demands of engaging in emotional labor.
For example, franchise owners have stronger status shields than sales employees; thus, they have more freedom to express negative emotions.
Franchise owners also have the ability to demand emotional labor – often in the form of groveling, flattery, cheerleading, and even caretaking, with little or no expectation to reciprocate.
Although franchise owners are expected to act in a professional manner in their interactions with clients, they are seldom called upon to do the more strenuous type of emotional labor, such as stifling anger or irritation, that is routinely demanded from managers and sales employees.
Question:
Consider a situation in which you were in a lower status position than others in a group (e.g., in the workplace, on a sports team, in a social club, in a volunteer organization, etc.). Describe the situation, your position, how those of higher status than you had more freedom to freely express their emotions, as well as the extent of emotional labor you had to exert compared to those of a higher status. Additionally, were there situations when you had to stifle negative emotions as a result of your status in the group
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