Discuss Cultural & Ethnic Studies


If our schools are racially biased, what is it we actually teach our children?

Jonathan Kozol is an Educational Activist who has been working for Social Justice for all since the early 1960’s. For these 40 years one of his concentrations has been in the area of education.  In his most recent book on this subject, “The Shame of the Nation” Kozol looks at the state of our public education system.

Using the resources provided in this lesson, and others that you may find on your own, approach the following:

After watching the video and reading this article, what does this short passage quoted below tells you?  It comes from Kozol’s book, The Shame of a Nation.  Post your own reactions to the video.  Post your own understand of what Kozol is saying in this short quotation about the use of our voices, and what our schools are teaching our children, and respond to the ideas of others.  How important is it that our schools are free of race based bias?

“In a third class of over 30 students that was housed in a portion of the school building itself that was still unusable, children read me [Kozol] sentences they’d written about what they liked best about the new curriculum.

‘My favorite skill is silence,’ said one child.

‘No talking,’ said another.'”

Attempt to answer the questions posed here in a 2 page essay, double spaced.

What tactics would you employ to grow the ecosystem and competitive level and fandom for your title? 

What tactics would you employ to grow the ecosystem and competitive level and fandom for your title?

Choose a non Tier 1 esports title (Tier 2- or below, you can refer to this updated Q1 2020 or reach out for other title ideas) and imagine that you are now the publisher in control of building/growing the competitive scene for your game.  Your directive is to grow the title to a Tier 1+ esport.

How would you approach the situation?  What tactics would you employ to grow the ecosystem and competitive level and fandom for your title?

Community, Professional scene?

Broadcast strategy?

Fiscal responsibility, sustainability?

Monetization strategy?

Execution and implementation strategy?


Determine The Most Critical Pollutants

In Chapter 6:

(https://strayer.vitalsource.com/#/books/9781119014249/cfi/6/18!/4/2@0:0 ) The Environment – Part I, Hite and Seitz (2016) note that pollution and global warming were an important concern of the first world conference on the environment that was held in Sweden in 1972. Principle 6 of that declaration stated that we must stop the release of pollutants and heat that cannot be effectively processed by our environment (Declaration of the United Nations Conference on the Human Environment. 1972. Chapter 11. p. 2. <https://www.ipcc.ch/apps/njlite/srex/njlite_download.php?id=6471>).

Thinking about the different types of pollutants and heat that can be effectively processed by our environment, which are the most critical to address? Identify three pollutants you consider to be the most critical to address and explain why you believe they are most important.

Recommend methods for addressing or improving the leader’s ability


Understanding the Landscape of For-Profit, Nonprofit, and Government-Based Human Service Organizations

There are a number of factors that impact or shape how programs function in their setting and how they deliver services. A good leader or manager understands that part of his or her job and role includes an ability to understand the landscape of the community served, including funding and policy changes. For this assignment, you will address key factors that impact decision-making and service delivery practices for your selected organization. Keep in mind that key factors may be external forces or internal issues, or some combination of these elements.

In this assignment, you will be demonstrating your organizational policy-writing skills through addressing the following course competencies:

  • Analyze the trends and competitive forces that influence community-based organizations.
  • Analyze how the skills of the leaders affect human services organizations.

Write the assignment as an analysis paper for a director, senior manager, or board of directors, depending on the governing practices of your selected organization.

In your analysis paper:

  • Describe the current political and social landscape for the organization you have selected for your course assignments.
  • Identify and discuss three to four important factors or forces that are impacting the organization.
  • Assess the leadership challenges that may exist as a result of the forces impacting the organization.
  • Recommend methods for addressing or improving the leader’s ability to respond to the forces impacting the organization.
  • Cite at least five empirical research articles or text sources that address leadership practices for managing challenges in a human services organization.

Assignment Requirements*****BE SURE TO READ******

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • APA formatting: Headings, resources, and citations should be formatted according to current APA style and formatting standards.
  • References: Your paper must include at least 5 empirical research articles or text references.
  • Length of paper: 4–6 typed, double-spaced pages.
  • Font and font size: Times New Roman, 12 point.
  • Use the template provided in the assignment resources to complete the assignment.(PROVIDED IN ATTACHMENTS)

Submit your paper in the Assignment area as a Word attachment.


In your Responsive Leadership in Social Services textbook, read the following:

  • Chapter 3, “Perception Is Everything,” pages 52–77.
  • Chapter 4, “Meaning Making: Practical Strategies for Understanding and Accessing the Employee Story, “ pages 78–124.

Use the Capella University Library to read the following:



APA style/Include references and site resources

250 words Minimum, 500 words MAX

Answer questions fully and completely

Keys to Successful Engagement

Review Situation 3 on page 59 of your Responsive Leadership in Social Services textbook(See below), which discusses an empowerment project done in a child welfare agency. The project provided participants with unexpected insights. This project took place within a specific agency.

In your initial post, discuss how the same insights about engagement, motivation, and understanding the story of participants would be beneficial to successful outcomes in a multi-organizational collaborative project. Describe what you see as the three key take-away points from this situation. Explain why you believe these are the three key points.

Situation 3: One small difference can make BIG differences. I have had the privilege of working on some amazing projects that were geared toward enhancing social work team capacity. One project in particular, the Empowering Social Workers (ESW) Project (de Groot, 2006), was directed at empowering child welfare workers through a strengths-based approach to embrace and alter challenging workplace realities in a manner that would result in increased optimism, morale, empowerment, and team cohesion. A significant point to mention is that the ESW Project was initiated at the same time as what people refer to as the “worst time in child welfare in our province’s history.” The project was launched days prior to the discovery of an atrocious child death and the subsequent negative and tumultuous child death review that followed. This is important not because many project participants stated that it was the worst time to be working in child welfare in their entire careers but because the project demonstrated that we can effect positive change even at a time when workers in a system are feeling the most devalued, unsupported, and demoralized. There were a number of purposeful and unintentional insights gleaned from the project. The hypothesis that we could effect positive changes in worker experience and overall workplace climate was confirmed in our work. This was exciting as it affirmed and validated the idea that we could positively affect workplace climate even if political, bureaucratic, fiscal, organizational, and workplace challenges continued to persist. However, despite the intentional deductions gathered, there were two significant surprises that occurred, one during the project and the other during project follow-up. The first surprise that occurred within the project was the importance the supervisor played in the experiences of workers and of the workplace climate overall. Many project participants reported being dissatisfied with supervisory support and/or supervision due to a variety of factors. Some of these factors included a new supervisor being placed with the team, the team not knowing the supervisor, the supervisor not knowing all of the team members, diverse and differential staff support and supervision needs, trust and safety requiring more effort and work, little acknowledgment or validation by the supervisor, and workplace challenges making it hard on the supervisor (de Groot, 2006, p. 121). It is important to note that when the project supervisor learned of this information following the project report, he was surprised and his feelings were hurt. However, like many great leaders, he agreed to team building in order facilitate a better understanding and accommodation of individual team members’ needs and preferences for supervisory support and supervision. He wanted to do the best for his members and staff. I was asked to facilitate the initiative. I referred to the exercise as “Preferred Supervision: Identifying Needs to Succeed.” This process was very successful and initiated steps the supervisor could take to enhance overall leadership quality for individual team members. At the time, I did not know that it was this process that stimulated the early development of the Preferred Leadership Profile (PLP), which I will discuss further in this chapter. The second and most surprising revelation occurred during project follow-up and debriefing. Because the ESW Project was measuring changes in key areas such as worker feelings of optimism, empowerment, morale, and team cohesion, the evaluation design required two groups: the project group and the control group. The two groups were as identical as possible in size, location, number of team members, types of clients, number of cases, years of experience, and so on. What I found to be fascinating were the differences in overall worker satisfaction and workplace climate between the two teams. The control group reported a significantly higher level of morale, optimism, and team cohesion. What did most of them attribute it to? It was in large part due to the perceived supportiveness and supervision quality of the supervisor! This was exciting: an insight that confirmed the importance employee perceptions have on worker experiences and workplace climate. More importantly, the greatest insight was that these two teams operated in similar environments with similar and persisting organizational and workplace challenges, yet due to positive worker perceptions of leadership quality, things were much better overall for the control team and its members. This particular situation surfaced important themes that were positively impactful then, and the insights gained continue to influence my understanding of the importance of perception on effective supervision and overall leadership quality. Some of these themes are as follows: Worker perceptions and experiences of supervision have a significant impact on optimism, morale, job satisfaction, and workplace climate. Supervisors, by tuning into worker needs and preferences, can enhance the quality of supervision and support for workers. Effective supervision and quality supervisory support can buffer workers against the stress and challenges of a trying and difficult work environment. Each of the three scenarios, in unique ways, demonstrates the role worker perceptions play in their experience of supervision and perceived supervisory support. While all of the lessons learned, including themes that emerged from the situations presented above, are valuable, it is the final bullet of the third scenario (Effective supervision and quality supervisory support can buffer workers against the stress and challenges of a particular work environment) that I find the most fascinating and profound. Situation 3 continues to confirm for me the power that quality leadership can have on workers’ perceptions and experiences of the work and the work climate. I have been referring to supervision as a mechanism of leadership and have made reference to the context of supervision as representing an environment within an environment. Situation 3 clearly speaks to these ideas. Supervision as a mechanism can operate as a safe-haven for workers, especially during extremely difficult and challenging times. It reinforces the idea that while we may not be able to change or alter many of the bureaucratic, political, fiscal, and/or organizational impediments to good practice, as mentioned in Chapter 1, quality supervision and supervisory support can positively enhance workers’ experience of themselves, the work, and the organization overall. It is in the context of these scenarios that we may have a partial yet profound solution to the question posed by Patti (2009). That is, how do we create organizational conditions that will lead to positive worker perceptions, attitudes, and behavior in order to bring about the highest quality and the most effective service? It is through a quality leadership experience wherein the leader places primacy on the importance of the workers’ perceptions of themselves and the work but above all their perceptions of the quality of supervision and supervisory support.

Define The problem-solving model

    Paula  is  a  43-year-old  HIV-positive  Latina  woman  originally  from  Colombia.  She  is  bilingual,  fluent  in  both  Spanish and English. Paula lives alone in an apartment in Queens, NY. She is divorced and has one son, Miguel, who is 20 years old. Paula maintains a relationship with her son and her ex-husband, David (46). Paula raised Miguel until he was 8 years old, at which time she was forced to relinquish custody due to her medical condition. Paula is severely socially isolated as she has limited contact with her family in Colombia and lacks a peer network of any kind in her neighborhood. Paula identifies as Catholic, but she does not consider religion to be a big part of her life. Paula came from a moderately well-to-do family. She reports suffering physical and emotional abuse at the hands of both her parents, who are alive and reside in Colombia with Paula’s two siblings. Paula completed high school in Colombia, but ran away when she was 17 years old because she could no longer tolerate the abuse at home. Paula became an intravenous drug user (IVDU), particularly of cocaine and heroin. David, who was originally from New York City, was one of Paula’s “drug buddies.” The two eloped, and Paula followed David to the United States. Paula continued to use drugs in the United States for several years; however, she stopped when she got pregnant with Miguel. David continued to use drugs, which led to the failure of their marriage. Once she stopped using drugs, Paula attended the Fashion Institute of Technology (FIT) in New York City. Upon completing  her  BA,  Paula  worked  for  a  clothing  designer,  but  realized  her  true  passion  was  painting.  She  has  a  collection of more than 100 drawings and paintings, many of which track the course of her personal and emotional journey. Paula held a full-time job for a number of years before her health prevented her from working. She is now unemployed and receives Supplemental Security Insurance (SSI) and Medicaid. Paula was diagnosed with bipolar disorder. She experiences rapid cycles of mania and depression when not prop­erly medicated, and she also has a tendency toward paranoia. Paula has a history of not complying with her psychi­atric medication treatment because she does not like the way it makes her feel. She often discontinues it without telling her psychiatrist. Paula has had multiple psychiatric hospitalizations but has remained out of the hospital for at least five years. Paula accepts her bipolar diagnosis, but demonstrates limited insight into the relationship between her symptoms and her medication. Paula was diagnosed HIV positive in 1987. Paula acquired AIDS several years later when she was diagnosed with a severe brain infection and a T-cell count less than 200. Paula’s brain infection left her completely paralyzed on the right side. She lost function of her right arm and hand, as well as the ability to walk. After a long stay in an acute care hospital in New York City, Paula was transferred to a skilled nursing facility (SNF) where she thought she would die. It is at this time that Paula gave up custody of her son. However, Paula’s condition improved gradually. After being in the SNF for more than a year, Paula regained the ability to walk, although she does so with a severe limp. She also regained some function in her right arm. Her right hand (her dominant hand) remains semiparalyzed and limp. Over the course of several years, Paula taught herself to paint with her left hand and was able to return to her beloved art. In 1996, when highly active antiretroviral therapy (HAART) became available, Paula began treatment. She responded well to HAART and her HIV/AIDS was well controlled. In  addition  to  her  HIV/AIDS  disease,  Paula  is  diagnosed  with  hepatitis  C  (Hep  C).  While  this  condition  was  controlled, it has reached a point where Paula’s doctor is recommending she begin treatment. Paula also has signifi­cant circulatory problems, which cause her severe pain in her lower extremities. She uses prescribed narcotic pain medication to control her symptoms. Paula’s circulatory problems have also led to chronic ulcers on her feet that will not heal. Treatment for her foot ulcers demands frequent visits to a wound care clinic. Paula’s pain paired with the foot ulcers make it difficult for her to ambulate and leave her home. As with her psychiatric medication, Paula has a tendency not to comply with her medical treatment. She often disregards instructions from her doctors and resorts to holistic treatments like treating her ulcers with chamomile tea. Working with Paula can be very frustrating because she is often doing very well medically and psychiatrically. Then, out of the blue, she stops her treatment and deteriorates quickly. I  met  Paula  as  a  social  worker  employed  at  an  outpatient  comprehensive  care  clinic  located  in  an  acute  care  hospital in New York City. The clinic functions as an interdisciplinary operation and follows a continuity of care model. As a result, clinic patients are followed by their physician and social worker on an outpatient basis and on an inpatient basis when admitted to the hospital. Thus, social workers interact not only with doctors from the clinic, but also with doctors from all services throughout the hospital. 23

SESSIONS: CASE HISTORIES • THE CORTEZ FAMILY After  working  with  Paula  for  almost  six  months,  she  called  to  inform me that she was pregnant. Her news was shocking because she did not have a boyfriend and never spoke of dating. Paula explained that she met a man at a flower shop, they spoke several times, he visited  her  at  her  apartment,  and  they  had  sex.  Paula  thought  he   was  a  “stand  up  guy,”  but  recently  everything  had  changed.  Paula  began to suspect that he was using drugs because he had started to  become controlling and demanding. He showed up at her apartment at all times of the night demanding to be let in.  He c   alled her relentlessly, and when she did not pick up the phone, he left her mean and threatening messages.  Paula was fearful for her safety.  Given Paula’s complex medical profile and her psychiatric diagnosis, her doctor, psychiatrist, and I were concerned about Paula maintaining the pregnancy. We not only feared for Paula’s and the baby’s health, but also for how Paula would manage caring for a baby. Paula also struggled with what she should do about her pregnancy. She seriously considered having an abortion. However, her Catholic roots paired with seeing an ultrasound of the baby reinforced her desire to go through with the pregnancy. The primary focus of treatment quickly became dealing with Paula’s relationship with the baby’s father. During sessions with her psychiatrist and me, Paula reported feeling fearful for her safety. The father’s relentless phone calls and voicemails rattled Paula. She became scared, slept poorly, and her paranoia increased significantly. During a particular session, Paula reported that she had started smoking to cope with the stress she was feeling. She also stated that she had stopped her psychiatric medication and was not always taking her HAART. When we explored the dangers of Paula’s actions, both to herself and the baby, she indicated that she knew what she was doing was harmful but she did not care. After completing a suicide assessment, I was convinced that Paula was decompen­sating quickly and at risk of harming herself and/or her baby. I consulted with her psychiatrist, and Paula was invol­untarily admitted to the psychiatric unit of the hospital. Paula was extremely angry at me for the admission. She blamed me for “locking her up” and not helping her. Paula remained on the unit for 2 weeks. During this stay she restarted her medications and was stabilized. I tried to visit Paula on the unit, but the first two times I showed up she refused to see me. Eventually, Paula did agree to see me. She was still angry, but she was able to see that I had acted with her best interest in mind, and we were able to repair our relationship. As Paula prepared for discharge, she spoke more about the father and the stress that had driven her to the admission in the first place. Paula agreed that despite her fears she had to do something about the situation. I helped Paula develop a safety plan, educated her about filing for a restraining order, and referred her to the AIDS Law Project, a not-for-profit organization that helps individuals with HIV handle legal issues. With my support and that of her lawyer, Paula filed a police report and successfully got the restraining order. Once the order was served, the phone calls and visits stopped, and Paula regained a sense of control over her life. From a medical perspective, Paula’s pregnancy was considered “high risk” due to her complicated medical situ­ation. Throughout her pregnancy, Paula remained on HAART, pain, and psychiatric medication, and treatment for her Hep C was postponed. During the pregnancy the ulcers on Paula’s feet worsened and she developed a severe bone infection, ostemeylitis, in two of her toes. Without treatment the infection was extremely dangerous to both Paula and her baby. Paula was admitted to a medical unit in the hospital where she started a 2-week course of intra­venous (IV) antibiotics. Unfortunately, the antibiotics did not work, and Paula had to have portions of two of her toes amputated with limited anesthesia due to the pregnancy, extending her hospital stay to nearly a month. The condition of Paula’s feet heightened my concern and the treatment team’s concerns about Paula’s ability to care for her baby. There were multiple factors to consider. In the immediate term, Paula was barely able to walk and was therefore unable to do anything to prepare for the baby’s arrival (e.g., gather supplies, take parenting class, etc.). In the medium term, we needed to address how Paula was going to care for the baby day-to-day, and we needed to think about how she would care for the baby at home given her physical limitations (i.e., limited ability to ambulate and limited use of her right hand) and her current medical status. In addition, we had to consider what she would do with the baby if she required another hospitalization. In the long term, we needed to think about permanency planning for the baby or for what would happen to the baby if Paula died. While Paula recognized the importance of all of these issues, her anxiety level was much lower than mine and that of her treatment team. Perhaps she did not see the whole picture as we did, or perhaps she was in denial. She repeatedly told me, “I know, I know. I’m just going to do it. I raised my son and I am going to take care of this baby too.” We really did not have an answer for her limited emotional response, we just needed to meet her where she was and move on. One of the things that amazed me most about Paula was that she had a great ability to rally people around her. Nurses, doctors, social workers: we all wanted to help her even when she tried to push us away. The Cortez Family David Cortez: father, 46 Paula Cortez: mother, 43 Miguel Cortez: son, 20  24

SESSIONS: CASE HISTORIES • THE CORTEZ FAMILY While Paula was in the hospital unit, we were able to talk about the  baby’s  care  and  permanency  planning.  Through  these  discus­sions, Paula’s social isolation became more and more evident. Paula had  not  told  her  parents  in  Colombia  that  she  was  having  a  baby.  She  feared  their  disapproval  and  she  stated,  “I  can’t  stand  to  hear  my mother’s negativity.” Miguel and David were aware of the preg­nancy, but they each had their own lives. David was remarried with children, and Miguel was working and in school full-time. The idea of  burdening  him  with  her  needs  was  something  Paula  would  not  consider. There was no one else in Paula’s life. Therefore, we were forced to look at options outside of Paula’s limited social network. After  a  month  in  the  hospital,  Paula  went  home  with  a  surgical  boot,  instructions  to  limit  bearing  weight  on  her  foot,  and  a  list  of  referrals  from  me.  Paula  and  I  agreed  to  check  in  every  other  day  by telephone. My intention was to monitor how she was feeling, as well as her progress with the referrals I had given her. I also wanted to  provide  her  with  support  and  encouragement  that  she  was  not  getting  from  anywhere  else.  On  many  occasions,  I  hung  up  the  phone frustrated with Paula because of her procrastination and lack of follow-through. But ultimately she completed what she needed to  for the baby’s arrival. Paula successfully applied for WIC, the federal Supplemental Nutrition Program for Women,  Infants, and Children, and was also able to secure a crib and other baby essentials.  Paula delivered a healthy baby girl. The baby was born HIV negative and received the appropriate HAART treat­ment after birth. The baby spent a week in the neonatal intensive care unit, as she had to detox from the effects of the pain medication Paula took throughout her pregnancy. Given Paula’s low income, health, and Medicaid status, Paula was able to apply for and receive 24/7 in-home child care assistance through New York’s public assistance program. Depending on Paula’s health and her need for help, this arrangement can be modified as deemed appro­priate. Miguel did take a part in caring for his half sister, but his assistance was limited. Ultimately, Paula completed the appropriate permanency planning paperwork with the assistance of the organization The Family Center. She named Miguel the baby’s guardian should something happen to her.  

describe the significance of the exodus in relationship to the covenant God made with Abraham.

describe the significance of the exodus in relationship to the covenant God made with Abraham.


The Abrahamitic covenant does not come into full fruition until the exodus event, which marks the real beginning of the history of Israel. In this essay, please describe the significance of the exodus in relationship to the covenant God made with Abraham. Additionally, explain how the Mosaic covenant compliments the Abrahamitic covenant.


-Length: 3-4 double-spaced, typed pages.

– To meet the length requirement, the paper must be three full pages o Acceptable paper will end on the fourth page

-Style: MLA, 7th edition

-MLA style formatting is required for the paper

– Double-spaced

– MLA formatted header (last name page number in the heading, not the text area)

– MLA formatted heading (Student Name, Instructor Name, Full name of class, Date in International format [i.e., 10 October 2012])

-MLA required title

-In-text citations are required and must have a matching entry in the Works Cited

Describe as many scenes as exist in the vision

1 page response

Go Tell It on the mountain

Baldwin Go Tell It (4)
Study John’s visionary journey (225-244) and create a list of scenes with short descriptions, due by Sunday.

In ‘The Threshing Floor,’ (225-244) John experiences many dramas and emotions as he goes through being saved.

I Reread these pages, dividing his vision into major scenes, which are the stages of his spiritual journey. Just like a dream, these are

primarily fantastic and symbolic, not logical or realistic, since they take place mostly in his mind and soul.

II Create a list of your scenes in sequence. QUOTE the first and last phrase or sentence to mark

the parts, with page numbers (if you have them). Briefly summarize what happens and with whom, like this:

Scene 1. Begins with: “Dust was in his nostrils, sharp and terrible” (227) and continues to: “Ah down! and to that purpose, where?” (229) John falls to the floor “possessed” and feels thick dust choking him, panics and screams, knows the Holy Ghost is speaking to him, but doesn’t know why.

Scene 2. Begins with: [etc] and continues up to: [etc.] USE THE MODEL ABOVE.

III. Describe as many scenes as exist in the vision — at least 6-10 separate long scenes, covering the opening up to John’s “awakening” and reception by Elisha and the saints (244). You can divide the 20 pages any way you like. DO begin at the beginning (you can start at another sentence if you wish).

IV. For extra credit: explain the Biblical allusions and parallels you see in any or all of the scenes; you can also go more deeply into the connections between the vision and John’s life up to now.


What did you find most interesting about this autoethnography?

Part 1: Write a response (a paragraph or more)  to ONE of the articles listed below under “Sample Autoethnographies.” What did you find most interesting about this autoethnography? How did this author use personal experience of the topic and/or personal narrative to make a larger sociological point? How is personal narrative combined with other forms of research, such as secondary sources that provide a larger sociological or theoretical context, interviews, or observation of physical or online communities? What did you learn from reading this autoethnography about the expectations and conventions for this genre of writing?

Part 2: Generate a list of possible topics for your own autoethnography. Then choose two of the topics you listed and write a paragraph each explaining how you could explore those topics in an autoethnography. What would you emphasize about your personal experience? What larger social issues would this tie in with? What preliminary ideas do you have of how to combine personal narrative with secondary sources, interviews, and/or fieldwork observation of an in-person or virtual fieldsite?

Sample Autoethnographies: (Note: In some cases, when you follow the link, you will need to download the available full text PDF. If any of these links don’t work for you, just type in the author’s name and title keywords into a Google Scholar search. This will take you to a free link to the article.)

Abd-Rahimm, Atiquah “Online Fandom: Social Identity and Social Hierarchy of Hallyu Fans.”

Journal of Undergraduate Ethnography. Vol. 9, No 1. 2019, 65-81. https://ojs.library.dal.ca/JUE/article/view/8885 (链接到外部网站。)

This undergraduate research paper examines participation in an online Hallyu fan group. It is a good example of doing fieldwork observation of an online space. The author combines personal experience as a Hallyu fan with online fieldwork and with research from secondary sources.

Chavez, Minerva. “Autoethnography, a Chicana’s Methodological Research Tool: The Role of

Storytelling for Those Who Have No Choice but to do Critical Race Theory.” Equity and Excellence in Education, 45(2), 334-348, 2012, 334-348.

https://www.researchgate.net/publication/254300927_Autoethnography_a_Chicana’s_Methodological_Research_Tool_The_Role_of_Storytelling_for_Those_Who_Have_No_Choice_but_to_do_Critical_Race_Theory (链接到外部网站。)

Drawing on personal narrative and secondary research, the author talks about her journey as a working-class Chicana first-generation college student. She addresses elements of her cultural heritage as well as encounters with the academy. This is one of many authoethnographies centering on cultural heritage and education.

Fox, Regan. “Are Those Germs in Your Pocket, Or Am I Just Crazy to See You: An

Autoethnographic Consideration of Obsessive-Compulsive Disorder.” Qualitative Inquiry, Vol. 20(8), 2014, 966-975.

https://journals.sagepub.com/doi/pdf/10.1177/1077800413513732?casa_token=yZsLoJHXc6IAAAAA:AY-cEnMmhAl0qhvBE_Ra8XdK0BrpRtNh-6oXakabtnCkrlQHiPNzXUMyII_PWDg_qZKCtfqDG9l5jg (链接到外部网站。)

Drawing on personal experience and secondary research, this article is an example of a growing number of autoethnographies centered on illness or disability. The author theorizes his struggle with obsessive compulsive disorder, addressing serious issues while using an often humorous writing style. This type of autoethnography is of particular interest to the medical community, to other people who might be struggling with similar issues, or to anybody interested in mental health issues.

Guetzinger, Brian. “An Orchestra of Many.” Writ Large. University of Denver, 2016.

https://writlargedu.wordpress.com/2016/02/07/an-orchestra-of-many-goetzinger/ (链接到外部网站。)

This is a WRIT 1133 student ethnography published in the DU Writing Program’s student magazine Writ Large. Although not strictly an autoethnography, the author is an insider to the classical music subculture and he combines personal narrative with interviews and secondary sources to explore classical music and what it takes to make this into a career.

Herrmann, Andrew. “Communication and Ritual at the Comic Book Shop.” Journal of

Organizational Ethnography, June 2018, 2-18. https://www.researchgate.net/publication/326043745_Communication_and_ritual_at_the_comic_book_shop_The_convergence_of_organizational_and_popular_cultures (链接到外部网站。)

This autoethnography was performed at a local comic book shop, connecting communicative and ritual practices to organizational culture, hegemonic masculinity, geek culture and personal identity. Drawing on personal narrative and secondary research, the author explores his comic book fandom.

Jones, Bethan. 2014. “Written on the Body: Experiencing Affect and Identity in My

Fannish Tattoos.” In “Materiality and Object-Oriented Fandom,” edited by Bob Rehak, special issue, Transformative Works and Culture No. 16, 2014.  https://journal.transformativeworks.org/index.php/twc/article/download/527/443?inline=1 (链接到外部网站。)

In this article, the author explores the meaning behind her tattoos through personal narrative, photographs, and secondary research. Her research tattoos in the context of fan subcultures and is part of the larger body of research that connects autoethnography to fan studies.

Malhotra, Prema. “An Autoethnographic Journey of Intercountry Adoption.” The Qualitative

Report. Vol. 18, Article 63, 2013, 1-13. http://citeseerx.ist.psu.edu/viewdoc/download?doi= (链接到外部网站。)

In this autoethnographic essay, the author explores her struggles and desires to learn about her life prior to adoption. The essay combines personal narrative, diary entries, and extensive secondary research. It is one of many autoethnographies centering on family structure and relationships.

McNaughton, Melanie. “Insurrectionary Womanliness: Gender and the (Boxing) Ring.” The

Qualitative Report, Vol. 17, 33, 1-13 https://files.eric.ed.gov/fulltext/EJ978732.pdf (链接到外部网站。)

Informed by gender theory, this autoethnography examines the author’s encounters with breaking traditional gender norms and her identity as a female boxer. This is one of a growing number of autoethnographies focusing on gender and sexuality. The author combines personal narrative with incorporation with secondary sources to provide context as well as a critical lens.

Parry, Keith. “Game of Two Passions: A Football Fan’s Autoethnography.” January 2014.

https://www.researchgate.net/publication/264496863_Game_of_two_passions_A_football_fan’s_autoethnography (链接到外部网站。)

[Note: If this link does not work, just copy the author and title and paste into Google Scholar. It will connect you to a link.]

This is an example of a scholarly autoethnography centered on fan studies. Other studies of this type might examine other types of fandoms connected, for instance, with sports, music, games, comics, or books. In this fifteen-page article, the author incorporates his own personal narrative as well as diary entries, observations, and secondary research on fan studies.

Scarfe, S. and Marlow C. “Overcoming the Fear: An Autoethnographic Narrative of Running

with Epilepsy.” Qualitative Research in Sport, Exercise, and Health7(5), 688-697.

http://eprints.bournemouth.ac.uk/23136/5/Scarfe.%20Autofinishedproofword.pdf (链接到外部网站。)

Drawing on personal narrative and secondary research, this autoethnography discusses the challenges of being a runner with epilepsy. The author explores her identity as an athlete and discusses how this identity continued to develop after she was diagnosed with epilepsy. It is one of many studies on athletics and disability.

Nguyen, Tram “A Journey of Cross-Cultural Adaptation: An Autoethnography of a Vietnamese

Graduate Student in the American Classroom.” https://thekeep.eiu.edu/cgi/viewcontent.cgi?article=5457&context=theses (链接到外部网站。)

This is an example of an autoethnography centering on the author’s experience as an international student from Vietnam. This is a thesis and is long, but it is a good example of content and structure in writing about the international student experience. Other autoethnographies of this type might examine, for instance, other types of cross-cultural experiences, the experience of being a student athlete, or the experience of being a first-generation student.

Young, Stephanie. “Half and Half: An (Auto)ethnography of Hybrid Identities in a Korean

American Mother-Daughter Relationship”

https://www.researchgate.net/publication/233345934_Half_and_Half_An_Autoethnography_of_Hybrid_Identities_in_a_Korean_American_Mother-Daughter_Relationship (链接到外部网站。)

[Note: If this link does not work, just copy the author and title and paste into Google Scholar. It will connect you to a link.]

This article examines the author’s identity as a second-generation Korean immigrant and her sense of a hybrid identity. The article combines personal narrative with interviews with her mother and secondary research. This is an excellent example of how personal narrative and interview-based research can be effectively combined in autoethnography.

Which elements were most effective and why? 

Respond to the following in a minimum of 175 words:

Movies and stage plays, also known as cinema and theatre, are probably the most accessible of the performing arts. In both forms, a story is portrayed using similar methods or elements such as actors and actresses, costumes, sets, scripts, and lighting. Both film and theatre producers are able to bring a story to life using these elements, and their artistic choices can enhance the drama of the story.

Think of one of your favorite movies and consider how different artistic choices were made in the film’s production.

  • Which elements were most effective and why?
  • Could your film be turned into a stage play? Why or why not?

Apply the best organizational development process skills the executives should use.

Your employer has been going through many challenges in the past 18 months due to the recent financial crises. There have been major challenges throughout the company, including high turnover, software applications being used are outdated, stress is increasing for those employees who have stayed, and morale is at the lowest point ever for the company. The remaining executives are planning to do a reorganization of the jobs and responsibilities throughout the company. However, each time the executives want to implement a change, another batch of employees resigns. You have been asked by your supervisor to prepare an analysis of what the executive leaders must do.

Present your findings as a 4–5-page report in a Word document formatted in APA style. At a minimum, your paper must include the following:

  • Apply the best organizational development process skills the executives should use.
  • Apply the change strategies within the short term and long term.
  • Evaluate and present the impacts of the resources.

Submitting your assignment in APA format means, at a minimum, you will need the following:Title page: Remember the running head and title in all capital letters.

  • Abstract: This is a summary of your paper, not an introduction. Begin writing in third-person voice.
  • Body: The body of your paper begins on the page following the title page and abstract page, and it must be double-spaced between paragraphs. The typeface should be 12-pt. Times Roman or 12-pt. Courier in regular black type. Do not use color, bold type, or italics except as required for APA level headings and references. The deliverable length of the body of your paper for this assignment is 3–4 pages. In-text academic citations to support your decisions and analysis are required. A variety of academic sources is encouraged.
  • Reference page: References that align with your in-text academic sources are listed on the final page of your paper. The references must be in APA format using appropriate spacing, hang indention, italics, and upper- and lower-case usage as appropriate for the type of resource used. Remember, the reference page is not a bibliography, but it is a further listing of the abbreviated in-text citations used in the paper. Every referenced item must have a corresponding in-text citation.