What is Cultural Relativism?

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For your first paper, you will continue thinking and writing about Cultural Relativism. You will write a 1200-1500 (minimum) word reaction/position paper. There is no maximum.

You will be watching the movie HOTEL RWANDA and following the instructions below.

Make sure to CITE your sources. You CAN ONLY use class material to make your case.

NO OUTSIDE SOURCES! (Unless we are using FACTS (like the video below, you cannot use outside opinion or analysis unless you have run it by me first.)

Link to movie description on internet movie database is below but you must find access to the movie yourself. You can find it on the library website.

If you are having trouble, please contact me immediately/asap. In very rare cases, I would be up for changing the film but, again, this is rare. That should not dissuade you from speaking to me about your issues/concerns. Obviously, the sooner you contact me, the better.

https://www.imdb.com/title/tt0395169/

For some more historical/cultural background, you can watch this video (in addition to watching the movie). This is not the movie, only an informational video:

Feature History – Rwandan Genocide (1/2) (part 1 of 2)

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HANDY-DANDY GUIDE TO WRITING A PAPER FOR ME:

1.Introduction/Thesis: State your Thesis and introduce your paper!

  • the sketch of your primary claim with relevant supporting ideas (do you lean towards a universal or relativistic model of morality?)
  • mention the movie and how it’s relevant
  • here you should be making specific but not detailed (think of your introduction as your table of contents) claims/points

2. SUMMARY/SYNOPSIS– What are you reacting to? THIS SHOULD ONLY BE A SHORT SUMMARY. It should not be more than a few hundred words.

Goal: Present what you are writing about.

Identify all of the basic information: about the book/movie/documentary that you will be relating to your argument and explaining in more detail later in your paper.

  • the author of the piece, the title of the piece, the title of the book or journal from which it was taken (if relevant), the publisher, and the year of publication;
  • the topic or subject of the piece—for example, “The Triangle Shirt-Waist Fire” or “Revitalization efforts underway in Roxbury’s Codman Square.” In other words, tell what the piece is about in a word or a phrase.
  • Ex? In-class.

3. What is Cultural Relativism? How does the movie relate?

  • Explaining Cultural Relativism, the argument(s), give elaborations in terms of the movie, and how does CR arise in different circumstances in the movie?
    • You should be using scenes from the movie and class materials (books, lectures, etc…) to explain what CR is, including the argument(s) for it.
    • You should be citing class materials and quoting when appropriate (from both the book and the movie).
    • Give examples that parallel the scenes in the movie to back up your interpretive analysis.
    • Ex. ? In-class.

4. .Thought Prompts/Analysis/Personal Response—

You will be choosing a side: Pro Relativism or Pro Universalism (weak or strong). 

Goal: You should be writing about your naive* views as they relate to the possibility of a universal morality versus a relativistic model. You should use the movie as an entry point.

*Naive? Let’s talk about it….

I have listed a few questions below that should help you think about the case you want to make and how to relate it back to the movie. You should be connecting our discussion about cultural relativism (esp, the cultural differences argument [ie, the argument for CR) and criticisms of CR) with the themes and ideas in the movie. The questions below are NOT the writing prompts for this assignment. They are meant to get you brainstorming.

+What goals does the United Nations pursue? When, if at all, is UN intervention or involvement morally permissible?

+Tatsi tells her husband (scene 17, roughly 1:20:24 into the film): “You are a good man, Paul Rusesabagina.” Does she mean he is a good Hutu? If not (or if not merely that), what does it mean to be a (morally) good person?

+How do you react to the piece on a (moral) personal level? Why?

+How does the piece relate to your experience or your own “naive” moral perspective?

+what questions does the piece raise for you — about the material, about other things?

+does the piece remind you of other readings you’ve done for the class? compare and contrast the piece to those readings.

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FOR MORE HELP on HOW TO WRITE a paper– These are helpful guides and should not be followed if they contradict the above structure/instructions. Please ASK ME or check links below for further help or clarification.

Papers & Essays: Crash Course Study Skills #9 (Links to an external site.)Papers & Essays: Crash Course Study Skills #9

https://www.mesacc.edu/~paoih30491/ArgumentsOutline.html

http://libguides.lvc.edu/c.php?g=333806&p=2244962

https://owl.purdue.edu/owl/general_writing/common_writing_assignments/index.html

https://owl.purdue.edu/owl/research_and_citation/resources.html

How would you define the specific treatment goals for this family which address both the presenting and your assessed problems?

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Instructions: I have attached the case study needed to do this paper.

1. Use double line spacing and font size 12 in your answers.

2.  5-6 pages.

CASE SUMMARY

The “Rizzo” family, consisting of father Antonio (53), mother Anna (50), daughter Sophia (22), and son Marco (18). The family came in for family therapy after Marco dropped out of his first semester at a community college. As a high school student, Marco had attended your agency, a community-based organization located in the neighborhood for teen service programs, including college and SAT preparation. Staff at the agency was surprised to learn that Marco had dropped out of college, despite earning a 3.0 GPA. During an individual counseling session, Marco revealed to you, his individual counselor, that he had dropped out after receiving pressure from his family to work in the family business, a successful pizzeria and Italian restaurant that his father had started over 25 years ago. Antonio, an Italian immigrant who came to the United States at age 13, felt that it was important that the business remained owned and operated by a member of his family. Antonio’s three brothers, also pizzeria owners, all had sons who had taken over the business; he felt that as his only son, it was Marco’s “duty and responsibility to the family” to run the business.

Marco had worked in the pizzeria on weekends and after school since he was 14 years old. He continued to work in the pizzeria during college, but often times, it conflicted with his studies or social events on campus, but he felt that he could not say no to his father. Marco felt significant guilt and pressure from his family to work in the pizzeria rather than focus on college, where he was considering majoring in business. He felt if he did not agree to run the business, he was disrespecting and dishonoring the family. He had tried expressing his concerns to his parents, but he felt they did not understand his desire to attend college. They often argued, and Marco felt that the conversations he had with his parents were “pointless” and that they “would never understand Family Oriented Treatment

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him”. Neither parents attended college, nor placed a high value on education. His mother wanted to see Marco pursue a career he was passionate about, but would not go against her husband’s word, since he made all the important decisions in the family. According to Marco, as soon as he mentioned to his father that he did not want to take over the pizzeria, Antonio would get angry and state that he couldn’t understand why Marco would pass up such a prosperous opportunity and want to force his father to sell the pizzeria to someone outside of the family. Anna would initially try to diffuse the argument, but her husband would then yell at her, claiming it “didn’t involve her” and “wasn’t her decision.”

Sophia had never worked in the pizzeria, and had left home at 18 to attend college in another state. Since Sophia was away at college it may be difficult for her to attend the family sessions. As stated by Marco, Sophia was angry at her parents for pressuring Marco to work in the pizzeria, and felt that he was not strong enough to take a stand against them. Sophia was encouraging Marco to break away from the family and make his own decisions.

After Marco had decided to drop off college he became rather depressed and agitated. Seeing that his decision was largely impacted by his family situation, you, as the counselor decided that it would be beneficial to have his family join the counseling sessions, in order to better understand the relationships and circumstances that were influencing his decision, and they agreed to come in.

3. Apply the concepts you have learned directly in analyzing the case by simply stating them. Do not give explanations of these theoretical concepts from the readings.

4. Give evidences from the case material in support of your assessment of the family dynamics and structures. However, do not repeat some of background information provided in the case summary.

5. The intervention strategies should be specific, and family systems oriented instead of individual oriented.

Apply the family systems concepts you have learned from the readings, lectures, videos, etc. to analyze the case as summarized below by addressing the following questions:

1) State clearly and succinctly the presenting problem(s) of this family, that is, what caused them to come in for help or being referred for help by others. Do you see other issues as well?

2) What is your assessment of the relational structures and dynamics of the family (including boundaries, subsystems, power and hierarchy, triangulations, function of symptoms, communication patterns, family rules, etc., where applicable)?

3) What are some of the ways in which the family is handling their problems or relating to each other that have reinforced or exacerbated the problems (related to the concept of circular causality or mutual reinforcement)?

4) What do you see are the strengths of this family?

5) What is your assessment of the ecological resources (from the larger systems beyond the nuclear family) and limitations for this family?

6) How would you define the specific treatment goals for this family which address both the presenting and your assessed problems?

7) Suggest two intervention strategies and directions in working with this family to attain those goals which could be at the level of the subsystems, family systems or the larger ecological context.

How can personal experiences (self-disclosure) and knowledge help a client/patient?

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Part 1: Locate and complete two free stress questionnaires online THESE ARE DONE AND ATTACHED

Part 2:  After reading Chapters 3, 4, and 5 in the textbook, completing both questionnaires, and reviewing the class study materials and resources,  complete the following assignment/activity:

  • Newsletter

In the chosen activity, comprehensively explain the following:

  1. Provide the details and results of personal stress and self-care questionnaires. (i.e., name of the questionnaire and location). https://www.psycom.net/stress-test and https://www.bemindfulonline.com/test-your-stress
  2. What  does a student’s personal stress look like (i.e., financial, school,  work, relationships)? Using the results of the questionnaires, what are  some ways to cope with stress? How does a student personally cope (i.e.,  diet, exercise, faith)?
  3. Identify the risks of stress. What are  the biopsychosocial effects of stress on the body, both short-term and  long-term? What factors put students at risk for stress and disease?
  4. What networks, groups, or local resources are available for support (i.e., places of worship, family, friends, counselor)?
  5. How can personal experiences (self-disclosure) and knowledge help a client/patient?

Include two to three scholarly sources (the textbook may count for one of these).

Prepare  this assignment according to the guidelines found in the APA Style  Guide, located in the Student Success Center. This assignment may  include first-person narrative

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ASSIGNMENT TITLE HERE

 

 

 

 

 

 

 

 

Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition Student A. Sample

Grand Canyon University: <Course>

<Date>

Running head: ASSIGNMENT TITLE HERE

 

 

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Running head: ASSIGNMENT TITLE HERE

 

Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition

This is an electronic template for papers written in APA style (American Psychological Association, 2010). The purpose of the template is to help the student set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The type is left-justified only—that means the left margin is straight, but the right margin is ragged. Each paragraph is indented five spaces. It is best to use the tab key to indent. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12.

First Heading

The heading above would be used if you want to have your paper divided into sections based on content. This is the first level of heading, and it is centered and bolded with each word of four letters or more capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them.

First Subheading

The subheading above would be used if there are several sections within the topic labeled in a heading. The subheading is flush left and bolded, with each word of four letters or more capitalized.

Second Subheading

APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all.

When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. However, one item that you will have to change is the page header, which is placed at the top of each page along with the page number. The words included in the page header should be reflective of the title of your paper, so that if the pages are intermixed with other papers they will be identifiable. When using Word 2003, double click on the words in the page header. This should enable you to edit the words. You should not have to edit the page numbers.

In addition to spacing, APA style includes a special way of citing resource articles. See the APA manual for specifics regarding in-text citations. The APA manual also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although the APA style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. The student will need to refer to the APA manual for other format directions. GCU has prepared an APA Style Guide available in the Student Writing Center for additional help in correctly formatting according to APA style.

The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e.g., books, journal articles, information from a website). The examples on the following page include examples taken directly from the APA manual.

References

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/0278-6133.24.2.225

U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/ health/prof/asthma/asth_sch.pdf

Research Analysis

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SCS 502 Final Project Milestone Two: Analyzing Guidelines and Rubric

Overview: For this milestone, you will begin your analysis of the studies that you have selected by continuing the work you began in Milestone One. Your analysis will focus on the research design of the studies and how the conclusions are or are not supported by the results of the studies. Use the same three articles you selected for Milestone One and expand upon the methodology.

Be sure that your submission addresses the following critical elements:

 Compare the research methodologies used in your chosen studies and explain why these methodologies were used over other methodologies. In other words, in your comparison you could include why methodologies are informed by the hypothesis created by the author of the study. Be sure to support your response with examples and support from the chosen studies.

 Explain why the research designs of your chosen studies ensure that the study is or is not valid. Be sure to support your response with examples and support from the chosen studies.

 Explain why the research designs of your chosen studies ensure that the study is or is not reliable. Be sure to support your response with examples and support from the chosen studies.

 Explain why the research designs of your chosen studies ensure that the study is or is not credible. Be sure to support your response with examples and support from the chosen studies.

 Explain how the results of your chosen studies appropriately support the conclusions that were reached. If the results do not support the conclusions reached, briefly describe the more appropriate conclusions given the results presented. In other words, you could consider the results section and how the authors used that information to reach their conclusions, even if their claims are inaccurate.

For more detailed instructions, see the following steps:

1. First copy and paste the title page and reference list from Milestone One into a new document. Hopefully the running head copies over as well, but if it does not, add that back in. Be sure to address any feedback from your instructor on these sections so you have the best version moving forward.

2. Next, begin the new narrative by comparing and contrasting the research methodologies from the three articles. In Milestone One, you simply described the articles. Now you will begin to integrate them into a larger discussion, using material you have learned in this class. How are the methodologies similar? How are they different? Why might the authors have made these methodological choices, given their stated hypotheses? Be sure to incorporate specific points from all three articles to support your arguments.

3. Then, discuss each article in terms of reliability and validity. Do you think their methodology leads to credible results? Why or why not? It is certainly possible that you will reach different conclusions for some of the articles. Talk about how the individual methodology led you to those conclusions. Again, be sure to incorporate specific points from all three articles to support your arguments. Also make sure that for each article, you talk specifically about reliability, validity, and overall credibility (That is, should we trust these results? Beyond reliability, are the results logical? Current? Anything else that might concern or impress you?).

4. Close by discussing the conclusions reached by each of the articles. Again, you described this in Milestone One but now you are using the information developed in Milestone Two to critique the conclusions. Are those conclusions supported? If so, what specifically makes you believe the conclusions are

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

valid? Are those conclusions not supported, given the information provided above? If so, cite specific reasons as to why we should question the given conclusions.

Helpful hints for Milestone Two:

● Use citations appropriately so the reader can distinguish between each of the articles and your original thoughts. ● Remember this is a methodological discussion in a research methods course, so while it is OK to use some other information if you feel that is important

for your argument, your primary focus should be on the methods themselves. ● If you are making any claims that are not directly from the articles or are not common knowledge, you should use scholarly research to support these

claims. For example, you should not make claims such as “Addiction to alcohol comes from a genetic predisposition” or “Children respond better to an authoritarian parenting style” unless you can support them with a peer-reviewed research article. Feel free to reference your textbook if you need to define research terms or other basic methodology. Note that using this additional information or making additional claims is not a requirement, but an option for those who want to further support their arguments. The point is that if you are going to include this information, you are required to cite it.

PLEASE NOTE: You are not required to use any new references in this section, but if you do, make sure to cite them in APA style in the reference list.

Guidelines for Submission: Your paper must be submitted as Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, a running head, a title page, and at least three sources cited in APA format. This submission should be approximately 3–4 pages (not counting title or reference page). It is anticipated that you will use the same title page and reference page as submitted in Milestone One, with any feedback from your instructor incorporated.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Research Analysis: Research

Methodologies

Meets “Proficient” criteria and draws a connection between the hypotheses of the chosen studies and the design selection

Compares the research methodologies used in the chosen studies and explains why those methodologies were used, supporting response with examples and other information

Compares the research methodologies used in the chosen studies and explains why those methodologies were used but explanation is cursory, contains inaccuracies, or does not support response with examples and support from the research

Does not compare the research methodologies used in the chosen studies and explain why those methodologies were used

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Research Analysis: Valid

Meets “Proficient” criteria and evidence referenced from the chosen studies makes cogent connections between how the methodology of a study ensures that it is or is not valid

Explains why the methodologies of the chosen studies ensure that the study is or is not valid, supporting response with examples and other information

Explains why the methodologies of the chosen studies ensure that the study is or is not valid but explanation is cursory, contains inaccuracies, or does not support response with examples and support from the research

Does not explain why the methodologies of the chosen studies ensure that the study is or is not valid

10

Research Analysis: Reliable

Meets “Proficient” criteria and evidence referenced from the chosen studies makes cogent connections between how the methodology of a study ensures that it is or is not reliable

Explains why the methodologies of the chosen studies ensure that the study is or is not reliable, supporting response with examples and other information

Explains why the methodologies of the chosen studies ensure that the study is or is not reliable but explanation is cursory, contains inaccuracies, or does not support response with examples and support from the research

Does not explain why the methodologies of the chosen studies ensure that the study is or is not reliable

10

Research Analysis: Credible

Meets “Proficient” criteria and evidence referenced from the chosen studies makes cogent connections between how the methodology of a study ensures that it is or is not credible

Explains why the methodologies of the chosen studies ensure that the study is or is not credible, supporting response with examples and other information

Explains why the methodologies of the chosen studies ensure that the study is or is not credible but explanation is cursory, contains inaccuracies, or does not support response with examples and support from the research

Does not explain why the methodologies of the chosen studies ensure that the study is or is not credible

10

Research Analysis: Support

Meets “Proficient” criteria and explanation demonstrates keen insight into the thought process used by the authors of the studies

Explains how the results of the chosen studies appropriately support the conclusions that were reached or if the results do not support the conclusions reached, explains more appropriate conclusions given the results presented

Explains how the results of the chosen studies appropriately support the conclusions that were reached or if the results do not support the conclusions reached, explains more appropriate conclusions given the results presented but explanation is cursory or contains inaccuracies

Does not explain how the results of the chosen studies appropriately support the conclusions that were reached

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Articulation of Response/Sources

Submission is free of errors related to citations, grammar, spelling, syntax, and organization, is presented in a professional and easy-to-read format, and includes at least three sources cited

Submission has no major errors related to citations, grammar, spelling, syntax, or organization and includes at least three sources cited

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas or has fewer than three sources cited

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas and no sources are cited

10

Total 100%