(1) An abstract or that statement that poses a question or problem,
contextualizes that problem and conveys the stakes of engaging it. This
statement should convey the methods and perspectives that you will bring
to the question and what you will do, in order to explore it.
(2) A detailed, critical summary of what’s ‘known’ about the subject, that
identifies gaps in knowledge and research questions that you hope to
address. This section often includes summary (but highly specific)
information about what kinds of “primary” sources are available (this could
be letters, manuscriipts, print, audio, video, photographic, pictorial,
whatever). It should also include a bibliography.
(3) An expanded how you propose to address these questions. This is where
you would propose answer(s) to your research question(s), in the form of
what would eventually be the thesis statement of your paper /
essay/article/thesis/dissertation/ creative project if you were to follow
through on the proposal. It is also where you would introduce the
theoretical ideas you propose as likely to be helpful as you try to develop
answers, and where you list new sources you wish/hope/intend to find. This
section is a bit like fiction writing–it says what you can imagine doing but
also forces you to clarify your thought while inviting you to be bolder than
you would dare to be if you had to produce the paper this semester.[supanova_question]
This is a rubric based on Whittier College’s 2005 Curriculum mapped to criteria and a scale based on Metiri’s
This is a rubric based on Whittier College’s 2005 Curriculum mapped to criteria and a scale based on Metiri’s cultural awareness rubric.
Specifically, the 5 outcomes are from Whittier College’s curriculum, while the scale (Novice – Beginner – Proficient – Advanced) and the criteria for was drawn from Metiri. This “mapping” was proposed to and approved by EPC and Assessment Committees in 2018-19.
When using this rubric, instructors are encouraged to pay careful attention to the criteria and decide whether the rubric’s criteria should be visible to students. While the criteria may be useful to you as a professor, the details of the rubric may not coincide with the larger goals or methodologies you have in mind for the course/assignment.
Having taken all four Cultural Perspectives courses, students should . . .
1. Be exposed to a variety of human cultures, whether material, social, or intellectual. Measures : Metiri (Awareness of Culture Novice, Beginner, Proficient, Advanced)
2. Be exposed to contemporary and/or historical cultures. Measure: Metiri (Awareness of History and Its Impact)
3. Come to understand that human culture in all its manifestations is the product of human interaction.
Measure : Metiri Modified.
4. Become aware that cultures are not discrete units, but have influenced one another. Metiri Modified (Awareness of cross-cultural influence)
5. Have their own narratives about the world, and about how cultures interact, challenged. (Cultural Narratives)
Write about these topics based on the article given
History of Cuban and American conflict –
Explanation of History of Cuba and US
Cuban-American immigration narrative that took place after 1959’s Communist Revolution
How that affected culture or lens of Cuban-Amercians
History of Cuban Culture after 1959 – Grace
Sharing the culture, food, traditions, and more
Brief understanding of what Cuba was like and then how that transitioned to the US
Immigration for Cubans
[supanova_question]
The proposal should have three parts: (1) An abstract or that
The proposal should have three parts: (1) An abstract or that statement that poses a question or problem, contextualizes Music Assignment Help The proposal should have three parts:
(1) An abstract or that statement that poses a question or problem,
contextualizes that problem and conveys the stakes of engaging it. This
statement should convey the methods and perspectives that you will bring
to the question and what you will do, in order to explore it.
(2) A detailed, critical summary of what’s ‘known’ about the subject, that
identifies gaps in knowledge and research questions that you hope to
address. This section often includes summary (but highly specific)
information about what kinds of “primary” sources are available (this could
be letters, manuscriipts, print, audio, video, photographic, pictorial,
whatever). It should also include a bibliography.
(3) An expanded how you propose to address these questions. This is where
you would propose answer(s) to your research question(s), in the form of
what would eventually be the thesis statement of your paper /
essay/article/thesis/dissertation/ creative project if you were to follow
through on the proposal. It is also where you would introduce the
theoretical ideas you propose as likely to be helpful as you try to develop
answers, and where you list new sources you wish/hope/intend to find. This
section is a bit like fiction writing–it says what you can imagine doing but
also forces you to clarify your thought while inviting you to be bolder than
you would dare to be if you had to produce the paper this semester.[supanova_question]
Cover Soul Sauce by Cal Tjader
Analyze from a musically and also cultural (but mostly musical) Cal Tjader’s “Soul Sauce”. Also, since the album have 9 tracks, I decided to concentrate in two songs for the musical content. “Guachi Guaro”. [supanova_question]