Category: Cultural studies

  • Cultural Studies Question

    Objectives

    • Demonstrate openness to and comfort with different perspectives in order to participate respectfully in difficult discussions about race, gender, class, religion, and sexual orientation, among other aspects of diversity, when they arise in class discussions.
    • Identify, evaluate, and practice the diverse knowledge, skills, and dispositions that contribute to a more inclusive and effective organizational environment, including diverse workforces, customers/clients, and surrounding communities.

    Writing Instructions

    This reflection paper consists of three questions and references the initial reflection paper submitted earlier.

    Read the instructions with care and the directions for writing a reflective essay

    Include AI Disclosure Statement

    Use the topic of LGBTQ,

    ———————————————————————————————————–

    This is a 3-2-1 discussion post I wrote for additional information (if needed)

    3 Things I Found Interesting

    1. One thing that stood out was how many LGBTQ+ individuals face barriers in healthcare because of stigma, discrimination, or providers lacking knowledge. This can make people hesitant to seek the care they need.
    2. A healthcare environment can affect patient comfort. Inclusive policies, respectful communication, and visible support (like inclusive forms or nondiscrimination statements) can help LGBTQ+ patients feel safer.
    3. Collecting information on sexual orientation and gender identity can help providers better understand patient needs while still protecting privacy.

    2 Things I Learned

    1. LGBTQ+ individuals experience higher rates of certain health disparities, including mental health challenges, substance use, and some chronic conditions due to social stress and discrimination.
    2. Culturally competent care involves using respectful language, asking appropriate questions, and avoiding assumptions about a patients identity or relationships

    References

    National LGBT Health Education Center (2016). Understanding the health needs of LGBT people.

    The Joint Commission (2011). Advancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care for the Lesbian, Gay, Bisexual, and Trans-gender (LGBT) Community: A Field Guide.





  • Creating a Multicultural Children’s Literature Digital Libra…

    You should curate a collection of diverse, multicultural children’s books, a minimum of 4 books, at least 10 pages, representing various cultures, communities, and perspectives from around the world

  • Complete discussion post

    Final Project Topic Discussion outline will be provided in the files shortly For discussion this week you will share with your classmates your research topic. Explain what you most excited to learn about it and why it is a meaningful topic to you. What are some of the difficulties you encountered in doing research on the topic so far and how you plan to solve this issue. Explain at least two ways your topic may connect to course themes (Africanisms, social context analysis, Afrocentrism, impact of hegemonic and non-hegemonic interactions, common African American style elements, impact of tradition, identity building, commodification, appropriation, black public sphere, etc.). Dont forget to give feedback to your classmates. 200 words per classmate AFR 215 General Discussion Guidelines.docx
  • Neurodiversity

    Learning Objectives

    The purpose of this assignment is to encourage reading and discussion before class that can be continued in class.

    • Communicate knowledge, facts, suggestions, and emotions clearly and effectively while using cultural/global competence.
    • Work on communication and writing skills.
    • NO AI IS ALLOWED. WORK IS CHECKED FOR AI USING TURNITIN.COM.

    • Review Web article: What can physicians learn from the neurodiversity movement?
    • Online blog:
    • Write answers to the prompts. Make interesting and important points in considering culture and healthcare
    • Prompt: Compose a 3-2-1 post based on the assigned article and online blog
    • 3 things that you found interesting in the reading.
    • 2 things you learned from the reading.
    • 1 question that you still have.

    You may choose to write this as a list or bullet points instead of a paragraph.

  • LGBTQ+ Diversity

    Prompt: Compose a 3-2-1 post based on the assigned article readings

    • 3 things that you found interesting in the reading.
    • 2 things you learned from the reading.
    • 1 question that you still have.

    You may choose to write this as a list or bullet points instead of a paragraph.

    Important:

      • Take the time to think about your answers and make a draft of what you plan to write.
      • While you are writing the post, the Canvas editor does NOT autosave the content and you can lose an unsaved post.
      • Proofread your post before submitting for content and well as grammar (correct spelling, punctuation, capitalization, etc.).
      • While you do not need to use APA citations within your post, to highlight the importance of providing references, please insert the textbook reference (or any outside source you may use) at the bottom of your initial post. To make this simple, you may copy and paste from this document:
  • Religious Diversity

    Prompt: Compose a 3-2-1 post based on Chapter 6 assigned readings

    • 3 things that you found interesting in the reading.
    • 2 things you learned from the reading.
    • 1 question that you still have.

    You may choose to write this as a list or bullet points instead of a paragraph. NO AI IS ALLOWED. WORK IS CHECKED FOR AI USING TURNITIN.COM.

    Learning Objectives

    The purpose of this assignment is to encourage reading and discussion before class that can be continued in class.

    • Communicate knowledge, facts, suggestions, and emotions clearly and effectively while using cultural/global competence.
    • Work on communication and writing skills.
  • Asian Culture Groups

    Prompt: Compose a 3-2-1 post based on Chapter 10 assigned readings

    • 3 things that you found interesting in the reading.
    • 2 things you learned from the reading.
    • 1 question that you still have.

    You may choose to write this as a list or bullet points instead of a paragraph. NO AI IS ALLOWED. WORK IS CHECKED FOR AI USING TURNITIN.COM.

    Learning Objectives

    The purpose of this assignment is to encourage reading and discussion before class that can be continued in class.

    • Communicate knowledge, facts, suggestions, and emotions clearly and effectively while using cultural/global competence.
    • Work on communication and writing skills.
  • African American Studies

    final project please complete handout in the files. use the UWM library for research only the sources provided in UWM that are peer reviewed , NO OTHER SOURCES

    Attached Files (PDF/DOCX): FinalProjectTopicCharting_AADS215_Online.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Literature review

    Instruction:

    Title of your Literature Review

    (8 pages:8 peer reviewed secondary sources, more is allowed,less is not. No cover page,or bibliography required.TNR 12point font, 11/2 line spacing,Chicago style

    citations,footnotes.)

    Page 1,paragraph I:Introduce your Lit Review with your Abstract (topic, question,hypothesis).

    Page 1,paragraph 2-5:Introduce the Lit Review.

    This Lit review examines 8 peer-reviewed secondary sources dealing with XX themes of this RDP.

    Three articles cover XXXX between 2000-2015 Three articles cover XXXX between 2005-2012

    It also draws on observations from a comparative case-study in X…from2015. And,a theoretical framework drawn from the discipline of XXXX studies which provides a benchmark for how to conceptualize XXXX.

    P.2-7 Discuss the sources.

    P.8 Identify gaps in the research which your RDP will attempt to fill.

    Overall thesis line of the review

    This literature review should show this progression:

    traditional communal body values in Fiji disruption under television and modernization escalation through peer influence, indirect media exposure, and eating pathology need to understand body anxiety in the contemporary digital era, where Fiji-specific research is limited

    That last part leads directly into the gap.

    source distribution

    Here is the cleanest version of the whole paper:

    Section 1

    • Becker, Body, Self, and Society

    Section 2

    • Becker (2004), television and identity/body image in Fiji
    • Williams et al. (2006), body dissatisfaction and thinness preference among Fijian and Australian girls

    Section 3

    • Becker et al. (2003), binge eating/BED in Fiji
    • Becker et al. (2011), social network media exposure
    • Gerbasi et al. (2014), peer influence and perceived social norms

    Section 4

    • Hussain et al. (2025), algorithmic beauty and filters
    • Wu, Kemps, and Prichard (2024), eating-related social media content
    • Fatt and Fardouly (2023), digital social evaluation
    • Charmaraman, Linda, Amanda M. Richer, Cindy Liu, Alicia Doyle Lynch, and Megan A. Moreno. Early Adolescent Social MediaRelated Body Dissatisfaction: Associations with Depressive Symptoms, Social Anxiety, Peers, and Celebrities.

    I have already written the first page which shows the section and article distribution and what each section should be focused on, it is provided in the file named Literature Review Doc, please write follow my first page and my writing style.Here is also a specific guideline if you need, but do not copy and paste since it is AI generated:

    Section 1: Traditional Fijian body ideals and the cultural meaning of body/self

    Source: Anne Becker, Body, Self, and Society: The View from Fiji

    What this section should do

    Explain the traditional Fijian understanding of the body before major Western media influence. Show that body ideals already existed, but they were different from Western thin-ideal culture.

    Main points to include

    • In traditional Fiji, the self is socially embedded rather than highly individualistic.
    • The body is understood as connected to kinship, care, labor, and community life.
    • A robust or well-formed body was generally valued because it reflected health, strength, and good care.
    • Body shape mattered, but the body was not usually treated as a personal project to be reshaped through dieting or self-discipline.
    • This section should establish that pre-globalization Fiji had a distinct cultural framework for understanding the body.

    Main argument of the section

    Traditional Fijian body ideals were communal and relational, not centered on thinness, self-surveillance, or individual body management. This cultural baseline is important because it makes later changes under media globalization historically meaningful.

    Section 2: Initial transformation under television, modernization, and Western beauty ideals

    Sources:

    • Anne Becker, Television, Disordered Eating, and Young Women in Fiji
    • Lauren K. Williams et al., Body Image Attitudes and Concerns among Indigenous Fijian and European Australian Adolescent Girls

    What this section should do

    Show the first major shift from traditional body values toward body dissatisfaction, thinness preference, and appearance-consciousness after the arrival of television and broader modernization.

    Main points to include

    • Television was introduced in Fiji in 1995 and became an important cultural turning point.
    • Becker shows that television exposed girls to new lifestyles, appearance ideals, and possibilities for self-transformation.
    • Girls began to model admired TV characters and compare themselves to mediated beauty standards.
    • Becker also identifies growing body-shape concern, purging, and body disparagement.
    • Williams et al. show that Fijian girls expressed body dissatisfaction and concern about weight gain, similar in some ways to Australian girls.
    • At the same time, some traditional Fijian values still remained, so the shift was significant but incomplete.

    Main argument of the section

    The literature from this period shows the initial disruption of traditional Fijian body ideals. Television and modernization introduced new body comparisons and thinness-oriented ideals, beginning a transition toward greater body dissatisfaction.

    Section 3: From body dissatisfaction to eating pathology peer influence, indirect media exposure, and social norms

    Sources:

    • Becker et al., Binge Eating and Binge Eating Disorder in a Small-Scale, Indigenous Society
    • Becker et al., Social Network Media Exposure and Adolescent Eating Pathology in Fiji
    • Gerbasi et al., Globalization and Eating Disorder Risk: Peer Influence, Perceived Social Norms, and Adolescent Disordered Eating in Fiji

    What this section should do

    Show how later scholarship moves beyond the simple idea that direct media exposure alone causes body distress. Explain that body anxiety and eating pathology become socially mediated through peers, social networks, and perceived norms.

    Main points to include

    • Becker et al. (2003) show that binge eating and BED-like symptoms emerged in Fiji, indicating that body distress had intensified into eating pathology.
    • This article also shows that pathology was linked to dieting history, body-shape concern, and nontraditional beliefs about reshaping the body.
    • Becker et al. (2011) argue that indirect media exposure through social networks may matter even more than direct exposure.
    • Gerbasi et al. show that peer influence and perceived social norms are strongly associated with eating pathology.
    • The literature in this section demonstrates that body-image pressure is shaped by social relationships, not just by media images themselves.

    Main argument of the section

    Later Fiji scholarship complicates the earlier media-effects model. Body dissatisfaction and eating pathology are better understood as socially mediated through peer influence, social norms, and indirect exposure, rather than through television alone.

    Section 4: Persistence of body anxiety in the digital era comparative contemporary perspectives

    Sources:

    • Hussain et al., Manufacturing Beauty
    • Wu, Kemps, and Prichard, Digging into Digital Buffets
    • Fatt and Fardouly, Digital Social Evaluation
    • Charmaraman, Linda, Amanda M. Richer, Cindy Liu, Alicia Doyle Lynch, and Megan A. Moreno. Early Adolescent Social MediaRelated Body Dissatisfaction: Associations with Depressive Symptoms, Social Anxiety, Peers, and Celebrities.

    What this section should do

    Explain why body anxiety remains significant in the contemporary period by using recent comparative scholarship on digital and social media. Make clear that these are not Fiji-specific studies, but they help explain likely contemporary mechanisms that are missing from the Fiji literature.

    Main points to include

    • Hussain et al. show that AI beauty filters, recommendation systems, and platform design intensify body dissatisfaction and Eurocentric beauty preferences.
    • Wu, Kemps, and Prichard show through a systematic review that eating-related social media content is associated with body-image concerns and disordered eating.
    • Fatt and Fardouly show that social media pressure is not only about seeing idealized images, but also about interactive feedback such as likes, comments, and follows.
    • This section should emphasize that body-image pressure in the digital era is reinforced by filters, algorithms, comparison, and peer evaluation.
    • The section must clearly state that these studies are comparative/theoretical support, not direct evidence about Fiji.

    Main argument of the section

    Although contemporary Fiji-specific research is limited, recent scholarship from other contexts suggests that body anxiety now persists through digital media structures such as algorithmic beauty culture, social comparison, and interactive peer evaluation.

    Final section: Research gap

    What this section should do

    Synthesize the literature and explain what is still missing.

    Main points to include

    • Existing scholarship on Fiji has already documented traditional body ideals, the shift under television and modernization, and the role of peers and social norms in eating pathology.
    • However, most Fiji-specific research focuses on the television era and earlier phases of globalization.
    • There is much less research on how body anxiety operates in Fijis contemporary digital media environment.
    • Important issues such as social media, beauty filters, algorithmic beauty standards, online self-presentation, and digital peer evaluation remain underexplored in Fiji.
    • This gap justifies the present research project.

    Main argument of the gap

    The major gap in the literature is that while earlier studies explain how Western media and globalization transformed body ideals in Fiji, there is still limited research on how body anxiety is reproduced and experienced in Fiji under contemporary digital and social media conditions.

    Flow reminder

    The review should not read like eight separate article summaries. Each section should begin with a short topic sentence explaining the sections main theme, then discuss the relevant sources together, showing how they build on one another. The paper should move from traditional Fiji, to television-era change, to socially mediated pathology, and finally to the digital-era gap.

  • Investigate a Religion: Scientology

    Your instructor will assign each student a religion from the following list to research. You may choose to research the broader world religion that you are assigned or a particular sect or branch within that assigned religion.

    My religion is: Scientology

    Students will collect the information and format into a slideshow presentation. Your presentation should include your research on all the following prompts under Cultural and DEI Issues and Applying DEI to a Case Study below, in the given order.

    Cultural and DEI Issues

    1. Describe 3-4 salient features that make this religion distinct from other religions.
    2. How is spirituality understood in the religion?
    3. How flexible is the religion to accepting alternative interpretations of scriptures, religious rules, and regulations?
    4. How strictly do the followers adhere to the rules and guidelines in the scriptures?
    5. How does your religion respond to the 4 prompts under Applying DEI to a Case Study (see below)?

    Applying DEI to a Case Study

    Consider the following case study to determine how your religion would respond to the questions below:

    The Forrest Community Center (FCC) is a community organization that serves a very diverse population, including people from all types of denominations, generations, ethnicities, racial identities, and so on. This tremendous diversity creates challenges for the staff who wish to support everyone yet still respect those who follow traditional religious doctrines. The organizations leaders do not want to exclude or alienate anyone.

    Sometimes the FCC hosts fundraisers that celebrate LGBTQIA issues and identity. Other times the FCC has honored the accomplishments of women who have taken leadership roles typically reserved for men in their respective religions. Some believe the FCCs leadership has preferred to hire those who actively practice their religion versus those who identify as non-religious, which could amount to religious discrimination.

    1. How might your religion respond to the FCCs approach toward gender inclusion? Given what you know about gender in your religion, do you think this religion would welcome having a woman leader?
    2. How might your religion respond to the FCCs approach toward LGBTQIA inclusion? Do you think your group would disapprove of the FCC hosting wedding receptions and fundraisers for the LGBTQIA community?
    3. How has your group experienced discrimination based on religious affiliation? How do you think religious discrimination can be avoided in our society and the workplace?
    4. How would you recommend other similar organizations be equitable, diverse, and inclusive of everyone in their community?

    Presentation format

    Title slide – Religions name, your name, and Galen institutions name.

    Content slides Your presentation should include your research on all the prompts in the given order above in 8-12 slides (excluding the title and references slides).

    Conclusion – Synthesize a summary of your content into a conclusion slide. Which aspects stood out for you, and how did learning about this religion contribute to your cultural competency/sensitivity?

    References slide References in APA format. Include in-text citations in the body of the slides.

    (Note: Your total number of slides should be between 11-15 slides.)