Social And Cultural Artifact

When I was 12 my grandfather died of cancer. I knew he was sick and was dying but we never discussed it. I was able to see my grandfather before he died and was able to attend his funeral. Two years later my grandmother died suddenly and we were able to attend his funeral. I vaguely remember attending a couple other funerals but I was really too young to understand what exactly was going on.

This artifact was a written final exam analyzing issues relating to leadership and diversity in the course Leadership in Multicultural Organizations. This artifact demonstrates knowledge, comprehension, and analysis of the concepts and theories of leadership, issues of diversity in organizations, and strategies for managing differences among today’s multicultural workforce. I selected this artifact because it discusses and describes the link between leadership approaches and diversity and it compares and contrasts current leadership practices in the United States (US).

My culture artifact is the Hina doll because it is a tradition in Japan to decorate with them for the Hinamatsuri. The Hinamatsuri is also known as "girls day". This is on March 3, and you wish girls good health and future happiness. The Hinamatsuri's origin was during the Heian period. The people would set afloat straw hina dolls and sent it down a river, which led to an ocean. This was used to take bad spirits away. The hina dolls are displayed on a hina dan. The hina dan is covered with a red carpet and the dolls are displayed on it. On the top is the imperial dolls ,which are the Emperor and the Empress. On the second platform holds the three court ladies. They are holding equipment for sake, a Japanese drink. On the third platform are

Most of the students in my culturally diverse school enter my classroom with wisdom and knowledge from their home experiences that can be used to expand their learning even further. The positivity from the learning in my classroom are exponentially greater when my students feel the appreciation and respect that I have for the rich cultural value that their family contributes to the ever-growing educational environment. I believe that young children learn best in a relational, interactive mode rather than focusing on the simple rote instruction.

My education has covered a wide array of topics like child development, abuse and mental illness in families, and diversity within parenting and families. This education is essential when working with students, as they are so often faced with issues outside of school that may impact their ability to focus in school. For example, they may have issues at home with family that preoccupy their minds and prevent them from learning. They may be stricken with poverty and worry about where their next meal is going to come from, or they may have an illness that prevents them from coming to school every day and they fall behind. These issues are ones that have been discussed extensively in my classes. Among many other things, I have learned that when working with people in any capacity you need to consider every aspect of their life to successfully help them.

The purpose of the cultural artifact is to demonstrate good communication skills and work on ways to perfect it. After my speech is a way for me to reflect upon my progress of public communication by getting feedback from my audience or classmates on area that I may need to improve up on. However being that this is my seconded speech, there were some strong points as well as weak points about my speech that I need to work on to improving my speech.

For this project, a friend and I attended and participated in Shabbat on Friday, November 13th at 6pm. The ritual was held at the UGA Hillel Church and lasted about an hour. Shabbat is a Jewish ritual celebrating a day of rest and spiritual enrichment. According the to the textbook, a ritual is a behavior that is stylized, repetitive, and stereotyped (Kottak). Shabbat is the most important ritual in Judaism. Shabbat begins at sunset on Friday and ends at nightfall on Saturday. It is a very cherished time: a time for peace, harmony and tranquility.

Srinivas Maddineni and I come from different backgrounds and cultures. Srinivas—or as he likes to be called “Jake”—is from India and can speak Bengali and Hindi. I, on the other hand, have ancestors from Eastern Europe and speak my religion’s language of Hebrew. Despite these cultural differences, Jake and I met and forged a meaningful relationship because of our shared interest in economic empowerment. Before I talk about my relationship with Jake and how our friendship impacted an organization, I’ll first discuss how I came to know him. Before coming to Emory, I was originally set to attend George Washington University (GW). I will admit that I was not excited about the prospect of going to GW; it was low on my “college list” and I did not feel passionate about the school or its academic

Archaeologists have dedicated their lives to unearthing artifacts. When an artifact is found, it should not be relocated in an art gallery, museum or any other public viewing institution. There are several reasons for this, including destroying historical sites, not allowing citizens being able to see their countries history, and the fact that the artifacts may pose as family memorials for their ancestors. Yes, it is true that ancient artifacts to many people mean more than just objects. In fact, they are quite out of the ordinary to some.

Teachers guides, facilities and encourage students to become life-long learners during their school years. Besides teaching them academics, we build relationships and community through their school year. Coupled with, create on the student autonomy of their own learning to grow up and become professionals. Equally important, teachers become learners when building those relationships in order to create a culturally responsive classroom. The course Enhancing Learning through Linguistic and Cultural Diversity has shown me the importance of why getting to know the students that we have in the classroom. Dr. Garcia (n.d) explained the importance of using the five R’s not only in the classroom, but also in the school environment. In addition, he focused on the importance of getting to know the roots of the students, where they come from, how they were raised, know their culture in order to connect them to the learning.

Ultimately, if cultural competency and responsive training is not impacting school systems, then there is no purpose in continuing on in this professional development endeavor for administrators. Time, resources, and personnel could be designated toward more relevant and productive trainings. In the academic world, it is imperative that we discover and target programs and philosophies that support our mission of improving school functioning and student

I had never felt that I had much of an emotional connection with my Grandmother, due to the fact that, for all of my life she was extremely reserved about her past and personal experiences. This could have been derived from her stern and conservative Scottish upbringing. She rarely conveyed acts of affection or emotion. As she aged her mental state began to worsen, gradually deteriorating. So when I was old enough to begin to question her about these things, she would answer with vague blurred answers. Don’t get me wrong, I loved and cared for her dearly and I think in her own private way she reciprocated.

The populations we serve are diverse and ever changing. It is imperative that we continue to raise our awareness to the changes that take place within our working communities and the societies that our clients are immersed in. In my four years of teaching, I have become accustom to the population that my school serves. Comparing the needs of the students at my current school; with the demographics of students at other schools; has illuminated the issue of very dissimilar populations. What works for one individual or one population is not always transferable to the next. Relating to the history, values, and traditions of various cultures, families, and communities has allowed me relate and interact with my students. If background knowledge

Artifacts are the most visible and accessible level of culture.(Mcshane 2008) It is the symbol of culture in the physical and social work environment of the organization. In this section, we review the four categories of artifacts: organizational stories and legends, rituals and ceremonies, language, and physical structures and symbols.

The cultural legacies of the Maori reveals to a great extent the properties of their society in addition to the skills possessed by the Maori. They were a very culturally rich civilization, and harboured some of the most well known ancient practices that still leave a mark on New Zealand today.