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Instant Download PDF Diversity Consciousness Opening Our Minds To People Cultures and Opportunities 4th Edition Bucher Solutions Manual Full Chapter
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Bucher Diversity Consciousness Communicating in a Diverse World
The following chart provides a quick overview of the activities for Communicating in a
Diverse World. A complete description, including directions, approximate time for
completion, evaluation, use in a traditional, hybrid or online class, and necessary
materials or equipment (if any). As you review this material and the activities within,
consider the following:
These activities are designed to provide you with choices and flexibility. As an
instructor, you know your students and their needs. Select and adapt those activities
that best fit your students and the course material.
I have indicated the format of the activities. Activities include those suited to
face-to-face interaction and/or hybrid and online environments.
The activities provided for this module are suggestions. You may want to use
certain ones in conjunction with activities that you have created, such as journal writing,
online activities, group discussions, and service learning. Well-designed and well-
integrated activities are an integral part of learning about diversity.
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Bucher Diversity Consciousness Communicating in a Diverse World
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Bucher Diversity Consciousness Communicating in a Diverse World
Communication
Communi Topic Pre-Test 20 Multiple All topic learning 30 min Homework or in-
- Choice questions objectives (see class quiz
targeting various Overview in the
cation levels of Bloom’s Learning Path)
taxonomy. Auto
grading
Communi Practice 1: Short multi-media Identify informal 10-15 min Extra practice or
- Communicatio activity in which and formal homework
n Basics students assess communication
cation and apply the styles
Revise
elements of
communica-
formal and tions to suit
informal different
communication. audiences
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Bucher Diversity Consciousness Communicating in a Diverse World
Communi Practice 2: Short multi-media Analyze the 10-15 min Extra practice or
-cation Adjusting to activity in which tone and homework
Your Audience students identify content of a
the purpose, communication
Evaluate the
tone, and context
most effective
of a message and medium for a
adjust to different message, given
audiences. the audience
Communi Practice 3: Students practice Organize notes 15-20 min Extra practice or
-cation Organizing organizing notes into an outline homework
Communicatio for a formal for a formal
n paper research paper
Part 2: Students
set a goal to
address a
communication
challenge.
Communi Extra Practice Test items with Additional Extra Self-paced Extra practice or
-cation feedback for Practice items so time is homework
correct and assess this variable
additonal learning
incorrect
objective:
answers. Test
Apply
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Communicating in a Diverse World
Communi Topic Post- 20 Multiple All topic learning 30-45 min Graded in-class
- Test Choice questions objectives (see test (can
targeting various Topic Overview in compare Pre-
cation levels of Bloom’s the Learning Path) and Post-test
taxonomy. Auto results)
grading
Listening Practice 1: In this multimedia Identify your 20-25 min Extra practice
and Note Taking Notes activity, students listening purpose or homework
to Find listen to a lecture, Listen actively
Taking
Meaning take notes, and for meaning
compare their Analyze
essential parts of
notes to a
a lecture
complete note set.
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Communicating in a Diverse World
Workplace Communication
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Bucher Diversity Consciousness Communicating in a Diverse World
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Communicating in a Diverse World
What to do:
Divide students into pairs. One student in each pair tells the other student about a
problem at school or work that he or she is experiencing (note: the problem should not
be too complex). This person will tell the same story two times. The time limit is 1
minute for each conversation.
First time the story is told: The listener does not provide any response, verbal or
nonverbal; no eye contact, and avoids facial expressions.
Second time the story is told: The listener may ask for clarification but cannot say
anything else. In addition, the listener should use “listening noises” and body language.
(Notes may not be taken). Also, the listener should give feedback by “reflecting
content,” restating what was said without being judgmental. When necessary, the
speaker can correct and help the listener remember exactly what was said. Repeat this
two-part process with the listener and speaker exchanging parts.
Analysis. What did you learn from this experience? Contrast how you felt as you were
telling the story the first and second time? Why? Are you usually a good active
listener? Why or why not?
Follow up exercise: Have students identify common themes – what they need to do to
become more active listeners ((in pairs, and follow with general class discussion).
How to evaluate: Were students actively engaged and did they follow instructions?
Quality of analysis of activity?
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Bucher Diversity Consciousness Communicating in a Diverse World
What to do:
Form groups of three to four students. Ask students to read the following four
scenarios. Assign a different scenario to each group (or ask each group to choose).
Each group should then discuss what they feel would be an effective response; and
then practice the scenario and their response.
■ You are at work. Your boss calls you “honey,” but you prefer that he call you by your
first name or as Ms. ______ (last name). You explain this to your boss as tactfully as
possible, but he laughs it off. You don’t want to offend your boss, but you don’t feel that
he understands how strongly you feel about this. How do you respond?
■ You are a middle-aged man who works in an office. A coworker whose desk is next
to yours makes a habit of cornering you one-on-one and sharing his latest joke. Most of
the jokes are aimed at women and have sexual overtones. Initially, you try to humor him
but you are growing increasingly uncomfortable with this situation. You try to avoid him,
but it is not working. You feel that you must say something to him or your supervisor.
How do you respond?
■ You are at a party with a group of students that you do not know really well. You are
watching a professional football game and one of the students makes a racist remark
about one of the players. A number of people laugh, but nothing is said. How do you
respond?
■ You and your friend are using the photocopying machine in the library. You
accidentally copy the wrong material. Your friend, realizing the mistake that you just
made, says: “You’re such a retard.” How do you respond?
Once each group has “performed” their scenario, ask the class as a whole to respond
constructively. Pay particular attention to the group’s response to the microaggression.
Refer to the “Nine Ground Rules for Difficult Dialogues” discussed in this chapter.
How to evaluate: Quality of scenario – did it reflect critical thinking and knowledge of
effective ways to respond to microaggressions?
Emphasize that there is no one right response; different situations may call for different
responses. And real-life responses can be a challenge, both intellectually and
emotionally.
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Bucher Diversity Consciousness Communicating in a Diverse World
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Communicating in a Diverse World
What to do: When we talk about or to people with disabilities, the words we use can
sometimes take the form of microaggressions. With this in mind, explain why the
following terms might be offensive if we use them to describe an individual or group with
a disability:
a. the disabled
b. wheelchair bound
c. cripple
d. victim
e. diseased
f. unfortunate
g. suffers from
How to evaluate: If face2face, can take the form of a written assignment, and possibly
combine with class discussion, or think-pair-share. Online, may be assigned as a
discussion board question, or contribute as a group using a wiki. Students may want to
informally interview a number of people with disabilities in order to become more aware
of how people may interpret these terms.
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Communicating in a Diverse World
What to do:
Assign each group a different subtopic of Communication from the list below:
Instruct each member of each group to find a different YouTube video that addresses
their assigned subtopic. Attention needs to be paid to the quality of the information
given in the video and the source.
After each member selects an educational, creative, and thought-provoking video, the
group comes back together, watches all of the videos, and discusses what they learned.
Group members then create their own presentation on the material about which they
have become “experts.” This presentation can range from a PowerPoint show, to a
multimedia presentation which includes clips from the videos they watched and/or their
own video creations, to a well-constructed wiki including links to videos. Each group
should submit a printed list of the URLs for each of their videos.
Each “expert group” then reports back to the class by giving their presentation and
responding to questions.
Have students reflect on their ability to work as a team, and how their diversity impacted
their ability to complete their assignment.
How much time: This activity is assigned during one class period and processed in a
subsequent class period.
How to evaluate: Consider the quality of the information presented in the videos and
relevance to the subtopic, group’s preparedness and presentation, contributions by
each member of the group, and the group’s responses to questions from class.
How to use: Can be used in a traditional, hybrid, or online class. For an online class,
students can use a Wiki or discussion board to work together or post their responses on
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Bucher Diversity Consciousness Communicating in a Diverse World
Twitter (instructor should assign a common hashtag so students can find each other’s
“tweets”).
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Copyright © 2015 Pearson Education, Inc.
Bucher Diversity Consciousness Communicating in a Diverse World
What to do: Instruct students to Google the phrase: “diversity blog.” Find an active
blog (one with many recent postings). Join a conversation in one of the links that is
displayed.
Print at least one page that includes your postings and others’ responses to it. If you
receive no response, try another diversity blog or another post.
How do you think your comments impacted the conversation? Do you see blogging as
an effective way to develop your diversity consciousness? Explain.
How much time: This activity is assigned during one class period and completed
outside of class.
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Bucher Diversity Consciousness Communicating in a Diverse World
Questions:
1. Do you find it difficult to talk about race? Explain and support your answer.
2. The professors make the point that White people have a more difficult time
talking about race than Black people. Has this been your experience? Explain.
3. Do you think honest and open conversations about race change people’s
behaviors? Explain. How do Mulvey and Richards respond to this same question?
Explain.
4. Discuss at least three observations made by Mulvey and Richards that point to
the value of these conversations.
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Another random document with
no related content on Scribd:
beginnings and one Creator. It was left to his followers to carry out
his principles, as they thought, by eliminating the Creator, and
reducing the four beginnings to one. If you think that all this rests on
well ascertained facts, I have nothing to say except to express my
surprise that some men of great learning and undoubted honesty are
not so positive as to these facts as you are. But with the exception of a
Creator, that is, a subjective Author of the universe, all this is really
outside my special province, and I could afford to be silent. Only
when Darwin maintains the transition from some highly developed
animal into a human being, I say, Stop! Here the student of language
has a word to say, and I say that language is something that, even in
its most rudimentary form, puts an impassable barrier between beast
and man.”
Soon after, when I had been asked to give a new course of lectures
at the Royal Institution, I had selected this very point, the barrier
which language forms between man and brute, for my subject, and as
Darwin’s “Descent of Man” was then occupying the thoughts of
philosophers, I promised to give a course of lectures on “Darwin’s
Philosophy of Language.” Entertaining, as I did, a sincere admiration
for Darwin, I felt that it would have been even discourteous to
attempt to be courteous to such a man by passing over in silence
what he had said on language. This kind of courtesy is most offensive
to a true man of science. Otherwise nothing would have been easier
than to find antagonists for my purpose, beginning with Epicurus
and ending with Mr. H. Wedgwood’s “Etymological Dictionary of the
English Language” (second edition, 1872). It so happened that the
author of that dictionary was a friend of Darwin’s, and had easily
persuaded him that interjections and imitations of natural sounds
formed the material elements of all human speech, and that, as
certain animals barked, and mocking birds and parrots imitated
sounds which they heard, there seemed to be no reason whatever
why animals in a few millions of years should not have invented a
language of their own. This naturally fell in with Darwin’s own views
and wishes, and though he always spoke with great reserve on the
subject of language, yet he would have been more than human if he
had surrendered his conviction of the descent of man from some
kind of animal on account of this, as his friend had assured him, so
easily removable barrier of language. Given a sufficient number of
years, he thought, and why should not bow-wow and pooh-pooh
have evolved into “I bark” and “I despise”? The fact that no animal
had ever evolved such words could not be denied, but it could be
ignored, or explained away by evidence clearly showing that animals
communicated with each other; as if to communicate were the same
as to speak. My object in my lectures (published at the time in
Longman’s Magazine) was to show that no such transition from
pooh-pooh to I despise is possible; nay, that even the first step, the
formation of roots, that is, of general concepts out of single sounds,
that is, single percepts, is beyond the power of any animal, except the
human animal. Even now it is only the human baby or puppy that
can learn to imitate human language, and what is the mere learning
of a language, compared with the creation of language, which was the
real task of those human animals that became men? In all the
arguments which I used in support of my theory—a theory no longer
controverted, I believe, by any competent and independent scholar
and thinker—I never used a single disrespectful word about Mr.
Darwin. But for all that I was supposed to have blasphemed, again
not by Mr. Darwin himself, but by those who called themselves his
bulldogs. I was actually suspected of having written that notorious
article in The Quarterly Review which gave such just offence to
Darwin. Darwin himself was above all this, and I have his letter in
which he writes, 5th January, 1875:—
I have just read the few first pages of your article in The Contemporary Review,
and I hope that you will permit me to say that neither I, nor my son, ever supposed
that you were the author of the review in the Quarterly. You are about the last man
in England to whom I should have attributed such a review. I know it was written
by Mr. M., and the utterly false and base statements contained in it are worthy of
the man.
But what was better still, Mr. Darwin gave me an opportunity of
discussing the facts and arguments which stood between him and me
in a personal interview. Sir John Lubbock took me to see the old
philosopher at his place, Down, Beckenham, Kent, and there are few
episodes in my life which I value more. I need not describe the
simplicity of his house, and the grandeur of the man who had lived
and worked in it for so many years. Darwin gave me a hearty
welcome, showed me his garden and his flowers, and then took me
into his study, and standing leaning against his desk began to
examine me. He said at once that personally he was quite ignorant of
the science of language, and had taken his facts and opinions chiefly
from his friend, Mr. Wedgwood. I had been warned that Darwin
could not carry on a serious discussion for more than about ten
minutes or a quarter of an hour, as it always brought on his life-long
complaint of sickness. I therefore put before him in the shortest way
possible the difficulties which prevented me from accepting the
theory of animals forming a language out of interjections and sounds
of nature. I laid stress on the fact that no animal, except the human
animal, had ever made a step towards generalisation of percepts, and
towards roots, the real elements of all languages, as signs of such
generalised percepts, and I gave him a few illustrations of how our
words for one to ten, for father, mother, sun and moon had really
and historically been evolved. That man thus formed a real anomaly
in the growth of the animal kingdom, as conceived by him, I fully
admitted; but it was impossible for me to ignore facts, and language
in its true meaning has always been to my mind a fact that could not
be wiped away by argument, as little as the Himalayas could be
wiped away with a silk handkerchief even in millions of years. He
listened most attentively without making any objections, but before
he shook hands and left me, he said in the kindest way, “You are a
dangerous man.” I ventured to reply, “There can be no danger in our
search for truth,” and he left the room.
He was exactly the man I had imagined, massive in his forehead,
kind in his smile, and hardly bent under the burden of his knowledge
or the burden of his years. I must give one more of his letters,
because my late friend Romanes, who saw it in my album, seems to
have entirely misapprehended its meaning. He saw in it a proof of
Mr. Darwin’s extraordinary humility. I do not deny his humility, it
was extraordinary, and, what is more, it was genuine. All great men
know how little they know in comparison with what they do not
know. They are humble, they do not only wish to appear so. But I see
in Darwin’s letter far more of humour than of humility. I see him
chuckling while he wrote it, and though I value it as a treasure, I
never looked upon it as a trophy.
Down, Beckenham, Kent,
15th Oct., 1875.
My Dear Sir,
I am greatly obliged to you for so kindly sending me your essay, which I am sure
will interest me much. With respect to our differences, though some of your
remarks have been rather stinging, they have all been made so gracefully, I declare
that I am like the man in the story who boasted that he had been soundly
horsewhipped by a Duke.