MA Level Cultural Diversity Paper
The purpose is to assist students in exploring and understanding information about a non-dominant or minority group in Canada and how they may bring this knowledge into their counselling work clients who may be in this group. Please follow the instructions below and ensure that you divide the paper based on the following headings mentioned below in the instruction details (6 A, B, C & D)

Instruction
Instructions Write a paper about counselling a specific cultural group that is clearly identified in the literature as a cultural group and that is in Canada. Your paper should be approximately eight (8) double-spaced pages long (or approximately 2000 words, +/- 100 words), excluding the cover page and the reference list.
Please provide at least eight (8) recent (last 7 years), peer-reviewed sources and a maximum of 16 recent, peer-reviewed sources. Remember that the course textbooks are not peer-reviewed sources. If you cite from course texts, make sure that you correctly cite the original source and not the editor of the book. Title the report "Counselling X," where X is the specific cultural group being reported on and focus on cultural groups in Canada. You must include Canada or Canadian in the title.
Examples of appropriate titles are: -Counselling Turkish-Canadian Clients, -Counselling Greek-Canadian Clients, -Counselling Eastern-European Canadian Clients -Counselling Indigenous Youth in Canada Papers on counselling a specific Indigenous group of bands (such as the Inuit, prairie dwellers, youth, women, urban dwellers, adolescents living on reserves, etc.) are encouraged, as are reports on an Indo-Canadian or Chinese-Canadian subculture, such as children, adolescents, or women. Make sure to clearly define the group and delineate the age range for groups such as youth, children, or adolescents. Reports on other specific groups or subcultures are also welcome. Examples include: -Counselling Muslim Immigrant Clients in Canada, -Counselling Syrian Refugees in Canada, -Counselling Members of the Canadian Armed Forces, -Counselling Bicultural Adolescents in Canada, -Counselling Interethnic Couples in Canada, and -Counselling Deaf Clients in Canada. Do not write on a topic that is too general such as Counselling Asian, Latino, African, European, Indigenous, Refugee, or Immigrant Clients in Canada. 6. Include a brief introduction as well as a brief conclusion with a maximum of about 100 words for each. Do not include an abstract. Complete these four sections. A. Socio-cultural and demographic background (20%) In this section, include descriptive information about the specific cultural group that you have researched, such as demographics, history, social and cultural customs, traditions, belief system and values, as well as epidemiological data on the prevalence of certain conditions, if such data exist. Make sure to be as specific as possible in your description. For example, if you write about youth in a particular group, make sure to define what age range you mean and that researchers have noted. Include at least two (2) recent (last seven years), peer-reviewed sources.
You may use information from required course readings and remember that the course texts are not peer-reviewed. Write about 450 words for this section. B. Counselling strategies (30%) In this section, include information about how you would conceptualize a presenting concern or concerns brought into counselling by someone in the cultural group. For illustrative purposes, you may develop a hypothetical client. The focus in this section is on considerations of therapeutic alliance and experiences that a client in this group may have had such as intergenerational trauma, personal trauma such as adverse childhood experiences, or experiences that may have contributed to them becoming migrants who are now refugees or immigrants in Canada, experiences of oppression and/or marginalization or anything that you believe may have contributed to them seeking counselling. You may make references to the theoretical material covered in the course, such as influences of individualism and collectivism, models of cultural identity formation, acculturation, or any other topic area that you think is relevant to the cultural group. Include at least three (3) recent (last seven years), peer-reviewed sources. You may use information from required course readings and remember that the course texts are not peer-reviewed. Look for sources that are about the particular cultural group in Canada. If you cite sources that are about the cultural group in other countries than Canada, explain how you think the information fits for the cultural group in Canada. Remember to include your voice in what you are writing and note what you think about the research that you have read about the cultural group. Write about 700 words for this section. C. Counselling interventions (20%) In this section, address specific practical techniques that you believe would be appropriate and effective in working with clients in the cultural group. Include at least three (2) recent (last seven years), peer-reviewed sources. Describe which interventions you may already utilize or would most likely utilize when you work from clients in the cultural group and why you think that they would be effective. Write about 450 words for this section D. Directions for future research (10%) In this section, identify existing gaps in the current research on and knowledge of diversity and cross-cultural counselling theory and practice related to the cultural group and/or areas of research that need to be expanded or improved and provide an agenda for future research. Describe what area or areas that you think are most important for researchers to focus on and how this may be useful to counselling work with clients from the cultural group. Include at least one (1) recent (last seven years), peer-reviewed source. Write about 200 words for this section. The total number of required recent, peer-reviewed sources is eight (8)) and a maximum of 16 recent, peer-reviewed sources.
Required components: Title page and reference page(s) Length of Assignment: The text body of paper (i.e., not including references and title page; do NOT include an abstract) should consist of approximately 2000 (+/- 100) words, (Times New Roman font size: 12) Format: Please, format your assignment in Word (files with extension .doc or .docx) References: Please provide at least a total of eight (8) recent (last 7 years, currently 2015-2022), peer-reviewed sources and a maximum of 16 recent, peer-reviewed sources. Remember that the course textbooks are not peer-reviewed sources.
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Addressing Case Study Discussion Questions
Part 1 For this Discussion, there are two case studies to assist you with real-life examples of improving reading and math skills. Read the case study on Sharon Smart. After reviewing the study, discuss with your classmates how Sharon's instructors can address the following: What are the characteristics of good versus poor readers? What does this suggest about the skills that Sharon will need to learn in order to be successful? If you were Sharon's teacher, discuss strategies you might use to teach specific reading skills. What demands must both Sharon and you meet in order for these to be successful? Examine the graphic organizers presented in the text. How might these be incorporated into Sharon's classroom?

Part2 Writing Assignment: Reading Strategy Instructional Plan Purpose: Reading is the foundation of all other academic skills and can often determine whether a student is successful in school. The skills associated with reading include phonics, vocabulary, comprehension, and interpretation. Students with learning disabilities often struggle with reading and have deficits resulting in dyslexia. For that reason, teachers working with these students need to have a good understanding of reading strategies that are applicable to this student population. Directions: For the Unit 2 Assignment, you will create a Reading Plan to be used with learning disabled students. Review several reading strategies appropriate for learning disabled students and select one to apply to a specific grade level. Use the Reading Plan Template to complete this assignment. Include the following in the Reading Plan Template: The definition of dyslexia and characteristics of this learning disability. The strategy you have selected and why. Include how it addresses a need of students with learning disabilities. The process for teaching this strategy to the student. Outline your lesson with Language Objectives and Vocabulary within the lesson. What instructional plan will you use for this lesson? List your instructional strategies, learning tasks, literacy skills, and strategies. Discuss how you will measure the successful implementation of this strategy. What is the timeline for this lesson?
Part3 The prior case study focused on reading skills; in this case study, you will examine how to improve math skills. Read the Unit 2 essay by Melissa, a young woman who has struggled with dyscalculia. After you read the essay, discuss how you would address these issues with Melissa if she had been your student when she was at the grade level(s) you teach or plan to teach. What guidelines would you have followed in developing appropriate mathematics curriculum for students like Melissa? What formal and informal assessment strategies might you have used to determine the math skills of a student like Melissa? Describe some of the affective and motivational deficits students like Melissa will most likely face. What strategies might you use for overcoming these deficits? Compare and contrast the math strategies you have read about. Why might these be effective methods for teaching students like Melissa at your grade level? You have focused on math strategies in this discussion, explain if or how you would use these strategies for science and social studies. What changes would you need to make within your strategies for these two subjects?
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In 600 words: Explain what you learned about the experiences and attitudes of German foot soldiers from pages 1-53 (only) of Remarque's The Road Back? Provide concrete details from the reading. Who, for example, do they encounter? What news do they hear? What surprises them between leaving the trenches and before getting home? Anchor your response in the reading by providing concrete details to support your analysis.

Complete the Tableau case in Chapter 4 of the Cengage MindTap e-content. Please explain your choices or rationale behind the Tableau viz you have created. There is no need to publish the resulting viz to the Web; just make sure you save the viz as a PDF document and upload it to the course when complete. See detail on creating a viz in the case.
Your case study assignment should be completed as a cohesive written essay (i.e., complete sentences, proper mechanics, etc.). There is no mandatory length, but you should fully address all required aspects of the case. If you choose to support your answer with references (or if it is required in the case) include your references in APA format along with in-text citations showing how those sources were used.

Exam 3: Mind, self, identity, and free will
PHIL 101
Instructions:
• Our format is similar to Exams 1 and 2. This time you have two essays to complete. Pick
two from the list on p. 2 below. Each essay should be about a full single-spaced page
(that’s about 550-650 words each). Submit on Moodle under the Turnitin link by the end
of Tuesday, November 15. You have a two-day grace period if you need it.
• Here are some guidelines for your essays:
a. This is an ‘Exam’, yes, but remember that a central goal for our class is for you to
come to some reasoned judgments of your own on our philosophical issues. The exam
questions ask you about that, so this is your chance to put your thinking together into
some arguments for your positions. Your thinking and reasoning is primary here.
b. So the Exam isn’t a research project. Nobody should be looking up answers to the
questions somewhere, nor should you work together at all. It’s not your view if you
simply looked something up someplace and summarized it.
c. The questions also ask you to relate your ideas and arguments to our readings and
topics we’ve had in our class meetings and discussions. Those are sources that should
be used here, and be sure to document them properly.
d. It’s ok to be not supremely confident about your philosophical views or your
arguments. Philosophical positions are works in progress anyway. But you still should
have more than enough for these essays. If you aren’t in that situation just yet, that’s
ok too. Do your best, I’ll give feedback and suggestions, and you can revise to make it
a better expression of what you think and why.
e. Use your own ‘voice’. You don’t need to sound profound unless that’s actually your
normal way of writing. Shoot for your writing to be clear, intelligible, and coherent.
Revise, proofread, and edit as needed before submitting, but the content matters
most. What you say and defend matters the most here.
• You can revise and resubmit your essays. That deadline will be about a week after the
comments are available. If the gradebook says ‘incomplete’, you have to revise. That
means something was missing or fell short of the expectations above. But everyone has
the option to revise. Everyone can make their arguments better in a revision.
• While there’s no grade here like an A or an 89, the written feedback should give you
something much more useful and precise. Any relevant judgments on quality of the ideas,
accuracy, or the presentation will be in the written comments.p. 2 of 2
Questions on our philosophical content (answer TWO of these):
1) Summarize the argument Descartes gives in Discourse on Method, part 4, for dualism (that’s
what we read for class), and then critique that argument. (Note: You might be tempted to
give us Elizabeth’s question as the critique here. Don’t do that. Elizabeth is criticizing
dualism itself, the thesis, not Descartes’ reasoning for dualism that we read.)
2) What makes you you? Or, what makes a person that individual person? That was the
characterization question about personal identity. Formulate a reasoned position of your own
on this, and compare it to at least some of what we studied in class and had in the readings.
Defend your position, either with an argument for it or by considering and replying to a
possible criticism.
3) For a specific argument in the DuBois reading OR the Baldwin one, summarize the
argument and critique it. Even if you think the reasoning in question is a good one, what
criticism might be raised against it? (If you want, consider a reply to that critique as part of
your essay.)
4) If we’re not free, as Pereboom argues, then how can we still have morality? How can we have
meaning in life? Pereboom addresses both of these possible objections. For just ONE of them,
summarize what he says the objection is and what his reply to it is, and then either give
another reply of your own to help Pereboom answer the objection, OR critique Pereboom’s
reply to that objection.
Other suggestions for making an essay good:
• Organize coherently. Even though our essays are short, using multiple paragraphs will
help the clarity. Summarize something in one paragraph. Give your own view in a
different paragraph. If you stick to one task per paragraph, that makes your writing easier
to read, and thus it’s clearer. Thus we understand you better.
• Avoid direct quotations. You might have learned, “Always include a good quote.” Here’s
a better rule: Unless you absolutely have to include the actual text from somewhere as an
essential part of what you’re arguing, don’t quote. Summarize instead.
• For the philosophical essays, strong essays will consider an objection and reply to it. Try
figuring out the best objection a critic might raise against you and respond to it.
• Draft, revise, edit, and proofread multiple times before submitting. Revising is taking what
you say and writing it again in a better way. The second or third version is usually better.
Editing includes smaller things like condensing the text, getting rid of repetition, and
making the phrasing and word choice better. Proofreading includes even smaller things like
getting rid of mechanical, grammatical, and spelling errors. Do the writing process in that
order: Draft, revise, edit, and then proofread for small stuff.
• Remember to document everything. APA, MLA, Chicago, whatever, both in the text and
with a works cited list/bibliography. But be sure to do it. It’s for integrity and for
distinguishing your ideas from what you’re summarizing.

Please find the attached file containing the same instructions as above.
mind self identify and free will Exam three options philosophy.pdf