Should Children be Encouraged to Participate in Competitive Athletics Paper This assignment write including 4 pages assignment and 1 page reflection. The

Should Children be Encouraged to Participate in Competitive Athletics Paper This assignment write including 4 pages assignment and 1 page reflection.

The more specific information I will upload as a file.

Upload one assignment/artifact (previous work) that aligns with the written Communication rubric.Include a written reflection (new work) aligning the artifact to the expectations in the Written Communication rubric.

The previous work is critical assignment. I will upload this assignment what I did and rubric what I have.

Here are the more requirements:

PLEASE ONLY SUBMIT ONE DOCUMENT – LABEL THE ARTIFACT AND THE REFLECTION SEPERATELY PLEASE.

Students will choose and upload 1 assignment/artifact (previous work in another course) for the Written Communication section. Students will use the criterion in the Written Communication rubric to choose the assignment/artifact.

Students will write one reflection statement using the criteria on the Written Communication rubric (La Verne) to guide their reflection. Make sure you include the four components for reflection (see below) in your statement. You will reflect on your writing using an artifact/assignment from previous work. This assignment is based on written work (4-8 pages) submitted in another class.

EACH REFLECTION STATEMENT IS APPROXIMATELY 1 – 2 (500-700 WORDS) PAGES IN LENGTH, DOUBLE SPACED, 12 POINT FONT.

The following FOUR COMPOENTS must be addressed in each reflection statement:

A brief description of the artifact/assignment and a rationale how the artifact/assignment aligns with the rubic for the appropriate BLO.
An examination of the learning process, showing what learning occurred, how learning occurred, in addition to how newly acquired knowledge or learning altered existing knowledge. What did you get out of the assignment?
Identify how you have grown as a learner and a professional during your course work in regard to the appropriate BLO. Give one detailed example. How does what you learned apply to the BLO?
Identify how you plan to apply what you have learned from participating in the assignment to your future goals.

How will you use your new knowledge in your future? Please provide one detailed example? 1
Critical thinking assignment
Introduction
Intersectionality is the observation that power brings based on the categories that relate to
gender, sexuality, race, and class that arises when people interact with each other in several ways
which creates inequality, discrimination, and oppression (Collins & Bilg, 2016). The word came
from inter-coining of social movements which come from recognition of conditions for that fall
in the categories of minorities. All types of discrimination that includes discrimination based on
gender or discrimination based on race are all cause of what is called intersectionality. In the
contemporary world, the term intersectionality is used to describe the theoretical viewpoint of
activism towards discrimination.
Social Change Group and Organization
In the US, there are many social organizations, which fight for justice among its people.
For instance, there are different women group put across to fight for gender empowerment,
gender equality, and women health. National Organization for Women (NOW) is one such
organization that advocates women empowerment. The organization was formed in 1966 with
the main purpose of promoting ideas of women, change the social perception of female in the
society, eradicate discrimination against women, and protect and attain equal rights for girls and
women socially, economically and politically (Curtin, Stewart, & Cole, 2015). NOW also
restricts rights to emergency contraceptives, legal and safe abortion, birth control, and carry out
reproductive education and health services to all women in the US that are under threat.
Moreover, NOW is in the forefront to fight for pay equity in employment, job discrimination,
2
pension reform, racial justice, and improved housing. This social group recognizes multiple
struggles and discrimination that prevents women from realizing equal opportunities in health
care, in employment and even in the government as compared to men (Curtin et al., 2015). NOW
has been in the forefront in fighting women representation in the Senate and the house in an
attempt to eradicate feminization of poverty.
Social Inequality
Firstly, intersectionality is the best way to explain, understand and analyze social
inequalities that are beyond the privilege of the economics together with stratification policies
Intersectionality supports understanding of the complexity of social differences beyond a single
factor or category that includes race, gender, sexuality, citizenship and encourages exploration
interactions among various identities. Intersectionality is on one side a theoretical approach that
can be used to adopt social stratification, and on the other hand, intersectionality cannot use the
theories of social stratification to explain social inequalities (Collins & Bilg, 2016). Secondly, it
combines the ability to explore biases with intra-categorical methods of variation. This category
concerns were giving the differences of social inequalities based on race, gender, class and the
historical context of social stratification.
Power
The best way to understand the issue of power and privilege in society is by using the
approach of intersectionality as the theoretical lens of viewing the connection of power and
realities of life. Intersectionality supports understanding of power relations, as mutually
constructed. Oppression is an interlocking system, where racism, sexism, and classism are in
relationship to each other and do not act in isolation (Hancock, 2016). Power is exercised across
3
four domains: structural (financial institutions), disciplinary (legal system), cultural and
interpersonal (power and privilege). Though most studies that have involved anti-racist
organization working with the individual in the society, the influence of prejudice and
discrimination is interrelated with lives (May, 2015). It is shown that intersectionality cans wok
both methodologically and conceptually as a means of realization of power in the context of
politics and social divisions. Since its origin, power and inequality have gone through a relational
growth with a significant alteration. In a one-dimensional and structural analysis, power has
undergone a process that has replaced theories of that create strength and review in different
level in the society (May, 2015). Energy is considered as a social interaction that structures the
lives of human beings. Social categories are organized by gender, class, gender, and ethnicity
that has long been included in the analysis of power. Besides, other groups such as age and
generation have received interest in power analysis.
Relationality
Intersectionality employs both frames and rejects binary either/or constructs.
Relationality is supported by inquiry and praxis that emphasize coalitions, dialogue, and
collectives (Hancock, 2016). Instead of exploring a social problem, through a single lens,
relationality gathers perspectives from the multiplicity of identities and finds areas of
convergence. Intersectionality is an integrated approach of analyzing the complexity of patterns
in discrimination centered on race, social identities, and gender and highlighting how inequalities
are experienced in society. Regarding rationality, it defines what is called conundrum of national
identity (Hancock, 2016). The interconnection of intersectionality and the rational dimension of
individuals the approach helps people dismiss the characters of discrimination. Regarding binary
thinking, intersectionality is a necessary framework for methodological engagement to conflict
4
and complexity. Besides, the rational perspective of intersectionality enables people to embrace
diversity in teaching, research, scholarship, and development of curriculum (Hancock, 2016).
Social Context
Intersectionality contextualizes inquiry and praxis by bringing attention to how particular
historical, cultural, political, cosmological and intellectual arrangement shapes our thinking and
actions. Intersectionality uses an approach that focuses on the forms and primary constituents of
social oppression instead of its differences (Verloo, 2015). In a broader definition,
intersectionality comprises multiple identities, social context, rationality, and power concerning
social injustice and inequalities. In the social context, intersectionality emphasizes the
complexity of the history of intersectionality (Verloo, 2015). Besides, intersectionality can be
used ethically rather than the thought of people that produces a white, colonist, racist and
masculinity discipline. Moreover, intersectionality is an approach that focuses on social
oppression based on social geography. Ignoring the history of intersectionality in ethical and
sensitive origins of black feminism and activism is a section that majorly relies on
intersectionality.
Complexity
Intersectionality as a form of analysis is not clean or straightforward. Weaving together
inequities, power relations and social contexts is difficult and can be frustrating. As such,
collective or collaborative efforts are encouraged to understand the complexity of the world
(Verloo, 2015). Since its origin, feminism has been claimed to be speaking directly in support of
all women, the researchers of feminism have contended that the limitation of gender is a single
analytical category of intersectionality. In real sense, feminism is considered as the most area of
5
inequality that has embraced intersectionality in a more critical deal (Verloo, 2015). In terms of
inequality, intersectionality can be termed as the most theoretical contributor to women ‘s studies
in conjunction with related field.
Conclusion
Intersectionality is the observation that power brings based on the categories that relate to
gender, sexuality, race, and class that arises when people interact with each other in several ways
which creates inequality, discrimination, and oppression. Intersectionality as a form of analysis is
not clean or straightforward. Weaving together inequities, power relations and social contexts is
difficult and can be frustrating. As such, collective or collaborative efforts are encouraged to
understand the complexity of the world. Intersectionality supports understanding of the
complexity of social inequalities beyond a single factor or category and encourages exploration
interactions among various identities. Intersectionality promotes knowledge of power relations,
as mutually constructed. Oppression is an interlocking system, where racism, sexism, and
classism are in relationship to each other and do not act in isolation. Power is exercised across
four domains: structural (financial institutions), disciplinary, cultural and interpersonal.
Intersectionality employs both frames and rejects binary either-or constructs. Relationality is
supported by inquiry and praxis that emphasize coalitions, dialogue, and collectives. Instead of
exploring a social problem, through a single lens, relationality gathers perspectives from the
multiplicity of identities and find areas of convergence. Intersectionality contextualizes inquiry
and praxis by bringing attention to how particular historical, cultural, political, cosmological and
intellectual arrangement shapes our thinking and actions.
6
7
References
Collins, P. H., & Bilge, S. (2016). Intersectionality. John Wiley & Sons.
Curtin, N., Stewart, A. J., & Cole, E. R. (2015). Challenging the status quo: The role of
intersectional awareness in activism for social change and pro-social intergroup
attitudes. Psychology of Women Quarterly, 39(4), 512-529.
Hancock, A. M. (2016). Intersectionality: An intellectual history. Oxford University Press.
May, V. M. (2015). Pursuing intersectionality, unsettling dominant imaginaries. Routledge.
Verloo, M. (2015). Intersectionality and Positive Action. DiGeSt. Journal of Diversity and
Gender Studies, 2(1-2), 45-50.
CRITICAL THINKING ASSIGNMENT-INTERSECTIONAL ANALYSIS
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, and events before accepting or formulating an opinion
or conclusion. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
In this assignment you will research a social change group/organization in our society (comtemporary or historical) and analyze the groups/organization
efforts utilizing intersectional analysis to promote a better understanding of the group/organization, social issue(s), possible remedies, and practical
actions individuals can take to support the group. Essential to the intersectional analysis is making clear your position on the group being analyzed. In
doing your research on the group it is important explore critiques of the group/organization’s efforts, it is also important to be aware of your own biases.
Your analysis should consist of 8 paragraphs, Introduction, one paragraphs for each component of intersectionality, and a concluding paragraph that
includes reflection on your beliefs and actions now or in the future relating the issue(s) and organization explored. (Paragraphs should be 100-150
words, and paper should be between 800–1200 words).
Intersectionality is a way of understanding and analyzing the complexity in the world, in people and in human experience…Intersectionality as an
analytical tool gives people better access to the complexity of the world and of themselves. (Collins & Bilge 2016, p. 2)
Intersectionality is an intellectual tool of analysis and praxis that can be organized in six core themes: Social Inequality, Power, Relationality, Social
Context, Complexity, Social Justice. (C&B p. 25-30)
1. Social Inequality – Intersectionality supports understanding of the complexity of social inequalities beyond a single factor or category (i.e. race,
gender, sexuality, citizenship) and encourages exploration interactions among various identities.
2. Power – Intersectionality supports understanding of power relations, as mutually constructed. Oppression is an interlocking system, where
racism, sexism and classism are in relationship to each other and do not act in isolation. Power is exercised across four domains: structural
(financial institutions), disciplinary (legal system), cultural (mass-media) and interpersonal (power and privilege).
3. Relationality – Intersectionality employs a both/and frame and rejects binary either/or constructs. Relationality is supported by inquiry and praxis
that emphasize coalitions, dialogue, and collectives. Instead of exploring a social problem, through a single lens, relationality gathers perspectives
from the multiplicity of identities and find areas of convergence.
4. Social Context – Intersectionality contextualizes inquiry and praxis by bringing attention to the ways in which particular historical, cultural,
political, cosmological and intellectual arrangement shape our thinking and actions.
5. Complexity – Intersectionality as a form of analysis is not simple or clean. Weaving together inequities, power relations and social contexts is
difficult and can be frustrating. As such, collective or collaborative efforts are encouraged to understand the complexity of the world.
6. Social Justice – Intersectionality call attention to the incongruences of the social ideals of meritocracy, fairness and democracy, given the realities
of global inequalities. Social justice challenges boot-strap, self-determined narratives citing the societal discrepancies, like everyone having the
right to vote, vs. equal access to voting.
Page 1
CRITICAL THINKING ASSIGNMENT-INTERSECTIONAL ANALYSIS RUBRIC
Excellent 3
Explanation of the
organizations charge and
the issues/problem
addressed
Evidence selecting and
using information to
investigate a point of
view or conclusion
Influence of context and
assumptions
Student’s position
(perspective,
thesis/hypothesis)
Conclusions and related
outcomes (implications
and consequences)
Issue/ problem to be considered
critically is stated clearly and
described comprehensively,
delivering all relevant information
necessary for full understanding.
Information is taken from source(s)
with enough interpretation/
evaluation to develop a
comprehensive analysis or synthesis.
Viewpoints of experts are
questioned thoroughly.
Thoroughly (systematically and
methodically) analyzes own and
others’ assumptions and carefully
evaluates the relevance of contexts
when presenting a position.
Specific position (perspective,
thesis/ hypothesis) is imaginative,
taking into account the complexities
of an issue. Limits of position
(perspective, thesis/ hypothesis) are
acknowledged. Others’ points of
view are synthesized within position
(perspective, thesis/ hypothesis).
Conclusions and related outcomes
(consequences and implications) are
logical and reflect student’s
informed evaluation and ability to
place evidence and perspectives
discussed in priority order.
Accomplished
Issue/ problem to be considered
critically is stated, described, and
clarified so that understanding is not
seriously impeded by omissions.
Information is taken from source(s)
with enough interpretation/
evaluation to develop a coherent
analysis or synthesis. Viewpoints of
experts are subject to questioning.
Developing
Score
1-3
Issue/ problem to be considered critically is
stated but description leaves some terms
undefined, ambiguities unexplored,
boundaries undetermined, and/ or
backgrounds unknown.
Information is taken from source(s) with
some interpretation/ evaluation, but not
enough to develop a coherent analysis or
synthesis.
Viewpoints of experts are taken as mostly
fact, with little questioning.
Identifies own and others’
assumptions and several relevant
contexts when presenting a position.
Questions some assumptions. Identifies
several relevant contexts when presenting a
position. Maybe more aware of others’
assumptions than one’s own (or vice versa).
Specific position (perspective,
thesis/ hypothesis) takes into
account the complexities of an issue.
Others’ points of view are
acknowledged within position
(perspective, thesis/ hypothesis).
Specific position (perspective, thesis/
hypothesis) acknowledges different sides of
an issue.
Conclusion is logically tied to a range
of information, including opposing
viewpoints; related outcomes
(consequences and implications) are
identified clearly.
Conclusion is logically tied to information
(because information is chosen to fit the
desired conclusion); some related outcomes
(consequences and implications) are
identified clearly.
Page 2
WRITTEN COMMUNICATION VALUE RUBRIC
for more information, please contact value@aacu.org
The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each
learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of
attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the
language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by
shared nationally through a common dialog and understanding of student success.
Definition
Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies,
and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.
Framing Language
This writing rubric is designed for use in a wide variety of educational institutions. The most clear finding to emerge from decades of research on writing assessment is that the best writing assessments are locally
determined and sensitive to local context and mission. Users of this rubric should, in the end, consider making adaptations and additions that clearly link the language of the rubric to individual campus contexts.
This rubric focuses assessment on how specific written work samples or collectios of work respond to specific contexts. The central question guiding the rubric is “How well does writing respond to the needs of audience(s)
for the work?” In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers’ fluency with different modes of textual production or
publication, or writer’s growing engagement with writing and disciplinarity through the process of writing.
Evaluators using this rubric must have information about the assignments or purposes for writing guiding writers’ work. Also recommended is including reflective work samples of collections of work that address such
questions as: What decisions did the writer make about audience, purpose, and genre as s/he compiled the work in the portfolio? How are those choices evident in the writing — in the content, organization and structure, reasoning,
evidence, mechanical and surface conventions, and citational systems used in the writing? This will enable evaluators to have a clear sense of how writers understand the assignments and take it into consideration as they evaluate
The first section of this rubric addresses the context and purpose for writing. A work sample or collections of work can …
Purchase answer to see full
attachment