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Due Jan 28 50 points

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 Back to Week at a Glance (https://waldenu.instructure.com/courses/205473/modules/items/86883

OBJECTIFICATION AND OPPOSITIONAL IDENTITY

In Week 2, you learned about stigma and privilege. Privilege results in preferential treatment, and stigma results in negative treatment. Stigma involves objectification, or treating people as if they are objects and members of a category rather than as individuals. In the A Class Divided video clip, you saw the teacher Jane Elliott use an exercise in her third grade classroom to teach students about discrimination. She used discrimination as the overarching term. Here discrimination includes objectification, stigma, and privilege. When people encounter discrimination, they may redefine their identity. In this Discussion, you will consider how identity can be redefined as a result of objectification. In addition, you will address the concept of oppositional identity, which occurs when individuals embrace the way they are objectified and act in a way that reinforces the objectification.

RESOURCES

Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

WEEKLY RESOURCES

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about discrimination. She used discrimination as the overarching term. Here discrimination includes objectification, stigma, and privilege. When people encounter discrimination, they may redefine their identity. In this Discussion, you will consider how identity can be redefined as a result of objectification. In addition, you will address the concept of oppositional identity, which occurs when individuals embrace the way they are objectified and act in a way that reinforces the objectification.

To prepare for this Discussion:

Review the "Framework Essay" in Section I in the course text and the article "Why Are All the Black Kids Sitting Together in the Cafeteria?" Pay particular attention to the discussion regarding objectification and oppositional identity. Review the Frontline video clip, A Class Divided. Look for examples of objectification and oppositional identity in the clip. Consider how objectification and oppositional identity influenced students in Jane Elliott's exercise to redefine their racial and ethnic identities.

With these thoughts in mind:

Post by Day 3 one example of objectification in A Class Divided. Then post one example of oppositional identity in A Class Divided. Explain how objectification and oppositional identity influenced students to redefine their racial and ethnic identities.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues' postings.

Respond to at least one of your colleagues' postings in one or more of the following ways:

Ask a probing question and provide insight into how you would answer your question and why.

RESOURCES

Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

WEEKLY RESOURCES

(https://waldenu.instructure.com/courses/205473/modules/items/8688410)

DAY 3

DAY 5

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Due Jan 28 75 points

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PROBLEM SOLVING

Each day, you face problems that require solutions. Some are incremental, solved step by step, like math problems. Others are insight problems, which often need a sudden realization to resolve. This week focuses on how individuals approach challenges through an exploration of problem-solving strategies—insight, heuristic, and algorithm. In this Discussion, you will describe how you approached and solved an insight problem. You will also compare the three strategies and share personal examples of using them to solve real-life problems.

(https://cdn- media.waldenu.edu/2dett4d/Walden/Canvas/Getty/1920x938/GettyLicense_861107532.jpg)

RESOURCES Be sure to review the Learning Resources before completing this activity.

College of the Canyons. (n.d.). Chapter 6: Problem solving. (https://www.canyons.edu/_resources/documents/academics/onlinee ducation/Psych126TextbookFinalV1_2.pdf) In College of the Canyons, Psych 126: Cognitive psychology (pp. 159-174). College

Readings 

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Select one of the Insight Problem Scenarios below and try to solve it.

Insight Problem Scenarios

Scenario 1: Closet Light (https://waldenu.instructure.com/courses/205594/files/17079675?wrap=1) (https://waldenu.instructure.com/courses/205594/files/17079675/download? download_frd=1) (Word) Scenario 2: Two Strings (https://waldenu.instructure.com/courses/205594/files/17079661?wrap=1) (https://waldenu.instructure.com/courses/205594/files/17079661/download? download_frd=1) (Word) Scenario 3: Wall Candle (https://waldenu.instructure.com/courses/205594/files/17079622?wrap=1) (https://waldenu.instructure.com/courses/205594/files/17079622/download? download_frd=1) (Word)

Note: If you cannot solve the problem in at least 5 minutes of trying, use this Insight Problem Scenarios Solutions (https://waldenu.instructure.com/courses/205594/files/17079678?wrap=1) (https://waldenu.instructure.com/courses/205594/files/17079678/download?download_frd=1) file.

Then, post a 200- to 250-word response in which you:

Identify which Insight Problem Scenario you interacted with—Scenario 1: Closet Light, Scenario 2: Two Strings, or Scenario 3: Wall Candle.

Describe in detail the process you used to attempt to solve the insight problem, whether you found the solution or not.

Considering what you learned from the College of the Canyons (https://www.canyons.edu/_resources/documents/academics/onlineeducation/Psych126Textbo (n.d.) and Percival (https://www.youtube.com/watch?v=VcaAVWtP48A) (2020) resources:

Briefly describe a time you used a heuristic to solve a real-life problem and explain how the process differed from the process you used to solve your chosen insight

BY DAY 3