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Review the global awareness competencies that students need in order to become world citizens (Olsen, Green, and Hill 2005).

There appears to be no consensus about the competencies students need to become world citizens partially because of the interdisciplinary nature of the competencies. Each discipline debates the issue from its perspective, but Olsen, Green, and Hill (2005) list the following range of competencies discussed to date…

Directions: Review the Global Awareness Competencies that students need in order to become world citizens (Olsen, Green, and Hill 2005). How do you rate yourself on these competencies?

Rate your competencies from 1 (Low) -> 5 (High).

Global Awareness Competencies Self-Assessment
1 (Low) – 5 (High)
Knowledge
Knowledge of world geography, conditions, issues and events.
Awareness of the complexity and interdependency of world events and issues.
Understanding of historical forces that have shaped the current world system.
Knowledge of one’s own culture and history.
Knowledge of effective communication, including knowledge of a foreign language, intercultural communication concepts, and international business etiquette.
Understanding of the diversity found in the work in terms of values, beliefs, ideas, and world views.
Attitudes
Openness to learning and a positive orientation to new opportunities, ideas, and ways of thinking.
Tolerance for ambiguity and unfamiliarity.
Sensitivity and respect for personal and cultural differences.
Empathy or the ability to take multiple perspectives.
Self-awareness and self-esteem about one’s own identity and culture.
Skills
Technical skills to enhance the ability to learn about the world (i.e. research skills).
Critical and comparative thinking skills, including the ability to think creatively and integrate knowledge, rather than uncritical acceptance of knowledge.
Communication skills, including the ability to use another language effectively and interact with people from other cultures.
Coping and resiliency skills in unfamiliar and challenging situations.

I am a an intl student n SNHU N Manchester nh my major is Hospitality and I am going to work n Dubai I am a senior . I want half page for the drapht and the rest for the final draft <br>
Global Lifelong Learning Plan Assignment &amp; Grading Information<br>
SNHU 404<br>
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Assignment Information and Required Activities: You will brainstorm five (5) activities that you can see yourself engaging in during your lifetime that might assist you in developing your global learning. With each activity provide a brief discussion (a short paragraph) as to how this activity fits into one (or more) of the elements of the framework we are using:<br>
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Obtain Knowledge<br>
• Understand the interconnectedness and interdependence of global systems <br>
• Understand the historical, cultural, economic, and political forces that shape society and explain own situation in this context <br>
• Understand various/different cultures and how culture is created <br>
• Understand the relationship of power and language, and how language interacts with culture <br>
• Understand conflict and power relationships.<br>
• Understand how language frames thinking and perspective (“the language you speak creates the box in which you think”) <br>
• Recognize how stereotypes develop and where they come from <br>
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Assume Attitudes<br>
• A sense of perspective and social responsibility <br>
• Overcome provincial/parochial thinking <br>
• Reduced prejudice <br>
• An appreciation of difference; an ability to value and acknowledge other cultures as legitimate <br>
• Cultural self-awareness and understanding of one’s self in the global context (one’s own place and connections) <br>
• Greater appreciation of or an interest in learning about different cultures <br>
• Empathy and heightened awareness of perspective<br>
• Open-mindedness and an understanding of complexity <br>
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Develop Skills<br>
• The ability to think, work, and move across boundaries—in diverse environments with a range of people <br>
• Conflict resolution <br>
• Intercultural communications skills <br>
• Language proficiency <br>
• The ability to take informed responsibility for actions in a globally connected world <br>
• Linking theory and practice through experience both as citizens and in professions <br>
• Internalize and apply cultural understandings and knowledge <br>
• An increased capacity to seek out multiple perspectives—inside perspectives as well as outside ones <br>
Grading<br>
Your Global Lifelong Learning Plan assignment will be graded based on the effort you put into the elements listed above. The rubric below will be used to grade your assignment:<br>
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Global Lifelong Learning Plan Assignment Grading Criteria &amp; Rubric Points Possible Points Earned<br>
Your understanding &amp; completion of the assignment <br>
12 = The statements display thoughtful consideration of the tasks required for the assignment and the application of activities to the framework.<br>
6 = The statements display little consideration of the tasks required and/or lack clear application of activities to the framework. <br>
0 = The work does not address the tasks required 12 <br>
Grammar, spelling, &amp; organization<br>
8 = Writing is error free and the assignment is a model for coherence<br>
4 = Errors in writing are a distraction to the reader<br>
0 = Grammar, spelling, &amp; organization are in much need of improvement 8 <br>
TOTAL 20 <br>
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