Cultural Diversity (MHS502)

Essay Instructions:

Having considered this, let’s begin module 1 by considering how we “react” to a description of actions taking place in another culture. In August of 2006, Jane Perlez reported in the New York Times about changes that have taken place in Indonesia since the tsunami. These changes include the embracing of Islamic law AND the practice of caning. Please read the article entitled Indonesian Province Embraces Islamic Law, and Canings and in a three to five page paper, address the following questions: 1 Discuss the feelings this article evoked 2 Discuss the external forces that impact the evolution of this culture, including factors beyond the information presented in the article. 3 Discuss the impact that barriers to communication had on your reaction including ◦ Ethnocentricity ◦ Stereotyping ◦ Ethnic Glossing 4 Discuss the how this information can assist you as a health practitioner? Note: In your write-up use section headings for each question and subheadings for each of the sub-categories. Assignment Expectations Use information from your module readings/articles as well as appropriate research to support your selection. Length: The SLP assignment should be 3-5 pages long (double-spaced). References: At least three references must be included from academic sources (e.g., peer-reviewed journal articles). Required Reading is included. Quoted materials should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. Materials copied verbatim from external sources must be enclosed in quotation marks. In-text citations are required as well as a list of references at the end of the assignment. (APA format is recommended.) Organization: Subheadings should be used to organize your paper according to the questions. Format: APA format is recommended for this assignment. Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity. The following items will be assessed in particular: • Achievement of learning objectives for SLP assignment. • Relevance - All content is connected to the question. • Precision - Specific question is addressed. Statements, facts, and statistics are specific and accurate. • Depth of discussion - Points that lead to deeper issues are presented and integrated. • Breadth - Multiple perspectives and references, and multiple issues/factors are considered. • Evidence - Points are well supported with facts, statistics, and references. • Logic - Discussion makes sense; conclusions are logically supported by premises, statements, or factual information. • Clarity - Writing is concise and understandable, and contains sufficient detail or examples. • Objectivity - Avoids the use of first person and subjective bias. Additional Resources Link to the Purnell Model of cultural competence: Purnell Model of Cultural Competence

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Cultural Diversity
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Cultural Diversity
Introduction
The article discusses how police in Indonesia are enforcing Shariah law by arresting people for gambling and drinking while mishandling unmarried couples. On the extreme side, people are caned in public a humiliation that leaves people traumatized and with mixed feelings. While the law has not yet been changed to allow for other aspects of the new Shariah law such as stoning of looping-off the hands of the so considered offender, draft proposals are underway for such punishments to be enacted.
Feelings Evoked
The article by Perlez (2006) arouses a mixture of feelings ranging from anger, frustration, exclusion and shame. There is the notion that people are getting punished for exercising their human rights especially so for women. For example, the article notes that women were enraged by the caning of an elementary teacher who was found working in the premises of a political party. While Indonesian people seem to have respect for the law, it is the enforcement methods used that they are against. To think that the police will go to any length including invading personal privacy in a bid to enforce the law attracts anger from different sectors. Further, the article does propose that those who suffer more from the kind of law enforcement being used are the poor in the society (Perlez, 2006). To this end, Shariah law in Aceh is selective and does not apply to crimes such as corruption which under Islamic is considered as theft and this also seems as exclusion or discrimination. Further, the guilty are punished in public in a bid to shame them and deter them from repeating their offenses. While this may be the provision of the law, the offender is labeled as a criminal from the onset of the punishment and may find this hard to shake off afterwards. People are also frustrated in that they cannot question the law but are rather forced to accept the kinds of punishments imposed.
Evolution of Shariah Law in Indonesia
Indonesia is characterized by different religious, political, ethnic and national identities. In Southeast Asia, Aceh is considered to be the first place to host Islamic religion and it was in this region that the first Southeast Asian Muslim Kingdom was located. Earlier evidence of Muslim in the region can be traced back to Samudra, the first Muslim ruler. Before the Dutch invasion in 1873, Aceh was under the rule of the sultan who was charged with enforcing economic, political and judicial powers in the Sultanate (Uddin, 2010). He was also responsible for enforcing Islamic laws though he did not have de facto power over the Sultanate. It was not until the Dutch invasion that the Sultanate system was abolished. The abolishment of the Sultanate brought about a political divide between the ulama and uleebalang with the maj...

Updated on January 26, 2024

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Cultural Diversity (MHS502)

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