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Discussion: Mental Health & Disablement The social model of disability has trouble making sense of the relationship(s) between impairment and embodiment for people with psychiatric impairments. As a student once put it, "A set of stairs...a ramp...who cares if I can't get out of bed because of depression?" This is a good point. DS scholars (Donna Reeve, Rebecca Lawthom, Margaret Price) have provided nuanced analyses and arguments to sure up the limitations of the social model (we've spoken of it as the social/relational model) but, again, despire all the developments that has been made at in everyday life, what does it say about the world that a standard of "mental health" is not only assumed but, when absent, seen as a reason to fear and shun? While reflecting on and responding to these questions, discuss one or two insights you have gained from this course relative to intellectual, cognitive, and/ or developmental disabilities and people who live with these diagnoses. Second, apply the social model of disability to these impairment categories--paying attention to how societal access and/ or social policies influence the lives of people with these diagnoses . Finally, check out this new TEDtalk, I'd love to hear what you all think... https://www.youtube.com/watch?v=7lMtaZ3uoNg .
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SOC 213 Final Project Guidelines and RubricOverviewThe final.docx
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Overview
The final project for this course is the creation of a sociological imagination PowerPoint presentation.
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Discussion Stereotypes Categories and Concepts for Understandi
Discussion: Stereotypes: Categories and Concepts for Understanding the World
Picture a teacher talking to a student. In the instant that you thought of the word
teacher
, what image of a person jumped into your mind? What were the age, color, gender, and nationality of the imagined teacher? What was the teacher doing and wearing? Similarly, what image of a
student
appeared in your mind to distinguish between the two people?
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To prepare for your Discussion:
Review Chapter 6 in the course text
.
Pay particular attention to the section on stereotyping and the list of cultural categories. Have you seen or heard anyone stereotype any of these cultural categories either in the media or in your own experience?
Locate common stereotypes about your culture on the Internet. Do any of them surprise you? What is true about these stereotypes? What is untrue?
Find three common stereotypes of your culture in the media, or, using the cultural categories in Chapter 6 of the course text, think of a personal experience where you were stereotyped by your membership in one of those categories. Do you feel you are stereotyped in specific ways by certain cultural categories?
Reflect on a personal experience or an example in the media where your culture has been stereotyped by another culture. How does stereotyping by the sender or receiver of the message in this situation affect the intercultural communication?
Note:
One of the goals of this course is to promote a wide variety of views. You are encouraged to present your honest personal viewpoint while at all times reflecting a respectful tone for the views of others.
Do
a 2 paragraph description of two examples of a stereotype of your culture that is found in the media or that you experienced personally. Explain the effects that true and untrue aspects of the selected stereotypes have on intercultural communication. Be sure to support your ideas by connecting them to at least one of this week’s Learning Resources. Additionally, you may opt to include an outside academic resource that you have identified.
...
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SOC 213 Final Project Guidelines and RubricOverviewThe final.docx
SOC 213: Final Project Guidelines and Rubric
Overview
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Discussion Stereotypes Categories and Concepts for Understandi
Discussion: Stereotypes: Categories and Concepts for Understanding the World
Picture a teacher talking to a student. In the instant that you thought of the word
teacher
, what image of a person jumped into your mind? What were the age, color, gender, and nationality of the imagined teacher? What was the teacher doing and wearing? Similarly, what image of a
student
appeared in your mind to distinguish between the two people?
Humans understand the world by creating categories and labeling concepts and, in this way, apply the concepts in a new circumstance. Stereotypes fall into this category of labeling concepts. They provide a system of coding that facilitates the acquisition of knowledge. On the other hand, stereotypes often demean people by distorting individual characteristics, skills, and abilities. By classifying people based on perceived characteristics of a group, inaccuracies arise at individual and group levels. These inaccuracies about individuals or groups can inhibit effective communication. As an intercultural communicator, however, there are some instances when using stereotypes can be helpful in gaining a level of cultural competence.
To prepare for your Discussion:
Review Chapter 6 in the course text
.
Pay particular attention to the section on stereotyping and the list of cultural categories. Have you seen or heard anyone stereotype any of these cultural categories either in the media or in your own experience?
Locate common stereotypes about your culture on the Internet. Do any of them surprise you? What is true about these stereotypes? What is untrue?
Find three common stereotypes of your culture in the media, or, using the cultural categories in Chapter 6 of the course text, think of a personal experience where you were stereotyped by your membership in one of those categories. Do you feel you are stereotyped in specific ways by certain cultural categories?
Reflect on a personal experience or an example in the media where your culture has been stereotyped by another culture. How does stereotyping by the sender or receiver of the message in this situation affect the intercultural communication?
Note:
One of the goals of this course is to promote a wide variety of views. You are encouraged to present your honest personal viewpoint while at all times reflecting a respectful tone for the views of others.
Do
a 2 paragraph description of two examples of a stereotype of your culture that is found in the media or that you experienced personally. Explain the effects that true and untrue aspects of the selected stereotypes have on intercultural communication. Be sure to support your ideas by connecting them to at least one of this week’s Learning Resources. Additionally, you may opt to include an outside academic resource that you have identified.
...
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NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD - Editor-in-Chief (www.nationalforum.com
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Develop a 3-5 page outline of concepts you would like to apply to .docx
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Discussion Individual vs. Structural-Cultural TheoriesTheor
Discussion: Individual vs. Structural-Cultural Theories
Theories
help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological
theories
of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a
theory
under the individual-related
theories
and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related
Theories
” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two
theories
you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
By Day 5
Respond
to at least two colleagues:
Evaluate one identified strength and one identified limitation your colleague may encounter when employing an individual-related
theory
and a structural/cultural-related theory to formulating interventions for poverty.
Assignment: Application of Systems Theory to a Case Study
In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how
theories
guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different
theory
, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.
The first theoretical approach you will use to apply to a case study is systems
theory
. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.
Different
theories
can be used to take a systems approach. For example, Bertalanffy’s General Systems
Theory
considers how a
system
is made of smaller
subsystems
that
influence each other
and seek
homeostasis
, whereas Brofennerbrenner’s Eco ...
5 My Nursing Assignment.pdf
1) The document provides instructions for an assignment where the student must outline concepts from their sociology course that apply to their own life and identify relevant scholarly sources to support the analysis.
2) The outline should include sections on culture and socialization, social structure and groups, education, their professional field of nursing, and technology and media.
3) For each section, the student must briefly explain the relevance of sociological concepts and identify at least one scholarly source to support the analysis from a sociological perspective.
Societal framework dd class
Society and individuals influence each other, though their interests do not always align. Models of disability fall into two categories - individual models that see disability as a problem of the individual, and societal models that view disability as created by society. Historically, individual models dominated but societal models developed in the 20th century and conceptualize disability as stemming from social and environmental barriers rather than just the individual.
Models of Disability - an overview by Marno Retief & Rantoa Letšosa
Great publication by Marno Retief & Rantoa Letšosa: https://philpapers.org/rec/RETMOD
Abstract:
Critical reflection on the importance of shaping disability-friendly - or disability-inclusive - congregations has enjoyed increasing attention in the field of practical theology in recent years. Moreover, the development of disability theology is a testament to the fact that practical theologians and the wider church community have taken serious notice of the realities and experiences of people with disabilities in our time. Nevertheless, even before the task of engaging in theological reflection from a disability perspective commences, it is necessary that theologians acquaint themselves with the various models of disability that shape people's perceptions and ideas about people with disabilities. Guided by the principles of the interpretive task of practical theological investigation and cognizant of the importance of models of disability in shaping perceptions regarding people with disabilities, this article seeks to provide a brief overview of nine of the most dominant models of disability that are prevalent in our time. We shall utilise the typological approach to theoretical analysis in order to outline the basic characteristics of the various models.
Models of Disability - an overview by Marno Retief & Rantoa Letšosa
The document provides an overview of 10 common models of disability:
1. The moral/religious model views disability as punishment from God.
2. The medical model sees disability as a disease or medical problem residing in the individual.
3. The social model understands disability as a socially constructed phenomenon caused by social and environmental barriers.
It then briefly describes each of the 10 models, their key perspectives on the nature and experience of disability, and some common criticisms. The models discussed include the moral/religious, medical, social, limits, identity, human rights, cultural, charity, and economic models of disability.
What is Sociology? Notes
This document outlines notes from sociology class lessons on key topics like what sociology is, groups studied in sociology, theoretical perspectives, and conformity. It provides warm-up questions, homework assignments, and outlines concepts to be covered for an upcoming test. Key points covered include that sociology is the study of groups, their formation and impact on behavior. Theoretical perspectives like functionalism and symbolic interactionism are discussed as ways to understand group behavior. Conformity and its causes are also examined.
Addressing-Diversity-through-the-years-Special-and-Inclusive-Education-1.pptx
The document discusses various models of disability that have been used throughout history to understand and explain disability. It begins with the moral/religious model used during medieval times which viewed disability as either a blessing or curse from God. It then discusses the biomedical/individual model which sees disability as a medical defect within an individual. The functional/rehabilitation model focuses on rehabilitation to maximize an individual's functioning. The social model frames disability as a social construct caused by societal barriers rather than individual impairments. The rights-based model emphasizes human dignity and rights. Currently, a twin-track approach combining the social and rights-based models is promoted to allow for inclusion while also providing disability-specific support.
Develop a 3-5 page outline of concepts you would like to apply t.docx
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Discussion questions – Twain, The Man That Corrupted Hadleyburg.docx
Discussion questions – Twain, “The Man That Corrupted Hadleyburg”
Mark Twain wrote this story in 1898, toward the end of his career, and long after publishing his masterpieces
Tom Sawyer
and
Huckleberry Finn
. However, “Hadleyburg” reflects one concern that interested Twain throughout his entire career: the sarcastic skewering of middle-class morality and mannerisms. We will examine Twain’s critique of the false righteousness and hidden hypocrisies of common, civilized life as an example of Realism.
1. Hadleyburg prides itself on the honesty of its citizens. However, this focus on honesty has allowed other, less moral attitudes to take root and grow among the people. Find 2 passages that reveal at least two different sinful attitudes shared by the citizens of Hadleyburg.
2. The stranger’s plot is perfectly designed to attack the one source of pride of the townspeople. Focus on the scene describing the night the owner of the sack of gold is to be revealed. Explain what Twain to saying about human nature through the behavior of Wilson the lawyer. Find 1 passage that supports your interpretation. (Hint: Does Wilson tell the truth?)
2a. Also, Dr. Harkness ends up buying the sack of (fake) gold. Why does he do this, and what is Twain trying to say about politics and morality through that subplot? Find 1 passage that supports your interpretation. (Hint: Harkness creates a fake story about the gold. Also, why is he desperate to win the election?)
3. The Richardses were spared the humiliation the other nineteen families experienced. They even receive a reward for $38,500! However, their lives end miserably. Their miserable end is related to the one moral weakness that Richards consistently exhibits throughout the story. What is this weakness (it’s not greed) and explain how it causes a terrible ending to the Richardses’ lives. Find 1 passage that reveals this weakness.
.
Discussion Questions The difficulty in predicting the future is .docx
Discussion Questions
: “The difficulty in predicting the future is that the outcomes are unreliable, due to the occurrence of wild-card events that distort the relatively well-understand trends for the near to mid-future.” Offer an example of such a “wild-card” event and some ways in which the security professional might address it in an effective manner. Regarding the need for the security industry as a whole to maintain the professionalism and competencies needed to address emerging threats and hazards, what do you feel are its primary areas of weakness and what proposals could you offer to address them?
The Future of the Security
When considering what awaits the security profession in the years to come and those that will operate within it, developments and forecasts related to security science will in large part be impacted by what has occurred in the past and in present day. What
might
occur, what is most
plausible
and
feasible
given current and expected occurrences, and what has proven to be effective (or not) will all need to be considered in determining those issues that will remain relevant or change. So predicting the future (not in the form of Nostradamus or similar prophets) as it relates to security is a technique that considers probable or desirable outcomes in the face of known or anticipated risks. So given this backdrop, where is security heading?
Physical Security
As long as there are structures that people operate within and house various assets, there will continue to be a need to offer needed protection related to them. All of the topics discussed in this course related to walls, fencing, sensors, alarm systems, guards, locks, and other such issues will be needed in some form or fashion. Whether through manual or technological means, these will remain a constant for the security administrator in providing appropriate defensive measures for the material, tangible assets they oversee. Concerning technology, the same trend will continue in serving as a needed aid in providing security moving forward. Mobile devices of various types, functions, capabilities, and their ability to access data, the ever-increasing use of robotics and the functions they can carry out, sensors that will be able to gain more intelligence regarding detection, and high frequency security cameras that will have the capability to verify the chemical compound of an object at a distance are just some of the many technical innovations on the horizon. Yet, just as technology has taken on a greater role in providing these efforts, so too does technology represent ever-increasing concerns to the security manager.
Cyber Security
As society becomes connected on an ever-increasing basis, attention must be directed towards what implications this environment has related to not only security, but related privacy concerns as well. In
Future Scenarios and Challenges for Security and Privacy
(2016, Williams, Axon, Nurse, & Creese), the researchers took a ver.
Discussion questions – Dunbar Paul Lawrence Dunbar was a pio.docx
Discussion questions – Dunbar
Paul Lawrence Dunbar was a pioneering African-American literary artist. He was among the first black writers who achieved fame among predominantly white audiences with the accurate use of black vernacular and realistic depictions of the attitudes of African Americans while using the literary styles and conventions familiar to white writers. Only within the past twenty years have literary critics begun to appreciate the subtle and perceptive criticism of racial relations he provides beneath the smooth artistry of his works.
1. Dunbar’s “Mr. Cornelius” is extremely naturalistic, with Cornelius struggling against, and eventually losing to, large forces. What are the forces that are arrayed against him (2)? Find a passage that describes each force.
(Hint: Economics, discrimination, as well as emotional weakness are some examples of large forces.)
2. Dunbar was well aware of the story of the slave’s flight north to freedom, a traditional African-American narrative made famous by such works as Frederick Douglass’s
Narrative
and Harriet Beecher Stowe’s
Uncle Tom’s Cabin
. How is Dunbar’s story an ironic, inverted version of the flight-to-freedom story? What is Dunbar trying to say about the status of African Americans in a society newly changed by slavery’s end?
(Hint: Cornelius is from the south. Washington D.C. is north. Does going north mean freedom for him? He must return south at the end—what does going south mean for him?)
.
Discussion Questions Identify the top three threats to the home.docx
Discussion Questions:
Identify the top three threats to the homeland and describe why you chose those as the primary threats. Considering specific terrorist tactics that have been or could be used in the homeland, which do you consider to be the most intimidating and which do you see as the most likely to be used?
.
Discussion questions – Hurston Zora Neal Hurston attended Ho.docx
Discussion questions – Hurston
Zora Neal Hurston attended Howard University, then Barnard College, and studied anthropology while becoming a popular figure of the Harlem Renaissance. Her studies earned her a post-graduate fellowship to study Southern black folktales. These folktales become the basis for her fiction. During her life, Hurston’s writing, while popular with general audiences, was not well-received by critics, particular black literary reviewers who wanted her to focus more on racial inequality. After being wrongly accused of a crime, Hurston finished her career in poverty and obscurity. She has recently become an extremely important writer for her depictions of black women, particularly in the now-acclaimed
Their Eyes Were Watching God
(1937).
2. Hurston’s “How It Feels to Be Colored Me” is a modernist-style literary montage—a series of (loosely organized) images, impressions, memories, observations on experiencing life as a black woman. The montage is quite humorous since she often states that she doesn’t know what “colored” is. The montage can be broken down into a diverse set of themes. Find 1 passage for each theme:
a. earliest memories of life before she knew what “race” was
b. the idea of “race” is imposed on her by others
c. moments where she recognizes her racial identity emerging suddenly
d. she lives a life that is bigger than what “race” tells her she must be
Please use the Answer Sandwich method to answer each question. The passages you add to your answer should be around 2-4 sentences long. Please include a page reference.
Keep in mind that I may select any of these questions to be the upcoming quiz question. Also, I use these discussion questions to create the exams and the major paper assignment. So do your best on each question.
https://bucket-hozzify.storage.googleapis.com/wp-content/uploads/2021/02/08211149/Robert-S.-Levine_-Michael-A.-Elliott_-Sandra-M.-Gustafson_-Amy-Hungerford_-Mary-Loeffelholz-The-Norton-Anthology-of-American-Literature-Volumes-C-D-E-W.-W.-Norton-Company-2016.pdf
.
Discussion Questions Compare and contrast through a critical an.docx
Discussion Questions
: Compare and contrast through a critical analysis of the following laws and strategies with an emphasis on how they enhance port maritime operations: Maritime Transportation Security Act of 2002, The SAFE Port Act, and The Small Vessel Security Strategy.
Response must be 400 words or more in APA style format.
.
Discussion questions (self evaluation)Examine nursing roles th.docx
Discussion questions (self evaluation)
Examine nursing roles that meet the emerging health needs of individuals, families, communities and populations.
Explore historical, legal, social, cultural, political, and economic forces that influence the client, nursing practice, and the health care system.
Evaluate strategies that can be used by public and community health nurses to improve the health status and eliminate health disparities of vulnerable populations.
Predict trends in lifestyles that will affect the health of communities and the future challenges for nursing.
Plan, analyze, implement and evaluate public health surveillance and outbreak investigation
Develop strategies to deliver nursing care in the preparedness, response, and recovery phases of disaster management.
Initial should have 400 words. Reference in APA format 7th edition.
.
Discussion QuestionReflecting on what you have learned abou.docx
Discussion Question:
Reflecting on what you have learned about the social determinants of health, SDOH, how can nurses work collaboratively with physicians and other health care professionals to improve primary care, reduce overutilization and improve underutilization of healthcare services? Include in your response how fostering an environment of diversity and cultural awareness among healthcare providers builds a stronger healthcare team and improves care delivery to healthcare consumers.
Initial 400 words. Reference APA format 7th edition.
.
Discussion questionMotivation is the all-ensuing mechanism t.docx
Discussion question
Motivation is the all-ensuing mechanism that determines how much and how well a student will learn. Treating it as strictly an internal mechanism, explain how learners; needs, goals, beliefs, interests, and emotions can influence their motivation to learn.
RESPOND TO THESE STUDENTS POSTS
Tashi post
Motivation is something that looks different in everyone. When we look at what motivates one person and assume we can teach based on that, we will not be successful in reaching all students. Looking at motivation strictly from an intrinsic lens, meaning a student’s needs, goals, beliefs, interests and emotions, teachers need many resources. I think that one of the biggest tools that teachers need is relationships. Understanding where a student’s motivation is coming from, or not coming from, can lead to engagement. For example, if a student’s basic needs are not being met, they will not be motivated to learn their math facts because they have greater needs. This is where the relationship and understanding of where students are at is so important for a teacher. They have the ability to create goals with these students. However, on the flip side, a student that knows they want to go to college may be motivated based on their goals for themselves and will engage because they want to do well and achieve a goal in the future.
Motivation can create opportunity as well as hinder progress. It is so important in education. A student’s belief in themselves can create these opportunities or hinder their progress as well. Understanding how a teacher can use motivation through an intrinsic lens can help all students in their class.
Jasmine post
Motivation is defined as the processes that initiate, direct, and sustain behavior. Motivated students put out more effort, persist longer, learn more, and score higher on tests (Lazowski & Hulleman, 2016). Intrinsic motivation is the natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise our capabilities. When we are intrinsically motivated, we do not need incentives or punishments, because the activity itself is satisfying and rewarding (Anderman & Anderman, 2014; Deci & Ryan, 2002; Reiss, 2004). When I think of intrinsic motivation I don't associate it with younger children as much as I would with older children. I can relate to intrinsic motivation myself because just learning something new motivates me to learn more. Also, seeing those A's and B's keeps me wanting to learn more. I feel the more I learn the more I'll be able to teach someone in the future. That is motivation enough for me to keep going. The students I currently work with get excited when they are able to identify numbers and letters and this motivates them to keep learning. You can see the excitement on their faces when they answer something correctly.
.
Discussion QuestionHow much, if any, action on ergonomics in th.docx
Discussion Question:
How much, if any, action on ergonomics in the work-place should rely on the voluntary actions of employers (as favored by George W. Bush) and how much should be mandatory on the part of managements. Explain.
Read the following:
Chapter 9 – Institutional Issues under Collective Bargaining
Chapter 10 – Administrative Issues under Collective Bargaining
Chapter Summaries
Chapter 9 – Institutional Issues under Collective Bargaining
The rights and duties of the employers, employees, and unions are the institutional issues of collective bargaining. On occasion, they can be more troublesome than the economic questions involved with wages and benefits. Some of the longest and most bitter strikes have resulted from conflict over the institutional questions of labor relations.
One of the most controversial issues is union membership as a condition of employment. Labor organizations seeking greater security have negotiated a number of compulsory union membership devices, the most common being the union shop. The closed shop, maintenance-of-membership arrangement, agency shop, and the preferential shop are other security measures that appear less frequently. The growth of the union shop is best explained by the Taft-Hartley prohibition of the closed shop in firms engaged in interstate commerce. The goal of each of these measures is to establish and maintain the institutional security of the union. Such devices are present in about 82 percent of today’s collective bargaining contracts.
There are elements of morality, labor relations stability, and power in this area. Union security may provide stability in industrial relations, but is it moral to compel a worker to join a union? Are these ideological and philosophical issues a mere disguise for the real goal, increased power and influence? Some twenty-two states now have legislation that bans any form of compulsory union membership. These “right-to-work” laws are formidable obstacles in the path of union institutional security. Although Congress has preemptive power in the field of interstate commerce, this state legislation is likely to be allowed to stand.
More than 95 percent of current contracts contain a checkoff procedure by which the employer collects union dues, and often other fees, by deduction from the worker’s paycheck. The advantage to the union is a savings of time and money. The checkoff also can benefit the employer, which explains why it is not a crucial issue of negotiation. Taft-Hartley requires the written authorization of the employee for such an arrangement, which is irrevocable for one year, or the duration of the contract, whichever is shorter. Usually the individual has an annual opportunity to rescind his authorization. If he or she does not, the checkoff remains in force for another year.
The obligations of the union are typically set down in one or more provisions of the contract. The most important is a pledge by the union not to strik.
Discussion QuestionConsider a popular supplement you andor y.docx
Discussion Question:
Consider a popular supplement you and/or your family and friends take.
Can you think of a supplement that is commonly taken that could easily be replaced by eating more of a certain food or type of foods?
Is there a population group that would find it more difficult to get the recommended amount of vitamins and minerals through diet changes?
.
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Osanloo, azadeh deconstructin racism in education ijotd v4 n1 2016
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Osanloo, azadeh deconstructin racism in education ijotd v4 n1 2016
This document summarizes and connects the concepts of microaggressions, macroaggressions, and structural racism. It begins by defining microaggressions as subtle verbal, nonverbal, or environmental slights that communicate hostile, derogatory, or negative messages to target groups. It then discusses three types of microaggressions: microassaults, microinsults, and microinvalidations. Next, it introduces the concept of macroaggressions as unconscious participation in or compliance with large systemic forms of oppression. The document argues that microaggressions and macroaggressions work together to perpetuate oppressive behaviors and practices. It provides examples of both in educational contexts. Finally, it presents a conceptual model
Develop a 3-5 page outline of concepts you would like to apply to .docx
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Discussion Individual vs. Structural-Cultural TheoriesTheor
Discussion: Individual vs. Structural-Cultural Theories
Theories
help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological
theories
of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a
theory
under the individual-related
theories
and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related
Theories
” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two
theories
you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
By Day 5
Respond
to at least two colleagues:
Evaluate one identified strength and one identified limitation your colleague may encounter when employing an individual-related
theory
and a structural/cultural-related theory to formulating interventions for poverty.
Assignment: Application of Systems Theory to a Case Study
In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how
theories
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theory
, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.
The first theoretical approach you will use to apply to a case study is systems
theory
. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.
Different
theories
can be used to take a systems approach. For example, Bertalanffy’s General Systems
Theory
considers how a
system
is made of smaller
subsystems
that
influence each other
and seek
homeostasis
, whereas Brofennerbrenner’s Eco ...
5 My Nursing Assignment.pdf
1) The document provides instructions for an assignment where the student must outline concepts from their sociology course that apply to their own life and identify relevant scholarly sources to support the analysis.
2) The outline should include sections on culture and socialization, social structure and groups, education, their professional field of nursing, and technology and media.
3) For each section, the student must briefly explain the relevance of sociological concepts and identify at least one scholarly source to support the analysis from a sociological perspective.
Societal framework dd class
Society and individuals influence each other, though their interests do not always align. Models of disability fall into two categories - individual models that see disability as a problem of the individual, and societal models that view disability as created by society. Historically, individual models dominated but societal models developed in the 20th century and conceptualize disability as stemming from social and environmental barriers rather than just the individual.
Models of Disability - an overview by Marno Retief & Rantoa Letšosa
Great publication by Marno Retief & Rantoa Letšosa: https://philpapers.org/rec/RETMOD
Abstract:
Critical reflection on the importance of shaping disability-friendly - or disability-inclusive - congregations has enjoyed increasing attention in the field of practical theology in recent years. Moreover, the development of disability theology is a testament to the fact that practical theologians and the wider church community have taken serious notice of the realities and experiences of people with disabilities in our time. Nevertheless, even before the task of engaging in theological reflection from a disability perspective commences, it is necessary that theologians acquaint themselves with the various models of disability that shape people's perceptions and ideas about people with disabilities. Guided by the principles of the interpretive task of practical theological investigation and cognizant of the importance of models of disability in shaping perceptions regarding people with disabilities, this article seeks to provide a brief overview of nine of the most dominant models of disability that are prevalent in our time. We shall utilise the typological approach to theoretical analysis in order to outline the basic characteristics of the various models.
Models of Disability - an overview by Marno Retief & Rantoa Letšosa
The document provides an overview of 10 common models of disability:
1. The moral/religious model views disability as punishment from God.
2. The medical model sees disability as a disease or medical problem residing in the individual.
3. The social model understands disability as a socially constructed phenomenon caused by social and environmental barriers.
It then briefly describes each of the 10 models, their key perspectives on the nature and experience of disability, and some common criticisms. The models discussed include the moral/religious, medical, social, limits, identity, human rights, cultural, charity, and economic models of disability.
What is Sociology? Notes
This document outlines notes from sociology class lessons on key topics like what sociology is, groups studied in sociology, theoretical perspectives, and conformity. It provides warm-up questions, homework assignments, and outlines concepts to be covered for an upcoming test. Key points covered include that sociology is the study of groups, their formation and impact on behavior. Theoretical perspectives like functionalism and symbolic interactionism are discussed as ways to understand group behavior. Conformity and its causes are also examined.
Addressing-Diversity-through-the-years-Special-and-Inclusive-Education-1.pptx
The document discusses various models of disability that have been used throughout history to understand and explain disability. It begins with the moral/religious model used during medieval times which viewed disability as either a blessing or curse from God. It then discusses the biomedical/individual model which sees disability as a medical defect within an individual. The functional/rehabilitation model focuses on rehabilitation to maximize an individual's functioning. The social model frames disability as a social construct caused by societal barriers rather than individual impairments. The rights-based model emphasizes human dignity and rights. Currently, a twin-track approach combining the social and rights-based models is promoted to allow for inclusion while also providing disability-specific support.
Develop a 3-5 page outline of concepts you would like to apply t.docx
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
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Discussion questions – Twain, The Man That Corrupted Hadleyburg.docx
Discussion questions – Twain, “The Man That Corrupted Hadleyburg”
Mark Twain wrote this story in 1898, toward the end of his career, and long after publishing his masterpieces
Tom Sawyer
and
Huckleberry Finn
. However, “Hadleyburg” reflects one concern that interested Twain throughout his entire career: the sarcastic skewering of middle-class morality and mannerisms. We will examine Twain’s critique of the false righteousness and hidden hypocrisies of common, civilized life as an example of Realism.
1. Hadleyburg prides itself on the honesty of its citizens. However, this focus on honesty has allowed other, less moral attitudes to take root and grow among the people. Find 2 passages that reveal at least two different sinful attitudes shared by the citizens of Hadleyburg.
2. The stranger’s plot is perfectly designed to attack the one source of pride of the townspeople. Focus on the scene describing the night the owner of the sack of gold is to be revealed. Explain what Twain to saying about human nature through the behavior of Wilson the lawyer. Find 1 passage that supports your interpretation. (Hint: Does Wilson tell the truth?)
2a. Also, Dr. Harkness ends up buying the sack of (fake) gold. Why does he do this, and what is Twain trying to say about politics and morality through that subplot? Find 1 passage that supports your interpretation. (Hint: Harkness creates a fake story about the gold. Also, why is he desperate to win the election?)
3. The Richardses were spared the humiliation the other nineteen families experienced. They even receive a reward for $38,500! However, their lives end miserably. Their miserable end is related to the one moral weakness that Richards consistently exhibits throughout the story. What is this weakness (it’s not greed) and explain how it causes a terrible ending to the Richardses’ lives. Find 1 passage that reveals this weakness.
.
Discussion Questions The difficulty in predicting the future is .docx
Discussion Questions
: “The difficulty in predicting the future is that the outcomes are unreliable, due to the occurrence of wild-card events that distort the relatively well-understand trends for the near to mid-future.” Offer an example of such a “wild-card” event and some ways in which the security professional might address it in an effective manner. Regarding the need for the security industry as a whole to maintain the professionalism and competencies needed to address emerging threats and hazards, what do you feel are its primary areas of weakness and what proposals could you offer to address them?
The Future of the Security
When considering what awaits the security profession in the years to come and those that will operate within it, developments and forecasts related to security science will in large part be impacted by what has occurred in the past and in present day. What
might
occur, what is most
plausible
and
feasible
given current and expected occurrences, and what has proven to be effective (or not) will all need to be considered in determining those issues that will remain relevant or change. So predicting the future (not in the form of Nostradamus or similar prophets) as it relates to security is a technique that considers probable or desirable outcomes in the face of known or anticipated risks. So given this backdrop, where is security heading?
Physical Security
As long as there are structures that people operate within and house various assets, there will continue to be a need to offer needed protection related to them. All of the topics discussed in this course related to walls, fencing, sensors, alarm systems, guards, locks, and other such issues will be needed in some form or fashion. Whether through manual or technological means, these will remain a constant for the security administrator in providing appropriate defensive measures for the material, tangible assets they oversee. Concerning technology, the same trend will continue in serving as a needed aid in providing security moving forward. Mobile devices of various types, functions, capabilities, and their ability to access data, the ever-increasing use of robotics and the functions they can carry out, sensors that will be able to gain more intelligence regarding detection, and high frequency security cameras that will have the capability to verify the chemical compound of an object at a distance are just some of the many technical innovations on the horizon. Yet, just as technology has taken on a greater role in providing these efforts, so too does technology represent ever-increasing concerns to the security manager.
Cyber Security
As society becomes connected on an ever-increasing basis, attention must be directed towards what implications this environment has related to not only security, but related privacy concerns as well. In
Future Scenarios and Challenges for Security and Privacy
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Discussion questions – Dunbar Paul Lawrence Dunbar was a pio.docx
Discussion questions – Dunbar
Paul Lawrence Dunbar was a pioneering African-American literary artist. He was among the first black writers who achieved fame among predominantly white audiences with the accurate use of black vernacular and realistic depictions of the attitudes of African Americans while using the literary styles and conventions familiar to white writers. Only within the past twenty years have literary critics begun to appreciate the subtle and perceptive criticism of racial relations he provides beneath the smooth artistry of his works.
1. Dunbar’s “Mr. Cornelius” is extremely naturalistic, with Cornelius struggling against, and eventually losing to, large forces. What are the forces that are arrayed against him (2)? Find a passage that describes each force.
(Hint: Economics, discrimination, as well as emotional weakness are some examples of large forces.)
2. Dunbar was well aware of the story of the slave’s flight north to freedom, a traditional African-American narrative made famous by such works as Frederick Douglass’s
Narrative
and Harriet Beecher Stowe’s
Uncle Tom’s Cabin
. How is Dunbar’s story an ironic, inverted version of the flight-to-freedom story? What is Dunbar trying to say about the status of African Americans in a society newly changed by slavery’s end?
(Hint: Cornelius is from the south. Washington D.C. is north. Does going north mean freedom for him? He must return south at the end—what does going south mean for him?)
.
Discussion Questions Identify the top three threats to the home.docx
Discussion Questions:
Identify the top three threats to the homeland and describe why you chose those as the primary threats. Considering specific terrorist tactics that have been or could be used in the homeland, which do you consider to be the most intimidating and which do you see as the most likely to be used?
.
Discussion questions – Hurston Zora Neal Hurston attended Ho.docx
Discussion questions – Hurston
Zora Neal Hurston attended Howard University, then Barnard College, and studied anthropology while becoming a popular figure of the Harlem Renaissance. Her studies earned her a post-graduate fellowship to study Southern black folktales. These folktales become the basis for her fiction. During her life, Hurston’s writing, while popular with general audiences, was not well-received by critics, particular black literary reviewers who wanted her to focus more on racial inequality. After being wrongly accused of a crime, Hurston finished her career in poverty and obscurity. She has recently become an extremely important writer for her depictions of black women, particularly in the now-acclaimed
Their Eyes Were Watching God
(1937).
2. Hurston’s “How It Feels to Be Colored Me” is a modernist-style literary montage—a series of (loosely organized) images, impressions, memories, observations on experiencing life as a black woman. The montage is quite humorous since she often states that she doesn’t know what “colored” is. The montage can be broken down into a diverse set of themes. Find 1 passage for each theme:
a. earliest memories of life before she knew what “race” was
b. the idea of “race” is imposed on her by others
c. moments where she recognizes her racial identity emerging suddenly
d. she lives a life that is bigger than what “race” tells her she must be
Please use the Answer Sandwich method to answer each question. The passages you add to your answer should be around 2-4 sentences long. Please include a page reference.
Keep in mind that I may select any of these questions to be the upcoming quiz question. Also, I use these discussion questions to create the exams and the major paper assignment. So do your best on each question.
https://bucket-hozzify.storage.googleapis.com/wp-content/uploads/2021/02/08211149/Robert-S.-Levine_-Michael-A.-Elliott_-Sandra-M.-Gustafson_-Amy-Hungerford_-Mary-Loeffelholz-The-Norton-Anthology-of-American-Literature-Volumes-C-D-E-W.-W.-Norton-Company-2016.pdf
.
Discussion Questions Compare and contrast through a critical an.docx
Discussion Questions
: Compare and contrast through a critical analysis of the following laws and strategies with an emphasis on how they enhance port maritime operations: Maritime Transportation Security Act of 2002, The SAFE Port Act, and The Small Vessel Security Strategy.
Response must be 400 words or more in APA style format.
.
Discussion questions (self evaluation)Examine nursing roles th.docx
Discussion questions (self evaluation)
Examine nursing roles that meet the emerging health needs of individuals, families, communities and populations.
Explore historical, legal, social, cultural, political, and economic forces that influence the client, nursing practice, and the health care system.
Evaluate strategies that can be used by public and community health nurses to improve the health status and eliminate health disparities of vulnerable populations.
Predict trends in lifestyles that will affect the health of communities and the future challenges for nursing.
Plan, analyze, implement and evaluate public health surveillance and outbreak investigation
Develop strategies to deliver nursing care in the preparedness, response, and recovery phases of disaster management.
Initial should have 400 words. Reference in APA format 7th edition.
.
Discussion QuestionReflecting on what you have learned abou.docx
Discussion Question:
Reflecting on what you have learned about the social determinants of health, SDOH, how can nurses work collaboratively with physicians and other health care professionals to improve primary care, reduce overutilization and improve underutilization of healthcare services? Include in your response how fostering an environment of diversity and cultural awareness among healthcare providers builds a stronger healthcare team and improves care delivery to healthcare consumers.
Initial 400 words. Reference APA format 7th edition.
.
Discussion questionMotivation is the all-ensuing mechanism t.docx
Discussion question
Motivation is the all-ensuing mechanism that determines how much and how well a student will learn. Treating it as strictly an internal mechanism, explain how learners; needs, goals, beliefs, interests, and emotions can influence their motivation to learn.
RESPOND TO THESE STUDENTS POSTS
Tashi post
Motivation is something that looks different in everyone. When we look at what motivates one person and assume we can teach based on that, we will not be successful in reaching all students. Looking at motivation strictly from an intrinsic lens, meaning a student’s needs, goals, beliefs, interests and emotions, teachers need many resources. I think that one of the biggest tools that teachers need is relationships. Understanding where a student’s motivation is coming from, or not coming from, can lead to engagement. For example, if a student’s basic needs are not being met, they will not be motivated to learn their math facts because they have greater needs. This is where the relationship and understanding of where students are at is so important for a teacher. They have the ability to create goals with these students. However, on the flip side, a student that knows they want to go to college may be motivated based on their goals for themselves and will engage because they want to do well and achieve a goal in the future.
Motivation can create opportunity as well as hinder progress. It is so important in education. A student’s belief in themselves can create these opportunities or hinder their progress as well. Understanding how a teacher can use motivation through an intrinsic lens can help all students in their class.
Jasmine post
Motivation is defined as the processes that initiate, direct, and sustain behavior. Motivated students put out more effort, persist longer, learn more, and score higher on tests (Lazowski & Hulleman, 2016). Intrinsic motivation is the natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise our capabilities. When we are intrinsically motivated, we do not need incentives or punishments, because the activity itself is satisfying and rewarding (Anderman & Anderman, 2014; Deci & Ryan, 2002; Reiss, 2004). When I think of intrinsic motivation I don't associate it with younger children as much as I would with older children. I can relate to intrinsic motivation myself because just learning something new motivates me to learn more. Also, seeing those A's and B's keeps me wanting to learn more. I feel the more I learn the more I'll be able to teach someone in the future. That is motivation enough for me to keep going. The students I currently work with get excited when they are able to identify numbers and letters and this motivates them to keep learning. You can see the excitement on their faces when they answer something correctly.
.
Discussion QuestionHow much, if any, action on ergonomics in th.docx
Discussion Question:
How much, if any, action on ergonomics in the work-place should rely on the voluntary actions of employers (as favored by George W. Bush) and how much should be mandatory on the part of managements. Explain.
Read the following:
Chapter 9 – Institutional Issues under Collective Bargaining
Chapter 10 – Administrative Issues under Collective Bargaining
Chapter Summaries
Chapter 9 – Institutional Issues under Collective Bargaining
The rights and duties of the employers, employees, and unions are the institutional issues of collective bargaining. On occasion, they can be more troublesome than the economic questions involved with wages and benefits. Some of the longest and most bitter strikes have resulted from conflict over the institutional questions of labor relations.
One of the most controversial issues is union membership as a condition of employment. Labor organizations seeking greater security have negotiated a number of compulsory union membership devices, the most common being the union shop. The closed shop, maintenance-of-membership arrangement, agency shop, and the preferential shop are other security measures that appear less frequently. The growth of the union shop is best explained by the Taft-Hartley prohibition of the closed shop in firms engaged in interstate commerce. The goal of each of these measures is to establish and maintain the institutional security of the union. Such devices are present in about 82 percent of today’s collective bargaining contracts.
There are elements of morality, labor relations stability, and power in this area. Union security may provide stability in industrial relations, but is it moral to compel a worker to join a union? Are these ideological and philosophical issues a mere disguise for the real goal, increased power and influence? Some twenty-two states now have legislation that bans any form of compulsory union membership. These “right-to-work” laws are formidable obstacles in the path of union institutional security. Although Congress has preemptive power in the field of interstate commerce, this state legislation is likely to be allowed to stand.
More than 95 percent of current contracts contain a checkoff procedure by which the employer collects union dues, and often other fees, by deduction from the worker’s paycheck. The advantage to the union is a savings of time and money. The checkoff also can benefit the employer, which explains why it is not a crucial issue of negotiation. Taft-Hartley requires the written authorization of the employee for such an arrangement, which is irrevocable for one year, or the duration of the contract, whichever is shorter. Usually the individual has an annual opportunity to rescind his authorization. If he or she does not, the checkoff remains in force for another year.
The obligations of the union are typically set down in one or more provisions of the contract. The most important is a pledge by the union not to strik.
Discussion QuestionConsider a popular supplement you andor y.docx
Discussion Question:
Consider a popular supplement you and/or your family and friends take.
Can you think of a supplement that is commonly taken that could easily be replaced by eating more of a certain food or type of foods?
Is there a population group that would find it more difficult to get the recommended amount of vitamins and minerals through diet changes?
.
Discussion QuestionDiscuss opportunities for innovation and en.docx
Discussion Question
Discuss opportunities for innovation and entrepreneurship in emerging global markets, particularly those with a growing middle class, or those where harsh economic conditions dictate the need for innovation if basic human needs are to be met.
What steps must be taken to encourage innovation in these markets?
Will the same incentives and techniques be effective in all emerging markets?
What can be done in instances where government does not encourage or is even hostile to entrepreneurship?
Design and present a list of talking points you might use when you meet with industry and government leaders in one of these markets as you attempt to build a creative mind-set among local civic leaders, businesses, and citizens.
The final paragraph (three or four sentences) of your initial post should summarize the one or two key points that you are making in your initial response.
Your posting should be about 1 page (400 to 500 words) in length.
.
Discussion Question(s)Im interested in the role of women-- in t.docx
Discussion Question(s)
I'm interested in the role of women-- in the colonial family, in colonial society, etc. Based on what you've read in the book (and in lecture), how much power do you think women had in colonial Latin America? what kind of control were they able to exert? (keep in mind two things: the patriarchal system, and the fact that patriarchy does not equal one-sided dominance.)
Lecture 9
Your author for this course, Burkholder (et. al.)*, states from the outset of the chapter we are reading this week that the Family is the foundation of colonial society (p. 216). That is a bold statement, especially since so much of colonial Latin America is built on violence, religion, labor, and the construction of Spanish political structures once Spaniards started settling in the Americas. However, he states it more clearly than I can when he says, "while race, wealth, occupation, and gender all helped to identify an individual's position in the social structure,
these elements were usually evaluated in the framework of a broadly defined family
" (p. 216).
Think about some of the issues that we talked about last week concerning race (which I know is still fresh in your mind!). Among the issues that the lecture, the reading, and all the rest of us in this class discussed was how race was a bit more slippery than we usually think about it in the United States (this of course does not make it any less harmful, just different). Nonetheless, if we think about all the moves that some people were able to make racially-- up or down the ladder/hierarchy, depending on the situation-- a lot of those moves were not only based on the ideology of the family, but they were also decided on those terms as well. In other words, the ideology of the family helped organize colonial Latin American societies-- not just husband, wife, kids, grandparents, etc. Families were more than blood relations, but rather a collective of biological and fictive relationships that offer a means for people navigate colonial society both economically and politically.
Family meant a lot of different things, but most of all, it is important to remember that being a member of a family was certainly about marriage and blood relations, but it was also kind of like being a member of a "crew" (is that a word that people use these days? Yes? No? I'm a little old, so maybe there is a new word). Anyway, marriages, parentage, god-parentage, and even simply being close enough to a family to be considered part of it almost always had political implications. Like I said, it was how people made their moves.
Let's take marriage as an example. Because the population of colonial Latin America was diverse from the beginning (marriages or coupling between native folks and Spaniards in the early years of conquest and settlement started the ball rolling on a rather mixed population), people in different
castas,
(or "racial castes"-- people who were of mixed descent/race) would use marria.
Discussion Question(s)Why do you think that Native Allies and Af.docx
Discussion Question(s)
Why do you think that Native Allies and African Conquistadors were not mentioned in European accounts of the conquest? Do you think it was intentional or unintentional? Why?
Portrayals of Malintzin have been unfair to her, historically. My question is this: why do you think the stories have been so unfair to her, while Cortes and other conquistadors are either rewarded or ignored for actually carrying out the conquest?
How do your readings connect to either of these questions?
Lecture 3- Steamrolling?
"Malintzin was the indigenous woman who translated for Hernando Cortés in his dealings with the Aztec emperor Moctezuma in the days of 1519 to 1521. "Malintzin," at least, was what the Indians called her. The Spanish called her doña Marina, and she has become known to posterity as La Malinche. As Malinche, she has long been regarded as a traitor to her people, a dangerously sexy, scheming woman who gave Cortés whatever he wanted out of her own self-interest.
The life of the real woman, however, was much more complicated. She was sold into slavery as a child, and eventually given away to the Spanish as a concubine and cook. If she managed to make something more out of her life--and she did--it is difficult to say at what point she did wrong."
Actually, that is a good question: what did she do wrong? Not much, it turns out-- having been sold by her family, and again by the subsequent owners, exactly what kind of loyalty was she supposed to have? Who was it that she was supposed to not "sell out?" No one, it turns out. Historians today know that she was doing her best to stay alive, and make a life for herself, and given her situation and life experiences, it is hard to expect anything more.
For me, at least, this raises a simple question: why are people in such a hurry to blame Malintzin for the conquest, when, in fact, they should be blaming the Spanish? Why did the blame shift to her, instead of where it should have been-- on Cortes and his men? Just curious.
The Indigenous Allies:
Check out this Prezi presentation! Short and sweet! Think about it alongside your readings! (Links to an external site.)
ñ
Spanish, Slavery, and Encomiendas (Early Colonial Period)
In U.S. History, people debate quite a lot about the plight of Native Americans. Some people believe that Native Americans were given a chance to be a part of the developing American culture, others say they were not. Still others, citing the diminishing numbers of Native Americans and the active role that the U.S. government and its white citizens took in killing and displacing Native Americans, call it genocide. In Latin America, it is a little more complicated.
The removal, displacement, and murder of Native Americans is undeniable in U.S. history, but such actions did not take place in Mexico, or other parts of Latin America, at least not on the same scale. The reason for this is that the goals of the British and the Spanish were different wh.
Discussion Question(This post must be at least 200 words.)What d.docx
Discussion Question(This post must be at least 200 words.)
What do you think of the tone of "Orders Given to the Twelve"? What
was
the tone? Do you think it is appropriate for the kind of document it is, given when it was written, and why it was written? Why or why not? How does that contrast to the tone in the second document (The Holy Men Respond...)?
Lecture, Week 4
Lecture------
Here is an excerpt from a historian (Camille Townsend) who talks about some of the myths surrounding Cortes's arrival in Mexico (keep an eye out for what I put in bold):
"In 1552, Francisco López De Gómara, who had been
chaplain
and secretary to Hernando Cortes while he lived out his old age in Spain, published an account of the conquest of Mexico. López de Gómara himself had never been to the New World, but he could envision it nonetheless. "Many [Indians] came to gape at the strange men, now so famous, and at their attire, arms and horses, and they said,
'These men are gods!' "
The
chaplain
was one of the first to claim in print that the Mexicans had believed the conquistadors to be divine. Among the welter of statements made in the Old World about inhabitants of the New, this one found particular resonance. It was repeated with enthusiasm, and soon a specific version gained credence: the Mexicans had apparently believed in a god named Quetzalcoatl, who long ago had disappeared in the east, promising to return from that direction on a certain date. In an extraordinary coincidence, Cortes appeared off the coast in that very year and was mistaken for Quetzalcoatl by the devout Indians."
Of course, Townsend continues by saying that no educated person really believes this story. In fact, it was largely fabricated by a chaplain who had never been to the Americas, but rather was taking care of Cortes in Spain during his last years.
Much has been made about the role of the church during the early years of the conquest, and I think that much of what has been written in recent years has been fair, even if they have been criticizing the church for many years. The truth is, the Catholic church (or its representatives back in the colonial period in Latin America) were quite rough on the indigenous people throughout Latin America, calling it a "spiritual conquest."
You will also remember from last week's lecture, when we talked about the ways in which encomiendas were being used, and how Antonio de Montesinos basically called out all of the
encomenderos
and called them bad Christians for not preaching to them while they were essentially enslaving indigenous folks on the land that the Spanish crown granted them.
I bring up this point because it is often forgotten that the military conquest and the "spiritual conquest" of Latin America go hand in hand.
A few years ago, Pope Francis admitted as much (not quite), when he apologized for all of the things that the Catholic Church and its representatives did to the indigenous people in Latin America durin.
Discussion Question(s)What were the colonial misgivings about m.docx
Discussion Question(s)
What were the colonial misgivings about "monarchy-wide
cortes
in February of 1810 (p. 350). What do you think of the relationship between the monarchy (or the Central Junta) and the colonials in Spanish America? Do you think that the
criollos
were waiting for independence the whole time? Why or why not?
Lecture 13
Over the last two weeks, we talked about the Caroline and Bourbon Reforms in Spanish America, and I am sure that after reading Chapters 9 and 10, you feel like movements for Independence in colonial Latin America were only days away from happening (maybe only a week, since I post these on Sunday). But no!
As upset as the
criollos
might have been by the dramatic economic and political changes that occurred (not the least of which the fact that the power that they had worked for generations to gain was being taken away by
peninsulares
), the
criollos
still remained loyal to the Spanish Crown. Independence was certainly something that was whispered about in dark corners, but only by the bold, and perhaps the stupid. If we start during this era of Independence in the Americas, we
have
to start with the American Revolution--
Hey-- I'm not happy about it either (this is
Latin American History
darn it!)!
But the American Revolution was the first war for independence in the Americas, so it certainly played an important role.
Kind of.
I mean, your book is kind of right-- the French Revolution definitely played a much bigger role, but keep in mind:
1) The American Revolution was fought from around 1775 to about 1783
2) The French Revolution was fought from 1789 through the 1790s.
Just because the American Revolution was first does not mean that it had a bigger influence than the French (it did NOT). However, keep in mind that the movements for independence throughout Latin America were just as much about ideas as they were about economics-- ok, they were
almost
as much about ideas as economics-- and thus, knowing that there was a neighbor to the north that was able to shrug off colonial power certainly had a psychological effect, if not quite a political one.
The truth is, the eventual movements of independence throughout Latin America was really a combination of things, but one of the largest factors was
time--
time was needed for these ideas to sink in, and time was needed for things to totally unravel in Europe.
And it really did start with the French Revolution, and Napoleon's rise to power:
No, not that Napoleon, THIS Napoleon:
Also happening in the late 18th century (the late 1700s) was the Haitian Revolution, which, if the world wasn't turned upside down already, it definitely was by then. Check out the generally informative Powerpoint I put together about the Haitian Revolution (via your email), and connect it to your text.
Freedom was happening everywhere, and it was happening in many different ways (and in Spain, it was happening largely in the context of Napoleon's at.
Discussion Question(s)The reading for this week was a grab bag o.docx
Discussion Question(s)
The reading for this week was a grab bag of different perspectives on life under colonial rule, or "living in an empire." They talked about the city and the countryside, religious life and secular life, popular culture, education, and intellectual development, and so on. Which of these sections struck you as being most interesting? Which struck you as being most important for the study of colonial (and perhaps modern!) Latin America? Why?
Lecture 10
What does it mean to live in an empire?
No, that's probably not what you were thinking. Instead, were you thinking something like this?
Maybe. Star Wars, for people who might not know (I don't know what college students are into these days), looks like a simple tale of good against evil. The evil empire fighting against a scrappy band of rebels intent on overthrowing their evil masters. In a sense, this might be the way that you see colonial Latin America, too-- the evil Spanish against the good indigenous people of the Americas. I wouldn't blame you, either-- after weeks of learning about the conquest, encomiendas, the mita system (under the Spanish) and the doings of the Catholic church (especially during the conquest), it would be easy to think of the Spanish empire (or the Spanish) as evil. In fact, I don't think I am going to try and convince you otherwise.
However, it might be worth remembering that we are looking at this history right now, in 2015-- not in the period itself. Therefore, whereas today you might think of the Spanish as evil, as time passed during the colonial era in Latin America, for the poor, the castas, and yes the indigenous folks, the Spanish and the Spanish colonial system was simply a way of life. It was something that they lived with, adjusted to, and yes, even sometimes rebelled against (locally, of course, not on a large scale. That happens later).
Therefore, to stretch the Star Wars metaphor even further (yikes), I would say that even though most of you might think of Spanish colonialism like this--
-- it is more likely that it was much more like this:
In other words, we can all agree that in hindsight that colonial Latin America was oppressive, but for most people, instead of plotting rebellion in their basements or back rooms, most people just tried to find a way to survive in the middle of it all, and make the best life they could for themselves despite the horrible conditions. So we can think about how nice and pure life would have been without the invasion of the Spanish, but since that was a luxury that the poor, the castas, and the indigenous people living in colonial Latin America did not have, we might instead think about the ways in which colonial society forced adjustments upon how various groups of people lived, as the colonial empire itself expanded and became more and more complex.
Spain asserted its control through urban planning. Cities were laid out in grids, centered on the most important government buil.
Discussion Question(s)Could Latin American reactions to the Bour.docx
Discussion Question(s)
Could Latin American reactions to the Bourbon (Caroline era) Reforms be attributed to intellectual change (Enlightenment), religious changes (expulsion of the Jesuits, for instance), economic change (taxes), or political change (taking criollos off their prestigious jobs and replacing them with Peninsulars)? Was it any one of these specifically? All of them? (and if you are going to say "all of them," do you think one might have had more influence than the others?) Why?
Lecture 12
This is where things start to get serious, because Spain isn't playing around anymore. Yes, we are still talking about the Bourbon Reforms- but more specifically, the Caroline Reforms (which happened during the reign of King Charles III, from 1759-1788). The reason that this is so important is because there was a lot of stuff happening during this period: rebellions, revolts, the expulsion of the Jesuits (a specific Catholic order of priests) from Spanish America and Spain, and perhaps most of all, more political reorganization.
But the question is the same as it was last week: why? Well, as we noted last week, there were a lot of conflicts in which Spain had found itself on the wrong side. Take, for example, The Seven Years' War: this particular war is known these days as the first true World War, but for a long time it was called the French and Indian War.
Oooh!!!!--- why was it called the "French and Indian War"? Because the people who named it that (British and British colonists in North America) believed that the world revolved around them. "we are fighting the French and the Indians-- let's call it the French and Indian War!" Of course, when you call it that you are ignoring the fact that it wasn't just the French, Indians, and British fighting one another. In fact, here is who was fighting:
1) France
2) Native Americans (on both sides in North America)
3) Britain
4) Saxony
5) Sweden
6) Russia
7) Prussia (basically Germany)
8) Hanover (basically more Germany)
9) Spain (later)
10) Portugal (later)
And this war (the fighting), with all these people involved, took place in:
1) Europe
2) Africa
3) North America
4) Philippines
5) India
6) Central America
The war was happening everywhere, it seems. And yet, people in the United States called it The French and Indian War. Dorks. I kind of want to tell the British and their colonists in North America this:
But that's why they called it the French and Indian War for so long.
In any case, Spain-- as noted above-- came late to the party, and joined the war on the French side in 1762.
As you might have predicted, this did not go well. France lost, but more importantly for our purposes, Spain lost by extension. And they lost big! First and foremost, they lost Cuba (albeit temporarily), they lost Florida-- gone forever in the Spanish empire (however, considering what it turned into in the 21st century,
maybe they dodged a bullet (this link is not for the faint of heart.
Discussion Question(s)Clearly there is potential for major probl.docx
Discussion Question(s)
Clearly there is potential for major problems as the Bourbon Reforms are enacted over much of the 18th century. What were those problems? In what way do you think the Spanish crown could have lessened the pain of these reforms while still maintaining control over the Spanish colonies? Or was there no hope? (and if there was no hope, why do you say that?)
Lecture 11
Wen I was a young undergraduate (at a community college in southern California that will remain nameless-- I will give you all one guess in our discussion forum), I remember the week that my class was to discuss The Bourbon Reforms.
Sadly, it was not about what I was hoping.
Sigh.
Nonetheless, I remember being really interested in what was happening, because it was at this point in the class that I started to see the long chain of events that led to independence throughout most Latin American countries.
See, before I learned about the Bourbon Reforms, I was under the impression that the Independence movements (and wars) in Latin America happened from the bottom-up, which is to say that I thought they were led by Mestizos, Castas, and indigenous folks. For example, think of Mexico: Father Hidalgo, a priest and a champion of the peasant classes in New Spain (Mexico), he brings all these different people together-- people who have been stepped on for too long by colonial powers, and he issues "El Grito,", which was a unified cry of the underrepresented people for independence! Together, they would finally throw off the yoke of Spanish oppression and lead their own country to INDEPENDENCE! Yaaaaaayyyyy!
Sadly, it didn't happen like that.
Yes, Father Hidalgo did issue "El Grito de Dolores," but the conditions that led to the independence movement in New Spain (and the changing of its name to Mexico) didn't hit the peasants the hardest (the peasants were already being hit pretty hard), and the Independence movement was not led by peasants, the working classes, nor the indigenous people-- even if they did spark it. In fact, some say that Father Hidalgo and the people following him didn't want independence...they just wanted a better king.
But let's save that disappointment for later.
See, when I took that class and learned what the Bourbon Reforms were, I started to understand why independence happened throughout much of Latin America in the early 19th century (1800s).
The Bourbon Reforms (and the Caroline Reforms within them) were a set of political, economic, and administrative changes that came from Spain.
Now, speaking quite generally, one of the biggest changes was one that happened gradually, then suddenly: the termination of the sale of
audiencia
positions. See, up until this point, much of Spanish Latin America operated on that old saying that I have brought up a few times, "
obedezco pero no cumplo
", which roughly translated means, "I obey but I do not comply." (you may have a better translation-- give it a shot in the forum!)
.
Discussion Question Week #1· Discover which agencies, in.docx
Discussion Question Week #1
· Discover which agencies, in your state, are responsible for public health of citizens.
· Research if there are centralized or decentralized management of state responsibilities?
· Determine minimum 3 key indicators of health.
· Review the agency sites and upload the links to the Moodleroom, week #1
· Be prepared to discuss in class, week #2
STATE IS FLORIDA!!
.
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This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
skeleton System.pdf (skeleton system wow)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
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https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfHow to Predict Vendor Bill Product in Odoo 17
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Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdanePhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
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- 1. Discussion: Mental Health & Disablement The social model of disability has trouble making sense of the relationship(s) between impairment and embodiment for people with psychiatric impairments. As a student once put it, "A set of stairs...a ramp...who cares if I can't get out of bed because of depression?" This is a good point. DS scholars (Donna Reeve, Rebecca Lawthom, Margaret Price) have provided nuanced analyses and arguments to sure up the limitations of the social model (we've spoken of it as the social/relational model) but, again, despire all the developments that has been made at in everyday life, what does it say about the world that a standard of "mental health" is not only assumed but, when absent, seen as a reason to fear and shun? While reflecting on and responding to these questions, discuss one or two insights you have gained from this course relative to intellectual, cognitive, and/ or developmental disabilities and people who live with these diagnoses. Second, apply the social model of disability to these impairment categories--paying attention to how societal access and/ or social policies influence the lives of people with these diagnoses . Finally, check out this new TEDtalk, I'd love to hear what you all think... https://www.youtube.com/watch?v=7lMtaZ3uoNg