Article Review Format and Grading Rubric
Use this template for structuring your responses to the questions. All references and citations should be
formatted in APA.
Student Name: Assignment:
Article Identification (5 points)
Include the article reference here, formatted in APA as in the example below:
Martins, L., Eddlestone, K.A. & Viega, J.F. (2002). Moderators of the relationship between
work-family conflict and career satisfaction. Academy of Management Journal, 45(2),
399-409.
Summary (10 points)
The article should be summarized (using your own words) in 2-3 paragraphs, focusing on the
author’s main points. What was the purpose of the study/paper? Who participated? What
data was collected? Were there any significant findings?
Critique (15 points)
In 2-3 paragraphs, explain how this article impacted your understanding of the research topic.
Did this article add to your knowledge of the topic?
Application (15 points)
In 2-3 paragraphs, discuss how you might apply what you’ve learned from the article. Do you
believe the article will change the way you approach a situation, project, or discussion?
APA Formatting (5 points)
Use proper APA formatting for references and citations. Remember, the reference for the
article being reviewed must be included at the beginning of the review. Include a reference list
at the end of the review for any other works cited.
Remember:
Identify and define the topic of the article. Demonstrate an understanding of the topic. Apply
the topic. Cite sources.
Total points: 50
Copyright 2000 by Paul Kivel “Social Service or Social Change?” page: 1
www.paulkivel.com
Social Service or Social Change?
Who Benefits from your Worki
by P a u l K i v e l
copyright 2000
MY FIRST ANSWER TO THE QUESTION POSED IN THE TITLE is that
we need both, of course. We need to provide services for those
most in need, for those trying to survive, for those barely making
it. We need to work for social change so that we create a society in
which our institutions and organizations are equitable and just and
all people are safe, adequately fed, adequately housed, well
educated, able to work at safe, decent jobs, and able to participate
in the decisions that affect their lives.
Although the title of this article may be misleading in
contrasting social service provision and social change work, the
two do not necessarily go together easily and in many instances do
not go together at all. There are some groups working for social
change that are providing social service; there are many more
groups providing social services that are not working for social
change. In fact, many social service agencies may be intentionally
or inadvertently working to maintain the status quo.
The Economic Pyramid
I want to begin by providing a context for this discussion: the
present political/economic system here.
Chapter 4 ADVOCACY IN SOCIAL WORK Learning Objectives AWilheminaRossi174
Chapter 4: ADVOCACY IN SOCIAL WORK
Learning Objectives
After reading this chapter, you should be able to
1. Differentiate case advocacy and cause advocacy.
2. Summarize the ethical issues involved in advocacy.
3. Explain how advocacy is a signature aspect of social work practice.
4. Identify costs and benefits associated with advocacy.
5. Describe a cycle of advocacy.
6. List and describe four tenets of the dynamic advocacy model.
Nancy Advocates to Professionalize
Social Work in Her State
Nancy is a SSW-level social worker residing in a state that recognizes and provides licensure only
for MSW-level clinical social workers who have passed a national examination and completed at
least 2 years of supervised clinical experience. The license is what allows clinical social workers
to enter private practice with individuals and families, obtain reimbursement through insurance
companies and other third parties, and tap into public funding sources. In contrast, BSW and
nonclinical MSW social workers have been limited to obtaining state certifications in social work.
These certifications lack credibility with potential clients and funding sources.
In Nancy's state, human service organizations rarely require proof of certificat ion or of a
degree in social work for employment as a social worker in nonclinical settings. So by law,
just about anyone with at least a bachelor's degree can choose to be called a social worker.
People who have majored in psychology, sociology, criminal justice, history, and English routinely
obtain employment in human service and mental health agencies in her state. They often refer
to themselves as social workers, care managers, caseworkers, and intervention specialists. As
a result, the general public believes that the term social worker can be applied to nearly anyone
doing good for others.
Nancy worked hard for her BSW degree and wonders how nonprofessionals can effectively
do the work without the training she has received. It seems to her that the potential for doing
harm is high.
The important point here is that Nancy is thinking and acting as an advocate. To ensure that
clients receive quality services from competent social workers, Nancy works with her National
Association of Social Workers state chapter and local social work educators to promote
state legislation that will establish licensure and title protection for all social workers. As their
recommended changes in state laws are considered, social workers and some client groups
have also been talking with administrators of social work agencies about how important it is to
require that every "social worker" in a human service position have a social work degree and be
appropriately educated.
58 PART 1 Understanding Social Work
A Social workers can act as advocates for their clients by promoting legislation
that has a positive effect on the community.
T he element of social work that grea ...
Malvina Maska Week 2 DiscussionCOLLAPSETop of FormWhat has.docxendawalling
Malvina Maska
Week 2 Discussion
COLLAPSE
Top of Form
What has happened to the income share of the richest fifth of the U.S. population over the past 40 years?
A result that happened to the income share of the richest fifth is that they became more rich than they were. According to the book average income in 2006 richest fifth of the U.S households is $149,963. About 15 times as much income as the poorest fifth. From 1970- 2014 more unequal distribution.
What groups in the U.S. population are most likely to live in poverty?
The group may vary because that depends since the federal government has set up calculations that depend on the family size and gets adjusted every year depending on the changes in the level of prices.
When gauging the amount of inequality, why do transitory and life cycle variations in income cause difficulties?
While trying to distribute benefits in order to reduce poverty there are some difficulties dealing while dealing with improving society such as Welfare people take advantage of the options that are available so they can adjust with the requirements to apply for welfare such as they get encouraged to break up or encouraged to have babies in order to be qualified to gets those benefits by the government. Or instead of curing their illness that prevented them from working they exaggerate so they can keep benefit from those programs.
How would a utilitarian, a liberal, and a libertarian each determine how much income inequality is permissible?
In utilitarian cases the government tried to have more utility for the poor that way to rich people that way to avoid an inefficient use of resources.
Liberals insist on having policies available in order to protect people against the risk of lawsuit or other events.
Libertarians want to enforce more restricted laws that protect individuals and provide equal opportunities.
What are the pros and cons of in-kind (rather than cash) transfers to the poor?
The pros on in-kind process is that they provide them with a supplemental Nutrition Assistance Program SNAP so they can provide them to buy food on the store and Medicate Government tent to help poor people from surviving but do not encourage them to work.
Describe how antipoverty programs can discourage the poor from working. How might you reduce this disincentive? What are the disadvantages of your proposed policy?
The disadvantage of providing them benefits is that people get discouraged and aimed not to work. Some of them they are not 100% dissabled they still have some skills and availability to do certain things that will help the society, before providing full benefits to poor people they should test their percentage of abilities. Or at least reduce benefits when their income start to raise or provide benefits for limited period of time the verify who really needs it.
Yanjun Chen
Yanjun Chen
COLLAPSE
Top of Form
1. What has happened to the income share of the richest fifth of the U.S. population over th.
Chapter 4 ADVOCACY IN SOCIAL WORK Learning Objectives AWilheminaRossi174
Chapter 4: ADVOCACY IN SOCIAL WORK
Learning Objectives
After reading this chapter, you should be able to
1. Differentiate case advocacy and cause advocacy.
2. Summarize the ethical issues involved in advocacy.
3. Explain how advocacy is a signature aspect of social work practice.
4. Identify costs and benefits associated with advocacy.
5. Describe a cycle of advocacy.
6. List and describe four tenets of the dynamic advocacy model.
Nancy Advocates to Professionalize
Social Work in Her State
Nancy is a SSW-level social worker residing in a state that recognizes and provides licensure only
for MSW-level clinical social workers who have passed a national examination and completed at
least 2 years of supervised clinical experience. The license is what allows clinical social workers
to enter private practice with individuals and families, obtain reimbursement through insurance
companies and other third parties, and tap into public funding sources. In contrast, BSW and
nonclinical MSW social workers have been limited to obtaining state certifications in social work.
These certifications lack credibility with potential clients and funding sources.
In Nancy's state, human service organizations rarely require proof of certificat ion or of a
degree in social work for employment as a social worker in nonclinical settings. So by law,
just about anyone with at least a bachelor's degree can choose to be called a social worker.
People who have majored in psychology, sociology, criminal justice, history, and English routinely
obtain employment in human service and mental health agencies in her state. They often refer
to themselves as social workers, care managers, caseworkers, and intervention specialists. As
a result, the general public believes that the term social worker can be applied to nearly anyone
doing good for others.
Nancy worked hard for her BSW degree and wonders how nonprofessionals can effectively
do the work without the training she has received. It seems to her that the potential for doing
harm is high.
The important point here is that Nancy is thinking and acting as an advocate. To ensure that
clients receive quality services from competent social workers, Nancy works with her National
Association of Social Workers state chapter and local social work educators to promote
state legislation that will establish licensure and title protection for all social workers. As their
recommended changes in state laws are considered, social workers and some client groups
have also been talking with administrators of social work agencies about how important it is to
require that every "social worker" in a human service position have a social work degree and be
appropriately educated.
58 PART 1 Understanding Social Work
A Social workers can act as advocates for their clients by promoting legislation
that has a positive effect on the community.
T he element of social work that grea ...
Malvina Maska Week 2 DiscussionCOLLAPSETop of FormWhat has.docxendawalling
Malvina Maska
Week 2 Discussion
COLLAPSE
Top of Form
What has happened to the income share of the richest fifth of the U.S. population over the past 40 years?
A result that happened to the income share of the richest fifth is that they became more rich than they were. According to the book average income in 2006 richest fifth of the U.S households is $149,963. About 15 times as much income as the poorest fifth. From 1970- 2014 more unequal distribution.
What groups in the U.S. population are most likely to live in poverty?
The group may vary because that depends since the federal government has set up calculations that depend on the family size and gets adjusted every year depending on the changes in the level of prices.
When gauging the amount of inequality, why do transitory and life cycle variations in income cause difficulties?
While trying to distribute benefits in order to reduce poverty there are some difficulties dealing while dealing with improving society such as Welfare people take advantage of the options that are available so they can adjust with the requirements to apply for welfare such as they get encouraged to break up or encouraged to have babies in order to be qualified to gets those benefits by the government. Or instead of curing their illness that prevented them from working they exaggerate so they can keep benefit from those programs.
How would a utilitarian, a liberal, and a libertarian each determine how much income inequality is permissible?
In utilitarian cases the government tried to have more utility for the poor that way to rich people that way to avoid an inefficient use of resources.
Liberals insist on having policies available in order to protect people against the risk of lawsuit or other events.
Libertarians want to enforce more restricted laws that protect individuals and provide equal opportunities.
What are the pros and cons of in-kind (rather than cash) transfers to the poor?
The pros on in-kind process is that they provide them with a supplemental Nutrition Assistance Program SNAP so they can provide them to buy food on the store and Medicate Government tent to help poor people from surviving but do not encourage them to work.
Describe how antipoverty programs can discourage the poor from working. How might you reduce this disincentive? What are the disadvantages of your proposed policy?
The disadvantage of providing them benefits is that people get discouraged and aimed not to work. Some of them they are not 100% dissabled they still have some skills and availability to do certain things that will help the society, before providing full benefits to poor people they should test their percentage of abilities. Or at least reduce benefits when their income start to raise or provide benefits for limited period of time the verify who really needs it.
Yanjun Chen
Yanjun Chen
COLLAPSE
Top of Form
1. What has happened to the income share of the richest fifth of the U.S. population over th.
you must read two articles which are from the field of Human Resou.docxdavezstarr61655
you must read two articles which are from the
field of Human Resources
and complete a one page annotated bibliography for each article (scholarly/peer-reviewed journal articles).
Annotated bibliographies must be written in manner, in which, they are understandable. You must describe all-important data such as:
• The participants
• The reason the study was conducted
• What research design was used (surveys, interviews, case study, etc.)
• Which research analysis was used (MANOVA, ANOVA, Kruskal Wallace, etc.) • The results of the study along with any conclusions of the author(s)
.
You must produce a minimum of a 5 pages paper. You must use a minimu.docxdavezstarr61655
You must produce a minimum of a 5 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
You must provide a references for entire posting. Please use APA for.docxdavezstarr61655
You must provide a references for entire posting. Please use APA for your reference citation. You will also have citations in the text of your responses as well as references at the end of your responses. References for other readings need to be current, within the last three to five years.
1. Theories seem to be such esoteric notions for a profession that seemed to function well for decades, without highlighting them. Can our practice history guide our practice future with theories? Why/not? 2. Define both rationalism and empiricism. Differentiate between these two scientific approaches.
.
you must present your findings to the IT supervisor before the s.docxdavezstarr61655
you must present your findings to the IT supervisor before the supervisor’s meeting with senior leadership. Prepare meeting notes for the IT supervisor that include the following:
Select one major incident to research regarding technological breaches. Identify the company that was affected and then describe this incident and why you selected it.
Explain the implications associated with this breach, specifically in terms of privacy laws and violations of the law.
Analyze the impact that these technological breaches have on consumer safety and well-being.
Recommend further actions to protect the privacy of clients.
.
You must produce a minimum of a 10 pages paper. You must use a m.docxdavezstarr61655
You must produce a minimum of a 10 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
You must produce a minimum of a 10 pages paper. You must use a minim.docxdavezstarr61655
You must produce a minimum of a 10 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
You must include the resources you used if any.. THese papers are op.docxdavezstarr61655
You must include the resources you used if any.. THese papers are opinion papers on the subjects posted and not just research papers that you are digging up on previous material... If references are used they most be accessible if not the assignement will be considered to not have been followed and be sent back for revision or dispute if you do not respond.
Paper #1 SCHOOL DROPOUTS
Some statistics about student dropouts follow. The task is to decide what you would do to keep students in schools. In other words, what can be done to improve these statistics?
The national dropout rate is between 25 and 30 percent of students. The typical high school graduation includes only 70 percent of its ninth-grade class members. One result is that approximately one-third of the adult population is functionally illiterate.
States with the lowest dropout rates:
North Dakota
Minnesota
Delaware
Iowa
South Dakota
States with the highest dropout rates:
Louisiana
Florida
Nevada
Mississippi
Tennessee
Georgia
It is possible to spot regional differences in dropout rates, but even more noticeable is the effect of family economics on dropout statistics.
Are there differences by ethnic groups within these statistics?
Analyze the Area of Coos County Oregon
Paper #2
Based on the work of Marcia, there are four general areas in which a person needs to make commitments in order to achieve an identity. These include career identity, sexual beliefs and values, religious beliefs and values, and political beliefs.
Interview a young teenager about his or her plans and commitments in these four areas: 1) career; 2) religion; 3) sexual behavior; and, 4) politics. You do not have to ask about specific behaviors, but ask generally what the person believes. After you interview the child... Write a paper on that interview and the correaltion of Marcia's four Identity Commitments and how it translates to that of the child. 2.5 pages double spaced. you may reference material used from MARCIA
Paper # 3
CHILDERN AND ANXIETY
CHILDREN AND ANXIETY
The prevalence of anxiety disorders among children seems to be on the rise. Children are being treated for obsessive-compulsive disorder, for post-traumatic stress syndrome, and generalized anxiety disorders. Some authors have suggested that the world is a far more frightening and stressful place for children now than in previous generations. Recent historical events, such as the terrorist attack on the World Trade Center, the war in Iraq, and similar events that receive heavy media coverage, may present children with things to think about that previous generations did not experience. In addition, children are exposed to many more graphic images of violence and victimization in their media. These factors, plus the fact that their parents, teachers, and caregivers are also experiencing stressors, might contribute to children’s anxiety.
What did you fear as a child? What things might children fear? Consider the definition of .
You must include the Textbook definition and a picture f.docxdavezstarr61655
You must include the
Textbook definition
and a
picture
for EACH term below.
Terms:
1. rotation
2. day
3. revolution
4. year
5. season
6. equinox
7. solstice
8. satellite
the textbook - HMH Georgia Science
.
You must include 6 references, two that must come peer-reviewed .docxdavezstarr61655
You must include 6 references, two that must come peer-reviewed journals. Include an Abstract, introduction, and conclusion, as well as the body of content. The paper must follow APA.
TOPIC:
Emerging enterprise network applications
Research paper basics:
• 10-12 pages in length
• APA formatted
• Minimum six (6) sources – at least two (2) from peer reviewed journals.
1. Context and Background Information: Clearly developed Paper with the appropriate details
2. Content: Paper is interesting and relevant
3.APA Format: Used APA format correctly throughout paper
4. Used Compelling Chart, Table, or Map to Illustrate Something in the Paper: A compelling chart, table, or map was used correctly to illustrate a point in the paper
5. Excellent closing
6. Excellent body of paper detailing the Topic
7. Excellent closing
8. Included a list of all references used and all references were cited correctly
9. Format is appropriate and enhances the understanding of the Topic in a creative and dramatic manner throughout the paper.
10. Zero plagiarism
.
You must have the Project Libre to create this! Develop a chart .docxdavezstarr61655
You must have the Project Libre to create this!
Develop a chart showing the inputs required from other project documents required to develop the scope of a project and the outputs of a project scope document. Don’t copy another author’s work for any reason, you may use it for input with citations/references.
Suggestion: create columns with input on the left, document description in the middle, and scope output on the far right, then fill it in using the textual information.
Post the Project Libre file (“xxxxx”.pod)
.
You must have experience doing PhD proposal , so the topic of th.docxdavezstarr61655
You must have experience doing PhD proposal , so the topic of the proposal is ( the impact of value -added tax on the locally economy in the developing countries , advantage ,disadvantage. Saudi Arabia as case study
Introduction of value -added tax
Local economy
The impact of the developing countries such as countries close of the Saudi araba
advantage
disadvantage.
Saudi Arabia with value added tax
.
You must have at least 3 sources. Sources should be cited within you.docxdavezstarr61655
You must have at least 3 sources. Sources should be cited within your writing and you should have a bibliography page. Do not use wikipedia, or any .com websites.
The paper should be at least 750 words. Use APA or MLA format. (Artist Name : Leonardo da Vinci)
In Essay:
1) Begin with some biographical information about the artist.
2) Describe their artwork, write about their process, the media they use, the meaning of their art include name of that art, any inspiration or influences, and body of artwork.
3) Explain why you chose this artist and why their art appeals to you.
.
You must have access to the book needed for the Case Study part. I w.docxdavezstarr61655
You must have access to the book needed for the Case Study part. I will not be able to supply it. Again you must have the book yourself. Follow word count! APA format required.
This is a very important assignment and my price is FIRM.
Newton,Englehardt, Prichard (2012). Taking Sides: Clashing Views in Business Ethics and Society,
12th/E
. McGraw-Hill ISBN: 9780073527352
.
You must give the Source(s) of your answers (textbook - WITH SPECIFI.docxdavezstarr61655
You must give the Source(s) of your answers (textbook - WITH SPECIFIC PAGE REFERENCES; websites etc.)
Please give your Sources WITH SPECIFICITY to avoid receiving a failing grade.
WHY? Because you are not an authority on the Law and you are not the Source of the Law, therefore you have to refer to resources. I had to learn this too when I was starting out!
These are the Essay Topics:(Min. 100 words EACH Essay, just write a paragraph for each and all questions below)
What is meant by the phrase “crimes are statutory offenses”?
Explain Criminal Intent.
Choose one of the Constitutional Safeguards and explain how it works.
Can a person be prosecuted twice for the same act? Explain fully all issues.
What is RICO?
.
You must create a court system for the newly created state of Puerto.docxdavezstarr61655
You must create a court system for the newly created state of Puerto Rico. You are to work under the assumption that Puerto Rico has just been admitted as the 51st state and build your court system from the bottom up. To be certain you understand how courts are organized in other states, you must research at least three current state court systems, within the United States, and use those systems to create Puerto Rico’s system. Do not use Puerto Rico’s current system as one of your examples. You must describe your proposal for creating Puerto Rico’s municipal courts, major trial courts, appellate courts, and the state’s highest court. Include geographic jurisdictions.
You must also describe how judges will be chosen for each court and must discuss how judicial and attorney ethical standards will be structured and enforced. You should conduct basic research on Puerto Rico (size, geography, population, existing counties or municipios, etc.) to be certain your proposed system will actually work.
Remember to provide citations when you borrow some idea or structure from another state.
The body (not including cover page, works cited/bibliography, etc.) of the paper must be 10-12 pages in length, double spaced, using Times New Roman 12-point font. A works cited page or bibliography (depending on the citation system used) must be included. Submitting too many pages will have the same result as submitting too few pages. Any images, charts, etc., used in the paper should be submitted as exhibits and are not included in the page count requirement.
.
You must conduct an informational interview as part of this course. .docxdavezstarr61655
You must conduct an informational interview as part of this course. Use Pioneer Connect or LinkedIn to
reach out to a DU alum or other business professional and conduct an informational interview. You may
also utilize professionals you meet through faculty, staff, extracurriculars, athletics, volunteer work,
family, friends, etc. Submit a 1-page reflection on the experience to the Canvas page by Friday of week
7. Attend class and see Canvas for further details on how to conduct an informational interview
.
You must complete an Electronic Presentation on Black Culture.docxdavezstarr61655
You must complete an
Electronic Presentation on Black Culture
. You will select and present on the significances of two works of black culture. The first work you select must be a work of African-American literature, poetry, music, fashion, dance, or some other cultural art form that was created and/or popularized by an
African American
during the time periods of the Harlem and Chicago Renaissances (1917-1949). Your second work of black culture must have been created and/or popularized by a black person (but not necessarily an African American) within YOUR lifetime. For example, if you were born in 1999, your second cultural selection needs to have been created by a black person between 1999 and the present. The two works you select to present do not have to share a cultural form (i.e. one work can be a poem and the other can be a song; one work can be a painting and the other can be a fashion trend). Nor do the two works have to share a particular theme. You may choose to do a compare-and-contrast type presentation. But, you do not have to. In presenting the works, you will need to provide background information on your chosen works (i.e. when where the works created; who created them or made them famous; and, what impact did the works have on the cultural landscape when and since they first appeared?). You will also have to briefly explain why you made those particular selections, and explain what you think each work tells people about the ways in which African-American/Black culture and experiences remained congruent and/or changed from the eras of the Harlem and Chicago Renaissances to the modern era. Moreover, your Electronic Presentation on Black Culture must be creative in both style and substance.
Your Electronic Presentation should have a run time of 7-10 minutes.
And, it must contain both audio and visual components.
When delivering your Electronic Presentation, you will serve as the professor for the class. So, give a Presentation that your temporary students (i.e. your classmates and Dr. Brown) will find to be both impressive and informative. The more creative, interesting, organized, and informative your Presentation is, the higher your grade will be. If your Presentation is disorganized, bland, lacks imagination, or does little more than echo information and ideas that have already been presented through the course texts, media, and PowerPoint lectures, you should not expect to earn a stellar grade on it.
Your presentation should add information, details, and/or perspectives that we did not cover in class. As such, I strongly recommend that you research and select cultural works that we did not discuss in class. In other words, avoid selecting a poem by Langston Hughes or a song we covered in class. Be more creative. Do more research. And, you should use and cite outside sources for the Electronic Presentation.
(See page 15 for the Electronic Presentation on Black Culture Grading Rubric.) You wil.
You must complete an Electronic Presentation on Black Cu.docxdavezstarr61655
You must complete an Electronic Presentation on Black Culture. You will select and present on the significances of two works of black culture. The first work you select must be a work of African-American literature, poetry, music, fashion, dance, or some other cultural art form that was created and/or popularized by an
African American
during the time periods of the Harlem and Chicago Renaissances (1917-1949). Your second work of black culture must have been created and/or popularized by a black person (but not necessarily an African American) within YOUR lifetime. For example, if you were born in 1999, your second cultural selection needs to have been created by a black person between 1999 and the present. The two works you select to present do not have to share a cultural form (i.e. one work can be a poem and the other can be a song; one work can be a painting and the other can be a fashion trend). Nor do the two works have to share a particular theme. You may choose to do a compare-and-contrast type presentation. But, you do not have to. In presenting the works, you will need to provide background information on your chosen works (i.e. when where the works created; who created them or made them famous; and, what impact did the works have on the cultural landscape when and since they first appeared?). You will also have to briefly explain why you made those particular selections, and explain what you think each work tells people about the ways in which African-American/Black culture and experiences remained congruent and/or changed from the eras of the Harlem and Chicago Renaissances to the modern era. Moreover, your Electronic Presentation on Black Culture must be creative in both style and substance.
.
You must choose from the approved list below1. Angels .docxdavezstarr61655
You must choose from the approved list below:
1. Angels
2. Adoption
3. Christ
4. Conscience
5. Conversion
6. Covenants (Adam, Noah, Abraham, Moses, David, New)
7. Creation
8. Election
9. Eternal Life
10. Faith
11. Fall of Man
12. Forgiveness
13. Glory of God
14. Gospel
15. Gospels of Matthew, Mark, Luke John
16. Grace
17. Heart
18. Holiness
19. Holy Spirit
20. Hope
21. Image of God
22. Immanence
23. Judgment of God
24. Justice
25. Justification
26. Law
27. Love
28. Mercy
29. Millennium
30. Miracles
31. Names of God
32. Nature of God
33. Peace of God
34. Power of God
35. Prayer
36. Predestination
37. Preservation of Scripture
38. Prophecy
39. Reconciliation
40. Redemption
41. Reliability of Scripture
42. Repentance
43. Revelation
44. Righteousness
45. Sabbath
46. Salvation
47. Sanctification
48. Satan
49. Savior
50. Sin nature
51. Substitution
52. Temptation
53. Transcendence
54. Tribulation
55. Trinity
56. Union with Christ
57. Unity of God
58. Will/Plan of God
59. Wisdom
60. Works of the Holy Spirit
61. Worship
The paper must thoroughly address your chosen social problem, investigate possible solutions for the problem, incorporate five peer-reviewed resources and journal articles, and have a properly formatted reference page.
Papers will be between 6 to 8 pages in length. It is important to convey your subject and topic content concisely for your final assignment. Longer assignments have a tendency to veer off subject. It is important to clearly write about your topic. (An example of a research paper outline is included below which might be of interest to you).
Remember that you must discuss the roles that the church, the family, and the community should play in the solutions to the problem. Additionally, be sure to incorporate biblical support for the positions and opinions that you express.
Review the grading rubric to improve the quality of your paper. Your paper will be submitted through SafeAssign, a tool used to detect plagiarism.
An example of a research paper which you might use to guide you, using APA guidelines which can be reviewed through the Writing Center:
Title Page
The title page for a research paper can be reviewed through the Writing Center and if you have an APA Manual 6th ed. p. 41 includes an example.
Abstract
Double-spaced, flush left margin. An abstract is a brief, comprehensive summary of the contents of the article. An abstract reports rather than evaluates. Be brief, and make each sentence informative, especially the lead sentence. An abstract will be viewed alone on the page. An abstract will not include citations per APA guidelines.
Introduction
The body of a manuscript opens with an introduction that presents the specific problem being studied, and describes the research strategy. Although not mandatory, APA citations can be included in an introduction.
Headings will e.
You must be proficient in all MS office. I am looking for someon.docxdavezstarr61655
You must be proficient in all MS office.
I am looking for someone who can help with putting presentations together, also someone who knows and understands: spreadsheets, Pivot Tables, VLookups, etc.
If you are interested you can send me your interests to
(monroe simpson bpo at g mail dot com)
.
you must read two articles which are from the field of Human Resou.docxdavezstarr61655
you must read two articles which are from the
field of Human Resources
and complete a one page annotated bibliography for each article (scholarly/peer-reviewed journal articles).
Annotated bibliographies must be written in manner, in which, they are understandable. You must describe all-important data such as:
• The participants
• The reason the study was conducted
• What research design was used (surveys, interviews, case study, etc.)
• Which research analysis was used (MANOVA, ANOVA, Kruskal Wallace, etc.) • The results of the study along with any conclusions of the author(s)
.
You must produce a minimum of a 5 pages paper. You must use a minimu.docxdavezstarr61655
You must produce a minimum of a 5 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
You must provide a references for entire posting. Please use APA for.docxdavezstarr61655
You must provide a references for entire posting. Please use APA for your reference citation. You will also have citations in the text of your responses as well as references at the end of your responses. References for other readings need to be current, within the last three to five years.
1. Theories seem to be such esoteric notions for a profession that seemed to function well for decades, without highlighting them. Can our practice history guide our practice future with theories? Why/not? 2. Define both rationalism and empiricism. Differentiate between these two scientific approaches.
.
you must present your findings to the IT supervisor before the s.docxdavezstarr61655
you must present your findings to the IT supervisor before the supervisor’s meeting with senior leadership. Prepare meeting notes for the IT supervisor that include the following:
Select one major incident to research regarding technological breaches. Identify the company that was affected and then describe this incident and why you selected it.
Explain the implications associated with this breach, specifically in terms of privacy laws and violations of the law.
Analyze the impact that these technological breaches have on consumer safety and well-being.
Recommend further actions to protect the privacy of clients.
.
You must produce a minimum of a 10 pages paper. You must use a m.docxdavezstarr61655
You must produce a minimum of a 10 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
You must produce a minimum of a 10 pages paper. You must use a minim.docxdavezstarr61655
You must produce a minimum of a 10 pages paper. You must use a minimum of 5 references, citing the references where you used the material within the paper itself.
- Assure you are citing in APA format
-You must use a minimum of one graphic or image (may use a table)
- Double space the paper
- You must use APA formatting (6th Edition)
.
You must include the resources you used if any.. THese papers are op.docxdavezstarr61655
You must include the resources you used if any.. THese papers are opinion papers on the subjects posted and not just research papers that you are digging up on previous material... If references are used they most be accessible if not the assignement will be considered to not have been followed and be sent back for revision or dispute if you do not respond.
Paper #1 SCHOOL DROPOUTS
Some statistics about student dropouts follow. The task is to decide what you would do to keep students in schools. In other words, what can be done to improve these statistics?
The national dropout rate is between 25 and 30 percent of students. The typical high school graduation includes only 70 percent of its ninth-grade class members. One result is that approximately one-third of the adult population is functionally illiterate.
States with the lowest dropout rates:
North Dakota
Minnesota
Delaware
Iowa
South Dakota
States with the highest dropout rates:
Louisiana
Florida
Nevada
Mississippi
Tennessee
Georgia
It is possible to spot regional differences in dropout rates, but even more noticeable is the effect of family economics on dropout statistics.
Are there differences by ethnic groups within these statistics?
Analyze the Area of Coos County Oregon
Paper #2
Based on the work of Marcia, there are four general areas in which a person needs to make commitments in order to achieve an identity. These include career identity, sexual beliefs and values, religious beliefs and values, and political beliefs.
Interview a young teenager about his or her plans and commitments in these four areas: 1) career; 2) religion; 3) sexual behavior; and, 4) politics. You do not have to ask about specific behaviors, but ask generally what the person believes. After you interview the child... Write a paper on that interview and the correaltion of Marcia's four Identity Commitments and how it translates to that of the child. 2.5 pages double spaced. you may reference material used from MARCIA
Paper # 3
CHILDERN AND ANXIETY
CHILDREN AND ANXIETY
The prevalence of anxiety disorders among children seems to be on the rise. Children are being treated for obsessive-compulsive disorder, for post-traumatic stress syndrome, and generalized anxiety disorders. Some authors have suggested that the world is a far more frightening and stressful place for children now than in previous generations. Recent historical events, such as the terrorist attack on the World Trade Center, the war in Iraq, and similar events that receive heavy media coverage, may present children with things to think about that previous generations did not experience. In addition, children are exposed to many more graphic images of violence and victimization in their media. These factors, plus the fact that their parents, teachers, and caregivers are also experiencing stressors, might contribute to children’s anxiety.
What did you fear as a child? What things might children fear? Consider the definition of .
You must include the Textbook definition and a picture f.docxdavezstarr61655
You must include the
Textbook definition
and a
picture
for EACH term below.
Terms:
1. rotation
2. day
3. revolution
4. year
5. season
6. equinox
7. solstice
8. satellite
the textbook - HMH Georgia Science
.
You must include 6 references, two that must come peer-reviewed .docxdavezstarr61655
You must include 6 references, two that must come peer-reviewed journals. Include an Abstract, introduction, and conclusion, as well as the body of content. The paper must follow APA.
TOPIC:
Emerging enterprise network applications
Research paper basics:
• 10-12 pages in length
• APA formatted
• Minimum six (6) sources – at least two (2) from peer reviewed journals.
1. Context and Background Information: Clearly developed Paper with the appropriate details
2. Content: Paper is interesting and relevant
3.APA Format: Used APA format correctly throughout paper
4. Used Compelling Chart, Table, or Map to Illustrate Something in the Paper: A compelling chart, table, or map was used correctly to illustrate a point in the paper
5. Excellent closing
6. Excellent body of paper detailing the Topic
7. Excellent closing
8. Included a list of all references used and all references were cited correctly
9. Format is appropriate and enhances the understanding of the Topic in a creative and dramatic manner throughout the paper.
10. Zero plagiarism
.
You must have the Project Libre to create this! Develop a chart .docxdavezstarr61655
You must have the Project Libre to create this!
Develop a chart showing the inputs required from other project documents required to develop the scope of a project and the outputs of a project scope document. Don’t copy another author’s work for any reason, you may use it for input with citations/references.
Suggestion: create columns with input on the left, document description in the middle, and scope output on the far right, then fill it in using the textual information.
Post the Project Libre file (“xxxxx”.pod)
.
You must have experience doing PhD proposal , so the topic of th.docxdavezstarr61655
You must have experience doing PhD proposal , so the topic of the proposal is ( the impact of value -added tax on the locally economy in the developing countries , advantage ,disadvantage. Saudi Arabia as case study
Introduction of value -added tax
Local economy
The impact of the developing countries such as countries close of the Saudi araba
advantage
disadvantage.
Saudi Arabia with value added tax
.
You must have at least 3 sources. Sources should be cited within you.docxdavezstarr61655
You must have at least 3 sources. Sources should be cited within your writing and you should have a bibliography page. Do not use wikipedia, or any .com websites.
The paper should be at least 750 words. Use APA or MLA format. (Artist Name : Leonardo da Vinci)
In Essay:
1) Begin with some biographical information about the artist.
2) Describe their artwork, write about their process, the media they use, the meaning of their art include name of that art, any inspiration or influences, and body of artwork.
3) Explain why you chose this artist and why their art appeals to you.
.
You must have access to the book needed for the Case Study part. I w.docxdavezstarr61655
You must have access to the book needed for the Case Study part. I will not be able to supply it. Again you must have the book yourself. Follow word count! APA format required.
This is a very important assignment and my price is FIRM.
Newton,Englehardt, Prichard (2012). Taking Sides: Clashing Views in Business Ethics and Society,
12th/E
. McGraw-Hill ISBN: 9780073527352
.
You must give the Source(s) of your answers (textbook - WITH SPECIFI.docxdavezstarr61655
You must give the Source(s) of your answers (textbook - WITH SPECIFIC PAGE REFERENCES; websites etc.)
Please give your Sources WITH SPECIFICITY to avoid receiving a failing grade.
WHY? Because you are not an authority on the Law and you are not the Source of the Law, therefore you have to refer to resources. I had to learn this too when I was starting out!
These are the Essay Topics:(Min. 100 words EACH Essay, just write a paragraph for each and all questions below)
What is meant by the phrase “crimes are statutory offenses”?
Explain Criminal Intent.
Choose one of the Constitutional Safeguards and explain how it works.
Can a person be prosecuted twice for the same act? Explain fully all issues.
What is RICO?
.
You must create a court system for the newly created state of Puerto.docxdavezstarr61655
You must create a court system for the newly created state of Puerto Rico. You are to work under the assumption that Puerto Rico has just been admitted as the 51st state and build your court system from the bottom up. To be certain you understand how courts are organized in other states, you must research at least three current state court systems, within the United States, and use those systems to create Puerto Rico’s system. Do not use Puerto Rico’s current system as one of your examples. You must describe your proposal for creating Puerto Rico’s municipal courts, major trial courts, appellate courts, and the state’s highest court. Include geographic jurisdictions.
You must also describe how judges will be chosen for each court and must discuss how judicial and attorney ethical standards will be structured and enforced. You should conduct basic research on Puerto Rico (size, geography, population, existing counties or municipios, etc.) to be certain your proposed system will actually work.
Remember to provide citations when you borrow some idea or structure from another state.
The body (not including cover page, works cited/bibliography, etc.) of the paper must be 10-12 pages in length, double spaced, using Times New Roman 12-point font. A works cited page or bibliography (depending on the citation system used) must be included. Submitting too many pages will have the same result as submitting too few pages. Any images, charts, etc., used in the paper should be submitted as exhibits and are not included in the page count requirement.
.
You must conduct an informational interview as part of this course. .docxdavezstarr61655
You must conduct an informational interview as part of this course. Use Pioneer Connect or LinkedIn to
reach out to a DU alum or other business professional and conduct an informational interview. You may
also utilize professionals you meet through faculty, staff, extracurriculars, athletics, volunteer work,
family, friends, etc. Submit a 1-page reflection on the experience to the Canvas page by Friday of week
7. Attend class and see Canvas for further details on how to conduct an informational interview
.
You must complete an Electronic Presentation on Black Culture.docxdavezstarr61655
You must complete an
Electronic Presentation on Black Culture
. You will select and present on the significances of two works of black culture. The first work you select must be a work of African-American literature, poetry, music, fashion, dance, or some other cultural art form that was created and/or popularized by an
African American
during the time periods of the Harlem and Chicago Renaissances (1917-1949). Your second work of black culture must have been created and/or popularized by a black person (but not necessarily an African American) within YOUR lifetime. For example, if you were born in 1999, your second cultural selection needs to have been created by a black person between 1999 and the present. The two works you select to present do not have to share a cultural form (i.e. one work can be a poem and the other can be a song; one work can be a painting and the other can be a fashion trend). Nor do the two works have to share a particular theme. You may choose to do a compare-and-contrast type presentation. But, you do not have to. In presenting the works, you will need to provide background information on your chosen works (i.e. when where the works created; who created them or made them famous; and, what impact did the works have on the cultural landscape when and since they first appeared?). You will also have to briefly explain why you made those particular selections, and explain what you think each work tells people about the ways in which African-American/Black culture and experiences remained congruent and/or changed from the eras of the Harlem and Chicago Renaissances to the modern era. Moreover, your Electronic Presentation on Black Culture must be creative in both style and substance.
Your Electronic Presentation should have a run time of 7-10 minutes.
And, it must contain both audio and visual components.
When delivering your Electronic Presentation, you will serve as the professor for the class. So, give a Presentation that your temporary students (i.e. your classmates and Dr. Brown) will find to be both impressive and informative. The more creative, interesting, organized, and informative your Presentation is, the higher your grade will be. If your Presentation is disorganized, bland, lacks imagination, or does little more than echo information and ideas that have already been presented through the course texts, media, and PowerPoint lectures, you should not expect to earn a stellar grade on it.
Your presentation should add information, details, and/or perspectives that we did not cover in class. As such, I strongly recommend that you research and select cultural works that we did not discuss in class. In other words, avoid selecting a poem by Langston Hughes or a song we covered in class. Be more creative. Do more research. And, you should use and cite outside sources for the Electronic Presentation.
(See page 15 for the Electronic Presentation on Black Culture Grading Rubric.) You wil.
You must complete an Electronic Presentation on Black Cu.docxdavezstarr61655
You must complete an Electronic Presentation on Black Culture. You will select and present on the significances of two works of black culture. The first work you select must be a work of African-American literature, poetry, music, fashion, dance, or some other cultural art form that was created and/or popularized by an
African American
during the time periods of the Harlem and Chicago Renaissances (1917-1949). Your second work of black culture must have been created and/or popularized by a black person (but not necessarily an African American) within YOUR lifetime. For example, if you were born in 1999, your second cultural selection needs to have been created by a black person between 1999 and the present. The two works you select to present do not have to share a cultural form (i.e. one work can be a poem and the other can be a song; one work can be a painting and the other can be a fashion trend). Nor do the two works have to share a particular theme. You may choose to do a compare-and-contrast type presentation. But, you do not have to. In presenting the works, you will need to provide background information on your chosen works (i.e. when where the works created; who created them or made them famous; and, what impact did the works have on the cultural landscape when and since they first appeared?). You will also have to briefly explain why you made those particular selections, and explain what you think each work tells people about the ways in which African-American/Black culture and experiences remained congruent and/or changed from the eras of the Harlem and Chicago Renaissances to the modern era. Moreover, your Electronic Presentation on Black Culture must be creative in both style and substance.
.
You must choose from the approved list below1. Angels .docxdavezstarr61655
You must choose from the approved list below:
1. Angels
2. Adoption
3. Christ
4. Conscience
5. Conversion
6. Covenants (Adam, Noah, Abraham, Moses, David, New)
7. Creation
8. Election
9. Eternal Life
10. Faith
11. Fall of Man
12. Forgiveness
13. Glory of God
14. Gospel
15. Gospels of Matthew, Mark, Luke John
16. Grace
17. Heart
18. Holiness
19. Holy Spirit
20. Hope
21. Image of God
22. Immanence
23. Judgment of God
24. Justice
25. Justification
26. Law
27. Love
28. Mercy
29. Millennium
30. Miracles
31. Names of God
32. Nature of God
33. Peace of God
34. Power of God
35. Prayer
36. Predestination
37. Preservation of Scripture
38. Prophecy
39. Reconciliation
40. Redemption
41. Reliability of Scripture
42. Repentance
43. Revelation
44. Righteousness
45. Sabbath
46. Salvation
47. Sanctification
48. Satan
49. Savior
50. Sin nature
51. Substitution
52. Temptation
53. Transcendence
54. Tribulation
55. Trinity
56. Union with Christ
57. Unity of God
58. Will/Plan of God
59. Wisdom
60. Works of the Holy Spirit
61. Worship
The paper must thoroughly address your chosen social problem, investigate possible solutions for the problem, incorporate five peer-reviewed resources and journal articles, and have a properly formatted reference page.
Papers will be between 6 to 8 pages in length. It is important to convey your subject and topic content concisely for your final assignment. Longer assignments have a tendency to veer off subject. It is important to clearly write about your topic. (An example of a research paper outline is included below which might be of interest to you).
Remember that you must discuss the roles that the church, the family, and the community should play in the solutions to the problem. Additionally, be sure to incorporate biblical support for the positions and opinions that you express.
Review the grading rubric to improve the quality of your paper. Your paper will be submitted through SafeAssign, a tool used to detect plagiarism.
An example of a research paper which you might use to guide you, using APA guidelines which can be reviewed through the Writing Center:
Title Page
The title page for a research paper can be reviewed through the Writing Center and if you have an APA Manual 6th ed. p. 41 includes an example.
Abstract
Double-spaced, flush left margin. An abstract is a brief, comprehensive summary of the contents of the article. An abstract reports rather than evaluates. Be brief, and make each sentence informative, especially the lead sentence. An abstract will be viewed alone on the page. An abstract will not include citations per APA guidelines.
Introduction
The body of a manuscript opens with an introduction that presents the specific problem being studied, and describes the research strategy. Although not mandatory, APA citations can be included in an introduction.
Headings will e.
You must be proficient in all MS office. I am looking for someon.docxdavezstarr61655
You must be proficient in all MS office.
I am looking for someone who can help with putting presentations together, also someone who knows and understands: spreadsheets, Pivot Tables, VLookups, etc.
If you are interested you can send me your interests to
(monroe simpson bpo at g mail dot com)
.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Article Review Format and Grading Rubric Use this template.docx
1. Article Review Format and Grading Rubric
Use this template for structuring your responses to the
questions. All references and citations should be
formatted in APA.
Student Name: Assignment:
Article Identification (5 points)
Include the article reference here, formatted in APA as in the
example below:
Martins, L., Eddlestone, K.A. & Viega, J.F. (2002). Moderators
of the relationship between
work-family conflict and career satisfaction. Academy of
Management Journal, 45(2),
399-409.
Summary (10 points)
The article should be summarized (using your own words) in 2-
3 paragraphs, focusing on the
author’s main points. What was the purpose of the study/paper?
Who participated? What
2. data was collected? Were there any significant findings?
Critique (15 points)
In 2-3 paragraphs, explain how this article impacted your
understanding of the research topic.
Did this article add to your knowledge of the topic?
Application (15 points)
In 2-3 paragraphs, discuss how you might apply what you’ve
learned from the article. Do you
believe the article will change the way you approach a situation,
project, or discussion?
APA Formatting (5 points)
Use proper APA formatting for references and citations.
Remember, the reference for the
article being reviewed must be included at the beginning of the
review. Include a reference list
at the end of the review for any other works cited.
Remember:
Identify and define the topic of the article. Demonstrate an
understanding of the topic. Apply
the topic. Cite sources.
Total points: 50
3. Copyright 2000 by Paul Kivel “Social Service or Social
Change?” page: 1
www.paulkivel.com
Social Service or Social Change?
Who Benefits from your Worki
by P a u l K i v e l
copyright 2000
MY FIRST ANSWER TO THE QUESTION POSED IN THE
TITLE is that
we need both, of course. We need to provide services for those
most in need, for those trying to survive, for those barely
making
it. We need to work for social change so that we create a society
in
which our institutions and organizations are equitable and just
and
all people are safe, adequately fed, adequately housed, well
educated, able to work at safe, decent jobs, and able to
participate
in the decisions that affect their lives.
4. Although the title of this article may be misleading in
contrasting social service provision and social change work, the
two do not necessarily go together easily and in many instances
do
not go together at all. There are some groups working for social
change that are providing social service; there are many more
groups providing social services that are not working for social
change. In fact, many social service agencies may be
intentionally
or inadvertently working to maintain the status quo.
The Economic Pyramid
I want to begin by providing a context for this discussion: the
present political/economic system here in the United States.
Currently our economic structure looks like the pyramid in
Figure
One in which 1% of the population controls about 47% of the
net
financial wealthii of the country, and the next 19% of the
population controls another 44%. That leaves 80% of the
population struggling to gain a share of just 9% of the
remaining
financial wealth. That majority of 80% doesn’t divide very
easily
into 9% of resources, which means that many of us spend most
of
our time trying to get enough money to feed, house, clothe, and
otherwise support ourselves and our families.
RPCC Toolkit
3
5. Copyright 2000 by Paul Kivel “Social Service or Social
Change?” page: 2
www.paulkivel.com
FIGURE ONE
Illustration by Alberto Ledesma
There are many gradations in the economic pyramid. Among the
80% at the base of the pyramid there is a huge difference in the
standard of living between those nearer the top in terms of
average
income and/or net worth, and those near or on the bottom. There
are a substantial number of people (nearly 20% of the
population)
who are actually below the bottom of the pyramid with negative
financial wealth, i.e. more debt than assets.
Regardless of these complexities, there is a clear and
growing divide between those at the base and those in the top
20%
who have substantial assets providing them with security, social
and economic benefits, and access to power, resources,
education,
leisure, and health care. Most of the rest of the population have
an
6. RPCC Toolkit
4
Copyright 2000 by Paul Kivel “Social Service or Social
Change?” page: 3
www.paulkivel.com
increasingly limited ability to achieve these benefits if they
have
access to them at all.
I will refer to the top 1% as the ruling class because
members of this class sit in the positions of power in our
society as
corporate executives, politicians, policy makers, and funders for
political campaigns, policy research, public policy debates and
media campaigns. I call them a ruling class because they have
the
power and money to influence and often to determine the
decisions
that affect our lives, including where jobs will be located and
what
kind of jobs they will be, where toxics are dumped, how much
money is allocated to build schools or prisons and where they
will
be built, which health care, reproductive rights, civil rights, and
educational issues will be discussed and who defines the terms
of
these discussions. In other words, when we look at positions of
7. power in the U.S. we will almost always see members or
representatives of the ruling class.
The ruling class does not all sit down together in a room
and decide policy. However, members of this class do go to
school
together, vacation together, live together, socialize together,
and
share ideas through various newspapers and magazines,
conferences, think tanks, spokespeople, and research and
advocacy
groups. Perhaps most importantly, members of this class sit
together on interlocking boards of directors of major
corporations
and wield great direct power on corporate decisions. They wield
almost as great a power on political decisions through lobbying,
government appointments, corporate funded research,
interpersonal connections, and advisory appointments.iii
The next 19% of the economic pyramid are people who
work for the ruling class, whose jobs don’t carry the same
power
and financial rewards, but whose purpose is to provide the
research, skills, expertise, technological development and other
resources which the ruling class needs to maintain and justify
its
monopolization of political and economic power.
The other 80% of the population produces the social wealth
that those at the top benefit from. They work in the factories,
fields, classrooms, homes, sweatshops, hospitals, restaurants,
small
businesses, behind the phones, behind the desks, behind the
wheel,
and behind the counter, doing the things that keep our society
functioning and productive. They are caught up in cycles of
competition, scarcity, violence, and insecurity that those at the
top
are largely protected from.
8. RPCC Toolkit
5
Copyright 2000 by Paul Kivel “Social Service or Social
Change?” page: 4
www.paulkivel.com
QUESTIONS TO ASK YOURSELF
• Where did you grow up on the pyramid, or where was your
family of origin on the pyramid?
• Where are you now?
People at the bottom of the pyramid are constantly organizing to
gain more power and access to resources. Most of the social
change we have witnessed in U.S. history has come from people
who are disenfranchised in this system fighting for access to
education, jobs, health care, civil rights, reproductive rights,
safety,
housing, and a safe, clean environment. In our recent history we
can point to the Civil Rights Movement, women’s liberation
movements, lesbian and gay liberation movements, disability
rights movement, unions, and thousands of local struggles for
social change.iv
9. QUESTIONS TO ASK YOURSELF
• Are you part of any group which has organized to gain for
itself more access to voting rights, jobs, housing, education,
or an end to violence or exploitation such as workers,
women, people of color, people with disabilities, seniors,
youth, lesbians, gays, bisexuals and trans people, or people
whose religion is not Christian?
• How have those struggles benefited your life?
• How have those struggles been resisted by the ruling class?
• What is the current state of those movements you have
been closest to?
The Buffer Zone
People in the ruling class have always avoided dealing directly
with people on the bottom of the pyramid and they have always
wanted to keep people from the bottom of the pyramid from
organizing for power so that they could maintain the power,
control, and most importantly, wealth that they have
accumulated.
They have created a network of occupations, careers, and
professions to mediate for and buffer them from the rest of the
population. This buffer zone consists of all the jobs that carry
out
the agenda of the ruling class without requiring ruling class
presence or visibility. Some of the people doing these jobs fall
into
the 19% section of the pyramid, often performing work that
serves
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the ruling class directly. However, most of the people in the
buffer
zone have jobs that put them into the top of the bottom 80%.
These
jobs give them a little more economic security and just enough
power to make decisions about other people’s lives—those who
have even less than they do. The buffer zone has three primary
functions.
The first function is to take care of people on the bottom of
the pyramid. If it was a literal free-for-all for that 9% of social
wealth allocated to the poor/working/and lower middle classes
there would be chaos and many more people would be dying in
the
streets, instead of dying invisibly in homes, hospitals, prisons,
rest
homes, homeless shelters, etc. So there are many occupations
to
sort out which people get how much of the 9%, and to take care
of
those who aren’t really making it. Social welfare workers,
nurses,
11. teachers, counselors, case workers of various sorts, advocates
for
various groups—these occupations, which are found primarily
in
the bottom of the pyramid, are performed mostly by women, and
are primarily identified as women’s work, taking care of people
at
the bottom of the pyramid.
The second function of jobs in the buffer zone is to keep
hope alive. To keep alive the myth that anyone can make it in
this
society—that there is a level playing field. These jobs, often the
same as the caretaking jobs, determine which people will be the
lucky ones to receive jobs and job training, a college education,
housing allotments, or health care. These people convince us
that if
we just work hard, follow the rules, and don’t challenge the
social
order or status quo, we too can get ahead and gain a few
benefits
from the system. Sometimes getting ahead in this context means
getting a job in the buffer zone and becoming one of the people
who hands out the benefits.
The final function of jobs in the buffer zone is to maintain
the system by controlling those who want to make changes.
Because people at the bottom keep fighting for change, people
at
the top need social mechanisms that keep people in their place
in
the family, in schools, in the neighborhood, and even overseas
in
other countries. Police, security guards, prison wardens,
soldiers,
deans and administrators, immigration officials, and fathers in
their
role as “the discipline in the family”—these are all traditionally
12. male roles in the buffer zone designed to keep people in their
place
in the hierarchy.v
During the last half of the 20th century when multiple
groups were demanding—and in some cases getting—critical
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changes in our social structure such as better access to jobs,
education, and health care, the ruling classes needed a new
strategy
to avoid an all out civil war.
Co-opting social change
This strategy has been to create professions drawn from the
groups
of people demanding change of the system, creating an
atmosphere
of “progress,” where hope is kindled, and needs for change are
made legitimate, without producing the systematic change
13. which
would actually eliminate the injustice or inequality which
caused
the organizing in the first place. This process separates people
in
leadership from their communities by offering them jobs
providing
services to their communities and steering their interests
towards
the governmental and non-profit bureaucracies that employ
them.
This process has the effect of creating new groups of
professionals
providing social services without necessarily producing greater
social justice or equality of opportunity.
One example of how this process works can be seen in the
Civil Rights Movement, which was a grassroots struggle led by
African Americans for full civil rights, for access to power and
resources, and for the end of racial discrimination and racist
violence. Although legalized segregation was dismantled as a
result of those struggles, the broader racial and economic goals
of
the movement have largely remained unfulfilled. However we
now
have a larger African American middle class because some
opportunities opened up in the buffer zone: in the government,
in
middle management and academic jobs, and in the non-profit
sector.
The issue of racism is now “addressed” in our social
institutions by a multiracial group of professionals who work as
diversity or multicultural trainers, consultants, advisors, and
educators. Although the ruling class is still almost exclusively
white and most African Americans, Native Americans, and other
people of color remain at the bottom of the economic pyramid,
14. there is the illusion that substantial change has occurred
because
we have a few very high profile wealthy people of color. Bill
Cosby, Oprah Winfrey, Michael Jordan and others are held up
as
examples to prove that any person of color can become rich and
powerful if they work at it.
The Civil Rights Movement is not the only arena where this
process has occurred. Another example is the battered women’s
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movement, the organizing by battered and formerly battered
women for shelter, safety, resources, and an end to male
violence.
Again, some gains were made in identifying the issue, in
improving the response of public institutions to incidents of
male
violence, and in increasing services to battered women. But
systematic, large-scale efforts to mobilize battered women and
end
male violence have not been attempted. Instead, we have a
network
15. of (still largely inadequate) social services to attend to the
immediate needs of battered women, and a new network of
buffer
zone jobs in shelters and advocacy organizations to administer
to
those needs.
In both of these examples we can see that the roots of
racism and male violence are not being addressed. Instead we
have
new cadres of professionals who administer to the needs of
those
on the bottom of the pyramid. In fact, in both of these cases we
now have more controlling elements—more police, security
guards, immigration officials, etc. than ever before—whose role
is
to reinforce the racial hierarchy and reach into the family lives
of
poor and working class white people and people of color.
QUESTIONS TO ASK YOURSELF
• Who are you in solidarity with in the pyramid—who would
you like to support through the work that you do—people
at the top of the pyramid, people in the buffer zone, or
people at the bottom?
• What are the historical roots of the work that you do?
• What were your motivations or intentions when you began
doing this work?
• Who actually benefits from the work that you do?
• Are there ways through your work, your family role, or
your role in the community that you have come to enforce
the status quo or train young people for their role in it?
16. The Role of the Non-profit
A primary vehicle that the ruling class created to stabilize the
buffer zone was the non-profit organization. The non-profit tax
category was created to give substantial economic benefits to
the
ruling class while allowing them to fund services for
themselves.
Even today, most charitable, tax exempt giving from the ruling
class goes to ruling class functions like museums, operas, art
galleries, elite universities, private hospitals and family
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foundations. A second effect of the non-profit sector has been to
provide a vehicle for the ruling class to fund (and therefore to
control) work in the buffer zone. A large amount of the money
donated to non-profits either comes from charitable foundations
or
from direct donations by members of the ruling class. Non-
17. profits
serving the 80% at the pyramid’s base often spend inordinate
amounts of time writing proposals, designing programs to meet
foundation guidelines, tracking and evaluating programs to
satisfy
foundations, or soliciting private donations through direct mail
appeals, house parties, benefits, and other fundraising
techniques.
Much of the work of many non-profits is either developed or
presented in such a way as to meet the guidelines and approval
of
people in or representing the ruling class. Within the last twenty
years, due to the massive cutbacks in government support
services
and thus the greater dependence of non-profits on non-
governmental funding, this process has been exacerbated.
The ruling class established non-profits to provide social
services. Jobs were professionalized historically to co-opt social
change. Funders today generally look for non-profit
programming
that fills gaps in the provision of services, extends outreach to
underserved groups, and stresses collaborations which bring
together several services providers to use money and other
resources more efficiently. It should not be surprising that so
much
of the work of the buffer zone is social service—keeping hope
alive by helping some people get ahead.
How does co-optation work?
The ruling class co-opts the leadership in our communities by
providing jobs for some people and aligning their perceived self
interest with maintaining the system (maintaining their jobs).
Whether they are social welfare workers, police, domestic
violence
18. shelter workers, diversity consultants, therapists, or security
guards, their jobs and status are dependent on their ability to
keep
the system functioning and to keep people functioning within
the
system no matter how illogical, dysfunctional, exploitive, and
unjust the system is. The very existence of these jobs serves to
convince people that tremendous inequalities of wealth are
natural
and inevitable and those that work hard will get ahead. As the
following quote makes clear, integrating the leadership of our
communities into the bureaucracies of the buffer zone separates
the
interests of those leaders from the needs of the community.
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Co-optation is a process through which the policy orientations
of
leaders are influenced and their organizational activities
channeled. It
blends the leader’s interests with those of an external
19. organization. In
the process, ethnic leaders and their organizations become
active in the
state-run inter-organizational system; they become participants
in the
decision-making process as advisors or committee members. By
becoming somewhat of an insider the co-opted leader is likely
to
identify with the organization and its objectives. The leader’s
point of
view is shaped through the personal ties formed with authorities
and
functionaries of the external organization.vi
Ruling class policies, including development of the non-profit
sector and support for social services, have led to the cooptation
of
substantial numbers of well-intentioned people. In this group I
include all of us whose heart work—whose intention—is to help
people at the bottom of the pyramid, but who’s work, in
practice,
substantially benefits people at the top of the pyramid and
leaves
the system unchanged.
QUESTIONS TO ASK YOURSELF
• Do you work in a non-profit organization?
• Where does the funding come from for your work?
• In what ways does the funding influence how the work gets
defined?
• How much time do you spend responding to the needs of
20. funders as opposed to the needs of the people you serve?
• In what ways has the staff of your program become
separated from the people they serve because of
a. the demands of funders?
b. the status and pay of staff?
c. the professionalization of the work?
d. the role of your organization in the community?
e. the interdependence of your work with governmental
agencies, businesses, foundations, or other nonprofit
organizations?
• In what ways have your ties with governmental and
community agencies separated you from the people you
serve?
• In what ways have those ties limited your ability to be
“contentious”—to challenge the powers that be and their
undemocratic and abusive practices?
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21. Getting Ahead or Getting Together
Getting ahead is the mantra of capitalism. Getting ahead is what
we try to do in our lives. Getting ahead is what we urge our
children to do. Getting ahead is how many of us define success.
The United States is built on the myth that the deserving get
ahead.
Many people believe that it is the responsibility of our society
to
see to it that everyone has an equal opportunity to get ahead.
Many
of our recent political struggles around civil rights, affirmative
action, and the end of various forms of discrimination against
lesbians, gay, bisexuals, trans people, people with disabilities,
women, people of color, and recent immigrants have become
defined as struggles for equal opportunity for everyone to
compete
to get ahead.
But in a pyramid shaped economic system only a few can
get ahead. Many are doomed to stay exactly where they are at
the
bottom of the pyramid, or even to fall behind. With so much
wealth concentrated in the top of the pyramid there are not
enough
jobs, not enough housing, not enough health care, not enough
money for education for most people to get ahead.
How does the system change? How do people gain access
to money, jobs, education, housing, and other resources?
Historically, change happens when people get together. In fact,
we
have a long history—thousands of examples—of people getting
together for social change, some of which I mentioned earlier in
the article. Each of these efforts involved people identifying
common goals, figuring out how to work together and support
22. each
other, and coming up with strategies for forcing organizational
and
institutional change. When people get together they build
community by establishing projects, organizations, friendships,
connections, coalitions, alliances, and understanding of
differences. They do not acquiesce to, but rather fight against
the
agenda of the ruling class. They are in a contentious
relationship to
power.vii
When we provide social services to help people get ahead
we can also help them get together with others for social
empowerment. People are dying and they need help. Providing
services gives us contact with community members, gives us
credibility and experience upon which we can build strategies
for
social change. I think the difference between getting ahead
individually and getting together as a group can guide us in
thinking about whether we are empowering people to work for
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23. social change at the same time as we are providing them with
social services.
QUESTIONS TO ASK YOURSELF
• Is the primary goal of the work you do to help people get
ahead or to help them get together?
• How do you connect people to others in their situation?
• How do you nurture and develop leadership skills in the
people you serve?
• How do you insure that they represent themselves in the
agency and other levels of decision making that affect their
lives?
• Do you provide them with information not only related to
their own needs, but about how the larger social/ political/
economic system works to their disadvantage?
• Do you create situations in which they can experience their
personal power, their connection to others, and their ability
to work together for change?
• Do you help people understand and feel connected to the
ongoing history of people’s struggles to challenge violence,
exploitation, and injustice?
Looking at Domestic Violence
Let’s look at domestic violence work as an example. If we see
battered women as victims we will naturally try to protect them
24. from further violence, provide them with services, and try to
help
them “get ahead.” We will treat them individually, as clients,
and
hold the people (primarily men) who beat them accountable for
their violence through stronger criminal justice sanctions and
batterer’s groups. We would try to help battered women get out
of
battering relationships and to move forward in their lives. We
would be advocates for more services, better services, culturally
competent services, multilingual services, and we would
advocate
for strong and effective sanctions against men who are
batterers.
We would measure our success by how many battered women
we
served, and our success stories would be about how individual
women were able to escape the violence of abusive families and
get on with their lives. Our advocacy success stories would be
about how various communities of women were provided better
services and how batterers were met with more effective
responses.
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25. However, we could understand that battered women are
caught in cycles that are the result of the systematic
exploitation,
disempowerment, and isolation of women in our society, kept in
battering relationships by community tolerance for male
violence,
lack of well-paying jobs, lack of decent childcare and
affordable
housing, and most of all by their isolation from each other and
from the information and resources they need to come together
to
effect change.
If this were our analysis of domestic violence, then our
primary strategies would involve providing battered women and
their allies with the information, resources, connection, and
organizing strategies they need to come together for substantial
social change. We would be providing organizational and
structural support for battered women to come together to act on
their own behalf. We would not be working for battered women,
we would be working with them. They would be us—battered
women would be in leadership and hold the jobs that currently
many non-battered women do. We would be organizers and
resource providers, looking to battered women for leadership in
the
movement to end male violence. We would measure success by
the
strength of our programs for leadership development,
community
response to domestic violence, changes in the educational,
housing, job, criminal justice, and social service institutions
which
condone or encourage male violence and which keep women
trapped in abusive relationships. Our success stories would be
26. about how battered women became leaders, educators, and
organizers and how communities of people came together to
understand male violence, develop strategies, and wield power.
The buffer zone strategy of the ruling class works very
smoothly, so smoothly that many of us don’t notice that we are
encouraged to feel good about helping a small number of
individuals get ahead, while large numbers of people remain
exploited, abused, and disenfranchised. Some of us have
stopped
imagining that we can end domestic violence and have, instead,
built ourselves niches in the edifice of social services for
battered
women or for batterers.
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QUESTIONS TO ASK YOURSELF IF YOU WORK IN A
27. DOMESTIC VIOLENCE AGENCY
• Can you imagine an end to domestic violence?
• What do you think it will take?
• Does the work that you do contribute to ending domestic
violence? How?
• How are battered women seen in your agency?
• Are you providing social service and/or are you working
for social change?
• Are you helping battered women see that they are not
alone, their problems not unique, their struggles
interrelated?
• Are you helping them come together for increased
consciousness, resource sharing, and empowerment?
What We Do Matters
“Even if it is not possible to change the system from within, an
individual’s actions within the system do matter. We can accept
or
reject, promote or hinder the state’s agenda.” viii
Without accountability to grassroots community struggles led
by
people at the bottom of the pyramid it becomes very easy to
acquiesce to the ruling class’s agenda.
No one in the United States lives outside the pyramid. We
all have jobs that have been set up to funnel benefits up the
28. pyramid and to maintain the status quo. Those of us who are
among the bottom 80% and who want to work for social change
must do that work subversively. We must make strategic
decisions
about what the fundamental contradictions are in the system and
how we can work together with others to expose those
contradictions. We must use our resources, knowledge, and
status
as social service providers to educate, agitate, and organize for
social change. We must refuse to be used as buffer zone agents
against our communities. Instead we can come together in
unions,
coalitions, organizing projects, alliances, networks, support and
advocacy groups and a multitude of other forms of action
against
the status quo.
I am convinced that if we are just trying to get ahead
ourselves, or are altruistically trying to help others get ahead,
we
will remain part of the problem, part of the economic, political,
and
social structure that maintains the ruling class in power. It is
only
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when we get together with others, and see our work as that of
helping people come together for power that our social service
work will lead to social change.
Accountability
“So the question is, how do we maintain a critical
transformative edge to our
politics when we are building that politics in an organizational
environment
that is shaped by institutions outside of our community that
don’t necessarily
want to see us survive on the terms that we are defining for
ourselves?”ix
How do I know if I am being co-opted and just providing social
service, or if I am truly helping people get together? I cannot
know
by myself. I cannot know just from some people telling me that
I
am doing a good job, or telling me that I am making a
difference. I
cannot know by whether I feel good about what I do. Popularity,
status, good feelings, positive feedback—these are all provided
by
our society to a range of people many of whom are not working
for
social good at all, much less for social change. I would like to
look
at the question of accountability because if I am in the buffer by
30. job function or economic position the key question I have to
confront is “Who am I accountable to?”
Since my work occurs in an extremely polarized and
unequal economic hierarchy, and in an increasingly segregated
and
racially polarized society, I can begin to answer this question by
analyzing the effects of my work on communities at the bottom
of
the pyramid to see if it contributes to perpetuating inequality or
to
promoting social justice.
It is easy for me to forget that I am only able to work inside
non-profits, schools, and other social service organizations
because
so many people organized from the outside as part of the Civil
Rights Movement, the women’s movement, the lesbian, gay,
bisexual liberation movement, and disability rights movement.
As I
have become professionalized, dependent on this work for my
livelihood, and caught up in the exigencies of doing the work,
there has been a strong tendency for me to become more and
more
disconnected from the everyday political struggles in my
community for equal opportunity, access to training and jobs,
comparable pay and an end to sexual and racial harassment and
violence—those social justice issues from which my work
originally grew.
Even from within large organizations and institutional
structures it is possible to work for social justice. It is possible
to
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serve the interests of the poor and working class, people of
color
and women, lesbians, gays and bisexuals and people with
disabilities more effectively. But doing so is not without risk.
We each need to determine the amount we can personally
risk financially against the spiritual, emotional and community
risks we bear by not standing by our commitment to social
justice.
These are strategic decisions that I don’t think one can make in
isolation from the inside of the organization(s) we work for.
Our
work is part of a much wider network of individuals and
organizations working for justice on the outside. To make
effective
decisions about our own work we need to be accountable to
those
groups and their actions and issues. This accountability then
becomes a source of connection that breaks down isolation and
increases our effectiveness as social justice activists.
I’d like to end this article with some suggestions for
thinking about accountability in this context. I want to focus on
racism as an example as I look at six questions I think we need
32. to
ask ourselves in the current political context.
QUESTIONS TO ASK YOURSELF
• Who supervises your work?
I don’t mean who employs you or hires or funds you, although
that
is an important consideration in a conservative political climate
when jobs are scarce. Who are the grassroots activists who
advise
you, who review your work, and with whom you consult? If
you
are male it is particularly important that you be accountable to
women who are working to end male violence. If you are white
it
is critical for you to be accountable to people of color so that
your
work doesn’t inadvertently fuel the backlash or otherwise make
it
more dangerous for people of color. If you are a person with
economic privilege you need to be listening to the voices of
poor
and working class people. This is about politics, not identity.
Regardless of your ethnicity, race, or economic position, you
need
to be accountable to people who are on the front lines—who are
organizing for social justice and an end to male violence. I
think
this has to be a dialectical process because there are people of
color, feminists, working class activists who say conflicting
things
about what we should be doing and even about what the issues
are.
33. Some are even spokespeople for the ruling class. You have to be
engaged in a critical dialogue, while recognizing that you have
been trained to have the answers and not to listen to those who
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have less social and political power than you do. Therefore you
have to consult thoroughly and extensively within the larger
community.
• Are you involved in community-based anti-violence
struggle?
If you are not actively involved in the struggle for affirmative
action, for immigrant rights, against environmental dumping,
against police brutality, for access to health care, or against
male
violence, how are you learning? What are you modeling? What
practice informs your work? Can you be accountable to
communities struggling to end male violence if you are not
politically involved yourself in some aspect of that struggle?
• Are current political struggles part of the content of
34. what you do?
Do you connect the participants in your programs/ services/
trainings to opportunities for on-going political involvement?
Do
you work with participants on issues they define, or on issues
you
or funders or other’s in the buffer/power zone define? Do you
give
participants tools and resources for getting involved in the
issues
they identify as most immediate for them, whether those are
public
policy issues such as immigration, affirmative action, welfare,
or
health care, or workplace, neighborhood, and community issues
such as jobs, education, violence, and toxic waste? When they
leave the room after contact with you can they connect what
they
just learned to the violence they experience in their lives? Are
you
responsive to their needs for survival, safety, economic well-
being,
and political action?
• Are you in a contentious relationship to those in power?
The ruling class—those at the top of the pyramid—have an
aggressive and persistent agenda to disempower and exploit
those
at the bottom. If you are accountable to those at the bottom of
the
pyramid, you will necessarily be challenging that agenda. Are
you
willing to speak truth to power even at the risk of your job or of
future employment by certain agencies? Do you ever hold back
your real opinion so as not to make waves when you are at the
35. “power-sharing” table? How have you come to justify your
reluctance to challenge power?
• Are you sharing power and access to power and
resources with those on the frontlines of the struggle?
Do you systematically connect people in grassroots efforts to
information, resources, supplies, money, research, and to each
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other? Are you willing to do this without getting to be a part of
the
resulting group efforts?
• Do you help people come together?
Being accountable implies a cohesive or coherent community to
be
accountable to. Few such communities exist in our society and
even fewer of us are connected to them. I believe that being
accountable means nurturing and supporting the growth and
stability of cohesive communities. Whether you are working
with
36. battered women, students, recent immigrants, or any other
group,
they are part of a community whether or not they perceive
themselves to be. Are you strengthening that community,
helping
support the bonds between people? Do the battered women who
leave your program understand themselves in connection/
relationship to other battered women and their allies? Do the
students in your classroom see themselves as part of a
community
of learners and activists? Social change grows out of people
understanding themselves to be interdependent, sharing common
needs, goals, and interests. Are you helping people see they are
not
alone, their problems not unique, their struggles interrelated?
Are
you helping them come together for increased consciousness,
resource sharing, and empowerment?
Who we are accountable to is a crucial concern in a
contracting economy during conservative political times in
which
racial, sexual, and homophobic backlash is widespread. You
may
be discouraged about the possibility of doing effective political
work in this context. You may be fearful of losing your jobs and
livelihoods or lowering your standard of living. These are real
concerns. But this is also a time of increasing and extensive
organizing for social justice. It is an opportunity for many of us
to
realign ourselves clearly with those organizing efforts and
reclaim
the original vision of social justice, equality, and an end to the
38. Pays, and Who Decides (Apex
Press, 2004).
iv See A People’s History of the United States by Howard Zinn
for a history of these struggles by
groups in the bottom of the pyramid.
v These distinctions in function are not always so separate in
practice. For instance many taking
care of roles such as social worker also have a strong client
control element to them, and the
police are now trying to soften their image by resorting to
community policing strategies to build
trust in the community.
vi Breton, R. The Governance of Ethnic Communities: Political
Structures and Processes in
Canada quoted in Alfred, Taiaiake. Peace, Power,
Righteousness: an indigenous manifesto. Don
Mills, Ontario: Oxford University Press Canada, 2000. p.74.
vii I am indebted to Taiaiake Alfred in his book Peace, Power,
Righteousness: an indigenous
manifesto for this terminology (see page 76).
viii Taiaiake, 76.
ix Building Effective Black Feminist Organizations” by Tamara
Jones in Souls: A Critical Journal
of Black Politics, Culture, and Society Volume 2, Number 4,
Fall 2000, 55.
PAUL KIVEL is a trainer, activist, writer and a violence
prevention and social justice
educator. He develops and conducts interactive and
participatory talks and workshops on
such topics as alternatives to violence, racism, class and
economics, family violence and
sexual assault, and parenting.
39. Paul Kivel is the author of several books including Men's Work:
How to Stop the
Violence that Tears Our Lives Apart, and Uprooting Racism:
How White People Can
Work for Racial Justice which received the Gustavus Myers
award for Human Rights in
1996. He is also co-author of several widely used curricula
including Making the Peace,
Young Men’s Work, Helping Teens Stop Violence, and Young
Women’s Lives. His newest
book, You Call This a Democracy? Who Benefits, Who Pays,
and Who Really Decides
(Apex Press, 2004) is now available.
You can contact Paul Kivel at [email protected] or at
www.paulkivel.com.
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