Session 2 - Practicing our Fundamental Duties
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This document outlines a 2 hour session on practicing fundamental duties. It includes 3 activities: 1) sharing experiences taking action against unjust situations, 2) preparing role plays demonstrating interpretation of assigned fundamental duties, and 3) identifying which fundamental duties are upheld in case studies. The key message is that citizenship means reflecting constitutional values through aligning actions with those values and fundamental duties to create positive change.
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This week you will be learning in detail about the four different moral perspectives that
we will use to analyze moral questions.
Notice two things right at the start. First, because normative ethics is our main focus this
term, we are not going to attempt to settle the question of whether any moral perspective at all
could be correct or known to be correct—that is a task for metaethics. Our task in this second
week is to learn in some detail about four different kinds of consideration or value that often
seem relevant when we try to decide what is morally right or wrong in particular cases, namely:
(1) Respect for the rights and autonomy of the persons involved
(2) Increasing the overall well-being of the most individuals possible
(3) Asking wha ...
TeachersGuide_The Social Dimension_DesignforSutainability
This is the Module 2 of the Social Dimension of The Teacher´s Guide-Design for Sustainability. This is a practical manual for sustainability teachers, ecovillage and community design educators and facilitators who are conducting courses on the broad sustainability agenda.
In this 333 page-manual you will find a comprehensive guide packed with innovative materials, methodological approaches and tools that have been developed and tested by sustainable communities and transition settings worldwide.
It covers all aspects of the transition of sustainable human settlements arranged into four distinct areas: the Social, Ecological, Worldview and Economic dimensions of sustainability. Some of the key topics covered in this guide include: creating community & embracing diversity, decisions that everyone can support, circular leadership from power over to power with, shifting the global economy, plugging the leaks of your local economy, local currencies, appropriate use of natural resources, urban agriculture and food resilience, transformation of consciousness.
Purchase the manual here: http://www.gaiaeducation.net/index.php/en/publications/teachers-and-youth-guide
Week 2 - AssignmentAspects of Social Understanding[WLOs
Week 2 - Assignment
Aspects of Social Understanding
[WLOs: 3] [CLOs: 1, 2, 3, 4, 5]
Prior to beginning work on this assignment, review the Week 1 and Week 2 textbook readings: Chapters 1 through 4 and Chapter 12, perform your own research, and watch the following videos:
How do we know what is true? (Links to an external site.)Links to an external site.
How do we know what we know? Audi (Links to an external site.)Links to an external site.
How do we know what we know? Sullivan (Links to an external site.)Links to an external site.
Knowledge vs thinking - Neil deGrasse Tyson (Links to an external site.)Links to an external site.
An important aspect of public sociology is gaining an understanding of our social world and coming to informed conclusions based on what we know. Social problems can often occur due to a clash of difference in social understanding, and so sociologists can gain considerable value in understanding the nuances of different perspectives. These perspectives can also change over time as society evolves and individuals develop. The importance of this assignment is to acknowledge that there are varied forms of knowing that form our perspectives in society and presenting how these varied forms of knowing have impacts and value. This assignment is a “thought-piece” that requires you to academically support your ideas, as a presentation of your own developing and evolving social understanding.
In your paper, include the following components:
Elements of Social Understanding (1-2 pages)
Explain the concept of “epistemology” or “how we know what we know.”
Discuss the following elements of social understanding: evidence, theory, value, and beliefs.
Acquisition of Social Understanding (1-2 pages)
Explain the concept of “reflexivity” in social understanding.
Discuss how humans can gain each element of social understanding or how elements are formed.
Defend the importance each element of social understanding has on human knowledge.
Value to Society (1-2 pages)
Summarize how the elements of social understanding work together.
Justify the potential impact if citizens in society do or do not embrace all elements of social understanding.
...
Bradford mvsu fall 2012 social problems lecture 1 short
This document provides an overview of key concepts related to social problems and sociological analysis. It discusses that a social problem involves both objective facts and subjective perceptions. Society consists of social structure, including institutions, social groups, statuses and roles, as well as culture, including beliefs, values, norms and symbols. It then outlines three major theoretical perspectives in sociology - functionalism, conflict theory and symbolic interactionism - and discusses concepts like latent and manifest functions. Finally, it covers basic social science research methods like experiments, surveys and field research.
A complexity approach to managing technology enabled business transformation
Part II of a presentation to IT University of Copenhagen. Explores underlying assumptions underpinning orthodox EA, and compares to alternative assumtions that would lead to a complexity approach to EA.
Assignment 2 Course ReflectionDuring the past few modules, you co.docx
Assignment 2: Course Reflection
During the past few modules, you completed various assignments that were designed to enhance your overall knowledge about the business of organized crime. In
Module 1
, you applied different theories to explain the criminal behavior of organized crime groups.
Subsequent assignments afforded you an opportunity to discuss the business interests of organized crime groups and also identify the types of domestic groups that exist in the United States. You learned how organized crime groups affect both political and law enforcement groups. Moreover, you were placed in situations in which you had to apply what you were learning about organized crime.
Now that you have taken an in-depth look at organized crime, by
Week 5, Day 4
, in a minimum of 250 words, post to the
Discussion Area
how your views of organized crime may have changed. Include responses to the following:
Discuss your thoughts prior to completing the assignments in the course.
Discuss at least three specific points of knowledge you have gained and explain why these are important to you. Also, ponder these questions:
Why does the media influence the way people view organized crime?
Why are people unaware of the existence of organized crime groups in the United States?
Is the use of theory useful in explaining the behaviors of members of organized crime groups? Explain.
What are your views on whether domestic organized crime groups present a bigger threat to society than groups operating outside the United States?
Discuss at least two specific ideas or points of view you gained from your classmates, via the discussion postings that you had not previously considered.
.
Session 2 citizenship
Citizenship involves active community participation out of a sense of responsibility. It acknowledges interdependence. Community refers to groups with shared traits or circumstances. Social capital comprises social networks and trust that enable cooperation. Bonding occurs within similar groups, while bridging links diverse groups. Citizenship is a core value of leadership as it fosters responsibility and cooperation.
Working with others
This document summarizes a session on working with others, conflict, and collaboration. It discusses theories of group development, participation, decision making, and conflict management. Key points covered include Tuckman's stages of group development, Belbin's roles in groups, cognitive appraisal theory, and strategies for preventing "groupthink". The role of feedback and supervision in reflection is also mentioned. Groups are said to powerfully shape behavior through inclusion, exclusion, and conformity pressures. Reflective processes can explore hidden group dynamics and defense mechanisms.
L6 social lesson plandoc
This lesson plan aims to help students understand social hierarchies and how they relate to identity. It includes tasks to have students categorize groups in society and analyze social hierarchies in their own households and among apes. The lesson concludes with a discussion of why social hierarchies exist and how they provide insight into both society and individual identity.
L6 social lesson plandoc
This lesson plan aims to help students understand social hierarchies and how they relate to identity. It includes tasks to have students categorize groups in society and analyze social hierarchies in their own households and among apes. The lesson concludes with a discussion of why social hierarchies exist and how they provide insight into both society and individual identity.
First things first presentation
Stephen Covey's book "First Things First" describes prioritizing as the most important aspect of self-improvement. It discusses using a "compass" to guide decisions based on values rather than just a "clock" of schedules and activities. The book has four sections that provide tools for identifying important roles and goals, balancing commitments through interdependence with others, and achieving peace and leadership through principle-centered living. It argues focusing on what really matters most can improve one's life quality despite time limitations.
Lesson 2
Kant was an influential 18th century philosopher who developed deontological ethics. He believed morality should be based on universal principles of reason and duty rather than subjective feelings or consequences. For Kant, the supreme moral principle was the categorical imperative - we should only act in a way that could become a universal law applying to all people. This and treating people as ends in themselves, not means, form the basis of Kant's deontological ethical philosophy.
Diversity Awareness for Effective Nonprofits
Today’s workforce and organizations are increasingly diverse. Effective non-profits need to be capable of welcoming, including, utilizing and working with diverse people, perspectives, styles, and experiences for overall success and capacity.
This presentation offers practical tools and concepts designed to resolve tensions, utilize strengths, support collaboration, and create more welcoming environments.
Incorporating and evaluating transversal attitudes, skills and [αυτόματη αποθ...
The document provides information about the founding of the Council of Europe and European Union. It discusses key dates and concepts like democracy, human rights, and the rule of law. It also describes activities and assessment strategies for teaching skills like acceptance, communication, cooperation, and understanding across borders. Teachers are encouraged to incorporate themes of democratic citizenship and human rights education into their existing curricula. Learners are expected to develop attitudes, skills, and knowledge to negotiate diverse encounters and support conflict prevention.
Similar to Session 2 - Practicing our Fundamental Duties (20)
httpswww.youtube.comwatchv=Br7XGAwC80EIntercultural.docx
httpswww.youtube.comwatchv=Br7XGAwC80EIntercultural.docx
Education For A Peaceful Transformation Of Conflict
Education For A Peaceful Transformation Of Conflict
1. Examine Hofstedes model of national culture. Are all four dime
1. Examine Hofstedes model of national culture. Are all four dime
1. Examine Hofstedes model of national culture. Are all four dime
1. Examine Hofstedes model of national culture. Are all four dime
TeachersGuide_The Social Dimension_DesignforSutainability
TeachersGuide_The Social Dimension_DesignforSutainability
Week 2 - AssignmentAspects of Social Understanding[WLOs
Week 2 - AssignmentAspects of Social Understanding[WLOs
Bradford mvsu fall 2012 social problems lecture 1 short
Bradford mvsu fall 2012 social problems lecture 1 short
A complexity approach to managing technology enabled business transformation
A complexity approach to managing technology enabled business transformation
Assignment 2 Course ReflectionDuring the past few modules, you co.docx
Assignment 2 Course ReflectionDuring the past few modules, you co.docx
pdfcoffee.com_q3-business-ethics-12-module-5-pdf-free.pdf
pdfcoffee.com_q3-business-ethics-12-module-5-pdf-free.pdf
Incorporating and evaluating transversal attitudes, skills and [αυτόματη αποθ...
Incorporating and evaluating transversal attitudes, skills and [αυτόματη αποθ...
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Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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学校原件一模一样【微信：741003700 】《(Bristol毕业证书)布里斯托大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
AHMR volume 10 number 1 January-April 2024
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
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Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
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This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
Donate to charity during this holiday season
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
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2024: The FAR - Federal Acquisition Regulations, Part 40
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Session 2 - Practicing our Fundamental Duties
- 1. PRACTICING OUR FUNDAMENTAL DUTIES SESSION 2 Duration: 2 hours
- 2. Key Message: Citizenship means reflecting and living our constitutional values Fundamental Duties flow out of the basic values Align our actions with our values and fundamental duties to create change
- 4. Activity 1 “Think about a time when you went out of your way to take some action against an external situation that you thought was unjust, discriminatory, or against one’s own or someone else’s freedom. You could have put yourselves in trouble by doing so, but you still went ahead and did it. Share the incident with each other.”
- 5. De-brief Questions: 1. How did you feel about the situation? 2. What prompted you to take the actions you did?
- 6. Activity 2 Divide yourself into 5 small groups and two fundamental duties will be assigned to each group (refer to Part IV A of Constitution while doing this). Each group should prepare a role play on how you interpret the fundamental duties assigned to you. Each group shares their role play and other groups are asked to identify the fundamental duty being played out.
- 7. De-brief Questions: 1. Refer to the half page on Fundamental Duties and discuss why is the space given to this so less compared to FRs? Are these less important? 2. What does the first duty written here, “to abide by the constitution”... mean to us? 3. What do the other duties written here mean to us?
- 8. Activity 3 Read the handouts which speak about the individuals and organisations that have been working on upholding fundamental duties. The exercise is to work in pairs to identify which specific fundamental duty each case upholds.
- 10. Share, Discuss and Summarize: Citizenship means reflecting and living our constitutional values Fundamental Duties flow out of the basic values Align our actions with our values and fundamental duties to create change
- 11. Actions for next session: Fundament al Duties Famil y Communi ty Commitment