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So all I need is a powerpoint with visual aid pictures describing this written document!!!!! I dont need the actual document on slides just visuals while i read this written document . Start with introduction and go in order with sequence of document . For example when you get to five-step process 1. Pre-trial a picture of someone in a pre trail. 2. Guilt phase trial picture of a guilt phase trail and so on . .
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Social Media and the Modern Impact of InformaticsWrite an es.docx
Social Media and the Modern Impact of Informatics
Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) scholarly citations using APA citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.
Most people remember the story below that made national headlines. As most Americans have smart phones, tablets, and computers the utilization of social media is common place.
Finley, T. (2017, Sept. 20). Navy hospital removes staffers for calling babies ‘mini Satan’s’ on social media.
Parenting
.
If you were writing a hospital policy on smart phone and social media usage, what should be included in the policy?
What potential ethical and legal liabilities are there for the hospital and employees in the case presented above?
In 2007, Harvard University rescinded admission to 10 students after reviewing their social media post.
Do you feel potential employers, current employers, and colleges have the right to access your social media post? Do you feel employers and universities should make decisions based on your post?
Discuss the relationship between accreditation decisions, reimbursement, quality of care, informatics.
.
Social Media and the global marketplace Web 2.0 Business .docx
Social Media and the global marketplace: Web 2.0
Business Models
Readings:
Wirtz, B.W., Schilke, O. and Ullrich, S., 2010. Strategic development of
business models: implications of the Web 2.0 for creating value on the
internet. Long Range Planning, 43(2), pp.272-290.
INB 20009 Managing the Global Marketplace
Lesson plan
• Social Media and digital business models
• Socio-cultural research (Verstehen school of thought)
1) Socio-Cultural Research: The social as capital
2) Socio-Cultural Research: The social as theatre
• Stages of Internationalisation
• A Strategic Approach to Internationalisation: A Traditional Versus a
‘Born-Global’ Approach :
• Implications and recommendations
PART 1
CONCEPTS
A BUSINESS MODEL
• The business model is a holistic management
approach that reflects the fundamental value
creation logic, value creation architecture and the
functioning of a company (Timmers 1998).
• A representation of a firm’s underlying core logic and
strategic choices for creating and capturing value
within a value network (Shafer, S.M., Smith, H.J.
and Linder, J.C., 2005 p.202).
A BUSINESS MODEL…contd
• Porter (1985) distinguishes nine value chain elements. Namely, as
primary elements inbound logistics, operations, outbound logistics,
marketing & sales, service; and as support activities technology
development, procurement, human resource management,
corporate infrastructure.
Components of a business model
Source: (Shafer, S.M., Smith, H.J. and Linder, J.C., 2005 p.202).
The 4C-Net-Business-Model typology
(Wirtz 2000; Wirtz and Lihotzky 2003, p. 522)
• A typology to structure the different business
models on the Internet within the B2C sector.
• Four basic business models are characterised
by different service offerings across Content,
Commerce, Context and Connection.
• The classification is considered as 4C-Net-
Business-Model typology (Wirtz 2000, p. 218).
Content, Commerce, Context and
Connection
• Content-orientated business models are used by firms -
such as The Wall Street Journal Online - that focus on
the collection, selection, compilation, distribution, and/or
presentation of online content.
• Their value proposition is to provide convenient, user-
friendly online access to various types of relevant
content.
Content, Commerce, Context and
Connection
• Commerce-orientated business models focus primarily
on the initiation, negotiation, payment and delivery
aspects of trade transactions using online media.
• Commerce-oriented firms, such as Amazon and Dell,
offer cost-efficient transactions for buyers and sellers of
goods and services.
• Companies focusing on this type of business model use
electronic Internet-based processes to substitute or
support traditional transaction functions and arenas,
creating direct revenue streams in the form of sales
revenues, as well as indirect revenue streams such as
commissions.
Content, Commer.
Social Media and the Boston Marathon Bombings A Case StudyB.docx
Social Media and the Boston Marathon Bombings: A Case Study
By:
George Haddow and Kim Haddow
, Posted on: June 4, 2015
As we reach the final stretch of the capital trial of the Boston Marathon bomber, we present this case study on social media that was originally published in the author’s book
Disaster Communications in a Changing Media World
:
Case Study: BPD and Social Media
At 2:49 PM on April 15, 2013 two bombs exploded near the finish line of the annual Boston Marathon killing three people and injuring 264. The first reports about the about the terrorist attack were spread through Twitter and Facebook.
At 2:59 PM the
Boston Globe
tweeted:
“BREAKING NEWS: Two powerful explosions detonated in quick succession right next to the Boston Marathon finish line this afternoon.”
Minutes later, the Boston Police Department confirmed the explosion in a tweet. And in a separate tweet soon after reported:
“22 injured. 2 dead
#tweetfromthebeat
via
@CherylFiandaca
”
According to Topsy, a Twitter analytics company, at around 4:10 p.m. there were more than 300,000 mentions on Twitter of “Boston explosions.” (Stern, 2013) In a second wave of social media, details about the event spread. Media that included photos of blood covering the ground and a six-second Vine video of the actual explosion was circulated, deepening people’s sense of what had happened. Around 4:30 p.m., there were more than 700,000 mentions on Twitter of the “Boston Marathon.” (Stern, 2013)
Even though television was the most widely-used source of information about the bombing and its aftermath, it was social media that shaped the story and the response. While 80% of Americans followed the story on TV according to the Pew Research Center, about half (49%) say they kept up with news and information online or on a mobile device and a quarter of Americans got information about the explosions and the hunt for the bombers on social networking sites such as Facebook and Twitter.
Young Americans in particular kept up-to-date through social media. Slightly more than half (56%) of an 18-to-29 year subgroup polled by Pew got bombing-related news through social networking sites. (Pew Research Center, 2013).
The Boston bombings and the manhunt that followed became the backdrop for the world to witness the transformation – for good and for bad — in news gathering and distribution, and in disaster management and crises communications caused by social media platforms and technology. The Boston Marathon bombings were a watershed, a moment that marked forever the changed role of social media and the fully participatory public in breaking news events and coverage. The
New York Times
wrote:
It is America’s first fully interactive national tragedy of the social media age.” (Kakutani, 2013)
From marathon runners giving their accounts on Facebook, to law enforcement officials using Twitter to give real-time updates and asking for help identifying and capturing the suspects, to th.
Social media and adolescence, is it good bad When looking at the c.docx
Social media and adolescence, is it good? bad? When looking at the current adolescent generation, social media has become an important influencer. How many likes to I have? How many friends do I have? Am I pretty? etc. are common questions that are asked internally. In this chapter, we were introduced to new thinking patterns and concepts related to this developmental stage, such as personal fable, invincibility fable, egocentrism, etc.
For this assignment, address the following,
How does the influence of social media impact concepts like personal fable, invincibility fable, egocentrism, etc.?
What are the benefits to social media? (think about technology as a whole as well)
How can social media and/or technology hinder development during this stage?
.
Social Media - Public Information OfficerOne of the challeng.docx
Social Media - Public Information Officer
One of the challenges facing the Public Information Officer (PIO) is social media. Social media is both a friend and foe of emergency agencies.
1. What is the role and responsibilities of the PIO?
2. And what do Twitter, Facebook, and other social media sites mean these days to the PIO?
3. Using the internet or professional journals,
find two articles and post the links to the two articles
. One of these should show how
an emergency agency uses social media in a positive manner, such as to inform and involve the local community being served.
4. The other link should show
how social media was used in an unprofessional manner and made the agency involved look bad in the eyes of the public.
5. Give a one paragraph summary of each link.
400-450 words excluding reference, APA style format and a minimum of 3 references.
.
Social marketing applies commercial marketing strategies to promot.docx
The document discusses social marketing strategies for promoting measles, mumps, and rubella (MMR) vaccination among young children in developing countries. It covers key concepts in social marketing like consumer orientation, audience segmentation, communication channels, and process tracking. A social marketing model is presented involving 6 steps: planning strategies, selecting communication channels, generating and pretesting materials, implementation, assessment, and feedback. The overall approach aims to address misgivings about the MMR vaccine and encourage its administration through education and awareness campaigns.
Social Justice Research, Vol. 17, No. 3, September 2004 ( C© 2.docx
Social Justice Research, Vol. 17, No. 3, September 2004 ( C© 2004)
Restorative Sentencing: Exploring the Views
of the Public
Julian V. Roberts1,3 and Loretta J. Stalans2
Within the past decade, restorative justice has emerged as a truly global phe-
nomenon. Although retributive justice has dominated the penal landscape, more
recently, restorative principles at sentencing have attracted increased attention.
Restorative sentencing emphasizes the importance of compensation and recon-
ciliation between victims and offenders and pays less attention to establishing
proportionality between the seriousness of the offense and the severity of the sen-
tence imposed. Although voluminous (and proliferating), the scholarly literature
on restorative justice has to date neglected one critical issue: public opinion with
respect to this justice paradigm. Public opinion researchers too, have generally
overlooked this topic. The goal of this paper is to determine which elements
of the new paradigm generate public approval, and which features are likely
to encounter or provoke public opposition, drawing upon related international
research published in English over the past 20 years (1982–2002). The review
reveals widespread support for “restorative” sentencing options, such as commu-
nity service, compensation, and restitution, particularly when applied to young
offenders. However, it also seems clear that public support for these alternatives
to punitive sentencing options declines as the seriousness of the offence increases,
suggesting strong public adherence to the retributive principle of proportionality
in sentencing.
KEY WORDS: restorative justice; public opinion.
Within the past decade, restorative justice has emerged as a truly global
phenomenon. Restorative programs and policies have been created in most indus-
trialized and many developing nations. Restorative initiatives exist at all stages of
1Department of Criminology, University of Ottawa, Canada.
2Department of Criminal Justice, Loyola University, Chicago.
3All correspondence should be addressed to Julian V. Roberts, Department of Criminology, University
of Ottawa, Canada; e-mail: [email protected]
315
0885-7466/04/0900-0315/0 C© 2004 Plenum Publishing Corporation
316 Roberts and Stalans
the criminal process, from policing to prisons and community-based corrections
(e.g., Braithwaite, 1999; Walgrave, 2002). Defining terms such as “restorative
justice” or “restorative sentencing” is not easy, as the initiatives encompassed by
these terms vary widely across jurisdictions. Nevertheless, some defining char-
acteristics are clear. In contrast to retributive justice, restorative justice stresses
reconciliation between the offender, the victim, and the community to which both
belong. At the stage of sentencing, restorative justice emphasizes the importance
of responding to the needs of victims and encourages the offender to accept re-
sponsibility and express remorse. Restorative sentencing pr.
Social Justice and Family Policy Dr. Williams Instructi.docx
Social Justice and Family Policy
Dr. Williams
Instructions for the Critical Essay
Utilizing seven to ten outside scholarly sources students are to write critical essays (5-7 pages not
including title and reference pages) documenting an essential issue with regard to the course’s influence
on a policy. Students may also include official and organizational research reports as part of their
allotted references too1. These essays are positional in nature (you’re arguing a stance using scholarly
evidence), and will be written in an academic and scholarly tone. Arguments must be cogent, logical,
and supported by facts (which will come from one’s research). APA citation and reference lists are
required. These essays will be well proof-read before submission. Font: Times New Roman, 12. The
essay should be double-spaced and numbered. Below are instructions regarding the format:
1. The assignment requires a traditional APA title page. Students may assign the essay its own
title, be creative. Again, the title page and references are not counted in the page requirement.
2. The structure of the paper should be sectioned like such:
a. Introduction
b. The Policy (here you will provide an explanation/background of your chosen policy)
c. Corresponding Issue #1
d. Corresponding Issue #2
e. Suggested Policy Change
f. Conclusion
g. References
3. The Introduction should provide a thorough roadmap of where you intend to take the reader;
thus, here you want to establish a clear but brief outline of your policy of choice and the issues
you plan to uncover—leave the rest for folks to see in the essay. This should be no more than a
good thick paragraph.
4. The proceeding pages should be well structured by sections/headings which will correspond to
remaining four points mentioned after the introduction. For example, for a policy one may
choose sentencing, and then his/her two issues may be mass incarceration and reentry (you’d
use those titles as the headings for your sections in the essay, or you can be more creative and
call them something else, but the sections need to be distinct from each other). The
information contained in each respective section will include a meshing together of your
scholarly sources and your understanding of your chosen policy. This part of the essay will
become more refined as one continue to engage in research. Remember, all points/arguments
explained in these pages must be cited and backed by evidence. Your writing should be both
informative and persuasive, which means you should be explaining to your reader the gist of the
1. These are the sources that will give one the statistics he/she would need to describe the scope of the
problem/issue which will be covered in the essay. It is important that the essay has some stats in it to substantiate
all arguments. For instance, for crime stats see .
Recommended
Social Media and the Modern Impact of InformaticsWrite an es.docx
Social Media and the Modern Impact of Informatics
Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) scholarly citations using APA citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.
Most people remember the story below that made national headlines. As most Americans have smart phones, tablets, and computers the utilization of social media is common place.
Finley, T. (2017, Sept. 20). Navy hospital removes staffers for calling babies ‘mini Satan’s’ on social media.
Parenting
.
If you were writing a hospital policy on smart phone and social media usage, what should be included in the policy?
What potential ethical and legal liabilities are there for the hospital and employees in the case presented above?
In 2007, Harvard University rescinded admission to 10 students after reviewing their social media post.
Do you feel potential employers, current employers, and colleges have the right to access your social media post? Do you feel employers and universities should make decisions based on your post?
Discuss the relationship between accreditation decisions, reimbursement, quality of care, informatics.
.
Social Media and the global marketplace Web 2.0 Business .docx
Social Media and the global marketplace: Web 2.0
Business Models
Readings:
Wirtz, B.W., Schilke, O. and Ullrich, S., 2010. Strategic development of
business models: implications of the Web 2.0 for creating value on the
internet. Long Range Planning, 43(2), pp.272-290.
INB 20009 Managing the Global Marketplace
Lesson plan
• Social Media and digital business models
• Socio-cultural research (Verstehen school of thought)
1) Socio-Cultural Research: The social as capital
2) Socio-Cultural Research: The social as theatre
• Stages of Internationalisation
• A Strategic Approach to Internationalisation: A Traditional Versus a
‘Born-Global’ Approach :
• Implications and recommendations
PART 1
CONCEPTS
A BUSINESS MODEL
• The business model is a holistic management
approach that reflects the fundamental value
creation logic, value creation architecture and the
functioning of a company (Timmers 1998).
• A representation of a firm’s underlying core logic and
strategic choices for creating and capturing value
within a value network (Shafer, S.M., Smith, H.J.
and Linder, J.C., 2005 p.202).
A BUSINESS MODEL…contd
• Porter (1985) distinguishes nine value chain elements. Namely, as
primary elements inbound logistics, operations, outbound logistics,
marketing & sales, service; and as support activities technology
development, procurement, human resource management,
corporate infrastructure.
Components of a business model
Source: (Shafer, S.M., Smith, H.J. and Linder, J.C., 2005 p.202).
The 4C-Net-Business-Model typology
(Wirtz 2000; Wirtz and Lihotzky 2003, p. 522)
• A typology to structure the different business
models on the Internet within the B2C sector.
• Four basic business models are characterised
by different service offerings across Content,
Commerce, Context and Connection.
• The classification is considered as 4C-Net-
Business-Model typology (Wirtz 2000, p. 218).
Content, Commerce, Context and
Connection
• Content-orientated business models are used by firms -
such as The Wall Street Journal Online - that focus on
the collection, selection, compilation, distribution, and/or
presentation of online content.
• Their value proposition is to provide convenient, user-
friendly online access to various types of relevant
content.
Content, Commerce, Context and
Connection
• Commerce-orientated business models focus primarily
on the initiation, negotiation, payment and delivery
aspects of trade transactions using online media.
• Commerce-oriented firms, such as Amazon and Dell,
offer cost-efficient transactions for buyers and sellers of
goods and services.
• Companies focusing on this type of business model use
electronic Internet-based processes to substitute or
support traditional transaction functions and arenas,
creating direct revenue streams in the form of sales
revenues, as well as indirect revenue streams such as
commissions.
Content, Commer.
Social Media and the Boston Marathon Bombings A Case StudyB.docx
Social Media and the Boston Marathon Bombings: A Case Study
By:
George Haddow and Kim Haddow
, Posted on: June 4, 2015
As we reach the final stretch of the capital trial of the Boston Marathon bomber, we present this case study on social media that was originally published in the author’s book
Disaster Communications in a Changing Media World
:
Case Study: BPD and Social Media
At 2:49 PM on April 15, 2013 two bombs exploded near the finish line of the annual Boston Marathon killing three people and injuring 264. The first reports about the about the terrorist attack were spread through Twitter and Facebook.
At 2:59 PM the
Boston Globe
tweeted:
“BREAKING NEWS: Two powerful explosions detonated in quick succession right next to the Boston Marathon finish line this afternoon.”
Minutes later, the Boston Police Department confirmed the explosion in a tweet. And in a separate tweet soon after reported:
“22 injured. 2 dead
#tweetfromthebeat
via
@CherylFiandaca
”
According to Topsy, a Twitter analytics company, at around 4:10 p.m. there were more than 300,000 mentions on Twitter of “Boston explosions.” (Stern, 2013) In a second wave of social media, details about the event spread. Media that included photos of blood covering the ground and a six-second Vine video of the actual explosion was circulated, deepening people’s sense of what had happened. Around 4:30 p.m., there were more than 700,000 mentions on Twitter of the “Boston Marathon.” (Stern, 2013)
Even though television was the most widely-used source of information about the bombing and its aftermath, it was social media that shaped the story and the response. While 80% of Americans followed the story on TV according to the Pew Research Center, about half (49%) say they kept up with news and information online or on a mobile device and a quarter of Americans got information about the explosions and the hunt for the bombers on social networking sites such as Facebook and Twitter.
Young Americans in particular kept up-to-date through social media. Slightly more than half (56%) of an 18-to-29 year subgroup polled by Pew got bombing-related news through social networking sites. (Pew Research Center, 2013).
The Boston bombings and the manhunt that followed became the backdrop for the world to witness the transformation – for good and for bad — in news gathering and distribution, and in disaster management and crises communications caused by social media platforms and technology. The Boston Marathon bombings were a watershed, a moment that marked forever the changed role of social media and the fully participatory public in breaking news events and coverage. The
New York Times
wrote:
It is America’s first fully interactive national tragedy of the social media age.” (Kakutani, 2013)
From marathon runners giving their accounts on Facebook, to law enforcement officials using Twitter to give real-time updates and asking for help identifying and capturing the suspects, to th.
Social media and adolescence, is it good bad When looking at the c.docx
Social media and adolescence, is it good? bad? When looking at the current adolescent generation, social media has become an important influencer. How many likes to I have? How many friends do I have? Am I pretty? etc. are common questions that are asked internally. In this chapter, we were introduced to new thinking patterns and concepts related to this developmental stage, such as personal fable, invincibility fable, egocentrism, etc.
For this assignment, address the following,
How does the influence of social media impact concepts like personal fable, invincibility fable, egocentrism, etc.?
What are the benefits to social media? (think about technology as a whole as well)
How can social media and/or technology hinder development during this stage?
.
Social Media - Public Information OfficerOne of the challeng.docx
Social Media - Public Information Officer
One of the challenges facing the Public Information Officer (PIO) is social media. Social media is both a friend and foe of emergency agencies.
1. What is the role and responsibilities of the PIO?
2. And what do Twitter, Facebook, and other social media sites mean these days to the PIO?
3. Using the internet or professional journals,
find two articles and post the links to the two articles
. One of these should show how
an emergency agency uses social media in a positive manner, such as to inform and involve the local community being served.
4. The other link should show
how social media was used in an unprofessional manner and made the agency involved look bad in the eyes of the public.
5. Give a one paragraph summary of each link.
400-450 words excluding reference, APA style format and a minimum of 3 references.
.
Social marketing applies commercial marketing strategies to promot.docx
The document discusses social marketing strategies for promoting measles, mumps, and rubella (MMR) vaccination among young children in developing countries. It covers key concepts in social marketing like consumer orientation, audience segmentation, communication channels, and process tracking. A social marketing model is presented involving 6 steps: planning strategies, selecting communication channels, generating and pretesting materials, implementation, assessment, and feedback. The overall approach aims to address misgivings about the MMR vaccine and encourage its administration through education and awareness campaigns.
Social Justice Research, Vol. 17, No. 3, September 2004 ( C© 2.docx
Social Justice Research, Vol. 17, No. 3, September 2004 ( C© 2004)
Restorative Sentencing: Exploring the Views
of the Public
Julian V. Roberts1,3 and Loretta J. Stalans2
Within the past decade, restorative justice has emerged as a truly global phe-
nomenon. Although retributive justice has dominated the penal landscape, more
recently, restorative principles at sentencing have attracted increased attention.
Restorative sentencing emphasizes the importance of compensation and recon-
ciliation between victims and offenders and pays less attention to establishing
proportionality between the seriousness of the offense and the severity of the sen-
tence imposed. Although voluminous (and proliferating), the scholarly literature
on restorative justice has to date neglected one critical issue: public opinion with
respect to this justice paradigm. Public opinion researchers too, have generally
overlooked this topic. The goal of this paper is to determine which elements
of the new paradigm generate public approval, and which features are likely
to encounter or provoke public opposition, drawing upon related international
research published in English over the past 20 years (1982–2002). The review
reveals widespread support for “restorative” sentencing options, such as commu-
nity service, compensation, and restitution, particularly when applied to young
offenders. However, it also seems clear that public support for these alternatives
to punitive sentencing options declines as the seriousness of the offence increases,
suggesting strong public adherence to the retributive principle of proportionality
in sentencing.
KEY WORDS: restorative justice; public opinion.
Within the past decade, restorative justice has emerged as a truly global
phenomenon. Restorative programs and policies have been created in most indus-
trialized and many developing nations. Restorative initiatives exist at all stages of
1Department of Criminology, University of Ottawa, Canada.
2Department of Criminal Justice, Loyola University, Chicago.
3All correspondence should be addressed to Julian V. Roberts, Department of Criminology, University
of Ottawa, Canada; e-mail: [email protected]
315
0885-7466/04/0900-0315/0 C© 2004 Plenum Publishing Corporation
316 Roberts and Stalans
the criminal process, from policing to prisons and community-based corrections
(e.g., Braithwaite, 1999; Walgrave, 2002). Defining terms such as “restorative
justice” or “restorative sentencing” is not easy, as the initiatives encompassed by
these terms vary widely across jurisdictions. Nevertheless, some defining char-
acteristics are clear. In contrast to retributive justice, restorative justice stresses
reconciliation between the offender, the victim, and the community to which both
belong. At the stage of sentencing, restorative justice emphasizes the importance
of responding to the needs of victims and encourages the offender to accept re-
sponsibility and express remorse. Restorative sentencing pr.
Social Justice and Family Policy Dr. Williams Instructi.docx
Social Justice and Family Policy
Dr. Williams
Instructions for the Critical Essay
Utilizing seven to ten outside scholarly sources students are to write critical essays (5-7 pages not
including title and reference pages) documenting an essential issue with regard to the course’s influence
on a policy. Students may also include official and organizational research reports as part of their
allotted references too1. These essays are positional in nature (you’re arguing a stance using scholarly
evidence), and will be written in an academic and scholarly tone. Arguments must be cogent, logical,
and supported by facts (which will come from one’s research). APA citation and reference lists are
required. These essays will be well proof-read before submission. Font: Times New Roman, 12. The
essay should be double-spaced and numbered. Below are instructions regarding the format:
1. The assignment requires a traditional APA title page. Students may assign the essay its own
title, be creative. Again, the title page and references are not counted in the page requirement.
2. The structure of the paper should be sectioned like such:
a. Introduction
b. The Policy (here you will provide an explanation/background of your chosen policy)
c. Corresponding Issue #1
d. Corresponding Issue #2
e. Suggested Policy Change
f. Conclusion
g. References
3. The Introduction should provide a thorough roadmap of where you intend to take the reader;
thus, here you want to establish a clear but brief outline of your policy of choice and the issues
you plan to uncover—leave the rest for folks to see in the essay. This should be no more than a
good thick paragraph.
4. The proceeding pages should be well structured by sections/headings which will correspond to
remaining four points mentioned after the introduction. For example, for a policy one may
choose sentencing, and then his/her two issues may be mass incarceration and reentry (you’d
use those titles as the headings for your sections in the essay, or you can be more creative and
call them something else, but the sections need to be distinct from each other). The
information contained in each respective section will include a meshing together of your
scholarly sources and your understanding of your chosen policy. This part of the essay will
become more refined as one continue to engage in research. Remember, all points/arguments
explained in these pages must be cited and backed by evidence. Your writing should be both
informative and persuasive, which means you should be explaining to your reader the gist of the
1. These are the sources that will give one the statistics he/she would need to describe the scope of the
problem/issue which will be covered in the essay. It is important that the essay has some stats in it to substantiate
all arguments. For instance, for crime stats see .
SOCIAL JUSTICE AND SOCIOLOGYAGENDAS FOR THETWENTY-FIR.docx
SOCIAL JUSTICE AND SOCIOLOGY:
AGENDAS FOR THE
TWENTY-FIRST CENTURY
JOE R, FEAGIN
University of Florida
The world's peoples face daunting challenges in the
twenty-first century. While apologists herald the globaliza-
tion of capitalism, many people on our planet experience
recurring economic exploitation, immiseration, and envi-
ronmental crises linked to capitalism's spread. Across the
globe social movements continue to raise the issues of
social justice and democracy. Given the new century's
serious challenges, sociologists need to rediscover their
roots in a sociology committed to social justice, to cultivate and extend the long-
standing "countersystem" approach to research, to encourage greater self-reflection
in sociological analysis, and to re-emphasize the importance ofthe teaching of soci-
ology. Finally, more sociologists should examine the big social questions of this
century, including the issues of economic exploitation, social oppression, and the
looming environmental crises. And, clearly, more sociologists should engage in the
study of alternative social futures, including those of more just and egalitarian soci-
eties. Sociologists need to think deeply and imaginatively about sustainable social
futures and to aid in building better human societies.
WE STAND today at the beginning ofa challenging new century. Like
ASA Presidents before me, I am conscious
of the honor and the responsibility that this
address carries with it, and I feel a special
obligation to speak about the role of sociol-
ogy and sociologists in the twenty-first cen-
tury. As we look forward, let me quote W. E.
B. Du Bois, a pathbreaking U.S. sociologist.
In his last autobiographical statement, Du
Bois (1968) wrote:
Direct correspondence to Joe R. Feagin, De-
partment of Sociology, Box 117330, University
of Florida, Gainesville, FL 32611, (feagin®
ufl.edu). I would like to thank the numerous col-
leagues who made helpful comments on various
drafts of this presidential address. Among these
were Hernan Vera, Sidney Willhelm, Bernice
McNair Barnett, Gideon Sjoherg, Anne Rawls,
Mary Jo Deegan, Michael R. Hill, Patricia
Lengermann, Jill Niebrugge-Brantley, Tony
Orum, William A. Smith, Ben Agger, Karen
Pyke, and Leslie Houts.
[TJoday the contradictions of American civi-
lization are tremendous. Freedom of politi-
cal discussion is difficult; elections are not
free and fair. . . . The greatest power in the
land is not thought or ethics, but wealth. . . .
Present profit is valued higher than future
need. . . . I know the United States. It is my
country and the land of my fathers. It is still
a land of magnificent possibilities. It is still
the home of noble souls and generous
people. But it is selling its birthright. It is
betraying its mighty destiny. (Pp. 418-19)
Today the social contradictions of Ameri-
can and global civilizations are still im-
mense. Many prominent voices tell us that it
is the best of times; other voices insist that it
is the worst of t.
Social Justice Analysis of a Current Issue The effects of the O.docx
Social Justice Analysis of a Current Issue: The effects of the Opioid Epidemic in urban communities
the most recent edition of the APA manual).
In 3-4 pages, title and references apply course frameworks to a contentious current social welfare policy issue
.
SOCIAL ISSUES DISCUSSION You are required to identify any curr.docx
SOCIAL ISSUES DISCUSSION
You are required to identify any current social issue and discuss its impact on children, families, schools, and communities. You should include a discussion of public policies related to this issue. If no public policies exist, suggest a couple that you think are needed. Also specify the potential influence of this topic on the child’s development and identity formation.
Keep in mind that social issues are dynamic: they arise, change, gain or lose priority as the tone of the times changes. The issues you choose need to be current. They can be local (specific to a community such as loss of a library or gang problems), or national (i.e. childhood obesity, lack of art, enrichment, physical education, etc. in public school curriculum, separation of church and state issues). You may choose any topic that interests you if it is current, and you are able to respond to each of the prompts listed below in the instructions.
What you will turn in:
A 5-6-page minimum (no maximum and this does not include the cover page nor the reference page) summary of the topic explaining:
What the topic is as well as the incidence of the topic,
why it is a noteworthy social issue,
how it impacts children, families, and communities.
Explain how children’s development may be affected by this issue; include all affected developmental domains.
Are there any current policies that address this issue? Explain and suggest others.
What are some possible solutions to address this issue? (your educated opinion of 2+ solutions and why)
Please format this in APA style and include a reference page with any sources you used to gather your information. You must cite at least four sources, plus your textbook (5 total). You must include page numbers for each citation. Your sources do not need to be empirical research studies, although they may be if you choose.
Chapter 4: Data and Databases from Information Systems for Business and Beyond is available under a
Creative Commons Attribution 3.0 Unported license. © 2014, David T. Bourgeois. The content is made
possible by funding from The Saylor Foundation's Open Textbook Challenge.
http://www.saylor.org/site/textbooks/Information%20Systems%20for%20Business%20and%20Beyond.pdf
http://creativecommons.org/licenses/by/3.0/legalcode
Chapter 4: Data and Databases
David T. Bourgeois
Learning Objectives
Upon successful completion of this chapter, you will be able to:
• describe the differences between data, information, and knowledge;
• define the term database and identify the steps to creating one;
• describe the role of a database management system;
• describe the characteristics of a data warehouse; and
• define data mining and describe its role in an organization.
Introduction
You have already been introduced to the first two components of information systems: hardware and
software. However, those two components by themselves do not make a computer useful. Imagine if you
turned o.
Social issue - BullyingIdentify and summarize the contemporary s.docx
Social issue - Bullying
Identify and summarize the contemporary social issue you selected (Bullying), citing resources to strengthen your summary. Explain what is happening in the issue, and provide a brief history of how the issue began.
**See the attached file for additional questions and instructions on how to answer the questions using PowerPoint **
.
Social InterestA key component of Adlers theory is what he call.docx
Social Interest
A key component of Adler's theory is what he calls "social interest." He maintains that social interest is an important criterion for a healthy personality. Adler also talks about inferiority and compensation in his theory of personality.
On the basis of your understanding on "social interest," discuss the following:
Write about a public figure from popular culture, such as politics, movies, or television.
Explain how social interest is or was a factor in his or her personality development.
Explain how factors such as inferiority and compensation are displayed in your subject's personality.
Support your responses with examples. Cite any sources in APA format.
.
Social Interaction AssignmentPurpose To research a social.docx
Social Interaction Assignment
Purpose:
To research a social setting and observe social interaction.
Instructions:
Visit an area where you can discretely observe social interaction (i.e., a cafeteria, a restaurant, the mall, a social event, etc.) and complete the summary and analysis below. Before conducting your observation, review the following concepts from your text:
Review the symbolic interaction approach (pages 20-22)
Chapter 5: Socialization
Chapter 6: Social Interaction in Everyday Life
The Activity:
Spend some time (minimum of 15 minutes) quietly observing what is going on and briefly summarize what different persons in the setting were doing.
Summary and Analysis:
Once you have completed your observation and made notes, analyze the patterns of social interaction that you observed and respond to the following:
1) Describe the context for your observation. This includes the location, setting, type of people observed, time of day, day of week length of observation, etc. You may also include any other details you deem relevant.
2) What examples of socialization did you notice? This may include the process of socialization in progress (i.e. a parent encouraging their child to use good table manners) or evidence of the effects of socialization (i.e. waiting politely in a long line).
3) Give at least three examples of each of the following that you observed during your interaction: ascribed status, achieved status, and roles.
4) Describe at least five examples of social exchange that you noticed and discuss the potential impact (helpful, disruptive, etc.) on the individuals involved.
5) What examples of “gendered” interaction did you notice regarding the ways in which women and men are socialized regarding demeanor, uses of space, starting, touching, smiling, and language. Explain whether or not this was consistent with what you learned in chapter 6 (pages 165-166 and 170).
Mechanics:
Assignments must be a minimum of one page, single spaced, typed, standard 8.5x11 page, 1” margins, Times New Roman or Arial 10-12 point font, and include your name/course/assignment title/date.
.
Social Institutions are a part of our everyday life. What is a socia.docx
Social Institutions are a part of our everyday life. What is a social institution? How do social institutions effect your life? Write a one-page paper about the micro and macro implications of social institutions that you have read about in this module. What theoretical implications can you uncover? Why do you think it is important to study social institutions?
.
Social Institutions Paper#2 topic is one of those below .docx
Social Institutions
Paper#2 topic is one of those below
1. Economy (Topic: Feminization of Poverty)
2. Education (Topics: Inequality (individual and /or structural) or School Violence)
3. The Elderly (Topics: Ageism/Discrimination or Elder Abuse)
.
Social InjusticeInstructionsPlease complete the following s.docx
This document provides instructions for a discussion post on social injustice and pop culture. Students are asked to consider how pop culture has promoted social justice by giving specific examples. They are also asked to share a unique example of how pop culture has influenced public opinion to promote equality, justice, acceptance or tolerance. Finally, students are asked whether people with a large pop culture following have an ethical responsibility to promote positive messages, and they must validate their opinions with citations.
Social injustice in educationincluded in my PowerPoint was 1.docx
Social injustice in education
included in my PowerPoint was
1. How education affect children poverty
2. how immigrants struggle in education and their mental health
3. LGBTQ how they struggle in education and their mental health
4. The discipline in school like certain rules that are in placed that affect them
needs to be 6 pages and I need at least four references
.
Social Injustice, Jack Johnson, pro boxer how did racism influen.docx
Social Injustice,
Jack Johnson, pro boxer how did racism influence his professional life.
Muhammad Ali, how did his refusal to go into the army affect his professional career.
Tommy Smith, what happened to him after coming home from the Olympics at the raising his fist.
LeBron James, what has been his influence in today’s society when it pertains to social injustices.
.
Social influence is not always negative. In some instances, it may.docx
Social influence is not always negative. In some instances, it may be used to promote beneficial behaviors. Are the decisions made by individuals in response to positive social influences more valid than those made in response to negative social influences? Why or why not? [Provide 2 references and 2 intext citations]
.
Social Inclusion (ISSN 2183–2803)2018, Volume 6, Issue 1, P.docx
Social Inclusion (ISSN: 2183–2803)
2018, Volume 6, Issue 1, Pages 29–39
DOI: 10.17645/si.v6i1.1193
Article
Equality of What? The Capability Approach and the Right to Education for
Persons with Disabilities
Andrea Broderick
Department of International and European Law, Maastricht University, 6211 LH Maastricht, The Netherlands;
E-Mail: [email protected]
Submitted: 29 September 2017 | Accepted: 27 December 2017 | Published: 26 March 2018
Abstract
The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal partici-
pation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention
on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on
an equal basis with others as well as the full development of human potential. Since the adoption of the Convention,
there has been much theorising about inclusive education; however, there has been little focus on the meaning of equal-
ity in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya
Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is of-
ten viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational
sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new
insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the
national level.
Keywords
capability approach; CRPD; disability; education; equality; inclusive education; United Nations
Issue
This article is part of the issue “Disability Equality: In Theory and Practice”, edited by Mark Priestley (University of Leeds,
UK) and Lisa Waddington (Maastricht University, The Netherlands).
© 2018 by the author; licensee Cogitatio (Lisbon, Portugal). This article is licensed under a Creative Commons Attribu-
tion 4.0 International License (CC BY).
1. Introduction
The question ‘equality of what?’ is often posed during
debates on political philosophy and interdisciplinary de-
bates on distributive justice. It concerns a decision as to
the elements which governmental policies and institu-
tional structures should aim to equalise. The same ques-
tion was posed by economist-philosopher Amartya Sen,
who first introduced his theory of ‘basic capability equal-
ity’ in his Tanner Lectures (Sen, 1979, p. 218):
I believe what is at issue is the interpretation of needs
in the form of basic capabilities. This interpretation of
needs and interests is often implicit in the demand for
equality. This type of equality I shall call “basic capa-
bility equality”.
The capability approach encompasses a ‘partial theory
of social justice’ (Nussbaum, 2009, p. 232) and a norma-
tive framework for the asse.
Social InequalityAnswer the following questions1a. .docx
Social Inequality
Answer the following questions:
1a. Compare and contrast the functionalist view of social stratification and the conflict theory's view of social stratification.
b. How does social stratification influence the daily interactions of individuals?
c. How do systems of class, based on factors such as prestige, power, income, and wealth, influence your own daily routines, as well as your beliefs and attitudes?
d. Illustrate your ideas with examples from everyday life as well as include a recent news piece on stratification or inequality.
e. Include a brief description and link for your news story (a full citation is not required).
This essay meets the following course objectives:
Apply a sociological perspective to the social world
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Describe global stratification.
Explain social class in the United States.
350-400 words excluding references and a minimum of 3 references
.
Social Inequality EssayYour assignment is to write an argument.docx
Social Inequality Essay
Your assignment is to write an argumentative essay in which you take opposition on inequality. This can be one of the specific issues from the Real World text, or you can write on a topic that affects the world today.
Your paper should follow the guidelines below:
I. Introduction- give background or perhaps an illustrative example to show the significance of the subject or the nature of the social problem. Consider stating the conclusion of your argument here as the theses of your essay.
II. Opposing argument- give a brief statement of the opposing view(s) to present that you have considered the opposing views.
III. Presentation of argument- Throughout the body of your essay you should build your case with evident and meaningful content that is creditable.
IV. Conclusion- Once your evidence has been presented and/or your position is defended, provide grounds for your position and conclusion.
Format:
Your essay should be written using ASA format to include references and citations. Your paper should be 3-4 pages and incorporate at least 2 different scholarly resources.
.
Social History of Sports in the U.S. This course is entirely on.docx
Social History of Sports in the U.S.
This course is entirely on-line, so all information can be obtained through the Blackboard site, or by e-mailing Bill Offutt directly at
[email protected]
or
[email protected]
NOTE:
Because this course is extremely condensed into 40 days, I will be posting much of the material ahead of when it is due, for students to work through at their own pace; in other words, you can work ahead as you feel like it. There are certain pieces of material, from Unit Two forward, that will be added to both the
Course Documents
, where the assigned readings are, and
Discussion Board
, where focused questions and material will guide your responses. The materials will be added in time for use by the various intermediate deadlines. However, there are particular deadlines for completion of the discussion writing on the various units of material as well as the two papers that make up the grade, and students must pay close attention to these deadlines in order to complete the course.
Course Goals:
This course will examine the experience of sports and leisure for different groups of Americans (e.g., African-Americans, women, working class), from colonial times to the present but primarily focused on the 20th century. My goal is to introduce students to historical analysis and argument through the examination of the sports and leisure time activities that won increasing popularity among Americans from the late nineteenth to the late twentieth century. This course will incorporate analytical categories from social history (class, race, gender, ethnicity) as well as the frameworks used by cultural, economic, and political history. This course will thus involve students in gaining a better understanding of the relationships that sports and leisure have with the social, economic, cultural and political forces at work in the United States and the world. Students will appreciate the issues that have affected sports participation over the years, including racial and gender discrimination, class economics, and commercialization.
Students are expected to learn not only the basic data of American social history of sports but also to express that knowledge in oral and written argument that employs evidence to prove historical theses. Precise assignments for discussion are given at the end of this syllabus. Students will also be expected to use the Blackboard site for discussion. This course is thus NOT about player statistics, won-loss records, and/or fantasy leagues. It is about understanding the role sports has played in American society over time, and that is a serious historical inquiry.
By the end of the course, you will be able to:
1) Identify and analyze the changing meaning and significance of sports and leisure to American society and culture.
2) Discuss the major developments in sports as they were influenced by major social, economic, cultural and political forces in American history, and (in turn) how sports pa.
Social Forces, Gangs, and Crime - Part 1The focus of this assign.docx
Social Forces, Gangs, and Crime - Part 1
The focus of this assignment is on social process theory: the socialized to crime perspective on criminality. Social learning, social control, and social reaction (labeling) theories view crime as a function of people's interactions with various organizations, institutions, and processes in society. The socialization process is very influential in human development. According to this theory, all people regardless of race, class, or gender have the potential to become delinquents and/or criminals.
Complete the following:
Select a gang or group within a large urban area or city.
Explore the burdens of social class, poverty, racism, poor schools, and dysfunctional families, and the possible impact of these social forces on criminality in such a setting.
Explain how these negative social forces might be counteracted by positive peer relations, a supportive family, educational success, and structured religious beliefs using social and criminal justice initiatives.
Explore the overall relationship between social class and crime. Most residents of the inner-city refrain from criminal activity, and those who do commit crimes, age out over time. Why?
Review the Social Forces, Gangs, and Crime – Part 1 Scoring Guide to understand the grading criteria for this assignment.
Other Requirements
Your paper should meet the following requirements:
Written communication: Written communication should be clear, organized, and free of errors; it should also follow professional standards.
APA format: Resources and citations must be formatted according to current APA style and formatting guidelines.
Number of references: At least five academic sources, of which at least two should not be course materials.
Length of paper: 4–6 double-spaced pages, including the cover page and reference page.
Font and font size: Times or Times New Roman, 12 point.
.
Social Factors and Health OutcomesWeek 2 explored the intera.docx
Social Factors and Health Outcomes
Week 2 explored the interaction between the “bio” and “psycho” aspects of an illness. The third component of the biopsychosocial model is the focus of this week.
Social factors such as socioeconomic status, educational attainment, social interactions and support, and health literacy independently influence the development and progression of illness and health outcomes. Other social determinants of health or illness are race, ethnicity, occupation, geographic location, and religion. These factors influence health through direct psychobiological processes or lifestyle modifications (Martikainen, Bartley, & Lahelma, 2002).
To prepare for this Discussion:
Review this week’s resources.
Consider social factors known to influence health outcomes. Select two factors of interest to you. Consider both macro and micro aspects of medical social work
Post an explanation of how TWO social factor influence health outcomes. Describe medical social work interventions that target these factors to improve health outcomes, and explain why you selected these interventions. Explain the tasks a social worker might need to complete in order to reach the desired outcomes.
Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style.
.
Social EngineeringSocial engineering requires that a hacker .docx
"Social Engineering"
Social engineering requires that a hacker manipulate users to prey on their human weakness/ignorance and willingness to interact. What, in your opinion, are the inherent dangers to you as an IT security professional and a private person? Describe your plans for keeping your family and your professional lives secure. Are there any online tools that can assist with protecting “private” information?
.
Social Engineering PSA(Public service announcement)1. Create a .docx
Social Engineering PSA(Public service announcement)
1. Create a 2-minute video about social engineering. It can be any aspect of social engineering. Your goal is to use Cialdini's six principles of influence.
2. Create a storyboard of your video. It should contain pictures showing how your video will flow.
3. Short (at least 500 words) paper explaining how your video uses the six principles of influence
.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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SOCIAL JUSTICE AND SOCIOLOGYAGENDAS FOR THETWENTY-FIR.docx
SOCIAL JUSTICE AND SOCIOLOGY:
AGENDAS FOR THE
TWENTY-FIRST CENTURY
JOE R, FEAGIN
University of Florida
The world's peoples face daunting challenges in the
twenty-first century. While apologists herald the globaliza-
tion of capitalism, many people on our planet experience
recurring economic exploitation, immiseration, and envi-
ronmental crises linked to capitalism's spread. Across the
globe social movements continue to raise the issues of
social justice and democracy. Given the new century's
serious challenges, sociologists need to rediscover their
roots in a sociology committed to social justice, to cultivate and extend the long-
standing "countersystem" approach to research, to encourage greater self-reflection
in sociological analysis, and to re-emphasize the importance ofthe teaching of soci-
ology. Finally, more sociologists should examine the big social questions of this
century, including the issues of economic exploitation, social oppression, and the
looming environmental crises. And, clearly, more sociologists should engage in the
study of alternative social futures, including those of more just and egalitarian soci-
eties. Sociologists need to think deeply and imaginatively about sustainable social
futures and to aid in building better human societies.
WE STAND today at the beginning ofa challenging new century. Like
ASA Presidents before me, I am conscious
of the honor and the responsibility that this
address carries with it, and I feel a special
obligation to speak about the role of sociol-
ogy and sociologists in the twenty-first cen-
tury. As we look forward, let me quote W. E.
B. Du Bois, a pathbreaking U.S. sociologist.
In his last autobiographical statement, Du
Bois (1968) wrote:
Direct correspondence to Joe R. Feagin, De-
partment of Sociology, Box 117330, University
of Florida, Gainesville, FL 32611, (feagin®
ufl.edu). I would like to thank the numerous col-
leagues who made helpful comments on various
drafts of this presidential address. Among these
were Hernan Vera, Sidney Willhelm, Bernice
McNair Barnett, Gideon Sjoherg, Anne Rawls,
Mary Jo Deegan, Michael R. Hill, Patricia
Lengermann, Jill Niebrugge-Brantley, Tony
Orum, William A. Smith, Ben Agger, Karen
Pyke, and Leslie Houts.
[TJoday the contradictions of American civi-
lization are tremendous. Freedom of politi-
cal discussion is difficult; elections are not
free and fair. . . . The greatest power in the
land is not thought or ethics, but wealth. . . .
Present profit is valued higher than future
need. . . . I know the United States. It is my
country and the land of my fathers. It is still
a land of magnificent possibilities. It is still
the home of noble souls and generous
people. But it is selling its birthright. It is
betraying its mighty destiny. (Pp. 418-19)
Today the social contradictions of Ameri-
can and global civilizations are still im-
mense. Many prominent voices tell us that it
is the best of times; other voices insist that it
is the worst of t.
Social Justice Analysis of a Current Issue The effects of the O.docx
Social Justice Analysis of a Current Issue: The effects of the Opioid Epidemic in urban communities
the most recent edition of the APA manual).
In 3-4 pages, title and references apply course frameworks to a contentious current social welfare policy issue
.
SOCIAL ISSUES DISCUSSION You are required to identify any curr.docx
SOCIAL ISSUES DISCUSSION
You are required to identify any current social issue and discuss its impact on children, families, schools, and communities. You should include a discussion of public policies related to this issue. If no public policies exist, suggest a couple that you think are needed. Also specify the potential influence of this topic on the child’s development and identity formation.
Keep in mind that social issues are dynamic: they arise, change, gain or lose priority as the tone of the times changes. The issues you choose need to be current. They can be local (specific to a community such as loss of a library or gang problems), or national (i.e. childhood obesity, lack of art, enrichment, physical education, etc. in public school curriculum, separation of church and state issues). You may choose any topic that interests you if it is current, and you are able to respond to each of the prompts listed below in the instructions.
What you will turn in:
A 5-6-page minimum (no maximum and this does not include the cover page nor the reference page) summary of the topic explaining:
What the topic is as well as the incidence of the topic,
why it is a noteworthy social issue,
how it impacts children, families, and communities.
Explain how children’s development may be affected by this issue; include all affected developmental domains.
Are there any current policies that address this issue? Explain and suggest others.
What are some possible solutions to address this issue? (your educated opinion of 2+ solutions and why)
Please format this in APA style and include a reference page with any sources you used to gather your information. You must cite at least four sources, plus your textbook (5 total). You must include page numbers for each citation. Your sources do not need to be empirical research studies, although they may be if you choose.
Chapter 4: Data and Databases from Information Systems for Business and Beyond is available under a
Creative Commons Attribution 3.0 Unported license. © 2014, David T. Bourgeois. The content is made
possible by funding from The Saylor Foundation's Open Textbook Challenge.
http://www.saylor.org/site/textbooks/Information%20Systems%20for%20Business%20and%20Beyond.pdf
http://creativecommons.org/licenses/by/3.0/legalcode
Chapter 4: Data and Databases
David T. Bourgeois
Learning Objectives
Upon successful completion of this chapter, you will be able to:
• describe the differences between data, information, and knowledge;
• define the term database and identify the steps to creating one;
• describe the role of a database management system;
• describe the characteristics of a data warehouse; and
• define data mining and describe its role in an organization.
Introduction
You have already been introduced to the first two components of information systems: hardware and
software. However, those two components by themselves do not make a computer useful. Imagine if you
turned o.
Social issue - BullyingIdentify and summarize the contemporary s.docx
Social issue - Bullying
Identify and summarize the contemporary social issue you selected (Bullying), citing resources to strengthen your summary. Explain what is happening in the issue, and provide a brief history of how the issue began.
**See the attached file for additional questions and instructions on how to answer the questions using PowerPoint **
.
Social InterestA key component of Adlers theory is what he call.docx
Social Interest
A key component of Adler's theory is what he calls "social interest." He maintains that social interest is an important criterion for a healthy personality. Adler also talks about inferiority and compensation in his theory of personality.
On the basis of your understanding on "social interest," discuss the following:
Write about a public figure from popular culture, such as politics, movies, or television.
Explain how social interest is or was a factor in his or her personality development.
Explain how factors such as inferiority and compensation are displayed in your subject's personality.
Support your responses with examples. Cite any sources in APA format.
.
Social Interaction AssignmentPurpose To research a social.docx
Social Interaction Assignment
Purpose:
To research a social setting and observe social interaction.
Instructions:
Visit an area where you can discretely observe social interaction (i.e., a cafeteria, a restaurant, the mall, a social event, etc.) and complete the summary and analysis below. Before conducting your observation, review the following concepts from your text:
Review the symbolic interaction approach (pages 20-22)
Chapter 5: Socialization
Chapter 6: Social Interaction in Everyday Life
The Activity:
Spend some time (minimum of 15 minutes) quietly observing what is going on and briefly summarize what different persons in the setting were doing.
Summary and Analysis:
Once you have completed your observation and made notes, analyze the patterns of social interaction that you observed and respond to the following:
1) Describe the context for your observation. This includes the location, setting, type of people observed, time of day, day of week length of observation, etc. You may also include any other details you deem relevant.
2) What examples of socialization did you notice? This may include the process of socialization in progress (i.e. a parent encouraging their child to use good table manners) or evidence of the effects of socialization (i.e. waiting politely in a long line).
3) Give at least three examples of each of the following that you observed during your interaction: ascribed status, achieved status, and roles.
4) Describe at least five examples of social exchange that you noticed and discuss the potential impact (helpful, disruptive, etc.) on the individuals involved.
5) What examples of “gendered” interaction did you notice regarding the ways in which women and men are socialized regarding demeanor, uses of space, starting, touching, smiling, and language. Explain whether or not this was consistent with what you learned in chapter 6 (pages 165-166 and 170).
Mechanics:
Assignments must be a minimum of one page, single spaced, typed, standard 8.5x11 page, 1” margins, Times New Roman or Arial 10-12 point font, and include your name/course/assignment title/date.
.
Social Institutions are a part of our everyday life. What is a socia.docx
Social Institutions are a part of our everyday life. What is a social institution? How do social institutions effect your life? Write a one-page paper about the micro and macro implications of social institutions that you have read about in this module. What theoretical implications can you uncover? Why do you think it is important to study social institutions?
.
Social Institutions Paper#2 topic is one of those below .docx
Social Institutions
Paper#2 topic is one of those below
1. Economy (Topic: Feminization of Poverty)
2. Education (Topics: Inequality (individual and /or structural) or School Violence)
3. The Elderly (Topics: Ageism/Discrimination or Elder Abuse)
.
Social InjusticeInstructionsPlease complete the following s.docx
This document provides instructions for a discussion post on social injustice and pop culture. Students are asked to consider how pop culture has promoted social justice by giving specific examples. They are also asked to share a unique example of how pop culture has influenced public opinion to promote equality, justice, acceptance or tolerance. Finally, students are asked whether people with a large pop culture following have an ethical responsibility to promote positive messages, and they must validate their opinions with citations.
Social injustice in educationincluded in my PowerPoint was 1.docx
Social injustice in education
included in my PowerPoint was
1. How education affect children poverty
2. how immigrants struggle in education and their mental health
3. LGBTQ how they struggle in education and their mental health
4. The discipline in school like certain rules that are in placed that affect them
needs to be 6 pages and I need at least four references
.
Social Injustice, Jack Johnson, pro boxer how did racism influen.docx
Social Injustice,
Jack Johnson, pro boxer how did racism influence his professional life.
Muhammad Ali, how did his refusal to go into the army affect his professional career.
Tommy Smith, what happened to him after coming home from the Olympics at the raising his fist.
LeBron James, what has been his influence in today’s society when it pertains to social injustices.
.
Social influence is not always negative. In some instances, it may.docx
Social influence is not always negative. In some instances, it may be used to promote beneficial behaviors. Are the decisions made by individuals in response to positive social influences more valid than those made in response to negative social influences? Why or why not? [Provide 2 references and 2 intext citations]
.
Social Inclusion (ISSN 2183–2803)2018, Volume 6, Issue 1, P.docx
Social Inclusion (ISSN: 2183–2803)
2018, Volume 6, Issue 1, Pages 29–39
DOI: 10.17645/si.v6i1.1193
Article
Equality of What? The Capability Approach and the Right to Education for
Persons with Disabilities
Andrea Broderick
Department of International and European Law, Maastricht University, 6211 LH Maastricht, The Netherlands;
E-Mail: [email protected]
Submitted: 29 September 2017 | Accepted: 27 December 2017 | Published: 26 March 2018
Abstract
The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal partici-
pation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention
on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on
an equal basis with others as well as the full development of human potential. Since the adoption of the Convention,
there has been much theorising about inclusive education; however, there has been little focus on the meaning of equal-
ity in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya
Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is of-
ten viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational
sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new
insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the
national level.
Keywords
capability approach; CRPD; disability; education; equality; inclusive education; United Nations
Issue
This article is part of the issue “Disability Equality: In Theory and Practice”, edited by Mark Priestley (University of Leeds,
UK) and Lisa Waddington (Maastricht University, The Netherlands).
© 2018 by the author; licensee Cogitatio (Lisbon, Portugal). This article is licensed under a Creative Commons Attribu-
tion 4.0 International License (CC BY).
1. Introduction
The question ‘equality of what?’ is often posed during
debates on political philosophy and interdisciplinary de-
bates on distributive justice. It concerns a decision as to
the elements which governmental policies and institu-
tional structures should aim to equalise. The same ques-
tion was posed by economist-philosopher Amartya Sen,
who first introduced his theory of ‘basic capability equal-
ity’ in his Tanner Lectures (Sen, 1979, p. 218):
I believe what is at issue is the interpretation of needs
in the form of basic capabilities. This interpretation of
needs and interests is often implicit in the demand for
equality. This type of equality I shall call “basic capa-
bility equality”.
The capability approach encompasses a ‘partial theory
of social justice’ (Nussbaum, 2009, p. 232) and a norma-
tive framework for the asse.
Social InequalityAnswer the following questions1a. .docx
Social Inequality
Answer the following questions:
1a. Compare and contrast the functionalist view of social stratification and the conflict theory's view of social stratification.
b. How does social stratification influence the daily interactions of individuals?
c. How do systems of class, based on factors such as prestige, power, income, and wealth, influence your own daily routines, as well as your beliefs and attitudes?
d. Illustrate your ideas with examples from everyday life as well as include a recent news piece on stratification or inequality.
e. Include a brief description and link for your news story (a full citation is not required).
This essay meets the following course objectives:
Apply a sociological perspective to the social world
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Describe global stratification.
Explain social class in the United States.
350-400 words excluding references and a minimum of 3 references
.
Social Inequality EssayYour assignment is to write an argument.docx
Social Inequality Essay
Your assignment is to write an argumentative essay in which you take opposition on inequality. This can be one of the specific issues from the Real World text, or you can write on a topic that affects the world today.
Your paper should follow the guidelines below:
I. Introduction- give background or perhaps an illustrative example to show the significance of the subject or the nature of the social problem. Consider stating the conclusion of your argument here as the theses of your essay.
II. Opposing argument- give a brief statement of the opposing view(s) to present that you have considered the opposing views.
III. Presentation of argument- Throughout the body of your essay you should build your case with evident and meaningful content that is creditable.
IV. Conclusion- Once your evidence has been presented and/or your position is defended, provide grounds for your position and conclusion.
Format:
Your essay should be written using ASA format to include references and citations. Your paper should be 3-4 pages and incorporate at least 2 different scholarly resources.
.
Social History of Sports in the U.S. This course is entirely on.docx
Social History of Sports in the U.S.
This course is entirely on-line, so all information can be obtained through the Blackboard site, or by e-mailing Bill Offutt directly at
[email protected]
or
[email protected]
NOTE:
Because this course is extremely condensed into 40 days, I will be posting much of the material ahead of when it is due, for students to work through at their own pace; in other words, you can work ahead as you feel like it. There are certain pieces of material, from Unit Two forward, that will be added to both the
Course Documents
, where the assigned readings are, and
Discussion Board
, where focused questions and material will guide your responses. The materials will be added in time for use by the various intermediate deadlines. However, there are particular deadlines for completion of the discussion writing on the various units of material as well as the two papers that make up the grade, and students must pay close attention to these deadlines in order to complete the course.
Course Goals:
This course will examine the experience of sports and leisure for different groups of Americans (e.g., African-Americans, women, working class), from colonial times to the present but primarily focused on the 20th century. My goal is to introduce students to historical analysis and argument through the examination of the sports and leisure time activities that won increasing popularity among Americans from the late nineteenth to the late twentieth century. This course will incorporate analytical categories from social history (class, race, gender, ethnicity) as well as the frameworks used by cultural, economic, and political history. This course will thus involve students in gaining a better understanding of the relationships that sports and leisure have with the social, economic, cultural and political forces at work in the United States and the world. Students will appreciate the issues that have affected sports participation over the years, including racial and gender discrimination, class economics, and commercialization.
Students are expected to learn not only the basic data of American social history of sports but also to express that knowledge in oral and written argument that employs evidence to prove historical theses. Precise assignments for discussion are given at the end of this syllabus. Students will also be expected to use the Blackboard site for discussion. This course is thus NOT about player statistics, won-loss records, and/or fantasy leagues. It is about understanding the role sports has played in American society over time, and that is a serious historical inquiry.
By the end of the course, you will be able to:
1) Identify and analyze the changing meaning and significance of sports and leisure to American society and culture.
2) Discuss the major developments in sports as they were influenced by major social, economic, cultural and political forces in American history, and (in turn) how sports pa.
Social Forces, Gangs, and Crime - Part 1The focus of this assign.docx
Social Forces, Gangs, and Crime - Part 1
The focus of this assignment is on social process theory: the socialized to crime perspective on criminality. Social learning, social control, and social reaction (labeling) theories view crime as a function of people's interactions with various organizations, institutions, and processes in society. The socialization process is very influential in human development. According to this theory, all people regardless of race, class, or gender have the potential to become delinquents and/or criminals.
Complete the following:
Select a gang or group within a large urban area or city.
Explore the burdens of social class, poverty, racism, poor schools, and dysfunctional families, and the possible impact of these social forces on criminality in such a setting.
Explain how these negative social forces might be counteracted by positive peer relations, a supportive family, educational success, and structured religious beliefs using social and criminal justice initiatives.
Explore the overall relationship between social class and crime. Most residents of the inner-city refrain from criminal activity, and those who do commit crimes, age out over time. Why?
Review the Social Forces, Gangs, and Crime – Part 1 Scoring Guide to understand the grading criteria for this assignment.
Other Requirements
Your paper should meet the following requirements:
Written communication: Written communication should be clear, organized, and free of errors; it should also follow professional standards.
APA format: Resources and citations must be formatted according to current APA style and formatting guidelines.
Number of references: At least five academic sources, of which at least two should not be course materials.
Length of paper: 4–6 double-spaced pages, including the cover page and reference page.
Font and font size: Times or Times New Roman, 12 point.
.
Social Factors and Health OutcomesWeek 2 explored the intera.docx
Social Factors and Health Outcomes
Week 2 explored the interaction between the “bio” and “psycho” aspects of an illness. The third component of the biopsychosocial model is the focus of this week.
Social factors such as socioeconomic status, educational attainment, social interactions and support, and health literacy independently influence the development and progression of illness and health outcomes. Other social determinants of health or illness are race, ethnicity, occupation, geographic location, and religion. These factors influence health through direct psychobiological processes or lifestyle modifications (Martikainen, Bartley, & Lahelma, 2002).
To prepare for this Discussion:
Review this week’s resources.
Consider social factors known to influence health outcomes. Select two factors of interest to you. Consider both macro and micro aspects of medical social work
Post an explanation of how TWO social factor influence health outcomes. Describe medical social work interventions that target these factors to improve health outcomes, and explain why you selected these interventions. Explain the tasks a social worker might need to complete in order to reach the desired outcomes.
Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style.
.
Social EngineeringSocial engineering requires that a hacker .docx
"Social Engineering"
Social engineering requires that a hacker manipulate users to prey on their human weakness/ignorance and willingness to interact. What, in your opinion, are the inherent dangers to you as an IT security professional and a private person? Describe your plans for keeping your family and your professional lives secure. Are there any online tools that can assist with protecting “private” information?
.
Social Engineering PSA(Public service announcement)1. Create a .docx
Social Engineering PSA(Public service announcement)
1. Create a 2-minute video about social engineering. It can be any aspect of social engineering. Your goal is to use Cialdini's six principles of influence.
2. Create a storyboard of your video. It should contain pictures showing how your video will flow.
3. Short (at least 500 words) paper explaining how your video uses the six principles of influence
.
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