Human Rights Its Meaning and Practicein Social Work Field S.docxSusanaFurman449
Human Rights: Its Meaning and Practice
in Social Work Field Settings
Julie A. Steen, Mary Mann, Nichole Restivo, Shellene Mazany, and Reshawna Chapple
The goal of the study reported in this article was to explore the conceptualizations of human
rights and human rights practice among students and supervisors in social work field settings.
Data were collected from 35 students and 48 supervisors through an online survey system
that featured two open-ended questions regarding human rights issues in their agency and
human rights practice tasks. Responses suggest that participants encountered human rights
issues related to poverty, discrimination, participation/self-determination/autonomy, vio-
lence, dignity/respect, privacy, and freedom/liberty. They saw human rights practice as en-
compassing advocacy, service provision, assessment, awareness of threats to clients’ rights,
and the nature of the worker–client relationship. These results have implications for the
social work profession, which has an opportunity to focus more intently on change efforts
that support clients’ rights. The study points to the possibilities of expanding the scope of
the human rights competency within social work education and addressing the key human
rights issues in field education.
KEYWORDS: accreditation standards; educational policy; field education; human rights;
social work education
In the most recent edition of Social Work Speaks,
the National Association of Social Workers
(NASW) (2015b) announced that “the struggle
for human rights remains a vital priority for the social
work profession in the 21st century” (p. 186). The
International Federation of Social Workers (IFSW)
(2012), which is the international umbrella organiza-
tion for national social work associations, has inte-
grated the concept of human rights into their
Statement of Ethical Principles. Through this docu-
ment, they call on social workers to “uphold and
defend” (IFSW, 2012) the human rights of clients.
In addition, they present international human rights
conventions as key to “social work practice and
action” (IFSW, 2012). Although NASW (2015a)
does not explicitly use the term “human rights” in its
Code of Ethics, many of the concepts within the
national document are derived from the human
rights philosophy. For example, the code requires
social workers within the United States to respect
“the dignity and worth of the person” (NASW,
2015a, p. 5), “facilitate informed participation by the
public in shaping social policies and institutions”
(NASW, 2015a, p. 27), and work to “ensure that all
people have equal access to the resources, employ-
ment, services, and opportunities they require to
meet their basic human needs” (NASW, 2015a, p.
27). These responsibilities align with the types of
human rights classified as integrity of the body, polit-
ical rights, and social and economic rights (Steen,
2006).
Although social work professional organizations
on the national and international levels e.
This document provides an overview of research on human rights education (HRE). It divides the research into three categories: theory of HRE, implementation of HRE, and outcomes of HRE. For theory of HRE, the document discusses research that has explored the goals, concepts, and pedagogies of HRE and how it relates to other fields. For implementation of HRE, the document discusses research that has examined HRE methodologies, curricula, policies, and programs. For outcomes of HRE, the document discusses research that has evaluated the impact and results of HRE practices. The document provides examples of studies within each category and proposes that future research could continue to explore these areas while focusing more on
This document summarizes children's education rights from a global perspective. It begins by locating education rights within international human rights frameworks like the UN Convention on the Rights of the Child. While nearly all countries have ratified the CRC, implementation remains challenging, with millions of children still lacking access to education due to poverty, conflict, disability, and other barriers. The document reviews global data on educational access and attainment, finding ongoing disparities for marginalized groups. It concludes that while children's right to education enjoys widespread endorsement, realizing this right fully requires continued efforts to overcome barriers faced by the most vulnerable children worldwide.
Advancing Indigenous Rights at the United Nations: Strategic Framing and its ...Dr Lendy Spires
Within the past 30 years, indigenous peoples have emerged as legitimate subjects of international law with rights to exist as distinct people. This shift in international law is the result of activity over the last few decades that has involved hundreds of indigenous leaders, community representatives, and lawyers. Indigenous people have become actively engaged in efforts to transform the disposition and direction of international law in order that it might become a supportive force od change in the relations between indigenous peoples and the states in which they live...
Adult Education as a Means to Active Participatory Citizenship: A Concept NoteJaakko Hyytiä
The purpose of this paper is to develop a conceptual understanding of the notion of active citizenship (AC), specifically for the use of this concept in the H2020 project Adult Education as a Means to Active Participatory Citizenship (EduMAP). EduMAP seeks to understand and develop the real and potential impact of adult education on learning for active participatory citizenship in Europe. Particular attention is given to the educational policies and practices used within adult education to foster AC among vulnerable young adults aged 16 to 30. The research question that the project seeks to answer is: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe?
Revised, 26/7/2018: Grant number, name of editor added
- Contingency theory asserts that managers must consider all aspects of the current situation and react accordingly, as there is no universally best approach and the appropriate style depends on factors like the situation.
- Systems theory views organizations as complex systems composed of interrelated, interdependent parts that interact in uncertain ways. As organizations grow more complex, they seek more structure for stability until reaching a breaking point.
- Quantitative management prioritizes mathematical and statistical analysis as the basis for decisions.
This paper explores implementing campus carry safely at Texas Tech University in light of Senate Bill 11 going into effect in August 2016. It will use an interdisciplinary approach drawing on perspectives from organizational leadership and human resource development to analyze relevant literature on this topic. The paper conducts research on how to maintain campus safety given increased gun access and proposes insights from applying Repko's 10-step process for interdisciplinary studies. Maintaining safety is the top priority in determining how to best implement this new law allowing concealed carry by license holders over 21 on campus.
This document provides an overview of a research project on enforcement and protection of human rights in education in India. It includes an introduction, definitions of human rights education, the historical perspective of HRE, related laws in the Indian constitution regarding education including free and compulsory education, education of minorities, language safeguards, education for weaker sections, secular education and equality of opportunity. It also discusses UN initiatives like the Decade for Human Rights Education and provides comparisons to HRE in other countries like the US and Pakistan. The conclusion offers suggestions to strengthen HRE in India.
Human Rights Its Meaning and Practicein Social Work Field S.docxSusanaFurman449
Human Rights: Its Meaning and Practice
in Social Work Field Settings
Julie A. Steen, Mary Mann, Nichole Restivo, Shellene Mazany, and Reshawna Chapple
The goal of the study reported in this article was to explore the conceptualizations of human
rights and human rights practice among students and supervisors in social work field settings.
Data were collected from 35 students and 48 supervisors through an online survey system
that featured two open-ended questions regarding human rights issues in their agency and
human rights practice tasks. Responses suggest that participants encountered human rights
issues related to poverty, discrimination, participation/self-determination/autonomy, vio-
lence, dignity/respect, privacy, and freedom/liberty. They saw human rights practice as en-
compassing advocacy, service provision, assessment, awareness of threats to clients’ rights,
and the nature of the worker–client relationship. These results have implications for the
social work profession, which has an opportunity to focus more intently on change efforts
that support clients’ rights. The study points to the possibilities of expanding the scope of
the human rights competency within social work education and addressing the key human
rights issues in field education.
KEYWORDS: accreditation standards; educational policy; field education; human rights;
social work education
In the most recent edition of Social Work Speaks,
the National Association of Social Workers
(NASW) (2015b) announced that “the struggle
for human rights remains a vital priority for the social
work profession in the 21st century” (p. 186). The
International Federation of Social Workers (IFSW)
(2012), which is the international umbrella organiza-
tion for national social work associations, has inte-
grated the concept of human rights into their
Statement of Ethical Principles. Through this docu-
ment, they call on social workers to “uphold and
defend” (IFSW, 2012) the human rights of clients.
In addition, they present international human rights
conventions as key to “social work practice and
action” (IFSW, 2012). Although NASW (2015a)
does not explicitly use the term “human rights” in its
Code of Ethics, many of the concepts within the
national document are derived from the human
rights philosophy. For example, the code requires
social workers within the United States to respect
“the dignity and worth of the person” (NASW,
2015a, p. 5), “facilitate informed participation by the
public in shaping social policies and institutions”
(NASW, 2015a, p. 27), and work to “ensure that all
people have equal access to the resources, employ-
ment, services, and opportunities they require to
meet their basic human needs” (NASW, 2015a, p.
27). These responsibilities align with the types of
human rights classified as integrity of the body, polit-
ical rights, and social and economic rights (Steen,
2006).
Although social work professional organizations
on the national and international levels e.
This document provides an overview of research on human rights education (HRE). It divides the research into three categories: theory of HRE, implementation of HRE, and outcomes of HRE. For theory of HRE, the document discusses research that has explored the goals, concepts, and pedagogies of HRE and how it relates to other fields. For implementation of HRE, the document discusses research that has examined HRE methodologies, curricula, policies, and programs. For outcomes of HRE, the document discusses research that has evaluated the impact and results of HRE practices. The document provides examples of studies within each category and proposes that future research could continue to explore these areas while focusing more on
This document summarizes children's education rights from a global perspective. It begins by locating education rights within international human rights frameworks like the UN Convention on the Rights of the Child. While nearly all countries have ratified the CRC, implementation remains challenging, with millions of children still lacking access to education due to poverty, conflict, disability, and other barriers. The document reviews global data on educational access and attainment, finding ongoing disparities for marginalized groups. It concludes that while children's right to education enjoys widespread endorsement, realizing this right fully requires continued efforts to overcome barriers faced by the most vulnerable children worldwide.
Advancing Indigenous Rights at the United Nations: Strategic Framing and its ...Dr Lendy Spires
Within the past 30 years, indigenous peoples have emerged as legitimate subjects of international law with rights to exist as distinct people. This shift in international law is the result of activity over the last few decades that has involved hundreds of indigenous leaders, community representatives, and lawyers. Indigenous people have become actively engaged in efforts to transform the disposition and direction of international law in order that it might become a supportive force od change in the relations between indigenous peoples and the states in which they live...
Adult Education as a Means to Active Participatory Citizenship: A Concept NoteJaakko Hyytiä
The purpose of this paper is to develop a conceptual understanding of the notion of active citizenship (AC), specifically for the use of this concept in the H2020 project Adult Education as a Means to Active Participatory Citizenship (EduMAP). EduMAP seeks to understand and develop the real and potential impact of adult education on learning for active participatory citizenship in Europe. Particular attention is given to the educational policies and practices used within adult education to foster AC among vulnerable young adults aged 16 to 30. The research question that the project seeks to answer is: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe?
Revised, 26/7/2018: Grant number, name of editor added
- Contingency theory asserts that managers must consider all aspects of the current situation and react accordingly, as there is no universally best approach and the appropriate style depends on factors like the situation.
- Systems theory views organizations as complex systems composed of interrelated, interdependent parts that interact in uncertain ways. As organizations grow more complex, they seek more structure for stability until reaching a breaking point.
- Quantitative management prioritizes mathematical and statistical analysis as the basis for decisions.
This paper explores implementing campus carry safely at Texas Tech University in light of Senate Bill 11 going into effect in August 2016. It will use an interdisciplinary approach drawing on perspectives from organizational leadership and human resource development to analyze relevant literature on this topic. The paper conducts research on how to maintain campus safety given increased gun access and proposes insights from applying Repko's 10-step process for interdisciplinary studies. Maintaining safety is the top priority in determining how to best implement this new law allowing concealed carry by license holders over 21 on campus.
This document provides an overview of a research project on enforcement and protection of human rights in education in India. It includes an introduction, definitions of human rights education, the historical perspective of HRE, related laws in the Indian constitution regarding education including free and compulsory education, education of minorities, language safeguards, education for weaker sections, secular education and equality of opportunity. It also discusses UN initiatives like the Decade for Human Rights Education and provides comparisons to HRE in other countries like the US and Pakistan. The conclusion offers suggestions to strengthen HRE in India.
An Instrument To Support Thinking Critically About Critical Thinking In Onlin...Daniel Wachtel
The document describes the creation of an instrument to measure critical thinking in online discussions. It reviewed 4 existing models of critical thinking and identified common elements and differences between them. It then analyzed and synthesized the models to develop an instrument that operationalizes critical thinking in a valid way based on key cognitive processes. The instrument was tested on an online discussion transcript and showed promise in identifying critical thinking, though practical issues remain to be addressed.
WPs 173-178 Special Issue on CA and UPJulia Hansen
This document is an introduction to a special issue of the DPU Working Papers on applying the capability approach to development planning and urban design. It summarizes some of the key debates in conceptualizing and applying the capability approach. Specifically, it discusses how the capability approach moves beyond utility maximization to focus on expanding freedoms and real opportunities. It also notes how the approach emphasizes justice and equity issues. The introduction reviews how the contributions in this special issue engage with debates around collective capabilities, institutional analysis, and contextualization. It concludes by discussing the limited prior work on applying capabilities to urban design and space, and how papers in this collection aim to address this gap.
Open innovation and artificial intelligence: Can OpenAI benefit humanity?Kasper Groes Ludvigsen
OpenAI was founded to “advance digital intelligence in the way
that is most likely to benefit humanity as a whole” and “enact a safe path” to AI (Brockman & Sutskever, 2015, section 1). This mission statement seems to implicitly assume that openness is the optimal model of innovation considering its mission. However, the company’s open research strategy has been criticized (Metz, 2016). To shed further light onto this criticism, this paper is concerned with answering the following research question: What influence can the openness OpenAI’s research have on the company’s ability to “advance digital intelligence in the way that is most likely to benefit humanity”?
OP-ED TOPIC FOR 2012 FALLIntroduction. . .____________________.docxMARRY7
OP-ED TOPIC FOR 2012 FALL
Introduction. . .
_______________________________________________________________________________
Public Anthropology’s Community Action Website Project helps to provide students with key skills they need to be successful in their future careers: critical thinking, effective communication, and active citizenship.
The Project encourages (1) critical thinking regarding an ethical issue, (2) a sharing of ideas among students from different universities, (3) improved writing skills, and (4) active citizenship – a sense that students working together can facilitate change.
Let's begin. . .
_______________________________________________________________________________
THE ISSUE
The rules for regulating research are regularly updated. The U. S. Department of Health and Human Services, for example, is now in the process of completing a new set of regulations
(see
http://www.hhs.gov/ohrp/
)
.
After reading the material below, you will be asked to address in your Op-Ed (or opinion piece) two questions regarding how much, or how little, governmental regulation of research is appropriate.
There are four steps to this skill development process:
(1) READ:
You should carefully read the background material to gain an idea of the issue you will be writing about. If you rush through the material, you will probably do poorly -- grade wise -- on this writing assignment.
(2) DECIDE:
You will then take a stand on the issue discussed and, critically, develop an effective argument in support of your position.
(3) PREPARE:
Before you write your Op-Ed (or opinion) piece, you should carefully look at the criteria others will use in evaluating your piece (see below) as well as examples of model Op-Eds from leading North American newspapers. These should provide a sense of how to frame and phrase your own Op-Ed.
(4) WRITE:
You should write your Op-Ed in a word processing program – such as WORD – and cut and paste your Op-Ed into the space provided on the website.
BACKGROUND INFORMATION
In writing your Op-Ed, you are strongly encouraged to ONLY use the information provided below (especially the four case studies). Yes, there are lots of links in the following materials. But they are mainly provided so you appreciate the statements being made are well documented.
Writing your Op-Ed is primarily an exercise in critical thinking, not in collecting data from the web to support this or that position. Given the information as reliable as we can make it – given the demands of this assignment – what do you view as a reasonable stance? How do you reason with the information provided to a thoughtful position regarding freedom versus regulation in research?
A BIT OF HISTORY:
THE BELMONT REPORT
(see
http://www.hhs.gov/ohrp/policy/belmont.html
,
http://en.wikipedia.org/wiki/Belmont_report
) of 1979 constitutes the foundation for regulating research across all parts of the United States government. Quoting from the report itself:
On .
CHAPTER 10 MIXED METHODS PROCEDURESHow would you write a mixed mEstelaJeffery653
CHAPTER 10 MIXED METHODS PROCEDURES
How would you write a mixed methods procedure section for your proposal or study? Up until this point, we have considered collected quantitative data and qualitative data. We have not discussed “mixing” or combining the two forms of data in a study. We can start with the assumption that both forms of data provide different types of information (open-ended data in the case of qualitative and closed-ended data in the case of quantitative). If we further assume that each type of data collection has both limitations and strengths, we can consider how the strengths can be combined to develop a stronger understanding of the research problem or questions (and, as well, overcome the limitations of each). In a sense, more insight into a problem is to be gained from mixing or integration of the quantitative and qualitative data. This “mixing” or integrating of data, it can be argued, provides a stronger understanding of the problem or question than either by itself. Mixed methods research, therefore, is simply “mining” the databases more by integrating them. This idea is at the core of a new methodology called “mixed methods research.”
Conveying the nature of mixed methods research and its essential characteristics needs to begin a good mixed methods procedure. Start with the assumption that mixed methods is a methodology in research and that the readers need to be educated as to the basic intent and definition of the design, the reasons for choosing the procedure, and the value it will lend to a study. Then, decide on a mixed methods design to use. There are several from which to choose; consider the different possibilities and decide which one is best for your proposed study. With this choice in hand, discuss the data collection, the data analysis, and the data interpretation, discussion, and validation procedures within the context of the design. Finally, end with a discussion of potential ethical issues that need to be anticipated in the study, and suggest an outline for writing the final study. These are all standard methods procedures, and they are framed in this chapter as they apply to mixed methods research. Table 10.1 shows a checklist of the mixed methods procedures addressed in this chapter.
COMPONENTS OF MIXED METHODS PROCEDURES
Mixed methods research has evolved into a set of procedures that proposal developers and study designers can use in planning a mixed methods study. In 2003, the Handbook of Mixed Methods in the Social and Behavior Sciences (Tashakkori & Teddlie, 2003) was published (and later added to in a second edition, see Tashakkori & Teddlie, 2010), providing a comprehensive overview of this approach. Now several journals emphasize mixed methods research, such as the Journal of Mixed Methods Research, Quality and Quantity, Field Methods, and the International Journal of Multiple Research Approaches. Additional journals actively encourage this form of inquiry (e.g., International Journal of ...
Accessibility issues in the context of UK Open Educational Resources programmeakgruszczynska
This document discusses three issues related to accessibility in the context of the UK Open Educational Resources (OER) program: 1) The relevance of communities of practice for supporting accessibility, 2) The transition from accessibility novice to expert, and incentives for developing accessible practices. It provides an overview of the UK OER program and analyzes each issue in detail while also exploring their interplay and relevance to the author's professional experience with the program. The author concludes by making recommendations to address these issues.
Structure Of A Research Essay. The Research Paper Structure - How to Write a ...Becky Strickland
How to Write a Research Paper - Step by Step Guide - Peachy Essay. How to Structure an Essay: A Guide for College Students. Model Basic Essay Structure Guideline Secure High Grades In Essay. How to Structure an Essay: A Guide for College Students - Peachy Essay. 15+ Essay Format Templates - PDF. Things To Consider For Writing A Great Essay - EssayWritingGuides. Research Paper Format - Fotolip. The Research Paper Structure - How to Write a Research Paper. How to Write an Academic Essay – News – IQ: Research and Education .... Guidelines on How to Properly Write and Structure a Research Paper; Get .... Sample Research Argumentative Essay | Templates at allbusinesstemplates.com. Analytical Essay Introduction Structure – Telegraph. Essay writing Structure - ESSAY WRITING. History Essay: Structure of essay. How to Write a Research Paper. Essay Structure - Area of Study: Discovery. Essay structure overview. 5 Clear and Easy Ways to Write an Academic Essay - wikiHow - IELTS .... (PDF) Analysis of the structure of original research papers: An aid to .... Writing an essay introduction - Research & Learning Online - How to .... Essay structure – English 102: Reading, Research, and Writing. Academic essay writing structure - The Oscillation Band. High School Essay Writing Sample on Topics and Structure. 005 Argumentative Essay Sample Research Paper ~ Museumlegs. The research paper structure - How Can An Admission Essay Service Help .... Examples Of Research Essays - ghostwritingrates.web.fc2.com. Research – Essay Structure – Photography 2 – Landscape, Place and .... Annotated Bibliographies - Extended Essay Guide - LibGuides at .... essay write my marketing research paper. Discussion Essay Structure Worksheets : RECENT ESL EXERCISES. Sample Literary Research Essay - How to create a Literary Research .... Argumentative Essay Topics for College Assignments - Blog BuyEssayClub.com. 7 Must Have Paragraphs In Your Theory Of Knowledge Essay Structure Of A Research Essay
Human Research Bioethical challenges: From international to Costa Rica´s inst...AJHSSR Journal
ABSTRACT : This paper presents a comparative research on regulation, which moves from international
research ethics framework, by analysing CIOMS International Ethical Guidesfor Health-Related Research with
Human Beings and goes to national and institutional regulation of human research in Costa Rica, searching for
bioethical foundations, such as human respect, justice, and beneficence. Characterizing each one, and analysing
each regulation, to see whether national and institutional articles, still have bioethical contents, and if so, how is
it presented. Ultimately, the paper argues for the promotion of justice on regulations, to give protection of the
rights and well being of vulnerable people, give an appropriate response, secure a reasonable availability and
compensation for damages.
KEY WORDS : Bioethics, Costa Rica, ethics, human research, regulation, CIOMS.
This document provides an overview of human rights education (HRE). It defines HRE as promoting awareness of universal human rights and procedures for addressing violations. The UN defines HRE broadly as imparting knowledge, skills, and attitudes to strengthen human rights. While initially focused in schools, HRE now occurs across sectors and lifelong learning. Since the 1990s, HRE has expanded significantly in schools globally through NGO and national curriculum efforts. The document discusses rationales for HRE's growth and pedagogical approaches, which aim to empower learners and address issues like discrimination. It concludes that the future of HRE involves its continued development and evolution at international, national, and educational levels.
This document provides an overview of human rights education (HRE). It defines HRE as promoting awareness of universal human rights and procedures for addressing violations. The UN defines HRE broadly as imparting knowledge, skills, and attitudes to strengthen human rights. While initially focused in schools, HRE now occurs across sectors and lifelong learning. Since the 1990s, HRE has expanded significantly in schools and through NGOs, with hundreds of teaching materials developed and national curricula incorporating HRE in many countries. The document discusses rationales for HRE's expansion and pedagogical approaches, noting its combination of legal and normative dimensions aims to empower learners and transform societies consistently with human rights.
Insights of Engineering Technology and Organizational Leadership on Human Tra...Pablo Villa-Martinez
This document discusses using an interdisciplinary approach to address the complex issue of human trafficking. It proposes examining the problem through the lenses of engineering technology and organizational leadership. Engineering technology could play a role in decreasing the number of people targeted through technology solutions. Organizational leadership is important to ensure citizen safety from the acts, means and purposes of trafficking. The focus question is: how can engineering technology provide an affordable solution, while upholding ethics, to combat traffickers? An interdisciplinary approach is justified as the issue is too broad for a single discipline.
Objectification Is A Word That Has Many Negative ConnotationsBeth Johnson
Here is an introduction to social web mining and big data:
Social web mining is the process of extracting useful information and knowledge from social media data. With the rise of big data, social media platforms are generating massive amounts of unstructured data every day in the form of posts, comments, shares, likes, etc. This user-generated data holds valuable insights about people's opinions, interests, behaviors and more.
Big data analytics provides tools and techniques to analyze this large, complex social data at scale. Social web mining applies data mining and machine learning algorithms to big social data to discover patterns and relationships. Areas of focus include sentiment analysis to understand public opinions on brands, products or issues; network analysis to map relationships and influence; and
This document provides a critical analysis of two research articles that use different methodologies and paradigms. The first article uses quantitative methods and a post-positivistic paradigm, while the second uses qualitative methods and a constructivist paradigm. Each article is analyzed based on its methodology, research questions, theoretical frameworks, definitions, limitations, significance, methods and procedures, quality and rigor, and researcher positionality. The analysis finds that while the articles have different purposes, they both fit within the conceptual frameworks of their respective fields.
This presentation examines two articles related to topics on assistive technology and ethics, “Teaching Assistive Technology through Wikis and Embedded Video” by Oliver Dreon Jr. and Nanette I. Dietrich, and “When Dealing with Human Subjects: Balancing Ethical and Pratical Matters in the Field” by Michael A Evans and Liesl M. Combs. Topics covered in this presentation include defining/history of assistive technology, wikis & video, YouTube, and ethical issues surrounding assistive technologies.
1Running Head FUTURE AT THE VETERAN AFFAIRS2FUTURE AT T.docxnovabroom
1
Running Head: FUTURE AT THE VETERAN AFFAIRS
2
FUTURE AT THE VETERAN AFFAIRS
Future at the Veteran Affairs
Name
Institution
Due Date
Future at the Veteran Affairs
In the field of social work, it is usually difficult to determine the key principles that one is supposed to live by since this is a line of profession that has diverse applications that all have different entities to them. Similar to personal life skills and personal decisions that one makes to their own lives, social work is part and parcel of how one goes about it on a daily basis Appling all the required code of ethics under the stipulations under NASW (Barsky, 2017). However, there is much more to it than following regulations and settings, it is also paramount to make one’s own choices at all times that best fit the situation. However, at times these choices might require more than thought and experience. Thus, this is where the adoption and application of the skills and knowledge obtained from research can come in handy.
As a social worker, I have been able to understand the methodologies of collecting vital information that is key in determining if a patient or a participant in a program is actually benefiting. This makes it possible to offer better care to the individual and also present my findings to the rest of the team in order to make the necessary changes needed to make the process more efficient. Skills such as the analysis of data/information will be vital in using past records to determine how care is being offered at the VA and how if can ensure this is effectively done (Leonard, 2009). One of the key strategies that I intend in applying as a social worker is the strategy of using a logic model and applying the outcome evaluation strategy in determining the effectiveness of a program or how well the care is being offered and how the vets will be perceiving it. The best form of applying this strategy will be by initiation a regular data collection strategy that will be looking at gaining better understanding of the state o the participants on a regular basis and following up with them even after the program. not only will this offer more commitment to the vets, but it will also make it possible to track the record and performance of the institution.
Working with veterans is not an easy task neither for it requires utmost respect and dedication as well as an increased level of understanding what one is dealing with. As a social worker, the first and most effective skill that would be beneficial will be my communication skills. Having an in-depth connection and interaction with a vet would make it possible to understand them better and also be able to create a better relation (Trevithick, Richards, Ruch & Moss, 2004). On the other hand, understanding the human psychology would also be crucial in tackling cases of PTSD and substance abuse. Gaining a better understanding to mental health and psychiatric aspects through the adoption of the evidenc.
1Running Head FUTURE AT THE VETERAN AFFAIRS2FUTURE AT T.docxeugeniadean34240
1
Running Head: FUTURE AT THE VETERAN AFFAIRS
2
FUTURE AT THE VETERAN AFFAIRS
Future at the Veteran Affairs
Name
Institution
Due Date
Future at the Veteran Affairs
In the field of social work, it is usually difficult to determine the key principles that one is supposed to live by since this is a line of profession that has diverse applications that all have different entities to them. Similar to personal life skills and personal decisions that one makes to their own lives, social work is part and parcel of how one goes about it on a daily basis Appling all the required code of ethics under the stipulations under NASW (Barsky, 2017). However, there is much more to it than following regulations and settings, it is also paramount to make one’s own choices at all times that best fit the situation. However, at times these choices might require more than thought and experience. Thus, this is where the adoption and application of the skills and knowledge obtained from research can come in handy.
As a social worker, I have been able to understand the methodologies of collecting vital information that is key in determining if a patient or a participant in a program is actually benefiting. This makes it possible to offer better care to the individual and also present my findings to the rest of the team in order to make the necessary changes needed to make the process more efficient. Skills such as the analysis of data/information will be vital in using past records to determine how care is being offered at the VA and how if can ensure this is effectively done (Leonard, 2009). One of the key strategies that I intend in applying as a social worker is the strategy of using a logic model and applying the outcome evaluation strategy in determining the effectiveness of a program or how well the care is being offered and how the vets will be perceiving it. The best form of applying this strategy will be by initiation a regular data collection strategy that will be looking at gaining better understanding of the state o the participants on a regular basis and following up with them even after the program. not only will this offer more commitment to the vets, but it will also make it possible to track the record and performance of the institution.
Working with veterans is not an easy task neither for it requires utmost respect and dedication as well as an increased level of understanding what one is dealing with. As a social worker, the first and most effective skill that would be beneficial will be my communication skills. Having an in-depth connection and interaction with a vet would make it possible to understand them better and also be able to create a better relation (Trevithick, Richards, Ruch & Moss, 2004). On the other hand, understanding the human psychology would also be crucial in tackling cases of PTSD and substance abuse. Gaining a better understanding to mental health and psychiatric aspects through the adoption of the evidenc.
Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docxrosemariebrayshaw
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docxrosemariebrayshaw
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
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OP-ED TOPIC FOR 2012 FALLIntroduction. . .____________________.docxMARRY7
OP-ED TOPIC FOR 2012 FALL
Introduction. . .
_______________________________________________________________________________
Public Anthropology’s Community Action Website Project helps to provide students with key skills they need to be successful in their future careers: critical thinking, effective communication, and active citizenship.
The Project encourages (1) critical thinking regarding an ethical issue, (2) a sharing of ideas among students from different universities, (3) improved writing skills, and (4) active citizenship – a sense that students working together can facilitate change.
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THE BELMONT REPORT
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,
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On .
CHAPTER 10 MIXED METHODS PROCEDURESHow would you write a mixed mEstelaJeffery653
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1
Running Head: FUTURE AT THE VETERAN AFFAIRS
2
FUTURE AT THE VETERAN AFFAIRS
Future at the Veteran Affairs
Name
Institution
Due Date
Future at the Veteran Affairs
In the field of social work, it is usually difficult to determine the key principles that one is supposed to live by since this is a line of profession that has diverse applications that all have different entities to them. Similar to personal life skills and personal decisions that one makes to their own lives, social work is part and parcel of how one goes about it on a daily basis Appling all the required code of ethics under the stipulations under NASW (Barsky, 2017). However, there is much more to it than following regulations and settings, it is also paramount to make one’s own choices at all times that best fit the situation. However, at times these choices might require more than thought and experience. Thus, this is where the adoption and application of the skills and knowledge obtained from research can come in handy.
As a social worker, I have been able to understand the methodologies of collecting vital information that is key in determining if a patient or a participant in a program is actually benefiting. This makes it possible to offer better care to the individual and also present my findings to the rest of the team in order to make the necessary changes needed to make the process more efficient. Skills such as the analysis of data/information will be vital in using past records to determine how care is being offered at the VA and how if can ensure this is effectively done (Leonard, 2009). One of the key strategies that I intend in applying as a social worker is the strategy of using a logic model and applying the outcome evaluation strategy in determining the effectiveness of a program or how well the care is being offered and how the vets will be perceiving it. The best form of applying this strategy will be by initiation a regular data collection strategy that will be looking at gaining better understanding of the state o the participants on a regular basis and following up with them even after the program. not only will this offer more commitment to the vets, but it will also make it possible to track the record and performance of the institution.
Working with veterans is not an easy task neither for it requires utmost respect and dedication as well as an increased level of understanding what one is dealing with. As a social worker, the first and most effective skill that would be beneficial will be my communication skills. Having an in-depth connection and interaction with a vet would make it possible to understand them better and also be able to create a better relation (Trevithick, Richards, Ruch & Moss, 2004). On the other hand, understanding the human psychology would also be crucial in tackling cases of PTSD and substance abuse. Gaining a better understanding to mental health and psychiatric aspects through the adoption of the evidenc.
1Running Head FUTURE AT THE VETERAN AFFAIRS2FUTURE AT T.docxeugeniadean34240
1
Running Head: FUTURE AT THE VETERAN AFFAIRS
2
FUTURE AT THE VETERAN AFFAIRS
Future at the Veteran Affairs
Name
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As a social worker, I have been able to understand the methodologies of collecting vital information that is key in determining if a patient or a participant in a program is actually benefiting. This makes it possible to offer better care to the individual and also present my findings to the rest of the team in order to make the necessary changes needed to make the process more efficient. Skills such as the analysis of data/information will be vital in using past records to determine how care is being offered at the VA and how if can ensure this is effectively done (Leonard, 2009). One of the key strategies that I intend in applying as a social worker is the strategy of using a logic model and applying the outcome evaluation strategy in determining the effectiveness of a program or how well the care is being offered and how the vets will be perceiving it. The best form of applying this strategy will be by initiation a regular data collection strategy that will be looking at gaining better understanding of the state o the participants on a regular basis and following up with them even after the program. not only will this offer more commitment to the vets, but it will also make it possible to track the record and performance of the institution.
Working with veterans is not an easy task neither for it requires utmost respect and dedication as well as an increased level of understanding what one is dealing with. As a social worker, the first and most effective skill that would be beneficial will be my communication skills. Having an in-depth connection and interaction with a vet would make it possible to understand them better and also be able to create a better relation (Trevithick, Richards, Ruch & Moss, 2004). On the other hand, understanding the human psychology would also be crucial in tackling cases of PTSD and substance abuse. Gaining a better understanding to mental health and psychiatric aspects through the adoption of the evidenc.
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Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docxrosemariebrayshaw
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docxrosemariebrayshaw
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docxrosemariebrayshaw
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docxrosemariebrayshaw
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docxrosemariebrayshaw
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docxrosemariebrayshaw
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docxrosemariebrayshaw
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docxrosemariebrayshaw
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
This document provides instructions and guidance for a history assignment on America as a superpower from 1947 to the present. It discusses the structure and formatting of the paper, including it being 5 paragraphs long and 500-800 words. It provides sources to use, including a textbook and lists additional sources categorized by topic. It provides examples of in-text citations and formatting the sources list. The document aims to help students understand the requirements and find relevant sources to write their history paper on examples from the Cold War and post-Cold War eras.
Sources of Risk for Chronic Conditions in the State of Flo.docxrosemariebrayshaw
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Social Inclusion (ISSN 2183–2803)2018, Volume 6, Issue 1, P.docx
1. 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
3. 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 assessment of human develop-
ment. In the last decade, scholars in the field of educa-
tion studies have turned to the capability approach to
analyse the theory and provision of education for those
with special needs and/or disabilities (see, among others,
Ainscow & Farrell, 2002; Florian, Dee, & Devecchi, 2008;
Nind, Rix, Sheehy, & Simmons, 2005). Several scholars
have written about inclusive education, with a particu-
lar focus on capabilities (see, among others, Norwich,
2014; Robeyns, 2003, 2006; Rogers, 2013; Saito, 2003;
Sarojini Hart, 2012; Terzi, 2005, 2007, 2014; Toson, Bur-
rello, & Knollman, 2013; Trani, Bakhshi, Ballanca, Biggeri,
& Marchetta, 2011; Walker, 2006a; Walker & Unterhal-
ter, 2007). Other scholars (Arnardóttir, 2011; Broderick,
Social Inclusion, 2018, Volume 6, Issue 1, Pages 29–39 29
2014; Broderick & Quinlivan, 2017; De Beco, 2014, 2016;
Della Fina, 2017; Waddington & Toepke, 2014) have ad-
dressed the right to education in Article 24 of the United
Nations Convention on the Rights of Persons with Dis-
abilities (CRPD or Convention). However, to date, there
is scant research on the parallels between the capability
approach and Article 24 CRPD (see, De Beco, 2017).
This article demonstrates that many of the under-
lying premises of the capability approach correlate to
4. those contained in Article 24 CRPD. As a result, this ar-
ticle proposes a four-part framework, detailing insights
into the vision of educational equality contained in the
Convention through focussing on ‘the what’; ‘the why’;
‘the who’ and ‘the how’ of inclusive education. The first
limb of the framework (‘the what’) outlines how capabil-
ity equality can be invoked to shed light on the meaning
of equality espoused by Article 24 CRPD. The second limb
of the framework (‘the why’) draws on the underlying
goals of inclusive education to outline the most relevant
capabilities to be developed through inclusive education.
The third limb of the framework (‘the who’) is drawn on
to extract information on where to set the focus lens
of inclusion. This can reveal invaluable lessons regarding
pedagogical and assessment processes. The fourth limb
of the framework (‘the how’) reveals how the inclusion
of all learners can potentially be achieved through the
mechanism of Universal Design for Learning (UDL). Af-
ter outlining the aforementioned four-part framework,
attention is paid to how that framework can be imple-
mented at the national level.
This article is divided into seven sections. Following
this first introductory section, the second section of the
article outlines the key elements of the capability ap-
proach. The third section introduces Article 24 CRPD, fo-
cussing on the goals of inclusive education as well as
the measures required to achieve inclusion. In section
four of the article, a four-part framework is put forward,
which outlines the vision of educational equality con-
tained in Article 24 CRPD and highlights essential fo-
cal points for achieving inclusive education. Section five
traces the theory of that framework into practice, while
section six analyses whether the capability approach pro-
vides a complete guide to CRPD implementation. Finally,
section seven presents concluding remarks.
5. The methodology used to highlight the salient fea-
tures of the capability approach consists of descriptive
desk-based research based on secondary sources. In
analysing the obligations contained in Article 24 CRPD
and inspiring the aforementioned four-part framework,
legal doctrinal research is conducted. Recourse is had to
the rules of treaty interpretation contained in the Vienna
Convention on the Law of Treaties (VCLT). The interpreta-
tive tools in Articles 31 and 32 VCLT are as follows: literal
interpretation according to the words contained in the
text of the CRPD; systematic interpretation of the Con-
vention’s text in its overall context, including subsequent
practice—namely, General Comments of the UN Com-
mittee on the Rights of Persons with Disabilities (CRPD
Committee); teleological interpretation according to the
object and purpose of the Convention; and supplemen-
tary means of interpretation in line with the drafting his-
tory of the Convention (Ad-Hoc CRPD Committee, 2005).
A comparative normative approach is used in drawing
out the aspects of convergence between Article 24 CRPD
and the capability approach. It is worth noting that the
selection of capabilities for the above-mentioned four-
part framework is inspired by the norms and general prin-
ciples underlying the CRPD as a whole and, in particular,
those contained in Article 24. The case study examples
that are used to illustrate the translation of inclusive ed-
ucation into practice are drawn from a selection of sec-
ondary sources highlighting best practice in the field.
2. The Capability Approach
In outlining his capability approach, Sen argued that
neither utilitarian equality nor total utility equality nor
Rawlsian equality sufficiently capture real differences
6. amongst human beings (Sen, 1979, pp. 215–219), since
the agents in such theories are generally deemed to be
free, equal and independent beings. The capability ap-
proach, on the other hand, acknowledges that society is
made up of individuals with unequal abilities and needs
and, therefore, its basic underlying premise facilitates
its application to disability studies. Sen’s capability ap-
proach has been refined by philosopher Martha Nuss-
baum, among others. The relevant distinctions between
Sen and Nussbaum’s approaches are highlighted below.
The first basic conceptual distinction within the
framework of the capability approach is between capa-
bilities, on the one hand, and functionings and resources,
on the other hand. Capabilities represent not the actual
physical or mental ability of individuals but rather the in-
nate potential of each individual to achieve various out-
comes, defined as ‘what people are actually able to do
and to be’ (Nussbaum, 2000, p. 5) when given real op-
portunities. Functionings represent various states of ‘do-
ings and beings’ (Sen, 1992, p. 40), resulting in a particu-
lar outcome or achievement (reading, writing, communi-
cation, etc.), while ‘resources’ are the means by which
to achieve the outcome. The capability approach high-
lights several ‘conversion factors’ (Sen, 1992, p. 100),
such as environmental factors and social norms. These
‘contribute to the determination of the individual capa-
bility set’ (Trani et al., 2011, p. 152) and may affect the
rate of conversion of resources into functionings. In the
disability context, this mirrors the social-contextual per-
spective on disability, whereby disability is viewed as
an interaction between individual impairments and the
environment, attitudinal barriers, etc. (preamble, para.
e CRPD).
Human diversity plays a key role in the capability ap-
7. proach since, according to Sen, it is ‘a fundamental as-
pect of our interest in equality’ (Sen, 1992, p. xi). Each
individual forms a focal point of capability equality, ac-
cording to Nussbaum (Nussbaum, 2000, p. 69). In that
Social Inclusion, 2018, Volume 6, Issue 1, Pages 29–39 30
vein, Reindal asserts that ‘it is not the group or changes
of systems that are the primary subject of political jus-
tice’ (Reindal, 2016, p. 8).
Central to Sen’s capability approach are concepts of
‘agency freedom’ and ‘wellbeing freedom’. The former
refers to ‘one’s freedom to bring about achievements
one values’, while the latter relates to ‘one’s freedom to
achieve those things that are constitutive of one’s well
being’ (Sen, 1992, p. 57). According to Sen, the space
within which to evaluate equality is that of capabilities,
where an individual can decide what kind of life he/she
values (Sen, 1992, p. 66).
Unlike Sen, who did not define universal capabilities,
Nussbaum drafted a list of ‘central human capabilities’ as
a benchmark for setting a ‘social minimum’ (Nussbaum,
2009, p. 232), a threshold level below which a just society
seeking to guarantee the key principle of human dignity
should not fall. Nussbaum’s list of central human capa-
bilities includes: life; bodily health; bodily integrity; the
senses, imagination and thought; emotions; play; other
species; and control (political and material) over one’s
environment (Nussbaum, 2000, pp. 78-80). Nussbaum
points to two further capabilities, which she argues ‘suf-
fuse all the other capabilities’ (Nussbaum, 2000, p. 89):
i) ‘practical reason’, which involves ‘being able to form a
8. conception of the good and to engage in critical reflec-
tion about the planning of one’s life’; and ii) affiliation,
which means being able ‘to engage in various forms of
social interactions [and] being able to be treated as [a]
dignified being whose worth is equal to that of others’
(Nussbaum, 2000, pp. 79–80).
Norwich states that the fundamental distinction be-
tween Sen and Nussbaum’s approaches lies in the fact
that ‘for Sen, agency is the key aspect of a capability’,
while for Nussbaum, ‘the central capabilities are more an
entitlement than something actively chosen’ (Norwich,
2014, p. 19). Despite these differences, one can conclude
that the pivotal assessment of equality under the capa-
bility approach lies not necessarily in an assessment of
the means provided to an individual or the functionings
achieved by that individual but in the equalisation of op-
portunities to develop one’s innate capabilities. In the
disability sphere, the equality metric is based on coun-
teracting the impact of impairment in individualised sit-
uations and nurturing whatever capabilities each individ-
ual has in order to enable human flourishing.
Saito points to the ‘potentially strong and mutu-
ally enhancing relationship’ between the capability ap-
proach and education (Saito, 2003, p. 17). Several au-
thors appear to pick up on that potential. For instance,
Sarojini Hart contends that the capability approach ‘of-
fers an alternative paradigm for thinking beyond access
to education and for considering the potential for indi-
vidual freedoms both in and through education’ (Sarojini
Hart, 2012, p. 276; see also, De Beco, 2017; Rajapakse,
2016; Reindal, 2016, p. 6).
There is an absence of scholarship on the overlapping
elements of the capability approach and Article 24 CRPD
9. (see De Beco, 2017). Thus, it is an opportune time to ex-
plore whether the tenets of the capability approach align
with the fundamental premises of inclusive education set
out in Article 24 and whether the capability approach
can be drawn on to reveal specific lessons regarding the
norms contained in Article 24.
3. Article 24 CRPD: A Holistic Vision of Inclusive
Education
Article 24 CRPD enshrines the first legal enunciation of
inclusive education for all learners. The following sub-
sections elaborate on the goals of inclusive education
and the measures required to achieve inclusion.
3.1. The Goals of Inclusive Education
On a textual reading of the CRPD, the overarching theme
of Article 24 is that education must be effective. Article
24(2)(d) provides that States Parties must ensure that
‘persons with disabilities receive the support required,
within the general education system, to facilitate their
effective education’. This begs the question as to what
effectiveness means as a metric in this context?
According to the text of Article 24(1), inclusive edu-
cation systems should ensure ‘the full development of
human potential and sense of dignity and self-worth’
and ‘the strengthening of respect for…human diversity’.
Furthermore, education systems must aim at the ‘de-
velopment by persons with disabilities of their person-
ality, talents and creativity, as well as their mental and
physical abilities, to their fullest potential’. These stated
goals of inclusive education clearly overlap, to a signifi-
cant extent, with the fundamental tenets of the capabil-
10. ity approach.
The third goal to be achieved by inclusive education,
as laid down in Article 24(1), is to enable ‘persons with
disabilities to participate effectively in a free society’. This
defines the ultimate purpose of inclusive education and
seeks to ensure that all measures adopted by States Par-
ties to the Convention contribute to facilitating that pur-
pose. Terzi contends that a capability perspective on edu-
cational equality can be defined ‘in terms of equal effec-
tive opportunities to levels of functionings that are nec-
essary to participate in society’ (Terzi, 2007, p. 765). In a
similar vein, one can deduce from the text of Article 24
that States Parties are required to create real opportuni-
ties for persons with disabilities to foster their capabili-
ties in order to enable them to take an active role in so-
ciety, where possible.
3.2. The Measures Required to Achieve Inclusion
In order to achieve the foregoing goals, Article 24 CRPD
sets down an extensive list of obligations to be complied
with by States Parties, the most relevant of which are out-
lined below. The measures required under Article 24 are
based on the social-contextual model of disability, which
Social Inclusion, 2018, Volume 6, Issue 1, Pages 29–39 31
targets disadvantages arising from the interaction be-
tween learners’ impairments and external factors caused
by environmental or attitudinal barriers to learning. Ar-
ticle 24 is also built on the human rights-based model
of disability, according to which persons with disabilities
are viewed as individual ‘holders of rights, entitled to ex-
11. ercise all human rights and fundamental freedoms on an
equal basis with others, entailing the provision of mate-
rial support where necessary’ (Broderick, 2015, p. 1).
Article 24 seeks to ensure equality of access to all lev-
els of education (primary, secondary and tertiary educa-
tion as well as vocational training, adult education and
lifelong learning) and the provision of equal opportuni-
ties. Maintaining a similar focus on individualisation as
the capability approach does, Article 24 CRPD seeks to
address the wide diversity of needs of individual learn-
ers through requiring States Parties to take various pos-
itive measures. In that regard, Article 24(2)(c) requires
States Parties to ensure that reasonable accommodation
of the individual learner’s requirements is provided. Rea-
sonable accommodation, as defined in Article 2 CRPD, re-
quires public and private parties to make ‘necessary and
appropriate modification and adjustments’ to the envi-
ronment, where requested by an individual with a disabil-
ity in a particular case. An unjustified failure to provide
a reasonable accommodation constitutes a form of dis-
crimination, unless a disproportionate or undue burden
can be proven by the duty-bearer.
Further individualised support measures are envis-
aged under Article 24(2)(e) CRPD. The latter measures
are not the same as those requested in a particular,
individualised case; conversely, they aim to alter the
mainstream education system to ensure inclusion over a
longer period of time (de Beco, 2014, p. 281). This does
not mean that these measures do not have to be tai-
lored to cater for the individual needs of each learner
(de Beco, 2014, p. 281). Such individualised support mea-
sures may include personal assistance as well as the
types of measures outlined in Article 24(3) CRPD, namely,
facilitating the learning of Braille; providing alternative
12. script; augmentative and alternative modes, means and
formats of communication; and facilitating peer support
and mentoring.
Akin to Nussbaum’s list of central capabilities (en-
dorsing practical reason and affiliation as well as emo-
tions and play), Articles 24(2)(e) and 24(3), respectively,
acknowledge the fact that education is not merely an
academic tool. Rather, education should ‘enable persons
with disabilities to learn life and social development skills
to facilitate their full and equal participation in education
and as members of the community’. To that end, States
Parties must take appropriate measures to ensure that
the education of persons with disabilities (and, in partic-
ular, individuals who are blind, deaf or deaf-blind) is de-
livered in the most appropriate languages and means of
communication for the individual, and in environments
which maximise academic and social development.
4. Inclusive Education Viewed through the Lens of the
Capability Approach
It is evident that there are prima facie similarities be-
tween the capability approach and the vision of inclu-
sive education set forth in Article 24 CRPD. This section
of the article investigates whether, beyond those prima
facie similarities, the capability approach can serve to
teach States Parties to the CRPD specific lessons regard-
ing the norms embodied in Article 24. The key observa-
tions emerging from the analysis conducted in this sec-
tion are set out in a four-part framework and are aligned
with ‘the what’, ‘the why’, ‘the who’ and ‘the how’ of in-
clusive education. These four parts of the framework re-
late back to the understanding of equality enshrined in
Article 24 CRPD (as interpreted according to the method-
ological tools set out in the first section of this article).
13. 4.1. ‘The What’ of Inclusion: Equality of Capabilities
The first limb of the four-part framework concerns ‘the
what’ of inclusion. The capability approach purports that
equality is measured in the realm of capabilities, such
that the central factor in the search for justice relates to
equalising opportunities for expanding an individual’s ca-
pabilities (but not necessarily equalising outcomes). Ca-
pability equality lays down human diversity as the key
equalising element in the evaluation of relative disad-
vantages and the fight against inequalities. Due to the
fact that the capability approach is underpinned by re-
spect for human diversity, it is equipped to deal with ‘the
complexity of disability’ (Terzi, 2005, p. 452). This justi-
fies invoking it to shed light on the meaning of equality
espoused by Article 24 CRPD. The fact that the capabil-
ity approach also adopts a social-contextual approach,
much like the CRPD, means that it endorses a similar
egalitarian perspective, according to which entitlement
to equal opportunities arises regardless of the fact that
disadvantage may accrue from impairment or external
factors (Terzi, 2005, p. 452). Overall, it can be said that
there is ‘general agreement on the essential underly-
ing ideas’ of the capability approach and the CRPD (Har-
nacke, 2013, p. 777). Notwithstanding this, many ques-
tions remain unanswered as to whether the capability ap-
proach can act as a guide to CRPD implementation. These
questions will be highlighted and answered in turn in the
sub-sections that follow.
4.2. ‘The Why’ of Inclusion: The Purpose of Article 24
and Equalisation of Capabilities
One naturally wonders which capabilities should be
equalised in the educational context? In order to answer
14. that question and to build on the equality metric, it is
important to take into account the underlying goals of
inclusive education, highlighted above. This leads us to
reflect on ‘the why’ of inclusion, the second limb of the
four-part framework proposed in this paper.
Social Inclusion, 2018, Volume 6, Issue 1, Pages 29–39 32
Various authors have followed Nussbaum’s example
and have devised lists of ‘basic capabilities’ in the edu-
cational context (Mutanga & Walker, 2015, pp. 505–506;
Walker, 2006b, pp. 128–129). Others have devised lists of
basic capabilities which are not tailored to education but
which overlap with educational capabilities (Robeyns,
2003). However, none of these lists have been tailored
specifically towards inclusive education and learners
with disabilities. Drawing on CRPD-specific values and
informed by the principles underlying the capability ap-
proach, it is submitted that the following capabilities
encapsulate the most relevant ones to be developed
through inclusive education for all learners:
i. Academic skills (knowledge): Article 24 CRPD re-
quires that school systems foster academic devel-
opment. In this context, academic skills would take
into account critical thinking and problem-solving
skills, promoting the knowledge required for par-
ticipation in society and the economy. Depending
on the severity of disability, the level of function-
ing following from this capability of knowledge will,
inevitably, vary. However, the basic capability for
knowledge should be fostered in all students. In-
deed, evidence suggests that students with psy-
chosocial and developmental disabilities can learn
15. to problem-solve in an inclusive setting through
modifications to social and communication pro-
cesses (Agran, Blanchard, Wehmeyer, & Hughes,
2002, p. 279).
ii. Life and social development skills: The CRPD also
requires the development of life and social skills.
The capability approach requires that informal
learning should be taken into consideration. This
has been defined as a space where ‘relationships
and encounters’ occur, ‘with all the opportuni-
ties that are planned and unplanned’ (European
Agency for Development in Special Needs Educa-
tion, 2011, p. 104).
iii. Individual autonomy, including the freedom to
make one’s own choices, and independence: Article
3(a) CRPD contains the cross-cutting general prin-
ciple of individual autonomy, including the free-
dom to make one’s own choices, and indepen-
dence. Drawing on that Article, it is submitted that
learner agency and autonomy should be promoted
in all individuals. This autonomy capability does
not find support in Nussbaum’s account of capabil-
ity equality. As Stein points out, Nussbaum’s ear-
lier work ‘excludes certain persons with intellec-
tual disabilities from full participation in society’
(Stein, 2007, p. 102), as she ‘fails to recognize those
who fall below her ten central capabilities’ (Stein,
2007, p. 101). According to Stein, Nussbaum’s ca-
pability approach only includes persons with intel-
lectual disabilities who are able to achieve base-
line functions ‘by proxy through their respective
guardians’ and this ‘denies their individual auton-
omy’ (Stein, 2007, pp. 109–110). In her later work,
16. Nussbaum appears to adopt a similar perspective
in the realm of cognitive disabilities (see, Nuss-
baum, 2009, pp. 345–350). To overcome these
issues, Stein proposes a ‘disability human rights
paradigm’, which ‘emphasizes the equal dignity
of all persons, and acknowledges their autonomy
in directing their own development’. (Stein, 2007,
p. 75). Stein’s approach fits well to the autonomy
capability proposed in this article. Although, when
it comes to operationalising the autonomy capabil-
ity in the context of young learners, this will natu-
rally depend on support from adults. With regard
to individuals with multiple disabilities or severe
intellectual/learning/behavioural disabilities, pro-
moting independence and autonomy becomes a
more complex task. This point is dealt with below.
iv. Respect for evolving capacities: Drawing on key
CRPD principles, in particular General Principle
3(h), which recognises the evolving capacities of
children with disabilities, it is essential to nurture
the preferences of persons with disabilities and
to foster in them the capacity to make informed
and reflexive choices, wherever possible. When it
comes to individuals with severe or multiple dis-
abilities, one of the main challenges lies in over-
coming the perception that such individuals can-
not exercise self-determination on account of the
nature or extent of their impairment (Wehmeyer,
1998). The CRPD Committee urges States Parties to
avoid this ‘deficit approach’, which focuses on the
‘actual or perceived impairment’ of a person with
a disability and which limits opportunities ‘to pre-
defined and negative assumptions of their poten-
tial’ (CRPD Committee, 2016, para. 16). Assessing
the preferences of students with severe learning
17. difficulties through alternative modes, means and
formats of communication is something which Ar-
ticle 24(3)(a) CRPD expressly urges. Several strate-
gies have been identified to determine the pref-
erences of students with severe disabilities, such
as, using micro-switch technology to enable stu-
dents to indicate preferences; observing whether
students approach an object when it is presented
to them; and recording the amount of free time
a student spends engaged in particular activities
(Hughes, Pitkin, & Lorden, 1998).
v. Respect for inherent dignity: Nussbaum’s later
work claims that ‘the touchstone’ of capabil-
ity equality is human dignity (Nussbaum, 2009,
p. 335). Pursuant to Articles 3(a), 3(d) and 8(2)(b)
CRPD, States Parties should foster in all children,
from an early age, respect for the inherent dignity
of all learners and the acceptance of difference.
vi. Voice and participation in learning: In accordance
with Articles 4(3) and 7(3) CRPD, States Parties
should ensure that all learners, particularly those
with disabilities, are enabled to develop the capa-
Social Inclusion, 2018, Volume 6, Issue 1, Pages 29–39 33
bility to express their views freely on educational
matters affecting them and to participate actively
in knowledge acquisition.
vii. Identity preservation: Drawing on Articles 24(3)(b)
and 24(4)(4) CRPD, inclusive education systems
should prioritise the capability for learners with
18. disabilities to preserve their individual identities
and to develop them in whatever way suits their
learning style. This is particularly important for stu-
dents who are deaf, blind and/or deaf-blind.
viii. Self-worth: Nussbaum claims that capability equal-
ity guarantees the ‘social bases of self-respect and
non-humiliation’ (Nussbaum, 2000, p. 79). In ac-
cordance with Article 24(1)(a) CRPD, inclusive ed-
ucation systems should foster capabilities of self-
esteem in all learners in order to avoid the issue
of what Nussbaum terms ‘adaptive preferences’
(Nussbaum, 2000, p. 139), whereby individuals
adapt their preferences according to what they be-
lieve is feasible for their ‘perceived’ capabilities.
While the above list does not constitute an exhaustive
enumeration of inclusive education capabilities, it does
provide a good starting point in seeking to ensure equal-
ity of educational opportunities for all and in framing ed-
ucation systems which facilitate the underlying principles
and goals of the CRPD.
4.3. ‘The Who’ of Inclusion: Individuals as an End
The capability approach also informs us about where to
set the focus lens of inclusion - in other words, the third
limb of the proposed framework, which centres on ‘the
who’ of inclusion. This can reveal invaluable lessons re-
garding pedagogical and assessment processes.
Since capability equality targets individuals, the goal,
in educational terms, is to produce capabilities for each
and every learner. Nussbaum refers, in this connection,
to the fact that each person is ‘an end’ (Nussbaum, 2011,
p. 35). While capability equality focuses pivotally on hu-
19. man individuality, it also focuses on interdependency
(Nussbaum’s criterion of affiliation). This vision of inclu-
sion matches that set forth in Article 24 CRPD, which not
only focuses on system changes but mandates the adop-
tion of reasonable accommodations and effective indi-
vidualised supports for persons with disabilities.
The person-centred approach underpinning Arti-
cle 24 has been remarked upon by the CRPD Committee:
Inclusive education must aim at promoting mutual re-
spect and value for all persons and at building educa-
tional environments in which the approach to learn-
ing, the culture of the educational institution and the
curriculum itself reflect the value of diversity (CRPD
Committee, 2012, para. 41).
This requires both the recognition of difference and of-
fering general mainstream provision for all learners. The
next sub-section of this article elaborates on how to
achieve this delicate balance by elaborating on the fourth
limb of the proposed framework—‘the how’ of inclusion,
that is, its processes and practices.
4.4. ‘The How’ of Inclusion: The Dilemma of Difference
Re-Visited through UDL
Several educational scholars are divided by the ‘dilemma
of difference’ (Minow, 1990, p. 20) and tend to focus al-
most exclusively on either impairment (Mac Kay, 2002)
or social processes (Armstrong, Armstrong, & Barton,
2000). The ‘dilemma of difference’ is a term used to de-
scribe the tensions inherent in focusing, on the one hand,
on differential characteristics, with the attendant risks of
stereotyping and labelling, and, on the other hand, ignor-
20. ing differences in an attempt to provide common edu-
cational provision, bearing the risk that not all learners’
needs are accommodated.
Terzi argues cogently that the capability approach
manages to erase the tensions inherent in the dilemma
of difference, since it allows overcoming ‘the duality be-
tween individual and social models of disability and sees
disability instead as inherently relational’ (Terzi, 2005,
p. 451). It is here that the capability approach finds par-
ticular resonance with the CRPD, which also overcomes
these tensions (Broderick, 2015, p. 72).
From an equality perspective, both the capability ap-
proach and the CRPD seek to widen the ‘norm’ in order to
reflect human diversity and individual difference, whilst
also ensuring education in the mainstream. This widened
norm can be given concrete formulation in the mech-
anism of UDL, a curriculum-based method designed to
achieve maximum accessibility of educational processes
for all. While implementing UDL is not without significant
challenges, the ideas of differentiated instruction and ‘al-
ternative functionings’ (Terzi, 2005, p. 456), or of doing
the same thing in different ways, takes on increased rele-
vance in this context. According to the CRPD Committee,
this involves ‘flexible curricula and teaching and learning
methods adapted to different strengths, requirements
and learning styles’ (CRPD Committee, 2016, para. 12.c).
It also entails ‘maintaining high expectations for all stu-
dents while allowing for multiple ways to meet expecta-
tions’ (CRPD Committee, 2016, para. 26).
Since diversity in education refers not only to the di-
versity of needs exhibited by persons with disabilities
but to the entire range of different learning abilities,
needs, talents, learning styles and personalities, it is vi-
21. tal to link these wide-ranging considerations to key goals
and outcomes to be achieved by the educational curricu-
lum. Knowelton (1998) suggests three levels of curricular
modification necessary to enhance access for all to main-
stream curricula: i) curriculum adaptation (modifying the
presentation and representation of content); ii) curric-
ular augmentation (teaching students to use student-
directed learning strategies); and iii) curriculum alter-
ation (changing the curriculum to address students’ spe-
Social Inclusion, 2018, Volume 6, Issue 1, Pages 29–39 34
cific needs). In that regard, the CRPD Committee recom-
mends the use of individual educational plans (IEPs) to
support specific learning requirements and the introduc-
tion of a pedagogy centred on students’ educational ob-
jectives. (CRPD Committee, 2016, para. 71).
Authors, such as De Beco, acknowledge the fact that
there are ‘practical limits to differentiation in the school
curriculum’ and that ‘education systems may never be
completely adaptable to the needs of all disabled chil-
dren’ (De Beco, 2017, p. 10). These concerns regarding
the implementation of inclusive education and universal
design in learning are entirely valid, and it may be the
case that a fully universal design is simply not achievable
due to wide variations in impairments. Nonetheless, the
ideal of inclusive education remains a worthy goal, and
the capability approach certainly lends itself to teaching
us valuable lessons in the quest to realise inclusion.
5. Capability Equality: From Theory to Practice in
Inclusive Education
22. Having outlined the four-part framework above, a frame-
work that may be used to guide pedagogical and assess-
ment process in implementing the CRPD, it is important
to reflect on the practical relevance of the above frame-
work in the provision of public inclusive education.
In rejecting a de minimus standard for the educa-
tion of persons with disabilities, the Supreme Court of
the United States recently held, in Endrew F. v. Douglas
County School District, that every child’s educational pro-
gram must be ‘appropriately ambitious in light of his cir-
cumstances’ and that children with disabilities should
have the chance to ‘meet challenging objectives’ (En-
drew, 2017, p. 3). One might wonder how this can be
achieved in the light of the framework outlined above?
As a preliminary step, the CRPD’s vision of educa-
tional equality should be enshrined in States Parties’ laws
and policies in order to guide educational processes. Ital-
ian law specifically includes the development of the po-
tential of persons with disabilities ‘in learning, in com-
munication, in relationships and in socialisation’ in Ar-
ticles 12 and 13 of Law 104/19921 (Ferri, in press). De-
cree 378/2017, implementing Law 107/2015,2 which is
aimed at reforming the Italian educational system follow-
ing ratification of the CRPD, also promotes ‘educational
and teaching strategies aimed at developing the poten-
tial of each individual’, according to Ferri (in press).
Practical changes to school systems are also required
in order to promote the key capabilities outlined above
in the context of the four-part framework. Ensuring that
persons with disabilities are appropriately challenged in
public education and, furthermore, balancing that with
the needs of children without disabilities requires a recip-
rocal approach. Jorgensen et al. advocate peer supports,
23. whereby students have the opportunity to provide sup-
port and assistance to others as well as to receive sup-
port (Jorgensen, Mc Sheehan, Schuh, & Sonnenmeier,
2012, p. 7). The European Agency for Development in
Special Needs Education advocates such co-operative
learning or peer tutoring as an effective method in cogni-
tive and affective (social-emotional) learning and devel-
opment for all students (European Agency for Develop-
ment in Special Needs Education, 2003, p. 5). As well as
enhancing academic and social development skills, this
type of approach can serve to enhance the capabilities of
respect for diversity, evolving capacities of persons with
disabilities and self-worth. Mixed-age classes (the joint
education of children with heterogeneous abilities from
pre-school to the fourth grade) have been advocated in
certain countries, such as Austria and Finland, as a means
to incorporate diverse learning rates in primary school
classes. While there are certainly many challenges inher-
ent in effectuating such an approach (Hyry-Beihammer
& Hascher, 2015), it has been promoted as one that can
have ‘obvious’ benefits at the cognitive, emotional and
social levels (European Agency for Development in Spe-
cial Needs Education, 2003, p. 29).
Person-centred planning aids greatly in achieving the
key capabilities of self-determination, learner autonomy
and participation. A Danish project, entitled ‘Children’s
Voice’, consults with parents and children to elicit their
views on the well-being and experiences of each learner
(UNESCO, 2017, p. 28). Involving students in the formula-
tion of learning objectives is an effective means by which
to include all students in their own learning processes.
In that regard, Jorgensen et al. promote the teaching of
self-advocacy skills—‘how to be assertive, how to effec-
tively communicate their perspective, how to negotiate,
24. how to compromise, and how to deal with systems and
bureaucracies’ (Jorgensen et al., 2012, p. 11).
Evaluation and assessment processes should also be
a key focus for States Parties. The framework outlined
in section four of this article sheds light on four vital
aspects of the inclusion process (‘the what’; ‘the why’;
‘the who’ and ‘the how’ of inclusion) and allows for the
assessment of inequalities in a space other than that
used for traditional equality measurements in the edu-
cational sphere, which often focus on resources and out-
comes. That space is the realm of capabilities. The mea-
surement that is used to determine whether each individ-
ual is granted equal opportunity to flourish stems from
an assessment of the starting point of the individual and
his/her progress towards defined and overarching goals
within the mainstream curriculum, combined with the
individualised goals set out in his/her IEP, designed to
map personal successes. The CRPD Committee appears to
agree with this perspective on how human potential can
be facilitated through assessment processes. The Com-
mittee has stated that ‘traditional systems of assessment,
which use standardized achievement test scores as the
1 Law of 5 February 1992 No. 104, ‘Legge-quadro per
l’assistenza, l’integrazione sociale e i diritti delle persone
handicappate’ in O.J. of 17 February 1992
No. 39.
2 In O.J. No.162 of 15 July 2015.
Social Inclusion, 2018, Volume 6, Issue 1, Pages 29–39 35
sole indicator of success for both students and schools’
25. (CRPD Committee, 2016, para. 74), ‘must be replaced with
flexible and multiple forms of assessments and the recog-
nition of individual progress towards broad goals that pro-
vide alternative routes for learning’ (CRPD Committee,
2016, para. 26). Jorgensen et al. recommend implement-
ing an evaluation system whereby students receive grades
that are reflective of ‘personal best’ achievements.
Connecting education systems more closely to the
key capability of life development skills is also essential
for ensuring real inclusion. In Spain, the project Your Ed-
ucation Has No Limits: Develop Your Future advocates
awareness-raising campaigns targeted at promoting the
active participation of secondary school-level individu-
als with disabilities in universities and in the workforce.
Jorgensen et al. encourage the incorporation of annual
goals in students’ IEPs that not only reflect common core
state standards but ‘functional skills necessary for full
participation in school and life in the community after
high school’ (Jorgensen et al., 2012, p. 3). Portuguese De-
cree Law 3/20083 goes even further than that to estab-
lish a framework for the transition process from school to
employment for learners with severe intellectual disabili-
ties (aged 15 or over). According to the European Agency
for Special Needs and Inclusive Education (n.d.), the first
phase of each Individual Transition Plan (ITP) is to reveal
‘the wishes, interests, aspirations and competencies’ of
each individual. A subsequent phase of the ITP includes
an assessment of the gaps in the local job market and the
identification of training opportunities or internships for
the individual. These are then matched to the academic,
personal and social competencies of the individual, and
required adjustments and special equipment are docu-
mented. Agreements are then set up with the relevant in-
stitutions, defining the competencies required for the po-
sition, the tasks to be carried out and the support needed
26. to achieve those tasks.
Having reflected on how the capability approach in-
spires a four-part framework to guide educational pro-
cesses and how it can teach States Parties lessons in im-
plementing the vision of equal educational opportunities
set out in Article 24 CRPD, it is apt to consider whether
the capability approach can provide a complete guide to
CRPD implementation?
6. The Capability Approach: A Complete Guide to CRPD
Implementation?
Given that it is not possible to realise all rights at once,
a complete guide to CRPD implementation should also
guide States Parties on issues of prioritisation and dis-
tribution of resources. Harnacke argues that, ‘due to an
insufficient grounding of the capabilities which makes
a hierarchy among the various capabilities impossible’,
the capability approach cannot fulfil this role (Harnacke,
2013, p. 777). Terzi (2007, p. 770) claims that other the-
ories, such as Rawlsian theories on ‘justice as fairness’
(Rawls, 2001), need to be drawn on in order to guide this
element of CRPD implementation.
Other limitations to the capability model have been
identified by scholars. According to Nussbaum herself,
the capability approach is a ‘social-minimum approach’
(Nussbaum, 2011, p. 40). Therefore, it is incomplete,
since it does not make any ‘commitment about how
inequalities above the minimum ought to be handled’
(Nussbaum, 2011, p. 40). Additionally, Norwich ques-
tions whether it is really possible to determine what
counts as adequate functioning (Norwich, 2014, p. 19).
27. The four-part framework set out in section four of
this article does not claim to solve these (arguably sub-
stantial) limitations and does not constitute a full the-
ory of educational equality. It simply focuses on the de-
velopment of capabilities as a key to guiding processes
and practices in education rather than measuring func-
tioning as the sole end goal. The effectiveness of educa-
tional systems is often measured relative to means and
result. In view of the constraints associated with focus-
ing only on resources and outcomes, this article has ar-
gued that it is pivotal to redefine the values underpin-
ning education systems and the capability sets that are
developed through education, not only for persons with
disabilities but for all learners. A list of educational ca-
pabilities has, therefore, been extrapolated in this arti-
cle and is set out as the second limb of the proposed
framework above. It is based on key CRPD values. The
proposed list of educational capabilities and the four-
part framework may prove useful in answering a range
of equality-related questions, including whether certain
individuals are accorded more opportunities than oth-
ers to convert resources into functionings. In that sense,
this article demonstrates the human and social develop-
ment aspect of education rather than simply the ‘domi-
nant neoliberal human capital interpretations of educa-
tion as only for economic productivity and employment’
(Walker, 2006a, p. 164).
The capability approach inspires a normative ethical
framework and rationale for the provision of inclusive ed-
ucation, while the CRPD fleshes out the legal framework
associated with ensuring that the goals of inclusive edu-
cation are met. Reading them together provides a key to
unlocking equality of opportunities for many students.
Outcomes cannot be ignored, of course, and the use
28. of indicators for monitoring CRPD rights is an essential
compliment to any approach based on capabilities. The
CRPD Committee requires States Parties to develop mon-
itoring frameworks with structural indicators (to mea-
sure barriers) and process indictors (to measure changes
to the accessibility of physical environments, curriculum
adaptations and teacher training), with specific bench-
marks and targets attached to each indicator (CRPD Com-
mittee, 2016, para. 75). The four-part framework out-
lined in this article can go some way towards highlight-
ing and solving structural and process issues in educa-
tion. Nonetheless, the individualised focus of the ca-
3 Decreto-Lei n.º 3/2008, de 7 de Janeiro.
Social Inclusion, 2018, Volume 6, Issue 1, Pages 29–39 36
pability approach proves ineffective in addressing the
broader issues related to CRPD implementation, as high-
lighted above.
During the drafting process of General Comment 4
of the CRPD Committee (on inclusive education), it was
acknowledged that ‘no reliable and comparable data is
available’ on access to education and learning outcomes
for children and adult learners with intellectual disabili-
ties, in particular (Inclusion Netherlands, 2016). In view
of such deficiencies, the Committee requires States Par-
ties to develop outcome indicators, measuring the per-
centage of students with disabilities in inclusive learn-
ing environments obtaining final official certification or
diplomas (CRPD Committee, 2016, para. 75). Since effec-
tive participation in society is the end goal to be achieved
in implementing Article 24 CRPD, and since some individ-
29. uals with disabilities never manage to attain even a basic
level of functioning in society, these elements of CRPD
implementation certainly cannot be neglected. The capa-
bility approach does not provide much guidance in that
respect. Indeed, De Beco argues that the capability ap-
proach ‘does not explain whether…participation is a goal
in itself or just a means to enhance capabilities’ (De Beco,
2017, p. 14).
7. Conclusion
According to Sen, the question ‘equality of what?’ is piv-
otal in the search for justice. As demonstrated in this ar-
ticle, the capability approach inspires a four-part frame-
work based upon justice and equality of capabilities. It
advocates that social structures should respond to hu-
man diversity and allow for human flourishing.
In a similar vein to capability equality, the CRPD is
based on respect for the inherent dignity of persons
with disabilities, individual autonomy, including the free-
dom to make one’s own choices; respect for difference
and acceptance of persons with disabilities as part of
human diversity. All of these values underpin the vi-
sion of educational equality of opportunity that Article
24 CRPD sets forth. Article 24 seeks to ensure accessi-
ble, individualised educational systems, tailored to the
wide diversity of needs and innate capabilities of learn-
ers with disabilities.
In attempting to theorise equality in education, this
article has drawn on the parallels between the values es-
poused by Article 24 CRPD and the capability approach
in order to delineate a four-part framework for inclusion.
In doing so, this article demonstrates how the capability
approach provides a useful metric for examining inequal-
30. ities. This can teach us invaluable lessons regarding the
processes and practices of inclusive education. It is sub-
mitted that the vision of equality set forth in Article 24
can be strengthened if a focus is maintained in the im-
plementation process on the ‘the what’, ‘the why’, ‘the
who’ and ‘the how’ of inclusion.
These four limbs of the proposed framework shed
light on learning processes, on the social value of educa-
tion, on the key focal points of inclusion as well as on the
role of educational structures in perpetuating or mitigat-
ing inequalities. While the capability approach has sev-
eral limitations in terms of guiding inclusion and can only
inspire a partial framework for CRPD implementation,
this partial framework is nonetheless useful in guiding
educational processes, policies and institutions towards
a more holistic definition of equal opportunities.
The language of capabilities is not exclusive to disabil-
ity studies, and the lessons learned from the interface be-
tween Article 24 CRPD and the capability approach can
be applied to the provision of inclusive education for all
individuals. This can help to ensure that each individual
reaches his/her full potential and can go some way to-
wards ensuring full and equal participation in education
for persons with disabilities and as members of the com-
munity, just as Article 24 itself requires.
Acknowledgments
The author would like to thank the two anonymous re-
viewers who provided most helpful and insightful com-
ments on the draft of this article.
Conflict of Interests
31. The author declares no conflict of interests.
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About the Author
Andrea Broderick (PhD) is a tenured Assistant Professor in the
Department of International and Eu-
ropean Law at the Faculty of Law, Maastricht University.
Andrea previously completed a Marie Curie
fellowship at Maastricht University in the DREAM (Disability
Rights Expanding Accessible Markets) net-
work of researchers. Her doctoral thesis on the CRPD’s equality
norm was nominated for the Max van
der Stoel Human Rights Award (2016) and has been published
as a monograph with Intersentia.
Social Inclusion, 2018, Volume 6, Issue 1, Pages 29–39 39
Feedback for 5-6 Milestone One: Persuasive Essay Draft
Introduction: Thesis Statement
· Composes a thesis, but there are issues related to clarity or
relevancy
· A thesis is not a list, though. See notes on doc. Make it one
sentence.
Body: Opposing Viewpoints
· Addresses and refutes opposing viewpoints, but not in a way
that strengthens the argument
· I'm surprised you don't just liken the whole thing to handing
someone who is depressed a gun, which would be negligent.
Address the idea that it is compassionate, that it is an act of
mercy.
Conclusion: Insights
40. · Articulates insights about argument established through the
essay, but does not follow argument logically or does not refer
to key points or quotes used to support claim
· Here you should really express an understanding of the other's
sides position and restate your own key points, defeating them
once and for all.
Running head: PHYSICIAN ASSISTED SUICIDE 1
PHYSICIAN ASSISTED SUICIDE 2
Argument Against Physician Assisted Suicide (PAS)
Student’s Name
Course Code
Institution Affiliation
Date
Introduction
The American Medical Association asserts that “Physician-
assisted suicide occurs when a physician facilitates a patient’s
death by providing the necessary means and/or information to
enable the patient to perform the life-ending act”. The main aim
41. of this paper is to argue against physician assisted suicide
(PAS)and give health care practitioners reasons to avoid the
practice. Health care providers should be guided by the position
that patients always opt for life. This argument will be
supported by the facts that;
1. Physicians are supposed to save life (ensure continued
healing) by healing the sick and not end their lives.
2. Physicians are well equipped to provide the best care at every
point of a patient’s sickness up to death.
3. Life is sacred and no one has the right to take it except the
creator.
The main role of physicians is to ensure safety of life by
providing high quality care. This is stated by the principle of
non-maleficence. Why would someone supposed to protect life
help terminate it? it is morally wrong. According to Sulmasy
and Mueller (2017), carrying out PAS is being unprofessional
on the side of the physician. Imagine if the person who was
helped terminate life after that were to survive. It is like
carrying out the work of God and forgetting yours is only to
help the patients get better and lead a healthy life.
This paper targets physicians because it is their role to ensure
life is saved through healing. For one to become a physician,
they must get all the necessary training necessary for treating
patients in all stages of their illness. According to Cohen-
Almagor (2016), Physicians have the necessary knowledge to
heal patients whichever the point of sickness, including their
death. So, when a patient is terminally ill, physicians should use
their knowledge to apply the best care that will help relieve the
pain of the patient and terminating life is not an option.
Some could argue that if the patient has given consent there is
no problem to carry out PAS. But if that was the case then we
could not have been having medicine prescriptions. Patients
could get sick and take whatever medicine they feel like
because its their life. But physicians have to give prescriptions
42. to ensure patients are safe. As Sulmasy et al. (2016) puts it, the
interests of a person are important when the value of that person
is considered. Our society is built on religion which guides our
moral doing and actions. It will be morally and ethically wrong
to take life which is something society values.
Acting against PAS is not an easy thing to carry out though.
This is because the issue of patient decision on their life matters
and the principle of autonomy. Many have argued that everyone
has the right to decide on matters to do with their life and that
physicians have to respect the decision of the patient.
Opponents say you cannot heal the life of a person who wants to
die. O’Rourke, O’Rourke, and Hudson, (2017) says that some
have justified PAS from the fact to be a physician you have to
be compassionate, so PAS is the compassionate thing to do.
Conclusion
From whichever point one may try to justify PAS, it is ethically
and morally wrong. There is value to life and all physicians are
supposed to do is help protect and keep that life safe. The
interests of a person may be important but not when the value of
that person is at stake. Physicians are fully trained to heal the
sick and there is no justification in helping them terminate life.
This is why this essay will support its argument with evidence
of PAS cases from the past and each argument will focus on the
main issue. Feedback on this draft will be helpful in making a
stronger argument in the final paper.
43. References
American Medical Association, (2020). Physician-Assisted
Suicide. retrieved on 07 February 2020 from https://www.ama-
assn.org/delivering-care/ethics/physician-assisted-suicide
Cohen-Almagor, R. (2015). An argument for physician-assisted
suicide and against euthanasia. Ethics, medicine and public
health, 1(4), 431-441.
O’Rourke, M. A., O’Rourke, M. C., & Hudson, M. F. (2017).
Reasons to reject physician assisted suicide/physician aid in
dying.
Sulmasy, L. S., & Mueller, P. S. (2017). Ethics and the
legalization of physician-assisted suicide: an American College
of Physicians position paper. Annals of internal medicine,
167(8), 576-578.
Sulmasy, D. P., Travaline, J. M., Mitchell, L. A., & Ely, E. W.
(2016). Non-faith-based arguments against physician-assisted
suicide and euthanasia. The Linacre Quarterly, 83(3), 246-257.