What is conflict coltan? What groups benefited from the trade in conflict coltan?What groups were hurt by it?

Questions:1. What is conflict coltan? What groups benefited from the trade in conflict coltan?What groups were hurt by it?2. What three sectors were concerned with the problem of conflict coltan? Whatwere the interests of each, and in what ways did their interests converge?3. What steps could be taken by governments, NGOs, and companies to strengthenthe process to exclude conflict minerals from the global supply chain?4. Could conflict minerals be excluded from the global supply chain without hurtingthe noncombatant citizens of the DRC?

A maker of energy drinks is considering abandoning can containers and going exclusively to bottles because the sales manager believes customers prefer drinking from bottles. However, the vice president in charge of marketing is not convinced the sales manager is correct. Investigate this issue using statistical analysis. Explain which data collection method you would use and what procedures you would follow to apply this method to this situation.

USE WORD DOCUMENT ATTACHED…
 Week 1
A maker of energy drinks is considering abandoning can containers and going exclusively to bottles because the sales manager believes customers prefer drinking from bottles. However, the vice president in charge of marketing is not convinced the sales manager is correct. Investigate this issue using statistical analysis.

Explain which data collection method you would use and what procedures you would follow to apply this method to this situation.
Propose which level of data measurement applies to the data collected. Justify your answer.
Determine whether the data is qualitative or quantitative.
Submit your work in a Word document.

 Week 6
A computer scanner can read a bar code on a package correctly 97% of the time. One company monitors the accuracy of the scanner by randomly sampling packages and verifying that each package has been correctly scanned. Random samples of size n = 25, 50, 100, and 200 have recently been taken with the following results.
Package Sampling TableSample 
“In word doc”
To complete this activity, use Excel to:

Calculate the sample proportion for each sample size.
Calculate the single-proportion sampling error for each sample size.
Calculate the probability of finding 198 correctly scanned packages, for a sample of size n=200.
Submit your work Excel file.

Macroeconomics approaches the study of economics from the viewpoint of: 1. A. the entire economy.2. B. governmental units.3. C. the operation of specific product and resource markets.4. D. individual firms.Which of the following is associated with macroeconomics?

< Macroeconomics 19th Edition by McConnell MCQs Set1 & Set 2 >
 
Macroeconomics approaches the study of economics from the viewpoint of: 1. A. the entire economy.2. B. governmental units.3. C. the operation of specific product and resource markets.4. D. individual firms.Which of the following is associated with macroeconomics? 1. A. an examination of the incomes of Harvard Business School graduates2. B. an empirical investigation of the general price level and unemployment rates since 19903. C. a study of the trend of pecan prices since the Second World War4. D. a case study of pricing and production in the textbook industryThe problems of aggregate inflation and unemployment are: 1. A. major topics of macroeconomics.2. B. not relevant to the U.S. economy.3. C. major topics of microeconomics.4. D. peculiar to command economies.Which of the following statements pertains to macroeconomics? 1. A. Because the minimum wage was raised, Mrs. Olsen decided to enter the labor force.2. B. A decline in the price of soybeans caused farmer Wanek to plant more land in wheat.3. C. National income grew by 2.7 percent last year.4. D. The Pumpkin Center State Bank increased its interest rate on consumer loans by 1 percentage point.Macroeconomics can best be described as the: 1. A. analysis of how a consumer tries to spend income.2. B. study of the large aggregates of the economy or the economy as a whole.3. C. analysis of how firms attempt to maximize their profits.4. D. study of how supply and demand determine prices in individual markets.Microeconomics is concerned with: 1. A. the aggregate or total levels of income, employment, and output.2. B. a detailed examination of specific economic units that make up the economic system.3. C. positive economics, but not normative economics.4. D. the establishing of an overall view of the operation of the economic system.Microeconomics: 1. A. is the basis for the “after this, therefore because of this” fallacy.2. B. is not concerned with details, but only with the overall big picture of the economy.3. C. is concerned with individual economic units and specific markets.4. D. describes the aggregate flows of output and income.Which of the following is a microeconomic statement? 1. A. The real domestic output increased by 2.5 percent last year.2. B. Unemployment was 6.8 percent of the labor force last year.3. C. The price of personal computers declined last year.4. D. The general price level increased by 4 percent last year.Which of the following statements is true? 1. A. Microeconomics focuses on specific decision-making units of the economy; macroeconomics examines the economy as a whole.2. B. Macroeconomics focuses on specific decision-making units of the economy; microeconomics examines the economy as a whole.3. C. Every topic in economics is either a microeconomic or a macroeconomic issue; a topic cannot be both.4. D. Topics in microeconomics have public policy implications; topics in macroeconomics do not.A normative statement is one that: 1. A. is based on the law of averages.2. B. applies only to microeconomics.3. C. applies only to macroeconomics.4. D. is based on value judgments.A positive statement is one which is: 1. A. derived by induction.2. B. derived by deduction.3. C. subjective and is based on a value judgment.4. D. objective and is based on facts.Which of the following is a positive statement? 1. A. The humidity is too high today.2. B. It is too hot to jog today.3. C. The temperature is 92 degrees today.4. D. Summer evenings are nice when it cools off.Normative statements are concerned primarily with: 1. A. facts and theories.2. B. what ought to be.3. C. what is.4. D. rational choice involving costs and benefits.A positive statement is concerned primarily with: 1. A. some goal that is desirable to society.2. B. what should be.3. C. what is.4. D. the formulation of economic policy.“Economics is concerned with how individuals, institutions, and society make optimal choices under conditions of scarcity.” This statement is: 1. A. positive, but incorrect.2. B. positive and correct.3. C. normative, but incorrect.4. D. normative and correct.Ben says that “An increase in the tax on beer will raise its price.” Holly argues that “Taxes should be increased on beer because college students drink too much.” We can conclude that: 1. A. Ben’s statement is normative, but Holly’s is positive.2. B. Holly’s statement is normative, but Ben’s is positive.3. C. Both statements are normative.4. D. Both statements are positive.“Macroeconomics is the part of economics concerned with individual units such as a person, a household, a firm, or an industry.” This statement is: 1. A. positive, but incorrect.2. B. positive and correct.3. C. normative, but incorrect.4. D. normative and correct.Brinley says that “Gas prices are rising because there aren’t enough oil refineries.” Katie argues that “Gas prices are rising because of the growing demand for gasoline from China and India.” We can conclude that: 1. A. Brinley’s statement is positive; Katie’s statement is normative.2. B. Brinley’s statement is normative; Katie’s statement is positive.3. C. Both statements are positive.4. D. Both statements are normative.The economizing problem is: 1. A. the need to make choices because economic wants exceed economic means.2. B. how to distribute resources equally amongst all members of society.3. C. that people’s means often exceed their wants.4. D. that people do not know how to rationally allocate resources.The economizing problem is one of deciding how to make the best use of: 1. A. virtually unlimited resources to satisfy virtually unlimited wants.2. B. limited resources to satisfy virtually unlimited wants.3. C. unlimited resources to satisfy limited wants.4. D. limited resources to satisfy limited wants.The scarcity problem: 1. A. persists only because countries have failed to achieve continuous full employment.2. B. persists because economic wants exceed available productive resources.3. C. has been solved in all industrialized nations.4. D. has been eliminated in affluent societies such as the United States and Canada.The alternative combinations of two goods which a consumer can purchase with a given money income is shown by: 1. A. a production possibilities curve.2. B. a demand curve.3. C. consumer expenditure line.4. D. a budget line.The budget line shows: 1. A. the amount of product A that a consumer is willing to give up to obtain one more unit of product B.2. B. all possible combinations of two goods that can be purchased, given money income and the prices of the goods.3. C. the minimum amount of two goods that a consumer can purchase with a given money income.4. D. all possible combinations of two goods that yield the same level of utility to the consumer.Refer to the budget line shown in the diagram above. If the consumer’s money income is $20, the: 1. A. prices of C and D cannot be determined.2. B. price of C is $2 and the price of D is $4.3. C. consumer can obtain a combination of 5 units of both C and D.4. D. price of C is $4 and the price of D is $2.Refer to the budget line shown in the diagram above. If the consumer’s money income is $20, which of the following combinations of goods is unattainable? 1. A. 4 units of C, and 6 units of D.2. B. 5 units of C, and no units of D.3. C. 1 unit of C, and 8 units of D.4. D. 2 units of C, and 6 units of D.Refer to the budget line shown in the diagram above. The absolute value of the slope of the budget line is: 1. A. MUC/MUD.2. B. one-half.3. C. PD/PC.4. D. PC/PD.In moving along a given budget line: 1. A. the prices of both products and money income are assumed to be constant.2. B. each point on the line will be equally satisfactory to consumers.3. C. money income varies, but the prices of the two goods are constant.4. D. the prices of both products are assumed to vary, but money income is constant.An increase in money income: 1. A. shifts the consumer’s budget line to the right.2. B. shifts the consumer’s budget line to the left.3. C. increases the slope of the budget line.4. D. has no effect on the budget line.The shift of the budget line from cd to ab in the above figure is consistent with: 1. A. decreases in the prices of both M and N.2. B. an increase in the price of M and a decrease in the price of N.3. C. a decrease in money income.4. D. an increase in money income.Any combination of goods lying outside of the budget line: 1. A. implies that the consumer is not spending all his income.2. B. yields less utility than any point on the budget line.3. C. yields less utility than any point inside the budget line.4. D. is unattainable, given the consumer’s income.Suppose you have a money income of $10, all of which you spend on Coke and popcorn. In the above diagram, the prices of Coke and popcorn respectively are: 1. A. $.50 and $1.00.2. B. $1.00 and $.50.3. C. $1.00 and $2.00.4. D. $.40 and $.50.Other things equal, an increase in a consumer’s money income: 1. A. increases the amount of utility a consumer receives from a given quantity of a good.2. B. shifts her budget line rightward because she can now purchase more of both products.3. C. eliminates the individual’s economizing problem.4. D. causes the consumer to choose a different combination of goods along a given budget line.The slope of a budget line reflects the: 1. A. desirability of the two products.2. B. price ratio of the two products.3. C. amount of the consumer’s income.4. D. utility ratio of the two products.Suppose Elroy’s budget line is as shown on the above diagram. If his tastes change in favor of Coke and against popcorn, the budget line will: 1. A. become steeper.2. B. become flatter.3. C. shift rightward.4. D. be unaffected.Assume the price of product Y (the quantity of which is on the vertical axis) is $15 and the price of product X (the quantity of which is on the horizontal axis) is $3.Also assume that money income is $60.The absolute value of the slope of the resulting budget line: 1. A. is 5.2. B. is 1/5.3. C. is 4.4. D. is 20.Refer to the above graphs. Assume that pizza is measured in slices and beer in pints. In which of the graphs is the opportunity cost of a pint of beer equal to one slice of pizza? 1. A. graph A2. B. graph B3. C. graph C4. D. graph DRefer to the above graphs. Assume that pizza is measured in slices and beer in pints. In which of the graphs is the opportunity cost of a pint of beer the lowest? 1. A. graph A2. B. graph B3. C. graph C4. D. graph DSuppose that Julia receives a $20 gift card for the local coffee shop, where she only buys lattes and muffins. If the price of a latte is $4 and the price of a muffin is $2, then we can conclude that Julia: 1. A. should only buy muffins.2. B. should only buy lattes.3. C. can buy 5 lattes or 10 muffins if she chooses to buy only one of the two goods.4. D. can buy 5 lattes and 10 muffins with her $20 gift card.Camille is at the candy store with her grandmother, who offers to buy her $6 worth of candy. If lollipops are $1 each, and candy bars are $2 each, what combination of candy can Camille’s grandmother buy for her? 1. A. Six lollipops and three candy bars2. B. Two lollipops and two candy bars3. C. Three lollipops and two candy bars4. D. One lollipop and three candy barsWhich of the following is a labor resource? 1. A. a computer programmer2. B. a computer3. C. silicon (sand) used to make computer chips4. D. a piece of software used by a firm
Set 1
For economists, the word “utility” means: 1. A. versatility and flexibility.2. B. rationality.3. C. pleasure or satisfaction.4. D. purposefulness.In economics, the pleasure, happiness, or satisfaction received from a product is called: 1. A. marginal cost.2. B. rational outcome.3. C. status fulfillment.4. D. utility.When economists say that people act rationally in their self interest, they mean that individuals: 1. A. look for and pursue opportunities to increase their utility.2. B. generally disregard the interests of others.3. C. are mainly creatures of habit.4. D. are usually impulsive and unpredictable.According to Emerson: “Want is a growing giant whom the coat of Have was never large enough to cover.” According to economists, “Want” exceeds “Have” because: 1. A. people are greedy.2. B. productive resources are limited.3. C. human beings are inherently insecure.4. D. people are irrational.According to economists, economic self-interest: 1. A. is a reality that underlies economic behavior.2. B. has the same meaning as selfishness.3. C. is more characteristic of men than of women.4. D. is usually self-defeating.Joe sold gold coins for $1000 that he bought a year ago for $1000.He says, “At least I didn’t lose any money on my financial investment.” His economist friend points out that in effect he did lose money, because he could have received a 3 percent return on the $1000 if he had bought a bank certificate of deposit instead of the coins. The economist’s analysis in this case incorporates the idea of: 1. A. opportunity costs.2. B. marginal benefits that exceed marginal costs.3. C. imperfect information.4. D. normative economics.A person should consume more of something when its marginal: 1. A. benefit exceeds its marginal cost.2. B. cost exceeds its marginal benefit.3. C. cost equals its marginal benefit.4. D. benefit is still positive.Economics may best be defined as the: 1. A. interaction between macro and micro considerations.2. B. social science concerned with how individuals, institutions, and society make optimal choices under conditions of scarcity.3. C. empirical testing of value judgments through the use of logic.4. D. use of policy to refute facts and hypotheses.The study of economics is primarily concerned with: 1. A. keeping private businesses from losing money.2. B. demonstrating that capitalistic economies are superior to socialistic economies.3. C. choices that are made in seeking the best use of resources.4. D. determining the most equitable distribution of society’s output.The economic perspective entails: 1. A. irrational behavior by individuals and institutions.2. B. a comparison of marginal benefits and marginal costs in decision making.3. C. short-term but not long-term thinking.4. D. rejection of the scientific method.Purposeful behavior suggests that: 1. A. everyone will make identical choices.2. B. resource availability exceeds economic wants.3. C. individuals may make different choices because of different desired outcomes.4. D. an individual’s economic goals cannot involve tradeoffs.Purposeful behavior means that: 1. A. people are selfish in their decision-making.2. B. people weigh costs and benefits to make decisions.3. C. people are immune from emotions affecting their decisions.4. D. decision-makers do not make mistakes when weighing costs and benefits.Economics involves marginal analysis because: 1. A. most decisions involve changes from the present situation.2. B. marginal benefits always exceed marginal costs.3. C. marginal costs always exceed marginal benefits.4. D. much economic behavior is irrational.You should decide to go to a movie: 1. A. if the marginal cost of the movie exceeds its marginal benefit.2. B. if the marginal benefit of the movie exceeds its marginal cost.3. C. if your income will allow you to buy a ticket.4. D. because movies are enjoyable.Marginal costs exist because: 1. A. the decision to engage in one activity means forgoing some other activity.2. B. wants are scarce relative to resources.3. C. households and businesses make rational decisions.4. D. most decisions do not involve sacrifices or tradeoffs.The assertion that “There is no free lunch” means that: 1. A. there are always tradeoffs between economic goals.2. B. all production involves the use of scarce resources and thus the sacrifice of alternative goods.3. C. marginal analysis is not used in economic reasoning.4. D. choices need not be made if behavior is rational.Consumers spend their incomes to get the maximum benefit or satisfaction from the goods and services they purchase. This is a reflection of: 1. A. resource scarcity and the necessity of choice.2. B. purposeful behavior.3. C. marginal costs that exceed marginal benefits.4. D. the tradeoff problem that exists between competing goals.If someone produced too much of a good, this would suggest that: 1. A. rational choice cannot be applied to many economic decisions.2. B. the good was produced to the point where its marginal cost exceeded its marginal benefit.3. C. certain goods and services such as education and health care are inherently desirable and should be produced regardless of costs and benefits.4. D. the good was produced to the point where its marginal benefit exceeded its marginal cost.Even though local newspapers are very inexpensive, people rarely buy more than one of them each day. This fact: 1. A. is an example of irrational behavior.2. B. implies that reading should be taught through phonics rather than the whole language method.3. C. contradicts the economic perspective.4. D. implies that, for most people, the marginal benefit of reading a second newspaper is less than the marginal cost.In deciding whether to study for an economics quiz or go to a movie, one is confronted by the idea(s) of: 1. A. scarcity and opportunity costs.2. B. money and real capital.3. C. complementary economic goals.4. D. full production.Which one of the following expressions best states the idea of opportunity cost? 1. A. “A penny saved is a penny earned.”2. B. “He who hesitates is lost.”3. C. “There is no such thing as a free lunch.”4. D. “All that glitters is not gold.”Suppose that a university decides to spend $1 million to upgrade personal computers and scientific equipment for faculty rather than spend $1 million to expand parking for students. This example illustrates: 1. A. distorted priorities.2. B. opportunity costs.3. C. increasing opportunity costs.4. D. productive efficiency.Which of the following most closely relates to the idea of opportunity costs? 1. A. tradeoffs.2. B. economic growth.3. C. technological change.4. D. capitalism.Economists contend that most economic decisions are: 1. A. random2. B. chaotic3. C. spontaneous4. D. purposefulAlex sees that his neighbors’ lawns all need mowing. He offers to provide the service in exchange for a wage of $20 per hour. Some neighbors accept Alex’s offer and others refuse. Economists would describe Alex’s behavior as: 1. A. rational self-interest, because he attempting to increase his own income by identifying and satisfying someone else’s wants.2. B. greedy, because he is asking for a high wage.3. C. selfish, because he is asking for a wage that is higher than others might charge.4. D. irrational, because some neighbors refused his offer.Kara was out jogging and despite being tired, decided to run one more mile. Based on her actions, economists would conclude that Kara: 1. A. must be an avid runner.2. B. decided that the marginal benefit of running one more mile would outweigh the cost of the additional mile.3. C. decided that the marginal cost of running one more mile would outweigh the benefit of the additional mile.4. D. was not very tired, so the marginal cost of the extra mile was very low.An economic hypothesis: 1. A. has the same meaning as an economic principle or economic law.2. B. is usually a normative statement.3. C. is a possible explanation of cause and effect.4. D. is a stronger generalization than an economic law.Which of the following terms implies the least degree of confidence in an economic generalization? 1. A. a hypothesis.2. B. a theory.3. C. a principle.4. D. a law.Which of the following terms implies the greatest degree of confidence in an economic generalization? 1. A. a hypothesis.2. B. a comparison.3. C. a principle.4. D. an anomaly.A well-tested economic theory is often called: 1. A. an hypothesis.2. B. a prototype.3. C. a principle.4. D. an anomaly.The scientific method is: 1. A. not applicable to economics, because economics deals with human beings.2. B. also known as the economic perspective.3. C. analysis that moves from broad generalizations called laws to theories and then to hypotheses.4. D. used by economists and other social scientists, as well as by physical scientists and life scientists.The process by which economists test hypotheses against facts to develop theories, principles, and models is called: 1. A. the economic perspective.2. B. the scientific method.3. C. policy economics.4. D. microeconomics.Economic theories: 1. A. are useless because they are not based on laboratory experimentation.2. B. that are true for individual economic units are never true for the economy as a whole.3. C. are generalizations based on a careful observation of facts.4. D. are abstractions and therefore of no application to real situations.Which of the following is a correct statement? 1. A. Economic concepts or laws that are valid during depression are necessarily valid during prosperity.2. B. Although they are generalizations, economic laws are useful because they allow us to predict and therefore control or adjust to events.3. C. Economics is as scientific as are physics and chemistry because economic laws are as quantitatively precise as the laws of physics or chemistry.4. D. Because economics is concerned with questions of “ought,” it is a branch of applied ethics and not scientific.In constructing models, economists: 1. A. make simplifying assumptions.2. B. include all available information.3. C. must use mathematical equations.4. D. attempt to duplicate the real world.The Latin term “ceteris paribus” means: 1. A. that if event A precedes event B, A has caused B.2. B. that economics deals with facts, not values.3. C. other things equal.4. D. prosperity inevitably follows recession.The basic purpose of the other-things-equal assumption is to: 1. A. allow one to reason about the relationship between variables X and Y without the intrusion of variable Z.2. B. allow one to focus upon micro variables by ignoring macro variables.3. C. allow one to focus upon macro variables by ignoring micro variables.4. D. determine whether X causes Y or vice versa.Suppose an economist says that “Other things equal, the lower the price of bananas, the greater the amount of bananas purchased.” This statement indicates that: 1. A. the quantity of bananas purchased determines the price of bananas.2. B. all factors other than the price of bananas (for example, consumer tastes and incomes) are assumed to be constant.3. C. economists can conduct controlled laboratory experiments.4. D. one cannot generalize about the relationship between the price of bananas and the quantity purchased.The term “other things equal” means that: 1. A. the associated statement is normative.2. B. many variables affect the variable under consideration.3. C. a number of relevant variables are assumed to be constant.4. D. when variable X increases so does related variable Y.Kelly works at an ice cream shop and observes that the number of people buying ice cream varies greatly from day to day. For a couple of weeks she has recorded the number of people at the shop each day, as well as the daily temperature. If Kelly is using the scientific method to better understand ice cream buying habits, her next step is to: 1. A. conclude definitively that people buy more ice cream when the temperature rises.2. B. state her findings as a well-tested economic principle.3. C. use the observed data to form an hypothesis about ice cream buying behavior.4. D. throw out the data if it does not show a perfect relationship between buying habits and the other information she has collected.
 

Humanistic and existential personality theories differ in their main tenets and propositions of explaining personality. Imagine your team is teaching a lesson to high school students on humanistic and existential personality theories. You must provide a brief handout to explain the differences between these theories.

Humanistic and existential personality theories differ in their main tenets and propositions of explaining personality.
Imagine your team is teaching a lesson to high school students on humanistic and existential personality theories. You must provide a brief handout to explain the differences between these theories, and you have chosen to create a matrix. 
Complete the Theory Comparison Matrix *please complete on the matrix provided*

Does “Ethical leadership” mean the same in all cultures? Perceived Ethical Leadership across cultures. Then discuss/describe what you have discovered through your reading of research on the topic. What has research shown with respect to your question?

Research topic: Does “Ethical leadership” mean the same in all cultures? Perceived Ethical Leadership across cultures. Then discuss/describe what you have discovered through your reading of research on the topic. What has research shown with respect to your question? In what ways was the phenomenon examined (i.e. through a particular type of experiment or survey or field study etc.), and what were the results? What cause-effect relationships were examined and what specific variables or factors were involved? What did the findings indicate? Note: in this section you want to be very specific and precise in discussing what each of the research studies have indicated; in the next section you will summarize and comment on what you’ve learned. 

Jason is a 14-year-old who has a severe case of itching in the groin area. He comes to you, the school nurse, for help with this problem. Although he is rather embarrassed about it, he explains to you that he thinks he has jock itch. What do you say to him? How can you be sure that this is his problem? What is the medical name for this condition? What should you do for him? Is there a treatment for his problem? 

Jason is a 14-year-old who has a severe case of itching in the groin area. He comes to you, the school nurse, for help with this problem. Although he is rather embarrassed about it, he explains to you that he thinks he has jock itch. What do you say to him? How can you be sure that this is his problem? What is the medical name for this condition? What should you do for him? Is there a treatment for his problem? 

What does it mean to be just? If all contribute to the functioning of society, is it fair that some have more than others? This often comes down to the debate: What is the responsibility of society? versus What is the responsibility of the individual?

WEEK 5: AT A GLANCE

SOCIAL, ECONOMIC, AND ENVIRONMENTAL JUSTICE AND POLICY

INTRODUCTION

What does it mean to be just? If all contribute to the functioning of society, is it fair that some have more than others? This often comes down to the debate: What is the responsibility of society? versus What is the responsibility of the individual?
As shown in Week 2, the social work profession began from a need to address the effect of social injustices that plagued society. Expanding on that mission, the broader pursuit of social justice examines the systems that a society creates to evaluate who has access to which resources. Advocating for social justice is essential to macro social work practice—that is, working to change the systems that challenge clients.
This week, you examine social justice and the specific related areas of economic and environmental justice.

LEARNING OBJECTIVES

Students will:

Analyze social justice, economic justice, and environmental justice in a community

Analyze the influence of policy on social justice

Analyze role of policy in addressing social injustices

REPRESENTING JUSTICE

As you have been looking around your community for examples of social, economic, and environmental (in)justice, what did you notice? Did you expect to find what you did? What emotional responses did you experience when viewing the various types of disparities that clients experience?

Perhaps you have found a way to call attention to injustices you see every day but are not sure how to solve. Or, maybe you have seen an injustice for the first time.

For this Discussion, you use photos that you have curated of your community to demonstrate social justice, economic justice, and environmental justice. You will then explain why these photos represent the given concept.

TO PREPARE

Take 3 pictures of your community, 1 that represents each of the following:

social justice

economic justice

environmental justice

Be sure to respect the privacy of individuals who may be present when taking photos. If it is unavoidable that a person may be visible enough in your photo to be identifiable, ask that person for permission before taking the photo.

Post a response to the following:

Paste 1 photo in the Discussion thread for each type of (in)justice: social, economic, or environmental. (You must include 1 photo for each type.)

For your social justice picture:

Explain social justice in your own words.

Explain how this picture represents social justice.

For your economic justice picture:

Explain economic justice in your own words.

Explain how this picture represents economic justice.

For your environmental justice picture:

Explain environmental justice in your own words.Explain how this picture represents environmental justice.

It is June 30, 1860 and you are fortunate enough to be a member of the audience in the Oxford University Library to witness the Oxford Evolution Debate. The two main characters in the debate are Thomas Henry Huxley and Bishop Samuel Wilberforce.Arguing in opposition to Darwin’s theory of evolution are Wilberforce, Benjamin Brodie and Robert FitzRoy. Arguing for Darwin are Huxley and Joseph Dalton Hooker. compare and contrast opposing points of view on the topic,hypothesize ways that the work could have been improved (or not),expand or extend the idea to new domains

It is June 30, 1860 and you are fortunate enough to be a member of the audience in the Oxford University Library to witness the Oxford Evolution Debate. The two main characters in the debate are Thomas Henry Huxley and Bishop Samuel Wilberforce.Arguing in opposition to Darwin’s theory of evolution are Wilberforce, Benjamin Brodie and Robert FitzRoy. Arguing for Darwin are Huxley and Joseph Dalton Hooker.Your task is to review the literature related to the Oxford Evolution Debate and write a reaction paper on the topic. The paper will be a minimum of 750 words and will be no longer than 1000 words and is required to be more than a simple summary of material you have reviewed. Therefore, each paper could:compare and contrast opposing points of view on the topic,hypothesize ways that the work could have been improved (or not),expand or extend the idea to new domains, or

Explain the meaning of Randall Kennedy’s statement that playing the race card in a criminal trial is “virtually always morally and legally wrong”.  

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For this unit’s Complete assignment, write a comprehensive scholarly essay in which you analyze, explain, and apply these concepts in the context of a criminal justice organizational issue. You must incorporate and cite, using correct APA citation format, at least four different scholarly research sources. In-line citations must be used in the body of your essay, and all research sources must be fully cited at the conclusion of your essay. Correct APA citation formats must be used.
The following elements should be included in your essay:
These chapters (5 & 6) examine the treatment of racial and ethnic minorities in the courts. They examine both the pretrial as well as trial and adjudication phases. After reading these chapters respond to the following questions or statements:
· Summarize how the right to counsel has been interpreted by the United States Supreme Court. How does the current system of providing legal counsel to indigent defendants comport with rulings of the court?
· Describe how decisions regarding bail and charging are influenced by race and ethnicity. How does this affect sentence severity?
· Discuss the role of race and ethnicity in the jury selection process. How does practice of preemptory challenges affect jury pools?
· Explain Paul Butler’s argument in support of “racially based jury nullification”. Explain his position on non-violent versus violent crimes? 
· Explain the meaning of Randall Kennedy’s statement that playing the race card in a criminal trial is “virtually always morally and legally wrong”.  
· Choose either Kennedy’s or Butler’s position and argue in support of one of them. Don’t simply repeat their arguments, add some additional supporting material.

Discuss with your mentor how student learning and progress are currently communicated and celebrated with ELL families. Include a discussion on any programs, methods, tools, or strategies used at the school or classroom level.

Assessment Description
Supporting the needs of ELL students includes partnering with their families by respecting and valuing their contributions to the school community and recognizing they have an important role in their child’s education.
Part 1: ELL Parent/Guardian Interview
Collaborate with your mentor teacher to interview a parent/guardian of an ELL student. In addition to the questions listed below, prepare a minimum of two additional questions. Include the following questions in your interview:

What do you believe about your family’s involvement in your child’s education? What is important to you in your child’s education?
What can teachers do to make you feel welcomed and valued as a part of your child’s learning? What suggestions do you have for teachers regarding how to value your culture and home language?
To guide instruction, what can teachers do to better understand the personal characteristics of your child (e.g., interests, motivations, strengths, needs) and your family (e.g., language use, literacy practices, circumstances)?
If applicable: What differences have you seen between your experiences with school/education in your home country and here in the U.S.? What did you appreciate about school/education in your home country? What do you appreciate about school/education here in the U.S.?
What are some difficulties you face as a family member of an ELL student? If you could change or improve something about the school or its processes, what would it be? What could teachers or school staff do better to help support your child and family? NOTE: Responses to these questions may be helpful in identifying problems or requests for your Topic 6 benchmark assignment.
How would you want a teacher to communicate with you about your child’s learning?
The questions created with your mentor and any other follow-up questions.

If possible, observe family-related meetings or events that involve ELL families. Examples include a parent conference, an informal parent meeting, a family event hosted by the school, a phone call with a family member, etc.
Be sure to take notes during your parent/guardian interview as you will provide them when submitting this assignment.
Part 2: Mentor Discussion and Collaboration
Discuss with your mentor how student learning and progress are currently communicated and celebrated with ELL families. Include a discussion on any programs, methods, tools, or strategies used at the school or classroom level.
Collaborate with your mentor to identify information on student progress that needs to be communicated with an ELL family or families. With your mentor, plan a communication strategy for sharing student progress and collaborate to create a written communication (e.g., email, newsletter) or script of a verbal communication (e.g., in-person meeting, phone call, voicemail).
Be sure to take notes during your discussion and collaboration as you will provide them when submitting this assignment.
Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.
Part 3: Reflection
In 250-500 words, reflect on your mentor interview, discussion, and collaboration. Include the following in your reflection:

How learning about ELLs’ personal characteristics and their families will assist you in providing effective instruction
The importance of regular communication with ELL families and celebrating student success in growth and achievement
How you plan to communicate progress and celebrate student success in a manner that is culturally and linguistically inclusive of ELL families

Submit your interview, discussion and collaboration notes, and reflection in a single document.
APA format is not required, but solid academic writing is expected