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Which theories of social justice are most representative of the philosophy of the movement? What was the origin of the justice issue and which stage of development has the social movement reached?

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Social justice theories

Instructions for this Assignment

The purpose is for students to connect course material to “real world” issues outside of the classroom, provide students an opportunity to practice analyzing current issues through a social justice lens, as well as providing students an opportunity to apply course material to the world outside of the classroom.

In this social justice introductory course, students have covered the foundational theories of social justice, the principles of social justice, the social movements that arose in an attempt to realize social justice, and those institutions having an effect upon and being affected by activism and the advocates for social justice.

In the final section, it is time to discuss and put all of those ideas together– to synthesize them– and use that knowledge to write a summary paper utilizing the essays written in previous Modules 2, 4, and 6.

Tasks(s):

For your final paper, students will select a current social justice event, issue, or movement discussed in the readings from Model 8 and apply their knowledge to assess, interpret, and discuss Social Justice in a summary paper.

Students will demonstrate their understanding of Social Justice by constructing an essay in 3 sections that address their selected issue, event, or movement toward social justice found in Module 8.

Section 1: In one page, introduce the issue, event, or social movement the student selected from the Readings in Module 8. Cite correctly.

Section 2: In at least 5 or more pages, discuss the 5 following questions about Your selected issue, event, or social movement as it relates to social justice and each of the 4 principles, eg, equity, participation, rights, and access.

One page minimum for each question. Provide examples when possible.

1. Which theories of social justice are most representative of the philosophy of the movement?

2. What was the origin of the justice issue and which stage of development has the social movement reached?

3. What social institutions are being affected by the advocates and activism of a movement’s participants?

4. How have the events and social movements achieved the goals of Restorative Justice?

5. What are the successes or failures of the movement in gaining access, equity, rights, and participation for the members of the disadvantaged population?

What were the patterns discovered? Under what conditions is it likely that the changing the conditions identified would prevent an actual error from occurring?

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Failure Mode Effect Analysis (FMEA)

http://www.ihi.org/resources/Pages/Tools/FailureModesandEffectsAnalysisTool.aspx

Identify a breakdown or imminent breakdown in clinical practice-

Review the class resources for examples that may apply to current practice and describe a high risk situation or risk for error in a case study format.
Identify the type, frequency and repetition of the problem as you can best determine from the literature.
You can use the same topic as your formal paper if that works for you – no need to recreate the wheel

Complete a Failure Mode Effect Analysis-

Use the IHI template
video in assignment to view
Only pick 3-5 processes/sub-processes on the tool
there could be endless processes/sub-processes – only pick 3-5
best educated guess on Likelihood of occurrence, likelihood of detection and severity
calculate RPN – focus on Failure modes with higher RPNs
Highlight highest RPN in PowerPoint – list interventions
Presentation-

1. Develop a power point presentation (about 8-10 slides max – including title and reference)

why are you focusing on this?
why is this relevant?
cite sources to explain why it is relevant
In the assignment – there is a Sample PowerPoint, Sample IHI (remember you only need 3-5) and also a video to help with the IHI tool.
Failure Modes Effect Analysis (FMEA) Presentation
Purpose: The project will give the student, the opportunity to reflect on examining human factors and other theories of error and also to actively participate in analyzing prior and high-risk situation and designing systems improvement. Students learn to value standardization and reliability as a safety strategy, value the impact of error on patient, families and health care professionals.

The student will complete a Power-Point presentation based on the following objectives:

Examine the safety related literature and web sites.
Examine The Joint Commission’s current Patient Safety Goals and AHRQ’s Patient Safety Indicators.
Develop a working knowledge of the safety indicators.
Analyze the identified issue using the FMEA process for implementation of the current work environment.
Reflect on their learning.

Components of the project and grading criteria:
Identify a breakdown or imminent breakdown in clinical practice – 25 points
Review the class resources for examples that may apply to current practice and describe a high risk situation or risk for error in a case study format.
Identify the type, frequency and repetition of the problem as you can best determine from the literature.
Complete a Failure Mode Effect Analysis – 50 points
Use the IHI template (see below)
Only pick 3-5 processes/sub-processes on the tool
Attach (in a seperate document) completed FMEA to your assignment
Presentation – 25 points
Develop a power point presentation (about 8-10 slides max)
Include reflection on the project including:
What were the patterns discovered?
Under what conditions is it likely that the changing the conditions identified would prevent an actual error from occurring?
highlight in presentation the highest RPN
What error prevention strategies may be applicable for the situations described in order to be successful in risk reduction
Include a slide with 3 selected references or other web links in addition to the IHI

Explain why the Crisis of Union 1848-1877 was a turning point in America.

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The Crisis of Union (1848-1877) A turning point in America

Need to explain why the Crisis of Union 1848-1877 was a turning point in America.

• The purpose of the research paper—to inform the reader—is evident.
• The research paper has an introduction, body, and conclusion.
• The thesis statement is included in the introduction.
• The body paragraphs contain facts and quotations from research.
• The research paper includes formatting, graphics, and multimedia.
• The research paper includes both in-text citations and a Works Cited page.
• The citations include both print and Internet sources.
• The language of the research paper is formal and includes domain-specific vocabulary and literary techniques or devices that help convey complex ideas.
• The tone is serious and the voice is objective.
• The paper has 1,800 word

What does this demand of the reader? What kinds of information are we meant to have in mind (or be willing to track down)? What kinds of expectations and worldviews does Mark presuppose or aim to nurture? What nuances stand out now (e.g., Is Mark avoiding a presentation of Jesus as a Davidic king?), and how will these be developed or deepened?

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Mark 14:1-11

This “exegetical observations” paper isolates and describes the most significant interpretive issues within a selected text. Kindly look at the sample paper below and do with Mark 14:1-11 one page. for greek definition, simply bold the word and I will give the definition.

Exegetical Observations on Mark 1:1–15

1. Contextual and linguistic issues
A. One of the most striking aspects of the text is the way that it is suffused with the language of the Old Testament. Beyond the two explicit quotations, the depiction of John (2 Kings 1), the announcement of the coming Holy Spirit (Ezek 36, inter alia), proclamation of “the gospel” (Isa 52:7; 61:1), the wilderness setting (Ex 13; Isa 40), the Jordan River (Josh 3), he “torn” heavens (Isa 64:1), Jesus as the Son of God (Ps 2:7; 2 Sam 7:14); Jesus as the “beloved” son (Gen 22:2). In light of these many references to the OT, I wonder:

a. What does this demand of the reader? What kinds of information are we meant to have in mind (or be willing to track down)? What kinds of expectations and worldviews does Mark presuppose or aim to nurture? What nuances stand out now (e.g., Is Mark avoiding a presentation of Jesus as a Davidic king?), and how will these be developed or deepened?

b. Mark’s opening quotation of Isaiah calls hearers to prepare the way for the Lord (1:3; cf. Isa 40:3). In context, Isaiah 40 announces God’s rule as characterized by both compassion and recompense (40:10–11). Jesus’s ministry will likewise be marked by compassion (e.g., 1:23–44) as well as judgment (e.g., the criticism of the Pharisees in 2:23–3:6). How does Mark think that a person prepares the way of the Lord?

2. Observations on the Greek text
A. Technically, verse 1 is not a sentence. It introduces the subject of the book (similar to Rev 1:1) and immediately justifies this subject by transitioning into its Scriptural explanation (Καθὼς γέγραπται, Mk 1:2).
B. In Mark 1:1, “the gospel” is something about Jesus (objective genitive: “the gospel about Jesus Christ”; this sense is present in 1:14, too: “the Gospel about God,” cf. also 1:15; 8:32). On the other hand, Mark surely believes that Jesus bears this good news uniquely as its singularly important herald. Thus it is his, Jesus’, gospel (subjective genitive).

C. The narrative of the Gospel begins abruptly in 1:4: “John came…” (ἐγένετο Ἰωάννης). Mark is capable of smoother transitions (e.g., 1:14). The omission of one here reinforces the close connection between John’s ministry and the ministry of the one who prepares the way of the Lord in vv.1–2.

D. In v. 5, Mark uses a singular verb ( “[the whole region] was going out” ἐξεπορεύετο) and then switches to plural (ἐβαπτίζοντο, “they were baptized… confessing, etc.”). This move from collective to the plural subject may emphasize the many individual acts of repentance.

E. The time is “fulfilled” (πεπλήρωται, 3rd sing., per. pas. ind.). The perfect tense underscores that the effect of the action is ongoing. The time—the messianic age foretold by Isaiah—has come to pass. The passive voice implies both divine agency as well as the way in which Jesus’s coming has brought about this state. How have you seen—or can you imagine—a church today cultivating this sense of living in the new age?

3. Theological and/or ethical issues raised by the text
A. Mark 1:1–15 displays the character of God in many ways: it presupposes the gracious redemption of God (v.2-3), but also calls for full repentance (v. 4). It alludes to a conflict with Satan (1:5, 13) and God’s election of Jesus(1:1[?], 11). But the son needs to be baptized (why?). Mark describes the (eschatological) gift of Spirit of God (1:8) descending as a dove (1:10; why a dove?) upon Jesus. There is an implicit Trinitarian theology here, though it would likely miss the aim of the narrative to linger on it. Even so, What other aspects of God’s character do you see? How do we appreciate this complexity?

Write a poem in your own words containing 3 or more lines and 50 or more words.

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Pristine

Write a poem in your own words containing 3 or more lines and 50 or more words.

Identify and briefly explain one way the digitization of music has changed the creation, distribution or consumption of music. Explain one unintended consequence of the rise of digital music. What problem(s) did this create in the music industry?

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Beyond Napster

After reading Prior’s article “Beyond Napster” and Heap’s commentary “Blockchain Could Help Musicians Make Money Again,” please do the following:

Identify and briefly explain one way the digitization of music has changed the creation, distribution or consumption of music.

Explain one unintended consequence of the rise of digital music. What problem(s) did this create in the music industry?

Do you think Heap’s proposed solution to music ownership could work? Why or why not?

Relate some of the history of digital music to how your music consumption changed over the past ten years.

Share one example of some of the first digital music you knew about.

Use two quotes from any of your resources to support or explain your points. Make sure to provide in-text citations for both quotes in MLA format.

Provide references for all sources in MLA format.

Bartlett, Jaimie. “Imogen Heap: Savior of the Music Industry?” The Guardian 6 Sept 2015.

https://www.theguardian.com/music/2015/sep/06/imogen-heap-saviour-of-music-industry

Demers, J 2015, ‘Music, copies and essences’, in The sage handbook of popular music, SAGE Publications Ltd, 55 City Road, London, pp. 584-597, viewed 13 October 2020, doi: 10.4135/9781473910362.n33.

http://sk.sagepub.com.ezproxy.umgc.edu/reference/the-sage-handbook-of-popular-music/i3857.xml

Morris, Jeremy Wade. Selling Digital Music, Formatting Culture. University of California Press, 2015.

http://ezproxy.umgc.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1028682&site=eds-live&scope=site&profile=edsebook

Peirson-Hagger, Ellen. “How a new campaign aims to fix a broken music industry.” New Statesman, February 11, 2021.

How a new campaign aims to fix a broken music industry

What is difference between at and craft, What does video regarding topic have to say? At what is sbow Swann looking and what is Jennifer Angus’ pnmary media, in gene?

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Module Six Discussion

Respond to the following questions for discussion:

  • What is difference between at and craft, What does video regarding topic have to say?
  • At what is show Swam looking and what is Jennifer Angus’ primary media, in gene?
  • Regarding Swam, what human qualities does Angus say we are looking for that is our connection to other creatures, how does her work, show these qualities?
  • Consider the be blurring of boundaries, between art and craft “high- art”, and “low-art”, today. How does the work of Jennifer Angus relate to craft? How does she ‘blur the boundaries,’ between art and craft?
  • We see some specific elements and principles of art in Angus’ installations List visual elements and principles of composition seen in her art and name specifically where they are and/or how she creates them.
  • Name at least TWO other artists whose works might be considered as ,blurring the  bounden,’ between the Western notion of art vs craft. How do these artists’ works relate to craft?

Do you think there is too much discretion in the criminal justice system? Are there certain jobs or roles in the criminal trial process that have more discretion than other jobs or roles?

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PART 1:

Discretion in the U.S. criminal justice system was at one time defined by Roscoe Pound, a legal scholar and educator (1960) as follows: “an authority conferred by law to act in certain conditions or situations in accordance with an official’s or an official agency’s own considered judgment and conscience.” Discuss the following:

Do you think there is too much discretion in the criminal justice system? Explain.
Are there certain jobs or roles in the criminal trial process (from investigation through appeal) that have more discretion than other jobs or roles?
Is there too great a concentration of discretion in particular jobs or roles in the criminal justice system?
Do you think it would be desirable to limit the amount of discretion in the criminal justice system? If so, how would you do this? What might be the effects?

PART 2:

Your first task is to post your own Key Assignment Outline to the discussion area so that other students are able to review your plan. The Phase 4 IP is the Key Assignment for this course. Your task is to develop an outline for your response to the Phase 4 IP. You are to post that outline to the Phase 4 Discussion Board area. Attach your document to the main discussion post, and include any notes that you feel are appropriate. The purpose of this assignment is to help improve the quality of the Key Assignment Draft you will complete for the Phase 4 IP.
HERE ARE THE BULLINTIONS FOR THE OUTLINE
1) Miranda Warnings and Waiver of Rights Form
2) Video Equipment
3)Use of Audio
4Note taking
5)Knowledge of the Suspect and Inciden

 

What happened to lkonomia’s net foreign assets during 2016? Did it acquire or lose foreign assets during the year? How much income did foreign factors of production earn in lkonomia during 2016?

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Homework

1. Discovering Data In this question you will GDP per Person GNI per Person study the official macroeconomic statistics reported in your country. These can be found by searching the web for “National Accounts” and your country’s name. In the United States, these can be found at http://www.bea.gov and by accessing the National Income and Product Account (NIPA) tables 1.1.5 and 4.1.
       a. Using annual data, compute GDP, GNE, and GNDI in the most recent year.
       b. Was your country’s GDP higher or lower than its GNE in the past year? Interpret this finding.
       c. Was your country’s GNI higher or lower than its GDP? Interpret this finding.
       d. Was your country a net giver or receiver of unilateral transfers?

2. To the right is a partial table of OECD mem­ber countries using data from the World Bank, with the countries ranked according to their GDP per capita in 2014 (these numbers are reported in current U.S. dollars). Compute the
ratio of GNI to GDP in each case. What does this imply about net factor income from abroad in each country? Compute the GNI rankings of these countries. Are there any major differences between the GDP and GNI rankings? What do these differences imply?

3. Note the following accounting identity for gross national income (GNI):
         GNI = C+I+ G +TB+ NFIA
Using this expression, show that in a closed economy, gross domestic product (GDP), gross national income (GNI), and gross national expenditures (GNE) are the same. Show that domestic investment is equal to domestic savings.


4. See how each of the following would affect the U.S. balance of payments. Include a description of the debit and credit items, and in each case identify which specific account is affected (e.g., imports of goods and services, IM; exports of assets, EXA; and so on). (For this question, you may find it helpful to refer to the Appendix.)

a. A California computer manufacturer purchases a $50 hard disk from a Malaysian company, paying the funds from a bank account in Malaysia.
b. A U.S. tourist to Japan sells his iPod to a local resident for yen worth $100.
c. T he U.S. central bank purchases $500 million worth of U.S. Treasury bonds from a British financial firm and sells pound sterling foreign reserves.
d. A U.S. owner of Sony shares receives $10,000 in dividend payments, which are paid into a Tokyo bank.
e. T he central bank of China purchases $1 million of export earnings from a firm that has sold $1 million of toys to the United States, and the central bank holds these dollars as reserves.
f. T he U.S. government forgives a $50 million debt owed by a developing country.


5. In 2016 the country of lkonomia has a current account deficit of $1 billion and a nonreserve financial account surplus of $700 million. lkonomia’s capital account is in a $150 million surplus. In addition, lkonomian factories located in foreign countries earn $700 million. lkonomia has a trade deficit of $600 million. Assume lkonomia neither gives nor receives unilateral transfers. lkono­mia’s GDP is $9.4 billion.

a. What happened to lkonomia’s net foreign assets during 2016? Did it acquire or lose foreign assets during the year?
b. Compute the official settlements balance (OSB). Based on this number, what happened to the central bank’s (foreign)
reserves?
c. How much income did foreign factors of production earn in lkonomia during 2016?
d. Compute net factor income from abroad (NFIA).
e. Using the identity BOP= CA+ FA+ KA, show that BOP= 0.
f. Compute lkonomia’s gross national expenditure (GNE), gross national income (GNI), and gross national disposable income (GNDI).

6. To answer this question, you must obtain data from the Bureau of Economic Analysis (BEA), http://www.bea.gov, on the U.S. balance of payments (BOP) tables. Go to interactive tables to obtain annual data for 2015 (the default setting is for quarterly data). It may take you some time to become familiar with how to navigate the website. You need only refer to
a. Trade balance (T B), net factor income from abroad (NFIA), net unilateral transfers (NUT ), and current account (CA)
b. Financial account (FA)
c. Official settlements balance (OSB), referred to as “U.S. official reserve assets” and “Foreign official assets in the U.S.”
d. Nonreserve financial account (NRFA)
e. Balance of payments (BOP). Note that this may not equal zero because of statistical discrepancy. Verify that the discrepancy is the same as the one reported by the BEA.

7. Continuing from the previous question, find nom­inal GDP for the United States in 2015 (you can find it elsewhere on the BEA site). Use this infor­mation along with your previous calculations to answer the following:
a. Compute gross national expenditure (GNE), gross national income (GNI), and gross national disposable income (GNDI).
b. In macroeconomics, we often assume the U.S. economy is a closed economy when building models that describe how changes in policy and shocks affect the economy. Based on the previous data (BOP and GDP), do you think this is a reasonable assumption to make? Do international transactions account for a large share of total transactions (involving goods and services, or income) involving the United States?

8. During the 1980s, the United States experienced “twin deficits” in the current account and govern­ment budget. Since 1998 the U.S. current accouritdeficit has grown steadily along with rising govern­ment budget deficits. Do government budget deficits lead to current account deficits? Identify other pos­sible sources of the current account deficits. Do cur­
rent account deficits necessarily indicate problems in the economy?

9. Consider the economy of Opulenza. In Opulenza, domestic investment of $400 million earned $15 million in capital gains during 2009. Opulenzans purchased $160 million in new foreign assets during the year; foreigners purchased $120 million in Opulenzan assets. Assume that the valuation effects total $5 million in capital gains.
a. Compute the change in domestic wealth in Opulenza.
b. Compute the change in external wealth for Opulenza.
c. Compute the total change in wealth for Opulenza.
d. Compute domestic savings for Opulenza.
e. Compute Opulenza’s current account. Is the CA in deficit or surplus?
f. Explain the intuition for the CA deficit/surplus in terms of savings in Opulenza, financial flows, and its domestic/external wealth position.

g. How would an appreciation in Opulenza’s cur­rency affect its domestic, external, and total wealth? Assume that foreign assets owned by Opulenzans are denominated in foreign currency.

10. T his question asks you to compute valuation effects for the United States in 2018, using the same methods mentioned in the chapter. Use the bea.gov website to collect the data needed for this question: look under the “International” heading.

Visit the BE& balance of payments data page and obtain the U.S. balance of payments in billions of dollars. Be sure to get the correct year, and annual data, not quarterly. Visit the BE.As net international investment position data page and obtain the U.S. net interna­tional investment position for end 2017 to end 2018.
a. What was the U.S. current account for 2018?
b. What was the U.S. financial account for 2018?
c. What was the U.S. change in external wealth for 2018?
d. What was the U.S. total valuation effect for 2018?
e. Does the answer to part (c) equal the answer to part (b) plus the answer to part (d)? Why?
f. W hat do the BEA data indicate was the U.S. valuation effect due to exchange rate changes for 2018?

11. Go to the UN website and find out what the Millennium Development Goals are (http://www.un.org/millenniumgoals). Go to the Gleneagles summit documents and examine the promises made (http://www.g8.utoronto.ca/summit/2005gleneagles /index.html). Use the web to check up on how well these GS promises are being kept, such as the UN goal of0.7% ofGDP in official development assis­tance, the promise to eradicate export subsidies, and the aim to double aid by 2010. It is now more than ten years on from 2010: has anything improved since then in terms of these commitments? (Hint: Search for Internet sites such as Oxfam or theJubilee Debt Campaign, or look for the World Bank Tools for Monitoring the Millennium Development Goals.)

Explain how the implementation of the recommendation serves as a specific solution to a real health care problem that is facing the organization, and discuss elements of the proposed design that serve to improve balancing costs, quality, and access to care among all stakeholder groups.

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Implementation plan

After careful review of your Phase 4 report addressing compliance risks, the board has approved the implementation of the first recommendation that you provided in the report that you submitted in Phase 3. As part of the implementation plan, you have been asked to prepare the report that is outlined below.

The report needs to address the following areas:

Describe and assess the impact of the implementation of the recommendation on the organizational structure and performance relative to the forecasted demand for the services or products offered.

Explain how the implementation of the recommendation serves as a specific solution to a real health care problem that is facing the organization, and discuss elements of the proposed design that serve to improve balancing costs, quality, and access to care among all stakeholder groups (e.g., patients, providers, and third-party payers).

Present a forecasted strengths, weaknesses, opportunities, and threats (SWOT) analysis for at least 3 internal and 3 external stakeholder groups relative to expected outcomes after full implementation of the recommendation.

Develop a strategic communication plan, including key messages, benchmarks, and approaches that can be used to communicate the change within the organization, and draft an external press release announcing the organization’s strategic initiative to the health care industry.