General causes of conflict and the result of that conflict
General causes of conflict and the result of that conflict
In the lecture,? we discuss general causes of conflict and the result of that conflict. What are some of those issues mentioned when it comes to the cause? What from chapter 5 (Moore) did you learn that would help you work with a client/employee who is having issues with conflict at work?
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Part one : Weekly Discussion
The topic for this week strays from traditional criminological topics, as environmental harms – particularly those from natural disasters – are not actually a crime. However, these individuals faced with a natural or environmental disaster are still victims in the sense of the effects caused. As discussed in lecture, environmental harms cross the line into criminal victimization when there is a lack of action or response, an omission of a response, lack of prevention, or an inappropriate response by the local/state/national governing bodies (i.e., the “state”), which exacerbates these harms. With this in mind, environmental harms is quite a relevant victimological topic, as people are harmed at two levels, first by the environment, and second by the state. Please review all course materials for this week and respond to the following questions:
1. Give an example (one not discussed in lecture) of an environmental harm that was exacerbated by state in some form (e.g., lack of prevention policy, lack of response, delayed response, etc.). Describe briefly what occurred and how the damages were exacerbated by the state.
2. What are the effects of environmental victimization? Describe three health, social, cultural, emotional, or financial effects. How might these harms be exacerbated when met with a lack of response?
3. There are several examples of environmental harms and crimes provided in the course materials this week. Something that they all seem to have in common is that racial/ethnic minorities and low-income people seem to suffer the most from these harms. This has been termed Environmental Racism. Do you agree with the application of this term to these situations? Explain.
4. In your opinion, who is responsible for these harms? Give specific examples to support your argument. What can we, as a society, do to alleviate these harms?
Respond to the following discussions:
Student one : Edgar
An example of an environmental harm that was further exasperated by the government was the recent Camp Fire that burned the town of Paradise, California late last year. A lack of prevention policy is what led to the fire spreading as quickly as it did and causing $16.5 billion in damage and a death toll of 85 civilians. Former California Governor Jerry Brown’s decision to veto a bill that would have cleared brush and tinder in potential fire hazard areas along with his lack of oversight in public utilities company PG&E to create a fire map are what ultimately led to the destruction caused by the 2018 camp fire. Much damage and loss of life could have been prevented if proper and timely prevention policy had been implemented. “Early reports suggest the failure of Gov. Jerry Brown and his appointees to adequately regulate our public utilities to prevent such fires also fueled the fast-moving flames” (Court, 2018).
There exists a potential for financial effects due to environmental victimization. One effect is that people may not have enough money to pay for the logistical expenses accrued in evacuating to a safe location. A second effect is the financial loss incurred from the actual environmental disaster itself such as loss of property. Finally, A third financial is the cost of reconstruction and recovering after an environmental disaster has taken place. “It’s just the money. I don’t have the money like everyone else to get out before the storm. It’s expensive to get a hotel room especially when you don’t know how long you’ll be there” (Faust & Kauzlarich, 94).
I agree with the concept of environmental racism as shown on The Daily Show clip that was part of this week’s module. It was not okay for the fracking company to operate next to the school which had a majority of Caucasian students but there was no opposition to having the company move their fracking site next to Bella Romero which had a predominantly Hispanic population of students. It is clear by this example that environmental racism can occur.
In my opinion, the state is at fault for harm if there exists a failure on its part to do everything possible to protect its people and mitigate harm as much as possible. The example given in the reading regarding hurricane Katrina and the government’s failure to act knowing that the levees had a high probability of failure is a perfect example of why the state is to blame. “While crimes are usually thought of as harmful acts, they can also be conceptualized as harmful failures to act. Kauzlarich et al. (2003) identify these failures as crimes of omission which occur when the state disregards unsafe and dangerous conditions when it has a clear mandate and responsibility to make a situation or context safe.’” (Faust & Kauzlarich, 87).
Student two : shana
1. I may be completely off base here, and if I am, I’m sorry but the environmental harm I chose to discuss is the Flint water crisis. In April of 2014 the city changes its routing of water to save a couple of bucks, instead of bringing in water from Detroit they opt to take water from the Michigan River. This move was supposedly for a little bit, until they can find a “regional water system.” Immediately reports of foul odor, and hair loss come in. In September the following year, 2015, there begins to be a call to stop using the water because there’s lead in it. This is led by a group of doctors who have tested the water. January of 2016 they declare a state of emergency, and now they have lost lives because of the non action. The flint crisis is a disaster and I cannot do it justice by simply going through a timeline, but basically it didn’t get fixed for more than 4 years. And the residents are still hesitant about the water coming through the lead pipes, so to even say this is fixed is also not necessarily correct. Which is insane.The government failed on multiple levels here. The failed to alert the public regarding the possible lead contamination. They failed to ask for help quickly, as soon as they declared a state of emergency the national guard came with water bottles and water filters. While this wasn’t a permanent solution it was the help the town needed. When Detroit offered to reconnect their water system, and flint was like no thank you, THEY WERE COMPLETELY IGNORING THE COMPLAINTS from their residents.
2. Health wise, the lead contamination was said to be able to poison the brain of children. I read a report that said that lead to a child’s brain is detrimental. Its one of the worst things you can supply a child with. As well as the presence of Legionnaires’ disease. This disease was present in the water due to a bacteria that was present in the water they were being supplied with. The city was basically poisoning its residents. I can’t even imagine the emotional harm that comes from going through something like this. You are taught since you are small that city officials, government officials are doing important jobs that are improving the city. Can you imagine only to learn you and your family are being poisoned because the City you trusted and pay taxes to wanted to save a couple of dollars?! I would be pissed off and that’s putting it nicely 🙂
3. Environmental Racism in my opinion is crystal clear in this situation. Had this happened in any of the top 10 richest cities in America, you can bet there would be a public outcry, absolute mayhem. But because they chose an urban city with residents that weren’t necessarily respected or taken seriously.If the city officials did respect their residents they would’ve called to action the water crisis the same year that the residents were complaining.
4. In my opinion these harms fall at the feet of the city officials. It is there job to alleviate the harms, the community in this regard did everything they could. They complained since day 1, they would go and protest for clean water. How much more could they have done as a society when it falls on deaf ears? It was in the best interest of the city to respond the first day they received complaints
Part two : Reading Check – I will attach the reading.
Write a one-page, single spaced (12 pt. font, 1-inch margins, no additional space for heading) summary and reflection of both readings for this week.
This reading write up should be part summary, but primarily reflection of the content of the readings. Include content such as:
1. What did you learn from the readings?
2. What is your reaction to the readings? Did this content surprise you?
3. How can the knowledge gained from this reading be used in your personal and/or professional life?
4. Do you see any issues presented in these readings? If so, what and why?
5. Any other response or reflection of the reading applied to course content.
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Topic Proposal &
Annotated Bibliography
Focus: Analyzing a problem and describing the background and context of the problem; gathering and evaluating useful research resources for a problem/solution essay (Major Assignment 4); textual organization; drafting a strong introduction section
The third major assignment is made up of two common academic genres: the proposal and the annotated bibliography. Both of these genres are used to prepare to write a bigger project—in this case, the Problem/Solution Essay (Assignment #5). In other words, your proposal and annotated bibliography are meant to prepare you for the final assignment in the class. These assignments will help you test out your ideas and gather information for the final assignment.
Part 2: Annotated Bibliography
An annotated bibliography is a research tool that helps writers gather information and use it for their papers. You will compile an annotated bibliography of 6-10 reliable sources related to the problem and/or the solution you have chosen to write about. It includes full citations, and underneath each citation is a summary and description of how the source is useful to you (the writer) for your research. It is NOT written as an essay but instead as a list of entries.
The annotated bibliography should contain:
• Balanced points of view (include at least 2 different solutions and positions) – do not choose a side yet. Equally distribute the number of sources to the different solutions/positions you have found.
• Authentic sources (no personal blogs/websites, explicitly and inappropriately biased websites, etc.)
• Paraphrase – summarize and write in your own words. Do not simply copy and paste sentences, unless you find very interesting quotes that you want to use in your essay (but quotes should be used sparingly)
In your Annotated Bibliography, each entry will have 3 parts:
Citation: For each source that you find, write out a correct citation, including the hanging indent.
Summary: Summarize the main ideas of the source. The summary should be in your own words. If necessary, you can quote phrases (with clearly signaled quotation marks), but the purpose is to show that you understand the source and can explain its main points without needing to look back at the source.
Evaluation: Describe how this source will help you with Assignment #5. This paragraph can include a lot of information, such as: how this source is connected to your argument, specific information you plan to use in your final essay, how trustworthy the information is, if the source has a bias, how it is similar or different from your other sources, what information it is missing, how each source connects with the other sources on the bibliography i.e. how the source contradicts, supports, or relates to the other sources on the list.
Annotated Bibliography Requirements
• 6-12 entries
• A citation, summary paragraph, and evaluation paragraph for each entry
• 150-400 words for each entry
An example of annotated bibliography (summary + your evaluation):
Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York, NY: Henry
Holt and Company.
In this book of nonfiction based on the journalist’s experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.
An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.
Criteria Failure to meet expectations Additional work required to meet expectations Expectations met Expectations exceeded
Citation Little information about the source for each entry is provided, and APA style is not used to format citations. Information about the source for each entry is provided using APA format, but citations lack some basic important information. Each entry has a proper APA citation with full information, but there are some instances of careless mistakes. Each entry has a full and proper citation following APA guidelines.
Summary Only a few minor ideas are listed from the source with no clear organization. Summary seems to include only a few main ideas, but mostly details are listed. Most of the main ideas seem to be accommodated in the summary in a fairly good organization. All main ideas seem to be accommodated in the summary in a well-organized way.
Evaluation The writer provides almost no evaluation of the sources. The writer provides unclear/ vague evaluations of the sources. It is hard to understand how the sources will be used in major assignment 4. The writer provides mostly clear and critical evaluations of the sources. At times it may lack some information as to it will be used in major assignment
4. The writer provides very clear and critical evaluations of the sources in each entry.
Organization Entries does not have the expected 3 parts: citation, summary, and evaluation. Some of the entries has the expected 3 parts: citation, summary, and evaluation. Some may lack some parts. Most of the entries has the expected 3 parts: citation, summary, and evaluation. Each entry has the expected 3 parts: citation, summary, and evaluation.
Language Many incomplete or difficult to understand sentences that make the writer’s ideas unclear. Some sentences are confusing and difficult to understand. Obvious errors such as typos. Noticeable problems with sentence construction or word choice, but meaning is clear. Essay reads smoothly and is not difficult for readers.
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Purpose: This assignment is your opportunity to demonstrate your ability to apply sociological terms, concepts and theories to the world around us.
Groups: This is a group assignment. To start I will place you into groups of three to four people. Of course, people may drop the class between now and the end of the semester. If that happens you will continue with the group members that are left. There is one paper that the group will produce collectively.
Topic: Come up with a research question or topic to sociologically analyze. Use the guidelines below to apply the sociological perspective to your question or topic:
Guideline Questions:
1. What is your research question or topic? Why did you choose this question or topic?
2. What sociological terms, concepts or theories from our textbook can you use to better understand your topic (from course materials)? What assumptions or expectations do you have about what you will find based on the terms, concepts or theories that you’ve used? (at least 2)
3. Find at least two examples of sociological research that addresses your question or topic:
In general, how did the researchers investigate the question or topic?
What did they find?
What are the implications of their findings?
4. Compare what you expected to find (#2) to actual research findings (#3).
5. How does sociology help us better understand the social world we live in?
Final Paper: Your paper needs to be written in APA format and 7-8 pages in length. You will upload your paper as Word document. Focus most of your attention to addressing points 2 and 3. It is worth 100 points. I will not accept late assignments. The research you use must come from peer-reviewed, academic journals.
APA Format: You will find an APA format guide in the Week Five module. Your paper needs to be in APA format. The only exception is that you do not include an abstract for his paper.
Outside Sources: Click this Link (Links to an external site.)Links to an external site. to access academic journals through the WLAC Library website. Hover your cursor over “Databases” on the left menu and select “JSTOR”. You will need to enter a user name and password (there are instructions, all WLAC students have access). Once you’re in, click on “Advance Search”. You can type in keywords from your topic/questions to search for relevant articles. The last option listed on the page is the “Journal Filter”. Be sure to click on “Sociology” to limit your search to Sociology journals.
You must use peer-reviewed, academic journals. News sites (e.g., CNN, MSNBC), Wikipedia, and a simple google search are not appropriate.
My partner has finished part 2, for you to reference:
Question: What sociological terms, concepts or theories from our textbook can you use to better understand your topic (from course materials)? What assumptions or expectations do you have about what you will find based on the terms, concepts or theories that you’ve used? (at least 2)
Socialization is the process by which people accept the norms and values of the society by interacting with one another which results in both learning and teaching. It is vital for any individual to learn the norms of their culture in order to sustain in the society. Socialization is the key factor for passing on the beliefs, traditions, and values from one generation to the next. The role of media on socialization is something that can be seen only in recent times but it has become inevitable to imagine a scenario without media. The growth in technology is the reason for media to gain such importance and for it to be considered as an important aspect for socialization. The effect of media on socialization can be understood better, based on the theories of sociology.
Socialization via newspaper, books, radio, games, television and the Internet is one-sided and it offers no opportunity for two-way interaction. But socialization through these means has more influence than with personal interaction. This can be perceived based on conflict theory since the impact of media on socialization has both pros and cons. The transmission of information is very fast and far-reaching with the advent of technology and it has also become unimaginable to think socialization without the use of media. This kind of socialization transmits both good and bad information and children get to see and hear information that is not appropriate for their age. This kind of socialization can have serious consequences and this is not healthy for a society to grow and develop. But seeing the positive side of media on socialization it is easier to communicate with people across the world and interact with people belonging to varied culture and background.
The perception of media on socialization based on symbolic interactionism is another sociological concept that can be applied in this case. The use of technology itself is an act of symbolic representation of an individual’s position in society. The model of the computer owned by an individual, the brand of phone that one uses, the kind of games that one plays all indicate the social status of a person.
Technophiles are people who are fervent in using technology and with the growth in technology, the majority of the population come under the category of technophiles. Hence technology becomes a symbol of status for them. Facebook, which started, as a platform for socialization has become a symbol of status and amongst the youth, it has become a necessity in order to be on par with their peer groups. Possessing high tech gadgets, becoming members in social media groups, interacting with people across the world are all examples of symbolic interactionism. Twitter is another classic example where symbolic interactionism is evidently visible. It functions based on human interactions and it is refined through interpretation. Socialization happens when people interpret language and gestures. The number of followers in twitter reflects the fact that these followers are prepared to believe in that individual’s opinion and learn from that. It is apparent that the effect of media on socialization can be understood based on sociological concepts and can be comprehended in a better manner.
This is my part :
Question: Find at least two examples of sociological research that addresses your question or topic:
In general, how did the researchers investigate the question or topic?
What did they find?
What are the implications of their findings?
Our textbook (Free&Online) https://cnx.org/contents/02040312-72c8-441e-a685-20e9333f3e1d
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Chapter 3 – Listo Systems : The Employees’ Impact on the System
One of the key reasons for Listo Systems’ early success and growth was the dedication and commitment of the employees. Employees worked hard to achieve the clear goals set by management. They were asked for their opinions regarding the direction in which Listo Systems was heading. Employees were engaged and felt empowered to make decisions regarding how and when the work got done.
Answer the following questions by applying the concepts learned in Chapter 3. Also, conduct literature reviews on the subject of discussion and use to support your case study answers:
1. What theories and/or studies could be applied here to better understand what is motivating employees at Listo Systems?
Chapter 4 – Listo Systems: The Challenge of a Growing Organization
Listo Systems’ VISION statement is: “To be recognized as a leader in supplying quality graphic design products and services to our customers and to be respected by our clients and staff.”
Listo Systems’ MISSION statement is: “We strive to develop superior graphic design products and services for our users through state-of-the-art technology, innovation, teamwork, and leadership.”
Following their early success and growth, Listo hired a number of new managers and employees. In response to the expansion of staff, Listo reorganized by adding layers of supervisors and managers between executive management and line staff; however, growth occurred so rapidly that proper training was not provided to the new employees. Management was less concerned with the employees’ opinions and was more focused on production and profit. Instead of enlisting employees’ opinions, more directive orders were given. The change and increased complexity associated with adding new layers to the hierarchy resulted in the organization’s goals and objectives becoming unclear. Employees began to complain about the new bureaucratic processes and the slow pace of decision making. While the organization has been growing in size, productivity has slowed and quality has decreased. The turnover rate is higher than it has ever been, and the amount of sick days that people take has doubled over the past few years.
Answer the following questions by applying the concepts learned in Chapter 4. Also, conduct literature reviews on the subject of discussion and use to support your case study answers:
Using the above scenario, consider Organizational Level 1: Key Players (Stakeholders) and Business Ideas (Purpose). Which Leadership Challenge response is most appropriate: Establishing, Refining, or Monitoring? Using the theories discussed in Chapters 1-4, explain why you chose that response.
Using the above scenario, consider Organizational Level 2: Entity (Culture) and Strategy (Mission). Which Leadership Challenge response is most appropriate: Defining, Shaping, or Publicizing? Using the theories discussed in Chapters 1-4, explain why you chose that response.
Using the above scenario, consider Organizational Level 3: Departments (Units) and Key Results (Success Factors). Which Leadership Challenge response is most appropriate: Involving, Facilitating, or Communicating? Using the theories discussed in Chapters 1-4, explain why you chose that response.
Using the above scenario, consider Organizational Level 4: Teams (Groups) and Goals (Objectives). Which Leadership Challenge response is most appropriate: Focusing, Unifying, or Connecting? Using the theories discussed in Chapters 1-4, explain why you chose that response.
Using the above scenario, consider Organizational Level 5: Individuals (People) and Tasks (Jobs). Which Leadership Challenge response is most appropriate: Enabling, Engaging, or Empowering? Using the theories discussed in Chapters 1-4, explain why you chose that response.
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First, read the following 3 articles. All are posted for you in the Course Reserves Folder on D2L. To get to the articles, go to Resources, then One-Stop Course Readings.
Franklin, J. C., Schiele, B. C., Brožek, J., & Keys, A. (1948). Observations of human behavior in experimental semistarvation and rehabilitation. Journal of Clinical Psychology, 4, 28-45.
Bair, C. E., Kelly, N. R., Serdar, K. L., & Mazzeo, S. E. (2012). Does the internet function like magazines? An exploration of image-focused media, eating pathology, and body dissatisfaction. Eating Behaviors, 13(4), 398-401. doi:10.1016/j.eatbeh.2012.06.003
O’Dea, J. A. (2005). School-based health education strategies for the improvement of body image and prevention of eating problems. Health Education, 105(1), 11-33. doi:10.1108/09654280510572277
Now you are ready to write your paper. (If you have questions about what eating disorders are, you may find the following webpage helpful, but this is not required.) https://www.nimh.nih.gov/health/topics/eating-disorders/index.shtml If you do decide to use this webpage, please cite it in your paper’s References list as National Institute of Mental Health. (2016). Eating disorders. Retrieved from https://www.nimh.nih.gov/health/topics/eating-disorders/index.shtml And please cite it in your paper’s text as (National Institute of Mental Health, 2016). You may also use other webpages or sources in your paper, as long as they are scientific and you make sure to cite them it your paper.
Introductory Paragraph of Topic 1. (This is just a suggestion for what to put in the introductory paragraph. You are welcome to write a different kind of introduction, but if you are unsure what to write, here is the appropriate content for the introductory paragraph):
Begin with a general statement that eating disorders adversely affect people. Explain what eating disorders are. Overview some reasons why it is important to study eating disorders, such as that eating disorders cause distress. Finish your Introductory Paragraph with a purpose statement usually best written as “The purpose of this paper is…” For this topic, the purpose will be to use established research to describe risk factors and prevention for eating disorders and then to propose your own study to investigate ways to prevent or reduce eating disorders.
Part A of Topic 1: Please answer the following. (You can also include here other information and ideas that you found important or interesting in the readings, if you want to, but make sure to address these issues):
o Referring to the articles you read, describe two factors that play a role in eating disorders, and the evidence you read about that indicates these factors are involved in eating disorders. In your answer, clearly distinguish between a factor that causes eating disorders and a factor that is correlated with eating disorders. Justify your answer. (You can pick any two factors that interest you).
o Explain how eating disorders can be prevented, describing one approach in detail, and why this approach is successful. Justify your answer. Make sure to mention the problem of iatrogenesis. (You can pick any approach that interest you).
o Use the Ryerson online library system (as described on pages 2-3 of this handout) to find another article related to eating disorders. Any article you find is fine as long as it is about eating disorders. You will find there are two main types of articles in PsychInfo—many are studies (like Bair et al.) and some are review articles (like O’Dea). Either is fine. If you choose a study, in this part of the paper describe: what the research question was for the study, who the participants were, what the participants did in the study, what the results were, and what the results mean in terms of understanding eating disorders (in your justified opinion). If you choose here to read a review article, describe specifically the topic of the review article and at least three of the points made by the authors of the review article plus the importance of the review article (in your justified opinion) to understanding eating disorders.
o End Part A by explaining there is a continuing need to understand how to prevent and reduce eating disorders.
Part B of Topic 1. Now it is time to think about proposing your own experiment about how to reduce or prevent eating disorders. Note: you will not do this study but are asked to think about how you would do a study. Please note that you are to propose an experiment (see chapter 2 of the textbook if you have questions about what an experiment is). The experiment should have the goal of reducing eating disorders. The experiment you propose must be a psychological study—it must involve behavior and/or mental processes. The experiment must also be ethical as well as practical to do in the real world. To come up with an idea for your proposed experiment, you can start with an idea mentioned in the articles you read in Part A above and adapt this idea into your own particular interest (always present your own idea, in your own words; cite the article that gave you this idea). Or you can come up with an idea entirely on your own that was not mentioned in the articles you read. After you have chosen the idea that you would like to study in a research setting (you will not actually be doing this study—your task is simply to think of a possible study), answer the following questions about your proposed study:
– What specific question—or hypothesis—will your experiment be examining? Why is this particular idea important to study?
– Who will be the participants in your study (e.g., women and men at university, or children in kindergarten, or another sample), and why will you choose these participants? Describe specifically how you will obtain your sample of participants.
– What will be the Independent Variable in your experiment? What will be the Dependent Variable in your study? What operational definitions will you use for the Independent Variable and the Dependent Variable? What will participants assigned to your Experimental Group do in the study? What will participants assigned to your Control Group do in the study? How will you use random assignment to assign participants to groups?
– What results do you predict (you are just guessing here—because you will not do the actual study) that you will get? If you got those results, how would they make a contribution to researchers’ understanding of how to reduce or prevent eating disorders? Since no research is perfect, what would be some limitations (or weaknesses) in your proposed study?
– What ethical concerns would you address in your study, and how would you do so?
Conclusion Paragraph of Topic 1. Conclude by summarizing the purpose of your paper, then briefly (a few sentences only) what you found out in reading the articles during Part A of the paper, and then briefly, why your study (proposed in Part B) would be important to conduct. Your last sentence of the paper should be a general statement indicating that since reducing eating disorders is important, it is imperative that high-quality research continues to be conducted on this topic (you can say this idea in different words).
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In our reading for the module, we have learned that differences in people’s social status often play a role in how they experience environmental disasters, with people who are better off generally enduring less harm than those who are already less well off. Do you see any relationship between this environmental injustice and the role of human activity in causing harm to natural systems? In other words, is environmental injustice simply a reflection of human attitudes toward the natural world, or is environmental injustice a separate issue from environmental ethics? Support your position by discussing claims from arguments we considered in our readings.
The first two modules considered the difference between human actions and other kinds of events in the world, and the question of whether humans have moral obligations toward natural objects and nonhuman animals. There are many different ethical theories which can be applied to environmental issues. In this module, the focus is on environmental justice.
Environmental justice is defined by the U.S. Environmental Protection Agency (EPA) as “the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies.” 1 An example of environmental justice is when the EPA worked to respond to a report by the U.S. General Accounting Office that showed hazardous landfills are much more likely to be located in poor and primarily black and Hispanic neighborhoods rather than in more affluent, mostly white neighborhoods.2
Proponents of environmental justice do not focus on issues solely within the United States. An example of an injustice outside the United States would be the different ways in which developed and undeveloped countries have been affected by climate change. A large population of people has been forced to leave their farmlands, which have been lost to desertification, soil erosion, or the destruction of villages by cyclones or tsunamis. As a result, a new category of people has emerged, called “climate refugees” or “environmental refugees.” This population tends to live in undeveloped countries that offer little support to citizens who suffer such plights.3
It is one thing to notice that these injustices occur. It is another to understand how to fix the problem. For example, how does one develop a solution in the case of hazardous landfills? Once they have been put in place, hazardous landfills cannot be moved. Should new hazardous landfills be placed in more affluent neighborhoods in order to make the situation fairer? Should the government pay to relocate families who live near hazardous landfills to new housing developments? Many questions arise when it becomes clear that they are often placed in socioeconomically disadvantaged areas. It is crucial for this course to examine environmental problems caused by human agency.
1Environmental Justice. (n.d.). EPA. Retrieved March 07, 2014, from
Emotional Response to the Loss Interview The goal of this assignment is two-fold:
Emotional Response to the Loss Interview
To have you experience what it is like to explore what is often a taboo topic with an individual and to learn more experientially about a particular form of loss.
In many ways, you must approach this assignment like a true practitioner/researcher. Your practice skills will be useful to maintain rapport. Use open-ended questions to explore and help contain the emotional expression if necessary. Your goal is NOT to practice by doing therapeutic work, however. Your goal is to explore the experience with your interviewee until you believe you have fully understood the various aspects of their loss.
The following interview guide provides possible questions- it is NOT to be used as a survey (ie DO NOT just read the questions to the interviewee), but only to guide ideas about how to explore the topic with your interviewee.
What loss experience are you ready to discuss with me today?
What was the precise loss?
When did it occur?
How old were you at the time?
Who else did the loss effect?
What was the most difficult part of the loss for you?
What part-losses/ sub-losses did you realize you had experienced?
What surprised you in terms of the loss itself?
III. What was your emotional response to the loss?
How did you express your emotion?
How did it unfold over time?
At what point did you consider your loss “resolved” or “worked through”?- How did you know?
How did others respond to the loss?
How did their response affect your response?
What was hardest to keep doing after the loss?
Were there any “silver linings” to the loss?
Is there any way that who/ what you lost remains part of your life today?
How has it been for you to participate in this interview?
Remember to have the person sign the form on the next page allowing either audio or videotaping of the interview.
Authorization/ Permission for Taping of Interview
I ___________________ give permission for ____________________
to audiotape/videotape an interview in which I talk with her/him about a loss I experienced. I understand that I may request that we end the interview at any time. I also understand that I may request that the taping cease and it will be turned off immediately.
Most importantly, I understand that this interview is being done for educational purposes and is not intended to be therapeutic, nor will it be available to anyone other than the person who is interviewing me and the instructor. The tape will be destroyed after the assignment is completed. Confidentiality will be strictly observed.
I am aware of the above, have had the opportunity to ask questions, and consent to the interview and taping of the interview.
__________________________________
Outline for Final Loss across the Lifespan Paper
The purpose of this paper is to integrate the theory and practice principles we have learned and to apply them to a living person’s experience of loss. The outline below is provided as a guide, not a rigid format. Each subsection should be labeled, but not all questions are appropriate to your respondent’s loss. The order is not prescribed- the flow of the paper’s narrative is more important than answering questions in order. Although this is a formal paper and proper grammar, syntax, spelling, and citation are expected, you may use “I” judiciously (especially in the summary).
The Respondent: Describe the person’s demographics, their developmental age and functioning, and your relationship to the respondent. What intersectional identities impact their loss or their mourning of it?
The Loss: Describe the person’s loss, both referring to the words they used (in the transcript, but also your classification of the loss (ie a disenfranchised loss of a loved pet during the adolescent years).
Application of Grief Theory: Think about the information you elicited about how the person experienced their loss and particularly how they believed their grief process evolved. Try to use several sections of the transcript to show the evolution of the grief process over time while possibly applying the questions below to a section or two (remember, each question is not appropriate for all losses).
Does the person’s trajectory of grief fit better within classical grief theories, or task or process-oriented models of grief- classical, or newer post-modern models (Disenfranchised grief; Continuing Bonds; Meaning- making)? (Use appropriate professional literature)
How do spirituality/ culture or other aspects play a role in the person’s grief process and/ or meaning-making?
What area/s did the personal struggle with as their grief evolved and what factors do you assess as critical to why they had more difficulty in those areas?
Application of Practice:
If you were providing grief work services to this person, what models/ theories would inform your assessment and treatment plan? What professional literature supports this view?
What do you believe the person’s needs continue to be as they regard this loss and what would you recommend professionally to help?
McCoyd, J.L.M. & Walter, C. A. (2016). Grief and loss across the lifespan: A biopsychosocial perspective (2nd ed). New York: Springer Publishing. (ISBN 978-0-8261-2028-1- paperback)
Neimeyer, R.A., Harris, D. L. , Winokuer, H. R., Thornton, G. F. (2011). Grief and bereavement in contemporary society: Bridging research and practice. New York: Routledge. (ISBN 978-0-415-88481- paperback)
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Special Population Report- Students will select one population (Babies, Kids, Women, Men, Athletes, or Elders) and write a 2 page (double spaced) report about the particular nutritional needs and dietary challenges this group faces.
Use one of Duyff’s chapters 16-21 as a starting point. Must have two additional sources cited with APA.
The book is called Complete food & Nutrition Guide by Roberta L. Duyff
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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Chose one out of six options. 1)first emperor of china’s historical position and influence
2) evolution of Confucianism
3) positions and influence of Qing dynasty
4) Two empires: China and British Empire in 18th and 19th centuries
5) Chinese rites controversy topic
6) George McCartney’s embassy to China.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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