social science

Discussion: Developing Political Strategies In this week’s resources, you explore the stories of Susana and the Bradley family. They are all in situations that need social work intervention and advocacy. What political strategies would you use to enact policies developed to assist these individuals? In this Discussion, you develop political strategies to address one aspect of the situation(s) and problem(s) facing Susana and members of the Bradley family. To Prepare: Read and review Chapter 11 in your text. Read “Social Work Policy: Children and Adolescents” and “Social Policy and Advocacy: Violence Prevention”. View the Bradley Episode 7 in the media for this week. Post an explanation of the political strategies you would use to address one aspect of the situations/problems facing Susana and members of the Bradley family.  Explain why you selected that strategy. Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references. Resources Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series. Chapter 11, “Developing Political Strategy and Putting It into Action in the Policy-Enacting Task” (pp. 372-419) Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. “Social Work Policy: Children and Adolescents. The Case of Susanna” (pp. 57–60) “Social Policy and Advocacy: Violence Prevention” (pp. 53–55) Social Policy and Advocacy: Violence Prevention As a social worker in a private nonprofit organization, I was hired to coordinate the activities of a newly formed countywide committee to explore and address violence prevention. The newly formed prevention committee was funded privately and managed by a local nonprofit, family service organization. As committee coordinator, it was my role to work with the committee to identify programmatic and policy interests that could be addressed in the community. The county demographics varied by region, from affluent suburban areas to impoverished urban areas. The prevention committee was composed of professionals and community members throughout the county. Social service workers, healthcare professionals, educators, law enforcement officials, domestic violence professionals, community members, and local government officials worked collaboratively on the committee. Through monthly meetings, I worked with members to collect data on various forms of violence within the county. Our goals were to gain a better understanding of violence in the community, clarify unmet needs, explore available services in place, and share knowledge on violence prevention with one another. By working toward these goals, we set objectives to 1) address unmet needs through collaboration and innovation, and 2) clarify a policy agenda the entire committee would be able to support. I examined trends and incidence levels of violence in order to identify unmet needs and narrow the focus of our policy agenda. I gathered qualitative data from all committee members regarding areas of violence prevention relevant to their work in the community. Initial feedback was widely varied as a result of the broad range of fields represented on the committee. After continued discussion with committee members, an area of common concern was found related to dating violence education in local schools. While it was found that several individual schools were utilizing educational curricula to address dating violence, there were multiple concerns regarding large service gaps as well as inconsistencies across the school districts and the county as a whole. The committee continued discussions on the topic of dating violence prevention, sharing research and knowledge on prevention programs. As the committee continued working, a new bill was introduced in the State General Assembly addressing the specific topic of dating abuse education in public school systems. The proposed legislation posited that each school district would be required to implement age-appropriate dating violence education as a part of the physical education and health curriculum. I proceeded with analyzing the contents of the bill by utilizing a social welfare policy analysis framework. I conducted additional research on the effectiveness of school-based dating violence prevention curricula. I compiled a body of peer-reviewed research demonstrating the effectiveness of educational programs similar to those supported by the committee. The programs I researched were quite similar to the proposal in the new bill. Prior to the next committee meeting, I obtained approval from the executive director of the sponsoring nonprofit organization to support this bill as the committee’s policy agenda. The committee as a whole then voted to support the dating violence education bill. We collaboratively worked to draft a letter of support for the new legislation. Each committee member then utilized the letter to advocate for the new bill. Members sent letters to, called, and arranged for meetings with their local assemblymen and assemblywomen. I composed a letter on behalf of the committee as a whole and distributed it to local government representatives. I met with local school leaders and the county domestic violence agency’s educational program staff to discuss the implementation of the new bill. The school leaders and the domestic violence education staff publicly supported the bill; the domestic violence education staff had already begun working to ensure their curriculum met the requirements of the new bill. As the legislative process continued, I tracked the bill as it passed through the Assembly Education Committee. I provided regular updates to committee members, and I maintained communication with local legislators and continued publicly supporting the bill when I attended community meetings. The bill proceeded to the House, and with minimal amendments, the final dating abuse prevention legislation was passed just as the prevention committee entered the second year of work. Social Work Policy: Children and Adolescents case study: Susana is a 15-year-old, Caucasian female who lives with her parents and younger sister in a middle-class suburban neighbourhood. Her family has been involved with the county Child Protective Services due to a persistent problem with truancy attending public school during a 6-month period. The school principal requested the agency’s intervention because Susana had only attended school for 1 day during the fall semester. Her attendance the previous year was also poor, as she had missed a total of 64 out of 175 days. As the social worker assigned to the case, I met with the school principal as well as with Susana and her parents. The principal reported that Susana, other than her recent persistent truancy, had a good school record. He said that her teachers never reported any unusual behaviours other than that Susana was somewhat quiet, shy, and kept to herself during both class and recess times. Her grades and test scores were above average during her elementary and middle school years until last year when she started to fall behind as a result of missing so many school days. In accordance with school policy and state law (which mandates that all children up to age 16 attend school), school personnel called her parents and met with them on at least three occasions about the excessive truancy. The parents were described as concerned and cooperative but told the officials that they were unsuccessful in motivating Susana to go back to school. Eventually, the situation progressed to the point that the parents were being assessed fines by local magistrates for the continued truancy, and the case was referred to the county family court for further evaluation. When I conducted a home visit, I found that the living conditions appeared good and that both parents seemed to have a calm and relaxed approach in their communication with each other and their two daughters. They said they had always had good relationships with their daughters and that neither had ever had serious disciplinary issues. They said that Susana had always been more reserved and less outgoing than her younger sister, who was 12 years old. The father worked in a white-collar job, and the mother did not work outside of the home. They reported no history of serious physical or mental health issues or significant traumas that might have prompted Susana’s recent pattern of staying away from school. Susana seemed polite but also seemed reticent to discuss why she did not want to go back to school. She had few friends, seemed to stay at home all the time, and appeared very much attached to her mother, especially when compared to most other teens the same age. In contrast, her younger sister was described as having many friends and being involved with multiple extracurricular activities. I explained to both Susana and her parents that school attendance was not only mandatory but also essential to Susana’s future career development. Because Susana seemed somewhat withdrawn and nonparticipatory during the interview process, I also told the parents to set up an appointment with her personal physician and that I would provide a referral to the local community mental health clinic for further assessment. In the meantime, the truancies continued to accrue and the case was automatically referred to a hearing before the local family court judge later that same month. I prepared a recommendation to the court that both the parents and then be assessed at the local community mental health centre and that Susana is directed to return to school as soon as possible. Both Susana and her parents said that they concurred with these recommendations at the hearing before the judge. The judge said that he would make a decision and issue a ruling the following week. When the judge’s finding and order were received the following week, the social worker was surprised that instead of directing community-based intervention, the judge said that Susana should be immediately removed from her parents’ custody and placed in an institutional setting (a Catholic girls’ school for delinquents) located about 100 miles away. I requested a conference with the judge, which was granted the following day. I explained to the judge that institutionalization was not seen as warranted in this case, and that the teen was quiet and withdrawn and would likely react poorly to a crowded setting populated with delinquent teens. Further, I added that Susana seemed very attached to her parents, and I was concerned how she might react if removed from the home. I advocated for her to remain in the home, explaining that state and federal courts had ruled since the 1970s that truancy is a dependent rather than a delinquent act, and that dependent and delinquent youths cannot be housed together. The judge responded angrily and said that he made his final decision. I went to my supervisor to see if there was any alternative course of action but was told that there was no option but to follow the judge’s order and to prepare a placement summary. I replied that I could not follow through with these directives as I did not feel it was in the best interest of the child. I was removed from the case, and it was assigned to another worker to immediately carry out the order. I was suspended for 5 days on a charge of insubordination. Susana’s family quickly filed an appeal with a higher court, which found the judge’s ruling unlawful. Susana was not removed from her parents’ custody. I was still suspended without pay.

Prevention strategies must account for the diversity of the population. Understanding how communities consume health information and access health services may greatly contribute to the prevention of disease within a community. For this assignment, you will be required to consider how access to health information may contribute to the overall health of a community. You will be required to consider how to make prevention messages more effective and widespread. Read the following case study from your textbook: Case 10: The Strategies to Overcome and Prevent Obesity Alliance. Then, perform the following tasks to complete this assignment: Go to The Community Guide website at The Guide to Community Preventive Services (The Community Guide) and review the intervention strategies used to reduce the burden of disease in that community or population. Discuss these strategies in your paper and provide recommendations for improving upon those strategies. Review relevant policies that impact your chosen geographic location (Colorado) and the health of the residents in this area. You may search for philanthropic organizations in your area that focus on health as a part of their mission. Often times, these organizations review and analyze health policies for your area. Examples of such philanthropic organizations are United Way, Blue Cross Blue Shield, and Public Health Institutes. Identify some of the local champions for health policy or health issues in your selected area (Colorado). Discuss how these local champions have been effective in advocating for change in your selected area or location. Submission Details: Write a 3 to 5-page paper in Microsoft Word format. Apply APA standards to the citation of sources. Scholarly sources Please use the same geographic location you identified in the first assignment (COLORADO). 

This assignment builds on the annotated bibliography assignment, in spirit if not in content. Considering the different kinds of evidence you have encountered in the course, your task is to select any research area you believe is significant to understanding, presenting, and memorializing the struggle for African American equality in America. Complete a proposal for a research paper that includes the highlighted elements below. Materials already used or prepared for the course may be adapted for use, but you do not have to explore topics or use materials previously created. If materials already submitted are used, these must be incorporated into a new discussion. Abstract: In 80 to 100 words, provide a brief overview of a topic related to the struggle for the freedom you would like to explore. The abstract should touch on all of the elements below. Rationale: In a paper of at least three pages, explain the specific ideas and issues that seem relevant to your research interests by addressing the following questions. These will provide a rationale explaining why your area of interest is relevant. 1. What are the issues other scholars see as related to your topic? Integrate into your rationale the work of at least three scholars published in peer-reviewed academic journals. The sources for this section should be analyzed and discussed as if you were preparing an annotation for them. 2. Discuss how course concepts are related to, and inform your choice of the research question. 3. Provide an argument or line of reasoning explaining how your ideas are related to existing scholarship. 4. How will your work result in significant information, narratives, or resources that could be used by other scholars? Personal Significance: In no less than 250 words, discuss the significance of your proposed research to your personal and professional life. Bibliography: Provide a bibliography in the usual APA format. Include at least 3 articles (other than reviews) published in peer-reviewed journals and at least three media sources.

Post your response to the question, “To what extent is mixed methods research simply taking a quantitative design and a qualitative design and putting them together?” Next, explain the types of research questions best served by mixed methods research. Then, explain one strength and one limitation of mixed methods research. Finally, provide a rationale for or against the utility of mixed methods research in your discipline. Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Choose any part(s) of the Hippocratic Oath or the Declaration of Geneva (Physicians’ Pledge). Explain why you think it should or should not be included in a contemporary physicians’ code of conduct. 

To complete this assignment follow the directions below step by step and categorically answer the questions: 1. Watch the video below: https://youtu.be/Kpj3pp10wD8 Then watch the next video below: https://youtu.be/YbbqG3s_vzw 3. When you are done watching the videos, in 500 to 600 words, give the class your reflection on what you just saw. This will get you up to 6 points. Include in your reflection: A. What is torture? B. Is torture legal? If so, cite the law/s which makes it so. C. In your opinion, is torture an effective method in eliciting accurate information from anyone? Why or why not? D. What is the Patriot Act? Which part of it do you like/dislike? why? E. Can the U.S. government torture foreigners abroad? If so, cite the law/s which allows it to do so. F. How would you deal with a situation in which you are being tortured for information you may or may not have? 4. In your reflection, try to be objective. Think Political Science.

Who exactly is the most ancient hominin ever found? That depends who you talk to. Along with Orrorin tugenensis, the leading contender for the earliest possible hominin is Sahelanthropus tchadensis, known also known as Toumai or TM 266. There has been significant debate and assessment of whether these two fossils are actually hominins. For this assignment you are to use the scientific literature provided below to argue a position about which of them has the best case for being the earliest hominin. Here are some things to address in your paper: How, where, and by whom were each of the fossils discovered? How old is each and how were they dated? On what bases specifically do the discoverers of Sahelanthropous make the claim that it is a hominin? Explain in detail. On what bases are the claims of the discoverers of both Sahelanthropus and Orrorin disputed or supported and why? Explain in detail using examples from the literature below. Your conclusion: which of the two fossil discoveries has the best case for the claim of earliest possible ancestor? Why? PLEASE US THESE SOURCES PROVIDED. THANK YOU SO MUCH! Almécija, S. et al. The femur of Orrorin tugenensis exhibits morphometric affinities with both Miocene apes and later hominins. Nat. Commun. 4:2888 doi: 10.1038/ncomms3888 (2013). Actions Brunet, M. et al. A new hominin from the upper Miocene of Chad, Central Africa. Nature 418, 145-151 (2002). Actions Brunet, M. et al. New material of the earliest hominin from the upper Miocene of Chad. Nature 434, 752-755 (2005). Actions Pickford, M. & Senut, B. The geological and faunal context of late Miocene hominin remains from Lukeino, Kenya. Comptes Rendus Académie de la Terres et des Planètes 332, 145-152 (2001). Actions Pickford, M. et al. Bipedalism in Orrorin tugenensis revealed by its femora. Comptes Rendus Palevol 1, 191-203 (2002). Actions Richmond, B. G. & Jungers, W. L. Orrorin tugenensis femoral morphology and the evolution of hominin bipedalism. Science 319, 1662-1665 (2008). Actions Senut, B. et al. First hominin from the Miocene (Lukeino Formation, Kenya). Comptes Rendus Académie de la Terres et des Planètes 332, 137-144 (2001). Actions White, T. D. Early hominin femora: The inside story. Comptes Rendus Palevol 5, 99-108 (2006). Actions Wolpoff, M. H. et al. Sahelanthropus or ‘Sahelpithecus’? Nature 419, 581-582 (2002). Actions Wolpoff, M. H. et al. An ape or the ape: Is the Toumaï cranium TM 266 a hominin? PaleoAnthropology 2006, 36-50 (2006) Actions .

Weber and Wirth? Implications when it comes to the Covid-19 pandemic? You may use personal experience

Can include one video citation (thinking Food evolution , OMG GMO, etc) 2 non scholarly but reputable sources rest from journals,etc Explore the use of biotechnology in the form of Genetic food modifications. Development, safety, use, controversary, global policies. Explore both sides of the story including societies apparent distrust in science?

According to Kant, why is breaking a promise or lying (always) immoral? Do you agree with Kant? Why or why not?