Mul 2380 Test 1 Dr. Terri Mitchell 1. Give A Brief Definition Of The Following: A Rhythm B. Beat C. Melody D. Harmony 2. Explain How Ragtime Music Combines The Elements Of Both Europe And Africa. 3. What Are The Instruments Found In A Standard Rhy

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Mul 2380

Test 1

Dr. Terri Mitchell

 

1. Give a brief definition of the following: a rhythm; b. beat; c. melody; d. harmony

 

2.  Explain how Ragtime music combines elements of both Europe and Africa.

 

3.  What are the instruments found in a standard rhythm section?

 

4.  How did the minstrel show change after the Civil War?

 

5.  What was the name of the area in New York where the music publishing industry evolved in the late 1800s?

 

6.  Who was one of the most important songwriters before the Civil War? What styles did he compose in?

 

7. How did the influence of minstrel shows carry over into American popular entertainment after the shows were no longer popular?

 

8. What were both positive and negative contributions of the Minstrel show to American life and popular songs? (at least 2 each!)

 

9. How did James Reese Europe influence popular music?  What dance did he help popularize?

 

10. What are the three main sources of popular music?  What did each contribute to the popular sound?

 

11.  What is meant by the blue form?  Discuss the harmonic form and how the text (words) are organized.

 

12. Who was Bessie Smith? What style of music is associated with her, and what are the three contributions she made to popular music?

 

13. How did ragtime change the way African American composers viewed their own music?

 

14.  What kinds of stage entertainment became popular after the Civil War?

 

15. Who was the most important composer of concert band music in the late 1800’s?

What three traits does his music share with Stephen Foster and George M. Cohan?

 
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PHI Journal 8

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Answer the following questions in a minimum of 1-2paragraphs each. Be sure to explain your answers and give reasons for your views. All journal entries must be submitted as attachments in order to generate an originality report.

  1. Explain Locke’s view that we can have knowledge of an external world despite our being directly aware only of sense data. Do you agree with him, or do you side with his critics who say that we can know only the contents of our minds?
  2. Why does Berkeley deny the existence of material objects? Explain his view of subjective idealism. Do you accept or reject his theory? Why or why not?
  3. Suppose someone claims that he can easily refute Berkeley’s idealism by simply kicking a rock or eating an apple. Does this demonstration show that Berkeley’s view is false? Explain.
  4. Hume thinks that all knowledge must be traced back to perceptions; otherwise, assertions of knowledge are meaningless. From this, he concludes that all theological and metaphysical speculations are worthless. Do you agree with him? Why or why not?
  5. What does Kant mean by “Thoughts without content are empty, intuitions without concepts are blind?” Do you agree that at least some of your perceptions are conceptualized?
 
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SOCW 6121 Week 10

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Week 10: Task Groups

Agencies sometimes use task groups to address problems or initiate new programs. These groups often have specific goals, and it is the responsibility of the group leaders to develop a well-organized agenda. Although this type of group is an effective way to solve problems within an agency, task groups can be used as clinical interventions. The experience of participating in a task group itself can be therapeutic; however, the group leader must make sure that the members not only successfully complete the tasks set for the group, but that they are benefiting from the social experience as well. The success of the intervention depends on the skills of the clinical social worker in facilitating this process.

Learning Objectives

Students will:
  • Evaluate task group interventions
  • Apply group process skills

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for Specialists in Group Work, 34(3), 276–292.

Document: Group Wiki Project Guidelines (PDF)

Recommended Resources

Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 1 “Assessment of Children”
Chapter 2 “Intervention with Children”

Discussion: Task Groups

Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.

For this Discussion, read the Van Velsor (2009) article.

By Day 3

Post your understanding of task groups as an intervention for children. Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data). How does this model differ from a traditional treatment group? What are the advantages and possible disadvantages of this model? Describe how you might use this model for adults. What populations would most benefit from this model?

By Day 5

Respond to a colleague by suggesting other advantages or disadvantages of the model for effective problem solving.

Response

Sharon Turner RE: Discussion – Week 10COLLAPSE

Task Groups as an Intervention for Children

Task groups allow children the benefit of working together in a group while learning to practice and acquire valuable social and emotional learning (SEL) (Van Velsor, 2009).  Task group also teaches children to cooperate and collaborate to reach an end goal (Van Velsor, 2009).  Additionally, Toseland & Rivas (2017) states that a task group can draw people together, create a sense of cohesion, commitment, and respect for the other group members in order to resolve a problem (p. 337).

Effective Problem Solving

Problem-solving is one of the main functions of a task group.  Toseland & Rivas (2017) point out six steps to effective problem-solving, they are: identifying a problem, developing goals, collecting data, developing plans, selecting the best plan, and implementing the plan (p. 353). When working within a group, it seems to be a better way of problem-solving than when doing so individually. This can be done, for example, by a “brainstorming method” (Toseland & Rivas, 2017).  Brainstorming allows group members to share ideas, thoughts, and opinions openly.

Advantages and Disadvantages

On a day to day basis, we engage in social gatherings and groups. Thus, learning to function in a group setting is a critical adjustment for all human beings.  Task groups can help those who struggle with group settings.  Task groups can help build on one’s self-esteem, self-management, and build on relationship skills (Van Velsor, 2009). Another advantage of a task group is that it can help the group members prepare for life responsibilities (Van Velsor, 2009).  In order to establish an atmosphere of growth, warmth, and respect, the therapist or group leader much embody ways of cohesiveness by setting an example to the group members. A disadvantage pointed out by Van Velsor (2009) is that children who “with less developed social and emotional skills” may have difficulties learning the skills taught in the task group.

The task group can be used for both children and adults.  To develop a task group for adults, the counselor must understand the mission of the task group and develop the skills accordingly (Toseland & Rivas, 2017). The task group model can help build healthy and appropriate boundaries and promote valuable skills such a problem-solving. Both adults and young people can benefit from a task group model, as everyone develops at different levels.  There may be many adults who did not learn SEL as children; thus, they can also benefit from SEL as adults.

.

References

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning. Journal for Specialists in Group Work, 34(3), 276-292.

https://web-b-ebscohost-com.ezp.waldenulibrary.org/ehost/detail/detail?vid=0&sid=3c37341f-d6cc-4ab6-8757-ccfbcc56986e%40pdc-v-sessmgr05&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=43429456&db=sih

Response

 
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Assignment 2

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Assignment 2

Part 1: In 1-2 paragraphs (per question), answer the following questions in “answer and question format”:

  1. Unions can play a vital role in improving working conditions for workers in a globalized economy. From the Bowe’s readings, please describe two ways unions can improve working conditions in the agricultural industry.
  2. In your research on agricultural workers what realities of their lives you found most disturbing about their working conditions. Please be specific and cite your source.
  3. Please identify two reasons agricultural workers leave their homeland to work in the fields of American agricultural for low pay.  Is it possible that free market competition benefits big corporations and undermine local farmers in Mexico?
  4. Please explain the how the working conditions described in Bowe’s book related to trade policy like (NAFTA).

Part 2: In two pages, write an essay explaining the labor conditions that unions improved based on the readings and your individual research.

  1. Address the sources of challenges and opportunities (e.g. profit motives by corporations, nationality and gender bias, lack of citizenship rights of migrant workers, and legal rights to unionized or lack thereof).
  2. Please provide resources as required by APA standards.
 
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Quiz

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1.   The primary developmental task of adolescence is:

a.   developing a sense of industry

b.   developing a sense of intimacy

c.   developing a sense of identity

d.   developing a sense of initiative

 

2.  Some characteristics that peer groups offer and which may be lacking in families are:

a.   strong belief structure

b.   a clear system of rules

c.   communication and discussion about drugs, sex, and religion.

d.   all of the above.

 

3.   Peer pressure is strongly associated with:

a.   level of academic success

b.   gender role conformity

c.   a and b

d.   none of the above

 

 

4.   Fundamental changes that occur in the adolescent brain include:

a.   neurological change

b.   cognitive appraisal

c.   emotion processing

d.   all of the above

 

5.   Adolescent thinking/cognition is characterized by:

a.   a belief that his or her experience is unique

b.   egocentrism

c.   a and b

d.   none of the above

 

6.   The pre-frontal cortex of the brain is associated with:

a.   self-awareness

b.   weighing consequences of potential decisions

c.   a and b

d.   none of the above

 

7.   Parents serve as role models for:

a.   substance abuse

b.   eating patterns

c.   physical activity

d.   all of the above.

 

8.   Baumrind’s research showed a relationship between parents’ authoritative parenting style and adolescents’

a.   academic competence

b.   social maturity

c.   a and b

d.   none of the above

 

9.   Qualities of effective parent-child relationships with adolescents include:

a.   open communication

b.   monitoring

c.    supervision

d.   all of the above

 

10. Authoritative parenting was related to teens’ self-confidence and competence regardless of

a.   ethnic background

b.   gender

c.   socioeconomic status

d.   all of the above

 

11. Protective factors that decrease the likelihood of risky behavior in adolescents include:

support of adolescents’ involvement in:

a.     extracurricular activities

b.    organized religion

c.     a and b

d.    none of the above.

 

12.  Which of the following is not true of gay and lesbian parents reveals that:

a.   they are as competent as heterosexual parents

b.   their children show special problems with self-concept

c.   their children appear to be typically developing children.

d.   all of the above

 

13. Which of the following is not characteristic of adolescent mothers?

a.   They are less likely to talk to and cognitively stimulate their infants.

b.    Their development conflicts with early parenthood.

c.   They are not as warm and responsive as older mothers.

d.   Their egocentrism may interfere with the development of empathy for the newborn.

 

14. Children raised in poverty are at-risk for:

a.   poor physical and mental health

b.   social incompetence

c.   abuse

d.   all of the above.

 

15. Children in poverty are likely to experience:

a.   more family conflict and turmoil

b.   separation from loved ones

c.   less social support

d.   all of the above

 

16. Which of the following have been identified as adjustment problems of children from affluent families?

a.   depression

b.   substance abuse

c.   emotional problems

d.   all of the above

 

17. Which of the following have been identified as sources of problems in affluent families?

a.   disconnectedness

b.   pressure to achieve

c.   a and b

d.   none  of the above

 

18. The cultural niche within which parenting occurs includes:

a.   the physical and social environment

b.   customs of child rearing and child care

c.   the parents’ beliefs, values, and attitudes.

d.   all of the above.

 

 

 

Answer the following in paragraph form:

 

19.

 

What are the advantages and disadvantages of high-school-age adolescents working part-time jobs during the school year?  Include examples in your answer.  (6 points)

 

 

 

20.

 

In the Week 1 Discussion Forum, you were asked “If parents had to obtain a license in order to have a child, what would you require for such a license?  Why?”  How did you answer that question?  Would you answer it in the same way today?  Why?  Why not?

 

How did/do your ideas compare to those of Jack Westerman (p.329 in the textbook, chapter on social policy)?  Explain. (10 points)

 

21.  Select ONE of the following four parent groups:

 

Ø  Divorcing Parents

Ø  Step-parents

Ø  Military Parents

Ø  Working Parents

 

Briefly describe the underlying concepts of family systems theory. Then apply family systems theory to one of the four parenting groups above by identifying and describing their changes/challenges/issues related to roles, boundaries, rules, traditions, rituals, communication, etc.

 

 

Identify and describe strategies to reduce parental and child stress in the midst of these changes, challenges, and issues. (14 points)

 
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Taoism And Asian Mysticism

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Question 1

Correct

1.00 points out of 1.00

[removed]Flag question

Question text

“Tao” and “Tao te Ching” are only the old Wade-Giles romanization of words actually pronounced

Select one:

[removed]a. all the answers are right

[removed]b. Dow and I Ching

[removed]c. Dao and Daodejing.

[removed]d. Dao and Ijing

[removed]e. all the answers are wrong

Question 2

Incorrect

0.00 points out of 1.00

[removed]Flag question

Question text

Tao, in English, means

Select one:

[removed]a. Fate

[removed]b. Karma

[removed]c. Ren

[removed]d. Reality

[removed]e. None of the other answers

Question 3

Incorrect

0.00 points out of 1.00

[removed]Flag question

Question text

The Taoist arise in reaction against

Select one:

[removed]a. the Zhou or Chou dynasty

[removed]b. all of the other answers

[removed]c. The Confucianists

[removed]d. The first Emperor of Qin or Ching

[removed]e. wu wei

Question 4

Incorrect

0.00 points out of 1.00

[removed]Flag question

Question text

What is the difference between tao jiao and tao jia?

Select one:

[removed]a. Tao Jia is the original taoist philosophy in works like the Tao Te Ching

[removed]b. Tao Jiao is what you’ll find in Taoist temples

[removed]c. Tao Jiao isn’t mysticism, more like bribing the gods for favors

[removed]d. Tao Jiao is a superstitious religion made out of Tao Jia hundreds of years later

[removed]e. All the answers are correct

Question 5

Incorrect

0.00 points out of 1.00

[removed]Flag question

Question text

The Taoist temples

Select one:

[removed]a. venerate Confucius as well as Lao Tzu

[removed]b. none of the other answers are correct

[removed]c. are nothing but Chinese folk religion, animism, asking the gods for favors

[removed]d. include shrines where the local gods of the folk religion can be worshipped (asked for favors)

[removed]e. tried to stamp out Chinese folk religion and animism, the belief in spirits everywhere that had to be paid off (“worshipped”)

Question 6

Not answered

Points out of 1.00

[removed]Flag question

Question text

“To see the good and not to do it is cowardice” was said by

Select one:

[removed]a. Both Confucius and Lao Tzu

[removed]b. Lao Tzu

[removed]c. Mo Tzu

[removed]d. Nobody, it’s in the I Ching

[removed]e. Confucius

Question 7

Not answered

Points out of 1.00

[removed]Flag question

Question text

“Wu wei” is

Select one:

[removed]a. all the answers are right

[removed]b. “Actionless activity”– the difficult thing we do when we sit still, do nothing and meditate

[removed]c. the opposite of Confucian activism

[removed]d. the way Taoists believe they can best influence the world– by example, not by interfering, but by role modeling like Gandhi (a Hindu)

[removed]e. the main Taoist practice

Question 8

Not answered

Points out of 1.00

[removed]Flag question

Question text

Lao Tzu is pronounced

Select one:

[removed]a. Lao TTT’zu, both first tone

[removed]b. To rhyme with wu wei, for mystical purposes

[removed]c. It’s never pronounced out loud, just as the Jews chose four letters to symbolize God

[removed]d. Lao Zih, just like the “zih” sound at the end of Kong Fu Zi. In English it was spelled funny, that’s all.

[removed]e. Lao Su, like the English name Sue

Question 9

Not answered

Points out of 1.00

[removed]Flag question

Question text

In the West, the other Taoist we read is Chuang Tse, best known for

Select one:

[removed]a. “Ruling a kingdom is like cooking a small fish.”

[removed]b. None of the other answers

[removed]c. His battle with Lao Tzu over wu wei

[removed]d. His joking insight, “Do not piss into the wind. You will only get a face full of piss.”

[removed]e. his joking insight that after he had dreamed he was a butterfly, when he woke up, there was actually no way to know if the dream had been reality and now he was a butterfly dreaming he was Chuang Tse

Question 10

Not answered

Points out of 1.00

[removed]Flag question

Question text

The Tao Te Ching

Select one:

[removed]a. an anthology of poems, witticisms, angry denunciations, and sayings by the Taoist school attributed to a semi mystical Lao Tzu, the “Old Master” but written by many hands and very contradictory

[removed]b. older than Confucianism. Confucius himself was awed by it.

[removed]c. is entirely about mysticism except for the Confucian parts

[removed]d. From the same Zhou Dynasty that gave China the I Ching.

[removed]e. a collection of Chinese folk religion proverbs to go with the shrines

Question 11

Not answered

Points out of 1.00

[removed]Flag question

Question text

Its phrase “the uncarved block” …

Select one:

[removed]a. Life when we have the good sense to leave it alone and not try for “ren” like Confucius

[removed]b. Nothing. The Tao does not refer to it.

[removed]c. Everything that is going to happen, whether we like it or not.

[removed]d. was recognized by hippie physicist Fritoj Capra as referring to something like the “Singularity” before the Big Bang, when the Universe expands into what the Tao Te Ching calls, the “Ten Thousand things”

[removed]e. None of the answers are right

Question 12

Not answered

Points out of 1.00

[removed]Flag question

Question text

When we contemplate the Uncarved Block, in silent meditation, we

Select one:

[removed]a. come to realize the unity of things, and our unity with the Universe, and for many people a feeling of peace and content comes over us

[removed]b. we are ashamed that we did evil when the Block was good, then remember there is still time to “worship” our family god at the Taoist Temple.

[removed]c. Come to know Zen and find peace, as opposed to Confucian activism. We become role models and work on the world that way.

[removed]d. we start to realize that we have sinned by spinning off from Reality and go the Taoist temple sacrifice

[removed]e. Nothing happens because the Uncarved Block was made up by hippie physicists and isn’t in the Tao Te Ching!

Question 13

Not answered

Points out of 1.00

[removed]Flag question

Question text

Though all religions aren’t paths to the tops of the same mountain, as you sometimes hear, all mysticism are. Learn one and you can understand them all. What is the typical attitude to words?

Select one:

[removed]a. Rational arguments won’t help you. You have to do something, wu wei, meditation, and then you’ll start to have the experience.

[removed]b. People who talk and learn from books like the Confucianists will never have the mystic experience. “Much learning” is just misspent time, mere logic chopping.

[removed]c. “Anybody who tries to tell you about [mysticism] in words, doesn’t really know.”

[removed]d. Words tell you only what something is used for. Sit on it, you call it a chair. Write on it, it’s a desk. But about the thing itself, words don’t speak.

[removed]e. All of the answers are right.

Question 14

Not answered

Points out of 1.00

[removed]Flag question

Question text

Mysticism is the opposite of the mysterious and occult. For the occultists, a ‘miracle’ is a violation of the laws of nature, like seeing the Virgin Mary standing on top of a tree. By contrast,

Select one:

[removed]a. Mystics stick to common sense and study physics about the original universe

[removed]b. For mystics, a “miracle” IS the laws of nature not violations of it. The miracle to contemplate is existence itself.

[removed]c. Trick question. Mysticism is part of the occult, and the Great Mystery of why the Tao created the universe

[removed]d. Mystics are too busy with wu wei to talk about violations of the laws of nature, though they respect them all.

[removed]e. None of the other questions are right.

Question 15

Not answered

Points out of 1.00

[removed]Flag question

Question text

Mysticism typically make a distinction between two types of seeing.

Select one:

[removed]a. Another type is the mystical Vision, capital V, we arrive at during meditation, when we start to become aware of the miracle that anything exists at all.

[removed]b. None of these are right

[removed]c. A third type is the Vision that spots the Virgin Mary standing on top of a tree, a religious miracle

[removed]d. The two statements about useful vision that spots when the light is red, and a higher Vision of existence during or just after meditation– both of those are correct.

[removed]e. One type is our normal useful vision, which we need to spot a traffic light and see its color correctly. Necessary and useful.

 

 

 
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SOC-100 Week 6 Topic 6, Quiz

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Week 6 Topic 6: Quiz

Access the Quiz 6 attachment and answer each of the four questions. This is an open book quiz.  The answer to each question must be 100-125 words.  Complete by the end of Topic 6.

Topic 6

  1. Compare and contrast the conflict and the functionalist perspective relative to the political system in the United States.  Select one current issue such as healthcare, immigration, or one of your choosing and discuss the issue from both perspectives.
  2. Describe your family dynamics from the functionalist, conflict, and symbolic interactionist perspectives.
  3. What are the sociological characteristics of religion in the United States?  Build an argument that religion is likely to remain a strong feature of life in the United States or why religion may not remain a strong feature in the lives of Americans.
  4. Select one of the sociological perspectives, the functionalist, conflict, or symbolic interactionist, and analyze the problems facing K-12 education in the United States.  Describe three or four solutions that you would like to present to your local school board to improve the educational system.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

 

 
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Post An IRA (Insights, Resource, And Application) In The Discussion Board As Follows: Insights: As You Read The Resources, Create Bullet Points That Capture What You Have Learned About The Relationship Between Equality And Social Equity, And Critical Insi

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Discussion: The Concepts of Equality and Social Equity

H. George Frederickson, expert in the field of public administration, coined the term “social equity,” which urges public administrators not to view individuals within one environment as the same but instead to view them against a backdrop of social and economic factors before assuming equality.

Ideals of equality and social justice form the basis of political philosophy. However, enforcing principles of equality across society often infringes on the liberal concept of social justice. Tensions within social and political relations have led to the creation of international government and nongovernment organizations that seek to maintain ethical standards of equality throughout the world. These ethical standards allow reasonable individuals to maintain their philosophical differences without jeopardizing the greater good of global society.

In this Discussion, you will compare the concepts of equality and social equity, and the role of public administrators in promoting social equity.

Post an IRA (Insights, Resource, and Application) in the Discussion Board as follows:

Insights: As you read the resources, create bullet points that capture what you have learned about the relationship between equality and social equity, and critical insights you gained from each article. Summarize these key points and insights by using APA format.

Resource: In addition to the assigned readings, share one other resource that amplifies the themes for this week, such as the relationship between equality and social equity. Note a book, article, news items, website, or film with similar ideas, thoughts, and themes. Cite your resource by using APA format, and explain, in no more than three sentences, how this resource is relevant to the assigned readings.

Application: Provide an example from current or past experience (about one paragraph) on a threat to equality or equity. (Multicultural and/or international examples are welcome but not required.) Then, explain a strategy you believe that a public administrator might use to promote equality and equity in this example and explain why you chose this strategy.

Required Readings

Cooper, T. L. (2012). The responsible administrator: An approach to ethics for the administrative role (6th ed.). New York, NY: Jossey-Bass.

Chapter 9, “Applying the Design Approach to Public Administration Ethics” (pp. 243–254)

Frederickson, H. G. (2005). The state of social equity in American public administration. National Civic Review, 94(4), 31–38.

Note: Retrieved from Walden Library databases.

Glaser, M. A., Bartley Hildreth, W., McGuire, B. J., & Bannon, C. (2011). Frederickson’s social equity agenda applied: Public support and willingness to pay. Public Integrity, 14(1), 19–37.

Note: Retrieved from Walden Library databases.

Hacker, J. S., & Pierson, P. (2010). Winner-take-all politics: Public policy, political organization, and the precipitous rise of top incomes in the United States. Politics and Society, 38(2), 152–204.

Note: Retrieved from Walden Library databases.

Required Media

Ted Conferences (Producer). (2011). Frans de Waal: Moral behavior in animals [Video file]. Retrieved from http://www.ted.com/talks/frans_de_waal_do_animals_have_morals

 

Note: The approximate length of this media piece is 17 minutes.

Optional Resources

Gospath, S. (2007). Equality. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Spring 2011 ed.). Retrieved from http://plato.stanford.edu/archives/spr2011/entries/equality/

Fleurbaey, M. (2008). Economics and economic justice. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Summer 2012 ed.). Retrieved from http://plato.stanford.edu/archives/sum2012/entries/economic-justice/

 
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Addiction Models

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There are differences on how addiction is seen from a moral failing, with people suffering from addiction shunned for their weakness to addiction being considered a disease that can be treated.

Addiction work incorporates several models for understanding addiction and addictive behavior. Addiction models not only attempt to explain the causes and behaviors of addiction, but they are also used as a basis for treatment. To understand the current approach of addiction treatment, it is essential to study the various historical models of addiction, as each has influenced the understanding and treatment of addiction today. It is also imperative to distinguish between different types of addiction because they may be best described by different models. For example, chemical dependence is a type of indigestive addiction of alcohol or drugs, whereas a process or behavioral addiction is considered a behavioral pattern such as gambling addiction (Capuzzi & Stauffer, 2016).

For this Discussion (no more than 1 page), you consider how the definitions, perceptions, and treatment of addiction have evolved.

Post a comparison between two models from the text that explain how addiction treatment has been viewed. Then briefly explain the articles your located on current conceptualizations of addiction and identify if there are similarities from the models you found in your additional research. Explain these models have influenced perceptions of and treatment for addiction.

 
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Post An IRA (Insights, Resource, And Application) In The Discussion Board As Follows: Insights: As You Read The Resources, Create Bullet Points That Capture What You Have Learned About The Relationship Between Equality And Social Equity, And Critical Insi

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Discussion: The Concepts of Equality and Social Equity

H. George Frederickson, expert in the field of public administration, coined the term “social equity,” which urges public administrators not to view individuals within one environment as the same but instead to view them against a backdrop of social and economic factors before assuming equality.

Ideals of equality and social justice form the basis of political philosophy. However, enforcing principles of equality across society often infringes on the liberal concept of social justice. Tensions within social and political relations have led to the creation of international government and nongovernment organizations that seek to maintain ethical standards of equality throughout the world. These ethical standards allow reasonable individuals to maintain their philosophical differences without jeopardizing the greater good of global society.

In this Discussion, you will compare the concepts of equality and social equity, and the role of public administrators in promoting social equity.

Post an IRA (Insights, Resource, and Application) in the Discussion Board as follows:

Insights: As you read the resources, create bullet points that capture what you have learned about the relationship between equality and social equity, and critical insights you gained from each article. Summarize these key points and insights by using APA format.

Resource: In addition to the assigned readings, share one other resource that amplifies the themes for this week, such as the relationship between equality and social equity. Note a book, article, news items, website, or film with similar ideas, thoughts, and themes. Cite your resource by using APA format, and explain, in no more than three sentences, how this resource is relevant to the assigned readings.

Application: Provide an example from current or past experience (about one paragraph) on a threat to equality or equity. (Multicultural and/or international examples are welcome but not required.) Then, explain a strategy you believe that a public administrator might use to promote equality and equity in this example and explain why you chose this strategy.

Required Readings

Cooper, T. L. (2012). The responsible administrator: An approach to ethics for the administrative role (6th ed.). New York, NY: Jossey-Bass.

Chapter 9, “Applying the Design Approach to Public Administration Ethics” (pp. 243–254)

Frederickson, H. G. (2005). The state of social equity in American public administration. National Civic Review, 94(4), 31–38.

Note: Retrieved from Walden Library databases.

Glaser, M. A., Bartley Hildreth, W., McGuire, B. J., & Bannon, C. (2011). Frederickson’s social equity agenda applied: Public support and willingness to pay. Public Integrity, 14(1), 19–37.

Note: Retrieved from Walden Library databases.

Hacker, J. S., & Pierson, P. (2010). Winner-take-all politics: Public policy, political organization, and the precipitous rise of top incomes in the United States. Politics and Society, 38(2), 152–204.

Note: Retrieved from Walden Library databases.

Required Media

Ted Conferences (Producer). (2011). Frans de Waal: Moral behavior in animals [Video file]. Retrieved from http://www.ted.com/talks/frans_de_waal_do_animals_have_morals

 

Note: The approximate length of this media piece is 17 minutes.

Optional Resources

Gospath, S. (2007). Equality. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Spring 2011 ed.). Retrieved from http://plato.stanford.edu/archives/spr2011/entries/equality/

Fleurbaey, M. (2008). Economics and economic justice. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Summer 2012 ed.). Retrieved from http://plato.stanford.edu/archives/sum2012/entries/economic-justice/

 
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