10 slides  Assignment Description For this assignment, you will select discrimin

10 slides 
Assignment Description
For this assignment, you will select discriminatory issues within a program or policy, analyze that program or policy, explain strategies to address the issues, and recommend improvements. Keeping in mind that policy change does not happen in a vacuum, you will also format these recommendations as an audiovisual presentation for policymakers, clearly presenting the case for your chosen improvements.
Assignment Instructions
For this assignment, complete the following:
Select and explain a program or policy that you believe oppresses, alienates, or discriminates and explain why you think this is the case. Use your current knowledge and skills in regards to program and policy evaluation as well the approach to evaluation that Chambers and Bonk (2013) employ in your text.
Analyze the program or policy that you have selected by applying the three evaluation criteria, adequacy, equity, and efficiency, from Chambers and Bonk (2013).
Recommend improvements or enhancements to the program or policy, converting it to a policy or program meant to create privilege and/or power.
Create an audiovisual presentation designed to influence those in power to consider changing the program or policy. The final format of this presentation is up to you, but a straightforward approach would be to create a PowerPoint presentation, enable the record function, and narrate through the presentation as if you were delivering it live. 
To prepare for the narration, it is helpful to write a script or notes and use them as a guide when recording. Include these talking points in the Notes section of the corresponding slides of the presentation. This will also ensure that, in case there are any problems with your recording, the information of the narration is still accessible.
Utilize the links in the Resources to assist you with creating an effective presentation.
Chambers, D. E., & Bonk, J. F. (2013). Social policy and social programs: A method for the practical public policy analyst (6th ed.). Pearson.

Assignment Overview C4.GP.B. Apply critical thinking to engage in analysis of qu

Assignment Overview
C4.GP.B. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.
C6.GP.A, C7.GP.B, C8.GP.B, C9.GP.B. (Engage) (Assess) (Intervene) (Evaluate). Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks with clients and constituencies.
For the first component of your course project, select a case study and a theory. Your first task in this assignment is to review the three case studies from the Case Study Treatment Plan media, centered on Levi, Tommy, and Hofsa. Select one of these case studies to use for your course project. Then, choose a theoretical framework you think is appropriate to the case; you will later analyze the case using your chosen theory.
In this assignment, develop a picture of who you believe this individual to be. Consider his or her salient characteristics, traits, resources, and barriers. Together, how do all of these facets impact his or her behavior and response to the situation presented in the case study? Also analyze the selected theory within the context of this case. Important: You do not apply the theory to this case until the Unit 7 assignment.
Assignment Instructions
For this assignment, complete the following:
Organize client information to paint a picture of their present intersectionality.
Develop a statement of the presenting problem.
Identify and discuss the key components of the theory you selected to apply to your chosen case study (Levi, Tommy, or Hofsa). 
Component examples include psychoanalytic, behavioral, cognitive, person-centered, feminist and gender sensitive theories, systemic, et cetera.
Evaluate the theory you have chosen. Explain why the theory is selected to analyze your chosen case.
Discuss the strengths and weaknesses of your selected theory, using academic resources to support your position.
Evaluate how cultural competence is applied to your selected theory.
Describe at least one implication of the theory as it relates to human behavior and development for your chosen case study of Levi, Tommy, or Hofsa.

Each reply must be between 200–400 words and contain at least 1 scholarly source

Each reply must be between 200–400 words and contain at least 1 scholarly source cited in Bluebook format
The Chthonic is one of the first legal traditions in society. It is very broad and general, considerably it is at the most basic level. H. Patrick Glenn discusses the chthonic legal tradition in chapter three of his book Legal Traditions of the World. Glenn states that “The chthonic way is thus an informal one, which literally seeks to blend into the surrounding landscape.”[1] It comes from the tribes and indigenous peoples.
There are two models of chthonic legal traditions. Model one is “Africa and Asia.” This model considers the tribes and Islamic influence. This model has no “uniform pattern.”[2] “In central Asia, there is a revival of community-clan institutions (old forms of courts, steppe law, oral tradition) at the expense of the state. In Africa, even at the height of colonial power, there was no effort to eliminate chthonic legal traditions.”[3]
Model two is the “Americas and Australia.” This model considers the settlement of the Europeans. “Here the variations have much to do with the European legal traditions which European settlers carried with them, on their ‘discovery’ of these lands. The common law was the least explicit about indigenous peoples, and even where English common law was received by the effect of statute, common law judges were still called upon to decide the extent of its displacement, if any, of chthonic law for indigenous people.”[4]
“There are no pure chthonic traditions in the world today.” One comparable idea within western law and chthonic legal tradition is the reservation of land. Current day law protects the reservation of land in 18 U.S. Code § 1151. Chthonic tradition and that statute protect the rights of native people and their rights to keep their land. But western law and chthonic legal tradition also have disagreeing factors. For example, criminal law. “There is to all intents and purposes no law of theft or burglary; no law of drugs; no organized crime; no money laundering; no  white-collar crime; no fraud.”[5] Chthonic legal tradition did not confront this issue. Living in the current day time, we need strict/ dominant laws to penalize those individual people (not the community) who commit harmful and dishonest acts.
Lastly, I do not think Christian tradition and chthonic tradition are similar. Christian tradition and chthonic tradition are both older traditions, but the two ideas stray apart from each other. The chthonic legal tradition was never formally documented, but Christian tradition was (for example the Bible.) Because of this, the Chthonic legal tradition is not used anymore. Christian tradition is still used. Chthonic legal tradition is so broad that no prominent principles were made, unlike Christian traditions. For example, Christian traditions have the 10 Commandments in Exodus 20 (NIV).  
At times during the first three chapters the author, Glenn, can be enigmatic in his way of describing complex topics; luckily, this is not the case when he divides Chthonic identity. In his words, Glenn says this:
Two basic models are evident. On the one hand there is the state constructed by western powers in colonized territories, which persists following withdrawal of western authority. On the other hand there is the state constructed by western powers in the process of permanent settlement in colonized territories, which persists as an ongoing instrument of western authority.
H. Patrick Glenn, Legal Traditions of the World 85 (5th ed. 2014).
Since there are no purely Chthonic traditions in today’s world, Glenn is saying that it is inevitable western tradition will interact with Chthonic tradition. Id. at 83. The two main models essentially come from if westerners permanently settled the area such as the case with the Americas and Australasia or if that had an interest and influence in the area for a limited time but did not widely settle, such as with Africa and Asia.
Currently, it is easy to see the mixing of western and Chthonic legal information (or tradition, as the terms are used almost interchangeable throughout) in respect to crime and imprisonment. Id. at 90. With Chthonic tradition being described as largely “informal”, dispute resolution and punishment are too. Id. at 82. This stands in contrast to western views of individual guilt and imprisonment as punishment for trespasses against society. Norval Morris & David J. Rothman, The Oxford Story of the Prison: The Practice of Punishment in Western Society vii (1998). Early Europeans had to adapt or at least account for the differences in thoughts of crime and this is again important to keep in mind today as all Chthonic peoples reside within a state. Expanding on the idea that all Chthonic peoples reside within a state, it is notable that they are also granted rights that non-Chthonic citizens of the state would have. Individual rights are not always built into Chthonic tradition so this exchange of legal tradition could be seen as beneficial to Chthonic peoples in state. 
When considering our Christian tradition of oral history and the Chthonic tradition, the question that comes to mind – how many Christians read their Bibles every day? In looking into this question, LifeWay Research found a mere thirty-two percent of churchgoing protestants read their Bibles daily. Lifeway Research, https://research.lifeway.com/2019/07/02/few-protestant-churchgoers-read-the-bible-daily/ (last visited May 11, 2022). Looking at related surveys, this seems to be a reliable number. If western tradition is mainly held in reading in writing, why would churchgoers not be in their Bibles every day? It might be difficult to quantify but I believe it is because a lot of our interactions regarding our faith are oral. The abovementioned thirty-two percent are believers who attend church regularly, meaning they are likely hearing at least one sermon per week. Further, how many believers listen to worship music during their commutes or stream Christian podcasts while doing chores? I would venture to say this number is much higher than the thirty-two percent who are in the Word every day. I’m not claiming it is an alternative to reading the Bible, but I am saying we, as Christians, might be more of an oral tradition than we think ourselves to be.

Here are several speeches from world leaders representing numerous approaches to

Here are several speeches from world leaders representing numerous approaches to globalism or globalization. Watch at least two of the supplied videos. Follow the 3+1 Rule, plus refer to two of the provided videos, to identify a pro and a con of how these forces of change affect your quality of life.
Present your findings as a speech. The format can either be a written speech or, ideally, a video recording of your thoughts. The speech should be no less than 500 words and no more than 700 words in length. Focus on the classroom provided materials to construct the arguments in your speech. Be sure to include a thesis statement and use your speech to support the argument in your thesis. Provide a clear and strong closing argument. 
please see the document “question 9” for full details
3+1 doc has weekly topics to reference

This is a Collaborative Learning Community (CLC) assignment. Because this is a g

This is a Collaborative Learning Community (CLC) assignment. Because this is a group project, I only need questions 2 & 3 in 4 slides 
Chose a processed product (lithium-ion batteries) and create a 15-slide PowerPoint to answer the following questions:
PLEASE NOTE THE PRODUCT CHOSEN IS – “lithium-ion batteries”
1. History: what is the product, where has it been used, who used it first?
2. How is it made?: include items needed for production and steps in the process
3. What impact does making the product have on the environment? Hint look at: pollution of air, water, habitat loss…
4. What is being done to making the product sustainable? (Hint: Is there a company with a sustainability plan? Look for efforts on reusing, recycling, plans to replant if product components are renewable, etc.)
5. What is the future outlook of the product?
6. Create a campaign slide to encourage sustainable use of the product
Note: Each student is to include their name in the notes section of the slides that they worked on.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Assignment: Designing a Plan for Outcome Evaluation Social workers can apply kno

Assignment: Designing a Plan for Outcome Evaluation
Social workers can apply knowledge and skills learned from conducting one type of evaluation to others. Moreover, evaluations themselves can inform and com`plement each other throughout the life of a program. This week, you apply all that you have learned about program evaluation throughout this course to aid you in program evaluation.
To prepare for this Assignment, review “Basic Guide to Program Evaluation (Including Outcomes Evaluation)” from this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , especially the sections titled “Outcomes-Based Evaluation” and “Contents of an Evaluation Plan.” Then, select a program that you would like to evaluate. You should build on work that you have done in previous assignments, but be sure to self-cite any written work that you have already submitted. Complete as many areas of the “Contents of an Evaluation Plan” as possible, leaving out items that assume you have already collected and analyzed the data.
By Day 7
Submit a 4- to 5-pages that outlines a plan for a program evaluation focused on outcomes. Be specific and elaborate. Include the following information:
The purpose of the evaluation, including specific questions to be answered
The outcomes to be evaluated
The indicators or instruments to be used to measure those outcomes, including the strengths and limitations of those measures to be used to evaluate the outcomes
A rationale for selecting among the six group research designs
The methods for collecting, organizing and analyzing data

By Day 5 Respond to at least two colleagues from the perspective of an intereste

By Day 5
Respond to at least two colleagues from the perspective of an interested stakeholder for the program by doing the following:
Provide a brief description of the role that you are taking.
Provide an evaluation of the group research design that they have chosen, and criteria that your colleagues have generated (choice of outcome and method of evaluation) from the perspective of the stakeholder whom you have chosen.
Provide support based on your evaluation
Ask questions about the plan for research design and the questions that the evaluation plan will address from your chosen perspective.

Instructions As you can see from the material, injuries play a big role in Publi

As you can see from the material, injuries play a big role in Public Health.  For this assignment, you will create a chart with data specific to injuries and injury prevention.  Your chart will have 5 rows, each with a different type of injury that impacts Public Health.  Across the top of the chart, you will have 2 columns.  You will populate the columns with 1.  Data for the specific injury listed  2.  Prevention strategies for the specific injury listed.