Inclusivity, diversity, Social Justice and Systemic Equity

Inclusivity, diversity, Social Justice and Systemic Equity Assignment
This assignment reflects competencies 1, 2 and 3 and should critically analyze issues related to diversity, oppression, systemic inequality, etc. Students will write a 4 to 5 page paper on the topic of human rights and social justice. Discuss the rights you believe people should have to education, work, health, housing, safety, and well-being. Relate those rights to social justice issues. You must critically analyze data, research and scholarly articles to support your beliefs. This paper should be double-spaced and formatted according to APA 7th edition using 12 point Arial or Times New Roman. Incorporate at least 10 references.
Organize your paper by responding to the statements and questions listed below.
Discuss and analyze the concepts of human rights, civil rights, civil liberties and the right to social welfare.
Identify the human rights you believe everyone should have with regard to education, employment, healthcare, housing, food, transportation, safety & protection, and overall well-being.
How do human rights, civil rights and civil liberties promote social justice?
Identify your perspective on human rights as residual or institutional. Explain your position.
Does your personal perspective on social welfare reflect a humanitarian approach or a punitive approach? How does your perspective compare to social work values?
Discuss the three primary social justice theories of libertarianism, utilitarianism and egalitarianism. How do they differ on individual and collective rights and access to societal resources?
Based on your perspective of social justice, which theory (structural functionalism or conflict) provides the best macro level explanation of the social forces that that perpetuate and sustain injustice? Explain your position.

 

 

 

Sample Solution

Human rights and social justice are essential components of a thriving, equitable society. Every person should be able to access the basic rights of education, work, health, housing, safety and well-being without discrimination or oppression. Social justice is necessary to ensure that everyone can live with dignity and autonomy.

Education is an important right that should be accessible to all people regardless of their gender, race, religion or any other factor. Education allows for personal growth as well as economic opportunities; therefore it should be free and available for everyone equally (UNESCO). People also have the right to meaningful work in safe conditions that offers fair wages and benefits. Health care services must also be accessible to all people so that they can maintain physical health as well as mental health (World Health Organization). Everyone has the right to adequate housing which provides safety from exploitation or violence (United Nations). Safety also includes protection from sexual assault, discrimination based on gender identity/orientation and racial/ethnic profiling by law enforcement officers (American Civil Liberties Union). Lastly, good mental well being is an important part of overall quality of life; therapeutic supports such as counseling must remain affordable and readily available so people can get help when needed (Mental Health America).

These human rights are fundamental principles that promote social justice by recognizing the worth of every individual regardless of background. Through implementing policies based on these rights we can reduce inequality while creating a more just society where everyone can flourish together in peace and harmony.

Transient memory is the memory for a boost that goes on for a brief time (Carlson, 2001). In reasonable terms visual transient memory is frequently utilized for a relative reason when one can’t thoroughly search in two spots immediately however wish to look at least two prospects. Tuholski and partners allude to momentary memory similar to the attendant handling and stockpiling of data (Tuholski, Engle, and Baylis, 2001).

They additionally feature the way that mental capacity can frequently be antagonistically impacted by working memory limit. It means quite a bit to be sure about the typical limit of momentary memory as, without a legitimate comprehension of the flawless cerebrum’s working it is challenging to evaluate whether an individual has a shortage in capacity (Parkin, 1996).

 

This survey frames George Miller’s verifiable perspective on transient memory limit and how it tends to be impacted, prior to bringing the examination state-of-the-art and outlining a determination of approaches to estimating momentary memory limit. The verifiable perspective on momentary memory limit

 

Length of outright judgment

The range of outright judgment is characterized as the breaking point to the precision with which one can distinguish the greatness of a unidimensional boost variable (Miller, 1956), with this cutoff or length generally being around 7 + 2. Mill operator refers to Hayes memory length try as proof for his restricting range. In this members needed to review data read resoundingly to them and results obviously showed that there was a typical maximum restriction of 9 when double things were utilized.

This was regardless of the consistent data speculation, which has proposed that the range ought to be long if each introduced thing contained little data (Miller, 1956). The end from Hayes and Pollack’s tests (see figure 1) was that how much data sent expansions in a straight design alongside how much data per unit input (Miller, 1956). Figure 1. Estimations of memory for data wellsprings of various sorts and bit remainders, contrasted with anticipated results for steady data. Results from Hayes (left) and Pollack (right) refered to by (Miller, 1956)

 

Pieces and lumps

Mill operator alludes to a ‘digit’ of data as need might have arisen ‘to settle on a choice between two similarly probable other options’. In this manner a basic either or choice requires the slightest bit of data; with more expected for additional complicated choices, along a twofold pathway (Miller, 1956). Decimal digits are worth 3.3 pieces each, implying that a 7-digit telephone number (what is handily recollected) would include 23 pieces of data. Anyway an evident inconsistency to this is the way that, assuming an English word is worth around 10 pieces and just 23 pieces could be recollected then just 2-3 words could be recalled at any one time, clearly mistaken. The restricting range can all the more likely be figured out concerning the absorption of pieces into lumps.

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