Utilizing nonparticipant observation, participant observation, ethnography or ethnography observe and record a detailed account of a social context or virtual social context that you are no stranger to (think local coffee shop, shopping mall, church or night club, a blog, Twitter feed, or Instagram) from a sociological perspective. Be careful to be objective and ethically neutral. Do not include judgments or opinions of behaviors but rather, as best as possible, systematic observations.

Third, discuss how a common-sense view of that social setting may look different from a sociological one. Does looking through the lens of sociological research methodology transform how that social space may be viewed. Substantiate your views.

Fourth and finally, post a response to another classmate’s posting discussing your thoughts in a respectful and thoughtful manner. What stood out to you about their observations and the behaviors occurring?

Generate a historical argument that is reasoned and based on historical evidence selected, arranged, and analyzed.

Write an effective narrative that describes and analyzes the past for its use in the present.

Specific Student Learning Outcomes:

Students will collect and cluster evidence about military necessity in the Emancipation Proclamation and form 2 arguments.

Students will write a blueprinted thesis using the 2 arguments (concepts) they have formed from analyzing the evidence.

Students will write an outline that plans an effective 2 part argumentative paper.

Students will write topic sentences and varied evidence sentences that link the 2-part argument to the evidence.

Students will write an introduction paragraph for the Emancipation Proclamation composition that follows the classic funnel format.

Extensions of the Assignment
The assignment can be made more complex by asking students to go beyond the proclamation text to explain Lincoln’s motivations for each of the students’ arguments.

Ethical Decision-making For Human and Social Services; As you explored, ethical dilemmas are referred to as such because they involve conflicting values and are not easy to resolve. Furthermore, ethical standards and codes do not often give prescriptive advice for specific situations. For these situations, it is useful to employ ethical decision-making models. These models are frameworks that provide sequential steps to guide your research, thinking, and actions regarding dilemmas you may face.

Your course text presents one ethical decision-making model in detail, but it mentions several others. In your current or future roles as a human and social services professional, the organization for which you work may have adopted models they wish you to use, or you may be free to choose your own. As you become more familiar with the models available, you may wish to select models that closely align with your professional values and perspectives. Finally, remember that when you make ethical decisions in your professional practice, clients should be included in this process whenever possible.

For this Assignment, you apply the ethical decision-making model in your course text to a specific event or issue relevant to working within a family system.

To Prepare:

Select a current event or issue related to ethics for human and social services professionals working within a family system. It is not necessary to select an issue for this Assignment that contains cultural elements, although you may if you wish.
Review the “Ethical Decision Making Model” found in Chapter 3 of your course text Issues and Ethics in the Helping Professions. Consider how you would apply this model to the event or issue you selected. If your selected issue does contain cultural elements, you may consider applying the transcultural integrative ethical decision-making model discussed in the article “A Transcultural Integrative Model for Ethical Decision Making in Counseling.”

Using the ethical decision-making model, write a paper in which you:

Describe your selected ethical event or issue related to working within a family system. Be concise yet specific about the ethical issues present.
Explain how you, as a professional, would resolve the dilemma using the steps of the ethical decision-making model. Use the NOHS standards as your relevant code of ethics to clarify the dilemma. For the step regarding consultation, explain what type of professional(s) you would need to contact for consultation

Explain using your own words what deindividuation is.  Describe a situation where it is likely to occur.

Deindividuation is a state when you become so immersed in the norms of the group that you lose your sense of identity and personal responsibility.

An individual relinquishes individual responsibility for actions and sees behavior as a consequence of group norms and expectations.

Deindividuation also occurs when people are wrapped up in a hobby or activity. For example, when people are in a mosh pit at a concert, they’re punching the air and shaking their heads frantically – behaviors they wouldn’t engage in if they weren’t a part of a crowd.

Explain the social model of disability and how it relates to the case study below.  Consider some common social myths about people with intellectual disabilities – particularly in relation to the capacity to parent, and the ability to learn.  Consider how these social myths might relate to the people in the case study below

• 3. Discuss what are the important factors to consider when writing about people with disability using person-first language and examples

Include a slide with references that informed your answers.

My name is John I was born in Argentina and came to Australia with my parents when I was three years old.  My father died in a car accident when I was six and my mother Rose had to raise me on her own.  I didn’t do too well at school and dropped out when I was fifteen.  The school said I was mentally retarded, but I feel I just took longer to learn things than others.

I met Jean when I was in my late thirties.  I was a single man renting a unit in Oxley.  I was working at the meatworks in Riverview at the time.  Jean caught the same train as me every morning.  She worked at the Endeavour Foundation sheltered workshop at Wacol.  I remember she used to stare at me and keep giving me the eye.  She was a typical girl who liked having fun. We soon got to talking.  She seemed like fun.  I liked to go out drinking with my friends from work and I invited her along one Friday night.  After a rather heavy night of drinking, we took the train back to her mother’s place at Darra and had it on.  I had told Jean I wasn’t looking for anything serious at the time and she said she understood.

We kept seeing each other on the train to work after our big night. Jean kept asking me if we could go out again, but I kept putting it off.  I could see she wanted more, but I liked my freedom.  Jean isn’t that bright.  She kept saying to me that I was her boyfriend.  The more she said this, the more I wanted to run the other way, but my mother had always taught me to be nice to women.  I could see that Jean had an intellectual disability, and that she probably had been treated badly by other guys.

For a month or so after our date, the train trips to work involved me listening to Jean talk about our supposed relationship.  I ended up letting her think I was her boyfriend, as it seemed easier.  Things changed dramatically though when one morning Jean told me she was pregnant and that I was the dad.

From that point on I had to work out what was the right thing to do.  I spoke to my Mum, and eventually Jean and I moved in with my mother.  We had a baby boy who we named Corey.  Jean needed a lot of help from my Mum in looking after Corey.  In his first six months, Stephen would cry all day.  My Mum stepped in when Jean got frustrated, she would do most of the housework and cooking.  This meant I could still go to work at the meatworks.

As Corey has got older, we are noticing he is taking longer to do things. My Mum says that Corey was much more delayed in crawling and walking than I was as a child. He is now approaching three years old and is still not saying much. My Mum worries that he doesn’t respond to his name and spends hours playing on the toy phone. Corey also doesn’t eat much.  He seems more interested in chewing on paper in children’s books. He also doesn’t want to play very much with us or other children and seems to get caught up in his own little world.

While Corey may be different to other kids, Jean and I think my Mum worries too much.  I don’t want Corey to be treated differently or teased at school like I was.  I am also sick of hearing from Jean and Mum about how they don’t get on together.  Jean wants us to move out, but I don’t think that’s a good idea.  The Department of Child Safety says that we need Mum there or else Corey will have to go into care.  I feel a bit trapped by the whole situation.  I hadn’t planned to be a dad and sometimes the bickering between Mum and Jean gets too much for me, and so I escape to the pub.  My Mum wants to take a holiday back to India to see her family there.  I don’t think I could cope if she goes.

Jean has started to go to a playgroup at the local community centre.  This group is run by a social worker. The social worker wants to meet with all of us to talk about Corey and what supports through the NDIS may be available to him.  Jean used to get disability supports when she went to Endeavour, but since she has had the baby, she doesn’t have any help other than my mother.  Jean’s mother Sandy is no longer talking to her.

We are hoping that the NDIS can help us out a bit more.  Jean would like some money for a bit of jewellery and clothes. I would like to get my driver’s licence and a new car.