Category: Social Justice

Justice in every contemporary society is a matter of concern. Social justice as advocated by the human rights is focused towards ensuring that human rights are equally available to all persons regardless of their ethnic origins, religions, social status and gender (Gigacz, 2007). Religious institutions and schools are then mandated to ensure that schools have included social justice education in their curriculum. The purpose of teaching justice in schools is deeply rooted in the religious teachings (Mananzan, 2002).

The education pertaining to justice subsists to promote and encourage fairness both in schools and in the community. In the New Testament, the Bible through the Christ teachings emphasises on the agape love as justice that goes beyond mere relationship with our friends but with our enemies (Groome, 1997).

Therefore, by maintaining a clear distinction between the education about justice in the classroom and offering various channels of justice execution in the wider school environment is a crucial step towards realizing social justice in the school environment and the community as a whole.

With a clear distinction between justice taught in class and justice allowed to thrive in the school environments, teachers can be able to observe how their students perceive and response to social injustices in the society and within the school set up. Through this, students behaviours and responses to ethnicity, religions, social status and gender can be closely monitored. This practise then mandates that the school administration provides channels and means through which social justice and fairness can flourish.

They are then expected to put relentless effort to counterbalance all tendencies trying to sideline all the marginalized members within the school environment. As such, the school policies and strategies should be, free of gender, religious, social status and ethnic biases. This approach will ultimately lead to better appreciation of the minority students.

In mono-cultural education, the fellow students and teachers usually look down upon minority students (Mananzan, 2002). However, by clearly differentiating between educating about justice in the classroom and offering the establishment of justice, teachers will promote the acceptance of cultural diversity.

Tuohy in his writings illustrates how the catholic teachings promote and advocate thoughts and actions in their social teachings (Tuohy, 2005). Similarly By outlining the distinction between the forms of justice in the classroom set-up and offering the execution of justice in the wider school environment, students should not only depend on their teachers opinions, but also equally develop their own opinions in this regard.

Tuohy suggest that the world of thought inspired from class work introduces the students to values, principles and ideas that guide them in their daily activities. Likewise the world of actions demands that the principles and ideas learnt in class must be translated practically into the students lives (Tuohy, 2005).

By doing so, students will demonstrate that they are respectable thinking beings. Through their class-derived knowledge on social justice, they can examine their own identities in the environment in a just manner. Similarly, by allowing students to learn on their own, we let them to have multiple viewpoints in solving different issues affecting them.

Therefore, through the effective appreciation of social justice by students and their teachers, we not only differentiate between the justice taught in class and the justice formed within our settings, but also understand that every person can on their own develop and engage with others in a free and just society.

With a clear distinction, teachers and the school staff will not only teach their students, but will also serve them by acting as role models. This implies that teachers must demonstrate to students through words and actions the importance of being just by respecting, caring and loving them. Through these acts, teachers will initiate and spark critical thinking and curiosity among their students.

The failure to differentiate between the justices taught in the classroom and practiced justice means that we have introduced academic aspects in the social justice education (Mananzan, 2002). With a clear distinction between the two, students would not only put into practice what they have learnt in class, but would also have the chance to understand their real world challenges.

Some teachers only focus on teaching their students the social education without emphasizing on the practical justice experiences challenging students such as gender and racial discrimination. With such teaching methodologies, students will only major on cramming their class work for passing their exams. Normally student under the guidance of such teachers adopt poor social skills (Mananzan, 2002).

All types of education including social justice are geared towards making a difference in students lives both in school and outside the community (Mananzan, 2002).

It must engender transformative approaches by students, teachers and the community at large. To achieve this cause, social justice education should not only be taught in class, but also be allowed to thrive through practical actions in classrooms, school environment and in the society. This calls for students to be critical, analyze the world from their own perspective, and take actions as per their insights (Mananzan, 2002).

As Tuohy suggest, School religious education aims at promoting ethical thinking and actions in the society. In this regard, students are introduced to ethical ideas, values and principles aimed at promoting just behaviours both in school and in the society (Tuohy, 2005). By actions, these students are supposed to demonstrate practically what they have learnt in class. The school as a centre where concepts are develop and conveyed means that religious teachings through clear distinction of forms of justice will be refined.

By clearly differentiating between the educations about justice in the classroom and offering the formation for justice in the wider school environment, we encourage students to embrace both Bibliotherapy and case studies (Ferreira, 2008). The Bibliotherapy process allows students to solve their problems through reading class books and other relevant articles. There are several religious books and articles available in our schools.

When students assess these articles, they are encouraged to become more morally upright and just as the religious education permits. Similarly, through case studies, students stimulate and initiate their own critical thinking to help them in solving their day-to-day problems.

In this regard, teachers encourage their students to collect data about social injustices in the society. This data, relative to their moral issues, undergoes critical examination and analysis. Like the previous method, this method permits students to learn acceptable morals and encourages them to uphold justice in their daily endeavours. Thus, the two methods equally contribute to the refining of the religious education in our schools.

To highlight the concept taught in the Bible and other religious books, religious education aims at instilling favourable behaviours and habits in students lives through teachings of peace and social justice (Groome, 1997). Social justice education permits just and fair environment in our society.

This implies that through the learning and application of social justice between the students and school workforce, students are moulded into morally upright and just individuals. All these attributes as advocated in religious education imply that students are not only going to enjoy their religious lessons, but also comprehend the message passed by these lessons and employ it bettering themselves.

In addition, the emphasis of actions and reflection in these teaching approaches such as need for a critical reflection is eminent as constituted by several religious teachings and ministries (Mananzan, 2002). To ensure the continuation of the work on justice, teachers will conduct further research to understand the background culture of their students hence unmasking their personal insights and prejudices against other cultures and religions.

As a result, the teachers will have a preview of those who suffer from injustices including their minority students. In the course of this process, our instincts and guilt are going to convict us to live morally upright and justified lives as advocated by the religious lessons in our schools.

Religious education emphasizes on social justice, and a moral society implies that social justice should be design in such a manner as to promote and allow justice to prevail among school set-ups. Likewise, religious lessons and most religious articles encourage readers to maintain a healthy and good relationship with the authorities (Tuohy, 2005).

Thus, through the clear distinction of the taught form of justice and the created justice, students learn and foster good relationships among themselves, teachers and the community members. In this regard, the students will have refined their religious lessons teachings and values.

References

Ferreira, J. (2008). Todays Catholic Teacher, Essential teaching strategies that facilitate student moral development (pp. 78-83.). no city of publication: no puplisher.

Gigacz, S. (2007). See, judge, act more than truth by consensus in Eureka Street. No city of publication: no puplisher.

Groome, T. (1997). The churchs ministry of justice and peace. In Sharing faith. San Francisco: HarperSanFrancisco..

Mananzan, M. (2002). Globalisation and the perennial question of justice. In Spiritual questions for the Twenty-first century. New York: M.H. (Ed), Orbis.

Tuohy, D. (2005). Catholic social teaching in action. Tuohy, D. (2005). Catholic social teaching in education. In Molloy. C. (Ed) (pp. 113-127 ). Dublin: Columba Press..

The concept of good strategic thinking is key to the existence of different industries. Strategies are phenomena that change constantly depending on the various factors that affect them. Development challenges may arise at some strategy design, implementation, and monitoring stages. Based on the political, economic, technological, and social components, it is possible to analyze their positive and negative impact on the social justice sector, especially sexual violence.

Based on the organizations experience in combating sexual violence, we can highlight the features of the strategy for the development of this topic. As with all social problems, the main drivers are the people and non-profit organizations interested in it. The main work to eradicate all forms of oppression is done by providing information and resources to the public to increase the visibility of the problem (OAESV, 2019). According to Ebner and Smith, this stage can be called the strategy implementation in society, after which the situation is monitored and evaluated. This social theme may be particularly susceptible to the changes in the world that follow.

Starting to talk about economic and technological changes that affect the sector of social justice, it is possible to observe tendencies of the level of development of the country from social policy. At this stage, people can start by analyzing and summarizing the data that determine the different social components. Interestingly, when the social justice gap constraints developed countries, they would take a detour in their development process (Li & Wang, 2020, p. 12). This covers both technological and economic development, suggesting that the more developed countries are more actively implementing the importance of social justice. Regarding social issues such as combating sexual violence, the standard of living of countries and the possibility of concentrating on such matters were essential elements in development strategies.

Social and political changes in the country are equally important areas affecting social justice. For example, in neo-liberal politics, double moral standards may be perceived as a social injustice, influencing societys social awareness (Voigt, 2018). Assessing this factor, the social component is added to the political element, as people are the first to react to changes in the structure of the state. Depending on the level of liberalization of society, the importance of the social component, which depends directly on the political part, may increase or decrease. This way, at the evaluation and monitoring stage of the implementation of the strategy, it is possible to observe a trend of influence of the political and social situation within the country on social problems such as sexual violence.

In conclusion, changes in the various spheres of the functioning of States and society can influence the strategy for implementing the concept of social justice. Following the five stages of the Ebner and Smith strategy, it is essential to consider the different variations of events at the data analysis stage. Early attention to the challenges of strategy development will prevent unintended consequences that can be negative. The political, social, economic, and technological spheres influence the publicity of social problems, such as sexual violence. Although these two components are not connected at first glance, each depends on the other and determines how changes in these domains may affect different implementation strategies. The more developed and liberal a country was, the more aware it was and involved in developing a plan to combat difficulties.

References

Li, S., & Wang, B. (2020). Is social justice the superior economic growth model? Comparative analysis on G20 countries. Cogent Social Sciences, 6(1).

Ohio Alliance to End Sexual Violence [OAESV]. (2019). There is power and strength in a collective: Ohio alliance to end sexual violence strategic plan. OAESV.

Voigt, D. (2018). Social justice in comparative political economy: lessons from Habermas and the contemporary German case. New political economy, 1-18.

Introduction

In most cases, matters of social justice entail advocacy of laws that enforce similar treatment to all people. Outspoken people have expressed their views on social justice by using literature as a tool to bring to attention issues related to the environment and politics. Regarding the weight of such issues in society, Mark Hamilton Lytle writes about the story of Rachel Carson, an environmentalist who wrote “The Silent Spring “with the goal of addressing the use of dichlorodiphenyltrichloroethane (DDT) insecticides and their effects on the environment.

Another creative work by Catherine Ming, in the form of community-based theatre, addresses the farm workers and family farmers in Of Farms and Fables. A keen review of the two sources provides a deeper insight into how the theme of social justice may be explored via an analysis of the creative and performing arts.

The Gentle Subversive: Rachel Carson, Silent Spring, and the Rise of the Environmental Movement

Mark Lytle writes about Rachael Carson forty years later after she came out strongly critiquing the corporate world of agriculture as well as the United States Department of Agriculture on the use of DDT. Although the relevant authorities assured the public that the group of pesticides posed no threat to the health of human beings, she built a strong case against the use of the chemical. She accused the agricultural experts and scientists of subjecting nature as well as humans to chemical sprays that were toxic. Carson stated that the methods of controlling insects should not destroy human beings together with the insects.

Carson’s work came out at a time when America was dominantly a patriarchal society, which was faced with hostility from many sources. She was criticized for advocating for diseases and vermin on the planet. Others, such as George Decker, an entomologist who was an economist, saw her as unqualified to bring out such remarks, and the readers were neither supposed to access such information. Her work was regarded as science fiction by the then Secretary of Agriculture, Ezra Benson, who wondered how a spinster without a child would be worried about a pesticide that would affect future generations.

Carson maintained her argument about the detrimental effects of the DDTs with composure and dignity. Before she met her death in 1964, she was able to hear the report by the science advisory committee commissioned by the then president of the US, John F. Kennedy. The committee validated her allegations that, indeed, there were persistent DDT residues in the environment. This report was the basis for millions of Americans to come out on the streets to celebrate Earth Day, seven years after the committee’s report in pursuit of Carson’s dream.

Farms And Fables: Cultivating Difference In Community-Based Theatre

The creation of this work comes in collaboration with the farm workers and family farmers through embodied research to bring out a picture of the local agriculture in the community. The theatre work takes the artists to act as farm workers to tell a story of the differences in the community. In the work, actors participate in community-based acting where they interact with the local farm workers in Maine to understand their culture and bring it into a play.

In the course of interaction between the real workers and the actors, the intention of the engagement is realized: the issues affecting the farm workers. The theatre production company realizes that the social issues affecting these farmers in Maine are mainly the uncertainty of holding the ownership of the farms they till. Within the play, a narration is given about two farms. One of the farms is owned by a family that has been cultivating it for generations, while the other one belongs to a family that is both new to Maine as well as farming. The first farmer laments about how to maintain his family’s upkeep while faced with increasing debt, while the second farmer struggles to adapt to the new environment.

Throughout the play, the two farmers depict a repetitive endurance in their labor as well as other issues being faced by migrant farmers. Different storylines are drawn by interspersed movements within groups that show various activities on the farms, such as seed planting and vegetable harvesting. The play is staged in Scarborough, Maine, in a historic barn named Camp Ketcha, where the actors comprise the professionals as well as the community. At the end of the play, the audience is left with a clear picture of how farm workers toil on their farms, as well as their fears due to unprecedented uncertainties.

Conclusion

The two creative works are effective in shedding more light on the issue of social justice from the environmental perspective. They take the audience back to real-life situations that occur in everyday life. Notably, the works are crafted in a manner that enables the readers to relate to the authors and the characters. In the first literature work, although inspired by another author’s story, it is evident that women face various challenges in men-dominated social setups. Although Carson has a valid point that is supported by science, being a woman makes her hostile. Through perseverance, her argument is validated, and it leads to the formation of a movement to safeguard the environment. In the second creative work, the farmers’ plight is brought into light by the play in a quest for the government to address their issues.

References:

1. Lytle, M. H. (2007). The Gentle Subversive: Rachel Carson, Silent Spring, and the Rise of the Environmental Movement. Oxford University Press.
2. Carson, R. (1962). Silent Spring. Houghton Mifflin.
3. Ming, C. Of Farms and Fables: Cultivating Difference In Community-Based Theatre.

Workplace Fairness: Catalyst for Motivation and Well-being

This article discusses how justice at work is vital to employee motivation, health, and well-being. Justice in the workplace is more known as “workplace fairness,” and it has three critical drivers, which are distributive, procedural, and interactional justice. In distributive justice, personnel want to sense that distribution is fair and equitable. Procedural contains decisions about the dispersal of results, resources, and rights.

Interactional is based on how you treat employees; they need to be considered with dignity, respect, and kindness. When workers feel that they are not treated fairly, they react negatively, which damages their incentive and well-being. Responses vary depending on the individual, and they range from whether an employee sees someone being treated unfairly or if it is themselves in the situation. How leaders manage this can create more negativity or fix the problem depending on how they try to solve the problem.

Unfairness’s Toll on Well-being and Organizational Health

Unfairness can actually take a substantial toll on the emotional, physical, and psychological well-being of personnel and can contribute to serious illnesses. The article states, “Supervisor unfairness has been linked to medically certified sickness absences, coronary heart disease, and cardiovascular deaths.” It has a greater impact on personnel than most of us even think about; it has a superior effect on employee exhaustion and stress.

It also hurts establishments because staff stop performing well and will call out sick more often. A biased and unhealthy work atmosphere will agonize a loss of capacity as top players explore other possibilities and find an improved workstation. Investigation demonstrates that administrators affect employees insight into workplace justice to a far superior degree than the association itself. Leadership progress plays an essential role in constructing a working society that encourages employees, endorses their well-being, and drives sturdy presentation.

For establishments to have healthy, energetic, and dynamic teams, guaranteeing a workplace must be significant. Many associations might not see that they are being unfair to people unless someone brings it up to them or when workers don’t perform as well as they used to. It is imperative that managers talk to all their staff individually to see where they are at and if they feel like they have plenty on their plate as opposed to other co-workers or if they feel like they are being treated unfairly. It is best to catch it on time so they can find a solution where both parties benefit instead of losing a good employee due to the absence of communication or understanding.

References:

1. Tyler, T. R., & Blader, S. L. (2003). The Group Engagement Model: Procedural Justice, Social Identity, and Cooperative Behavior. Personality and Social Psychology Review, 7(4), 349-361.
2. Cropanzano, R., & Ambrose, M. L. (2001). Procedural and Distributive Justice Are More Similar Than You Think: A Monistic Perspective and a Research Agenda. In J. Greenberg & R. Cropanzano (Eds.), Advances in Organizational Justice (pp. 119-151). Stanford University Press.
3. Colquitt, J. A. (2001). On the Dimensionality of Organizational Justice: A Construct Validation of a Measure. Journal of Applied Psychology, 86(3), 386-400.
4. Elovainio, M., Kivimäki, M., & Vahtera, J. (2002). Organizational Justice: Evidence of a New Psychosocial Predictor of Health. American Journal of Public Health, 92(1), 105-108.
5. Skarlicki, D. P., & Folger, R. (1997). Retaliation in the Workplace: The Roles of Distributive, Procedural, and Interactional Justice. Journal of Applied Psychology, 82(3), 434-443.
6. Bakker, A. B., & Demerouti, E. (2007). The Job Demands-Resources Model: State of the Art. Journal of Managerial Psychology, 22(3), 309-328.
7. Barling, J., & Griffiths, A. (2003). A History of Research on Psychological Contract Violation: A New Framework and Agenda for Future Research. Journal of Organizational Behavior, 24(5), 537-560.
8. Greenberg, J. (1993). The Social Side of Fairness: Interpersonal and Informational Classes of Organizational Justice. In R. Cropanzano (Ed.), Justice in the Workplace: Approaching Fairness in Human Resource Management (pp. 79-103). Lawrence Erlbaum Associates.
9. Liu, L., & Hu, J. (2013). Organizational Justice and Job Performance: A Mediated Multilevel Model. Journal of Organizational Behavior, 34(4), 571-587.
10. Piccolo, R. F., & Colquitt, J. A. (2006). Transformational Leadership and Job Behaviors: The Mediating Role of Core Job Characteristics. Academy of Management Journal, 49(2), 327-340.

Unveiling Environmental Health Priorities: Imperial County’s Toxic Pollution Challenge

Aguilera, author of the article “Living in one of the Most Polluted Places in California,” wrote that Imperial County is among the most polluted places in America. The air quality in the County is below federal air quality standards. The air quality is so toxic that the Federal Clean Air Act in 2014 has labeled it as a non-attainment area. The County also received the lowest grade from the American Lung Association due to high degrees of particle pollution and high ozone. Toxic vapors evaporate off of the nearby Salton Sea, where it’s been collecting farm run-offs for decades.

The area has the highest rates of hospitalizations and emergency room visits for adolescents having asthma attacks. To help residents, an organization by the name of Comite Civico set up 40 monitors around the area. The monitors measure the toxicity of the air and alert the residents on days when the toxicity is too high. Officials plan to decrease pollution over the next decade by subjecting factories to more regular smog check requirements, and local farmers will have tighter rules regarding field burning. Imperial Valley Democrat Eduardo Garcia works to sponsor new laws addressing air quality. Officials estimate goals will be set by the year 2030.

To aid the residents of Imperial County in clearing up the pollution, it would be wise to approach the problem with a model specifically for resolving environmental problems. One of the many models is the Precede-Proceed Model. The model is used to assess environmental health problems and their causes. Once the causal factors are addressed, we can create an intervention to resolve environmental health problems by targeting the causal factors (Edberg, 2018). The Precede-Proceed Model is organized into 9 phases, but for now, we will only focus on phases 1-6 because the issue is still unresolved.

Phase 1 is social assessment, which is assessing the environmental health problem in a social/community context. The assessment can also be used to see what environmental health problems a community sees as the top priority. Basically, social assessment wants to know how a health problem relates to what goes on in the community and what issues should receive priority. In the case of toxic pollution in Imperial County, we can see that a large portion of pollution comes from local farmers (Vice, 2016).

Unveiling Environmental Challenges: Pollution Sources and Health Impacts

“There is increased competition through NAFTA and the world global market. Therefore, farmers have to resort to cutthroat practices in order to get the most out of their crops” (Vice, 2016). So, for the local farmers, trying to stay afloat in the competitive agricultural market is their top priority. For them, the end justifies the means.

Phase 2 is the epidemiological assessment. This is where we gauge the prevalence of the environmental health problem and the nature and extent of the problem. Thanks to the social justice organization Comite Civico, they’ve given us a resource by setting up 40 monitors around Imperial County, which allows us to see levels of pollution in real-time (Aguilera, 2019). Also, by communicating with the community, we discover the residents are becoming ill from the toxic dust evaporating off the Salton Sea (Aguilera, 2019).

Phase 3 is the environment assessment. Here, we assess environmental risk factors connected to the health problems we want to address (Edberg, 2018). By doing so, we can identify environmental conditions that need to be targeted in an intervention (Edberg, 2018). When we assess the environment in Imperial County, we find that the Salton Sea contains decades of run-off from the farms and toxic sewage flowing in from the New River (Vice, 2016).

The New River that flows into the Salton Sea is a sewer line for the neighboring city of Mexicali. The River is so toxic border patrols are prohibited from touching anything in the River, including illegal immigrants. Burning agricultural fields is a contributing factor to pollution as well (Vice, 2016).

Fostering Collaboration: From Assessment to Environmental Justice Solutions

Phase 4 is the educational/ecological assessment. Here, we try to assess the attitudes and social norms that contribute to environmental risks found. By assessing the attitudes and social norms, we can identify more factors that contribute to the environmental health problem (Edberg, 2018). When we reach out to the local farmers in the community, we learn that they believe they have to resort to fielding burning in order to get the most out of their crops due to world global market competition (Vice, 2016). On top of that, farmers are now being punished with fees when they have to resort to fielding burning (Vice, 2016).

Phase 5 is the administrative/policy assessment. This is where we assess any available resources, such as committees, organizations, and political groups. With these resources, we can begin implementing an intervention needed to resolve the environmental health problem. Because of Comite Civico’s involvement, it drew the attention of assemblyman Eduardo Garcia, an Imperial Valley Democrat. He now works to sponsor new laws addressing pollution and has included communities in the process (Aguilera, 2019).

Phase 6 is finally implementing our plan to resolve the environmental problem. It seems the ultimate goal should be to have the entire community on the same page. We should have the farming legislative and community residents come to a mutual agreement. What we are facing is an environmental justice dilemma (Vice, 2016). We should create an intervention where all sides are heard because everyone just wants to survive.

Imperial County’s toxic pollution levels are overwhelming the area. Pollution created by farmers who just want to stay in business is infecting the waters and the air, rendering the area deadly to all life forms. With the community’s involvement, we can use the Precede-Proceed Model to create an intervention for the environmental problem. The model is used to assess health problems and their factors. Once causal factors are identified and understood, an intervention is created to target the causal factors to resolve the environmental problem.

References:

1. Aguilera, E. (2019, February 6). Living in one of the most polluted places in California.
2. CALmatters. Retrieved from https://www.scpr.org
3. Edberg, M. C. (2018). Essentials of health behavior: social and behavioral theory in public health (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
4. [Vice]. (2016, March 10). Toxic tourism in california’s imperial valley. Retrieved from https://video.vice.com

Violence Erupts over Controversial Speakers

There was a battle over college free speech at Auburn University. Free discourse came to fisticuffs before extreme right white patriot Richard Spencer could even start his discourse at Auburn University. Understudies enclosing the fight said a Spencer supporter started jawing with an Antifa, or hostile to fundamentalist, dissenter over Spencer’s entitlement to talk. A punch was tossed. The men spun through the group, swinging clenched hands and getting a handle on for headlocks before crashing to the ground.

It was over in seconds with the two men in binds, one of them bloodied and hauled away to be imprisoned. Coppery had attempted four days sooner to drop Spencer’s discourse on a Tuesday night. In any case, a government judge constrained the state-funded college to give him a chance to practice his First Amendment rights. The scene comes in the midst of what pundits say is a developing bigotry for the trading of thoughts at American schools and colleges. As of late, fights over free discourse on grounds have slipped into brutality the country over.

The University of California, Berkeley, emitted into close mobs in February amid dissents against expert provocateur Milo Yiannopoulos and again a week ago over President Donald Trump. At the point when political researcher Charles Murray talked a month ago at Middlebury College in Vermont, dissenters got so boisterous that an educator going with him was harmed. An ever-increasing number of American colleges are maintaining a strategic distance from questionable discourse out and out by forbidding polarizing speakers.

Conservative Voices Silenced Amid Escalating Tensions

On Wednesday, Berkeley said it would try to drop one week from a now-planned discourse by conservative intellectual Ann Coulter, referring to security concerns. ‘There’s no test, only an acceleration of threats on the two sides,’ said Tyler Zelinger, a senior concentrating on political theory and business at Atlanta’s Emory University. ‘At the point when there’s no greater contention, there’s no more progress.’Assaults in school-free discourse have been pursued for quite a long time. However, they used to be top-down, beginning with government or school executives.

Today, specialists say, understudies and staff smother discourse themselves, particularly in the event that it includes preservationist causes. Harvey Klehr, who conveyed disputable speakers to Emory amid his 40 years as a legislative issues and history teacher, said the issues undergrads rally around today come ’embarrassingly from the left.’ Restrict governmental policy regarding minorities in society or same-sex marriage, and you’re marked a narrow-minded person, he said.

Where banter once raised the best thought, understudy bodies are currently introduced to inclined perspectives, denying them exercises in basic reasoning, he said. The University of Virginia in Charlottesville had somebody die of deadly violence, so now they are having a healing for the whole school. White patriots walking over the grounds of the University of Virginia, conveying lights and droning supremacist trademarks, terrified Shanice Theodore at first. She experienced difficulty resting. Her mom needed to give her get up and go talk. In any case, the 17-year-old, an approaching green bean at UVA, says she isn’t debilitated.

References:

1. Auburn University. (2021). Policies and Regulations Affecting Students. Auburn, AL: Office of Student Affairs.
2. Klehr, H. (2020). Political Intolerance in American Universities: A 40-year Perspective. Journal of Political Studies, 32(3), 445-460.
3. Middlebury College. (2021). Events and Controversial Speakers Policy. Middlebury, VT: Office of the Dean.
4. Spencer, R. (2021). The Right to Speak: First Amendment Challenges. Journal of Constitutional Law, 18(1), 22-41.
5. Theodore, S., & Zelinger, T. (2022). Student Perspectives on Campus Unrest. Journal of College Student Development, 63(2), 177-191.
6. University of California, Berkeley. (2021). Security Measures for Campus Events. Berkeley, CA: University Communications.
7. University of Virginia. (2022). Campus Safety and the Charlottesville Incident: A Report. Charlottesville, VA: UVA Press.
8. Yiannopoulos, M., & Coulter, A. (2021). Provocateurs in the Age of Campus Censorship. Journal of Free Speech Studies, 5(2), 98-113.
9. Zelinger, T. (2021). Free Speech and Political Activism on College Campuses. The Emory Review, 60(4), 12-25.

Fostering Equity Through Fair Trade Principles

Trade is the best way to seek equality for all workers in sweatshops and to respect the worker’s rights by giving them fair working environments. To me, this means that business owners should treat all their workers fairly and justly. They can show all workers fairness by giving them just wages, safe working environments, and breaks when needed. There are five basic principles dealing with worker’s rights. The few that stuck out to me were, “fair trade helps the most economically disadvantaged people in developing countries.”

Another one of the five principles that stuck out to me is “products will be made in a way that is environmentally sustainable.” Fairtrade cotton is a good way to get people talking and buying more fair trade. The more people talk and encourage fair trading businesses, the more it will be a norm that people and society will follow. Fair trade not only focuses on the individual worker’s rights but also shows to the public what the fashion industry companies could be if they encourage fairness and demonstrate working conditions that are at the forefront of how goods are being made and processed.

Empowering Change Through Consumer Support

Not enough people are buying fair trade goods, and that’s a major problem. People tend to buy what is cheap and easy. Fairtrade is typically more expensive, so others shy away from it. What we should do is maybe get involved to support local efforts, for example, Just Creations. Just Creations is a fair trade business that is trying to speak out for the social injustices that are still taking place in developing countries. By making an effort to support small businesses, we are helping to take part in the social justice that others are trying to embed into the structures of society.

I feel very strongly about this social justice because it is very important to me that the workers are treated equally. Most of the workers are trying to find jobs, and they cannot afford to lose the jobs they are being forced to work in with the harsh working conditions related to the sweatshops. It Is important to me that we speak up and be their voice because a lot of them feel as if they don’t have their own opinion because of how cruelly they are being treated. They are making a huge impact on our lives by making our clothes. We should help impact their lives by getting them into safer working environments, and we should be fighting for them to get the fair wages they deserve.

References:

1. Smith, A. (2020). Fair Trade and Social Justice: A Comparative Analysis of Worker’s Rights in Developing Countries. Journal of Global Economics, 35(2), 150-165.
2. Johnson, E. R. (2019). Ethical Business Practices and Fair Treatment of Workers in Global Supply Chains. International Journal of Business Ethics, 28(3), 245-260.
3. Brown, L. M. (2018). Environmental Sustainability in the Fashion Industry: Assessing the Impact of Fair Trade Practices on Product Production. Sustainable Development Review, 42(4), 410-425.
4. Greenfield, R. J. (2017). Consumer Perceptions of Fair Trade: A Study on Purchase Behavior and Awareness. Journal of Consumer Research, 52(1), 75-88.
5. Anderson, S. M. (2016). Supporting Local Initiatives for Global Change: A Case Study of Just Creations’ Efforts in Promoting Fair Trade and Social Justice. Business and Society Review, 48(2), 180-195.
6. Johnson, M. K. (2015). Sweatshop Labor and Human Rights: An Analysis of Working Conditions and Their Impact on Worker’s Well-being. International Journal of Human Rights, 23(3), 345-360.
7. Adams, C. D. (2014). The Role of Consumers in Shaping Fair Trade Norms and Market Trends. Journal of Consumer Behavior, 37(4), 420-435.

Introduction

Migrations, either by land or by sea, have always characterized human existence. To understand the extent of this phenomenon we have to be aware of the fact that nobody could say that they have never had direct experience with migratory phenomena or, in any case, with their effects[footnoteRef:1]. Therefore, what is the best prospect for analyzing migrations? Should immigrants be considered legitimate citizens or foreign invaders? Furthermore, should it be considered legitimate for a state to control its borders against external citizens? [1: Mark J. Miller, The Age of Migration, (New York: Guilford Press, 2003), p. 5.]

Each State has its borders that they protect according to the principles of sovereignty and self-determination these “borders have guards who are armed”[footnoteRef:2]; However, even if borders have guards and these are armed what justifies the use of force against those who wants to cross the frontiers? A justification would be to prevent criminals, terrorists, and invaders. But, very often immigrants are neither criminals nor terrorists, they are simply unfortunate workers who have abandoned everything to ensure themselves and their families a better future. Therefore, should immigration be considered permissible if it leads to collective or individual well-being? First, we will consider the implications regarding equality and social justice that result from immigration controls, subsequently, the opposite theory will be illustrated, in other words, whether closing borders is against equality and social justice. To conclude, the ethical and philosophic dilemmas of immigration are about distributive justice. [2: Joseph H. Carens, Aliens and Citizens: The Case for Open Borders, Cambridge University Press, Vol. 49, No. 2 (Spring, 1987), p. 251]

Equality and Social Justice

Society is composed of different layering levels, which creates inequalities that influence the initial opportunities that arise in each life; consequently, these changes cannot be justified by a hypothetical reference to the notions of merit and value[footnoteRef:3], therefore it is a luck to be born in a rich country or wealthy family. If the differences of birth cannot be justified, since they are randomly assigned by nature, it would be fair to find a way to level the effects that those differences have on the welfare of the less fortunate individuals. For this reason, “… it is a virtue for social institutions”[footnoteRef:4] to open borders for the individuals who enter a foreign territory, in other to improve their conditions, because they didn’t choose to be born in that particular place or family, they were natural gifts. So as far as we are not willing to actively help these individuals, it would be even more unfair to deny them the possibility of helping themselves, through the closure of borders. [3: John Rawls, A Theory of Justice, Harvard University Press Cambridge, 1999, p. 29] [4: Ibidem, p. 25]

Taking up the principle of justice enunciated by Rawls, in which a society is Just when: “Everyone has an equal right to the broader pattern of equal freedoms and fundamental compatibly with a similar scheme of freedom for others”[footnoteRef:5], if we want our State to be fair, we cannot deny immigrants the freedom to enter in our borders. Consequently, by applying Rawls’ theory to the migratory phenomenon, immigration should be accepted and promoted by all, precisely because it is the only way in which fate can be reversed. [5: Ibidem, p. 76 ]

Even though this type of solution could prove to be a good one, this method would be not practical, either internationally or domestically. Indeed, individuals are aware of their social position, their level of education, their ability, and their place of belonging; the rich man knows he is rich and will never worsen his position to help the poor, for this reason, Rawls’s theory needs to be more realistic. However, is it right to legitimize the defense of borders from immigrants? On which moral basis can these people be kept out? What guarantees the right to point weapons against them? For many the answer is clear, state authority is given by state sovereignty, in other words, a political power that gives the authority to the state to exclude or not from the territorial space foreigners and immigrants. The state has the task of pursuing its national interest even if that means denying entry to peaceful foreigners and the needy. Indeed, sovereign states can be generous in bringing in foreigners within national borders, but they are not obliged to do so. The refusal to allow foreigners to enter a country’s territory stems from the birth of the nations. But the question that needs to be asked is: despite having state sovereignty – this is my country and for this reason, I can decide whether or not to let foreigners enter – don’t they have the moral duty to open borders for those running from war or violations of human rights? The closure of the borders would consolidate the inequalities present in the world, with the rich maintaining their position through the restrictions on citizens born in poor states, by limiting their freedom of movement. Their freedom of movement is one of the fundamental rights expressed in the Declaration of Universal Human Rights, in other words, “everyone has the right to freedom of movement and residence within the borders of each state”. Everyone has the right to leave any country, including one’s own, and to return. Therefore denying the freedom to emigrate would not only go against the Declaration of Human Rights and the principle of Equality but would also not stop immigration, rather increase illegal immigration which causes further human rights violations.

Borders closures

Why an individual born in a particular territory and part of a certain state does not have the right to protect what it is legitimately it’s from external intrusions? Taking up the Universal Declaration of Human Rights we stated that everyone has the right to move, reside and leave any country, but despite the interpretation adopted to justify the opening of the frontiers, it is equally true that the Declaration refers also to the limitation of this freedom. The fact that there is a right to emigrate from a state does not imply that there is a corresponding right to immigrate everywhere, public order and national security must also be taken into consideration.

States have no obligation to welcome anyone who wants to enter in its territory, therefore if the State doesn’t give consent, or it is not by the will of the state, a state could talk about invasion. In fact, according to Walzer “admission and exclusion […] express the deeper meaning of self-determination. Without them there could be no community with its character, ongoing and historically stable associations of men and women with a certain commitment towards each other and with a particular sense of collective life”[footnoteRef:6]. Therefore, is it legitimized for a State to close its borders, even for those who are running away from wars, persecution, and degrading living conditions, because of the state’s right of self-determination and exclusion? The same opinion is of Wellman, according to whom it is legitimated by the state that closes borders at the entrance of migrants, even those who run away from wars, persecutions, and degrading living conditions, an extreme idea compared to Walzer. However, the legitimization of state borders cannot take place based on the logic alone of communitarian defense and self-determination of the community. Because neither cultures, nor communities, nor associations can be equated with nation-states endowed with full sovereignty; Communities and associations need to be delimited, perhaps even have some form of political autonomy that could legitimize – under well-defined conditions – the right of self-determination, but the boundaries that limit membership cannot be assimilated to territorial boundaries. Communities and associations can guarantee collective assets that ensure the reproduction and renewal of their identity for their respective members without the need for any territorial delimitation. It is therefore improper to assimilate the borders that establish a group membership to the borders that specify the political-geographical characteristics of a territorial jurisdiction, consequently, there is no relationship between group boundaries and territorial boundaries. At least from the modern age onwards, territorial jurisdiction cannot be justified based on community or associational claims alone, because a border does not protect a community or an association, but the perimeter of a state and the individuals in the formal dimension of citizens. The impermeable wall that keeps foreigners “outside” cannot guarantee any substantial homogeneity of a national, ethnic, or cultural type within the centralized, static, and closed space of the state. Boundaries cannot prevent the presence of foreigners or members of other nations on either side of the walls, or of members of the national community, therefore it is possible to protect the community without touching the borders of the state. The hypothesis that the “particularity of cultures and groups” requires “something like a sovereign state” that controls borders and establishes access policies may perhaps justify some forms of self-determination, but not an exclusive territorial jurisdiction or political borders. Not all communitarians consider the state as a political community, and in any case, if States are not, as often happens, culturally homogeneous or democratic communities, their ethical legitimacy to exclude is highly questionable. [6: Michael Walzer, Spheres of Justice: A Defense of Pluralism and Equality, New York: Basic Book, 1983, p. 49.]

Even Walzer suggests the possibility of admitting to the community foreigners “similar” in history and culture and also the foreigners in “need of help” imposed by “morality” in cases where foreigners flee dangerous situations, therefore opening borders. Because states are not necessarily ethnic entities or culturally homogeneous.

Distributive justice

The problems related to distributive justice are because it is not egalitarian. An unequal distribution of assets consequently leads to the presence of conflicts of interest in society. Therefore, according to which criterion of distributive justice, resources should be shared and which people should enjoy it? The answer is, that these resources are generally scarce and they are not sufficient to satisfy everyone’s needs and this characteristic of scarcity raises “conflicts of interest” between individuals. They are individuals who have more, others who have less, and others who do not have nothing, this is the case of the differences between rich and poor countries and this is also one of the reasons why some individuals decide to emigrate and others do not. Whoever decides to emigrate does so with the awareness that they will find the resources to satisfy their economic desires. For this reason, it is necessary to create a system where the less fortunate can make a greater profit from these inequalities. Applying this type of analysis to immigration, it would be unfair to prevent immigrants the opportunity to access the opportunities and resources that, those who are lucky dispose of undeservedly.

Being born in a certain territory is like being born with a particular natural talent, both are morally arbitrary. Indeed, the fact that the distribution of territories is morally arbitrary, has a connection with the idea of justice. It is neither fair nor unfair that some individuals occupy richer territories and others the poorest; injustice lies in the fact that international institutions are not organized in such a way as to benefit the more disadvantaged people. The goal should be to maximize the total utility, to do this open borders policy would be better for human beings’ welfare. In other words, maximization of social utility would allow and facilitate the possibility of appropriating the resources of others if it will give rise to a greater utility than in the previous situation. Applying this idea to the migration phenomenon would be to welcome immigrants and ensure that they have access to the resources of the new territory and benefit from it.

Indeed, we are all descendants of immigrants, thieves who have usurped lands that previously belonged to someone else. But despite the awareness of this condition, no one would be willing to return the land to those who owned it originally.

Conclusion

The arguments in favor of opening borders were contrasted with those that, on the contrary, believed the closure of borders are optimal solution; and then the rights based on the achievement of individual well-being versus solutions who tend to sacrifice their rights in part to find an advantage for the whole community. In light of the above and concerning the analysis of the various positions, there is a strong difficulty in indicating a solution as much as possible balanced to the drama of immigration. A solution would be to respect the Fundamental Human Rights of the immigrants, such as dignity, freedom, justice, and solidarity, but at the same time to protect the citizenship and membership rights of each individual linked to a certain territory. We must consider the inexorable increase in flows of migrants, supported by a world in full globalization, the presence of wars, along natural disasters caused by climate change, they certainly do not constitute a favorable ground for solving the problem. The only solution that could currently be the only alternative consists of an intermediate way that foresees permeable boundaries without the right limitations. It is well known, that the intermediate routes do not always satisfy the needs of both sides. The only certainty is to ensure that the “moral law” does not interfere with the law of each state, and it is therefore necessary to reach a definitive and universally shared solution. It is easy to say “We have to respect the rights of immigrants”, but it is not easy to explain what these rights are, how they combine with the rights of other citizens, and, above all, how they are claimed as rights. Answers to these questions cannot be simply rhetoric (reaching out to convince) but they must be theoretical (aimed at explaining and justifying). Without a theoretical effort at the level of ethical thinking, the discussion on the rights of migrants risks being not only unrealistic but even offensive. The difficulties involved in articulating this ethical theory should not be underestimated since the link between human rights and natural law faces various serious problems which we can only briefly mention.

In the case of an ideal situation, there would be no limiting reasons. In the case of the non-ideal situation, in which we live, the use of topics such as safety, security diversity of democratic culture of immigrants, and public order, is not deemed compelling because they are also applicable to the issues of movement inside of the nation, which is not restricted, or dispelled by history in the case of previous migrations, or limited to situations details from which we cannot generalize. From the perspective of general well-being, then, the best migration policy is the one that maximizes economic gain, without looking at whether it is citizens or immigrants, therefore free movement of workers which would lead to an increase in general wealth.

Bibliography

1. Carens Joseph H., Aliens and Citizens: The Case for Open Borders, Cambridge University Press, Vol. 49, No. 2 (Spring, 1987), pp. 225-255
2. Cole Philip, Beyond reason: the philosophy and politics of immigration, Critical Review of International Social and Political Philosophy, Vol. 17, No. 5, (2014), pp. 503 – 520
3. Holtug Nils, Equality and the treatment-enhancement distinction, Volume 25, Issue 3, March 2011, Pages 137-144
4. Rawls John, A Theory of Justice, Harvard University Press Cambridge, 1999, pp. 10-14, 34-29, 73-76, 242-250
5. Walzer Michael, Spheres of Justice: A Defense of Pluralism and Equality, New York: Basic Book, 1983, p. 49
6. Wellman Christopher H. and Cole Philip Debating the Ethics of Immigration, Is There a Right to Exclude?, Oxford University Press, 2011, pp. 13-55, 117-124, 173-225

When people call on the police force for unfair reasons, they will add to an ongoing issue because minority populations are more likely to face police brutality or excessive discipline in the justice system. African American victims are often biased by representatives of mainly white police forces. In other facets of daily life, including schooling, housing and jobs, the effects of police violence in the black community can also be seen. Just like Starr in ‘The Hate U Give’ by Angie Thomas, Starr is scared to talk to the detective because she remains hesitant to speak up while her voice could look down upon. When the officer asks about Khalil being a drug dealer and a thug, Starr automatically gets triggered in the face of questions that seem to perpetuate. Police stations are reminder of how blacks are being mistreated. Starr understands that white society flattens black identity and will be all too quick to define Khalil in a way of assumptions about black people. ‘Black in Blue: African-American Police Officers and Racism’ by Kenneth Bolton states that even if African American officers still encounter racism on the job, these officers face discrimination everyday inside and outside the police station from barriers in hiring and getting promoted to lack of trust from citizens and members of the black community.

Starr lives a double life in a different direction that tests her loyalty, while Starr has remained on edge around the police. The author of ‘The Hate U Give’ writes about the main character Starr attends high school where there are mostly white students. Starr lives a double life from the ghetto and a student at Williamson. Starr has not seen her best friend Khalil for a very long time; they both discussed their life, but a tragic incident has occurred. Khalil and Starr both heard gunshot as they ran to the car. At this point the police officer pointed a gun at Khalil, and he said to the officer that he had not done anything wrong. Without police brutality, Starr may be in a major social and political movement that will be voiceless and be looked down upon.

For people like us to fix police brutality is to understand the surrounding community. This is achieved by establishing clear and consistent criteria, established by experts and other organizations supported by state agencies, for every department of police. These standards should be communicated to each officer, trained and used as a basis for assessment and discipline. Just when reading in ‘The Hate U Give’, this shows to provide a context for the readers like us that might see riots happening on TV, but not understanding the meaning of the anger or the frustration. Now in today’s world there is a huge epidemic in the United States where American people are blaming and fighting other people of color. The novel shows the ugly truth of society on how people are being treated badly. Starr as a black individual now understands that as a black kid she could be in danger. When the officer was finished with Khalil, he later on pointed the gun to Starr. Starr overcomes fear and pain after the loss of Khalil. The officer still views Starr as a threat. Starr was represented as ‘The Fresh Prince of Bel Air’ because it tells a black teen sent away from a dangerous neighborhood. Just like Starr living life at Garden Heights with her Williamson. Starr struggles to cope throughout the novel because her boyfriend Chris being white would shock her community. Kenya opens up about the death of Khalil with Starr to comfort her. Racism, as evidenced by crime and police brutality, is the primary focus of this book. Starr is discriminated against and unfair to white society, which for her friend Khalil proves to be fatal. Racism leads in part to the death of Khalil and subsequently also impedes justice. While both the police and a grand jury investigate the case, the official who shot Khalil is not charged and is released. Thomas assures no readers that prejudice in the Starr culture will soon be eradicated from justice and law enforcement. Starr wants to speak out at certain points in the film, such as when she reveals her film. In the face of danger, she proclaims the truth both by the police, with whom she must always act with care, and by the Gang of King Lords, who she fears is going to take action if she points to the Kings drug deal.

Some people were not taught how to treat others equally with this could be the blame of the parents. The setting contrasts with the brutal story Starr knows she must tell. This has been portrayed by the media and effectively refuting claims that the One-Fifteen acted out of fear for his life. Rest of the world will perceive her, but here she asserts her power to take control of the narrative. However, the situation is a form of racism because it undermines the right of black people to vibrant and diverse identities. Chris can’t understand the specific burden and demands that black people like Starr have to face, especially when coping with things like police brutality. Not all police officers are bad, Maverick suggests, but by protecting people and the judiciary, violence against black communities is made possible by. Maverick is incapable of trusting the police and turns to the kind of justice that triumphs at Garden Heights. Suggesting the latter abandoned Garden Heights to be disappointed with its darkness and to add to black cultures’ discrimination. He has been able to accept his own identities as a black man and cop, and that he can look after Maverick’s children only by being on the other side of the law. Right now, people are afraid and blame others and injure others. This happens.

The verdict foreshadows the riots on what they are about to do are the same things. That is given by Khalil that will show chaos and destruction through the community neighborhood. Chris could never connect or understand what Starr’s has been through, but Chris realizes that he can be an ally. The destruction of a sentimental place makes Starr realize that violence will ultimately not be the answer, and that will hurt everyone, and will only cause more problems in the long run. The novel describes the police riot gear and the use of tear gas, which shows a connection between the world that we live in with the Black Lives Matter protests. This logic could be applied to other elements of culture and beliefs that are in part of the same white standard. Starr understands that white society flattens black identity and will be all too quick to define Khalil in a way of assumptions about black people. Starr lives a double life in a different direction that tests her loyalty, while Starr has remained on edge around the police. But in Garden Heights it still holds many happy memories for Starr. Khalil’s death gives Starr a shovel to guide her to do the right thing, and hope does not stop her from protesting. The novel once again affirms the power of language to create change, and that Starr does not need to riot to be a part of the fight for justice. Starr is no longer afraid and finally fully embraces her power to demand justice.

Social workers can be put into a predicament within their professing if they do not know there responsibility for the client’s privacy and confidentiality. This paper will demonstrate how important privacy and confidentiality to the client’s we are serving. The exemplar I chose to use is “When does confidentiality end? Is this situation the Clinical Social Worker providing counseling for 2 years? The police are asking for information on the whereabouts of her client that she has not seen or heard of for 3 years. The clinical is faced with an ethical dilemma if she should provide this information to the police? According to the Code of Ethics a person’s right to privacy, for example a good and desirable thing is an important value of U.S. society. One of the social work ethical rules deduced from this value states, “Social workers should obtain clients’ informed consent before audio taping or videotaping clients or permitting observation of services to clients by a third party” (NASW, 2008, 1.03f) (Dolgott & Harrington. pg. 25). In this circumstance this is the police asking for this information. What are the similarities and differences between law and ethics? Law has an ethical dimension. Thus Albert (1986) insists that “it is altogether misleading to say that legal duties have nothing to do with moral duties” but there are differences. (Dolgott & Harrington, pg. 31). Yes there is a difference we are told that the confidentiality and privacy is the most important ethical principle we must practice through school and our agency. Now we are faced with the dilemma because we are also mandated reporters. This clinician as not seen this client for 3 years is she required to give the location and treatment data to the police? This paper will identify what is required from the clinicians.

There is no limit of time of privacy and confidentially with your clients. The Code of Ethics has been revised to reflect the Tarasoff decision (NASW Code, 2008, 1.07c); most social workers no longer think that they have to choose between professional ethics and law in the duty to warn. (Dolgott & Harrington, pg. 32). This again can develop a sense of confusion for the social worker; this law is stimulating that we must comply with the police officer looking for the client. Social workers have never been able to offer their clients unlimited confidentiality. However, in recent years they have seen their ability to protect confidentiality further diminished by increasing demands for accountability, widening access to information in records, mandated child abuse reporting, and expanding court involvement in professional decision making. Today, practitioners are constantly weighing their obligation to safeguard confidential information against legitimate individual, organizational, and community interests in obtaining that information. ( Kagle, JD, 1994), This is so confusion overall, do we protect their privacy or obey the law and help the police. Ethically I would let the officer know is last location because I am a mandated reporter and he did violate his probation but as far treatment I would need a release from the client or a subpoena from the court system. Honestly the more I read this research the more I am confused. Tarasoff and its progeny require practitioners to use discretion and follow accepted standards of practice: conducting a thorough assessment, documenting their findings; and, if warranted, taking action to protect third parties. Practitioners who properly perform their duties under Tarasoff find that the law converges with their professional ethics. They breach their clients’ confidentiality only for compelling reasons. (Kagle, JD, 1994). Case studies state if the act of client was violate which the client was being treated for domestic violence than chances are the client will be violate again so that is how he can determine this outcome. Honestly this go against either we are taught through our schooling and at our place of employment.

Ethical Perceptive

I am definitely the caring perceptive. Sometimes I care too much and find myself being burnt out overall. My personal value is that if I can show my client’s unconditional love and forgiveness. The client’s that we deal with as social workers are the people that have not been shown love from anyone overall. I believe if we provide an atmosphere of empathy, non judgment, and resources the change can transition within their lives. Trust can be established with this ethical perceptive. Honesty comes with developing a relationship with your client’s by living with integrity and not lying to them most of all. If you asked one of my clients what do you like about Lisa the most they all say the same thing she is honest with me and tells me the truth no matter what. I allow them to embrace the true beauty within and I do not shown any judgment for the character in life. I explain to them that they made a mistake but you are not mistake and their strongholds in life can help others face their struggles. I have them sign a declaration of War against their addiction or the mental illness.

The ethics of care (Barnes, 8) focuses on the responsibilities linked to care relationships and suggests that such relations develop and build everyone’s morality. Not only frail people experience or need care: it is a founding component of life that includes both receiving and giving care, as shown, for example, in a parent–son relationship. (Pasini, A, 2016). I take all the issues and I begin to provide a caring atmosphere to developing their character within. We has social workers can encourage them through motivate the desire outcome through positive feedback. The ethics of care underlines the commitment to ‘take to heart’ (as Don Milani wished for, [25]) and to be involved even emotionally in situations of vulnerability. Social workers should recognize the resources of each individual and commit to an ethical exchange of actions to reach ‘good’ life improvement. These practices of care ‘taking place both inside and outside, can help the family represent a ‘strategic’ moral resource’ for society (Williams, [41], p. 20). The ethics of care invites social workers to use them consciously and intentionally to promote collective well-being and social justice (Koggel & Orme, [21]; Tronto, [38]).([Pasini, A 2016) I know for me personally I like to treat others with human dignity no matter what they did.

• A. Guaranteeing the self determination, autonomy, and freedom of your client (5)
• B. Assuring social justice for your client (2)
• C. Ensuring that the decision you make creates the least harm (6)
• D. Guaranteeing your client’s privacy and assuring the confidentiality of any information received from him (1)
• E. Protecting your client’s life (3)
• F. Assuring your client’s quality of life g. Making sure that all of your statements are truthful and provide full disclosure (4)

This assessment was difficult for me to prioritize the well being of the client and for myself. Ethically my perception when I first starting school has changed just because of my experience in this field. The negative side of a caring perceptive can lead the social worker putting other people needs before myself.

Applying the Ethical Rules Screen

The ethical dilemma is simple privacy and confidentiality but as social workers we need to protect the lives of our clients at all cost. I don’t think any decision here can be ethical justified in my opinion the social worker needs to evaluate what is best for the client’s live. Maclver wrote in 1992 is still important today is; Ethics cannot be summed up in a series of mandatory rules. ( ) Ethical relativist when it comes to identifying the targeted or beneficiary. The ethical decision needs to address the safety concerns of our client’s rights. Social workers are here to protect others and also protect them from themselves. The definition of ethical dilemma according Oxford Dictionary is an ethical dilemma is a decision making problem between two possible moral imperatives, neither of which is unambiguously acceptable or preferable. It’s sometimes called an ethical paradox in moral philosophy. The Ethic Code protects the client and us to not use our own personal value system to make ethical decisions. The professional Code of Ethics and common sense provide them with sufficient guidance to cope with many of these dilemmas (Beyerstein, 1993). Social workers, however, do not always face simple choices between one good option and one bad option. (Dolgott & Harrington pg. 52)

The decision that we make in the social work field can damage the lives of others if we are not careful. The positive side of being a social worker we can save human beings lives daily.

Apply the Ethical Principles Screen

Ethical one appliers to this case for sure. The social worker is protection the lives of the client and the client’s sexual partner. There have been many case studies that have proven that he must identify what is most important which is always to protect of life. The perspective with which social workers view the world reflects their personal philosophy and value systems that derive from both their personal and their cultural history Indeed, recent research evidence indicates that there is no difference between social workers’ professional and personal ethical hierarchies, even though they do not hold a universally accepted hierarchy of ethical principles and they tend to apply different ethical hierarchies in different situations (Landau & Osmo, [18]). Landau and Osmo’s results indicate that, while social workers appear to attach great importance to the professional ethical principles, their personal values may play a great role in their ethical decision‐making processes. The preponderance of social workers’ personal values on their decision‐making processes needs further analysis. (Osmo, R., & Landau, R. (2006). I would use the same principles for sure starting with principle one, two and four. These principles could save the lives of these clients.

Impartially is not taking the situation personal, making decision based on ethical principles, observing the situation on the outside looking not passing judgment. Generalizing is looking at the facts of the case, making decision not just for short term goals but also the effect of the long term goals. Justifiability making your decision based on your professional assessment, not making excuses for the client’s behavior in their situation.

In conclusion, we need to know ourselves within so we don’t inflict our personal values on others to determine how we value and treat human being. The Ethical rules are here to save our professional careers and protect the client’s against us that are serving them.

Reference

1. Kagle JD, & Kopels S. (1994). Confidentiality after Tarasoff… social workers believe that they have a duty to warn. Health & Social Work, 19(3), 217–222. Retrieved from http://search.ebscohost.com.ezproxy.brescia.edu/login.aspx?direct=true&db=c8h&AN=107452074&site=ehost-live&scope=site
2. Pasini, A. (2016). How to make good choices? Ethical perspectives guiding social workers moral reasoning. Social Work Education, 35(4), 377–386. https://doi-org.ezproxy.brescia.edu/10.1080/02615479.2015.1081679
3. Osmo, R., & Landau, R. (2006). The Role of Ethical Theories in Decision Making by Social Workers. Social Work Education, 25(8), 863–876. https://doi-org.ezproxy.brescia.edu/10.1080/02615470600915910
4. Dolgoff, R., Harrington, D., Loewenberg, F. M. Brooks/Cole Empowerment Series: Ethical Decisions for Social Work Practice, 9e. [VitalSource Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781133420392/