Superior Essay Writers | Innovative community-based initiative to address a social, economic, or environmental injustice

Innovative community-based initiative to address a social, economic, or environmental injustice

create an innovative community-based initiative to address a social, economic, or environmental injustice. Social media tools are widely used to create instant communication and information sharing opportunities. Further, social media is used promote professional networking, personal connections, fundraising, political agendas, and community events. The traditional barriers of time, location, and resources have been reduced based on the low cost of the use of technology. Because of technology, messages are able to reach a wider array of people; technology allows for greater service to global communities in promotion of social justice.

Competency 1: Demonstrate ethical and professional behavior.
C1.SP.A: Apply professional use of self and leadership skills with colleagues, clients, groups, organizations, and communities.
C1.SP.B: Articulate and provide leadership in the application of the core values and ethical standards of the social work profession through an ethical problem-solving model to aid in critical thinking, affective reactions, and ethical decision making related to individuals, families, groups, organizations, and communities to guide and inform ethical practice in the specialization of advanced generalist social work.
Related Assignment Criterion:
5: Describe how to apply professional use of self and leadership skills through the use of the technology standards to address and advance social and economic justice issues.
C1.SP.C: Integrate the ethical and effective use of technology at all levels of practice in the specialization of advanced generalist social work with individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
6: Describe how to promote community well-being through the ethical and effective use of the technology standards.
Competency 2: Engage diversity and differences in practice.
C2.SP.A: Analyze dimensions and differentiation in diversity and apply the influence of relationships, intervention techniques, and technologies with diverse clients, families, groups, organizations, and communities.
Related Assignment Criterion:
8: Analyze the dimensions of diversity and differentiation that influence relationships.
Competency 3: Advance human rights and social, economic, and environmental justice.
C3.SP.A: Apply leadership skills and technology to engage in collaborative practice with individuals, families, groups, organizations, and communities to advocate for appropriate services, resources, and supports to achieve goals and foster positive change.
Related Assignment Criterion:

Apply a social media tool to develop, support, and sustain a local community initiative.
Promote community well-being through the use of the technology standards to address and advance social and economic justice issues.
Advocate for the identified issue.
10: Analyze how collaborative involvement promotes success.
C3.SP.B: Apply leadership behaviors by engaging in reflective and professional practices that address and advance social, economic, and environmental justice issues.
Related Assignment Criterion:
5: Describe how to apply professional use of self and leadership skills through the use of the technology standards to address and advance social and economic justice issues.
C3.SP.C: Analyze and respond to evolving leadership, technological, political, economic, social cultural, geographical, and environmental contexts to shape the specialization of advanced generalist practice.
Related Assignment Criterion:
2: Explain the rationale for using a social media tool to create an initiative to address an injustice and why it is important.

Sample Solution

When examining the issues pertaining to English only environments, proponents of the movement base their reasoning on the idea that when foreign language speakers/students are allowed to remain in classrooms that cater to their native language, it in turn will prevent them from ever becoming fully accustomed to the English language. Furthermore, supporters of this viewpoint state that when ELLS are kept in bilingual programs for several years, gaps within their learning will continue to grow to the point in which educational success will be unattainable when put in comparison to English speaking students (Chavez, 1995). After all, accountability legislation for the most part requires all students to pass the same testing requirments and standards in order to graduate or be promoted from grade level. If students are not required to learn the English language, they inevitably will not be able to understand or pass core subject matter and/or minimum testing standards (Walter & Ringenberg, 1994). Additionally, the monetary strain that these sheltered programs have on campuses across the nation are devastating when they are put into context with the current state of the economy. The ever-building trend of high stakes testing and increased accountability rates has spawned legislative acts such as the No Child Left Behind Act of 2001 to hold all campuses, educators, and administrators responsible for the success and prosperity of all students regardless of learning ability, language proficiency, or lack thereof. Due to the current policies and trends, the educational world has steadily moved toward classrooms and instruction designed in English alone. Gone are the days in which immigrants and/or minorities new to the country could be placed in and remain within ESL type classrooms for years upon years. Now, campuses must continually ush students out of such types of language support enviornments and into English only classrooms. This issue has created several conflicting viewpoints as to what works best not only for our schools, but for the individual student as well. Which directs us to all of the standards being implemented to learn the target language, does code switching among bilinguals affect their learnin>

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