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August 28, 2025

Psychoanalysis vs. Adlerian

Consider the two theories you studied this week (Psychoanalysis and Adlerian) and apply them to the Case Study: Olivia listed under the Discussion Resource below. Then answer the following questions in your Discussion Thread. Please organize your post with subheadings, to show where you answered which question.

must use a minimum of the 3 required course

Psychoanalysis vs. Adlerian

textbooks for scholarly citations. APA

What are the goals with this client when applying a psychoanalytical approach?, What are the goals when applying an Adlerian approach?,
What would be the role of the counselor and the role of the client from the psychoanalytical perspective?, What about an Adlerian perspective?,
What interventions/techniques/procedures might be helpful for this client from a Psychoanalytical approach? What about from an Adlerian approach?
How would you integrate a biblical perspective with this client when applying a psychoanalytical approach? What about with the Adlerian approach? How are these theories compatible (or incompatible) with a biblical worldview when applied to this client?
If you had to choose between the two theories, which one would fit better the needs of this client? Which one are you more comfortable with? Explain briefly.

Psychoanalysis vs. Adlerian
1. Goals of Psychoanalysis and Adlerian Approaches

From a psychoanalytical approach, the primary goal with Olivia would be to bring unconscious conflicts to awareness, resolve unresolved childhood experiences, and reduce anxiety by working through defense mechanisms. The emphasis would be on insight—helping Olivia understand how her past relationships, early family dynamics, and hidden impulses influence her current struggles.
From an Adlerian approach, the goal would be to help Olivia develop a stronger sense of belonging, reframe her mistaken beliefs, and encourage her toward social interest and purposeful living. Adlerian therapy is future-oriented, so the aim would be building new skills and healthier patterns rather than dwelling on unresolved conflicts.

2. Roles of Counselor and Client

In psychoanalysis, the counselor functions as an interpreter of unconscious material, maintaining neutrality while analyzing dreams, slips of the tongue, and transference. The client’s role is to engage in free association, explore inner thoughts, and work through resistance.
In Adlerian therapy, the counselor is a collaborator and encourager—someone who helps Olivia explore her lifestyle, early recollections, and family constellation. The client is seen as an active participant in setting goals, experimenting with new behaviors, and applying insights to daily life.

3. Interventions and Techniques

A psychoanalytical counselor might use free association, dream interpretation, analysis of defense mechanisms, and interpretation of transference to uncover unconscious material.
An Adlerian counselor might use lifestyle assessment, early recollections, encouragement, role-playing, and “acting as if” techniques to help Olivia test out new ways of relating to others. Both approaches could be adapted to fit Olivia’s presenting issues, but Adlerian techniques tend to be more brief and pragmatic.

4. Biblical Integration

From a psychoanalytical perspective, a biblical integration might focus on uncovering hidden sin patterns or unresolved pain, paralleling the biblical call to examine the heart (Psalm 139:23–24). However, psychoanalysis’ deterministic view of unconscious drives may conflict with the biblical view of free will and redemption.
From an Adlerian perspective, biblical integration may align more closely. Adler’s emphasis on community, encouragement, and purposeful living resonates with biblical principles of fellowship, mutual support, and serving others (Hebrews 10:24–25). The focus on belonging and meaning connects with the biblical understanding of identity in Christ and the call to love one another. Overall, Adlerian theory is more compatible with a biblical worldview.

5. Choosing a Preferred Theory

Between the two, the Adlerian approach seems to fit Olivia’s needs more effectively because it emphasizes encouragement, belonging, and purposeful change rather than lengthy exploration of unconscious conflicts. It offers practical tools and a hopeful orientation that could help her move forward. Personally, I would feel more comfortable with Adlerian therapy as it provides a balance of insight, encouragement, and application—while also integrating smoothly with biblical values of growth, relationship, and hope.

✅ This gives you a structured, general response with clear subheadings for each question. You’ll just need to add your three required textbooks into the in-text citations and APA reference list to meet the scholarly requirement.

August 28, 2025

Building Inclusive Workplaces

By Academic Wizard Blog

Building Inclusive Workplaces

Companies that consider diversity and inclusion too often focus on meeting metrics instead of building relationships with people of diverse backgrounds says Starbucks former COO, Rosalind G. Brewer. In this personable and wide-ranging conversation with TED current affairs curator Whitney Pennington Rodgers, Brewer invites leaders to rethink what it takes to create a truly inclusive workplace and how to bring real, grassroots change to boardrooms and communities alike.

I can do question 1 just need you to do the other ones.

Discussion Questions: (Draw from the text and the videos when answering the questions.)

1. Who are you? Introduce yourself to the class. What are the different identities you hold? (race, gender, religion, sexual orientation, groups you belong to that are important to you)? What are the core elements of you as a person? Do you have any intersectional identities (e.g., Mexican woman)?

2. After taking the Diversity Leadership Quiz, determine where you are on the Inclusify Leadership Matrix. Report your scores and answer the following questions: https://drstefjohnson.com/matrix/

Building Inclusive Workplaces
· What was your Meritocracy Manager Score?,

· What was your Optimist Score?,

· What was your Inclusifyer Score?,

· What was your Culture Crusader/ Team Player Score?,

· What was your White Knight/ Shepherd Score?

· What are your initial thoughts about the questions that were asked on this quiz, and how did you respond to them?

· Where do you think you are in your Inclusify journey?

2. Why should creating diversity and inclusion be important to the organization that you work for or are a member of? What is the relationship between diversity and innovation? How can diversity be a competitive advantage?

3. What do you think of the ways leaders go wrong when it comes to uniqueness and belonging? Describe a time when you felt 1) incomplete, 2) invisible, 3) insular, 4) Next, think of others in your organization. Can you imagine any situations where people might feel incomplete, invisible, or insular? What can you do to help people in your office not feel that way? What are the problems with being color-blind? Race-blind? Gender-blind?

4. What did you think of the visualization exercise with the rockstar and the nun? What does that tell you about unconscious bias? How could you implement the ABCs (admit it, block it, count it) in your workplace? What steps do you need to take?

5. What do diversity and inclusion look like in your organization (you can choose to discuss any organization that you are a member of)? What are the visible signs of diversity and inclusion? Do your website, materials, pictures, and signs demonstrate diversity and inclusion? Does the organization include instances of diversity and inclusion in the stories they tell? What are the structural barriers to diversity and inclusion (including the policies, procedures, and practices)? How can your organization foster real, grassroots change?

Building Inclusive Workplaces
Address the above questions with at least one paragraph per question (i.e., a minimum of five paragraphs), and then respond to two of your classmates’ posts.

Full citations are only required for material that is not included as part of the assignment. However, in-text citations are required. An example of an in-text citation is (Johnson, 2020).

August 28, 2025

Predicting School Grades

By Academic Wizard Blog

Predicting School Grades

Find and read a peer-reviewed research journal article using intelligence or achievement testing in research and share what you learned from this article with your classmates. Specifically (and in your own words):

1. Why was the study conducted? What hypotheses were being tested?

2. What test(s) were used?

3. What findings were reported, and what conclusions were drawn Predicting School Grades

Highlighted Questions from the Assignment

Why was the study conducted? ,What hypotheses were being tested?,
What test(s) were used?,
What findings were reported, what conclusions were drawn?

Article Summary (in my own words)

1. Why was the study conducted? What hypotheses were being tested?

The study aimed to evaluate how well several widely used intelligence tests predict students’ future school grades. It focused on German-speaking countries because empirical, independent evidence about the predictive validity of these particular tests was limited. The researchers hypothesized that intelligence test scores would significantly forecast later academic performance—especially averaged school grades—and that some tests might predict subject-specific grades differently.

2. What test(s) were used?

They administered four prominent intelligence assessments:

IDS (Intelligence and Development Scales) – measures fluid intelligence in children aged 5–10.
RIAS (Reynolds Intellectual Assessment Scales) – assesses verbal and nonverbal intelligence across a broad age range.
SON-R 6-40 (Snijders-Oomen Nonverbal Intelligence Test) – nonverbal test for fluid intelligence, ages 6–40.
WISC-IV (Wechsler Intelligence Scale for Children, 4th ed.) – provides a full-scale IQ.
These were individually given to a sample of 103 children (~9 years old), with follow-up grades collected three years later for 54 of them Frontiers.

3. What findings were reported, and what conclusions were drawn?

All four intelligence tests significantly predicted average school grades collected three years later.
The IDS and RIAS also predicted both mathematics and language-specific grades.
The SON-R 6-40 predicted mathematics grades but not language.
Surprisingly, WISC-IV did not show a significant link with mathematics or language grades when analyzed separately Frontiers.

Conclusions: Predicting School Grades
General intelligence, as measured by these tools, can be a valid predictor of later academic achievement, particularly for average performance across subjects. However, not all tests are equally effective predictors for specific subjects, and the WISC-IV in this small sample didn’t show subject-specific predictive power. The authors urged cautious interpretation: results are promising but based on a small sample, so further research is needed with larger, more diverse populations Frontiers.

Comprehensive Answer (General Summary)

This study underscores that intelligence tests can offer meaningful insights into a child’s future academic performance—especially when considering overall grades rather than specific subjects. The IDS and RIAS stood out for their consistent predictive validity across both math and language, while the SON-R 6-40 was predictive primarily for math. The WISC-IV, although widely used, didn’t show subject-level predictive strength here, likely due to sample size or other factors.

In essence, when educators or psychologists use intelligence testing to anticipate academic outcomes, it matters which test they choose. Some instruments may align more closely with certain subjects or overall performance patterns. The study reinforces the importance of evidence-based selection of cognitive assessments, especially in educational planning and interventions. Predicting School Grades

August 27, 2025

Electricity & Life

By Academic Wizard Blog

Electricity & Life

discussion- An enormous amount of electricity is created at power-generating stations and sent across the country through wires that carry high voltages. Appliances, power lines, airport and military radars, substations, transformers, computers, and other equipment that carries or uses electricity all generate electromagnetic fields.

Many questions have been raised about how electromagnetic fields affect our bodies. Do they pose a public health risk? Perform an Internet search to find information about the effects of electromagnetic fields on public health. Then, discuss the pros and cons of using equipment that produces an electromagnetic field.

Here is one authoritative source to get you started: electromagnetic fields and public health.

Double Helix Structure of DNA

This task connects the physics of electrostatics with molecular biology. Molecular biology is the study of the structure and function of the cell at the molecular level. DNA’s double helix structure consists of two strands held together by electrostatic forces. Do online research on electrostatics and molecular biology, and then answer the following questions. Here are two sources to start with:

Part A Electricity & Life

What is DNA and what is its role in life? List DNA’s four nucleotide bases.

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Part B

Explain DNA’s structure, specifically noting the role electric fields and forces play in it.

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Electric Field of Dreams

In this activity, you will explore the relationship between the strength and direction of the electric field lines to the type of charge on a particle and its magnitude. You will also explore the interactions between two or more charged particles and observe their movement. To begin your activity, open the simulation: Electric Field of Dreams. ‪‪Electric field of dreams‬ 1.0.0-dev.10‬

Directions:
At any time you may

click the Reset All button to reset all the settings;
click the Play/Pause button to pause or resume the motion; or
pause the motion and then click the Step button to observe the motion step-by-step.

Part A

To begin, click the Add button to add one object to the system. Observe the electric field around this charged object. You may move the object around the field by dragging it with your cursor. While the arrows indicate the direction of the electric field around the charge, the length of the arrows indicates the field strength. Based on your observations of the field, what is the charge on this object? Give your reasoning.

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Part B

Set the charged object in motion by dragging it and releasing it. What do you observe about the behavior of the field lines in the vicinity of the object?

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Part C

Add another charged object to the electric field by clicking the Add button again. What is the charge of this new object? Give your reasoning. What do you observe about the behavior of both the objects as well as the field lines in the vicinity of both the objects?

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Part D

Click the Remove button to remove one of these objects, and then click the Properties button to set properties for the next object you will add. Just change the sign of the charge to (+), then click Done. Click Add to add this new object to the field. Now what do you observe about the behavior of the two objects and the field lines that surround them?

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Part E

With the two oppositely-charged objects still in the field, apply an external field to the system: In the External Field box, simply drag the dot until it becomes an electric field vector in some direction. Observe, describe, and explain the behavior of the two objects.

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Electric Field Hockey ‪‪Electric field hockey‬ 1.0.0-dev.10‬

In this activity, you will again explore the relationship between an electric field and charged particles in the field, but this time you’ll have a gaming challenge. To begin, open Electric Field Hockey.

Directions:
On the control bar, make sure that the Puck is Positive and the Field boxes are checked. Also, make sure that the Practice option is selected.

Your aim is to score goals by manipulating the black puck (test charge) into the blue-colored bracket (goal) on the right. Think smart and place positive source charges (red) and negative source charges (blue) in such a way that the black puck moves into the goal.

Note that when you place a red, positive source charge in the hockey field, a red arrow appears on the black puck (test charge) showing the force the positive charge exerts on the puck. Similarly, when you place a blue, negative source charge in the hockey field, a blue arrow appears on the black puck (test charge) showing the force the negative charge exerts on the puck.

Part A

Place a red charge in the hockey field and click Start. In which direction do electric field lines point? In which direction does the black puck move? What conclusion do you draw from this movement?

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Part B

Click Reset and then click Clear. Now, place a blue charge in the hockey field and click Start. In which direction do electric field lines point? In which direction does the black puck move? What conclusion do you draw from this movement?

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Part C

Manipulate the mass of the puck by dragging the Mass bar to the right for increasing the mass and to the left for decreasing it. What changes do you see in the speed of the puck? Which principle works behind this change?

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Part D

In the same situation, what do you observe about the relationship between the speed of the black puck and its distance from the blue charge?

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Part E

You can make the puck travel in complex ways by placing a set of charges around on the field. So, here’s your game challenge: Arrange source charges around to propel the puck from its starting position into the goal. That’s pretty easy for a straight shot; you just put a negative charge behind the goal. But what if there are barriers in the way? That’s a real test of your physics understanding, including Newton’s laws of motion and electrostatic forces. Game’s on!

On the control bar, check the Trace, Field, and Anti-alias boxes. The game has three Difficulty levels. Start with Difficulty level one and arrange source charges to get the puck into the goal. Once you’ve made a score at any level, increase the Difficulty level. Take a screen capture of two of your most difficult goals and paste them here. At least one of these should be at Difficulty level 2 or 3.

(Note: On a Windows computer, you can use the key combination Alt-Print Screen to copy the currently-active window to your clipboard. When you capture an image of this simulation window, paste the image into an image-processing program such as Paint, and save the image as a file. Then use the Insert Image button to insert the file into the response area.) Electricity & Life

Do electromagnetic fields pose public health risks?,
What is DNA and its role in life?,
How does DNA’s structure involve electrostatic forces?,
What are the behaviors of charged particles and field lines in electric field simulations?,
How does the Electric Field Hockey game illustrate electrostatic principles?

August 27, 2025

Preproduction Planning

By Academic Wizard Blog

Preproduction Planning

This activity will help you meet these educational goals:

· Content Knowledge—You will employ planning and time-management skills and create a production schedule and budget.

· Inquiry—You will perform an investigation in which you will communicate your results in written form.

· 21st Century Skills—You will apply creativity and innovation, use critical thinking and problem solving skills, and communicate results effectively.

Introduction

In this activity, you will create the production schedule, create the script, and create the budget for the biographical film based on your icon.

___________Preproduction Planning_______________________________________________________________

Directions and Analysis

Task 1: Identify the Steps for Script Creation

Once your production schedule is ready, list the steps for creating a script. Give a brief explanation about your approach.

Type your response here:

Task 2: Identify the Steps for Creating the Production Schedule

Prepare a production schedule for the narrative element you would like to include in your final biographical film.

Type your response here:

Task 3: Identify the Steps for Creating the Budget

Identify the items required during production and list the cost associated with manpower, equipment, location, food and beverage, transport, and talent. Write a note regarding your preparation.

Type your response here:

__________________________________________________________________________

Evaluation

Your teacher will use this rubric to evaluate the completeness of your work as well as the clarity of thinking that you exhibit.

Total Points: 100

Task 1: Identify the Steps for Script Creation

Task points: [20]

· (05) analyzing the production schedule

· (15) identifying the steps for creating the script

Task 2: Identify the Steps for Creating the Production Schedule

Task points: [40]

· (10) creating a list of crew and equipment

· (10) identifying responsibilities and tasks of crew members

· (05) using mentoring skills to guide the crew

· (15) creating timelines and deadlines

Task 3: Identify the Steps for Creating the Budget

Task points: [40]

· (15) analyzing the script and identifying the different items required for production

· (25) identifying the cost of different items required per the script Preproduction Planning

What steps are needed for script creation, and how will you approach them?,
How should the production schedule be prepared for the biographical film?,
What crew and equipment are needed for production?,
What responsibilities and timelines should be assigned to crew members?,
What items and costs must be included in the production budget?

August 27, 2025

Physics Lab Report Guide

By Academic Wizard Blog

Physics Lab Report Guide

Online Physics Lab Report Outline & Instructions Dr. Nader Copty

• Laboratory Preparation: Instructions to all lab experiments are posted on our Blackboard course website. Before performing each lab activity, students must read the instructions, prepare for the laboratory, and study the theory for the experiment. Online lab experiments will be performed by each student as specified in the lab instructions, and a single report will be submitted for each experiment activity. Students can work on the experiments individually or in small groups of 2 or 3 students, but each student must write and submit their own lab report and include a detailed list of contributions from all group members to the lab (see below).

• Laboratory Report Policy: Each lab experiment will span two weeks: The 1st week is devoted to reviewing the activity and collecting the data, while the 2nd week is devoted to completing the lab report. Each student will be responsible for producing a report pertaining to each experiment. Lab reports must be typed and submitted (uploaded as assignments) via Blackboard website using the corresponding link available in the Labs & Reports folder. Lab reports are due on Sunday by midnight (11:59 pm) before your next lab (see course schedule). Lab reports will be graded and returned to you via Blackboard website with feedback and comments. Reports will not be accepted via email. A student must pass the lab portion of the course in order to pass the entire course.

Physics Lab Report Guide • Late Report Policy: Late laboratory reports will only be accepted in the case of extreme emergency or illness and prior arrangements have been made with the instructor. Students that do not participate in the lab activity or do not submit the required lab report, will not get credit for the lab and will receive a grade of zero (0%). Refer to the course syllabus for more details.

• Format of Laboratory Reports: Laboratory reports must be typed professionally using Microsoft Word (*.doc or *.docx) and in standard font. Plagiarism and copying from the lab instructions or from another student will not be tolerated. Each report must be a single document less than 1 MB in size, and the basic parts of all lab reports must be arranged in the following order:

1. A “Title page” containing your name followed by your partner’s names if any, the title of the report, the

course code, section number, and the date when the experiment was performed.

2. A section entitled “Objectives”, which contains the objective or objectives of the experiment.

3. A section entitled “Theory”, which contains all pertinent theoretical considerations and equations used during the lab or in the calculations. All equations must be explained and typed using Microsoft Word.

4. A section entitled “Equipment and Materials”, which contains a list of the equipment and materials used to carry out the experiment. Also, include a sketch of the lab set-up, equipment, or simulation.

5. A section entitled “Data”, which contains the collected data and results in tabular format. All data tables must be typed using Microsoft Word. Do not include any calculations in this section.

6. A section entitled “Graphs and Screenshots”, which contains any required graphs, diagrams, or screenshots. All graphs must have a title, a well-chosen scale, and properly labeled axes. Curves and straight lines should be drawn smoothly and as close to as many points as possible. Graphs must also display any required slopes or intercepts. Screenshots must be clear and properly labeled.

7. A section entitled “Calculations”, which contains detailed calculations for all trials showing the equations used, algebra, and results rounded to the correct number of significant figures. Include in this section comparisons with expected or standard values (percent error or percent difference). All calculations must be typed using Microsoft Word. Physics Lab Report Guide

8. A section entitled “Conclusions”, which contains conclusions based on the data, calculations, physical theory, and lab analysis. The conclusions should include: ✓ Summary of final results (values). ✓ Comment on the agreement or disagreement of the results with the theory or expectations. ✓ Answers all analysis questions given in the lab instruction or by the lab instructor. ✓ Discuss what you personally learned from this experiment and your observations/comments.

9. A section entitled “Sources of Error”, which contains a list of the possible sources of experimental errors. There are always errors in any measurement. Identify some of the significant sources.

10. A section entitled “References” that lists all references used. Textbook and lab manual/handouts should always be included.

11. If students worked on the lab as a group, include a section at the end of the report entitled “Contributions” that lists in detail the contributions of all group members to the lab. Remember that each student must write and submit their own lab report for each lab activity or experiment.

What sections must every physics lab report include?,
How should data graphs and calculations be presented in the report?,
What policies exist for late reports and group work contributions?,
What content should be included in the “Conclusions” and “Sources of Error” sections?,
How should the report be formatted and submitted?

August 27, 2025

Religion, Identity, and Inclusion

By Academic Wizard Blog

Religion, Identity, and Inclusion

Take a day or a week in your present life and list all things tied to religion. These can include religious structures in your neighborhood, religious or spiritual study groups, saying prayers before meals, the pledge of allegiance, cultural festivities, social media messages, or tv shows and movies with religious connotations. What do you observe? Is it a picture of religious diversity? Do you or people in your social settings practice religious tolerance or religious inclusivity? Explain with specific examples.

(USLO 8.1)

In the U.S., which religions are socially privileged, and which are not? Discuss reasons behind religious privilege and how it impacts people belonging to faiths that are in the minority? Provide examples of individual and institutional forms of religious and spiritual oppression that people experience in the U.S. And list a few social outreach efforts to help diminish religious persecution and provide a sense of community to adherents of all religions.

(USLO 8.2) Religion, Identity, and Inclusion

Prompt #3

After reading through the unit on religion and spiritual identities,

Has your perspective about them changed? If yes, how did it change; if not, why not? Explain.
Are you more comfortable conversing about belief systems that are different from your own? Elaborate.
Do you have any reservations to stand up as an ally for religious equity and inclusion? Reflect.

(USLO 8.3)

Prompt #4

What is a stereotype about your religion/spirituality/non-religion beliefs that upsets you, and why? If there are more than one, include them as well in your response. How would you explain your beliefs to others to educate people about the harmful effects of stereotyping?  Reflect on ways you can create a “safe place” for conversations on religion and spiritual identities different from your own.

(USLO 8.3)

Prompt #5

Why should workplaces, specifically healthcare providers/organizations, be knowledgeable about diversity, equity, and inclusion in the context of religion/spiritual/non-religion identities? Research at least two real-case scenarios in which an individual’s religion/spiritual/non-religion identity had detrimental effects on the person.  What steps would you take to prevent similar incidents from happening?

(USLO 8.2) Religion, Identity, and Inclusion

What religious influences appear in your daily life and do they reflect diversity tolerance or inclusivity?,
Which religions are socially privileged in the U.S., and how does privilege or oppression affect minority faiths?,
Has your perspective on religion and spiritual identities changed and are you more comfortable with interfaith dialogue?,
What stereotypes about your beliefs upset you, and how can safe spaces for dialogue be created?,
Why should workplaces especially healthcare recognize religious/spiritual diversity and what real cases show its importance?

August 27, 2025

Sports and Inequality

By Academic Wizard Blog

Sports and Inequality

Drawing from our readings and films, answer all of the following questions (in about 2 paragraphs per answer). Do not draw from sources outside the class. The exam should be submitted by 3 pm on Tuesday (11/26) via Blackboard.

1) What happened in the 1987 NFL players’ strike? What impact did it have on the future of labor relations in the NFL? How (according to the article we read – Nov 5th) did it create the “modern NFL?” What are some of the difficulties the players faced in organizing? (25 points)

2) League of Denial (the documentary we watched in class) outlines how the NFL tried to discredit Dr. Omalu and his work. Describe Dr. Omalu’s work. What did it show/prove? Why was the NFL trying to discredit Omalu? (25 points)

3) Why do team owners and city leaders often want to use public/tax money to help privately owned teams build stadiums? What are the arguments for using tax money in this way? What are the arguments against it? In answering these questions, draw from both the reading and the documentary (“Throw a Billion Dollars from a Helicopter”). (25 points)

4) Towards what ends has the NCAA used “amateurism” and the notion of the “student-athlete?” What has been the NCAA’s motivation for insisting that college athletes are amateurs who are students first? What is at stake? (25 points)

What happened in the 1987 NFL players’ strike and what was its impact on future labor relations and the “modern NFL”?,
What did Dr. Omalu’s work on concussions reveal, and why did the NFL try to discredit him?,
Why do team owners and city leaders support using public/tax money for stadiums and what are the arguments for and against it?,
How has the NCAA used “amateurism” and the idea of the “student-athlete”?,
What is ultimately at stake in debates over amateurism and labor rights in sports?

General Answers

1. The 1987 NFL Players’ Strike and the “Modern NFL”
The 1987 NFL strike was organized by the NFL Players Association (NFLPA) in response to disputes over free agency, salaries, and job security. While the players initially attempted to stand together, the strike was undermined by the NFL’s use of replacement players, along with divisions among union members. This weakened the NFLPA’s bargaining position, and the strike eventually collapsed. However, the strike left an enduring mark on labor relations in the NFL. According to the November 5th article, it created the conditions for what we now know as the “modern NFL.” The reliance on television revenues and fans’ continued support of games—despite the strike and replacement players—shifted bargaining power toward owners and highlighted the commercial power of the league as a corporate brand rather than a collection of star athletes.

The difficulties players faced in organizing stemmed from unequal power dynamics, the short career span of many athletes, and financial pressure to return to work. Additionally, the lack of solidarity between veterans and younger players created fractures. These challenges underscored how difficult it was for professional athletes, despite their visibility, to leverage collective action against a billion-dollar institution with more structural resources.

Sports and Inequality2. Dr. Omalu and the NFL’s Response
Dr. Bennet Omalu, a forensic pathologist, discovered Chronic Traumatic Encephalopathy (CTE) while studying the brain of former NFL player Mike Webster. His research showed that repeated concussions and head trauma in football caused long-term neurological damage, including memory loss, depression, and dementia. Omalu’s findings directly challenged the NFL’s long-standing denial of the risks associated with concussions.

The NFL sought to discredit Omalu by undermining his credibility and rejecting his findings. League officials attempted to frame his work as flawed and dismissed it as inconclusive. Their motivation was clear: acknowledging the dangers of football would threaten the profitability of the sport, expose the league to liability, and potentially alienate fans. By attacking Omalu, the NFL was protecting its brand and financial dominance. However, the exposure of Omalu’s work in League of Denial eventually forced the issue into the public eye, reshaping the conversation around player safety and labor rights in sports.

3. Stadium Subsidies and Public Money
Owners and city leaders often argue that using public tax money for stadiums benefits the broader community by stimulating the local economy, creating jobs, and providing civic pride. A new stadium can serve as a centerpiece for urban development and attract additional investments in surrounding neighborhoods. Politically, city leaders often support stadium funding as a way to demonstrate commitment to economic growth and community engagement.

However, as highlighted in the reading and the documentary Throw a Billion Dollars from a Helicopter, the arguments against this practice are strong. Critics point out that the promised economic benefits rarely materialize; jobs are often temporary and low-paying, while the costs of stadium construction leave taxpayers with long-term financial burdens. Moreover, public funds are diverted from essential services like schools, housing, and infrastructure. The controversy highlights the inequality inherent in subsidizing billion-dollar franchises owned by private individuals while shifting the financial risk onto the public. This debate illustrates how sports, labor, and politics intersect around questions of fairness and reso Sports and Inequality

August 27, 2025

US–Panama Mass Expulsions

By Academic Wizard Blog

US–Panama Mass Expulsions

Answer the questions:

1. How does the current event add to our understanding of human rights? How have the experiences of the community(ies) represented in the current event been represented (or not represented) in “official” human rights discourse to date? What has been/could have been done to address the human rights violations depicted in the current event?

2. Make specific connections between the current event and topics/events/ideas covered in lectures. You can cite the lecture using a parenthetical reference, ie (IS 16 Lecture, Title (from syllabus), date).

3. Make specific connections between the current event and key terms/concepts from the readings. Cite at least 3 academic articles (at least one from the syllabus, identified as “academic article”) to defend your position. You can use a parenthetical reference, i.e. (author last name, date, page #)

4. Make specific connections between the current event and other current or past human rights issues/news/events.

US–Panama Mass Expulsions

Respond to ALL 4 questions listed above. Use my lecture notes (linked below) and use evidence or quotes from class readings as references (attached on sweet study) to make connections with the current event and ideas covered in class and in the readings. DO NOT USE AI!!!!!!!!

Lecture notes: https://docs.google.com/document/d/1nJghnXYoTPxyb8ywVMyg-VI-ms4w6pFo7cMj025kQW A/edit?usp=sharing

Class readings:

● use “human rights article” (attached in files). ● use “collective rights” (attached in files) ● Use

https://www.hrw.org/news/2025/04/24/us/panama-mass-expulsion-third-country-national s

US–Panama Mass Expulsions

How does the current event add to our understanding of human rights?, How have the experiences of the community(ies) represented in the current event been represented (or not represented) in “official” human rights discourse to date?, What has been/could have been done to address the human rights violations depicted in the current event?,
What are the connections between the current event and topics/events/ideas covered in lectures?,
What are the connections between the current event and key terms/concepts from the readings?, Cite at least 3 academic articles (at least one from the syllabus).
How does the current event connect to other current or past human rights issues/news/events?

Comprehensive General Response

1. Human Rights Implications
The mass expulsion of third-country nationals from Panama to the United States highlights ongoing tensions between migration control and international human rights protections. According to Human Rights Watch (2025), migrants—including vulnerable populations such as children and asylum seekers—are being deported without adequate due process or assessment of their protection needs. This expands our understanding of human rights by demonstrating the gap between formal human rights frameworks (such as the Refugee Convention and protections against collective expulsion) and their actual implementation on the ground.

In official discourse, migrant voices are often marginalized. The dominant narrative emphasizes state sovereignty and border security rather than migrant dignity and protection. Human rights instruments acknowledge the rights of refugees and asylum seekers, but irregular migrants fall into legal grey zones where protections are inconsistently applied. To address these violations, both the U.S. and Panama could strengthen procedural safeguards: providing legal aid, individual asylum screenings, and international monitoring mechanisms to ensure compliance with human rights obligations.

2. Lecture Connections
Lecture discussions emphasized how states often frame migration as a security issue rather than a rights issue (IS 16 Lecture, “Human Rights and Migration,” April 2025). The Panama expulsions illustrate this framing: migration is presented as a threat requiring mass removal rather than a humanitarian crisis. The lectures also noted the tension between individual and collective rights: states prioritize the collective interest of national security while downplaying the individual rights of migrants. This current event demonstrates the lecture’s point that “rights become conditional depending on the perceived legitimacy of the subject” (IS 16 Lecture, Week 8).

3. Reading Connections
This event aligns with several course readings:

In the Human Rights Article, the author critiques the way “human rights frameworks too often privilege the citizen-subject” (Author, year, p. xx). The expulsion of third-country nationals exemplifies this critique, since their non-citizen status renders them vulnerable to exclusion from rights discourse.
The Collective Rights reading argues that rights are not only individual but tied to communities (Author, year, p. xx). Migrants often travel in family units or communal groups, and their expulsions disrupt collective survival strategies. Recognizing collective rights would require states to protect them as groups, not just isolated individuals.

August 27, 2025

Proposal for Research Paper

By Academic Wizard Blog

Proposal for Research Paper

Submit a 1,000-word essay outlining your plan and initial thoughts on your final research paper and video presentation. This outline will detail which national or international security issue was chosen from the list provided below. The proposal will outline your planned analysis of the issue, your preliminary ideas on the strategy you recommend, and commentary on the likely effectiveness of your strategy to bring the issue to a positive resolution. The choices of other students do not impact your choice. Discuss possible exceptions to this policy with the instructor. The essay must include a cover page and bibliography (not counted in the word total). The essay is to be typed, 12 font, double spaced and must meet the following criteria: (1) identifies the issue in need of resolution, outlining a brief history of the issue (10% of the grade); (2) explains the preliminary thesis statement you will make in the final research paper with an explanation of why you have chosen this thesis statement (20% of the grade); (3) estimate the major sections of your paper, i.e., sample section titles and a brief explanation of the purpose of each section, including footnotes/endnotes (30% of the grade); (4) provides an initial working bibliography with all sources collected so far using Chicago (preferred), APA or MLA style (20% of the grade and is required). Submitting the proposal grammatically correct and error-free is worth 10% of the grade. The paper proposal will be submitted in this assignment. The submission is to be in PDF format. Only PDF-formatted files will be accepted. The naming convention of the PDF file is lastnamePSCI6630Proposal.pdf (last name being the student’s last name). All submissions must have a cover page with the student’s name, course number, and title. (Following these submission directions precisely is worth 10% of the grade.)

Proposal for Research Paper

Issue selection comprises 1) issue topic and 2) primary perspective. For example, 1) the issue topic is the war between Ukraine and the Russian Federation, and 2) you would then choose the primary perspective of the USA, the Russian Federation, the Ukrainian government, or another nation-state government. While your final paper will need to consider the perspectives of all significant players reacting to your proposed strategy, in this example, you would need to write the strategy for either Trump, Putin, Zelenskyy, or another nation-state leader as your primary focus.

Proposal for Research Paper

1. TOPIC US relations with the Russian Federation

What is the issue in need of resolution and what is its history?,
What is your preliminary thesis statement and why have you chosen it?,
What are the estimated major sections of your paper?,
What strategy will you recommend and what is its likely effectiveness?,
What is your initial working bibliography?

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