Watch A Walk in My Shoes: Social Justice in Education Full Documentary (Links to an external site.).
Read Social justice leadership as praxis: Developing capacities through preparation programs.
Watch the Final Project Overview video (Links to an external site.).
In your journal, discuss the following:
Part I: Reflection
Discuss your understanding of social justice in education.
Explain ways in which you can create a learning environment that honors, educates and respects all learners from all backgrounds.
Share the social justice topics that interest you the most and why.
Part II: Selecting a Topic
From the topics you mentioned in your reflection, choose one to use for your final project. There is no right or wrong topic here, you will simply pick a topic you feel most interested in and provide your rationale.
Based on that topic, discuss the following:
Identify the topic you choose for your final project.
Provide a rationale to support your choice.
Discuss the impact this issue has on your leadership style.
Describe the impact this issue has on the community and families you serve.
Explain how this issue relates to current trends within early childhood education.
Describe the impact this issue has on social justice within the early childhood education field.
or the serum levels of IL-6 variable (29). The total sample size of 30 patients (15 in each group) was calculated. Based on previous experiences and studies, it was estimated that there would be a 30% dropout after randomization. Thus, the final sample size was considered as 44 patients. The data were analyzed using the statistical software program SPSS 25 (SPSS Inc., Chicago, IL, USA). Data distribution was assessed by Kolmogorov-Smirnov test. Comparisons between groups were made with Independent Samples t-test if data distribution was normal. Comparisons of non-normally distributed samples were performed using Mann-Whitney U test to compare differences between the two groups. Two-sided P < 0.05 was considered statistically significant. Comparisons of qualitative data were done by chi-squared test or Fisher’s exact test (30). During the April to November 2018, 83 patients with traumatic brain injury were assessed for eligibility and 44 were enrolled (Fig. 1) which 32 patients finished the study and others were excluded from the study due to the reasons mentioned in Fig. 1. Baseline characteristics of patients are shown in Table1. No significant difference existed between two groups in age, sex, weight, and BMI. Nutrition variables were assessed in each group and are presented in Table 2. Mean daily energy intake was compared with the energy calculated by 25kcal/kg ideal body weight formula. No significant difference existed between the groups for energy intake. Weight loss in the taurine group was significantly lower than the control group (p = 0.050). NUTRIC score showed no significant difference between groups (p = 0.402). Table 3 shows the levels of serum IL-6, IL-10, TNF-a, and hs-CRP at the beginning and end of study in both groups. As can be observed, a significant difference exists in the serum levels of IL-6 between two groups at the end of the study (p = 0.038). Although the serum levels of hs-CRP and IL-10 showed higher reduction in the taurine group, this differencea were not significant (p = 0.239 and p = 0.802, respectively). TNF-a showed higher increase in the control group but no significant difference was observed between the groups at the end of the study (p = 0.073).>GET ANSWER