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Groupe d'étude de marché

Public·45 membres
Boris Mishin
Boris Mishin

Justice League



Fueled by his restored faith in humanity and inspired by Superman\u2019s selfless act, Bruce Wayne enlists the help of his newfound ally, Diana Prince, to face an even greater enemy. Together, Batman and Wonder Woman work quickly to find and recruit a team of metahumans to stand against this newly awakened threat. \u00A0But despite the formation of this unprecedented league of heroes\u2014Batman, Wonder Woman, Aquaman, Cyborg and The Flash\u2014it may already be too late to save the planet from an assault of catastrophic proportions.




justice league



When the Colorado General Assembly adjourned on May 11, its record on civil justice was nothing to write home about. For advocates of Common Sense in the Courtroom, this was no surprise given the expansions of liability handed to TV lawyers over the past four years. ...


And, of course, there's a newly filmed epilogue that leans toward the story of the Injustice graphic novel series. There are a few surprises for fans, so I won't detail much here, but it helps clarify a head-scratching moment from Batman v. Superman and includes a cameo from a character who remains a bit of a disappointment in the Snyder era of DC superhero films.


The Climate Justice League is a cohort-based professional learning experience that supports secondary teachers in designing and implementing science learning activities that highlight social justice and environmental justice connections. Teachers develop learning experiences focused on local changes and challenges and taking action to respond to these issues. These locally relevant focal phenomena also connect with regional, national, and global climate impacts and enable students to practice systems thinking in their science investigations.


The Climate Justice League project was developed in response to several interconnected needs and opportunities. Teachers expressed interest in more in-depth and sustained professional development related to climate teaching and learning, particularly opportunities to collaborate, strategize, and reflect with other educators. This professional learning community also responded to a need in the ClimeTime network for innovative projects and practices focused on justice. Centering social, environmental, and climate justice topics in science education became a priority as youth activists called for classroom learning that addresses climate change and climate justice. At the same time, teachers recognized that learning experiences centering local issues impacting communities are more engaging and meaningful for students.


Collaborative approaches were critical throughout the design and facilitation of the Climate Justice League. Multiple perspectives were woven throughout the sessions through co-facilitation with Meredith Lohr and Sahar Arbab (EarthGen, formerly Washington Green Schools) as well as partnerships with Deb Morrison (UW Institute for Science and Mathematics Education), Liza Finkel (Lewis & Clark Graduate School of Education and Counseling), Tim Swinehart (social studies teacher involved with Portland Public Schools climate justice education), Tiffany Mendoza (Front and Centered), and Bill Bigelow (Teach Climate Justice campaign, Zinn Education Project). Through inviting a variety of collaborators to co-lead the sessions, this project amplified the voices of experts who are already deeply involved with climate change and climate justice work.


The Climate Justice League project has highlighted the need to recognize and address the deep interconnections between science and social justice. Science teachers often see their work as apolitical, neutral, and focused on objective facts and evidence. However, science and science learning are always influenced by and influence the social and political world. Given the crucial role of scientific literacy in civic engagement and empowerment, educators must root scientific inquiry in phenomena that are consequential for learners and communities, including social, environmental, and climate justice issues.


To support the weaving of climate justice phenomena into science teaching and learning, teachers need opportunities for ongoing professional development that centers justice issues. Collaborative planning time is particularly essential in order for teachers to engage in shared learning across sequences of design, implementation, and reflection.


In the 2020-21 year, the Climate Justice League project is expanding in several ways. In collaboration with EarthGen, two other ESDs (ESD 189 and ESD 121) are facilitating their own professional learning cohorts. Within ESD 112, a subset of teachers from the 2019-20 cohort will engage in continued collaboration to develop a climate justice-focused curriculum storyline. In addition, a new 2020-21 cohort is engaging in a yearlong sequence of synchronous and asynchronous online learning activities. Extending the sessions across an entire school year will enable more time for reflection and community-building and increased flexibility for teachers to integrate climate justice topics, phenomena, and instructional approaches into multiple content areas.


Social justice is a critical part of science education. All domains of science make an impact on (and are impacted by) social justice. The main goal of science in our world is to explain and better understand the world around us. That picture cannot be fully understood without a lens of social justice, which speaks to human experience and helps us identify needs and promotes efforts to engineer creative solutions.


The Social Justice League (SJL) is a student organization that is supported by the Department of Educational Psychology and recognized by CSUEB. The SJL's mission is to promote and advocate for diversity and equality for underserved populations. SJL are committed to fighting social injustices, promoting awareness about social issues, providing resources and support underprivileged communities. Each semester, SJL members sponsor various activities, on and off campus, to support the community (e.g., fundraising, school adoptions, mental health awareness) as a way to give back, empower, and educate those without voices.


Social justice refers to the values that strive to decrease or eliminate inequity, promote inclusiveness of diversity, and establish environments that are supportive for all people. While there are minor variations in the definition of what social justice is, there are commonalities among them all. Most definitions of social justice include: Equal Rights, Equal Opportunity, and Equal Treatment.


SJL is a certificate program for undergraduate students interested in enhancing their skills in diversity, social justice, and leadership. SJL is designed to help you develop the necessary tools to learn and live in a diverse environment and work for the betterment of the Stony Brook University campus and broader community.


Abdu began laying the groundwork for the League when he was released in 2016; Taylor consulted from a prison phone. They teamed up with Robert Morris, a Richmond native who had been a coordinator for the city's midnight basketball program in the 1990s, a highly successful youth development and crime reduction program that was allowed to wither when local government funding dried up. Morris was instrumental in pitching a partnership to the police department and managing league logistics. The three men scheduled their first season of games, in the summer of 2017, for hours when crime tends to be highest in Richmond's public housing projects. Taylor, to his surprise, was paroled at the end of 2016 and led the League's first workshop soon after his release.


In 2021, Justice League adopted the restorative justice approach of the Empowering Community Justice Initiative (ECJI) and launched as a full-scale program. As a program, Justice League seeks to partner with youth in Lower Price Hill, from 12 to 25 years old, to invest in their strengths, ideas, assets, and needs. We do this by partnering one-on-one with teens and young adults to build positive mentorship relationships, leadership opportunities, and restorative justice interventions.


Justice League initially started as a one-week social justice camp in which youth learned about different avenues through which community change can happen. At the end of the week, the group decided to continue to meet and develop initiatives to make their community a better place. 041b061a72


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