Required Resources
Read/review the following resources for this activity:
    Lesson
    Minimum of 5 scholarly sources (This includes the source from Week 3 Proposal.) 
Instructions
Create a complete annotated bibliography for 5 academic scholarly sources (including your source from Week 3 about Obesity by Kelishadi, R. (2020). Health impacts of Obesity. Retrieved 22 March 2020, from ).
Include the following:
    Introduction and thesis for your paper (to the best extent as you know it at this time)
    Publication details
    Annotation (a detailed reading of the source)
The annotation section should include the following:
    Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
    Describe the controversies or “problems” raised by the articles.
    State whether you agree or disagree and give reasons.
    Locate one or two quotations to be used in the final research project.
    Evaluate the ways in which this article is important and has helped you focus your understanding.

Example Publication
APA Reference
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.
Annotation Example
In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school.

Writing Requirements (APA format)
    Length: 1-2 paragraphs per annotation
    1-inch margins
    Double spaced
    12-point Times New Roman font
    Title page

Read the case studie, 4.5 Theres No Place Like School page 58, and answer the questions.
1. What are the benefits and drawbacks of placing students in need of learning support in Mrs. Clays classroom? What are the benefits or drawbacks of placing them in classrooms other than hers? Does Mrs. Stell need to consider Mrs. Clays professional beliefs before placing students in her classroom? Why or why not?
2. If Mrs. Stell refrains from placing students receiving learning support in Mrs. Clays classroom, how might that affect the school community? How do the students and parents wishes play into this problem?
3. If Mrs. Clay is assigned students with learning support, what support should the principal and Mrs. Stell offer? If Mrs. Clay is not assigned students with learning support, what role will she play to effect change toward a more inclusive philosophy?
4. What does the law say about placing students receiving special education services in regular classrooms?

Required Resources
Read/review the following resources for this activity:
    Textbook: Chapter 2, 7, 12 (section: “The Ethics of Consequences”); review Chapter 9 (section: “The Munich Incident”), 10
    Lesson
    Minimum of 1 scholarly source
Introduction
The principle of utility involves maximizing happiness as a desirable outcome of decisions. Although it does not get directly said, there is an inverse intention to minimize the undesirable outcome of disaster. Utilitarian decisions are directed toward outcomesthat is, the consequences of decisions.
The 1972 Munich Olympics hostage situation was a high-tension moment, full of dangerous surprises and strategies to deal with the situation that did not work out for the best. Among the strategies was the idea to kill the leader of the terrorists so as to disrupt the terrorist plot and to allow a good outcome in which the hostages would be saved. In the situation, it was also entirely possible that a terrible outcome might occur in which all would die. The situation was an emergency.
The German legal system might eventually take the terrorists and their leader to trial, but first there was the need to end the hostage situation. The account in our text ends with, “But it was the lesser of two evils.”
Initial Post Instructions
For the initial post, respond to the following as utilitarian ethicists:
    How shall we reason through to the decision of the law enforcement authorities at the 1972 Munich Olympics?
    How are we to balance protecting people versus allowing people to participate in and enjoy an event? After all, doing away with events entirely would be easier in terms of safety, but most people would say that that “solution” is worse than the problem.
    Also, how does one approach dealing with threats in ways that do not alienate or marginalize groups of people? The Olympics bring this to the forefront, as it brings people together from literally all over the world in what is intended to be a welcoming environment.