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Education

and so on)?
· Was there any indication that members might be vulnerable to
groupthink? Why or why not?
· In your opinion, how did the collective group behaviors
influence individual attitudes and the group's effectiveness?
Provide your overall analysis.

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Final Project: Cultural Immersion Cultural Competence is an essential aspect of counselor training. In order to begin to understand a culture, it is essential to have sustained interaction with the culture. For the final project for this course, each student will be responsible for actively investigating multicultural issues in the “real world,” by gradually immersing in a culture different from their own. The immersion project will involve experiential learning about other cultures. The intent is to increase your knowledge and sensitivity to other cultures. In order to complete this project successfully, you will need to work on it throughout the entire course. As part of the project, each of you will select a culture different from your own and participate in at least three distinct cultural immersion experiences/observations within that culture. The idea is to gradually immerse into the different culture over the course of the term. You may use the list of suggestions below to guide your immersion process or you can devise some ideas of your own. It is essential that each experience is qualitatively different from that of your own culture and that the experiences gradually become more involved directly with the culture of choice. 1. The activities you select must include active involvement in the culture/activity. In other words, you may “observe” the culture but you may not limit the activity to passive observation. Make sure that each activity involves interaction with members of the culture, either through active participation in the activity itself or through conversations with members of the culture. Of course your third activity, the personal dialogue, already requires your active participation. 2. Submit a written narrative of your immersion activities. The paper will be 8-10 pages long (typed, double-spaced, 12 point font), This paper must include the following elements: · Identification and Description of Population: This section must clearly identify the population you will be studying, how this population is different from you, and what your perceptions of this group are at this point in life. The description of differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.). Please state all the differences you can identify. Your perceptions of this group should include information such as what you were told about this group as you were growing up, any beliefs/perceptions/assumptions you have about this group, what your sources of information about this group have been in the past, and why you have an interest in this group. In this section, you must make a case for how this person is different from you and why this experience will be challenging for you. · Observation: You will need to complete at least three observational activities of the group you have chosen to study. Examples and suggestions of observational activities are listed below. If y ...

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Transcript Graduate student association Interview with president of Graduate student association M. Abdullah Alghafes 1) What are the shared goals of the community? Why does this group exist? What does it do? · Focusing on graduate students · Help them with their academic life · Offered the graduate students the academic assistant · Make an activities for the graduate students like · Help the graduate students to get a scholarship from the university 2) What mechanisms do members use to communicate with each other (meetings, phone calls, email, text messages, newsletters, reports, evaluation forms, etc.)? -They are using 1- email 2- Face book 3- Twitter 4- cellphones (only emergence calls) 3) What are the purposes of each of these mechanisms of communication (i.e to improve performance, make money, grow better roses, share research, etc.)? · They are using these mechanisms of communication because they believe that it will be easier for members to communicate with each other 4) Which of the above mechanisms of communication can be considered genres (textual responses to recurring situations that all group members recognize and understand)? · Emails, because if they have any problem they can go back and check the emails between the members 5) What kinds of specialized language (lexis) do group members use in their conversation and in their genres (name some examples—ESL, on the fly, 86, etc.)? What communicative function does this lexis serve (i.e. why say “86” instead of “we are out of this”?)? -board = executive board of the club - Officer = the meeting between the members and the club advisor -they have members using different languages like Arabic, French, Spanish,… to communicate with members because it’s an international club. 6) Who are “old-timers” with expertise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, genres, and knowledge of the group? · The old members always trying to help the new members by teaching them the work rolls, tech them the specialized language, and keep them on the track. 2 RAAB Discourse Community Ethnography (DCE) Assignment Goals for this assignment: 1. Learn and use tools for analyzing a discourse community’s practices 2. Begin to understand empirical research (develop an understanding through observation/experimentation) 3. Practice writing about primary research The Task: · Choose a discourse community that has impacted you or interests you and find a preliminary answer to this research question: “What are the goals and characteristics of this discourse community?” Also, conclusion effectively answers the research question “Is X a discourse community?” · The group or organization you choose may be one that is related to your major or your field of interest. You will need my approval if you wish to persuade me to accep ...

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You need to know Concept of Discourse Communities ( GOOGLE IT ) You need to know Genre : G enre canTells me how people in the group relate to each other: Relationships range: personal to formal Leaders/experts Become clearer Genre Can help me organize my paper: Arrange By social media, formal electronic communication, printed documents,etc. Genre Can tell me how the group does business/meets its goals: Sometimes, Explicitly stated Genre Can Tells Me what niche (collective identity) group occupies (Android users/Apple users) OUT LINE 1) INTRODUCTION Answer: Why do we use a discourse community to understand language? End with thesis statement. EX. Consistent observation, [specific documents], and an interview with [expert/novice name & title] reveal [discourse community name]’s mechanisms/ communicative aims/goals/ideas about [concept] (2 SUMMARIZE SWALES’S CHARACTERISTICS One strategy: • Introduce a characteristic (w/citation) • Explain characteristic (w/citation) • Provide examples Ex. Swales requires “specific lexis” of any group th at might be called a discou rse community (222). He does not rule out terms that can be used in other contexts (222). For instance, a group of roommates might be just as concerned with parking as a communi ty of factory workers, and words related to that idea can be found in both communities. His em phasis, however, is on “shared and specialized terminology” as a way to understand group dynami cs through communicative formats (222). It would be more valuable, for example, to know that in Professor Myers’s class, “DCA” is a common abbreviation for a major assignment than to know that instructor uses the phrase “freak out” frequently. 3 BASIC INFO • Consider • What makes this group a discourse community? • What makes the analysis of this DC unique or interesting? • What matters to members of the community? What do they do? What do they value? 3) METHODOLOGY • How did I gather my data? • How often did I observe my DC? In what setting? • Whom did I interview? Why was this person selected? 4) APLY SWALES’S CHARACTERISTICS TO MY DC • Why does the group exist? What does th e group do? What are its shared goals? • How do group members communicate with one anot her (e.g., meetings, phone calls, e-mail, text messages, newsletters, reports, evaluation forms, blogs, online bulletin boards, etc.)? • What are the purposes of the group’s communicati ons (share information, reinforce values, make money, improve performance, offer support, declare identity, etc.)? • Which of the above communications can be considered genres (i.e., textual responses to recurring situations that all group members recognize and understand)? • What kinds of specialized language ( lexis ) do group members use in their conversations and in their written genres? • Who are the “old timers” in the group with expert ise? Who are the newcomers with less expertise? How do newcomers learn the appropriate language, ge.

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Team Building In this assignment, you will learn about team building and why it is an important skill for managers and leaders. Identify two groups you belong to or have belonged to; the groups can be personal or work-related. Based on your observations of how the groups function and the interactions among the groups' members, answers to the following questions: · What was the composition of each group? · What types of groups were they? · Were the values and mission of the group apparent? How? · Were the operational objectives or mission of the group supported by the individuals? How? · What were the attitudes of individual members to being a part of a group? Were they committed and compliant? Were they resistant? · Was there a leader and was the leader effective? What made the leader effective or ineffective? · Do you feel the leader was respectful of group's members? Why or why not? · How would you rate the communication effectiveness of the group? Explain. · What motivated you to join the group and stay with or leave it? Explain. · What role did you play in the group? · Was the group cohesive? What made it cohesive or noncohesive? · Were there any barriers to collaboration? If so, what were they? · Would you consider these groups to be successful? If so, what characteristics of a successful group did they possess? If not, which characteristics did they lack? ...

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Introduction In life, there are universal laws that govern everything we do. These laws are so perfect that if you were to align yourself with them, you could have so much prosperity that it would be coming out of your ears. This is because God created the universe in the image and likeness of him. It is failure to follow the universal laws that causes one to fail. The laws that were created consisted of the following: · Law of Gratitude: The Law of Gratitude states that you must show gratitude for what you have. By having gratitude, you speed your growth and success faster than you normally would. This is because if you appreciate the things you have, even if they are small things, you are open to receiving more. Law of Attraction: The Law of Attraction states that if you focus your attention on something long enough you will get it. It all starts in the mind. You think of something and when you think of it, you manifest that in your life. This could be a mental picture of a check or actual cash, but you think about it with an image. Law of Karma: the Law of Karma states that if you go out and do something bad, it will come back to you with something bad. If you do well for others, good things happen to you. The principle here is to know you can create good or bad through your actions. There will always be an effect no matter what. Law of Love: the Law of Love states that love is more than emotion or feeling; it is energy. It has substance and can be felt. Love is also considered acceptance of oneself or others. This means that no matter what you do in life if you do not approach or leave the situation out of love, it won't work. Law of Allowing: The Law of Allowing states that for us to get what we want, we must be receptive to it. We can't merely say to the Universe that we want something if we don't allow ourselves to receive it. This will defeat our purpose for wanting it in the first place. Law of Vibration: the Law of Vibration states that if you wish on something and use your thoughts to visualize it, you are halfway there to get it. To complete the cycle you must use the Law of Vibration to feel part of what you want. Do this and you'll have anything you want in life. For everything to function properly there has to be structure. Without structure, our world, or universe, would be in utter chaos. Successful people understand universal laws and apply them daily. They may not acknowledge that to you, but they do follow the laws. There is a higher power and this higher power controls the universe and what we get out of it. People who know this, but wish to direct their own lives, follow the reasons. Successful people don't sit around and say "I'll try," they say yes and act on it. Chapter - 1 The Law of Attraction The law of attraction is the most powerful force in the universe. If you work against it, it can only bring you pain and misery. Successful people know this but have kept it hidden from the lower class for centuries because th

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Identify two groups you belong to or have belonged to; the groups can be personal or work-related. Based on your observations of how the groups function and the interactions among the groups' members, answers to the following questions: What was the composition of each group? What types of groups were they? Were the values and mission of the group apparent? How? Were the operational objectives or mission of the group supported by the individuals? How? What were the attitudes of individual members to being a part of a group? Were they committed and compliant? Were they resistant? Was there a leader and was the leader effective? What made the leader effective or ineffective? Do you feel the leader was respectful of group's members? Why or why not? How would you rate the communication effectiveness of the group? Explain. What motivated you to join the group and stay with or leave it? Explain. What role did you play in the group? Was the group cohesive? What made it cohesive or noncohesive? Were there any barriers to collaboration? If so, what were they? Would you consider these groups to be successful? If so, what characteristics of a successful group did they possess? If not, which characteristics did they lack? .

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Discussion1: Confidentiality One of the most important concepts in clinical practice and group work is confidentiality. All members of the group sign an informed consent form in order to address the rules and parameters of the group sessions. The rules regarding confidentiality are stated in one section of the form. Although every member must sign this agreement, ensuring that all information shared in the group remains confidential can be difficult. As the group leader, the clinical social worker is responsible for developing strategies so that all members feel safe to share. For this Discussion, review the “Working With Groups: Latino Patients Living With HIV/AIDS” case study. · Post strategies you might prefer to use to ensure confidentiality in a treatment group for individuals living with HIV/AIDS. · Describe how informed consent addresses confidentiality in a group setting. · How does confidentiality in a group differ from confidentiality in individual counseling? · Also, discuss how you would address a breach of confidentiality in the group. References (use 3 or more) Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Concentration year . Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader]. “Working With Groups: Latino Patients Living With HIV/AIDS” (pp. 39–41) Himalhoch, S., Medoff, D. R., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis. AIDS Patient Care and STDs, 21 (10), 732–739. Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy. International Journal of Group Psychotherapy, 56 (4), 455–476. Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson. Working With Groups : Latino Patients Living With HIV/AIDS The support group discussed here was created to address the unique needs of a vulnerable population receiving services at an outpatient interdisciplinary comprehensive care center. The center’s mission was to provide medical and psychosocial services to adult patients living with HIV/AIDS (PLWH). Both patients and providers at the center expressed a need for a group to address the needs of the center’s Latino population. At the time the group was created, 36% of the center’s population identified as Latino, and 25% of this cohort identified Spanish as their primary language. The purpose of the group was twofold: 1) to reduce the social isolation felt by Latino patients at the center and 2) to create a culturally sensitive environment where Latino patients could explore common medical and psychosocial issues faced by PLWH within a cultural context. Planning for the group consisted of 1) defining a format for the group, 2) recruiting appropriate members, and 3) building an appropriate group composition. When considering t ...

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Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docx

SALU18

Advertising Campaign Management Part 3 Jennifer Sundstrom-Fitzgerald 1 Learning Objectives Analyze advertising campaign parameters Identify how a creative brief facilitates effective advertising Describe the implications of advertising management in the global arena 2 Advertising Campaign Parameters Advertising goals Media selection Tagline Consistency Positioning Campaign duration Effective advertising campaigns require careful planning and attention to specific parameters including Advertising goals, media selection, tagline, consistency, positioning and campaign duration. We will review each parameter beginning with goals. 3 Advertising Goals A primary goal of advertising is to build brand awareness among existing and new customers. The creative should inform and persuade them to make purchases and build brand loyalty. 4 Build brand awareness Inform, persuade, support marketing efforts Encourage purchase decisions Building Brand Awareness Successful brands possess two characteristics. Top-of-mind are brands a consumer mentions first when asked about brands in a particular product category – these are brands in our Evoked Set. Top choice is the brand within a product category that consumers prefer the most. So top choice requires top-of-mind. Brand equity, which is the level of brand strength perceived by consumers, leads to top-of-mind and top choice brands. This is also applicable on the B2B side when business people are faced with modified rebuy situations. A common dilemma I had was for every Fox Graduation Ceremony, there are three per year, and the need for graduation program booklets. There was a printer who I always wanted to hire because I enjoyed working with them, they always had fair prices and delivered high-quality programs in a timely manner. However, due to non-profit regulations, I had to bid the job to at least three vendors. So my top-of-mind, first choice brand was always included but I had to add two other vendors as well. Tell story about Bill DeVece and misspelled student names and how wonderful he was in fixing these issues. 5 Brand image begins with awareness Consumers recognize the brand Brand equity leads to top-of-mind and top choice B2B important in modified rebuy situations Building Brand Awareness Successful brands possess: Top-of-mind Top choice The 10 Most Valuable Brands in the World per 2018 study Coca Cola brand is a good example of a brand with these characteristics. Here is a recent list of a top 10 most valuable and recognized list of global brands. (click link) 6 Goal to Persuade Dare to be Devoted Campaign Every Kiss Begins with Kay Campaign Another common goal of advertising is to persuade consumers that a particular brand is superior to others and should be their top choice. Both of these brands, owned by the same parent company (Signet), do extensive advertising, but only Kay Jewelers has successfully used the same slogan, “Every Kiss Begins w.

Advertising Campaign Management Part 3Jennifer Sundstrom-F.docx

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Adopt-a-Plant Project guidelines Overview: The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points Annotated Bibliography (50 points) You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant. · Each fact should be paraphrased (i.e. written in your own words, no quotations allowed). · Then tell me why this is interesting to you – make connections to your life or to currents issues in our world. · Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy. · At least one of your sources should be from a peer-reviewed, science journal article. Here is an example: Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6. This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout. *** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results The bibliography is worth 50 points and will be graded on: 1. Effort • Quality of references •Depth/breadth/quality of material covered 2. Following directions/ requirements I will use the following rubric to grade your bibliography: Research, Critical Reading and Documentation Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals 10 pts Effective sources, correctly cited, Could have a few more.

Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docx

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ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 Assignment # 4 Decision Analysis and Project Scheduling ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor grammar, spelling, for technical errors as well as if you submit a PDF file. The assignment is to be submitted electronically as a single Word Document file via Brightspace by Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment, course code and section, student name and student number. Second page is the individual/group statement of integrity that must be signed. E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the Brightspace course website “Discussion page” (viewed by all). Section M: Parisa Keshavarz ([email protected]) Section N: : Niki Khorasanizadeh ([email protected]) Section P: Makbule Kandakoglu ([email protected]) Section Q: Afshin Kamyabniya ([email protected]) Problem 1: Payoffs/Decision Table (13 points) A small building contractor has recently experienced two successive years in which work opportunities exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year. Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the table below. NEXT YEAR’S DEMAND Alternative Low High Do nothing Expand Subcontract $50** 20 40 $60 80 70 ** Profit in $ thousands. Which alternative should be selected if the decision criterion is: a. The optimistic approach? (3 points) b. The conservative approach? (3 points) c. Minimize the regret? (7 points) Problem 2: Payoffs/Decision Table (15 points) Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way, she can take several back streets to work, or she can use the expressway. The traffic patterns are, however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of route several times under different traffic conditions. This information is summarized in minutes of travel time to work in the following table: mailto:[email protected] mailto:[email protected] mailto:[email protected] mailto:[email protected] ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 2 No Traffic Congestion (Minutes) Mild Traffic Congestion (Minutes) Severe Traffic Congestion (Minutes) Tennessee Street Back roads Expressway 15 20 30 30 25 30 45 35 30 In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion 20 days. Assume that the past 60 days are typical of traffi.

ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docx

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Adlerian-Based Positive Group Counseling Interventions w ith Emotionally Troubled Youth J. Steve Hamm, Jon Carlson, and Bengu Erguner-Tekinalp Abstract The focus o f Adlerian therapy is to help individuals discover their resources and strengths, and to help them to be more encouraged in reaching their goals in a more functioning way. Recently, the positive psychology movement has become the ma jo r focus for researchers and mental health providers. Adlerian theory and ensuing humanistic approaches have been considered as the basis of positive psychology. Positive psychology— like Adlerian theory— calls for looking at individual strengths, virtues, and areas of well-being. This article describes an Adlerian-based group coun seling program which integrated positive psychology interventions with youth in a residential treatment center. This article describes how Adlerian theory aligns with the positive psychology interventions, along w ith recommendations for practitioners. Keywords: Individual Psychology, positive psychology, strength-based, resilience, well-being, encouragement, posttraumatic growth There has been an increasing interest in focusing on strengths, solutions, resilience, and thriving of individuals even after traumatic experiences. Alfred Adler has been considered as the forefather of such strength-based approaches (Erguner-Tekinalp, 2016; Carlson, Watts, & Maniacci, 2006). Within the last two decades, an interest has grown in studies and interven tions examining human strengths, virtues, and well-being with the increas ing popularity of the positive psychology movement (Seligman, Steen, Park, & Peterson, 2005). Positive psychology is defined as the scientific study of optimal human functioning (Seligman & Csikszentmihalyi, 2000). The goal of this alternative movement is to understand well-being rather than dis order, and not only how people recover or cope but also how individuals and communities thrive and flourish (Seligman, 2011). An effort has been made to change the focus of mental health professionals from focusing on what has been harmful in problematic and traumatic events to how individu als cope with, develop resilient capacities for, and even in some cases thrive through these negative experiences. The focus is more on what goes well with individuals rather than what goes wrong (Carlson, Watts, & Maniacci, 2006). This approach to helping is more complete as it identifies not only The Journal o f Individual Psychology, Vol. 72, No. 4, W inter 2016 ©2016 by the University o f Texas Press Editorial office located in the College of Education at Georgia State University. Published for the North American Society o f Adlerian Psychology. Positive Psychology Interventions 255 the negative impact but also the individuals' striving to overcome. It is very common for individuals to discover their strengths, gifts, and many posi tive traits through experiencing problems (Saleebey, 1992; .

Adlerian-Based Positive Group Counseling Interventions w ith.docx

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After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself. A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should. One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way. A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.

After completing the assessment, my Signature Theme Report produ.docx

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After careful reading of the case material, consider and fully answer the following questions: 1. What were the primary reasons for changing the current system at Butler? 2. What role did Butler's IS department play? 3. List the objectives of the pilot. Were there any problems? 4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run? NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment) .

After careful reading of the case material, consider and fully answe.docx

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AffluentBe unique toConformDebatableDominantEn.docx

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Advocacy Advocacy Program Transcript [MUSIC PLAYING] NARRATOR: Advocacy and change are closely intertwined. In this video program, Dr. Judy Lewis defines advocacy and explains the roles of counselors advocating for change. Dr. Lewis also describes barriers counselors may face as they advocate for change, and how to overcome these barriers. DR. JUDY LEWIS: At its most basic, advocacy is simply the act of speaking up on behalf of someone else-- maybe speaking up for someone who is voiceless or powerless. When it comes to the counseling profession, advocacy is particularly important for two reasons. One is that part of our process of working with clients is to help them gain the strength and the skills so they can advocate on their own behalf. The other part of it is that once we realize that the client might not have the power to be able to speak up on his or her own behalf, sometimes we may have to be the ones that speak up on behalf of the clients. This happens especially when we see a lot of different clients all having similar problems, and we realize that there is a systemic reason for it. There is something in the community environment that is standing between these clients and what they need. So as counselors, when we're oriented toward advocacy, what we are doing is changing the lens through which we see the client. Instead of looking through a microscope at the individual client, we're looking through a wide-angle lens. So that we're seeing the context of what's happening in the client's life. When counselors carry out advocacy, they do this at several different levels. One level is the level of working with the individual client or family. When you're working with an individual client, you have two alternatives. One is to work in an empowering way with the individual so that he or she learns to advocate for himself or herself. The other possibility-- when that doesn't provide all the answers-- the other possibility is to do advocacy on behalf of that individual. When we're working with the clients in an empowering way, what we're helping them see is the degree to which some of the problems that they're having may not be totally their fault. When people start feeling as though they're so much at fault, sometimes they just get stuck and can't seem to move beyond their current situation. If they can begin to see for themselves what some of the barriers are that are preventing them from getting to where they want to go, and where sometimes they're not © 2016 Laureate Education, Inc. 1 Advocacy completely at fault-- they're not completely guilty-- we can start to teach them some of the skills that they need. So they can speak up on their own behalf and have some success. Sometimes they might not have the power to do this on their own. They may need help. So we may be involved in individual advocacy where we are standing up to the system on behalf of certain c.

Advocacy Advoc.docx

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Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors. Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team. . Your report should use The Cybersecurity Threat Landscape Team Assignment Resources to cover the following five areas: Part 1: Threat Landscape Analysis Provide a detailed analysis of the threat landscape today. What has changed in the past few years? Describe common tactics, techniques, and procedures to include threat actor types. What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of? Part 2: APT Analysis Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s). Describe the tools used. Describe what the objective of the APT was/is. Was it successful? Part 3: Cybersecurity Tools, Tactics, and Procedures Describe current hardware- and software-based cybersecurity tools, tactics, and procedures. Consider the hardware and software solutions deployed today in the context of defense-in-depth. Elaborate on why these devices are not successful against the APTs. Part 4: Machine Learning and Data Analytics Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field. Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO? Part 5: Using Machine Learning and Data Analytics to Prevent APT Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific. Part 6: Ethics in Cybersecurity. Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals. Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not? For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.

Advanced persistent threats (APTs) have been thrust into the spotlig.docx

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Advanced persistent threatRecommendations for remediation .docx

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Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. By Day 3 Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. .

Adultism refers to the oppression of young people by adults. The pop.docx

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ADVANCE v.09212015 • APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS FREQUENTLY ASKED QUESTIONS 1) How does University of California define “diversity?” A: The academic senate adopted in 2009 the following broad definition of diversity: Diversity - defining features of California past, present and future - refers to a variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more. 2) Why does UC Irvine expect a diversity statement from applicants for faculty positions? A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally preeminent universities. It provides applicants with an opportunity to discuss how their past or future contributions will advance this enduring campus commitment. For more information, please see the Provost’s memo on Inclusive Excellence. 3) Is the diversity statement consistent with University of California policy? A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that faculty be both encouraged and rewarded for activity that promotes inclusive excellence: “The University of California is committed to excellence and equity in every facet of its mission. Teaching, research, professional and public service contributions that promote diversity and equal opportunity are to be encouraged and given recognition in the evaluation of the candidate's qualifications. These contributions to diversity and equal opportunity can take a variety of forms including efforts to advance equitable access to education, public service that addresses the needs of California's diverse population, or research in a scholar's area of expertise that highlights inequities.” 4) Is UC Irvine alone among UC campuses in adopting this statement? A: No. UC San Diego adopted this statement in 2010. 5) How will applicants learn about the diversity statement expectation? A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following sentence: “Applicants are encouraged to share how their past and/or potential contributions to diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.” 6) How do applicants provide their diversity statement? A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement. 7) If an applicant does not provide a diversity statement, will his or her application be considered incomplete? A: Yes http://www.provost.uci.edu/news/InclusiveExcellence.html http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html ADVANCE v.09212015 8) What are the components of a diversity statement? .

ADVANCE v.09212015 •APPLICANT DIVERSITY STATEMENT .docx

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