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Human beings are fundamentally social. In this discussion, we will consider connection—from attraction to dissolution, and liking to love—by providing advice regarding various relationship concerns. To inform your thinking on this topic, begin by reading “Transmission of Aggressions through Imitation of Aggressive Models” (Bandura, Ross, & Ross, 1961), "”From Jerusalem to Jericho": A Study of Situational and Dispositional Variables in Helping Behavior” (Darley & Batson, 1973), “Bystander Intervention in Emergencies: Diffusion of Responsibility” (Darley & Latane, 1968), “The General Aggression Model: Theoretical Extensions to Violence, (DeWall, Anderson, & Bushman, 2011), "Group Inhibition of Bystander Intervention in Emergencies" (Latane & Darley, 1968), and “Understanding the Psychology of Bullying: Moving Toward a Social-Ecological Diathesis-Stress Model” (Swearer & Hymel, 2015). Then, imagine that you are an educator. Describe a hypothetical incident of observed antisocial behavior (bullying, relational aggression (i.e., “mean girls”), etc.). Interpret relevant social psychological theory and research to explain the case study you outlined, and assemble key insight from research on prosocial behavior to generate a plan for addressing this specific situation. Your initial post should be 500-1000 words in length and must contain at minimum required course resources as applicable. Additional credible references are encouraged. ...

Human beings are fundamentally social. In this discussion, we
will consider connection—from attraction to dissolution, and
liking to love—by providing advice regarding various
relationship concerns.
To inform your thinking on this topic, begin by reading
“Transmission of Aggressions through Imitation of Aggressive
Models” (Bandura, Ross, & Ross, 1961), "”From Jerusalem to
Jericho": A Study of Situational and Dispositional Variables in
Helping Behavior” (Darley & Batson, 1973), “Bystander
Intervention in Emergencies: Diffusion of Responsibility”
(Darley & Latane, 1968), “The General Aggression Model:
Theoretical Extensions to Violence, (DeWall, Anderson, &
Bushman, 2011), "Group Inhibition of Bystander Intervention in
Emergencies" (Latane & Darley, 1968), and “Understanding the
Psychology of Bullying: Moving Toward a Social-Ecological
Diathesis-Stress Model” (Swearer & Hymel, 2015).
Then, imagine that you are an educator. Describe a
hypothetical incident of observed antisocial behavior (bullying,
relational aggression (i.e., “mean girls”), etc.). Interpret
relevant social psychological theory and research to explain the
case study you outlined, and assemble key insight from research
on prosocial behavior to generate a plan for addressing this
specific situation.
Your initial post should be 500-1000 words in length and must
contain at minimum required course resources as applicable.
Additional credible references are encouraged.

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Prejudice Although related, stereotypes and prejudice are separate entities. Prejudice is holding negative feelings for a group of people, or even a particular person, and is often considered the “emotional component to intergroup attitudes” (Levy & Hughes, 2009, p. 24). As mentioned in the previous week, stereotyping is the “cognitive process of intergroup attitudes,” generally referring to associating attributes to a particular group (Levy & Hughes, 2009, p. 24). The presence of stereotypes or intergroup bias leads to prejudiced behavior in some instances. When prejudice behavior does occur, the individual’s emotional response often plays a role. For this Discussion, review the media Prejudice and consider how the emotions and stereotyping of the people in the media impacted their prejudiced behavior. Reference: Levy, S. R., & Hughes, J. M. (2009). Development of racial and ethnic prejudice among children. In T. D. Nelson (Ed.), Handbook of prejudice, stereotyping, and discrimination (pp. 23–42). New York, NY: Psychology Press. With these thoughts in mind: Post by Day 4 a brief interpretation of the events in the media. Then, describe any prejudiced behavior you observed and explain two ways the emotions of hte people in the media may have impacted their prejudiced behavior and why. Next, explain how the prejudice you observed in the media reinforced or disconfirmed stereotype content. Finally, explain how this information helps us understand the maintenance of group attitudes over time and situation. Bottom of Form · Media: Laureate Education, Inc. (Executive Producer). (2011). Prejudice . Baltimore, MD: Author. (Click on the television screen once the video opens in a new window. “The Company” will appear on the television image.) Note: While the content within this media piece references Week 11, it is intended for Week 10 in this course. · o Transcript Readings · Course Text: Handbook of Prejudice, Stereotyping, and Discrimination · o Chapter 2, "Development of Racial and Ethnic Prejudice Among Children" o Chapter 14, "Intergroup Emotions Theory" o Chapter 15, "How Our Dreams of Death Transcendence Breed Prejudice, Stereotyping, and Conflict: Terror Management Theory" · Article: Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56 (1), 5–18. Retrieved from the Walden Library using the PsycINFO database. .

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Discussion 1 Choose any four ‘causes’ of change within a project in table 9.1 in the text. Provide a project example and scenario, and describe the impact of each change. Was there a level of change control in the project examples that tracked ownership, documentation and approval of these changes? Discussion 2 The identification of all changes to a project is only the first step for ensuring a control system is in place. Describe the detailed steps you would implement for your project to ensure an entire change control process is in place. Consider the following topics in your answer: documentation, analysis, approval and implementation. Why is the baseline configuration important to this topic? .

Discussion 1Choose any four ‘causes’ of change within a projec.docx

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DISCUSSION 1 "Community and Health Information Networks" Please respond to the following: From the e-Activity, determine a key trend that supports the implementation of either a community health information network (CHIN) or regional health information organizations (RHINO) in today’s health care organizations. Justify your response. Create an argument that the benefits outweigh the challenges when transitioning from CHIN to RHINO. Provide support for your argument. **PLEASE CITE SOURCES** DISCUSION 2 "Patient-Centric Management Systems" Please respond to the following: Suggest a significant advantage to integrating a computerized physician order entry system (COPE) and a clinical decision support system (CDSS), as part of an organization’s EHR. Provide support for your rationale. Take a position on whether paper health records or electronic database systems are more efficient. Support your rationale. Next, determine three advantages and three disadvantages to the use of electronic medical records. Justify your analysis. **PLEASE CITE SOURCES** .

DISCUSSION 1Community and Health Information Networks Please .docx

DISCUSSION 1Community and Health Information Networks Please .docx

DISCUSSION 1Community and Health Information Networks Please .docx

Discussion 10: Concluding the Semester Purpose This assignment is closely tied to specific course objectives. Two of the major primary course objectives of CST 100 are that students show respect for ethical codes that govern spoken discourse, such as tolerance for differences of opinion, preference for civility and that students will demonstrate increased understanding and appreciation of the communication process as it relates to speaker and listener interactions. By completing this assignment students will reflect on the things they learned and articulate important lasting lessons of public speaking. Directions Part 1: Initial Post Find the due date for this part on the course calendar. As we conclude the semester, reflect on some of the things that you learned about public speaking and your growth as a communicator throughout the semester. In a 3-4 paragraph posting, address the four items below What are the most important areas of personal growth that you have experienced as a communicator? Identify personal insights and communication competencies that are part of that growth. What are some of the most useful theories and concepts that we examined in the class? How can you apply some of the things that you learned during the semester to your professional life and to your current or future work? What aspects of communication do you want to learn more about? .

Discussion 10 Concluding the SemesterPurposeThis assignment is .docx

Discussion 10 Concluding the SemesterPurposeThis assignment is .docx

Discussion 10 Concluding the SemesterPurposeThis assignment is .docx

Discussion 1: Social Security and Social Welfare Programs For years, many working individuals in the United States have counted on Social Security as their primary retirement income. With the deductions from every paycheck to fund this future benefit, Americans looked forward to a comfortable retirement based on the assumption that these funds were being invested wisely. Is this a factual assumption, or is it another myth of the U.S. social welfare system? Relying on Social Security as a sole means of support in retirement is uncommon. As society’s work habits and life expectancies change, Social Security has come to mean different things to different people. For those who are unable to save and/or invest on their own, it functions like a forced retirement program that provides a financial safety net for the future. For those who become unable to work, social security often is viewed by others as a public assistance program. For others who are financially secure and prepared for retirement, it is an entitlement program where individuals draw Social Security at retirement in an effort to recoup what they paid into the program by deductions from their wages. How might these perceptions of Social Security relate to the perceptions of public assistance programs that were discussed in last week’s resources? For this Discussion, review this week’s resources. Then, consider how Social Security is different from public assistance programs. Finally, think about how these differences are important in terms of the general perception of Social Security benefits. Post by Day 3 an explanation of how Social Security is different from public assistance programs. Then, explain how these differences are important, in terms of the general perception of Social Security benefits. Support your post with specific references to the resources. Be sure to provide full APA citations for your references. .

Discussion 1 Social Security and Social Welfare ProgramsFor years.docx

Discussion 1 Social Security and Social Welfare ProgramsFor years.docx

Discussion 1 Social Security and Social Welfare ProgramsFor years.docx

Discussion 1: Religion and Privilege For citizens in some countries, religious oppression is common and long standing. While freedom of religion is guaranteed in the U.S., religious intolerance still exists. According to the Equal Opportunity Employment commission, the number of lawsuits filed for religious discrimination doubled between 2000–2010 (Pledger, 2011). Social workers must be alert for the complex ways that religious privilege functions. By creating an awareness of the privilege given to some while marginalizing others, social workers can understand how this bias impacts their clients. Post an explanation of the connections between privilege and religion. Describe a situation in which members of a religion experience privilege. Describe a situation in which members of a religion experience religious oppression . References (use at least 2) Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice . (3rd ed.). New York, NY: Routledge Press. Chapter 43, (pp. 237–242) Chapter 44, (pp. 243–244) Discussion 2: Self-Assessment Competent social workers have many traits and characteristics, one of which is the ability to be self-reflective. The best way to begin critically thinking about the impact of ethnocentrism and racism is to start with oneself. How do these issues affect you? For this Discussion, think about when and how you became aware of your own racial identity and consider how this awareness has impacted your life. Post an explanation of a time in your childhood when you became aware of your own racial identity (African American). Be sure to include a description of how this newfound awareness impacted both your development and views of difference. Please use the Learning Resources to support your answer. References (use at least 2) Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999. Early Childhood Education Journal, 36 (2), 201–207. Patcher, L. M., Szalacha, L. A., Bernstein, B., & Garcia Coil, C. (2010). Perceptions of racism in children and youth: Properties as a self-report instrument for research on children’s health and development. Ethnicity & Health, 15 (1), 33–46. Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.) . Boston, MA: Cengage Learning. Chapter 5 (pp. 254-294) .

Discussion 1 Religion and Privilege For citizens in some countrie.docx

Discussion 1 Religion and Privilege For citizens in some countrie.docx

Discussion 1 Religion and Privilege For citizens in some countrie.docx

Discussion 1: Social and Economic Justice The Center for Economic and Social Justice defines “social justice” as “giving to each what he or she is due.” “Economic justice” is concerned with determining what an individual’s “due” actually encompasses. For this Discussion, select a case study in this week’s Readings. Review the case study, focusing on the social or economic justice issues at play in the situation described. ***Post a description of a social or economic justice issue that is evident in the case. Suggest two strategies the social worker might employ to address the issue. Reference: Center for Economic and Social Justice. (n.d.). Defining economic justice and social justice . Retrieved from June 11, 2013, from http://www.cesj.org/thirdway/economicjustice-defined.htm CASE STUDY: Working With Survivors of Sexual Abuse and Trauma: The Case of Brenna Brenna is an 18-year-old, heterosexual, African American female. She is pregnant, residing in a homeless shelter, and has no income source. Brenna was raised by her biological mother in a one-bedroom apartment in an urban neighborhood. When Brenna was 15 years old, her mother began dating a new man. This man sexually assaulted Brenna while they were home alone one evening. She immediately disclosed the sexual assault to her mother who called her a liar and told her to move out. Brenna then lived in a variety of situations, sometimes residing with friends for short periods and sometimes living in a youth shelter. During this period she attended high school intermittently but did not graduate. After her 18th birthday, Brenna moved in with her boyfriend, Cameron. Also living in the household were Cameron’s mother, his 16-year-old sister, and a 7-year-old brother. Shortly after moving in with Cameron, Brenna became pregnant with his child. Prior to the pregnancy, Cameron would often abuse her physically, verbally, and emotionally. When Brenna announced the pregnancy, Cameron became even more violent, accused her of sleeping with other men, and denied paternity of the baby. When Brenna was 4 months pregnant, Cameron attempted to strangle her, so Brenna moved to a shelter. Although the shelter was willing to house Brenna and her newborn temporarily, their policy required Brenna to secure new living arrangements prior to giving birth. I was assigned to be Brenna’s social work case manager at this shelter. Brenna and I worked together to set manageable goals during her stay at the shelter and also developed a plan for ongoing mental health support. Utilizing individual case management sessions, I worked with Brenna to prioritize goals regarding nancial stability, permanent housing, and medical care. Brenna had dif culty reading and writing, so we worked together to PRACTICE 31 SOCIAL WORK CASE STUDIES: FOUNDATION YEAR complete the applications for Medicaid; General Assistance; the Supplemental Nutrition Program for Women, Infants, and Chil- dren (WIC); and a local subsidized apartment.

Discussion 1 Social and Economic JusticeThe Center for Economic a.docx

Discussion 1 Social and Economic JusticeThe Center for Economic a.docx

Discussion 1 Social and Economic JusticeThe Center for Economic a.docx

Discussion 1 Challenging Behavior After reading Chapter 1 of the course text, write a response to the following question: At what point does behavior become challenging? Include at least 3 examples of challenging behavior that are commonly seen in young children. Cite at least one source, in addition to course text, to substantiate your response. (Due: Thursday 10/13) Discussion 2 The Resilient Child After reading Chapter 3 of the course text, write a response to the following question: Why is it important for early childhood educators to have an understanding of resiliency? How could knowledge of a child’s risk and protective factors change your attitude and your behavior toward a child or her family? (Due: Thursday 10/13) Discussion 1 and 2 needs to be done separately... Please DO NOT put them on the same paper. .

Discussion 1Challenging BehaviorAfter reading Chapter 1 of t.docx

Discussion 1Challenging BehaviorAfter reading Chapter 1 of t.docx

Discussion 1Challenging BehaviorAfter reading Chapter 1 of t.docx

Discussion 1: Sara Parker and Ethics One of the reasons there can be so much debate about ethical issues is because ethics are opinions informed by people's values and people have different values. People can disagree about whether or not something is unethical, and, oftentimes, there is no right answer. In order to make decisions about what may be ethical or unethical, Yegidis (2012, p. 29) suggests focusing on these three questions: "Who should benefit or suffer from the actions of the researcher?" "Whose rights should take priority over those of others?" "Does the end (increased knowledge) justify the means (the methods used to acquire it and their potential for harm)?" For this Discussion, view the Sessions episode on the Parker family. As you do so, consider which, if any, ethical mandates or standards were violated. · Post a response explaining your reaction to the Parker episode. · Be sure to address whether or not the social worker violated any ethical mandates or standards. · Also explain which strategies could have been used to guide ethical practice. · Finally, describe the responsibility of the social workers in the Parker case. Please use the resources to support your answers. References Laureate Education. (Producer). (2013). Parker Family [Video File] . In Sessions. Labott, S. M., & Johnson, T. P. (2004). Psychological and social risks of behavioral research. IRB: Ethics & Human Research, 26(3), 11–15. Nicotera, N., & Walls, N. E. (2010). Challenging perceptions of academic research as bias free: Promoting a social justice framework in social work research methods courses. Journal of Teaching in Social Work, 30(3), 334–350. Parker Family Episode 4 Program Transcript SOCIAL WORKER: Well, I think we should wrap things up. Does this same time work for you next week? SARA: Yes, it's fine. SOCIAL WORKER: Let me give you an appointment card. By the way, something occurred to me that might interest you. I have a colleague that's doing a study on the impact of hoarding on family members. She wants to identify potential interventions. I think she'd love to talk to you and Stephanie. SARA: Talk to me? SOCIAL WORKER: She's paying participants in her study. I don't know how much. SARA: Do I have to do it? I-- I just don't like people knowing my business. SOCIAL WORKER: It's totally confidential and anonymous. SARA: I don't know. SOCIAL WORKER: I think it'd be a great opportunity for you. SARA: I don't know. Would she have to come see my home? I mean, I don't like people seeing how I live. SOCIAL WORKER: Don't worry about that. You should at least talk to her. Like I said, there's some money in it for you. Can I give her your number? THE END Discussion 2: The Research Approval Process The early years of the 20th century were host to a number of unethical research studies. Research involving the way that a young child reacts to and generalizes fear responses, medical experiments conducted i.

Discussion 1 Sara Parker and EthicsOne of the reasons there can.docx

Discussion 1 Sara Parker and EthicsOne of the reasons there can.docx

Discussion 1 Sara Parker and EthicsOne of the reasons there can.docx

Discussion 1: Reflections on Qualitative Research for Social Change Introduction: Social Change In the recent years, the pursuit for institutions, “practical researchers” and individuals to join in the crusade for social change has been remarkable; as many people around the world are reaching out to their neighborhoods as a member of the community to contribute to the common good through research, service, and educational opportunities ( Yob & Brewer, 2015. p.2). Social change constitutes a change in the nature, the social institutions, the social behavior or the social relations of a society, community of people, or other social structures (Walden University, 2016). Social change can be at the micro scale (that positively shape values, attitudes and behaviors) or at the macro scale (that positively shape economies, religion and families). The Essence of Social Change to a Walden Student Yob & Brewer (2015) observed that the term “social change” has been defined and analyzed across the academic disciplines, reflecting the particular perspective of that discipline and its research agenda. Prominent among the definition of social change are the concepts of social justice and equity which have been significant in discussions of social change in education, psychology, and social and cultural studies (Curry-Stevens, 2007; Drury & Reicher , 2009; Moely , Furco , & Reed, 2008; and Peterson, 2009, as were cited in Yob & Brewer (2015). There are as many definitions for social change as we have social scientists. However Hoff and Hickling -Hudson (2011), supporting the definition of Aloni (2002), provided the definition which places social change as “challenging trends of discrimination, exploitation, oppression, and subjugation displayed by groups who regard themselves as favored and, thus, take privileges for themselves and deprive other groups of the right to a dignified life” (p. 189). In this context, “ change” as is used in the “social change” is defined here in positive and value-laden terms that relate more particularly to the agents of social change than to others they might want to change. There is a great range and variation in the roles and positions that researchers takes up in research, as was observed by Ravitch & Carl (2016). Over the years ( more than 45 years), Walden University has produced career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what they’ve learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them. This was a major factor that attracted me to pursue a programme at Walden. In our sub-region, (the sub-Sahara Africa), addressing the issue of social change from the national perspective has not been as significant relative to the.

Discussion 1 Reflections on Qualitative Research for Social Change.docx

Discussion 1 Reflections on Qualitative Research for Social Change.docx

Discussion 1 Reflections on Qualitative Research for Social Change.docx

Discussion 1 As of my experience and observations mainly there are Two key themes in contemporary information systems development there are First one is: how to build and issue systems in tinier time settings second one is: how to empower development clusters to build systems in a consistent manner. This is reflected in present days’ principal fashionable this information system development methods such as nimble, their characteristic feature being an unambiguous prominence on unremitting, appropriate proclamations and a simplification of operative cluster association and announcement. As of my experience and observations most of the software developers we reconnoitre the personal property of cluster consistency and two categories of time pressure, deterrent and challenge, on the decision-making eminence of system development clusters. The challenge time pressure and cluster consistency to have a optimistic consequence with interruption time pressure having no substantial influence. As well working composed in a consistent cluster, petite, system development cycles mean that Software Development clusters obligation similarly work under fluctuating gradations of time pressure. Most studies in this field of information systems development and software development on time pressure measure time as a rectilinear hypothesis and enumerate it in terms of time ancient history. In this Developments I observed One of the major matters with these revisions nevertheless is that they frequently harvest contradictory consequences and as hitherto, there is no any approved and comprehensive hypothetical empathetic of the time pressure hypothesis. In my experience, I would like to share one example, some outcomes recommend that software development clusters achieve improved under time pressure. So far others recommend that clusters accomplish improved up to a convinced argument after which presentation deteriorations, important to the generally recognized reversed-U model. It is clear that time pressure is a multipart hypothesis and while typically scrutinized as a linear hypothesis, nonlinear associations are conceivable. With a present prominence in information system development and in particular software development on clusters conclusion production in pressurized environments it is domineering that investigators endure to gain larger empathetic of the anthropological behavioural characteristic of the decision-making development. Sympathetic how clusters work composed under time pressure is a key goal in development system and its essential to entirely appreciate this complication and help comprehend accurately how and if time pressure and consistency influence of software development clusters. Seeming Time Pressure in Teams Time pressure is abstractly diverse from insistence. Perseverance is a unchanging peculiarity that reproduces a anxiety for time and a feeling of being recurrently pressurized In disparity, time pressure is an assessment of the task si.

Discussion 1As of my experience and observations mainly there ar.docx

Discussion 1As of my experience and observations mainly there ar.docx

Discussion 1As of my experience and observations mainly there ar.docx

Discussion 1: "Body Image" Please respond to the following: Debate It – take a position on this statement: Media cause individuals to develop negative and unrealistic body images. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.) Debate It – take a position on this statement: Males and females are both targeted about body image to the same extent by advertisers. Support your views with one or two reasons and / or examples. (Cite any sources you referenced.) Discussion 2: "Do Video Games Encourage Sexist Behavior?" Please respond to the following: Discuss one or two conflicting issues involving the view that video games encourage sexist behavior. Debate It – Take a position on this statement: Violent video games encourage sexist behavior in adolescent and adult men. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.) .

Discussion 1Body Image Please respond to the followingDebate.docx

Discussion 1Body Image Please respond to the followingDebate.docx

Discussion 1Body Image Please respond to the followingDebate.docx

Discussion 1: Influence of Classical Democratic Theorists Since ancient times, the idea of how people should govern has been a mainstay of philosophers and political theorists. One of the most enduring notions to emerge from early theorists is the basic belief that people are capable of governing themselves. The concept of democratic governance developed out of those early intellectual discussions. Democratic governance enjoys widespread acceptance in many parts of the world today. Yet, the exact meaning of democratic governance and how it should be implemented still remains a topic of debate. Democratic theory has evolved because of contributions from classical democratic theorists such as Aristotle, Plato, Rousseau, Locke, and Jefferson. It is important to consider of the ideas of these classical theorists when thinking about modern democratic theory. To prepare for this Discussion Review the Course Introduction. Keep this overview in mind as you work through each week of the course. Review the article “American Nightmare: Neoliberalism, Neoconservatism, and De-Democratization” in this week’s Learning Resources. Think about the effects of political democratic theories on contemporary democracy. Review the article “Rhetoric and the Public Sphere: Has Deliberative Democracy Abandoned Mass Democracy?” in this week’s Learning Resources. Consider how Plato’s theory of deliberative democracy influenced contemporary theories of democracy. Review the articles “John Locke” and “Jean Jacques Rousseau” in this week’s Learning Resources. Think about how social contract theory is related to contemporary democratic theory. Select at least one classical democratic theorist and consider his influence on contemporary democratic theory. With these thoughts in mind: Post by Day 3 an analysis of the influence of at least one classical democratic theorist on modern democratic theory. Be specific and provide examples. .

Discussion 1 Influence of Classical Democratic TheoristsSince anc.docx

Discussion 1 Influence of Classical Democratic TheoristsSince anc.docx

Discussion 1 Influence of Classical Democratic TheoristsSince anc.docx

Discussion 11 -Mitosis and meiosis are important processes. a) What does each accomplish; b) where in the human body can each occur and c) how do the cells produced compare in chromosome number to the parent cells? Discussion 12 - Assumed simple dominant and recessive genetics apply for this discussion. You are looking at two people, one shows a dominant phenotype (in this example a tall person) and the other a recessive phenotype (in this example a short person). Is it possible to positively determine the genotype of either person? If so which one and why. Explain your answer. .

Discussion 11-Mitosis and meiosis are important processes. a) What.docx

Discussion 11-Mitosis and meiosis are important processes. a) What.docx

Discussion 11-Mitosis and meiosis are important processes. a) What.docx

Discussion 1: Coding Scholar of Change of Video # 3 (John Anner) Brief Description of the Video The scholar of change video (program transcript) was presented by John Anner, a PhD candidate in Public Policy Administration (with concentration on International Non-governmental Organizations. – Walden University. Over the years, Anner have been focusing on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, where he worked as a Peace Corps volunteer in agriculture in Mauritania and West Africa. Anner has been a practitioner for almost 30 years and quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work. He hope to bring to bear, his knowledge, experience and understanding to build national policy networks targeted at addressing directed social problems. Coding the Scholar Change A code in qualitative inquiry is most often a word or a short phrase that symbolically assigns a summative, a summary, a salient or essence-capturing attribute, for some portion of language, or visual data ( Saldana, 2016) . My coding preference will be the use of the Excel spreadsheet with the labelling of the columns to include; the video code number (under this, I’ll have my notes), the name of the student, gender, program of study, subject matter/topic, what happened in the video (under this I’ll have my transcript which will capture my report content), quick memo. To demonstrate the first coding, for instance, I’ll have the following; under the column for video code number (I’ll have video #3), the column for the name of the student (I’ll have John Anner ), under gender column ( male ), program of study ( PhD in Public Policy Administration ), subject matter/topic ( scholar of change ), under the transcript (I’ll have focused his attention on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, and worked as a Peace Corps volunteer in agriculture in Mauritania, West Africa; a practitioner for almost 30 years; his quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work). Explaining My Choice of Coding Another attractive aspect of this qualitative coding system is the insertion of a column for memos . “Memos are a very important part of qualitative data analysis process because they offer a great platform to put very short notes which can be expanded and placed in in the researcher’s analytic memo notebook” ( Laureate Education - Producer, 2016). Again at periods of data analysis and reflections, a memo will enable the interviewer to know what part of the text (or the questionnaire) the information came from and what the interviewer was thinking about at that period in time. References Anner, J. (2015). John Anner, PhD student in public policy and administration [Video file]. Laureate Education (Producer). (2016). Introduction to coding [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2016).

Discussion 1 Coding Scholar of Change of Video # 3 (John Anner) .docx

Discussion 1 Coding Scholar of Change of Video # 3 (John Anner) .docx

Discussion 1 Coding Scholar of Change of Video # 3 (John Anner) .docx

Discussion 1: Managing Diverse Teams For the last half-century, the workforce in the United States has been undergoing tremendous demographic changes. For example, in 2009 women accounted for almost 48% of American workforce, compared to 37% in 1970 (Barsh & Yee, 2011). Additionally, workers under the age of 44, and those most likely to be in school, college, or professional training, are more ethnically and racially diverse than ever before (Policy Alert, 2005). This is only diversity of gender, race, and ethnicity; consider how managers today must also lead increasingly diverse teams in terms of age, experience, nationality, geographic location, and even diversity of thinking styles. Contemporary businesses draw employees from a more diverse pool of talent than ever before. To be successful, top managers must understand how to develop and lead diverse teams. Managing a group composed of individuals with unique cultures, backgrounds, personalities, and abilities can be a daunting task. As a manager, it is your responsibility to ensure that team and group interactions are successful. As you review the Learning Resources this week to prepare for your Discussion posting, think about how you define diversity and diversity affects teams. Pay particular attention to the media resource, “Will Differences Doom the Team,” which presents some of the challenges managers face when leading a diverse team, and consider the key competencies managers must possess to effectively manage a diverse team. As you prepare for your post, consider what diversity means for you and how the diversity you have encountered in your professional experience have impacted how the team functions. .

Discussion 1 Managing Diverse TeamsFor the last half-century, the.docx

Discussion 1 Managing Diverse TeamsFor the last half-century, the.docx

Discussion 1 Managing Diverse TeamsFor the last half-century, the.docx

Discussion 1: Classism Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual's net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry. Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community's ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011). Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a "right" way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life. · Post an analysis of how classism has factored into your life. · Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients. References (use 2 or more) Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice . (3rd ed.). New York, NY: Routledge Press. Discussion 2: Power, Privilege, and Classism Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients' realities. For this Discussion, review how classis.

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Discussion 1: Cultural Identity What is culture? Is it synonymous with nationality? Can culture emerge from the intersection of multiple factors, such as gender identity, ability status, or language? Consider these questions as you prepare to describe your own culture. For this Discussion, think about how you would identify your culture. Consider aspects of your identity. I am black, a male, christian, heterosexual and do not have any disabilites. Or explain any other identifiers that contribute to what you would consider your culture. Post a description of important aspects of your culture that an outsider might not know. Explain the information a social worker would need to know about your culture in order to effectively assist your family in the face of a pressing issue. Describe potential consequences of a lack of cultural awareness on the social worker’s part. References James, J., Green, D., Rodriguez, C., & Fong, R. (2008). Addressing disproportionality through undoing racism, leadership development, and community engagement. Child Welfare, 87 (2), 279–296. [removed]O’Brien, M. (2011). Equality and fairness: Linking social justice and social work practice. Journal of Social Work, 11 (2), 143–158. .

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Discuss the value of studying the arts. Consider the following quest.docx

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Discussion $5.00 Please use detail Discuss the importance of positive socialization and how different cultural and ethical perspectives influence different aspects of development, self-concept, and identity. Evaluate environmental influences such as geographical variance, religious beliefs, and the construction of the school setting (e.g., boarding school versus public school, traditional versus experiential learning) for cultural and ethical differences on development. Short Paper $10.00 at least 3 pages and 3 cited sources apa format. Please answer all questions Prompt: Based on the articles you read in Module Four on gender dysphoria, write a short paper about the influence of acceptance, parenting styles, and how these can directly steer a child’s gender id entity. Moreover, think about society today and acceptance of varied gender roles compared to the 1950s. Also, consider and explore society’s influence on gender dysphoria in your argument. Is there a direct correlation to gender identity and society or not?  Gender Dysphoria: Two Steps Forward, One Step Back  Gender Dysphoria  Gender Stereotypes in the Family Context: Mothers, Fathers, and Siblings  The Early Development of Gender Differences Specifically, your paper should address the following:  What is different today in parenting styles compared to the 1950s?  Considering the criteria and changes made in the DSM in the most recent version (DSM-5) compared to earlier, outdated versions, is there a direct correlation to gender identity and society or not? .

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Discuss why terrorism is difficult to quantify and has numerous definitions that are used throughout the world. In addition, compare and contrast the definitions of terrorism from the following agencies: FBI, DOD, DHS, DIA, CIA, U.S. State Department. What similarities or differences do you notice? Are the definitions aligned with the individual agency mission? Do you think the “cyclical nature of violence” discussed by Combs bears on these differences? Why or why not? at least one page please answer all questions .

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