Week 8 Use of Self Resources Readings
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Week 8 Use of Self Resources Readings Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson. o Chapter 11, "Professional Social Work" (pp. 125-135) Ganzer, C. (2007). The use of self from a relational perspective. Clinical Social Work Journal , 35 (2), 117–123. Osteen, P. J. (2011). Motivations, values, and conflict resolution: Students’ integration of personal andprofessional identities. Journal of Social Work Education , 47 (3), 423–444. Media Laureate Education. (Producer). (2013). Use of self [Audio file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 1 minute. Process Recordings The Assignment (2 – 4 pages): Provide a transcript of what happened during your field education experience, including a dialogue of interaction witha client. Explain your interpretation of what occurred in the dialogue, including social work practice theories, and explain how it might relate to the community context covered this week. Describe your reactions and/or any issues related to your interaction with a client during your field education experience. Explain how you applied social work practice skills when performing the activities during your process recording. Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references. Note: You should also share your process recordings with your field instructor during your individual supervision. Note: Adherence to confidentiality is required during your process recordings. Do not include real names of clients, supervisors, or social workers with whom you may come into contact during your social work field education experience. Omit any personal identifiers when detailing the interaction with your social work clients. ...
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![identities.
Journal of Social Work Education
,
47
(3), 423–444.
Media
Laureate Education. (Producer). (2013).
Use of self
[Audio file]. Retrieved from https://class.waldenu.edu
Note:
The approximate length of this media piece is 1 minute.
Process Recordings
The Assignment (2
–
4 pages):
Provide a transcript of what happened during your field
education experience, including a dialogue of interaction witha
client.
Explain your interpretation of what occurred in the dialogue,
including social work practice theories, and explain how it
might relate to the community context covered this week.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Required ReadingsGarthwait, C. L. (2017). The social work
Required Readings
Garthwait, C. L. (2017).
The social work practicum: A guide and workbook for students
(7th ed.). Upper Saddle River, NJ: Pearson.
Chapter 2, “Implementing a Learning Plan” (pp. 12-27)
Gerdes, K. E., & Segal, E. (2011). Importance of empathy for social work practice: Integrating new science.
Social Work, 56
(2), 141–148.
Murdach, A. D. (2011). What happened to self-determination?
Social Work, 56
(4), 371–373.
Optional Resources
Click this link to access the MSW home page, which provides resources for your social work program:
MSW home page
Assignment 2: Process Recordings
A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.
For this Assignment, you will submit a process recording of your field education experiences specific to this week.
The Assignment: (2–4 pages)
Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
Explain your interpretation of what occurred in the dialogue, including social work practice or theories, and explain how it might relate to engagement covered this week.
Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
Explain how you applied social work practice skills when performing the activities during your process recording.
By Day 7
...
Required ReadingsGarthwait, C. L. (2017). The social work .docx
Required Readings
Garthwait, C. L. (2017).
The social work practicum: A guide and workbook for students
(7th ed.). Upper Saddle River, NJ: Pearson.
Chapter 8, “The Social Problem Context of Practice” (pp. 87-96)
Required Media
Laureate Education (Producer). (2013).
Engagement
[Audio file]. Retrieved from https://class.waldenu.edu
Note
: This audio introduction is located in the Introduction section. The approximate length of this media piece is 1 minute.
Optional Resources
Click this link to access the MSW home page, which provides resources for your social work program:
MSW home page
Assignment 1: Week 5 Blog
Refer to the topics covered in this week’s resources, and incorporate them into your blog.
By Day 3
Post
a
blog post
that includes:
An explanation of how you have addressed intervention or how you might address intervention during your field education experience
.
Virtual workload Ellie Taylor SHS Teaching and Learning Innovators 2017
Virtual workload Ellie Taylor SHS Teaching and Learning Innovators 2017Learning Enhancement and Development (LEaD)
Virtual workload Ellie Taylor SHS Teaching and Learning Innovators 2017 City, University of London SOCW 60000 week 7,8,9,10,11Week 7Require readingRequired.docx
SOCW 60000 week 7,8,9,10,11
Week 7
Require reading
Required
· Social Work Policy Institute. (2010).Evidence-based practice. Retrieved from: http://www.socialworkpolicy.org/research/evidence-based-practice-2.html
· Singer, J. B. (Host). (2011, March 9). The process of evidence-based practice: An interview with Danielle E. Parish, Ph.D. [Audio podcast]. In Social Work Podcast. Retrieved from http://socialworkpodcast.com/2011/03/process-of-evidence-based-practice.html
· Spratt, T. (2011). Families with multiple problems: Some challenges in identifying and providing services to those experiencing adversities across the life course. Journal of Social Work, 11(4), 343–357.
Retrieved from the Walden Library databases.
Required
·
Laureate Education (Producer). (2011). The Life of a Social Worker [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 8 minutes.
This video touches upon the life experiences of a social worker.
Discussion week 7
Discussion: Social Work Competence
The term competence connotes a level of preparedness for addressing issues and maintaining a high standard of practice with clients. Competent social workers have completed adequate preparations for licensure, and they are appropriately credentialed. They adhere to ethical practices by maintaining professional boundaries and honoring commitments to confidentiality. How might you demonstrate your competence as a social worker? How can you recognize competence in other social workers?
For this Discussion, review this week’s Readings. Think about elements in the articles that denote competence.
Post by Day 4 a description of at least two criteria that define competence in social work. Give an example of each criterion of competence and justify your selection.
To complete your Discussion, click on Discussions on the course navigation menu, and select “Week 7 Forum” to begin.
Week 8
Required redings
Required
· Epley, P., Summers, J. A., & Turnbull, A. (2010). Characteristics and trends in family-centered conceptualizations. Journal of Family Social Work, 13(3), 269–285.
Retrieved from the Walden Library databases.
· Oravecz, L. M., Osteen, P. J., Sharpe, T. L., & Randolph, S. M. (2011). Assessing low-income African American pre-schoolers’ behavior problems in relationship to community violence, inter-partner conflict, parenting, informal social support and social skills. Child & Family Social Work, 16(3),310–324.
Retrieved from the Walden Library databases.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Working with families: The case of Carol and Joseph. In Social work case studies: Foundation year. Retrieved from http://www.vitalsource.com
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Working with survivors of domestic violence: The case of Charo. In Social work case studies: Foundation year. Retrieved from http://www.vitalsource.com
· Plummer, S.-B., Makris, S., & Brocksen S. M.
THT 2018 - Engaging Ideas for the L2 Classroom
Slideshow used for my workshop at THT 2018 in Kyrgyzstan.
eek 11 Evaluation of Learning Resources
eek 11
Evaluation of Learning
Resources
Readings
Garthwait, C. L. (2017).
The social work practicum: A guide and workbook for students
(7th ed.). Upper Saddle River, NJ: Pearson.
o Chapter 14, "Planned Change Process" (pp. 159-171)
Pomeroy, E. C., & Nonaka, A. M. (2011). The art of not
knowing.
Social Work
,
56
(4), 293–295.
Media
Laureate Education. (Producer). (2013).
Evaluation of learning
[Audio file]. Retrieved from https://class.waldenu.edu
Note:
The approximate length of this media piece is 1 minute.
Assignment 2
Mid-Term Evaluation and Self-Assessment The Assignment (4-5 pages):
Describe whether you met or did not meet the goals/objectives in your agency learning agreement and include the results from your evaluation.
Compare your learning agreement and your evaluation to critically consider how the two are compatible and how you may approach completing the learning agreement differently next term.
Describe the social work practice skills you developed.
Describe potential areas where you might need improvement in relation to social work practice skills, ethics, or professionalism.
Explain how your next field education experience might address those areas.
Explain how participation in this course might inform your future field courses, what will you do the same, what will you do differently.
Be sure to submit the results of your evaluation to this assignment
Please not that this is a MSW program. I am doing my field ED at Walton County Division of Family and Children Services is GA. what I do is complete intakes for food stamps and medicaid. interviewing clients for renewal and recertification. Facilitating resource development orientation for new foster/adoptive parents Groups. Participation in community partnership meetings and contributing to development of a grant that is being developed in the community.
...
Recommended
Required ReadingsGarthwait, C. L. (2017). The social work
Required Readings
Garthwait, C. L. (2017).
The social work practicum: A guide and workbook for students
(7th ed.). Upper Saddle River, NJ: Pearson.
Chapter 2, “Implementing a Learning Plan” (pp. 12-27)
Gerdes, K. E., & Segal, E. (2011). Importance of empathy for social work practice: Integrating new science.
Social Work, 56
(2), 141–148.
Murdach, A. D. (2011). What happened to self-determination?
Social Work, 56
(4), 371–373.
Optional Resources
Click this link to access the MSW home page, which provides resources for your social work program:
MSW home page
Assignment 2: Process Recordings
A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.
For this Assignment, you will submit a process recording of your field education experiences specific to this week.
The Assignment: (2–4 pages)
Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
Explain your interpretation of what occurred in the dialogue, including social work practice or theories, and explain how it might relate to engagement covered this week.
Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
Explain how you applied social work practice skills when performing the activities during your process recording.
By Day 7
...
Required ReadingsGarthwait, C. L. (2017). The social work .docx
Required Readings
Garthwait, C. L. (2017).
The social work practicum: A guide and workbook for students
(7th ed.). Upper Saddle River, NJ: Pearson.
Chapter 8, “The Social Problem Context of Practice” (pp. 87-96)
Required Media
Laureate Education (Producer). (2013).
Engagement
[Audio file]. Retrieved from https://class.waldenu.edu
Note
: This audio introduction is located in the Introduction section. The approximate length of this media piece is 1 minute.
Optional Resources
Click this link to access the MSW home page, which provides resources for your social work program:
MSW home page
Assignment 1: Week 5 Blog
Refer to the topics covered in this week’s resources, and incorporate them into your blog.
By Day 3
Post
a
blog post
that includes:
An explanation of how you have addressed intervention or how you might address intervention during your field education experience
.
Virtual workload Ellie Taylor SHS Teaching and Learning Innovators 2017
Virtual workload Ellie Taylor SHS Teaching and Learning Innovators 2017Learning Enhancement and Development (LEaD)
Virtual workload Ellie Taylor SHS Teaching and Learning Innovators 2017 City, University of London SOCW 60000 week 7,8,9,10,11Week 7Require readingRequired.docx
SOCW 60000 week 7,8,9,10,11
Week 7
Require reading
Required
· Social Work Policy Institute. (2010).Evidence-based practice. Retrieved from: http://www.socialworkpolicy.org/research/evidence-based-practice-2.html
· Singer, J. B. (Host). (2011, March 9). The process of evidence-based practice: An interview with Danielle E. Parish, Ph.D. [Audio podcast]. In Social Work Podcast. Retrieved from http://socialworkpodcast.com/2011/03/process-of-evidence-based-practice.html
· Spratt, T. (2011). Families with multiple problems: Some challenges in identifying and providing services to those experiencing adversities across the life course. Journal of Social Work, 11(4), 343–357.
Retrieved from the Walden Library databases.
Required
·
Laureate Education (Producer). (2011). The Life of a Social Worker [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 8 minutes.
This video touches upon the life experiences of a social worker.
Discussion week 7
Discussion: Social Work Competence
The term competence connotes a level of preparedness for addressing issues and maintaining a high standard of practice with clients. Competent social workers have completed adequate preparations for licensure, and they are appropriately credentialed. They adhere to ethical practices by maintaining professional boundaries and honoring commitments to confidentiality. How might you demonstrate your competence as a social worker? How can you recognize competence in other social workers?
For this Discussion, review this week’s Readings. Think about elements in the articles that denote competence.
Post by Day 4 a description of at least two criteria that define competence in social work. Give an example of each criterion of competence and justify your selection.
To complete your Discussion, click on Discussions on the course navigation menu, and select “Week 7 Forum” to begin.
Week 8
Required redings
Required
· Epley, P., Summers, J. A., & Turnbull, A. (2010). Characteristics and trends in family-centered conceptualizations. Journal of Family Social Work, 13(3), 269–285.
Retrieved from the Walden Library databases.
· Oravecz, L. M., Osteen, P. J., Sharpe, T. L., & Randolph, S. M. (2011). Assessing low-income African American pre-schoolers’ behavior problems in relationship to community violence, inter-partner conflict, parenting, informal social support and social skills. Child & Family Social Work, 16(3),310–324.
Retrieved from the Walden Library databases.
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Working with families: The case of Carol and Joseph. In Social work case studies: Foundation year. Retrieved from http://www.vitalsource.com
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Working with survivors of domestic violence: The case of Charo. In Social work case studies: Foundation year. Retrieved from http://www.vitalsource.com
· Plummer, S.-B., Makris, S., & Brocksen S. M.
THT 2018 - Engaging Ideas for the L2 Classroom
Slideshow used for my workshop at THT 2018 in Kyrgyzstan.
eek 11 Evaluation of Learning Resources
eek 11
Evaluation of Learning
Resources
Readings
Garthwait, C. L. (2017).
The social work practicum: A guide and workbook for students
(7th ed.). Upper Saddle River, NJ: Pearson.
o Chapter 14, "Planned Change Process" (pp. 159-171)
Pomeroy, E. C., & Nonaka, A. M. (2011). The art of not
knowing.
Social Work
,
56
(4), 293–295.
Media
Laureate Education. (Producer). (2013).
Evaluation of learning
[Audio file]. Retrieved from https://class.waldenu.edu
Note:
The approximate length of this media piece is 1 minute.
Assignment 2
Mid-Term Evaluation and Self-Assessment The Assignment (4-5 pages):
Describe whether you met or did not meet the goals/objectives in your agency learning agreement and include the results from your evaluation.
Compare your learning agreement and your evaluation to critically consider how the two are compatible and how you may approach completing the learning agreement differently next term.
Describe the social work practice skills you developed.
Describe potential areas where you might need improvement in relation to social work practice skills, ethics, or professionalism.
Explain how your next field education experience might address those areas.
Explain how participation in this course might inform your future field courses, what will you do the same, what will you do differently.
Be sure to submit the results of your evaluation to this assignment
Please not that this is a MSW program. I am doing my field ED at Walton County Division of Family and Children Services is GA. what I do is complete intakes for food stamps and medicaid. interviewing clients for renewal and recertification. Facilitating resource development orientation for new foster/adoptive parents Groups. Participation in community partnership meetings and contributing to development of a grant that is being developed in the community.
...
Using the CoI Framework to Assess the Efficacy of New Technologies
Presentation from the Sloan-C Emerging Technology Symposium 2009
Reflecting on Personal Identity and Global CitizenshipReview the .docx
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Required Resources
Articles
Austin, M. W. (2011, April 13).
The value of general education
[Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education
In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include: helping a student become a better citizen; increasing critical thinking skills; and providing students with a broad and deep education.
Dowd, M. (2015).
What is the purpose of taking general classes for a college degree?
Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html
In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities and nature), which will help prepare students to think more analytically, consider many views on a topic and value cultural differences when they begin their advanced study courses.
Lewis, H. R. (2008).
A core curriculum for tomorrow's citizens
.
Education Digest
,
73
(5), 47-50. Retrieved from https://www.eddigest.com/
The full-text version of this article can be accessed through the.
2019 Annotated Bibliography Of Research In The Teaching Of English
Essay Writing Servicehttp://StudyHub.vip/2019-Annotated-Bibliography-Of-Research
Our World Our Future English Program
A unit of work for Year 7, embedded with class blogging, with a focus on the cross curriculum priority of sustainability, and the concept of contextualisation.
Whiteside Erca Theoryfdbk
Excellent Example of the Reflective Captioned Artifact assignment from ITED 8100
Chapter 10Intercultural Conflict1Neuliep, Intercultural Co.docx
Chapter 10
Intercultural Conflict
1
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
FLAN 3440
Definition of Intercultural Conflict
The implicit or explicit emotional struggle between persons of different cultural communities over perceived or actual incompatibility of cultural ideologies and values, situational norms, goals, face-orientations, scarce resources, styles/processes, and/or outcomes in a face-to-face (or mediated) context within a sociohistorical embedded system.
2
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
Kim’s Model of Intercultural Conflict
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
3
A Culture-Based Social Ecological Conflict Model
Layers: macro, exo, meso, and micro
Highlights
primary orientation factors
situational appraisals
conflict processes
conflict competence
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
4
A Culture-Based Social Ecological Conflict Model
Includes conflict competence criteria and outcomes
effectiveness/appropriateness
productivity/satisfaction
principled ethics.
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
5
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
6
Intercultural Dialogue, Conflict Resolution & a Culture of Peace
To build and maintain peace, we must learn productive ways to handle disagreements, and we must develop norms, mechanisms, and institutions that will guide us toward resolving divisive issues without violence. A central means through which such actions can unfold is dialogue.
7
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
Dialoguing makes sustained contact necessary
Conflicting parties must come together and interact in dialogue
Understanding of the other’s point of view becomes possible through dialogue
Listening to one another can lead to respect for each other
8
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
Intercultural Dialogue, Conflict Resolution & a Culture of Peace
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
9
SOURCE: This discussion of the model is based entirely on Broome, B. J. (2013). Building Cultures of Peace: The Role of Intergroup Dialogue. In J. G. Oetzel & S. Ting-Toomey (Eds.), The SAGE Handbook of Conflict Communication: Integrating Theory, Research, and Practice (pp. 3737–3761). Thousand Oaks, CA: SAGE.
Face, Facework, & Communication Conflict Styles
Face Negotiation Theory
Face
Self-Face
Other-Face
Mutual-Face
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
10
10
Facework
Facework
Used to initiate, manage, or terminate conflict.
Facework strategies
Dominating
Avoiding
Integrating
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
11
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
12
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
13
T.
COI Presentation: Teaching Presence
Presentation given at the Hawaiian International Conference on Business 2008
Learning resources required readingsdudley, j. r. (2020).
Learning resources required readingsdudley, j. r. (2020).
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Learning Resources
Required Readings
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 7, “The Group Begins” (pp. 197–230)
Chapter 8, “Assessment” (pp. 230-263)
Schimmel, C. J., & Jacobs, E. (2011). When leaders are challenged: Dealing with involuntary members in groups.
Journal for Specialists in Group Work,
36
(2), 144–158.
Required Media
Laureate Education. (Producer). (2013a). Bradley (Episode 1) [Video file]. In
Sessions
. Baltimore, MD: Producer. Retrieved from https://class.waldenu.edu
Note:
The approximate length of this media piece is 2 minutes.
Accessible player --Downloads--Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.
Recommended Resources
Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 3 “Assessment of Adolescents”
Chapter 4 “Intervention with Adolescents”
Discussion: Involuntary Group Members
Involuntary members have been ordered to attend a group in exchange for some reward. Many times, this is a result of judicial system intervention. Often, these members are not interested in participating and getting to know others. The clinical social worker must understand the potential issues or problems that arise within a group of involuntary members and ways to address these issues. It can be especially difficult to create a sense of empowerment when these members have been mandated to attend.
For this Discussion, pay particular attention to the Schimmel & Jacobs (2011) piece.
By Day 3
Post
your description of the strategies for working with involuntary group members presented in the Schimmel & Jacobs (2011) article. Describe ways you agree and/or disagree with their strategies. How might you handle the situations presented in the article differently? Explain ways these strategies promote empowerment.
By Day 5
.
Action research in education
This is a ppt of my presentation on Learning Times, "Host My Own Webinar" August 10, 2011
Teaching and learning practice - the view from both sides of the fence
Teaching and learning practice - the view from both sides of the fence
Construct Development and Scale CreationChoose a construct you.docx
Construct Development and Scale Creation
Choose
a construct you would like to measure. I WANT TO MEASURE “DEPRESSION” and answer the bullet below in 350 words
·
Describes how you would norm this instrument and which reliability measures you would use and Discusses how many people you would give it to………
.
Contamination is real issue in numerous governments subsequently law.docx
Contamination is real issue in numerous governments subsequently laws are advanced to help shield the earth from undesirable waste transfer. Lethal contamination is a noteworthy danger. It influences both the vegetation and water holds. Mercury is a noteworthy contamination material it influences vegetation, air and water. Waste materials that transmit radiation are more hazardous. The impacts of radiation can be felt for more periods than some other poisons. In the ground it consolidates with soil and this can think that some way or another into products. In the event that breathed in it causes distortion of the body and now and again tumor which murders more individuals in America and other western nations (Nemerow & Agardy, 1998).
Dumping of substance waste by businesses crushes the earth by contaminating water as well as makes the dirt barren. Nourishment edit that has been developed from this influenced range is considered unfit for human utilization. The military has been excused from testing their weapons in zone that damage the human right (Cheremisinoff, 2003).
Organization logos that show or publicize that their item are not disregarding any of the natural demonstrations and actually are discovered to be in infringement are in this manner said to be honing encroachment. This falls notice is an infringement in the Lanham demonstration. It expresses that an organization must record or register their logo. This guarantees that if there should arise an occurrence of an infringement by an alternate organization they can petition for a common activity. This right is disregarded when a man is in ownership of merchandise or administrations with a name or mark that is made to befuddle or misdirect as to the cause of the item. These laws additionally keep the advisement and advancement of products in the terms of their land starting point and quality. This miss presentation may hurt the client or business subsequently the holder may confront common activity due to the false proclamation (Pepper et al., 2006).
These demonstrations are the laws that shield nature from undesirable lethal waste transfer any plant or organization wanting to arrange waste must have freedom from the obliged powers. People in general have the privilege to put forth assert in defense there is an infringement of any of this demonstrations by any organization. These demonstrations experience various alterations to adapt to the current difficulties of waste transfer and contamination. The United States of America has through the years seen to it that the commercial ventures to don't share in unlawful exercises that annihilate the earth (Nemerow & Agardy, 1998). Along these lines investigating the past demonstrations helps close on crevices or proviso that commercial ventures can take advantage on purposely or unknowingly.
On account of straightforward green items, the waste materials dumped in the landfill where disregarding the strong waste transfer. This is on.
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Using the CoI Framework to Assess the Efficacy of New Technologies
Presentation from the Sloan-C Emerging Technology Symposium 2009
Reflecting on Personal Identity and Global CitizenshipReview the .docx
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Required Resources
Articles
Austin, M. W. (2011, April 13).
The value of general education
[Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education
In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include: helping a student become a better citizen; increasing critical thinking skills; and providing students with a broad and deep education.
Dowd, M. (2015).
What is the purpose of taking general classes for a college degree?
Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html
In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities and nature), which will help prepare students to think more analytically, consider many views on a topic and value cultural differences when they begin their advanced study courses.
Lewis, H. R. (2008).
A core curriculum for tomorrow's citizens
.
Education Digest
,
73
(5), 47-50. Retrieved from https://www.eddigest.com/
The full-text version of this article can be accessed through the.
2019 Annotated Bibliography Of Research In The Teaching Of English
Essay Writing Servicehttp://StudyHub.vip/2019-Annotated-Bibliography-Of-Research
Our World Our Future English Program
A unit of work for Year 7, embedded with class blogging, with a focus on the cross curriculum priority of sustainability, and the concept of contextualisation.
Whiteside Erca Theoryfdbk
Excellent Example of the Reflective Captioned Artifact assignment from ITED 8100
Chapter 10Intercultural Conflict1Neuliep, Intercultural Co.docx
Chapter 10
Intercultural Conflict
1
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
FLAN 3440
Definition of Intercultural Conflict
The implicit or explicit emotional struggle between persons of different cultural communities over perceived or actual incompatibility of cultural ideologies and values, situational norms, goals, face-orientations, scarce resources, styles/processes, and/or outcomes in a face-to-face (or mediated) context within a sociohistorical embedded system.
2
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
Kim’s Model of Intercultural Conflict
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
3
A Culture-Based Social Ecological Conflict Model
Layers: macro, exo, meso, and micro
Highlights
primary orientation factors
situational appraisals
conflict processes
conflict competence
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
4
A Culture-Based Social Ecological Conflict Model
Includes conflict competence criteria and outcomes
effectiveness/appropriateness
productivity/satisfaction
principled ethics.
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
5
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
6
Intercultural Dialogue, Conflict Resolution & a Culture of Peace
To build and maintain peace, we must learn productive ways to handle disagreements, and we must develop norms, mechanisms, and institutions that will guide us toward resolving divisive issues without violence. A central means through which such actions can unfold is dialogue.
7
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
Dialoguing makes sustained contact necessary
Conflicting parties must come together and interact in dialogue
Understanding of the other’s point of view becomes possible through dialogue
Listening to one another can lead to respect for each other
8
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
Intercultural Dialogue, Conflict Resolution & a Culture of Peace
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
9
SOURCE: This discussion of the model is based entirely on Broome, B. J. (2013). Building Cultures of Peace: The Role of Intergroup Dialogue. In J. G. Oetzel & S. Ting-Toomey (Eds.), The SAGE Handbook of Conflict Communication: Integrating Theory, Research, and Practice (pp. 3737–3761). Thousand Oaks, CA: SAGE.
Face, Facework, & Communication Conflict Styles
Face Negotiation Theory
Face
Self-Face
Other-Face
Mutual-Face
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
10
10
Facework
Facework
Used to initiate, manage, or terminate conflict.
Facework strategies
Dominating
Avoiding
Integrating
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
11
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
12
Neuliep, Intercultural Communication, 7e. © SAGE Publications, 2018.
13
T.
COI Presentation: Teaching Presence
Presentation given at the Hawaiian International Conference on Business 2008
Learning resources required readingsdudley, j. r. (2020).
Learning resources required readingsdudley, j. r. (2020).
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Learning Resources
Required Readings
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 7, “The Group Begins” (pp. 197–230)
Chapter 8, “Assessment” (pp. 230-263)
Schimmel, C. J., & Jacobs, E. (2011). When leaders are challenged: Dealing with involuntary members in groups.
Journal for Specialists in Group Work,
36
(2), 144–158.
Required Media
Laureate Education. (Producer). (2013a). Bradley (Episode 1) [Video file]. In
Sessions
. Baltimore, MD: Producer. Retrieved from https://class.waldenu.edu
Note:
The approximate length of this media piece is 2 minutes.
Accessible player --Downloads--Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.
Recommended Resources
Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 3 “Assessment of Adolescents”
Chapter 4 “Intervention with Adolescents”
Discussion: Involuntary Group Members
Involuntary members have been ordered to attend a group in exchange for some reward. Many times, this is a result of judicial system intervention. Often, these members are not interested in participating and getting to know others. The clinical social worker must understand the potential issues or problems that arise within a group of involuntary members and ways to address these issues. It can be especially difficult to create a sense of empowerment when these members have been mandated to attend.
For this Discussion, pay particular attention to the Schimmel & Jacobs (2011) piece.
By Day 3
Post
your description of the strategies for working with involuntary group members presented in the Schimmel & Jacobs (2011) article. Describe ways you agree and/or disagree with their strategies. How might you handle the situations presented in the article differently? Explain ways these strategies promote empowerment.
By Day 5
.
Action research in education
This is a ppt of my presentation on Learning Times, "Host My Own Webinar" August 10, 2011
Teaching and learning practice - the view from both sides of the fence
Teaching and learning practice - the view from both sides of the fence
Similar to Week 8 Use of Self Resources Readings (20)
Using the CoI Framework to Assess the Efficacy of New Technologies
Using the CoI Framework to Assess the Efficacy of New Technologies
Reflecting on Personal Identity and Global CitizenshipReview the .docx
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2019 Annotated Bibliography Of Research In The Teaching Of English
2019 Annotated Bibliography Of Research In The Teaching Of English
Chapter 10Intercultural Conflict1Neuliep, Intercultural Co.docx
Chapter 10Intercultural Conflict1Neuliep, Intercultural Co.docx
Learning resources required readingsdudley, j. r. (2020).
Learning resources required readingsdudley, j. r. (2020).
Building On The Evidence Of Reflective Practice Lilly 2010
Building On The Evidence Of Reflective Practice Lilly 2010
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Teaching and learning practice - the view from both sides of the fence
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Contamination is real issue in numerous governments subsequently laws are advanced to help shield the earth from undesirable waste transfer. Lethal contamination is a noteworthy danger. It influences both the vegetation and water holds. Mercury is a noteworthy contamination material it influences vegetation, air and water. Waste materials that transmit radiation are more hazardous. The impacts of radiation can be felt for more periods than some other poisons. In the ground it consolidates with soil and this can think that some way or another into products. In the event that breathed in it causes distortion of the body and now and again tumor which murders more individuals in America and other western nations (Nemerow & Agardy, 1998).
Dumping of substance waste by businesses crushes the earth by contaminating water as well as makes the dirt barren. Nourishment edit that has been developed from this influenced range is considered unfit for human utilization. The military has been excused from testing their weapons in zone that damage the human right (Cheremisinoff, 2003).
Organization logos that show or publicize that their item are not disregarding any of the natural demonstrations and actually are discovered to be in infringement are in this manner said to be honing encroachment. This falls notice is an infringement in the Lanham demonstration. It expresses that an organization must record or register their logo. This guarantees that if there should arise an occurrence of an infringement by an alternate organization they can petition for a common activity. This right is disregarded when a man is in ownership of merchandise or administrations with a name or mark that is made to befuddle or misdirect as to the cause of the item. These laws additionally keep the advisement and advancement of products in the terms of their land starting point and quality. This miss presentation may hurt the client or business subsequently the holder may confront common activity due to the false proclamation (Pepper et al., 2006).
These demonstrations are the laws that shield nature from undesirable lethal waste transfer any plant or organization wanting to arrange waste must have freedom from the obliged powers. People in general have the privilege to put forth assert in defense there is an infringement of any of this demonstrations by any organization. These demonstrations experience various alterations to adapt to the current difficulties of waste transfer and contamination. The United States of America has through the years seen to it that the commercial ventures to don't share in unlawful exercises that annihilate the earth (Nemerow & Agardy, 1998). Along these lines investigating the past demonstrations helps close on crevices or proviso that commercial ventures can take advantage on purposely or unknowingly.
On account of straightforward green items, the waste materials dumped in the landfill where disregarding the strong waste transfer. This is on.
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Construct a brochure for a local elementary school. Consider your audience, as this information would likely be distributed during meetings where a child might have received an intelligence test. Your brochure would then be given to parents, guardians, and others to help them better understand the purpose of intelligence testing.
Include the following in your brochure:
•Provide a brief overview of at least two theories of intelligence related to the content of your selected articles to help your audience understand what intelligence testing accomplishes.
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Consider the following examples of economic activitiesPurchasin.docx
Consider
the following examples of economic activities:
Purchasing of groceries
Massive layoff of employees
Decrease in taxes
Describe
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This Essay must be 700-1,400 Words
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Consider the following situationDespite that little is discusse.docx
Consider
the following situation:
Despite that little is discussed about the role of Spain and France in the American Revolution, these countries aided the colonists. France allied with the 13 colonies after their loss in the Seven Years' War.
Write
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Format
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West Writing Style Handbook
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Include
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On March 15, 2012, Frankel Construction contracted to build a shopping center at a contract price of $120 million. The schedule of expected (which equals actual) cash collection and contract costs follow ($ millions):
Year
Cash Collections
Cost Incurred
2012
$ 30
$ 25
2013
50
20
2014
40
40
Total
$ 120
$ 85
(a) Calculate the amount of revenue, expense, and net income for each of the three years 2012 through 2014 using the percentage-of-completion revenue recognition method.
Rounding instructions
:
Round percentages to the nearest whole number. Use rounded percentages for remaining calculations. Round revenue and income to the nearest whole number.
Percentage of Completion Method
Year
Costs incurred
Percent of total expected costs
Revenue recognized
Income
2012
$
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By way of background, Plainsville has a "strong" mayor, meaning she is elected by the people rather than chosen by a council, etc. Based upon DHS grant dollars that have trickled down through her state and all-hazards homeland security region, Mayor Witley has determined that a commission in the form of a short-term task force should look at the vulnerabilities associated with the rail line. The commission would take the scenario outlined above, consider its many variations, study possible consequences while articulating and researching the problem(s) and receiving testimony from experts, and then make recommendations about courses of action to prevent, mitigate, or respond to any resultant crisis.
The issues at hand for the community include the integrity of the rail line, the prevention of a hazardous spill, the safety of the citizens, and the continuity of the neighboring town’s industry. (More issues may exist, but this gets you started.)
Consider and list at least 10 potential organizations that would either provide a representative to sit on the commission or that would provide information to the commission.
When listing each partner, describe his, her, or its value to the commission and what expectations the mayor (and others) might have as to the expertise, capabilities, resources, or anything else an individual or agency might contribute.
Choose the most relevant entities or individual experts you can, and think about everything from a public safety and emergency management perspective.
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Consider the Victim
In this assignment, you will identify the victims and the defendants, the rights of victims permitted under state law, the procedures to prosecute an accused, and the possible penalties based on the given scenario.
Centervale police officers, Anne and Justin, respond to a report of domestic dispute. There had been a total of nine calls for service, including two in the past year. On the way, Anne informs Justin that this may be a very volatile situation because this couple is constantly in and out of Domestic Violence Court; even though they separate all the time, they always get back together.
Here's What Happened . . .
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The door opens. A man, who identifies himself as Mike and a friend of the family, opens the door. He says that Lilly and her husband, Johnny, were just fighting and that there is no problem now. Mike did not appear to be intoxicated but smelled of alcohol. Anne explained that someone has reported a domestic dispute to the police department from this residence and that they were there to check upon the situation. Anne asks Mike if anyone was using any weapons. Mike denied this and said that Lilly was inside the house, ironing clothes. If Anne wanted, she could go and talk to Lilly.
Justin stays with Mike while Anne enters the house and calls for Lilly. Lilly says, "Officer, he hit me on the head with his hand and I hit him with the iron." As this was a mutual assault, Anne stops questioning Lilly and asks Mike what Lilly hit Johnny with. Mike responds, "With the iron."
Anne asks Lilly where Johnny is and she says he was in the dining room. Anne asks Lilly if Johnny has any weapons. Lilly says she did not think he did or at least he did not when he hit her in the head. Anne stays with Mike and Lilly while Justin cautiously enters the house to discover Johnny in fetal position under the dining table.
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Anne continues to question Mike, "Who struck whom first?" Mike responds, "Johnny hit Lilly like he always does when he drinks Jack Daniels and beer, and then Lilly really got mad at Johnny, hit him with the iron, and went back to ironing. I don't know where Johnny went after that because I was on the couch watching TV and drinking beer." Anne then asks Mike, "How many times did Lilly hit Johnny with the iron?" Mike responds, "Only once that I saw."
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Consider the sets
X
and
Y
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The complement of the intersection of
X
and
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X
∩
Y
X
∪
Y
X
∩
Y
X
∪
Y
X
∩
Y
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Consider the thematic and psychological importance of the two views of nature Werther expresses in his letter of 18 August 1771, including the parallels he cites. Can such vast visions of rapture and horror really hinge upon the love of one person for another? Is this possible? Is it
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Consider the properties and characteristics of life. Choose two items (one of which is alive or has been alive and one which has never been alive). Compare and contrast their characteristics. What characteristics do they share and how are they different. Be prepared to discuss the importance of the various characteristics of living things and how their combination makes life an emergent part of the universe.
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Consider the meaning of the term “ecology.” How do the ideas of energy and chemical cycles, community structure, biodiversity and succession fit together to form the basis of the way the natural world works? Explain how each of these ideas works and find ways to link between them. Present examples from your experience to demonstrate an understanding of the principles involved.
1200 word minimun
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Consider the impact of the Vietnam War on American culture. In the d.docx
Consider the impact of the Vietnam War on American culture. In the decades prior to the 1980s, two issues beset American culture: civil rights and the Vietnam War. Both were televised directly into living rooms on all three channels. On college campuses throughout the world, but especially on American campuses, antiwar protests were routine. Hippies often were thought to conduct themselves on the premises of antiwar, free sex, and lots of drugs. The music that emerged from this era is still famously current and listened to today. It was an era of convertibles, gas guzzlers, freedom, and endless summers. Then that generation grew into adults––your parents and grandparents. Writing with sensitivity to the nuances of the era, what happened to the dream?
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Consider this hypothetical situation:
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What steps might have been taken to detect David’s alleged industrial espionage?
What steps might have been taken to prevent his perpetrating such an offense?
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Consider
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The CIO adds that you must consider the effect of this technology on health care as well as the privacy and security implications of adopting the EHRs. Describe the HIPAA Privacy and Security Rules as well as the reasons those rules do or do not apply to this type of technology. These constraints are a major consideration for the staff when selecting new technology.
Develop
a 5- to 7-slide Microsoft® PowerPoint® slide presentation that includes the information the CIO requested in the scenario.
List
major points in the slides. Include detailed explanations in the speaker notes that correlate to each point.
Include
videos, audio, photos, diagrams, or graphs as appropriate.
Include
at least two references to support your presentation.
Format
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Consider the following argument: There are many arguments for the elimination or modification of current U. S. drug laws, but one of the most persuasive involves what negative effects drug laws are having on society in comparison with the effects of the drugs themselves. In the past ten years, most forms of drug use have dropped significantly, especially among teens. Despite this, non-violent drug offenders accounted for 21.1 percent of the federal prison population. First time drug offenders serve, on average, a sentence three months longer than kidnappers, nine months longer than burglars, and thirty-three months longer than sex abusers. In 1992, the average cost of keeping an inmate in either state or federal prison was about $20,000 per prisoner per year. The United States has the highest incarceration rate in the world, with 455 prisoners per 100,000 population. It is maintaining these prisoners at great expense in an environment where they are unlikely to develop a socially constructive attitude. Perhaps it is time that we reconsider our attitudes toward those who choose to use drugs; failure to do so may cost society even more than it already has.
Determine whether or not the argument uses any deceptive statistics. Give your opinion on whether or not the argument has persuaded you. Explain why or why not.
Determine the primary ways in which statistics or authority are used in your current position in developing persuasive arguments, and provide examples of such use.
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Week 8 Use of Self Resources Readings
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