1
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout
the entire course. By doing this, you will have the opportunity to see how different
theories guide your view of a client and that client’s presenting problem. Each time you
return to the same case, you use a different theory, and your perspective of the problem
changes—which then changes how you ask assessment questions and how you
intervene.
These case studies are based on the video- and web-based case studies you encounter
in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
2
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in
a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family
consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and
her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First,
a brand new, court-mandated teen counseling program for adolescent victims of
sexual exploitation and human trafficking. Tiffani has been provided room and board
in the residential treatment facility for the past 3 months. Tiffani describes herself as
heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on
three occasions for prostitution in the last 2 years. Tiffani has recently been court
ordered to reside in a group home with counseling. She has a continued desire to be
reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she
had a strong desire to see her sister and her mother. She had not seen either of
them in over 2 years and missed them very much. Tiffani is confused about the path
to follow. She is not sure if she wants to return to her family and sibling or go back to
Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years
ago. She reports that around the age of 8, she remembered being awakened by
music and laughter in the early hours of the morning. When she went downstairs to
investigate, she saw her parents and her Uncle Nate passing a pipe back and forth
between them. She remembered asking them what they were doing and her mother
saying, “adult things” and putting her back in bed. Tiffani remembers this happening
on several occasions. Tiffani also recalls significant cha.
Theory Into Practice Four Social Work Case Studies In this co.docxsusannr
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene.
These case studies are based on the video- and web-based case studies you encounter in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.
Assignment 1 Creating an eCommerce BusinessDue Week 4 and worth.docxtrippettjettie
Assignment 1: Creating an eCommerce Business
Due Week 4 and worth 135 points
“Too often, entrepreneurs brimming with optimism and enthusiasm launch businesses destined for failure because their founders never stop to define a workable strategy that sets them apart from their competition” (Scarborough & Cornwall, 2015, p. 106).
With this assignment, you have the opportunity to take your creative ideas to the next step and begin to develop a strategy that will form the foundation for a successful business.
Write a three page paper in which you:
Develop an idea for a prospective small business, and select a name for the company.
Identify its key competitors and summarize the strengths and weaknesses of one of the competitors.
Prepare a mission statement that encompasses the purpose of the business and considers its target market.
Identity the ownership form for this business, taking into consideration tax implications, liability exposure, managerial ability, and cost of formation.
Include at least two (2) references outside the textbook. And APA Format
1
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout
the entire course. By doing this, you will have the opportunity to see how different
theories guide your view of a client and that client’s presenting problem. Each time you
return to the same case, you use a different theory, and your perspective of the problem
changes—which then changes how you ask assessment questions and how you
intervene.
These case studies are based on the video- and web-based case studies you encounter
in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
2
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in
a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family
consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and
her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First,
a brand new, court-mandated teen counseling program for adolescent victims of
sexual exploitation and human trafficking. Tiffani has been provided room and board
in the residential treatment facility for the past 3 months. Tiffani describes herself as
heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been ...
Case StudyTiffani BradleyIdentifying Data Tiffani Bra.docxtroutmanboris
This document provides background information on a 16-year-old client named Tiffani Bradley who has been court-ordered to reside in a group home and receive counseling. Tiffani has a history of running away and engaging in prostitution. She experienced childhood trauma including sexual abuse by her uncle. Her family struggled with substance abuse issues. The document outlines Tiffani's family, social, mental health, legal, medical, and educational histories to understand the factors contributing to her presenting issues.
Tiffani BradleyIdentifying Data Tiffani Bradley is a 16-year-olmarilynnhoare
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in
a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family
consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and
her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First,
a brand new, court-mandated teen counseling program for adolescent victims of
sexual exploitation and human trafficking. Tiffani has been provided room and board
in the residential treatment facility for the past 3 months. Tiffani describes herself as
heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on
three occasions for prostitution in the last 2 years. Tiffani has recently been court
ordered to reside in a group home with counseling. She has a continued desire to be
reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she
had a strong desire to see her sister and her mother. She had not seen either of
them in over 2 years and missed them very much. Tiffani is confused about the path
to follow. She is not sure if she wants to return to her family and sibling or go back to
Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years
ago. She reports that around the age of 8, she remembered being awakened by
music and laughter in the early hours of the morning. When she went downstairs to
investigate, she saw her parents and her Uncle Nate passing a pipe back and forth
between them. She remembered asking them what they were doing and her mother
saying, “adult things” and putting her back in bed. Tiffani remembers this happening
on several occasions. Tiffani also recalls significant changes in the home's
appearance. The home, which was never fancy, was always neat and tidy. During
this time, however, dust would gather around the house, dishes would pile up in the
sink, dirt would remain on the floor, and clothes would go for long periods of time
without being washed. Tiffani began cleaning her own clothes and making meals for
herself and her sister. Often there was not enough food to feed everyone, and Tiffani
and her sister would go to bed hungry. Tiffani believed she was responsible for
helping her mom so that her mom did not get so overwhelmed. She thought that if
she took care of the home and her sister, maybe that would help mom return to the
person she was before.
Sometimes Tiffani and her sister would come downstairs in the morning to find empty
beer cans and liquor bottles on the kitchen table along with a crack pipe. Her parents
would be in the bedroom, and Tiffani and her sister would leave the house and go to
school by themselves. The music and noise downstairs continued for the next 6
years, which escalated to screams and shouting and sounds of people fighting.
Tiffani remembers her mom one morning yelling at her dad to “get up and go to
work.” Tiffani and Diana saw their ...
Tiffani Bradley, a 16-year-old girl, was referred to a teen counseling program called Teens First after being arrested for prostitution. She has a history of being arrested for prostitution over the past two years. Tiffani describes being sexually abused by her uncle and his friend from ages 8 to 14. She ran away from home and met Donald, who offered to be her boyfriend and took her to his apartment. Donald then forced Tiffani into prostitution, controlling her and threatening to harm her sister if she did not comply with his demands. Tiffani remains attached to Donald, who she sees as having saved her from her abusers, despite the abuse and exploitation she suffered under his control.
The Bradley FamilyTiffani Bradley is a 16-year-old heterosexual .docxarnoldmeredith47041
The Bradley Family
Tiffani Bradley is a 16-year-old heterosexual Caucasian female referred to me after being arrested for prostitution. I worked with Tiffani at Teens First, a brand new court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. At Teens First we provide a holistic range of services for our clients. Tiffani has been provided room and board in our residential treatment facility and will meet with a number of social workers to address her multiple needs and concerns.
Tiffani has been arrested three times for prostitution in the last 2 years. Right before her most recent charge, a new state policy was enacted to protect youth 16 years and younger from prosecution and jail time for prostitution. The Safe Harbor for Exploited Children Act allows the state to define Tiffani as a sexually exploited youth and therefore the state will not imprison her for prostitution. She was mandated to services at our agency, unlike her prior arrests when she had been sent to detention.
Tiffani had been living with a man she has identified as Donald since she was 14 years old. She had had limited contact with her family members and had not been attending school. She described Donald as her “husband” (although they were not married) and her only friend. She had contacted her sister, Diana, a few times over the previous 2 years and stated that she missed her very much. Donald had recently sold Tiffani to another pimp, “John T.” Tiffani reported that she was very upset that Donald did this and that she wanted to be reunited with him. She had tried to make contact with him by sending messages through other people, as John T. did not allow her access to a phone.
During intake it was noted that Tiffani had multiple bruises and burn marks on her legs and arms. She reported that Donald had slapped her when he felt she did not behave and that John T. burned her with cigarettes. Tiffani has been treated for several sexually transmitted infections (STIs) at local clinics and is currently on an antibiotic for a kidney infection. Although she was given condoms by Donald and John T. for her “dates,” there were several “Johns” who refused to use them. It appears that over the last 2 years, Tiffani has had neither outside support nor interactions with anyone beyond Donald, John T., and some other young women also being prostituted.
Other members of the Bradley family include Tiffani’s 33-year-old mother, Shondra; Tiffani’s 38-year-old father, Robert; and Tiffani’s 13-year-old sister, Diana. Shondra and Robert have been separated for a little over a year and have started dating other people. Diana currently resides with her mother and Anthony, her mother’s new boyfriend. Shondra and Anthony abuse a variety of drugs, including marijuana and methamphetamine.
Robert also abuses a number of drugs and has recently been arrested for possession of crack cocaine. Robert has been arrested several times over the last 5 years: t.
When working with clients, it is important to maintain professional .docxjolleybendicty
When working with clients, it is important to maintain professional boundaries to safeguard both you and your clients. Legislation such as HIPPA (Health Insurance Portability and Accountability Act of 1996) and the National Association of Social Workers Code of Ethics are specific in how you as a social worker should protect client information and safeguard confidentiality. Responding ethically in a professional situation may be clear in most situations, but not necessarily in
all
situations. Even though you have established laws and code of ethics to guide your decision-making process, you may still face ethical conflicts.
For this Discussion, review the media of the Bradley case and consider how the case relates to social work professional ethics.
By Day 3
Post
the strategy you would use to address the Teen First director’s request if you were the social worker in the Bradley case. Then, describe a hypothetical situation in which an organization’s decision conflicts with your personal/professional ethics but remains within the law. Explain how you would respond to this situation, and why.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
When working with clients, it is important to maintain professional boundaries to safeguard both you and your clients. Legislation such as HIPPA (Health Insurance Portability and Accountability Act of 1996) and the National Association of Social Workers Code of Ethics are specific in how you as a social worker should protect client information and safeguard confidentiality. Responding ethically in a professional situation may be clear in most situations, but not necessarily in
all
situations. Even though you have established laws and code of ethics to guide your decision-making process, you may still face ethical conflicts.
For this Discussion, review the media of the Bradley case and consider how the case relates to social work professional ethics.
By Day 3
Post
the strategy you would use to address the Teen First director’s request if you were the social worker in the Bradley case. Then, describe a hypothetical situation in which an organization’s decision conflicts with your personal/professional ethics but remains within the law. Explain how you would respond to this situation, and why.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
Bradley Family Episode 5 Program Transcript FEMALE SPEAKER: Sandy, listen. I wanted to follow up with you about something. Our client, Tiffany Bradley-- SANDY: Uh-huh. FEMALE SPEAKER: Well, we'd like to use her photo in some of the materials that we're putting together for our Teen First program, promoting who we are and the services we offer. She'd be great, don't you think? [MUSIC PLAYING] SANDY: She's trying to get on with her life. Having her picture used that way, she'd be like the poster child for human tr.
Theory Into Practice Four Social Work Case Studies In this co.docxsusannr
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene.
These case studies are based on the video- and web-based case studies you encounter in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.
Assignment 1 Creating an eCommerce BusinessDue Week 4 and worth.docxtrippettjettie
Assignment 1: Creating an eCommerce Business
Due Week 4 and worth 135 points
“Too often, entrepreneurs brimming with optimism and enthusiasm launch businesses destined for failure because their founders never stop to define a workable strategy that sets them apart from their competition” (Scarborough & Cornwall, 2015, p. 106).
With this assignment, you have the opportunity to take your creative ideas to the next step and begin to develop a strategy that will form the foundation for a successful business.
Write a three page paper in which you:
Develop an idea for a prospective small business, and select a name for the company.
Identify its key competitors and summarize the strengths and weaknesses of one of the competitors.
Prepare a mission statement that encompasses the purpose of the business and considers its target market.
Identity the ownership form for this business, taking into consideration tax implications, liability exposure, managerial ability, and cost of formation.
Include at least two (2) references outside the textbook. And APA Format
1
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout
the entire course. By doing this, you will have the opportunity to see how different
theories guide your view of a client and that client’s presenting problem. Each time you
return to the same case, you use a different theory, and your perspective of the problem
changes—which then changes how you ask assessment questions and how you
intervene.
These case studies are based on the video- and web-based case studies you encounter
in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
2
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in
a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family
consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and
her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First,
a brand new, court-mandated teen counseling program for adolescent victims of
sexual exploitation and human trafficking. Tiffani has been provided room and board
in the residential treatment facility for the past 3 months. Tiffani describes herself as
heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been ...
Case StudyTiffani BradleyIdentifying Data Tiffani Bra.docxtroutmanboris
This document provides background information on a 16-year-old client named Tiffani Bradley who has been court-ordered to reside in a group home and receive counseling. Tiffani has a history of running away and engaging in prostitution. She experienced childhood trauma including sexual abuse by her uncle. Her family struggled with substance abuse issues. The document outlines Tiffani's family, social, mental health, legal, medical, and educational histories to understand the factors contributing to her presenting issues.
Tiffani BradleyIdentifying Data Tiffani Bradley is a 16-year-olmarilynnhoare
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in
a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family
consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and
her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First,
a brand new, court-mandated teen counseling program for adolescent victims of
sexual exploitation and human trafficking. Tiffani has been provided room and board
in the residential treatment facility for the past 3 months. Tiffani describes herself as
heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on
three occasions for prostitution in the last 2 years. Tiffani has recently been court
ordered to reside in a group home with counseling. She has a continued desire to be
reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she
had a strong desire to see her sister and her mother. She had not seen either of
them in over 2 years and missed them very much. Tiffani is confused about the path
to follow. She is not sure if she wants to return to her family and sibling or go back to
Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years
ago. She reports that around the age of 8, she remembered being awakened by
music and laughter in the early hours of the morning. When she went downstairs to
investigate, she saw her parents and her Uncle Nate passing a pipe back and forth
between them. She remembered asking them what they were doing and her mother
saying, “adult things” and putting her back in bed. Tiffani remembers this happening
on several occasions. Tiffani also recalls significant changes in the home's
appearance. The home, which was never fancy, was always neat and tidy. During
this time, however, dust would gather around the house, dishes would pile up in the
sink, dirt would remain on the floor, and clothes would go for long periods of time
without being washed. Tiffani began cleaning her own clothes and making meals for
herself and her sister. Often there was not enough food to feed everyone, and Tiffani
and her sister would go to bed hungry. Tiffani believed she was responsible for
helping her mom so that her mom did not get so overwhelmed. She thought that if
she took care of the home and her sister, maybe that would help mom return to the
person she was before.
Sometimes Tiffani and her sister would come downstairs in the morning to find empty
beer cans and liquor bottles on the kitchen table along with a crack pipe. Her parents
would be in the bedroom, and Tiffani and her sister would leave the house and go to
school by themselves. The music and noise downstairs continued for the next 6
years, which escalated to screams and shouting and sounds of people fighting.
Tiffani remembers her mom one morning yelling at her dad to “get up and go to
work.” Tiffani and Diana saw their ...
Tiffani Bradley, a 16-year-old girl, was referred to a teen counseling program called Teens First after being arrested for prostitution. She has a history of being arrested for prostitution over the past two years. Tiffani describes being sexually abused by her uncle and his friend from ages 8 to 14. She ran away from home and met Donald, who offered to be her boyfriend and took her to his apartment. Donald then forced Tiffani into prostitution, controlling her and threatening to harm her sister if she did not comply with his demands. Tiffani remains attached to Donald, who she sees as having saved her from her abusers, despite the abuse and exploitation she suffered under his control.
The Bradley FamilyTiffani Bradley is a 16-year-old heterosexual .docxarnoldmeredith47041
The Bradley Family
Tiffani Bradley is a 16-year-old heterosexual Caucasian female referred to me after being arrested for prostitution. I worked with Tiffani at Teens First, a brand new court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. At Teens First we provide a holistic range of services for our clients. Tiffani has been provided room and board in our residential treatment facility and will meet with a number of social workers to address her multiple needs and concerns.
Tiffani has been arrested three times for prostitution in the last 2 years. Right before her most recent charge, a new state policy was enacted to protect youth 16 years and younger from prosecution and jail time for prostitution. The Safe Harbor for Exploited Children Act allows the state to define Tiffani as a sexually exploited youth and therefore the state will not imprison her for prostitution. She was mandated to services at our agency, unlike her prior arrests when she had been sent to detention.
Tiffani had been living with a man she has identified as Donald since she was 14 years old. She had had limited contact with her family members and had not been attending school. She described Donald as her “husband” (although they were not married) and her only friend. She had contacted her sister, Diana, a few times over the previous 2 years and stated that she missed her very much. Donald had recently sold Tiffani to another pimp, “John T.” Tiffani reported that she was very upset that Donald did this and that she wanted to be reunited with him. She had tried to make contact with him by sending messages through other people, as John T. did not allow her access to a phone.
During intake it was noted that Tiffani had multiple bruises and burn marks on her legs and arms. She reported that Donald had slapped her when he felt she did not behave and that John T. burned her with cigarettes. Tiffani has been treated for several sexually transmitted infections (STIs) at local clinics and is currently on an antibiotic for a kidney infection. Although she was given condoms by Donald and John T. for her “dates,” there were several “Johns” who refused to use them. It appears that over the last 2 years, Tiffani has had neither outside support nor interactions with anyone beyond Donald, John T., and some other young women also being prostituted.
Other members of the Bradley family include Tiffani’s 33-year-old mother, Shondra; Tiffani’s 38-year-old father, Robert; and Tiffani’s 13-year-old sister, Diana. Shondra and Robert have been separated for a little over a year and have started dating other people. Diana currently resides with her mother and Anthony, her mother’s new boyfriend. Shondra and Anthony abuse a variety of drugs, including marijuana and methamphetamine.
Robert also abuses a number of drugs and has recently been arrested for possession of crack cocaine. Robert has been arrested several times over the last 5 years: t.
When working with clients, it is important to maintain professional .docxjolleybendicty
When working with clients, it is important to maintain professional boundaries to safeguard both you and your clients. Legislation such as HIPPA (Health Insurance Portability and Accountability Act of 1996) and the National Association of Social Workers Code of Ethics are specific in how you as a social worker should protect client information and safeguard confidentiality. Responding ethically in a professional situation may be clear in most situations, but not necessarily in
all
situations. Even though you have established laws and code of ethics to guide your decision-making process, you may still face ethical conflicts.
For this Discussion, review the media of the Bradley case and consider how the case relates to social work professional ethics.
By Day 3
Post
the strategy you would use to address the Teen First director’s request if you were the social worker in the Bradley case. Then, describe a hypothetical situation in which an organization’s decision conflicts with your personal/professional ethics but remains within the law. Explain how you would respond to this situation, and why.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
When working with clients, it is important to maintain professional boundaries to safeguard both you and your clients. Legislation such as HIPPA (Health Insurance Portability and Accountability Act of 1996) and the National Association of Social Workers Code of Ethics are specific in how you as a social worker should protect client information and safeguard confidentiality. Responding ethically in a professional situation may be clear in most situations, but not necessarily in
all
situations. Even though you have established laws and code of ethics to guide your decision-making process, you may still face ethical conflicts.
For this Discussion, review the media of the Bradley case and consider how the case relates to social work professional ethics.
By Day 3
Post
the strategy you would use to address the Teen First director’s request if you were the social worker in the Bradley case. Then, describe a hypothetical situation in which an organization’s decision conflicts with your personal/professional ethics but remains within the law. Explain how you would respond to this situation, and why.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
Bradley Family Episode 5 Program Transcript FEMALE SPEAKER: Sandy, listen. I wanted to follow up with you about something. Our client, Tiffany Bradley-- SANDY: Uh-huh. FEMALE SPEAKER: Well, we'd like to use her photo in some of the materials that we're putting together for our Teen First program, promoting who we are and the services we offer. She'd be great, don't you think? [MUSIC PLAYING] SANDY: She's trying to get on with her life. Having her picture used that way, she'd be like the poster child for human tr.
Tony and his friends break the rule of the small community by entering the abandoned house of old Thompson. While in the house, they hear strange voices and encounter a ghost. The next day, they return and find a mysterious book that awakens an entity named Dracos when they open it. Dracos reveals that he wants to devour all humans but lets Tony and his friends escape. Tony decides not to tell the people of the community about their encounter because he knows they broke the rule and wouldn't be believed.
Worksheet Dissecting a Theory and Its Application to a Case Study.docxdunnramage
Worksheet: Dissecting a Theory and Its Application to a Case Study
Most theories can be dissected and analyzed. All theories will tell you something about their focus or unit of analysis. A theory will identify its major or key concepts. It will also point to the definition of the problem and its cause. This then guides how the social worker assesses and intervenes, because the theory will also articulate the role of the social worker and how change occurs.
Basic Assumptions of the Theory
Directions: For each section, respond in 2 to 3 sentences to the following prompts. Where relevant, provide citations to support your claims.
Name of theory
Name of theorist
What are the major assumptions of the theory?
What are the theory’s key concepts?
What is the theory’s focus or unit of analysis?
What is the theory’s overall explanation for the cause of problems?
Application to a Case Study <insert the name of the client>
Directions: For each section, respond to the following prompts. Where relevant, provide citations to support your claims.
In 1 to 2 sentences, how does the theory define the client’s presenting problem?
In 1 to 2 sentences, how does the theory explain the cause of the client’s presenting problem?
In 1 to 2 sentences, how does the theory explain the role of the social worker for this client?
In 1 to 2 sentences, what does the theory say about how this client will improve or how change will occur?
Using the theory, list 2 to 3 assessment questions to ask this client to explore the client’s goals and how they will get there.
According to the theory, identify 2 to 3 specific practice intervention strategies for the client relative to the presenting problem. For each, explain in 1 sentence how it will help meet the client’s goals.
Based on the theory, list 2 to 3 outcomes when evaluating whether an intervention is effective.
What is one strength and one limitation in using this theory for this client?
Questions to Consider When Evaluating the Theory
You are not required to answer these questions for this assignment. However, these questions could help stimulate thinking whenever you are asked to evaluate a theory.
To what extent does the theory apply widely to diverse situations? Or does it apply narrowly to particular situations?
Is the theory ethical? Is it consistent with the NASW Code of Ethics?
Is the theory congruent with the professional value base of the social work field?
How cost effective would it be to implement interventions based on the theory?
To what extent does the theory fit within the organization’s or agency’s philosophy?
What do research studies say about how effective the interventions are?
Assignment: Application of Systems Theory to a Case Study
In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s pres.
This story takes place in a New York City homeless shelter and follows Tyrell, his younger brother Troy, and their mother. Tyrell's father is in jail and his mother was kicked out of their apartment for not working and spending money on drugs instead of rent. They have moved into a homeless shelter and then a roach-infested motel. Tyrell wants to find a way to make money to support himself and Troy, but does not want to resort to illegal activities like drug dealing with his friend Cal due to the risk of ending up in jail or foster care again.
1. Thomas Edison contributed to the government through his many inventions and patents, which helped modernize technology and infrastructure.
2. Some of Edison's most important inventions included the phonograph, which was able to record sound, and improvements to the electric light that helped power homes and businesses.
3. Edison held over 1,000 patents and founded research labs in New Jersey that helped drive innovation, supporting the development of new technology that updated America's industrial and economic systems.
The document discusses how parent-child dynamics can impact a child's emotional development. Different parenting styles and levels of affection shown to infants can lead to positive or negative consequences. Research shows that parenting techniques like good mothering can help override temperamental disadvantages in children. The relationship between parents and their infant plays a key role in the child's social and emotional development.
Handmade Letter Writing Set Luxury Gift For Her 6X4 LinedVictoria Dillard
The document provides instructions for creating an account and submitting requests for paper writing assistance on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email, 2) Complete a form with paper details and deadline, 3) Review writer bids and qualifications and place a deposit, 4) Review the paper and authorize final payment, 5) Request revisions until satisfied. The process aims to match requests with qualified writers and ensure customer satisfaction.
The document discusses conflict styles and face negotiation theory in team settings. It analyzes collaboration and accommodation conflict styles, noting that collaboration is most effective for corporate work by allowing incorporation of different views, while over-accommodation can undermine outcomes. Personal experiences are used to illustrate how collaboration benefited a team experience while over-accommodation hurt another, offering insights into managing conflicts in an intercultural work environment.
Types Of Writing And Rubrics For 4Th Grade - Jackson SamplimSamantha Reed
The document provides instructions for creating an account and submitting assignment requests on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a full refund option for plagiarism.
This story is about a poor Filipino family struggling with poverty. The father, Mang Tomas, wants his youngest daughter Nenita to start dancing at a club like her sister Rita to earn money. The older brother Tony disapproves, while the youngest brother Juanito remains quiet. A fight erupts between Juanito and Rita after Juanito accuses Rita of being with a Chinese man, which leads to Rita slapping Juanito. In the end, Mang Tomas forces Nenita to start dancing at the club against her mother's wishes, showing his authority over his family.
This document provides an introduction to an asylum challenge involving problematic Sims from the author's legacy story. The Sims have been placed in an asylum run by Melanie Miller Alcott to prove she has reformed. Brief backgrounds are given for each Sim inmate - Nicole Thompson, Rebecca Thompson Ryan, Timothy Ryan, Professor Leonid Hutchins, Matthew Bradford, Jan Danaher Bradford, and Muriel Gavigan Phoenix. Melanie is introduced as the asylum's director, hoping to complete her criminal career aspiration. Descriptions of the inmates' interactions in the asylum on the first few days are given, including fights, accidents on objects, and poor hygiene.
The document provides instructions for using a writing service to get help with assignments. It outlines a 5-step process: 1) Create an account with required information. 2) Complete a form with assignment details and attach a sample if wanting the writer to mimic your style. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment or request revisions. 5) Request revisions as needed, knowing the service guarantees original, high-quality work or a refund.
This document outlines Destiny Greenwood's rationale for creating a promotional video on bullying prevention for pre-teens and teenagers. Their target audience research found that video is the preferred medium and bullying is a widespread issue. Two sources of inspiration for the project were statistics on bullying prevalence and an emotional anti-bullying video Destiny saw previously. The charity Mind, which aims to reduce bullying and promote mental health, is the client. Three story ideas are presented involving characters being bullied at school or online and dealing with the consequences. The second idea, about a depressed teenage boy being secretly bullied, is selected to pitch as most relevant.
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Personal Interview of a Friend Essay
I interview my friend, Tim F. Mr. F was born on January 08, 1976 Cleveland, Ohio to M. J. and J. F. Mr. F. prefers to be addressed as Tim. He is mixed, Tim s mother is mixed with black and white and his father is black. His dad left them when he was twelve years old but still came around every now and again. She remarried when he was eighteen. He is an African American male at the age of twenty eight. He came from a middle class family, but his had more money than she leaded him believe. He was an only child but he had plenty aunt and uncles to go around. His mother came from a big family. She had three older brothers, two younger sisters and a younger brother. She was the middle child. Having three older brothers they always were harder...show more content...That was the last straw for her, Mr. F elaborate on how he tried to explained, and tell what all was said but she did not want to hear it. She gave him a serve whipping and locked him in his bedroom with only his bed to sleep in. No T.V., phone and games, nothing that he could or would enjoy for some time playing with. That is when he felt that the only person at the time he could ever trust betrayed him. That why he spoils Nicole, because he wants her to have a better life than he did. But many times Nicole will ask for something and her father knows she does not need it but he will give it to her anyway. Nicole knows that her father is a push over and personally that is why I
think that she wants to live with him other that her mother. When it comes to giving Nicole anything she wants, she got to get it.
Mr. F likes to make up excuses on why Nicole needs unnecessary items. Once when going
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docxtarifarmarie
This document summarizes an article that examines how Olmec monumental sculptures depicted beauty and ugliness. It argues that while Western art has valued naturalism, Olmec art showed the opposite - they appreciated anthropomorphic statues that incorporated feline features, seeing them as representing power and fertility, but disliked the very naturalistic style of colossal heads. These heads likely depicted defeated enemies in ritual battles who could not claim the divine patronage of jaguars and so had to appear as "plain" and ugly people. The document provides examples and descriptions of different Olmec sculptures including emergence monuments, colossal heads, and were-jaguars to support this thesis.
August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docxtarifarmarie
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
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Tony and his friends break the rule of the small community by entering the abandoned house of old Thompson. While in the house, they hear strange voices and encounter a ghost. The next day, they return and find a mysterious book that awakens an entity named Dracos when they open it. Dracos reveals that he wants to devour all humans but lets Tony and his friends escape. Tony decides not to tell the people of the community about their encounter because he knows they broke the rule and wouldn't be believed.
Worksheet Dissecting a Theory and Its Application to a Case Study.docxdunnramage
Worksheet: Dissecting a Theory and Its Application to a Case Study
Most theories can be dissected and analyzed. All theories will tell you something about their focus or unit of analysis. A theory will identify its major or key concepts. It will also point to the definition of the problem and its cause. This then guides how the social worker assesses and intervenes, because the theory will also articulate the role of the social worker and how change occurs.
Basic Assumptions of the Theory
Directions: For each section, respond in 2 to 3 sentences to the following prompts. Where relevant, provide citations to support your claims.
Name of theory
Name of theorist
What are the major assumptions of the theory?
What are the theory’s key concepts?
What is the theory’s focus or unit of analysis?
What is the theory’s overall explanation for the cause of problems?
Application to a Case Study <insert the name of the client>
Directions: For each section, respond to the following prompts. Where relevant, provide citations to support your claims.
In 1 to 2 sentences, how does the theory define the client’s presenting problem?
In 1 to 2 sentences, how does the theory explain the cause of the client’s presenting problem?
In 1 to 2 sentences, how does the theory explain the role of the social worker for this client?
In 1 to 2 sentences, what does the theory say about how this client will improve or how change will occur?
Using the theory, list 2 to 3 assessment questions to ask this client to explore the client’s goals and how they will get there.
According to the theory, identify 2 to 3 specific practice intervention strategies for the client relative to the presenting problem. For each, explain in 1 sentence how it will help meet the client’s goals.
Based on the theory, list 2 to 3 outcomes when evaluating whether an intervention is effective.
What is one strength and one limitation in using this theory for this client?
Questions to Consider When Evaluating the Theory
You are not required to answer these questions for this assignment. However, these questions could help stimulate thinking whenever you are asked to evaluate a theory.
To what extent does the theory apply widely to diverse situations? Or does it apply narrowly to particular situations?
Is the theory ethical? Is it consistent with the NASW Code of Ethics?
Is the theory congruent with the professional value base of the social work field?
How cost effective would it be to implement interventions based on the theory?
To what extent does the theory fit within the organization’s or agency’s philosophy?
What do research studies say about how effective the interventions are?
Assignment: Application of Systems Theory to a Case Study
In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s pres.
This story takes place in a New York City homeless shelter and follows Tyrell, his younger brother Troy, and their mother. Tyrell's father is in jail and his mother was kicked out of their apartment for not working and spending money on drugs instead of rent. They have moved into a homeless shelter and then a roach-infested motel. Tyrell wants to find a way to make money to support himself and Troy, but does not want to resort to illegal activities like drug dealing with his friend Cal due to the risk of ending up in jail or foster care again.
1. Thomas Edison contributed to the government through his many inventions and patents, which helped modernize technology and infrastructure.
2. Some of Edison's most important inventions included the phonograph, which was able to record sound, and improvements to the electric light that helped power homes and businesses.
3. Edison held over 1,000 patents and founded research labs in New Jersey that helped drive innovation, supporting the development of new technology that updated America's industrial and economic systems.
The document discusses how parent-child dynamics can impact a child's emotional development. Different parenting styles and levels of affection shown to infants can lead to positive or negative consequences. Research shows that parenting techniques like good mothering can help override temperamental disadvantages in children. The relationship between parents and their infant plays a key role in the child's social and emotional development.
Handmade Letter Writing Set Luxury Gift For Her 6X4 LinedVictoria Dillard
The document provides instructions for creating an account and submitting requests for paper writing assistance on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email, 2) Complete a form with paper details and deadline, 3) Review writer bids and qualifications and place a deposit, 4) Review the paper and authorize final payment, 5) Request revisions until satisfied. The process aims to match requests with qualified writers and ensure customer satisfaction.
The document discusses conflict styles and face negotiation theory in team settings. It analyzes collaboration and accommodation conflict styles, noting that collaboration is most effective for corporate work by allowing incorporation of different views, while over-accommodation can undermine outcomes. Personal experiences are used to illustrate how collaboration benefited a team experience while over-accommodation hurt another, offering insights into managing conflicts in an intercultural work environment.
Types Of Writing And Rubrics For 4Th Grade - Jackson SamplimSamantha Reed
The document provides instructions for creating an account and submitting assignment requests on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a full refund option for plagiarism.
This story is about a poor Filipino family struggling with poverty. The father, Mang Tomas, wants his youngest daughter Nenita to start dancing at a club like her sister Rita to earn money. The older brother Tony disapproves, while the youngest brother Juanito remains quiet. A fight erupts between Juanito and Rita after Juanito accuses Rita of being with a Chinese man, which leads to Rita slapping Juanito. In the end, Mang Tomas forces Nenita to start dancing at the club against her mother's wishes, showing his authority over his family.
This document provides an introduction to an asylum challenge involving problematic Sims from the author's legacy story. The Sims have been placed in an asylum run by Melanie Miller Alcott to prove she has reformed. Brief backgrounds are given for each Sim inmate - Nicole Thompson, Rebecca Thompson Ryan, Timothy Ryan, Professor Leonid Hutchins, Matthew Bradford, Jan Danaher Bradford, and Muriel Gavigan Phoenix. Melanie is introduced as the asylum's director, hoping to complete her criminal career aspiration. Descriptions of the inmates' interactions in the asylum on the first few days are given, including fights, accidents on objects, and poor hygiene.
The document provides instructions for using a writing service to get help with assignments. It outlines a 5-step process: 1) Create an account with required information. 2) Complete a form with assignment details and attach a sample if wanting the writer to mimic your style. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment or request revisions. 5) Request revisions as needed, knowing the service guarantees original, high-quality work or a refund.
This document outlines Destiny Greenwood's rationale for creating a promotional video on bullying prevention for pre-teens and teenagers. Their target audience research found that video is the preferred medium and bullying is a widespread issue. Two sources of inspiration for the project were statistics on bullying prevalence and an emotional anti-bullying video Destiny saw previously. The charity Mind, which aims to reduce bullying and promote mental health, is the client. Three story ideas are presented involving characters being bullied at school or online and dealing with the consequences. The second idea, about a depressed teenage boy being secretly bullied, is selected to pitch as most relevant.
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✅ 24/7 Support
From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
Personal Interview of a Friend Essay
I interview my friend, Tim F. Mr. F was born on January 08, 1976 Cleveland, Ohio to M. J. and J. F. Mr. F. prefers to be addressed as Tim. He is mixed, Tim s mother is mixed with black and white and his father is black. His dad left them when he was twelve years old but still came around every now and again. She remarried when he was eighteen. He is an African American male at the age of twenty eight. He came from a middle class family, but his had more money than she leaded him believe. He was an only child but he had plenty aunt and uncles to go around. His mother came from a big family. She had three older brothers, two younger sisters and a younger brother. She was the middle child. Having three older brothers they always were harder...show more content...That was the last straw for her, Mr. F elaborate on how he tried to explained, and tell what all was said but she did not want to hear it. She gave him a serve whipping and locked him in his bedroom with only his bed to sleep in. No T.V., phone and games, nothing that he could or would enjoy for some time playing with. That is when he felt that the only person at the time he could ever trust betrayed him. That why he spoils Nicole, because he wants her to have a better life than he did. But many times Nicole will ask for something and her father knows she does not need it but he will give it to her anyway. Nicole knows that her father is a push over and personally that is why I
think that she wants to live with him other that her mother. When it comes to giving Nicole anything she wants, she got to get it.
Mr. F likes to make up excuses on why Nicole needs unnecessary items. Once when going
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docxtarifarmarie
This document summarizes an article that examines how Olmec monumental sculptures depicted beauty and ugliness. It argues that while Western art has valued naturalism, Olmec art showed the opposite - they appreciated anthropomorphic statues that incorporated feline features, seeing them as representing power and fertility, but disliked the very naturalistic style of colossal heads. These heads likely depicted defeated enemies in ritual battles who could not claim the divine patronage of jaguars and so had to appear as "plain" and ugly people. The document provides examples and descriptions of different Olmec sculptures including emergence monuments, colossal heads, and were-jaguars to support this thesis.
August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docxtarifarmarie
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
This document provides instructions for Laboratory 4 on measuring principal strains and stresses in a cantilever beam. Students will use a strain gage rosette mounted on a pre-gaged cantilever beam to measure strains under different applied loads. They will then calculate the principal strains and stresses from the strain measurements and compare the longitudinal stress to values calculated from beam flexure equations. The goal is to determine the principal strains and stresses in the beam and understand how strain gages can be used to characterize mechanical loading.
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docxtarifarmarie
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docxtarifarmarie
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
BBA 4351, International Economics 1 Course Learning O.docxtarifarmarie
BBA 4351, International Economics 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Appraise how globalization contributes to greater economic interdependence.
1.1 Explain the importance of globalization in terms of the law of comparative advantage.
2. Discuss how comparative advantages lead to gains from international trade.
2.1 Explain the principle of absolute and comparative advantage.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Unit I Essay
2.1
Unit I Lesson
Chapter 2
Unit I Essay
Reading Assignment
Chapter 1: The International Economy and Globalization
Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage
Unit Lesson
Globalization
Today, every part of the world is connected, and no country can be completely secluded and stand by itself.
In other words, countries in a global economy must be interdependent. Throughout this course, you will learn
how a nation interacts with other countries in the global economy. More specifically, you will understand how
principles of economics can be applied to the global economy where countries are interdependent.
There are a number of advantages and disadvantages to globalization as listed in the chart below from the
textbook.
The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly
summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook
stresses the fact that the third phase of globalization began with the steam engine and other significant
improvements in transportation, increasing trade in goods and services among different parts of the world
(Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the
transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and
expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and
policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing
foreign investment and intellectual property rights as well as concentrate on the training and welfare of
workers rather than the preservation of particular jobs.
UNIT I STUDY GUIDE
International Economy and
Comparative Advantage
BBA 4351, International Economics 2
UNIT x STUDY GUIDE
Title
Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What
might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of
complex datasets that can be used in decision-making in various fields.
The United States as an Open Economy
The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in
past decades. Duri.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
BHA 3002, Health Care Management 1 Course Learning Ou.docxtarifarmarie
BHA 3002, Health Care Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
6. Analyze the finance system in a healthcare organization.
6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities.
6.2 Explain the process of creating and balancing a healthcare facility budget.
8. Evaluate ways to improve the quality and economy of patient care.
8.1 Describe the process of quality review and privileging for physicians.
8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality
regulations.
8.3 Identify a management problem in a healthcare organization.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Chapter 3 Reading
Unit Assessment
6.2
Chapter 3 Reading
Unit Assessment
8.1
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.2
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.3
Unit Lesson
Chapter 4 Reading
Unit II Project Topic
Reading Assignment
Chapter 3: Financing the Provision of Care
Chapter 4: Quality of Care
Unit Lesson
Evidence-Based Performance Measures
One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly
need a solid understanding of this process in order to function effectively as a healthcare leader moving into
the future. American health care needs to improve. There is no doubt about that. Americans deserve more
bang for the buck that they spend on medical services. One of the most important initiatives to make that
happen is a move to more evidence-based practice.
What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In
particular, it is all about making sure that the patient receives care based upon the best and latest research
that is available for the patient’s own particular health problem or set of health problems. It is about giving the
right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include
the ability to assure your own community that your hospital provides high quality care and that you are doing
your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because
UNIT II STUDY GUIDE
Financing and Quality for
Health Care
BHA 3002, Health Care Management 2
UNIT x STUDY GUIDE
Title
the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if
we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not
meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in
your own medical facility.
Currently, there are several national focus areas for evidence-based medicine programs. These are heart
failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.
BBA 3551, Information Systems Management Course Learn.docxtarifarmarie
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Evaluate major types of hardware and software used by organizations.
8.1 Describe the features of a chosen NoSQL database.
8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT
(Internet of Things).
Course/Unit
Learning Outcomes
Learning Activity
8.1
Unit Lesson
Chapter 5
Unit III PowerPoint Presentation
8.2
Unit Lesson
Chapter 4
Chapter 5
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7
Chapter 5: Database Processing, Q5-1 – Q5-7
Unit Lesson
In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed
Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will
also discuss open source software development and database management systems and compare the
differences between native and thin-client applications. Lastly, we will explore mobile systems and the
characteristics of quality mobile user experiences.
It is important that business professionals understand hardware components, types of hardware, and
computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as
ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes,
terabytes, petabytes, and exabytes (see Figure 1).
Term Definition Abbreviation
Byte A group of binary bits
Kilobyte 1,024 bytes K
Megabyte 1,024 K or 1, 048, 576 bytes MB
Gigabyte 1,024 MB or 1,073,741,824 bytes GB
Terabyte 1,024 GB or 1,099,511,627,776 bytes TB
Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB
Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB
Figure 1: Storage capacity terminology
(Kroenke & Boyle, 2017)
UNIT III STUDY GUIDE
Hardware, Software, and Mobile
Systems and Database Processing
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and
a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be
represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke &
Boyle, 2017).
The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile
operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that
OSs are developed for specific hardware and are often referred to as native applications. In other words, MS
Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an
Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.
Afro-Asian Inquiry and the Problematics of Comparative Cr.docxtarifarmarie
Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
REFERENCES
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P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
BBA 2201, Principles of Accounting I 1 Course Learnin.docxtarifarmarie
BBA 2201, Principles of Accounting I 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Examine the accounting cycle.
2. Identify business transactions.
3. Generate inventory systems and costing methods.
4. Appraise the classes and transactions of liabilities.
4.1 Describe the three main characteristics of liabilities.
4.2 Explain why it is important to classify liabilities into short and long term.
6. Analyze financial statements to inform decision makers.
8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting
Principles (GAAP).
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4
Unit Lesson
Chapter 11
Chapter 14
4.1
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
4.2
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
6 Final Exam
7 Final Exam
8 Final Exam
Reading Assignment
Chapter 11: Current Liabilities and Payroll
Chapter 14: Long-Term Liabilities
UNIT VIII STUDY GUIDE
Liabilities
BBA 2201, Principles of Accounting I 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Liabilities
In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a
business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity.
In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount
owed.
A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or
future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current
liability is the amount owed that must be paid within one year or within the company’s operating cycle,
whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018).
The most common current liability is accounts payable. An account payable is an amount due a vendor or
supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales
tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the
tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within
one year (generally due within 30 days) they are a current liability.
Some businesses will receive cash payments in advance of providing a service, which is referred to as
unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you
have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were
involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided
you with the monthly membership.
For example: If you were to purchase a one year.
ARH2000 Art & Culture USF College of the Arts 1 .docxtarifarmarie
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
1 Theory Into Practice Four Social Work Case Studies .docx
1. 1
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies
and use it throughout
the entire course. By doing this, you will have the opportunity
to see how different
theories guide your view of a client and that client’s presenting
problem. Each time you
return to the same case, you use a different theory, and your
perspective of the problem
changes—which then changes how you ask assessment questions
and how you
intervene.
These case studies are based on the video- and web-based case
studies you encounter
in the MSW program.
Table of Contents
Tiffani Bradley
............................................................................................. ..
.................. 2
Paula Cortez
2. ...............................................................................................
.................... 9
Jake Levey
..................................................................................... ..........
..................... 10
Helen Petrakis
...............................................................................................
................ 13
2
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian
female. She was raised in
a Christian family in Philadelphia, PA. She is of German
descent. Tiffani’s family
consists of her father, Robert, 38 years old; her mother,
Shondra, 33 years old, and
her sister, Diana, 13 years old. Tiffani currently resides in a
group home, Teens First,
a brand new, court-mandated teen counseling program for
adolescent victims of
sexual exploitation and human trafficking. Tiffani has been
provided room and board
in the residential treatment facility for the past 3 months.
Tiffani describes herself as
3. heterosexual.
Presenting Problem: Tiffani has a history of running away. She
has been arrested on
three occasions for prostitution in the last 2 years. Tiffani has
recently been court
ordered to reside in a group home with counseling. She has a
continued desire to be
reunited with her pimp, Donald. After 3 months at Teens First,
Tiffani said that she
had a strong desire to see her sister and her mother. She had not
seen either of
them in over 2 years and missed them very much. Tiffani is
confused about the path
to follow. She is not sure if she wants to return to her family
and sibling or go back to
Donald.
Family Dynamics: Tiffani indicates that her family worked well
together until 8 years
ago. She reports that around the age of 8, she remembered being
awakened by
music and laughter in the early hours of the morning. When she
went downstairs to
investigate, she saw her parents and her Uncle Nate passing a
pipe back and forth
between them. She remembered asking them what they were
doing and her mother
saying, “adult things” and putting her back in bed. Tiffani
remembers this happening
on several occasions. Tiffani also recalls significant changes in
the home's
4. appearance. The home, which was never fancy, was always neat
and tidy. During
this time, however, dust would gather around the house, dishes
would pile up in the
sink, dirt would remain on the floor, and clothes would go for
long periods of time
without being washed. Tiffani began cleaning her own clothes
and making meals for
herself and her sister. Often there was not enough food to feed
everyone, and Tiffani
and her sister would go to bed hungry. Tiffani believed she was
responsible for
helping her mom so that her mom did not get so overwhelmed.
She thought that if
she took care of the home and her sister, maybe that would help
mom return to the
person she was before.
Sometimes Tiffani and her sister would come downstairs in the
morning to find empty
beer cans and liquor bottles on the kitchen table along with a
crack pipe. Her parents
would be in the bedroom, and Tiffani and her sister would leave
the house and go to
school by themselves. The music and noise downstairs
continued for the next 6
years, which escalated to screams and shouting and sounds of
people fighting.
Tiffani remembers her mom one morning yelling at her dad to
“get up and go to
work.” Tiffani and Diana saw their dad come out of the
bedroom and slap their mom
so hard she was knocked down. Dad then went back into the
bedroom. Tiffani
5. 3
remembers thinking that her mom was not doing what she was
supposed to do in the
house, which is what probably angered her dad.
Shondra and Robert have been separated for a little over a year
and have started
dating other people. Diana currently resides with her mother
and Anthony, 31 years
old, who is her mother’s new boyfriend.
Educational History: Tiffani attends school at the group home,
taking general
education classes for her general education development (GED)
credential. Diana
attends Town Middle School and is in the 8th grade.
Employment History: Tiffani reports that her father was
employed as a welding
apprentice and was waiting for the opportunity to join the
union. Eight years ago, he
was laid off due to financial constraints at the company. He
would pick up odd jobs
for the next 8 years but never had steady work after that. Her
mother works as a
home health aide. Her work is part-time, and she has been
unable to secure full-time
work.
6. Social History: Over the past 2 years, Tiffani has had limited
contact with her family
members and has not been attending school. Tiffani did contact
her sister Diana a
few times over the 2-year period and stated that she missed her
very much. Tiffani
views Donald as her “husband” (although they were never
married) and her only
friend. Previously, Donald sold Tiffani to a pimp, “John T.”
Tiffani reports that she was
very upset Donald did this and that she wants to be reunited
with him, missing him
very much. Tiffani indicates that she knows she can be a better
“wife” to him. She
has tried to make contact with him by sending messages through
other people, as
John T. did not allow her access to a phone. It appears that over
the last 2 years,
Tiffani has had neither outside support nor interactions with
anyone beyond Donald,
John T., and some other young women who were prostituting.
Mental Health History: On many occasions Tiffani recalls that
when her mother was
not around, Uncle Nate would ask her to sit on his lap. Her
father would sometimes
ask her to show them the dance that she had learned at school.
When she danced,
her father and Nate would laugh and offer her pocket change.
Sometimes, their
friend Jimmy joined them. One night, Tiffani was awakened by
her uncle Nate and his
7. friend Jimmy. Her parents were apparently out, and they were
the only adults in the
home. They asked her if she wanted to come downstairs and
show them the new
dances she learned at school. Once downstairs Nate and Jimmy
put some music on
and started to dance. They asked Tiffani to start dancing with
them, which she did.
While they were dancing, Jimmy spilled some beer on her. Nate
said she had to go to
the bathroom to clean up. Nate, Jimmy, and Tiffani all went to
the bathroom. Nate
asked Tiffani to take her clothes off and get in the bath. Tiffani
hesitated to do this,
but Nate insisted it was OK since he and Jimmy were family.
Tiffani eventually
relented and began to wash up. Nate would tell her that she
missed a spot and would
scrub the area with his hands. Incidents like this continued to
occur with increasing
levels of molestation each time.
4
The last time it happened, when Tiffani was 14, she
pretended to be willing to dance
for them, but when she got downstairs, she ran out the front
door of the house. Tiffani
vividly remembers the fear she felt the nights Nate and Jimmy
touched her, and she
was convinced they would have raped her if she stayed in the
house.
8. About halfway down the block, a car stopped. The man
introduced himself as Donald,
and he indicated that he would take care of her and keep her
safe when these things
happened. He then offered to be her boyfriend and took Tiffani
to his apartment.
Donald insisted Tiffani drink beer. When Tiffani was drunk,
Donald began kissing her,
and they had sex. Tiffani was also afraid that if she did not have
sex, Donald would
not let her stay— she had nowhere else to go. For the next 3
days, Donald brought
her food and beer and had sex with her several more times.
Donald told Tiffani that
she was not allowed to do anything without his permission. This
included watching
TV, going to the bathroom, taking a shower, and eating and
drinking. A few weeks
later, Donald bought Tiffani a dress, explaining to her that she
was going to “find a
date” and get men to pay her to have sex. When Tiffani said she
did not want to do
that, Donald hit her several times. Donald explained that if she
didn’t do it, he would
get her sister Diana and make her do it instead. Out of fear for
her sister, Tiffani
relented and did what Donald told her to do. She thought at this
point her only
purpose in life was to be a sex object, listen, and obey—and
then she would be able
to keep the relationships and love she so desired.
9. Legal History: Tiffani has been arrested three times for
prostitution. Right before the
most recent charge, a new state policy was enacted to protect
youth 16 years and
younger from prosecution and jail time for prostitution. The
Safe Harbor for Exploited
Children Act allows the state to define Tiffani as a sexually
exploited youth, and
therefore the state will not imprison her for prostitution. She
was mandated to
services at the Teens First agency, unlike her prior arrests when
she had been sent
to detention.
Alcohol and Drug Use History: Tiffani’s parents were social
drinkers until about 8
years ago. At that time Uncle Nate introduced them to crack
cocaine. Tiffani reports
using alcohol when Donald wanted her to since she wanted to
please him, and she
thought this was the way she would be a good “wife.” She
denies any other drug use.
Medical History: During intake, it was noted that Tiffani had
multiple bruises and burn
marks on her legs and arms. She reported that Donald had
slapped her when he felt
she did not behave and that John T. burned her with cigarettes.
She had realized that
she did some things that would make them mad, and she tried
her hardest to keep
10. them pleased even though she did not want to be with John T.
Tiffani has been
treated for several sexually transmitted infections (STIs) at
local clinics and is
currently on an antibiotic for a kidney infection. Although she
was given condoms by
Donald and John T. for her “dates,” there were several “Johns”
who refused to use
them.
5
Strengths: Tiffani is resilient in learning how to survive the
negative relationships she
has been involved with. She has as sense of protection for her
sister and will sacrifice
herself to keep her sister safe.
Robert Bradley: father, 38 years old
Shondra Bradley: mother, 33 years old
Nate Bradley: uncle, 36 years old
Tiffani Bradley: daughter, 16 years old
Diana Bradley: daughter, 13 years old
Donald: Tiffani’s self-described husband and her former pimp
Anthony: Shondra’s live-in partner, 31 years old
John T.: Tiffani’s most recent pimp
11. 6
Paula Cortez
Identifying Data: Paula Cortez is a 43-year-old Catholic
Hispanic female residing in New
York City, NY. Paula was born in Colombia. When she was 17
years old, Paula left
Colombia and moved to New York where she met David, who
later became her
husband. Paula and David have one son, Miguel, 20 years old.
They divorced after 5
years of marriage. Paula has a five-year-old daughter, Maria,
from a different
relationship.
Presenting Problem: Paula has multiple medical issues, and
there is concern about
whether she will be able to continue to care for her youngest
child, Maria. Paula has
been overwhelmed, especially since she again stopped taking
her medication. Paula is
also concerned about the wellness of Maria.
Family Dynamics: Paula comes from a moderately well-to-do
family. Paula reports
suffering physical and emotional abuse at the hands of both her
parents, eventually
fleeing to New York to get away from the abuse. Paula comes
from an authoritarian
family where her role was to be “seen and not heard.” Paula
12. states that she did not feel
valued by any of her family members and reports never
receiving the attention she
needed. As a teenager, she realized she felt “not good enough”
in her family system,
which led to her leaving for New York and looking for
“someone to love me.” Her
parents still reside in Colombia with Paula’s two siblings.
Paula met David when she sought to purchase drugs. They
married when Paula was 18
years old. The couple divorced after 5 years of marriage. Paula
raised Miguel, mostly by
herself, until he was 8 years old, at which time she was forced
to relinquish custody due
to her medical condition. Paula maintains a relationship with
her son, Miguel, and her
ex-husband, David. Miguel takes part in caring for his half-
sister, Maria.
Paula does believe her job as a mother is to take care of Maria
but is finding that more
and more challenging with her physical illnesses.
Employment History: Paula worked for a clothing designer, but
she realized that her true
passion was painting. She has a collection of more than 100
drawings and paintings,
many of which track the course of her personal and emotional
journey. Paula held a full-
time job for a number of years before her health prevented her
from working. She is
13. now unemployed and receives Supplemental Security Disability
Insurance (SSD) and
Medicaid. Miguel does his best to help his mom but only works
part time at a local
supermarket delivering groceries.
Paula currently uses federal and state services. Paula
successfully applied for WIC, the
federal Supplemental Nutrition Program for Women, Infants,
and Children. Given
Paula’s low income, health, and Medicaid status, Paula is able
to receive in-home
childcare assistance through New York’s public assistance
program.
7
Social History: Paula is bilingual, fluent in both Spanish and
English. Although Paula
identifies as Catholic, she does not consider religion to be a big
part of her life. Paula
lives with her daughter in an apartment in Queens, NY. Paula is
socially isolated as she
has limited contact with her family in Colombia and lacks a
peer network of any kind in
her neighborhood.
Five (5) years ago Paula met a man (Jesus) at a flower shop.
They spoke several times.
14. He would visit her at her apartment to have sex. Since they had
an active sex life, Paula
thought he was a “stand-up guy” and really liked him. She
believed he would take care
of her. Soon everything changed. Paula began to suspect that he
was using drugs,
because he had started to become controlling and demanding.
He showed up at her
apartment at all times of the night demanding to be let in. He
called her relentlessly, and
when she did not pick up the phone, he left her mean and
threatening messages. Paula
was fearful for her safety and thought her past behavior with
drugs and sex brought on
bad relationships with men and that she did not deserve better.
After a couple of
months, Paula realized she was pregnant. Jesus stated he did not
want anything to do
with the “kid” and stopped coming over, but he continued to
contact and threaten Paula
by phone. Paula has no contact with Jesus at this point in time
due to a restraining
order.
Mental Health History: Paula was diagnosed with bipolar
disorder. She experiences
periods of mania lasting for a couple of weeks then goes into a
depressive state for
months when not properly medicated. Paula has a tendency
toward paranoia. Paula
has a history of not complying with her psychiatric medication
treatment because she
does not like the way it makes her feel. She often discontinues
it without telling her
15. psychiatrist. Paula has had multiple psychiatric hospitalizations
but has remained out of
the hospital for the past 5 years. Paula accepts her bipolar
diagnosis but demonstrates
limited insight into the relationship between her symptoms and
her medication.
Paula reports that when she was pregnant, she was fearful for
her safety due to the
baby’s father’s anger about the pregnancy. Jesus’ relentless
phone calls and voicemails
rattled Paula. She believed she had nowhere to turn. At that
time, she became scared,
slept poorly, and her paranoia increased significantly. After
completing a suicide
assessment 5 years ago, it was noted that Paula was
decompensating quickly and was
at risk of harming herself and/or her baby. Paula was
involuntarily admitted to the
psychiatric unit of the hospital. Paula remained on the unit for 2
weeks.
Educational History: Paula completed high school in Colombia.
Paula had hoped to
attend the Fashion Institute of Technology (FIT) in New York
City, but getting divorced,
then raising Miguel on her own interfered with her plans.
Miguel attends college full time
in New York City.
Medical History: Paula was diagnosed as HIV positive 15 years
ago. Paula acquired
16. AIDS three years later when she was diagnosed with a severe
brain infection and a T-
cell count of less than 200. Paula’s brain infection left her
completely paralyzed on the
right side. She lost function in her right arm and hand as well as
the ability to walk. After
8
a long stay in an acute care hospital in New York City, Paula
was transferred to a skilled
nursing facility (SNF) where she thought she would die. After
being in the skilled nursing
facility for more than a year, Paula regained the ability to walk,
although she does so
with a severe limp. She also regained some function in her right
arm. Her right hand
(her dominant hand) remains semi-paralyzed and limp. Over the
course of several
years, Paula taught herself to paint with her left hand and was
able to return to her
beloved art.
Paula began treatment for her HIV/AIDS with highly active
antiretroviral therapy
(HAART). Since she ran away from the family home, married
and divorced a drug user,
then was in an abusive relationship, Paula thought she deserved
what she got in life.
She responded well to HAART and her HIV/AIDS was well
controlled. In addition to her
HIV/AIDS disease, Paula is diagnosed with Hepatitis C (Hep
17. C). While this condition
was controlled, it has reached a point where Paula’s doctor is
recommending she begin
a new treatment. Paula also has significant circulatory
problems, which cause her
severe pain in her lower extremities. She uses prescribed
narcotic pain medication to
control her symptoms. Paula’s circulatory problems have also
led to chronic ulcers on
her feet that will not heal. Treatment for her foot ulcers
demands frequent visits to a
wound care clinic. Paula’s pain paired with the foot ulcers make
it difficult for her to
ambulate and leave her home. Paula has a tendency not to
comply with her medical
treatment. She often disregards instructions from her doctors
and resorts to holistic
treatments like treating her ulcers with chamomile tea. When
she stops her treatment,
she deteriorates quickly.
Maria was born HIV negative and received the appropriate
HAART treatment after birth.
She spent a week in the neonatal intensive care unit as she had
to detox from the
effects of the pain medication Paula took throughout her
pregnancy.
Legal History: Previously, Paula used the AIDS Law Project, a
not-for-profit organization
that helps individuals with HIV address legal issues, such as
those related to the child’s
father . At that time, Paula filed a police report in response to
18. Jesus' escalating threats
and successfully got a restraining order. Once the order was
served, the phone calls
and visits stopped, and Paula regained a temporary sense of
control over her life.
Paula completed the appropriate permanency planning
paperwork with the assistance
of the organization The Family Center. She named Miguel as
her daughter’s guardian
should something happen to her.
Alcohol and Drug Use History: Paula became an intravenous
drug user (IVDU), using
cocaine and heroin, at age 17. David was one of Paula’s “drug
buddies” and suppliers.
Paula continued to use drugs in the United States for several
years; however, she
stopped when she got pregnant with Miguel. David continued to
use drugs, which led to
the failure of their marriage.
Strengths: Paula has shown her resilience over the years. She
has artistic skills and has
found a way to utilize them. Paula has the foresight to seek
social services to help her
9
19. and her children survive. Paula has no legal involvement. She
has the ability to bounce
back from her many physical and health challenges to continue
to care for her child and
maintain her household.
David Cortez: father, 46 years old
Paula Cortez: mother, 43 years old
Miguel Cortez: son, 20 years old
Jesus (unknown): Maria’s father, 44 years old
Maria Cortez: daughter, 5 years old
10
Jake Levy
Identifying Data: Jake Levy is a 31-year-old, married, Jewish
Caucasian male. Jake’s
wife, Sheri, is 28 years old. They have two sons, Myles (10) and
Levi (8). The family
resides in a two-bedroom condominium in a middle-class
neighborhood in Rockville,
MD. They have been married for 10 years.
Presenting Problem: Jake, an Iraq War veteran, came to the
Veterans Affairs Health
Care Center (VA) for services because his wife has threatened
20. to leave him if he
does not get help. She is particularly concerned about his
drinking and lack of
involvement in their sons’ lives. She told him his drinking has
gotten out of control
and is making him mean and distant. Jake reports that he and his
wife have been
fighting a lot and that he drinks to take the edge off and to help
him sleep. Jake
expresses fear of losing his job and his family if he does not get
help. Jake identifies
as the primary provider for his family and believes that this is
his responsibility as a
husband and father. Jake realizes he may be putting that in
jeopardy because of his
drinking. He says he has never seen Sheri so angry before, and
he saw she was at
her limit with him and his behaviors.
Family Dynamics: Jake was born in Alabama to a Caucasian,
Eurocentric family
system. He reports his time growing up to have been within a
“normal” family system.
However, he states that he was never emotionally close to either
parent and viewed
himself as fairly independent from a young age. His dad had
previously been in the
military and was raised with the understanding that his duty is
to support his country.
His family displayed traditional roles, with his dad supporting
the family after he was
discharged from military service. Jake was raised to believe that
real men do not
show weakness and must be the head of the household.
21. Jake’s parents are deceased, and he has a sister who lives
outside London. He and
his sister are not very close but do talk twice a year. Sheri is an
only child, and
although her mother lives in the area, she offers little support.
Her mother never
approved of Sheri marrying Jake and thinks Sheri needs to deal
with their problems
on her own. Jake reports that he has not been engaged with his
sons at all since his
return from Iraq, and he keeps to himself when he is at home.
Employment History: Jake is employed as a human resources
assistant for the
military. Jake works in an office with civilians and military
personnel and mostly gets
along with people in the office. Jake is having difficulty getting
up in the morning to go
to work, which increases the stress between Sheri and himself.
Shari is a special
education teacher in a local elementary school. Jake thinks it is
his responsibility to
provide for his family and is having stress over what is
happening to him at home and
work. He thinks he is failing as a provider.
Social History: Jake and Sheri identify as Jewish and attend a
local synagogue on
major holidays. Jake tends to keep to himself and says he
sometimes feels
22. pressured to be more communicative and social. Jake believes
he is socially inept
11
and not able to develop friendships. The couple has some
friends, since Shari gets
involved with the parents in their sons’ school. However,
because of Jake’s recent
behaviors, they have become socially isolated. He is very
worried that Sheri will leave
him due to the isolation.
Mental Health History: Jake reports that since his return to
civilian life 10 months ago,
he has difficulty sleeping, frequent heart palpitations, and
moodiness. Jake had seen
Dr. Zoe, a psychiatrist at the VA, who diagnosed him with post-
traumatic stress
disorder (PTSD). Dr. Zoe prescribed Paxil to help reduce his
symptoms of anxiety
and depression and suggested that he also begin counseling.
Jake says that he does
not really understand what PTSD is but thought it meant that a
person who had it was
“going crazy,” which at times he thought was happening to him.
He expresses
concern that he will never feel “normal” again and says that
when he drinks alcohol,
his symptoms and the intensity of his emotions ease. Jake
describes that he
sometimes thinks he is back in Iraq, which makes him feel
23. uneasy and watchful. He
hates the experience and tries to numb it. He has difficulty
sleeping and is irritable, so
he isolates himself and soothes this with drinking. He talks
about always feeling
“ready to go.” He says he is exhausted from being always alert
and looking for
potential problems around him. Every sound seems to startle
him. He shares that he
often thinks about what happened “over there” but tries to push
it out of his mind.
Nighttime is the worst, as he has terrible recurring nightmares
of one particular event.
He says he wakes up shaking and sweating most nights. He adds
that drinking is the
one thing that seems to give him a little relief.
Educational History: Sheri has a bachelor’s degree in special
education from a local
college. Jake has a high school diploma but wanted to attend
college upon his return
from the military.
Military History: Jake is an Iraqi War veteran. He enlisted in
the Marines at 21 years
old when he and Shari got married due to Sheri being pregnant.
The family was
stationed in several states prior to Jake being deployed to Iraq.
Jake left the service
10 months ago. Sheri and Jake had used military housing since
his marriage, making
it easier to support the family. On military bases, there was a lot
24. of social support and
both Jake and Sheri took full advantage of the social systems
available to them
during that time.
Medical History: Jake is physically fit, but an injury he
sustained in combat sometimes
limits his ability to use his left hand. Jake reports sometimes
feeling inadequate
because of the reduction in the use of his hand and tries to push
through because he
worries how the injury will impact his responsibilities as a
provider, husband, and
father. Jake considers himself resilient enough to overcome this
disadvantage and
“be able to do the things I need to do.” Sheri is in good physical
condition and has
recently found out that she is pregnant with their third child.
Legal History: Jake and Sheri deny having criminal histories.
12
Alcohol and Drug Use History: As teenagers, Jake and Sheri
used marijuana and
drank. Both deny current use of marijuana but report they still
drink. Sheri drinks
socially and has one or two drinks over the weekend. Jake
reports that he has four to
five drinks in the evenings during the week and eight to ten
25. drinks on Saturdays and
Sundays. Jake spends his evenings on the couch drinking beer
and watching TV or
playing video games. Shari reports that Jake drinks more than
he realizes, doubling
what Jake has reported.
Strengths: Jake is cognizant of his limitations and has worked
on overcoming his
physical challenges. Jake is resilient. Jake did not have any
disciplinary actions taken
against him in the military. He is dedicated to his wife and
family.
Jake Levy: father, 31 years old
Sheri Levy: mother, 28 years old
Myles Levy: son, 10 years old
Levi Levy: son, 8 years old
13
Helen Petrakis
Identifying Data: Helen Petrakis is a 52-year-old, Caucasian
female of Greek descent
living in a four-bedroom house in Tarpon Springs, FL. Her
family consists of her
husband, John (60), son, Alec (27), daughter, Dmitra (23), and
daughter Althima (18).
26. John and Helen have been married for 30 years. They married in
the Greek Orthodox
Church and attend services weekly.
Presenting Problem: Helen reports feeling overwhelmed and
“blue.” She was referred
by a close friend who thought Helen would benefit from having
a person who would
listen. Although she is uncomfortable talking about her life with
a stranger, Helen
says that she decided to come for therapy because she worries
about burdening
friends with her troubles. John has been expressing his
displeasure with meals at
home, as Helen has been cooking less often and brings home
takeout. Helen thinks
she is inadequate as a wife. She states that she feels defeated;
she describes an
incident in which her son, Alec, expressed disappointment in
her because she could
not provide him with clean laundry. Helen reports feeling
overwhelmed by her
responsibilities and believes she can’t handle being a wife,
mother, and caretaker
any longer.
Family Dynamics: Helen describes her marriage as typical of a
traditional Greek
family. John, the breadwinner in the family, is successful in the
souvenir shop in
town. Helen voices a great deal of pride in her children. Dmitra
is described as smart,
27. beautiful, and hardworking. Althima is described as adorable
and reliable. Helen
shops, cooks, and cleans for the family, and John sees to yard
care and maintaining
the family’s cars. Helen believes the children are too busy to be
expected to help
around the house, knowing that is her role as wife and mother.
John and Helen
choose not to take money from their children for any room or
board. The Petrakis
family holds strong family bonds within a large and supportive
Greek community.
Helen is the primary caretaker for Magda (John’s 81-year-old
widowed mother), who
lives in an apartment 30 minutes away. Until recently, Magda
was self-sufficient,
coming for weekly family dinners and driving herself shopping
and to church. Six
months ago, she fell and broke her hip and was also recently
diagnosed with early
signs of dementia. Helen and John hired a reliable and trusted
woman temporarily to
check in on Magda a couple of days each week. Helen would go
and see Magda on
the other days, sometimes twice in one day, depending on
Magda’s needs. Helen
would go food shopping for Magda, clean her home, pay her
bills, and keep track of
Magda’s medications. Since Helen thought she was unable to
continue caretaking for
both Magda and her husband and kids, she wanted the helper to
come in more often,
but John said they could not afford it. The money they now pay
to the helper is
28. coming out of the couple’s vacation savings. Caring for Magda
makes Helen think
she is failing as a wife and mother because she no longer has
time to spend with her
husband and children.
14
Helen spoke to her husband, John (the family decision maker),
and they agreed to
have Alec (their son) move in with Magda (his grandmother) to
help relieve Helen’s
burden and stress. John decided to pay Alec the money typically
given to Magda’s
helper. This has not decreased the burden on Helen since she
had to be at the
apartment at least once daily to intervene with emergencies that
Alec is unable to
manage independently. Helen’s anxiety has increased since she
noted some of
Magda’s medications were missing, the cash box was empty,
Magda’s checkbook
had missing checks, and jewelry from Greece, which had been
in the family for
generations, was also gone.
Helen comes from a close-knit Greek Orthodox family where
women are responsible
for maintaining the family system and making life easier for
their husbands and
children. She was raised in the community where she currently
29. resides. Both her
parents were born in Greece and came to the United States after
their marriage to
start a family and give them a better life. Helen has a younger
brother and a younger
sister. She was responsible for raising her siblings since both
her parents worked in a
fishery they owned. Helen feared her parents’ disappointment if
she did not help
raise her siblings. Helen was very attached to her parents and
still mourns their loss.
She idolized her mother and empathized with the struggles her
mother endured
raising her own family. Helen reports having that same fear of
disappointment with
her husband and children.
Employment History: Helen has worked part time at a hospital
in the billing
department since graduating from high school. John Petrakis
owns a Greek souvenir
shop in town and earns the larger portion of the family income.
Alec is currently
unemployed, which Helen attributes to the poor economy.
Dmitra works as a sales
consultant for a major department store in the mall. Althima is
an honors student at a
local college and earns spending money as a hostess in a family
friend’s restaurant.
During town events, Dmitra and Althima help in the souvenir
shop when they can.
Social History: The Petrakis family live in a community
30. centered on the activities of the
Greek Orthodox Church. Helen has used her faith to help her
through the more
difficult challenges of not believing she is performing her “job”
as a wife and mother.
Helen reports that her children are religious but do not regularly
go to church
because they are very busy. Helen has stopped going shopping
and out to eat with
friends because she can no longer find the time since she
became a caretaker for
Magda.
Mental Health History: Helen consistently appears well
groomed. She speaks clearly
and in moderate tones and seems to have linear thought
progression—her memory
seems intact. She claims no history of drug or alcohol abuse,
and she does not
identify a history of trauma. More recently, Helen is
overwhelmed by thinking she is
inadequate. She stopped socializing and finds no activity
enjoyable. In some
situations in her life, she is feeling powerless.
15
Educational History: Helen and John both have high school
diplomas. Helen is proud
31. of her children knowing she was the one responsible in helping
them with their
homework. Alec graduated high school and chose not to attend
college. Dmitra
attempted college but decided that was not the direction she
wanted. Althima is an
honors student at a local college.
Medical History: Helen has chronic back pain from an old
injury, which she manages
with acetaminophen as needed. Helen reports having periods of
tightness in her
chest and a feeling that her heart was racing along with trouble
breathing and
thinking that she might pass out. One time, John brought her to
the emergency room.
The hospital ran tests but found no conclusive organic reason to
explain Helen’s
symptoms. She continues to experience shortness of breath,
usually in the morning
when she is getting ready to begin her day. She says she has
trouble staying asleep,
waking two to four times each night, and she feels tired during
the day. Working is
hard because she is more forgetful than she has ever been.
Helen says that she
feels like her body is one big tired knot.
Legal History: The only member of the Petrakis family that has
legal involvement is
Alec. He was arrested about 2 years ago for possession of
marijuana. He was
32. required to attend an inpatient rehabilitation program (which he
completed) and was
sentenced to 2 years’ probation. Helen was devastated,
believing John would be
disappointed in her for not raising Alec properly.
Alcohol and Drug Use History: Helen has no history of drug use
and only drinks at
community celebrations. Alec has struggled with drugs and
alcohol since he was a
teen. Helen wants to believe Alec is maintaining his sobriety
and gives him the
benefit of the doubt. Alec is currently on 2 years’ probation for
possession and has
recently completed an inpatient rehabilitation program. Helen
feels responsible for his
addiction and wonders what she did wrong as a mother.
Strengths: Helen has a high school diploma and has been
successful at raising her
family. She has developed a social support system, not only in
the community but
also within her faith at the Greek Orthodox Church. Helen is
committed to her family
system and their success. Helen does have the ability to
multitask, taking care of her
immediate family as well as fulfilling her obligation to her
mother-in-law. Even under
the current stressful circumstances, Helen is assuming and
carrying out her
responsibilities.
33. John Petrakis: father, 60 years old
Helen Petrakis: mother, 52 years old
Alec Petrakis: son, 27 years old
Dmitra Petrakis: daughter, 23 years old
Althima Petrakis: daughter, 18 years old
Magda Petrakis: John’s mother, 81 years old
Strengths: 1. Large Enrollment 2. Flexible class schedules
1. The Apollo Group is the largest provider of higher education
for adults seeking an associates’, bachelors’, or masters’ degree.
The University of Phoenix has over 400,000 students enrolled in
one of their many degree programs. The revenues of the Apollo
Group have increased by $4.9 billion and its profits increased to
$553 million since 1996. 2. The Apollo Group offers classes
that are catered around the schedules of working adults. Classes
are offered year round with minimal breaks between semesters.
Most students take one class twice a week for five to six weeks
in the evenings. Classes are also offered online for students who
do not wish to participate in the traditional classroom learning
environment.
Weaknesses: 1. Accreditation 2. Lack of Qualified Instructors
1. The University of Phoenix (UOP) is accredited by the Higher
Learning Commission. This accreditation is sufficient in most
states, but some states require other accreditations from that
particular state. The Bachelors’ and Masters’ programs in
business offered by UOP are not accredited by the Association
to Advance Collegiate Schools of Business (AACSB). The
AACSB is the most highly recognized accreditation in the
industry. By not receiving this accreditation, students who
receive degrees from UOP may not be considered for positions
in the business industry. 2. UOP utilizes facilitators to facilitate
34. or lead seminar style classrooms. Most classes are comprised of
10-15 students and those students are broken up into groups of
5. Most assignments are group assignments. The class facilitator
leads the discussions and guides the class through the
curriculum. The facilitators are the instructors for the class.
UOP does not hire or employ professors with Doctoral Degrees
in order to keep their labor cost down. When a college does not
employ doctoral level instructors the quality of education is
impaired.
Opportunities: 1. Perceived as a low quality diploma mill. 2.
Lack of doctoral staff
These two opportunities for the University of Phoenix are
intertwined. The degree programs at UOP are viewed as low
quality diploma mills because they do not employ a large
number of doctoral level instructors on their campuses. The
class room curriculum is developed by the class facilitators.
Those facilitators are not considered qualified in the education
arena to develop such curriculums for bachelor and master level
degree programs. Therefore, UOP is viewed as a for profit
educational college that enrolls students in a degree program
that does not equip them to handle the challenges they will face
in the real world. It is a weakness, because in some states the
graduates will not considered for a position in their field of
study because UOP is not accredited.
Threats: 1. Competition. 2. Regulatory Issues
1. UOP faces more competition now as more public and private
sector universities are now offering adult degree programs and
online educational opportunities. Those private and public
colleges are accredited in the states in which they operate. UOP
faces a decline in enrollment as a result of the public and
private sector colleges entering into the adult education arena.
2. UOP has undergone several investigations into their
enrollment practices. An enrollment counselor salary doubled
based on the number of students he enrolled. The Senate
35. Committee on Education’s investigation found that only 1% of
students enrolled in for profit colleges actually received a
degree. It also found that 85% had withdrawn and the dropout
rate was 66%. The dropout rate was 55% at public college and
45% at private colleges. UOP revenue from federal dollars at
the end of 2010 was 88% which is very close to the limit of
90%. When the limit is reached it will affect the enrollment of
new students at UOP because federal dollars will no longer be
available.
Recommendations:
I recommend the Apollo Group work on receiving the proper
accreditation is all states in which they operate campuses. They
need to make the necessary arrangements to ensure when
students graduate from their college that their degree will
actually be worth something. I would hate to be the student who
attended college for 4 years to be told I had a $60,000 piece of
paper that meant absolutely nothing in the business world. If
UOP is not accredited in those states by the required
accreditation facility then UOP should inform the students prior
to enrolling.
Assignment 1: Application of Crisis Theory and Resiliency
Theory to a Case Study
It is common for social workers to be presented with a crisis
situation brought forth by clients, families, communities, and/or
organizations. The ultimate goal is to restore the client to
equilibrium. The five stages of the crisis are (1) the hazardous
event, (2) the vulnerable stage, (3) the precipitating factor, (4)
the state of active crisis, and (5) the reintegration or crisis
resolution phase.
There are times when a social worker will use more than
one theory to assist in conceptualizing the problem and
intervention, particularly if the theories complement each other.
For example, resiliency theory can be used alongside crisis
theory.
36. To prepare: Review and focus on the case study of Tiffani
Bradley (in attachments).
Submit a 2-page case write-up that addresses the following:
· Map the client’s crisis using the five stages of the crisis.
· Describe the client’s assets and resources (in order to
understand the client’s resilience).
· Describe how you, the social worker, will intervene to assist
the client to reach the reintegration stage of the crisis. Be sure
that the intervention promotes resiliency.
· Evaluate how using crisis theory and resiliency theory
together help in working with a client.
·
Be sure to:
· Identify and correctly reference the case study you have
chosen.
· Use literature to support your claims.
· Use APA formatting and style.
· Remember to double-space your paper.
· Please include references and citations.
Assignment 2:
Comprehensive Assessment
A comprehensive understanding of a client’s presenting
problems depends on the use of multiple types of assessment
models. Each model gathers different information based on
theoretical perspective and intent. An assessment that focuses
on one area alone not only misses vital information that may be
helpful in planning an intervention, but may encourage a biased
evaluation that could potentially lead you to an inappropriate
intervention. When gathering and reviewing a client’s history,
sometimes it is easier to focus on the problems and not the
positive attributes of the client. In social work, the use of a
37. strengths perspective requires that a client’s strengths, assets,
and resources must be identified and utilized. Further, using an
empowerment approach in conjunction with a strengths
perspective guides the practitioner to work with the client to
identify shared goals. You will be asked to consider these
approaches and critically analyze the multidisciplinary team’s
response to the program case study of Paula Cortez.
For this Assignment, review the program case study of the
Cortez family (in attachments).
In a 3-page paper, complete a comprehensive assessment of
Paula Cortez, utilizing two of assessment models.
· Using the Cowger article, identify at least two areas of
strengths in Paula’s case.
· Analyze the perspectives of two members of the
multidisciplinary team, particularly relative to Paula’s
pregnancy.
· Explain which model the social workers appear to be using to
make their assessment.
· Describe the potential for bias when choosing an assessment
model and completing an evaluation.
· Suggest strategies you, as Paula’s social worker, might try to
avoid these biases.
· Please include references and citations.