Author Peggy Hutchison writes …extensive obstacles to friendship e.docx
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Author Peggy Hutchison writes: “…extensive obstacles to friendship exist in families, communities, and services. As a result of these obstacles, people interviewed in this study reported knowing about very few real friendships which exist between people in their communities with handicaps and other citizens. This finding that the majority of people with handicaps still have few or no non-disabled friends is consistent with other findings” (Hutchison, 1990). After viewing the film, Rory O'Shea Was Here, and evaluating Hutchinson’s idea (both in the film and in your experience), please answer the following in a post of at least 250 words. You must refer to the movie and relate the two articles to the movie as you answer the questions below: In what ways might it be possible for persons who are differently abled to enjoy deep and meaningful friendships compared with those outside of the community? What are the challenges? What are some of the special considerations for having friendships with persons who are differently abled? What is your own experience of friendships with persons who are differently abled? .
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Author Peggy Hutchison writes …extensive obstacles to friendship e.docx
Author Peggy Hutchison writes: “…extensive obstacles to friendship exist in families, communities, and services. As a result of these obstacles, people interviewed in this study reported knowing about very few real friendships which exist between people in their communities with handicaps and other citizens. This finding that the majority of people with handicaps still have few or no non-disabled friends is consistent with other findings” (Hutchison, 2010).
After viewing the film, Rory O'Shea Was Here, and evaluating Hutchinson’s idea (both in the film and in your experience), please answer the following in a post of at least 250 words. Be sure to draw upon the issues raised in the film and your reading materials to answer the following:
In what ways might it be possible for persons who are differently abled to enjoy deep and meaningful friendships compared with those outside of the community? What are the challenges?
What are some of the special considerations for having friendships with persons who are differently abled?
What is your own experience of friendships with persons who are differently abled?
Evaluation Criteria
Your initial post should be at least 250 words and must substantively integrate the assigned readings from the module with proper
APA
style formatting.
.
I need these questions answered in about 200 words each. Please no p.docx
I need these questions answered in about 200 words each. Please no plagiarized answers
1. Compare two different types of societies discussed in Chapter 6 of your textbook. What stands out to you about the similarities/differences between these types of societies?
2. What roles do social institutions within a culture play in producing, maintaining, or transforming a culture? What perspectives did you gain about the importance/role of social institutions in a culture that you didn’t have before this topic? What unique impact have particular social institutions had in your culture or in the way you communicate?
3. What role does nonverbal communication play in intercultural interactions? Give examples both from research on nonverbal cultural distinctiveness and from your own experience that show how nonverbal differences between cultures can influence intercultural communication.
4. People from cultures who prefer direct communication methods often think that indirect communication methods are deceitful. Consider how you would respond to a colleague who asks, “Why don’t they just come out and tell the truth?” Is “contexting” relevant to Christians communicating about their faith to other Christians or non-Christians? Explain.
.
How Can Media Reconnect Us With Our Humanity?
The media plays an important role in defining who we are, what we desire and what is acceptable (or not) in our reality.
In this talk, we discuss the current state of affairs and discuss how we improve upon it.
This is the actual slides presented at Arizona State University on February 10th, 2014
By the end of this activity, you will haveSummarize the core conc.docx
By the end of this activity, you will have:
Summarize the core concepts of sociology and recognize and explain the “sociological imagination” when viewing social phenomena and your own life.
Demonstrate an understanding of individual and group differences and alliances and explain how they may be influenced by race, gender, sexual orientation, age, class, religion and/or disabilities.
Review the five PBS video segments available online at:
A Class Divided
Note: If the link above does not work for some reason, try the main site
and then click on "
Watch the Full Program Online
"
Please note: This is a popular site and video. You are advised to plan ahead and try to complete this assignment as early in the week as possible in order to ensure the site is available and not overwhelmed by traffic.
As you complete this assignment, think about the following:
How is race socially constructed?
How do we socialize children to recognize race and ethnicity?
How do we define racism, prejudice and discrimination and how do they relate to privilege?
After viewing the various segments of the “Blues Eyes, Brown Eyes” videos, answer one (1) of the following sets of questions.
Option 1: Racism
Some people argue that racism is primarily a belief or attitude and that anyone who unfairly judges another based on race is racist. Others argue that racism is about action and systemic discrimination, so only those with the power to act, and not those who are the targets of discrimination, can be racist. Based on the quotes listed below and in an essay format, answer the following: which argument do you find more convincing and why? Is there a difference between racism and prejudice? If so, what is the difference?
"Racism couples the false assumption that race determines psychological and cultural traits with the belief that one race is superior to another."
--A World of Difference project of the Anti-Defamation League of B'nai Brith
.
"Racism is any attitude, action, or institutional structure which subordinates a person or group because of skin color."
--U.S. Commission on Civil Rights, 1970
"We define racism as an institutionalized system of economic, political, social, and cultural relations that ensures that one racial group has and maintains power and privilege over all others in all aspects of life. Individual participation in racism occurs when the objective outcome of behavior reinforces these relations, regardless of the subjective intent."
--Carol Brunson Phillips and Louise Derman-Sparks in
Teaching/Learning Anti-Racism: A Developmental Approach
, (Teachers College Press, 1997)
Option 2: Privilege
One of the goals of the civil rights movement was to ensure equal opportunity for every US citizen, irrespective of race. When the civil rights movement began, the legal system did not grant the same rights to blacks and other minorities as it did to whites. Today, those laws have been changed, leading some to argue that the US has achieved a level playing field.
Recommended
Author Peggy Hutchison writes …extensive obstacles to friendship e.docx
Author Peggy Hutchison writes: “…extensive obstacles to friendship exist in families, communities, and services. As a result of these obstacles, people interviewed in this study reported knowing about very few real friendships which exist between people in their communities with handicaps and other citizens. This finding that the majority of people with handicaps still have few or no non-disabled friends is consistent with other findings” (Hutchison, 2010).
After viewing the film, Rory O'Shea Was Here, and evaluating Hutchinson’s idea (both in the film and in your experience), please answer the following in a post of at least 250 words. Be sure to draw upon the issues raised in the film and your reading materials to answer the following:
In what ways might it be possible for persons who are differently abled to enjoy deep and meaningful friendships compared with those outside of the community? What are the challenges?
What are some of the special considerations for having friendships with persons who are differently abled?
What is your own experience of friendships with persons who are differently abled?
Evaluation Criteria
Your initial post should be at least 250 words and must substantively integrate the assigned readings from the module with proper
APA
style formatting.
.
I need these questions answered in about 200 words each. Please no p.docx
I need these questions answered in about 200 words each. Please no plagiarized answers
1. Compare two different types of societies discussed in Chapter 6 of your textbook. What stands out to you about the similarities/differences between these types of societies?
2. What roles do social institutions within a culture play in producing, maintaining, or transforming a culture? What perspectives did you gain about the importance/role of social institutions in a culture that you didn’t have before this topic? What unique impact have particular social institutions had in your culture or in the way you communicate?
3. What role does nonverbal communication play in intercultural interactions? Give examples both from research on nonverbal cultural distinctiveness and from your own experience that show how nonverbal differences between cultures can influence intercultural communication.
4. People from cultures who prefer direct communication methods often think that indirect communication methods are deceitful. Consider how you would respond to a colleague who asks, “Why don’t they just come out and tell the truth?” Is “contexting” relevant to Christians communicating about their faith to other Christians or non-Christians? Explain.
.
How Can Media Reconnect Us With Our Humanity?
The media plays an important role in defining who we are, what we desire and what is acceptable (or not) in our reality.
In this talk, we discuss the current state of affairs and discuss how we improve upon it.
This is the actual slides presented at Arizona State University on February 10th, 2014
By the end of this activity, you will haveSummarize the core conc.docx
By the end of this activity, you will have:
Summarize the core concepts of sociology and recognize and explain the “sociological imagination” when viewing social phenomena and your own life.
Demonstrate an understanding of individual and group differences and alliances and explain how they may be influenced by race, gender, sexual orientation, age, class, religion and/or disabilities.
Review the five PBS video segments available online at:
A Class Divided
Note: If the link above does not work for some reason, try the main site
and then click on "
Watch the Full Program Online
"
Please note: This is a popular site and video. You are advised to plan ahead and try to complete this assignment as early in the week as possible in order to ensure the site is available and not overwhelmed by traffic.
As you complete this assignment, think about the following:
How is race socially constructed?
How do we socialize children to recognize race and ethnicity?
How do we define racism, prejudice and discrimination and how do they relate to privilege?
After viewing the various segments of the “Blues Eyes, Brown Eyes” videos, answer one (1) of the following sets of questions.
Option 1: Racism
Some people argue that racism is primarily a belief or attitude and that anyone who unfairly judges another based on race is racist. Others argue that racism is about action and systemic discrimination, so only those with the power to act, and not those who are the targets of discrimination, can be racist. Based on the quotes listed below and in an essay format, answer the following: which argument do you find more convincing and why? Is there a difference between racism and prejudice? If so, what is the difference?
"Racism couples the false assumption that race determines psychological and cultural traits with the belief that one race is superior to another."
--A World of Difference project of the Anti-Defamation League of B'nai Brith
.
"Racism is any attitude, action, or institutional structure which subordinates a person or group because of skin color."
--U.S. Commission on Civil Rights, 1970
"We define racism as an institutionalized system of economic, political, social, and cultural relations that ensures that one racial group has and maintains power and privilege over all others in all aspects of life. Individual participation in racism occurs when the objective outcome of behavior reinforces these relations, regardless of the subjective intent."
--Carol Brunson Phillips and Louise Derman-Sparks in
Teaching/Learning Anti-Racism: A Developmental Approach
, (Teachers College Press, 1997)
Option 2: Privilege
One of the goals of the civil rights movement was to ensure equal opportunity for every US citizen, irrespective of race. When the civil rights movement began, the legal system did not grant the same rights to blacks and other minorities as it did to whites. Today, those laws have been changed, leading some to argue that the US has achieved a level playing field.
SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx
SOCW 6051: Week 2 Journal
For this Week’s Journal, complete the following activities:Part A
According to section 1.05(c) Cultural Awareness and Social Diversity of the NASW (2017) Code of Ethics, "Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability."
National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Instructions:The table below shows a list of Social Identities. Place an X in the box to signify whether you hold privilege or lack privilege based on that identity. Then briefly explain why you identified as holding or lacking privilege. Provide a concrete example to demonstrate your understanding of privilege related to this specific identity characteristic. In the final column, provide a brief narrative about why you hold or lack privilege based on that specific identity.
Your place of privilege is often determined by the perceived social group in which society places you, and privilege varies depending on the context and intersecting identities. You may hold a position of privilege with one identity, while simultaneously holding a position which lacks privilege from another identity. You will not be graded on how you self-identify. The goal is to engage in self-reflection and critical thought. You may choose not to disclose any identity. If you prefer not to state, explain which groups hold privilege based on that identity characteristic and how that affects other groups.
Social Identity
Hold
Privilege
Lack Privilege
Prefer Not to State
Why?
Example: [Social Identity]
x
I identify as OR Other people identify me as ____. This identity holds [does not hold] a position of privilege in society because…
In US culture, [this identity] is considered the “norm.”
A specific example of the privilege [or lack of privilege] that I experience is seeing [not seeing] positive representations of people who look or believe like me in the mass media. This is a privilege [or lack of privilege] because…
My experience with this identity characteristic is…
Race/Ethnicity
X
I identify as an African American. As per the African American history, most of the forefathers of the race migrated into the US as a result of slavery. It is due to such a history that African Americans have been an inferior race in the US as most of the other races do not consider African Americans as belonging in the US. Such inferiority has resulted in a lack of privileges among African Americans.
For instance, African Americans often have a hard time accessing public resources or even funds as they are viewed as a lower race compared to others. The same.
PowerPoint presentation: Resources Oct. 10
Describes the "3-c's) resources needed for identity construction: competencies, community, and commitments/relationships.
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In this module, we explore how sexual identity impacts the nature of friendship for all of us. With the legalization of gay marriages and rise of alternative unions, as well as the sociocultural prevalence of much wider acceptance of Lesbian, Gay, Bisexual, Transgender, and Queer identity definitions in society, we are witnessing expanded definitions, beliefs, and values regarding sexual self-identity and the dynamics of friendship.
Philosopher Michael Foucault argues that we have an opportunity to expand our understanding of friendship, beyond the state of the current realm, where our connections remain quite limited: “Society and the institutions which frame it have limited the possibility of relationships (to marriage) because a rich, relational world would be very complex to manage” (p. 207).
Your initial post should be at least 250 words and must provide a minimum of one cited reference in APA style. For assistance with APA style formatting, visit the
Library
or the
Excelsior OWL
.
Please answer one of the following:
How do you perceive changes in social stereotypes, issues, and judgments regarding sexualities as potentially impacting changes in friendship, in the relationships, cultural expressions, and understandings of friendships?
Do you think that the social expansion of acceptance of "LGBTQ" identities and relationships has an impact upon the dynamics of friendship generally in the society?
Do you think that this has changed your own perspective?
.
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The APA is offering the Cultural Formulation Interview (incl.docx
The APA is offering the Cultural Formulation Interview (including the Informant
Version) and the Supplementary Modules to the Core Cultural Formulation
Interview for further research and clinical evaluation. They should be used in
research and clinical settings as potentially useful tools to enhance clinical
understanding and decision-making and not as the sole basis for making a
clinical diagnosis. Additional information can be found in DSM-5 in the Section
III chapter “Cultural Formulation.” The APA requests that clinicians and
researchers provide further data on the usefulness of these cultural formulation
interviews at http://www.dsm5.org/Pages/Feedback-Form.aspx.
Measure: Cultural Formulation Interview (CFI)
Rights granted: This material can be reproduced without permission by
researchers and by clinicians for use with their patients.
Rights holder: American Psychiatric Association
To request permission for any other use beyond what is stipulated above,
contact: http://www.appi.org/CustomerService/Pages/Permissions.aspx
Page 1 of 3
Copyright © 2013 American Psychiatric Association. All Rights Reserved.
This material can be reproduced without permission by researchers and by clinicians for use with their patients.
Cultural Formulation Interview (CFI)
Supplementary modules used to expand each CFI subtopic are noted in parentheses.
GUIDE TO INTERVIEWER INSTRUCTIONS TO THE INTERVIEWER ARE ITALICIZED.
The following questions aim to clarify key aspects of the
presenting clinical problem from the point of view of
the individual and other members of the individual’s
social network (i.e., family, friends, or others involved
in current problem). This includes the problem’s
meaning, potential sources of help, and expectations
for services.
INTRODUCTION FOR THE INDIVIDUAL:
I would like to understand the problems that bring you here so that I can
help you more effectively. I want to know about your experience and
ideas. I will ask some questions about what is going on and how you
are dealing with it. Please remember there are no right or wrong an-
swers.
CULTURAL DEFINITION OF THE PROBLEM
CULTURAL DEFINITION OF THE PROBLEM
(Explanatory Model, Level of Functioning)
Elicit the individual’s view of core problems and key
concerns.
Focus on the individual’s own way of understanding the
problem.
Use the term, expression, or brief description elicited in
question 1 to identify the problem in subsequent
questions (e.g., “your conflict with your son”).
1. What brings you here today?
IF INDIVIDUAL GIVES FEW DETAILS OR ONLY MENTIONS
SYMPTOMS OR A MEDICAL DIAGNOSIS, PROBE:
People often understand their problems in their own way, which may
be similar to or different from how doctors describe the problem. How
would you describe your problem?
Ask how individual frames the problem for members of
the social network.
2. Sometimes people have different ways of describing their problem to
their family, ...
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Barnwood disability equality training
With its focus on Disability Equality Theory, the Medical & Social Model of disability, this programme gives participants an opportunity to think about how they may be able to tackle disability discrimination within their professional roles. Because Disability Equality promotes a community response, it is highly effective in helping teams to enable the fuller participation of whole communities thereby including disabled people. This session should help people understand of the specific character of disablism and the need for positive action. The session helps people consider small changes in operational activity such as removing the barriers in order to reduce marginalisation. The programme also helps people consider the broader systemic issues, giving participants an insight into the strategic imperatives linked to ethical commitment.
Attaining ExpertiseYou are tr.docx
Attaining Expertise
You are training individuals you supervise on how to attain expertise in your field.
Write
a 1,050- to 1,200-word paper on the processes involved with attaining expertise, using your assigned readings in Anderson. Explain how these processes apply to attaining expertise in your current field or in the field you plan to enter. Focus on the cognitive processes that are involved in mastering knowledge and skills.
Include
a title page and references list consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment.
.
attachment Chloe” is a example of the whole packet. Please follow t.docx
attachment “Chloe” is a example of the whole packet. Please follow the format and write in professional PR tone. So for each paragraph, you should refer to what’s write in the example. The packet includes a pitch letter, a news release (which i already wrote), a feature release, a fact sheet, a executive biography and a media alert. I have already wrote the news release part. I also put in the attachment.
.
AttachmentFor this discussionUse Ericksons theoretic.docx
Attachment
For this discussion:
Use Erickson's theoretical framework to explore adolescent attachment and its developmental impact.
Choose two issues related to adolescent attachment (for example, attachment relationships with parents and peers, or the nature of attachment system in adolescence) and describe possible implications for adult life.
Support your response with APA-formatted citations from scholarly sources, including both those provided in this unit and any additional evidence you may have researched.
.
Attachment Programs and Families Working Together Learn.docx
Attachment: Programs and
Families Working Together
Learning Objectives
After reading this chapter, you should be able to:
▸▸ Discuss the history of attachment theory and be able to define attachment.
▸▸ Recognize the importance of developing a secure attachment in infants and young
children.
▸▸ Describe the four types of attachment and typical behaviors associated with each.
▸▸ Differentiate among the different kinds of temperaments and explain how a child’s
temperament can affect the development of attachment.
▸▸ Explain how parents can foster a child’s secure attachment during the first three stages
of Erikson’s psychosocial theory.
▸▸ Examine the relationship between cultural diversity and attachment.
▸▸ Identify how an early care and education program can develop and foster secure
attachment in infants and young children.
▸▸ Explain how an early care and education program and family can work together to
enhance the development of secure attachment.
2
© Jupiterimages/Thinkstock
Attachment Theory Chapter 2
Introduction
It is a marvel to see a family of mallard ducks walk across a street, mother proudly in front and
tiny little ducklings following in a straight line behind. In a flock of sheep with new lambs, it is
amazing to see how each pair is somehow able to find each other. In these cases, there is an
inborn instinct or bond between the mother and new offspring. This is a survival mechanism
that helps the parent care for the tiny, vulnerable new babies.
But what about humans? Do we have a similar bond or connection? Is there some kind of
built-in mechanism that creates a connection between a parent and his or her newborn child?
It is generally believed that humans do have a similar connection or bond, known as attach-
ment (see Chapter 1). According to attachment theory, attachment plays a critical role in the
healthy development of the infant and young child and determines whether the child grows
into a secure or insecure adult. According to Ainsworth (1973), attachment is an emotional tie
formed between one individual and another specific individual. Bowlby (1988) believes that
babies are born with behaviors—crying, smiling, and clinging—that elicit caregiving behaviors
from parents. An infant, however, is not born with attachment. Rather, attachment develops
over time as the result of dynamic interactions between the infant and mother or other sig-
nificant caregivers.
Attachment develops slowly, from birth through the child’s first years. As infants interact with
important adults in their lives, they develop a concept or model of their relationship with oth-
ers—what we call an internal working model (Bowlby, 1973). This model then influences
the development of later relationships and acts as a guide to emotions, perceptions, and
attitudes. The view that attachment is a critical model that sets the stage for healthy develop-
ment is known as attachment theory. Not all children develop secur.
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National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Instructions:The table below shows a list of Social Identities. Place an X in the box to signify whether you hold privilege or lack privilege based on that identity. Then briefly explain why you identified as holding or lacking privilege. Provide a concrete example to demonstrate your understanding of privilege related to this specific identity characteristic. In the final column, provide a brief narrative about why you hold or lack privilege based on that specific identity.
Your place of privilege is often determined by the perceived social group in which society places you, and privilege varies depending on the context and intersecting identities. You may hold a position of privilege with one identity, while simultaneously holding a position which lacks privilege from another identity. You will not be graded on how you self-identify. The goal is to engage in self-reflection and critical thought. You may choose not to disclose any identity. If you prefer not to state, explain which groups hold privilege based on that identity characteristic and how that affects other groups.
Social Identity
Hold
Privilege
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Why?
Example: [Social Identity]
x
I identify as OR Other people identify me as ____. This identity holds [does not hold] a position of privilege in society because…
In US culture, [this identity] is considered the “norm.”
A specific example of the privilege [or lack of privilege] that I experience is seeing [not seeing] positive representations of people who look or believe like me in the mass media. This is a privilege [or lack of privilege] because…
My experience with this identity characteristic is…
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X
I identify as an African American. As per the African American history, most of the forefathers of the race migrated into the US as a result of slavery. It is due to such a history that African Americans have been an inferior race in the US as most of the other races do not consider African Americans as belonging in the US. Such inferiority has resulted in a lack of privileges among African Americans.
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In this module, we explore how sexual identity impacts the nature of.docx
In this module, we explore how sexual identity impacts the nature of friendship for all of us. With the legalization of gay marriages and rise of alternative unions, as well as the sociocultural prevalence of much wider acceptance of Lesbian, Gay, Bisexual, Transgender, and Queer identity definitions in society, we are witnessing expanded definitions, beliefs, and values regarding sexual self-identity and the dynamics of friendship.
Philosopher Michael Foucault argues that we have an opportunity to expand our understanding of friendship, beyond the state of the current realm, where our connections remain quite limited: “Society and the institutions which frame it have limited the possibility of relationships (to marriage) because a rich, relational world would be very complex to manage” (p. 207).
Your initial post should be at least 250 words and must provide a minimum of one cited reference in APA style. For assistance with APA style formatting, visit the
Library
or the
Excelsior OWL
.
Please answer one of the following:
How do you perceive changes in social stereotypes, issues, and judgments regarding sexualities as potentially impacting changes in friendship, in the relationships, cultural expressions, and understandings of friendships?
Do you think that the social expansion of acceptance of "LGBTQ" identities and relationships has an impact upon the dynamics of friendship generally in the society?
Do you think that this has changed your own perspective?
.
Sample Expository Essays. How To Write An Expository Essay in 6 Steps Custom...
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Essay About Charity
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The APA is offering the Cultural Formulation Interview (incl.docx
The APA is offering the Cultural Formulation Interview (including the Informant
Version) and the Supplementary Modules to the Core Cultural Formulation
Interview for further research and clinical evaluation. They should be used in
research and clinical settings as potentially useful tools to enhance clinical
understanding and decision-making and not as the sole basis for making a
clinical diagnosis. Additional information can be found in DSM-5 in the Section
III chapter “Cultural Formulation.” The APA requests that clinicians and
researchers provide further data on the usefulness of these cultural formulation
interviews at http://www.dsm5.org/Pages/Feedback-Form.aspx.
Measure: Cultural Formulation Interview (CFI)
Rights granted: This material can be reproduced without permission by
researchers and by clinicians for use with their patients.
Rights holder: American Psychiatric Association
To request permission for any other use beyond what is stipulated above,
contact: http://www.appi.org/CustomerService/Pages/Permissions.aspx
Page 1 of 3
Copyright © 2013 American Psychiatric Association. All Rights Reserved.
This material can be reproduced without permission by researchers and by clinicians for use with their patients.
Cultural Formulation Interview (CFI)
Supplementary modules used to expand each CFI subtopic are noted in parentheses.
GUIDE TO INTERVIEWER INSTRUCTIONS TO THE INTERVIEWER ARE ITALICIZED.
The following questions aim to clarify key aspects of the
presenting clinical problem from the point of view of
the individual and other members of the individual’s
social network (i.e., family, friends, or others involved
in current problem). This includes the problem’s
meaning, potential sources of help, and expectations
for services.
INTRODUCTION FOR THE INDIVIDUAL:
I would like to understand the problems that bring you here so that I can
help you more effectively. I want to know about your experience and
ideas. I will ask some questions about what is going on and how you
are dealing with it. Please remember there are no right or wrong an-
swers.
CULTURAL DEFINITION OF THE PROBLEM
CULTURAL DEFINITION OF THE PROBLEM
(Explanatory Model, Level of Functioning)
Elicit the individual’s view of core problems and key
concerns.
Focus on the individual’s own way of understanding the
problem.
Use the term, expression, or brief description elicited in
question 1 to identify the problem in subsequent
questions (e.g., “your conflict with your son”).
1. What brings you here today?
IF INDIVIDUAL GIVES FEW DETAILS OR ONLY MENTIONS
SYMPTOMS OR A MEDICAL DIAGNOSIS, PROBE:
People often understand their problems in their own way, which may
be similar to or different from how doctors describe the problem. How
would you describe your problem?
Ask how individual frames the problem for members of
the social network.
2. Sometimes people have different ways of describing their problem to
their family, ...
Hbs Essays
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Building community
Presentation on building online community by Cammy Chapel, owner of TippyToeDiet.com, a popular
Audience and representation
This is a powerpoint viewing audience and representation for my coursework and exam side for my A2 media studies, by Clara Barroso.
Barnwood disability equality training
With its focus on Disability Equality Theory, the Medical & Social Model of disability, this programme gives participants an opportunity to think about how they may be able to tackle disability discrimination within their professional roles. Because Disability Equality promotes a community response, it is highly effective in helping teams to enable the fuller participation of whole communities thereby including disabled people. This session should help people understand of the specific character of disablism and the need for positive action. The session helps people consider small changes in operational activity such as removing the barriers in order to reduce marginalisation. The programme also helps people consider the broader systemic issues, giving participants an insight into the strategic imperatives linked to ethical commitment.
Similar to Author Peggy Hutchison writes …extensive obstacles to friendship e.docx (18)
SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx
SOCW 6051 Week 2 JournalFor this Week’s Journal, complete the fol.docx
An Essay About Yourself. Myself essay in English 10 line on myself myself ...
An Essay About Yourself. Myself essay in English 10 line on myself myself ...
Making sense of inclusion issues faced by immigrant youth in canada & e...
Making sense of inclusion issues faced by immigrant youth in canada & e...
commitment to ethical environmental and social responsibility.docx
commitment to ethical environmental and social responsibility.docx
In this module, we explore how sexual identity impacts the nature of.docx
In this module, we explore how sexual identity impacts the nature of.docx
Sample Expository Essays. How To Write An Expository Essay in 6 Steps Custom...
Sample Expository Essays. How To Write An Expository Essay in 6 Steps Custom...
The APA is offering the Cultural Formulation Interview (incl.docx
The APA is offering the Cultural Formulation Interview (incl.docx
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Attaining ExpertiseYou are tr.docx
Attaining Expertise
You are training individuals you supervise on how to attain expertise in your field.
Write
a 1,050- to 1,200-word paper on the processes involved with attaining expertise, using your assigned readings in Anderson. Explain how these processes apply to attaining expertise in your current field or in the field you plan to enter. Focus on the cognitive processes that are involved in mastering knowledge and skills.
Include
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attachment “Chloe” is a example of the whole packet. Please follow the format and write in professional PR tone. So for each paragraph, you should refer to what’s write in the example. The packet includes a pitch letter, a news release (which i already wrote), a feature release, a fact sheet, a executive biography and a media alert. I have already wrote the news release part. I also put in the attachment.
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Attachment
For this discussion:
Use Erickson's theoretical framework to explore adolescent attachment and its developmental impact.
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Attachment: Programs and
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Learning Objectives
After reading this chapter, you should be able to:
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▸▸ Describe the four types of attachment and typical behaviors associated with each.
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© Jupiterimages/Thinkstock
Attachment Theory Chapter 2
Introduction
It is a marvel to see a family of mallard ducks walk across a street, mother proudly in front and
tiny little ducklings following in a straight line behind. In a flock of sheep with new lambs, it is
amazing to see how each pair is somehow able to find each other. In these cases, there is an
inborn instinct or bond between the mother and new offspring. This is a survival mechanism
that helps the parent care for the tiny, vulnerable new babies.
But what about humans? Do we have a similar bond or connection? Is there some kind of
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Attached you will find all of the questions.
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Harr, J. S., Hess, M. H., & Orthmann, C. H. (2012).
Constitutional law and the criminal justice system
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Attached the dataset Kaggle has hosted a data science compet.docx
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2. Define Suffixes, mention 5 examples.
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B A S I C L O G I C M O D E L D E V E L O P M E N T Pr.docx
B A S I C L O G I C M O D E L D E V E L O P M E N T
Produced by The W. K. Kellogg Foundation
53535353
Developing a Basic Logic
Model For Your Program
Drawing a picture of how your program will achieve results
hether you are a grantseeker developing a proposal for start-up funds or a
grantee with a program already in operation, developing a logic model can
strengthen your program. Logic models help identify the factors that will
impact your program and enable you to anticipate the data and resources
you will need to achieve success. As you engage in the process of creating your
program logic model, your organization will systematically address these important
program planning and evaluation issues:
• Cataloguing of the resources and actions you believe you will need to reach intended
results.
• Documentation of connections among your available resources, planned activities and
the results you expect to achieve.
• Description of the results you are aiming for in terms of specific, measurable, action-
oriented, realistic and timed outcomes.
The exercises in this chapter gather the raw material you need to draw a basic logic
model that illustrates how and why your program will work and what it will accomplish.
You can benefit from creating a logic model at any point in the life of any program.
The logic model development process helps people inside and outside your
organization understand and improve the purpose and process of your work.
Chapter 2 is organized into two sections—Program Implementation, and Program
Results. The best recipe for program success is to complete both exercises. (Full-size
masters of each exercise and the checklists are provided in the Forms Appendix at the
back of the guide for you to photocopy and use with stakeholder groups as you design
your program.)
Exercise 1: Program Results. In a series of three steps, you describe the results you
plan to achieve with your program.
Exercise 2: Program Resources and Activities by taking you through three steps
that connect the program’s resources to the actual activities you plan to do.
Chapter
2
W
B A S I C L O G I C M O D E L D E V E L O P M E N T
Produced by The W. K. Kellogg Foundation
54545454
The Mytown Example
Throughout Exercises 1 and 2 we’ll follow an example program to see how the logic
model steps can be applied. In our example, the folks in Mytown, USA are striving to
meet the needs of growing numbers of uninsured residents who are turning to Memorial
Hospital’s Emergency Room for care. Because that care is expensive and not the best
way to offer care, the community is working to create a free clinic. Throughout the
chapters, Mytown’s program information will be dropped into logic model templates for
Program Planning, Implementation, and Evaluation.
Novice Logic modelers may want to have copies of the Basic Logic Model Template in
front of them and follow along. Those read.
B H1. The first issue that jumped out to me is that the presiden.docx
B H
1. The first issue that jumped out to me is that the president and two vice presidents were the ones to develop the program. Our lecture notes and the text tell us that safety is one topic where management and employees can usually come to an agreement. Everyone wants a safe work environment. We are also taught that consultation is the best way to approach health and safety at work. Again, this means involving more than three people at the company. For starters, I would recommend that the safety program be dismantled and reconstructed by a committee consisting of at least 50% employees, not just senior leadership. I would keep this committee as small as possible and not have it controlled by one person only. The committee should be formed of employees from all sections and representing all possible departments where health and safety are potential issues.
2. The first issue that jumped out to me is that the president and two vice presidents were the ones to develop the program. Our lecture notes and the text tell us that safety is one topic where management and employees can usually come to an agreement. Everyone wants a safe work environment. We are also taught that consultation is the best way to approach health and safety at work. Again, this means involving more than three people at the company. For starters, I would recommend that the safety program be dismantled and reconstructed by a committee consisting of at least 50% employees, not just senior leadership. I would keep this committee as small as possible and not have it controlled by one person only. The committee should be formed of employees from all sections and representing all possible departments where health and safety are potential issues.
N S
1. 1.Top of Form
There could be a number of problems with CMI's safety awareness plan. One major one is that they could not be promoting safety. That is the first step into getting the program to work...employee involvement. First the awareness program was developed by the president and the vice presidents. A safety awareness program can be more successful if employees are involved in the development, and remain involved as it is adjusted and refined. Rules should be in place, and employers must ensure that those rules are followed and enforced consistently. Incentives and competition could be another way to promote safety in the work place. Our text cites that having employees work in teams and have them determine the incentives will keep them involved and promote safety. Also, of course keeping employees up to date on all rules will also promote safety.
2. I think the supervisor's response to employee complaints about John Randall is not appropriate at all. Even thought it is difficult, home problems should not be brought into the work place. Especially if coworkers are complaining about someone's behavior. This does not promote safety at all. To say that Randall will get over it and to disclose that he has personal problems is.
b l u e p r i n t i CONSUMER PERCEPTIONSHQW DQPerception.docx
b l u e p r i n t i CONSUMER PERCEPTIONS
HQW DQ
Perceptions Impact
Your Market?
By Nicole Olynk Widmar and
Melissa McKendree, Purdue University
I aintaining existing mar-
kets for pork products,
I cultivating new markets
for existing products and
creating new products for new markets
are some avenues that the U.S. pork
industry has sought, and continues to
explore, for growth. When it comes to
maintaining markets, there are several
relationships that must be considered.
End consumers, whether in restaurant
or supermarket settings, are increas-
ingly interested in social issues and the
production processes employed in food
production. Livestock products (meat
and dairy products) certainly seem
to get the majority of the spotlight in
regard to consumers' concern for pro-
duction processes.
Shoppers in supermarkets and din-
ers in restaurants have increased access
to information via the Internet, and are
in constant communication with one
another via social media and alterna-
tive news sources about perceptions
of animal agriculture. Even though
most U.S. consumers are not directly
in contact with livestock, concern for
the treatment of animals, including
those employed in food production,
is evident — and increasing. While
in the past consumers were mainly
concerned with factors like the fat or
nutritional content of pork, for exam-
ple, today's savvy shoppers are con-
sidering other factors, like the welfare
of livestock (pigs), safety of workers
employed on farms and potential envi-
ronmental impacts (externalities) of
livestock operations.
Large-scale changes in production
practices are taking place in livestock
24 April 15, 2014
production due to pressures from vari-
ous interested parties. Changes such
as the discontinued use of gestation
stalls, for example, are being sought
via traditional regulatory channels in
some states, but are also being pushed
via non-traditional market channels.
Consider the cumbersome process
of changing regulations, versus the
oftentimes faster (and perhaps easier)
channel of influencing key market
actors. It is no surprise that consum-
ers' concerns are increasingly voiced to
supermarkets and restaurants which,
in turn, take action to satisfy their
customers by placing pressure on sup-
ply-chain players. Changes sought via
"the market," rather than legislation or
regulation, are increasingly common,
and the use of market channels for
communicating throughout the supply
chain is unlikely to stop anytime soon.
www.nationalhogfarmer.com
Figure 1. Reported Recollection of Exposure to Media
Stories Regarding Pig Welfare, by Source
7 0 %
0 %
Television Internet
Media source
Printed Magazines
Newspaper
Books I have not seen
any media stories
regarding pig
welfare.
Melissa McKendree (left) and Nicole Olynk Widmar
A national-scale study completed
at Purdue University by Nicole Olynk
Widmar, Melissa McKendree, and
Candace Croney in 2013 was focused
on assessing consumers' perceptions of
various por.
B R O O K I N G SM E T R O P O L I TA N P O L I CY .docx
B R O O K I N G S
M E T R O P O L I TA N
P O L I CY
P R O G RA M
6
I . I N T R O D U C T I O N
A
s the global economy has become more integrated and urbanized,
fueled in large part by technology, major cities and metropolitan
areas have become key engines of economic growth. The 123 largest
metro areas in the world generate nearly one third of global output
with only 13 percent of the world’s population.
In this urban-centered world, the classic notion of a
global city has been upended. This report introduces
a redefined map of global cities, drawing on a new
typology that demonstrates how metro areas vary in
the ways they attract and amass economic drivers
and contribute to global economic growth in distinct
ways. New concerns about economic stagnation—in
both developing and developed economies—add
urgency to mapping the role of the world’s cities and
the extent to which they are well-positioned to deliver
the next round of global growth.1
Instead of a ranking or indexed score, which many
prior cities indices and reports have capably deliv-
ered,2 this analysis differentiates the assets and
challenges faced by seven types of global cities.
This perspective reveals that all major cities are
indeed global; they participate as critical nodes in
an integrated marketplace and are shaped by global
currents. But cities also operate from much differ-
ent starting points and experience diverse economic
trajectories. Concerns about global growth, productiv-
ity, and wages are not monolithic, and so this typology
can inform the variety of paths cities take to address
these challenges. For metro leaders, this typology
can also ensure better application of peer com-
parisons, enable the identification of more relevant
global innovations to local challenges, and reinforce a
city-region’s relative role and performance to inform
economic strategies that ensure ongoing prosperity.
This report proceeds in four parts. In the following
section, Part II, we explore the three global forces of
urbanization, globalization, and technological change,
and how together they are demanding that city-
regions focus on five core factors—traded clusters,
innovation, talent, infrastructure connectivity, and
governance—to bolster their economic competitive-
ness. Building on these factors, Part III outlines the
data and methods deployed to create the metropoli-
tan typology. Part IV explores the collective economic
clout of the metro areas in our sample and introduces
the new typology of global cities. Finally, Part V
explores the future investments, policies, and strate-
gies required for each grouping of metro areas. Within
the typology framework, we explore the priorities for
action going forward, including the implications for
governance.
REDEFINING
GLOBAL CITIES
THE SEVEN TYPES
OF GLOBAL METRO
ECONOMIES
7
U R B A N I Z AT I O N
The world is becoming more urba.
B L O C K C H A I N & S U P P LY C H A I N SS U N I L.docx
B L O C K C H A I N &
S U P P LY C H A I N S
S U N I L W A T T A L
T E M P L E U N I V E R S I T Y
• To understand the power of blockchain systems, and the things they can do, it is important to
distinguish between three things that are commonly muddled up, namely the bitcoin currency,
the specific blockchain that underpins it and the idea of blockchains in general.
• Economist, 2015
WHAT IS BLOCKCHAIN?
• A technology that permits transactions to be recorded
– Cryptographically chains blocks in order
– Allows resulting ledger accessed by different servers
– Information stored can never be deleted
• A digital distributed ledger that is stored and maintained on multiple systems belonging to multiple
entities sharing identical information (Deloitte)
• Bitcoin was the first demonstrable use
HISTORY OF BLOCKCHAIN
T YPES OF BLOCKCHAINS
• public or permissionless blockchains
– everyone who wants to engage in the network can openly see all transactions. The technology is
transparent, and all who want to engage in making transactions on the blockchain can do so.
• private or permissioned blockchains
– closed and accessible only to a selected few who have permission to engage in the blockchain.
BLOCKCHAIN FEATURES
• A blockchain lets us agree on the state of the system, even if we don’t all trust each other!
• We don’t want a single trusted arbiter of the state of the world.
• A blockchain is a hash chain with some other stuff added
– Validity conditions
– Way to resolve disagreements
• The spread of blockchains is bad for anyone in the “trust business”
WHAT IS BITCOIN
• A protocol that supports a decentralized, pseudo-anonymous, peer-to-peer digital currency
• A publicly disclosed linked ledger of transactions stored in a blockchain
• A reward driven system for achieving consensus (mining) based on “Proofs of Work” for
helping to secure the network
• A “scare token” economy with an eventual cap of about 21M bitcoins
10
OTHER USES OF BLOCKCHAIN
• Supply Chain
• Online advertising
• Smart Contracts
• Voting
BENEFITS OF BLOCKCHAIN
• Consistent
• Democratic
• Secure and accurate
• Segmented and private
• Permanent and tamper resistant
• Quickly updated
• Intelligent – smart contracts
BARRIERS TO BLOCKCHAIN
ADOPTION
• Hype
• Finding the right balance in regulation
• Cybersecurity
• Ease of use over shared databases
• Lack of understanding and knowledge
SUPPLY CHAIN CHALLENGES
• Margin Erosion
• Demand changes
• Ripple Effect
• Supply Chain Risk Management
• Lack of end to end visibility
• Obsolescence of Technology
APPLICATIONS IN SUPPLY CHAINS
• Traceability
• International Trade
• Continuity of Information
• Data Analytics
• Visibility
• Digital contracts and payments
• Check fraud and gaming
EX AMPLES OF BLOCKCHAIN IN
SUPPLY CHAINS
• 300 Cubits
– Blokcchain technology for the shipping industry
• BanQu
– Payment for small businesses
• Bext360
– Social sustainability.
Año 15, núm. 43 enero – abril de 2012. Análisis 97 Orien.docx
Año 15, núm. 43 / enero – abril de 2012. Análisis 97
Orientalizing New Spain:
Perspectives on Asian Influence
in Colonial Mexico1
Edward R. Slack, Jr.2
Resumen
E ste artículo investiga la totalidad de la influencia de Asia sobre la Nueva España que resultó de la conquista de Manila en 1571 y la re-gularización del comercio Transpacífico -comúnmente conocido como
los galeones de Manila o las naos de China- entre las Filipinas y Acapulco.
En sus inicios, una oleada constante de inmigrantes asiáticos, mercancías y
nuevas técnicas de producción influyeron mesuradamente en la sociedad y
la economía colonial mediante un proceso que el autor denomina “Orientali-
zación”. No obstante, en ninguna manera “Orientalización” se debe equiparar
con el concepto de Edward Said de “Orientalismo” por la relación histórica,
única e intima de la Nueva España con Asia a principios de la edad Moderna.
Abstract
This article examines the totality of Asia’s influence on New Spain that resulted
from the conquest of Manila in 1571 and the regularization of transpacific tra-
de – more widely known as the Manila Galleons or naos de China – between the
Philippines and Acapulco. In its wake, a steady stream of Asian immigrants,
commodities, and manufacturing techniques measurably impacted colonial
society and economy through a process the author calls “Orientalization.”
However, “Orientalization” should in no way be equated with Edward Said’s
1. Artículo recibido el 28 de octubre de 2011 y dictaminado el 16 de noviembre de 2011.
2. Eastern Washington University.
98 México y la Cuenca del Pacífico. Año 15, núm. 43 / enero – abril de 2012
Edward R. Slack, Jr.
concept of “Orientalism” because of New Spain’s uniquely intimate historical
relationship with Asia in the early Modern era.
Introduction
Contrary to popular belief, the Philippines Islands were more a colony of New
Spain (Nueva España) than of “Old Spain” prior to the nineteenth century.
The Manila galleons, or naos de China (China ships), transported Asian pro-
ducts and peoples to Acapulco and other Mexican ports for approximately
250 years. Riding this ‘first wave’
of maritime contact between
the Americas and Asia were tra-
velers from China, Japan, the
Philippines, various kingdoms in
Southeast Asia and India known
collectively in New Spain as chinos
(Chinese) or indios chinos (Chine-
se Indians), as the word chino/a
became synonymous with the
Orient. The rather indiscrimi-
nate categorizing of everything
“Asian” under the Spanish noun
for the Ming/Qing empire, its
subjects and export items is easily
discovered in a variety of sources
from that age. To illustrate, the
eig hteenth centur y works of
Italian adventurer Gamelli Carreri and the criollo priest Joachin Antonio
de Basarás (who evangelized in Luzon) nonchalantly refer to the Philippine
Islands as “la China.”3 Additionally, words such as chinería (Chinese-esque,
European/Mexican imitation of Chines.
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