Human Rights: Its Meaning and Practice
in Social Work Field Settings
Julie A. Steen, Mary Mann, Nichole Restivo, Shellene Mazany, and Reshawna Chapple
The goal of the study reported in this article was to explore the conceptualizations of human
rights and human rights practice among students and supervisors in social work field settings.
Data were collected from 35 students and 48 supervisors through an online survey system
that featured two open-ended questions regarding human rights issues in their agency and
human rights practice tasks. Responses suggest that participants encountered human rights
issues related to poverty, discrimination, participation/self-determination/autonomy, vio-
lence, dignity/respect, privacy, and freedom/liberty. They saw human rights practice as en-
compassing advocacy, service provision, assessment, awareness of threats to clients’ rights,
and the nature of the worker–client relationship. These results have implications for the
social work profession, which has an opportunity to focus more intently on change efforts
that support clients’ rights. The study points to the possibilities of expanding the scope of
the human rights competency within social work education and addressing the key human
rights issues in field education.
KEYWORDS: accreditation standards; educational policy; field education; human rights;
social work education
In the most recent edition of Social Work Speaks,
the National Association of Social Workers
(NASW) (2015b) announced that “the struggle
for human rights remains a vital priority for the social
work profession in the 21st century” (p. 186). The
International Federation of Social Workers (IFSW)
(2012), which is the international umbrella organiza-
tion for national social work associations, has inte-
grated the concept of human rights into their
Statement of Ethical Principles. Through this docu-
ment, they call on social workers to “uphold and
defend” (IFSW, 2012) the human rights of clients.
In addition, they present international human rights
conventions as key to “social work practice and
action” (IFSW, 2012). Although NASW (2015a)
does not explicitly use the term “human rights” in its
Code of Ethics, many of the concepts within the
national document are derived from the human
rights philosophy. For example, the code requires
social workers within the United States to respect
“the dignity and worth of the person” (NASW,
2015a, p. 5), “facilitate informed participation by the
public in shaping social policies and institutions”
(NASW, 2015a, p. 27), and work to “ensure that all
people have equal access to the resources, employ-
ment, services, and opportunities they require to
meet their basic human needs” (NASW, 2015a, p.
27). These responsibilities align with the types of
human rights classified as integrity of the body, polit-
ical rights, and social and economic rights (Steen,
2006).
Although social work professional organizations
on the national and international levels e.
FeatureHuman rights training impact onattitudes and kno.docxssuser454af01
Feature
Human rights training: impact on
attitudes and knowledge
Michelle Redman, Eleanor Taylor, Reuben Furlong, Ged Carney and Beth Greenhill
Abstract
Purpose – People with learning disabilities are vulnerable to human rights violations, creating a need for
human rights education for both services users and support staff. This research paper aims to examine
factors contributing to effective human rights training for staff. It seeks to investigate human rights
awareness training (HRAT) within an NHS setting and its effect on human rights knowledge and attitudes
towards human rights.
Design/methodology/approach – A total of 23 support staff were given HRAT, completing a ‘‘human
rights based approach knowledge quiz’’ and an ‘‘attitudes to human rights questionnaire’’ before and
after training.
Findings – The results indicated that HRAT had a significant effect on human rights knowledge scores;
however, training had no significant effect on attitudes towards human rights and no significant
relationship between staff attitude and human rights knowledge was found.
Research limitations/implications – Future training would benefit from a greater focus on
psychological theories of attitudes and behaviour in the planning, execution and evaluation of the
training. This may help to facilitate development of positive attitudes towards human rights. A validation of
the measure of attitudinal change is needed. Training models with a greater emphasis on staff’s emotional
responses, defences and the impact of organisational culture may allow a deeper understanding of the
complexities of delivering effective human rights training.
Originality/value – This research paper highlights the need for human rights training; one that
encompasses attitudinal change as well as basic education. Without effective training to secure staff
engagement in organisational change, human rights legislation is unlikely to create meaningful change
in the lives of people with learning disabilities.
Keywords Human rights, Staff training, Attitudes, Organizational culture, Learning disabilities,
Psychological reactance
Paper type Research paper
Introduction
From the beginning of recorded history, people with disabilities have been enslaved, abused and
neglected (Owen and Griffiths, 2009, p. 15).
The protections afforded by the 1998 Human Rights Act are fundamental for vulnerable
groups such as those people with learning disabilities who face victimisation, discrimination
and violation of their rights (Mazzucchelli, 2001; Department of Health, 2008; Ministry of
Justice, 2008). Reports (Joint Committee on Human Rights, 2008) highlight abuse, lack of
privacy and difficulties arising from poor communication as explicit concerns for service
users with learning disabilities. Within an NHS based explicitly on human rights principles
(Department of Health, 2009), there is an urgent need to address these issues.
PAGE 80 j TIZARD LEARNING DISABILITY REVIEW ...
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICES
PAUL F. CIMMINO
This chapter is dedicated to the development of basic definitions that describe and identify human services. However, any attempt to define human services in one sentence, or to use one description, is doomed to fail. According to Schmolling, Youkeles, and Burger, there is no generally accepted or “official” definition of human services (, p. 9). Human services is a multidisciplinary profession that reflects complex human interactions and a comprehensive social system. To understand human services, it is important to develop ideas that construct an organized perspective of the field. In this chapter, three general questions about human services are incorporated into the text. First, “What is it, and what isn’t it?” Second, “Who is helped and why?” Third, “How is help delivered and by whom?” These fundamental questions tend to exemplify the basic concepts and definitions in human services. This chapter proceeds to introduce important terms, definitions, subconcepts, and concentration areas in human services, which are expounded upon by a host of authors who have contributed their expertise to create this book.
The professional field of human services can be reduced to three basic concepts: intervention (needs and services); professionalism (applied practice and credentialing); and education (academic training and research). Each basic concept comprises important aspects of the human service field and identifies primary areas of the profession. The supporting background that nourishes intervention, professionalism, and education in human services is the history of the human service movement (Fullerton, ). The formal development of human services in society is located in the legislative, training, and service history of the field. This chapter attempts to offer a collective understanding of these important areas related to the professional development of human services. In this chapter, basic concepts and definitions converge to generate a comprehensive and theoretical notion of human services in forming an overview of the field. To further assist the reader in developing thoughts about the human service profession, and to avoid ambiguity in the field, a medley of contemporary definitions of human services is presented later in the chapter.
Finally, an important letter written by Dr. Harold McPheeters in 1992, which addresses the basic question of what comprises human services, is presented to close the chapter. McPheeters’s letter was sent in response to a manuscript written by me in 1991. The paper proposes an idealistic model that defines human services in terms of its purpose and professional responsibility in society. Later in the chapter, the central ideas are summarized, providing an orientation to the thoughtful feedback from Harold McPheeters. In my view, his written response conveys landmark perspectives in development of the emerging human service field. Thus, .
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxmccormicknadine86
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICES
PAUL F. CIMMINO
This chapter is dedicated to the development of basic definitions that describe and identify human services. However, any attempt to define human services in one sentence, or to use one description, is doomed to fail. According to Schmolling, Youkeles, and Burger, there is no generally accepted or “official” definition of human services (1993, p. 9). Human services is a multidisciplinary profession that reflects complex human interactions and a comprehensive social system. To understand human services, it is important to develop ideas that construct an organized perspective of the field. In this chapter, three general questions about human services are incorporated into the text. First, “What is it, and what isn’t it?” Second, “Who is helped and why?” Third, “How is help delivered and by whom?” These fundamental questions tend to exemplify the basic concepts and definitions in human services. This chapter proceeds to introduce important terms, definitions, subconcepts, and concentration areas in human services, which are expounded upon by a host of authors who have contributed their expertise to create this book.
The professional field of human services can be reduced to three basic concepts: intervention (needs and services); professionalism (applied practice and credentialing); and education (academic training and research). Each basic concept comprises important aspects of the human service field and identifies primary areas of the profession. The supporting background that nourishes intervention, professionalism, and education in human services is the history of the human service movement (Fullerton, 1990). The formal development of human services in society is located in the legislative, training, and service history of the field. This chapter attempts to offer a collective understanding of these important areas related to the professional development of human services. In this chapter, basic concepts and definitions converge to generate a comprehensive and theoretical notion of human services in forming an overview of the field. To further assist the reader in developing thoughts about the human service profession, and to avoid ambiguity in the field, a medley of contemporary definitions of human services is presented later in the chapter.
Finally, an important letter written by Dr. Harold McPheeters in 1992, which addresses the basic question of what comprises human services, is presented to close the chapter. McPheeters’s letter was sent in response to a manuscript written by me in 1991. The paper proposes an idealistic model that defines human services in terms of its purpose and professional responsibility in society. Later in the chapter, the central ideas are summarized, providing an orientation to the thoughtful feedback from Harold McPheeters. In my view, his written response conveys landmark perspectives in development of the emerging human service field ...
FeatureHuman rights training impact onattitudes and kno.docxssuser454af01
Feature
Human rights training: impact on
attitudes and knowledge
Michelle Redman, Eleanor Taylor, Reuben Furlong, Ged Carney and Beth Greenhill
Abstract
Purpose – People with learning disabilities are vulnerable to human rights violations, creating a need for
human rights education for both services users and support staff. This research paper aims to examine
factors contributing to effective human rights training for staff. It seeks to investigate human rights
awareness training (HRAT) within an NHS setting and its effect on human rights knowledge and attitudes
towards human rights.
Design/methodology/approach – A total of 23 support staff were given HRAT, completing a ‘‘human
rights based approach knowledge quiz’’ and an ‘‘attitudes to human rights questionnaire’’ before and
after training.
Findings – The results indicated that HRAT had a significant effect on human rights knowledge scores;
however, training had no significant effect on attitudes towards human rights and no significant
relationship between staff attitude and human rights knowledge was found.
Research limitations/implications – Future training would benefit from a greater focus on
psychological theories of attitudes and behaviour in the planning, execution and evaluation of the
training. This may help to facilitate development of positive attitudes towards human rights. A validation of
the measure of attitudinal change is needed. Training models with a greater emphasis on staff’s emotional
responses, defences and the impact of organisational culture may allow a deeper understanding of the
complexities of delivering effective human rights training.
Originality/value – This research paper highlights the need for human rights training; one that
encompasses attitudinal change as well as basic education. Without effective training to secure staff
engagement in organisational change, human rights legislation is unlikely to create meaningful change
in the lives of people with learning disabilities.
Keywords Human rights, Staff training, Attitudes, Organizational culture, Learning disabilities,
Psychological reactance
Paper type Research paper
Introduction
From the beginning of recorded history, people with disabilities have been enslaved, abused and
neglected (Owen and Griffiths, 2009, p. 15).
The protections afforded by the 1998 Human Rights Act are fundamental for vulnerable
groups such as those people with learning disabilities who face victimisation, discrimination
and violation of their rights (Mazzucchelli, 2001; Department of Health, 2008; Ministry of
Justice, 2008). Reports (Joint Committee on Human Rights, 2008) highlight abuse, lack of
privacy and difficulties arising from poor communication as explicit concerns for service
users with learning disabilities. Within an NHS based explicitly on human rights principles
(Department of Health, 2009), there is an urgent need to address these issues.
PAGE 80 j TIZARD LEARNING DISABILITY REVIEW ...
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICES
PAUL F. CIMMINO
This chapter is dedicated to the development of basic definitions that describe and identify human services. However, any attempt to define human services in one sentence, or to use one description, is doomed to fail. According to Schmolling, Youkeles, and Burger, there is no generally accepted or “official” definition of human services (, p. 9). Human services is a multidisciplinary profession that reflects complex human interactions and a comprehensive social system. To understand human services, it is important to develop ideas that construct an organized perspective of the field. In this chapter, three general questions about human services are incorporated into the text. First, “What is it, and what isn’t it?” Second, “Who is helped and why?” Third, “How is help delivered and by whom?” These fundamental questions tend to exemplify the basic concepts and definitions in human services. This chapter proceeds to introduce important terms, definitions, subconcepts, and concentration areas in human services, which are expounded upon by a host of authors who have contributed their expertise to create this book.
The professional field of human services can be reduced to three basic concepts: intervention (needs and services); professionalism (applied practice and credentialing); and education (academic training and research). Each basic concept comprises important aspects of the human service field and identifies primary areas of the profession. The supporting background that nourishes intervention, professionalism, and education in human services is the history of the human service movement (Fullerton, ). The formal development of human services in society is located in the legislative, training, and service history of the field. This chapter attempts to offer a collective understanding of these important areas related to the professional development of human services. In this chapter, basic concepts and definitions converge to generate a comprehensive and theoretical notion of human services in forming an overview of the field. To further assist the reader in developing thoughts about the human service profession, and to avoid ambiguity in the field, a medley of contemporary definitions of human services is presented later in the chapter.
Finally, an important letter written by Dr. Harold McPheeters in 1992, which addresses the basic question of what comprises human services, is presented to close the chapter. McPheeters’s letter was sent in response to a manuscript written by me in 1991. The paper proposes an idealistic model that defines human services in terms of its purpose and professional responsibility in society. Later in the chapter, the central ideas are summarized, providing an orientation to the thoughtful feedback from Harold McPheeters. In my view, his written response conveys landmark perspectives in development of the emerging human service field. Thus, .
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxmccormicknadine86
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICES
PAUL F. CIMMINO
This chapter is dedicated to the development of basic definitions that describe and identify human services. However, any attempt to define human services in one sentence, or to use one description, is doomed to fail. According to Schmolling, Youkeles, and Burger, there is no generally accepted or “official” definition of human services (1993, p. 9). Human services is a multidisciplinary profession that reflects complex human interactions and a comprehensive social system. To understand human services, it is important to develop ideas that construct an organized perspective of the field. In this chapter, three general questions about human services are incorporated into the text. First, “What is it, and what isn’t it?” Second, “Who is helped and why?” Third, “How is help delivered and by whom?” These fundamental questions tend to exemplify the basic concepts and definitions in human services. This chapter proceeds to introduce important terms, definitions, subconcepts, and concentration areas in human services, which are expounded upon by a host of authors who have contributed their expertise to create this book.
The professional field of human services can be reduced to three basic concepts: intervention (needs and services); professionalism (applied practice and credentialing); and education (academic training and research). Each basic concept comprises important aspects of the human service field and identifies primary areas of the profession. The supporting background that nourishes intervention, professionalism, and education in human services is the history of the human service movement (Fullerton, 1990). The formal development of human services in society is located in the legislative, training, and service history of the field. This chapter attempts to offer a collective understanding of these important areas related to the professional development of human services. In this chapter, basic concepts and definitions converge to generate a comprehensive and theoretical notion of human services in forming an overview of the field. To further assist the reader in developing thoughts about the human service profession, and to avoid ambiguity in the field, a medley of contemporary definitions of human services is presented later in the chapter.
Finally, an important letter written by Dr. Harold McPheeters in 1992, which addresses the basic question of what comprises human services, is presented to close the chapter. McPheeters’s letter was sent in response to a manuscript written by me in 1991. The paper proposes an idealistic model that defines human services in terms of its purpose and professional responsibility in society. Later in the chapter, the central ideas are summarized, providing an orientation to the thoughtful feedback from Harold McPheeters. In my view, his written response conveys landmark perspectives in development of the emerging human service field ...
Inclusive Education and Core Capabilities: School Evaluation’s Challenges t...Mattia Baglieri
Inclusive Education and Core Capabilities:
School Evaluation’s Challenges to Overcome Educational Inequalities
Paper presented at Scuola Democratica 1st International Conference - Cagliari - 6-8 June 2019 (7 June 2019, Sessione E.02)
Sociological imagination, social work, human rights and social justice with r...Bimal Antony
A Sociological Imagination is crucial for a Social Work practice based on Human Rights and Social Justice with reference to The Rise and Demise of the Welfare State.
Capability approch by Amorto Shen.pptxMahiMozumder
The capability approach is a comprehensive tool that gives economics a "sociological turn." An interdisciplinary technique known as the capability approach is used to research social concerns like wellbeing, justice, inequality, and public policies
1Running Head FUTURE AT THE VETERAN AFFAIRS2FUTURE AT T.docxnovabroom
1
Running Head: FUTURE AT THE VETERAN AFFAIRS
2
FUTURE AT THE VETERAN AFFAIRS
Future at the Veteran Affairs
Name
Institution
Due Date
Future at the Veteran Affairs
In the field of social work, it is usually difficult to determine the key principles that one is supposed to live by since this is a line of profession that has diverse applications that all have different entities to them. Similar to personal life skills and personal decisions that one makes to their own lives, social work is part and parcel of how one goes about it on a daily basis Appling all the required code of ethics under the stipulations under NASW (Barsky, 2017). However, there is much more to it than following regulations and settings, it is also paramount to make one’s own choices at all times that best fit the situation. However, at times these choices might require more than thought and experience. Thus, this is where the adoption and application of the skills and knowledge obtained from research can come in handy.
As a social worker, I have been able to understand the methodologies of collecting vital information that is key in determining if a patient or a participant in a program is actually benefiting. This makes it possible to offer better care to the individual and also present my findings to the rest of the team in order to make the necessary changes needed to make the process more efficient. Skills such as the analysis of data/information will be vital in using past records to determine how care is being offered at the VA and how if can ensure this is effectively done (Leonard, 2009). One of the key strategies that I intend in applying as a social worker is the strategy of using a logic model and applying the outcome evaluation strategy in determining the effectiveness of a program or how well the care is being offered and how the vets will be perceiving it. The best form of applying this strategy will be by initiation a regular data collection strategy that will be looking at gaining better understanding of the state o the participants on a regular basis and following up with them even after the program. not only will this offer more commitment to the vets, but it will also make it possible to track the record and performance of the institution.
Working with veterans is not an easy task neither for it requires utmost respect and dedication as well as an increased level of understanding what one is dealing with. As a social worker, the first and most effective skill that would be beneficial will be my communication skills. Having an in-depth connection and interaction with a vet would make it possible to understand them better and also be able to create a better relation (Trevithick, Richards, Ruch & Moss, 2004). On the other hand, understanding the human psychology would also be crucial in tackling cases of PTSD and substance abuse. Gaining a better understanding to mental health and psychiatric aspects through the adoption of the evidenc.
1Running Head FUTURE AT THE VETERAN AFFAIRS2FUTURE AT T.docxeugeniadean34240
1
Running Head: FUTURE AT THE VETERAN AFFAIRS
2
FUTURE AT THE VETERAN AFFAIRS
Future at the Veteran Affairs
Name
Institution
Due Date
Future at the Veteran Affairs
In the field of social work, it is usually difficult to determine the key principles that one is supposed to live by since this is a line of profession that has diverse applications that all have different entities to them. Similar to personal life skills and personal decisions that one makes to their own lives, social work is part and parcel of how one goes about it on a daily basis Appling all the required code of ethics under the stipulations under NASW (Barsky, 2017). However, there is much more to it than following regulations and settings, it is also paramount to make one’s own choices at all times that best fit the situation. However, at times these choices might require more than thought and experience. Thus, this is where the adoption and application of the skills and knowledge obtained from research can come in handy.
As a social worker, I have been able to understand the methodologies of collecting vital information that is key in determining if a patient or a participant in a program is actually benefiting. This makes it possible to offer better care to the individual and also present my findings to the rest of the team in order to make the necessary changes needed to make the process more efficient. Skills such as the analysis of data/information will be vital in using past records to determine how care is being offered at the VA and how if can ensure this is effectively done (Leonard, 2009). One of the key strategies that I intend in applying as a social worker is the strategy of using a logic model and applying the outcome evaluation strategy in determining the effectiveness of a program or how well the care is being offered and how the vets will be perceiving it. The best form of applying this strategy will be by initiation a regular data collection strategy that will be looking at gaining better understanding of the state o the participants on a regular basis and following up with them even after the program. not only will this offer more commitment to the vets, but it will also make it possible to track the record and performance of the institution.
Working with veterans is not an easy task neither for it requires utmost respect and dedication as well as an increased level of understanding what one is dealing with. As a social worker, the first and most effective skill that would be beneficial will be my communication skills. Having an in-depth connection and interaction with a vet would make it possible to understand them better and also be able to create a better relation (Trevithick, Richards, Ruch & Moss, 2004). On the other hand, understanding the human psychology would also be crucial in tackling cases of PTSD and substance abuse. Gaining a better understanding to mental health and psychiatric aspects through the adoption of the evidenc.
Please read the description of the Religion ethnography carefully an.docxSusanaFurman449
Please read the description of the Religion ethnography carefully and then ask me in class to explain anything that isn't clear. You can also email me with questions.
At the end there is a short list of possible sites for the ethnography: Sikh, Islamic, Jewish, Catholic, Hindu, Buddhist. Shumei. There are other religions and many other sites. Bahai is an interesting religion but you have to be invited to attend by a member.
Mormon the same.
If you have access to a Santeria or similar ceremony, great!
To make the project worthwhile choose a site as different from your own background as you can.
If you have a Christian or Catholic background do not do your paper on any kind of Christian or Catholic service.
You are welcome to attend a non-English language service as long as you understand the language being used.
Be sure to okay your choice with me. Some places that don’t work for this project are Scientology, the Self Realization Fellowship, the Kabbalah Center, SGI Buddhist, Hare Krishna.
INSTRUCTIONS:
Attend a religious activity that you’re curious about and would like to explore.
You must attend a service, not simply visit a religious site.
Examples: a mosque, temple, synagogue, gurdwara.
You can probably find an interesting place of worship near where you live or work.
It’s always a good idea to phone or email the place of worship before you attend.
Research methods must include participant/observation and informal conversation. One slightly more formal interview is desirable.
Be absolutely sure to allow time to stay after the service for food, lunch, other refreshment, or informal gathering. This may well be the most important part of your experience and will enable you to answer the question, “What meaning does this place and this service have for the participants?
You must go some place you’ve never been to before. Do NOT choose your own tradition or somewhere you’re even a bit familiar with. Choose somewhere entirely new and different.
The important thing is to come to the service as an outsider, with the eyes and ears of an anthropologist and take note of everything. Use the skills you’ve learned in this class.
You can attend alone or with a co-researcher or two from the class. Best, you can be the guest(s) of a classmate or someone else you know and discuss the event with them. Invite a classmate or two to attend a service from your tradition.
Do not write about an event you attended in the past. But you can use past experiences for comparison and reflection.
It is almost never appropriate to jot down notes during a religious service. Better, write everything you remember immediately after the event. Get sufficient detail to write what anthropologist Clifford Geertz called “thick”, or rich description.
In writing your paper use terms we've discussed in class and think about connections to the reading we’ve done and films we’ve seen.
OUTLINE
: Include each of these sections.
Title Page,
or top of page: .
PLEASE read the question carefully. The creation of teen ido.docxSusanaFurman449
PLEASE read the question carefully.
The creation of “teen idols” is a tradition that stems back to Tin Pan Alley and the “old guard” way of making music. What were some of the factors that led to this point in the early 60’s? Is it still prevalent? If so, why? Name some examples.
.
Please reflect on the relationship between faith, personal disciplin.docxSusanaFurman449
Please reflect on the relationship between faith, personal discipline, and political integrity. Explain how the Progressive movement and the New Deal Court transformed constitutional interpretation. Briefly give 2 illustrations of how government regulations and/or subsidies (legal plunder, perhaps?) channels behavior and/or distorts markets. 400 WORDS
.
Please read the following questions and answer the questions.docxSusanaFurman449
Please read the following questions and answer the questions
This unit's chapter discussed concerns about quality programming in the media. Different models for assessing culture were discussed:
1) Culture as a Skyscraper Model and 2) Culture as a Map.
Come up with several television shows that serve as examples of “quality” programs and “trashy” programs. What characteristics determine their quality (plots, subject matter, themes, characters…)?
Is there anything you can think of that is “universally trashy”? Or universally in good taste?
On the whole, are Americans seen as having good taste? Why or why not? Is there a country/culture that always seems tasteful in its cultural products?
Which model (Culture as Skyscraper or Culture as Map) makes more sense to you and why?
i need 400 words
.
PRAISE FOR CRUCIAL CONVERSATIONS Relationships ar.docxSusanaFurman449
PRAISE FOR CRUCIAL CONVERSATIONS
"Relationships are the priority of life, and conversations are the
crucial element in profound caring of relationships. This book
helps us to think about what we really want to say. If you want
to succeed in both talking and listening, read this book."
-Dr. Lloyd J. Ogilvie, chaplain, United States Senate
"Important, lucid, and practical, Crucial Conversations is a
book that will make a difference in your life. Learn how to flour
ish in every difficult situation."
-Robert E. Quinn, ME Tracy Collegiate Professor of
OBHRM, University of Michigan Business School
"I was personally and professionally inspired by this book-and
I'm not easily impressed. In the fast-paced world of IT, the success
of our systems, and our business, depends on crucial conversations
we have every day. Unfortunately, because our environment is so
technical, far too often we forget about the 'human systems' that
make or break us. These skills are the missing foundation piece."
-Maureen Burke, manager of training,
Coca-Cola Enterprises, Inc.
"The book is compelling. Yes, I found myself in too many of their
examples of what not to do when caught in these worst-of-all
worlds situations! GET THIS BOOK, WHIP OUT A PEN AND
GET READY TO SCRIBBLE MARGIN NOTES FURIOUSLY,
AND PRACTICE, PRACTICE, PRACTICE THE INVALUABLE
TOOLS THESE AUTHORS PRESENT. I know I did-and it
helped me salvage several difficult situations and repair my
damaged self-esteem in others. I will need another copy pretty
soon. as I'm wearing out the pages in this one!"
-James Belasco. best-selling author of Flight of the Buffalo,
l!l1trl!prl!l1eur. professor. und l!xl!cutive director of the Financial
Tilllrs Knowkdgc Diuloguc
"Crucial Conversations is the most useful self-help book I have
ever read. I'm awed by how insightful, readable, well organized,
and focused it is. I keep thinking: 'If only I had been exposed to
these dialogue skills 30 years ago ... '"
-John Hatch, founder, FINCA International
"One of the greatest tragedies is seeing someone with incredible
talent get derailed because he or she lacks some basic skills.
Crucial Conversations addresses the number one reason execu
tives derail, and it provides extremely helpful tools to operate in
a fast-paced, results-oriented environment."
-Karie A. Willyerd, chief talent officer, Solectron
"The book prescribes, with structure and wit, a way to improve on
the most fundamental element of organizational learning and
growth-honest, unencumbered dialogue between individuals.
There are one or two of the many leadership/management
'thought' books on my shelf that are frayed and dog-eared from
use. Crucial Conversations will no doubt end up in the same con
dition."
-John Gill, VP of Human Resources, Rolls Royce USA
Crucial
Conversations
Crucial
Conversations
Tools for Talking
When Stakes Are High
by
Kerry Patterson, .
Must Be a
hip-hop concert!!!!
attend a
hip-hop concert (in-person or virtual/recorded live concert on DVD or streaming platform) of your choice
THIS month.
After the concert, write an
objective review (1000 - 1500 words) of the concert detailing your experience.
Write A Review and include those questions!!!
The review should include:
1. The names of the performing groups/artists; the date and location of the performance.
2. Describe the setting. Is it a large hall or an intimate theater? What type of audience demographic is there? Young or old? How do they respond to the music?
3. The different styles/genres of songs the artist(s) perform.
4. Use your notes and experience to describe the different musical elements (i.e. melody, harmony, timbre, technology, form, volume, etc.) you recognize in most (if not all) the songs/pieces.
5. Be sure to arrive on time to hear the
entire concert.
6. Attach a photo of the flyer, ticket, or webpage (or social media event) when you submit this assignment.
7. Describe your personal reaction to the concert. List reasons why you think it was successful or not. However, do not make this the center of your paper. It should be
one or two paragraphs at the end. Further, use
data to support your arguments about why it was successful or not successful. (e.g., How did people respond verbally and non-verbally? Was this based on your perception or was there a general consensus? If it is a consensus, then what facts do you have to support this?)
8. Try to do some background research on the genre or artist before and after you attend the concert. This is not a research paper, but if you use any information from any source (including the artist's website), you
must cite it both in-text and on a works-cited page.
.
Mini-Paper #3 Johnson & Johnson and a Tale of Two Crises - An Eth.docxSusanaFurman449
Mini-Paper #3: Johnson & Johnson and a Tale of Two Crises - An Ethics Story Revised Submission
Read the following two PDF documents located at this link: click hereLinks to an external site.
·
Johnson & Johnson’s Tylenol Crisis
·
JNJ’s Baby Powder Crisis: Does Baby Powder Cause Cancer?
·
You are not expected to conduct any outside research
Based on your reading please write a short paper answering the following questions (do not answer with bullets, write a paper):
· JNJ’s response to the Tylenol Crisis is often cited as one of the best historical crisis management leadership examples. Given this perspective:
·
Compare JNJ’s response to the Tylenol Crisis to their response in the Baby Powder Crisis.
·
What actions by JNJ were highly effective in the Tylenol Crisis and why? Explain your examples and why you believe they are best practices
·
What could JNJ improve upon in the Tylenol Crisis?
· After reading JNJ's handling of the Baby Powder Class Action Lawsuit elaborate upon the following:
·
How did JNJs response differ from the Tylenol Crisis in the Baby Powder Lawsuit?
·
Given what you've learned from the Tylenol Crisis what are three potential recommendations/improvements JNJ could have made in the Baby Powder Lawsuit?
·
Ethics Analysis - consider your decision from the perspective of a senior advisor to senior leadership at JNJ (
there is NO right answer here, YOU MAY GIVE OPINION IN FIRST PERSON IN THIS SECTION ONLY (this is a special exception)):
·
· With what ethical actions do you agree or disagree regarding how JNJ handled the Tylenol Crisis?
· With what ethical actions do you agree or disagree regarding how JNJ handled the Baby Powder Crisis?
·
Be sure to reference at least 3 concepts from Chapters 9 and/or 12 in the textbook in answering this mini-paper. Please mark your references with "(textbook)" to make clear the references from the book.
Johnson & Johnson’s Tylenol Crisis
Background
“The killer’s motives remain unknown, but his — or her, or their — technical
savvy is as chilling today as it was 30 years ago.
On Sept. 29, 1982, three people died in the Chicago area after taking
cyanide-laced Tylenol at the outset of a poisoning spree that would claim seven
lives by Oct. 1. The case has never been solved, and so the lingering question —
why? — still haunts investigators.
Food and Drug Administration officials hypothesized that the killer bought
Extra-Strength Tylenol capsules over the counter, injected cyanide into the red
half of the capsules, resealed the bottles, and sneaked them back onto the shelves
of drug and grocery stores. The Illinois attorney general, on the other hand,
suspected a disgruntled employee on Tylenol’s factory line. In either case, it was a
sophisticated and ambitious undertaking with the seemingly pathological go.
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Please read the description of the Religion ethnography carefully an.docxSusanaFurman449
Please read the description of the Religion ethnography carefully and then ask me in class to explain anything that isn't clear. You can also email me with questions.
At the end there is a short list of possible sites for the ethnography: Sikh, Islamic, Jewish, Catholic, Hindu, Buddhist. Shumei. There are other religions and many other sites. Bahai is an interesting religion but you have to be invited to attend by a member.
Mormon the same.
If you have access to a Santeria or similar ceremony, great!
To make the project worthwhile choose a site as different from your own background as you can.
If you have a Christian or Catholic background do not do your paper on any kind of Christian or Catholic service.
You are welcome to attend a non-English language service as long as you understand the language being used.
Be sure to okay your choice with me. Some places that don’t work for this project are Scientology, the Self Realization Fellowship, the Kabbalah Center, SGI Buddhist, Hare Krishna.
INSTRUCTIONS:
Attend a religious activity that you’re curious about and would like to explore.
You must attend a service, not simply visit a religious site.
Examples: a mosque, temple, synagogue, gurdwara.
You can probably find an interesting place of worship near where you live or work.
It’s always a good idea to phone or email the place of worship before you attend.
Research methods must include participant/observation and informal conversation. One slightly more formal interview is desirable.
Be absolutely sure to allow time to stay after the service for food, lunch, other refreshment, or informal gathering. This may well be the most important part of your experience and will enable you to answer the question, “What meaning does this place and this service have for the participants?
You must go some place you’ve never been to before. Do NOT choose your own tradition or somewhere you’re even a bit familiar with. Choose somewhere entirely new and different.
The important thing is to come to the service as an outsider, with the eyes and ears of an anthropologist and take note of everything. Use the skills you’ve learned in this class.
You can attend alone or with a co-researcher or two from the class. Best, you can be the guest(s) of a classmate or someone else you know and discuss the event with them. Invite a classmate or two to attend a service from your tradition.
Do not write about an event you attended in the past. But you can use past experiences for comparison and reflection.
It is almost never appropriate to jot down notes during a religious service. Better, write everything you remember immediately after the event. Get sufficient detail to write what anthropologist Clifford Geertz called “thick”, or rich description.
In writing your paper use terms we've discussed in class and think about connections to the reading we’ve done and films we’ve seen.
OUTLINE
: Include each of these sections.
Title Page,
or top of page: .
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Come up with several television shows that serve as examples of “quality” programs and “trashy” programs. What characteristics determine their quality (plots, subject matter, themes, characters…)?
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Which model (Culture as Skyscraper or Culture as Map) makes more sense to you and why?
i need 400 words
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PRAISE FOR CRUCIAL CONVERSATIONS
"Relationships are the priority of life, and conversations are the
crucial element in profound caring of relationships. This book
helps us to think about what we really want to say. If you want
to succeed in both talking and listening, read this book."
-Dr. Lloyd J. Ogilvie, chaplain, United States Senate
"Important, lucid, and practical, Crucial Conversations is a
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-Robert E. Quinn, ME Tracy Collegiate Professor of
OBHRM, University of Michigan Business School
"I was personally and professionally inspired by this book-and
I'm not easily impressed. In the fast-paced world of IT, the success
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technical, far too often we forget about the 'human systems' that
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Coca-Cola Enterprises, Inc.
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examples of what not to do when caught in these worst-of-all
worlds situations! GET THIS BOOK, WHIP OUT A PEN AND
GET READY TO SCRIBBLE MARGIN NOTES FURIOUSLY,
AND PRACTICE, PRACTICE, PRACTICE THE INVALUABLE
TOOLS THESE AUTHORS PRESENT. I know I did-and it
helped me salvage several difficult situations and repair my
damaged self-esteem in others. I will need another copy pretty
soon. as I'm wearing out the pages in this one!"
-James Belasco. best-selling author of Flight of the Buffalo,
l!l1trl!prl!l1eur. professor. und l!xl!cutive director of the Financial
Tilllrs Knowkdgc Diuloguc
"Crucial Conversations is the most useful self-help book I have
ever read. I'm awed by how insightful, readable, well organized,
and focused it is. I keep thinking: 'If only I had been exposed to
these dialogue skills 30 years ago ... '"
-John Hatch, founder, FINCA International
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talent get derailed because he or she lacks some basic skills.
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tives derail, and it provides extremely helpful tools to operate in
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There are one or two of the many leadership/management
'thought' books on my shelf that are frayed and dog-eared from
use. Crucial Conversations will no doubt end up in the same con
dition."
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Crucial
Conversations
Crucial
Conversations
Tools for Talking
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by
Kerry Patterson, .
Must Be a
hip-hop concert!!!!
attend a
hip-hop concert (in-person or virtual/recorded live concert on DVD or streaming platform) of your choice
THIS month.
After the concert, write an
objective review (1000 - 1500 words) of the concert detailing your experience.
Write A Review and include those questions!!!
The review should include:
1. The names of the performing groups/artists; the date and location of the performance.
2. Describe the setting. Is it a large hall or an intimate theater? What type of audience demographic is there? Young or old? How do they respond to the music?
3. The different styles/genres of songs the artist(s) perform.
4. Use your notes and experience to describe the different musical elements (i.e. melody, harmony, timbre, technology, form, volume, etc.) you recognize in most (if not all) the songs/pieces.
5. Be sure to arrive on time to hear the
entire concert.
6. Attach a photo of the flyer, ticket, or webpage (or social media event) when you submit this assignment.
7. Describe your personal reaction to the concert. List reasons why you think it was successful or not. However, do not make this the center of your paper. It should be
one or two paragraphs at the end. Further, use
data to support your arguments about why it was successful or not successful. (e.g., How did people respond verbally and non-verbally? Was this based on your perception or was there a general consensus? If it is a consensus, then what facts do you have to support this?)
8. Try to do some background research on the genre or artist before and after you attend the concert. This is not a research paper, but if you use any information from any source (including the artist's website), you
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Mini-Paper #3 Johnson & Johnson and a Tale of Two Crises - An Eth.docxSusanaFurman449
Mini-Paper #3: Johnson & Johnson and a Tale of Two Crises - An Ethics Story Revised Submission
Read the following two PDF documents located at this link: click hereLinks to an external site.
·
Johnson & Johnson’s Tylenol Crisis
·
JNJ’s Baby Powder Crisis: Does Baby Powder Cause Cancer?
·
You are not expected to conduct any outside research
Based on your reading please write a short paper answering the following questions (do not answer with bullets, write a paper):
· JNJ’s response to the Tylenol Crisis is often cited as one of the best historical crisis management leadership examples. Given this perspective:
·
Compare JNJ’s response to the Tylenol Crisis to their response in the Baby Powder Crisis.
·
What actions by JNJ were highly effective in the Tylenol Crisis and why? Explain your examples and why you believe they are best practices
·
What could JNJ improve upon in the Tylenol Crisis?
· After reading JNJ's handling of the Baby Powder Class Action Lawsuit elaborate upon the following:
·
How did JNJs response differ from the Tylenol Crisis in the Baby Powder Lawsuit?
·
Given what you've learned from the Tylenol Crisis what are three potential recommendations/improvements JNJ could have made in the Baby Powder Lawsuit?
·
Ethics Analysis - consider your decision from the perspective of a senior advisor to senior leadership at JNJ (
there is NO right answer here, YOU MAY GIVE OPINION IN FIRST PERSON IN THIS SECTION ONLY (this is a special exception)):
·
· With what ethical actions do you agree or disagree regarding how JNJ handled the Tylenol Crisis?
· With what ethical actions do you agree or disagree regarding how JNJ handled the Baby Powder Crisis?
·
Be sure to reference at least 3 concepts from Chapters 9 and/or 12 in the textbook in answering this mini-paper. Please mark your references with "(textbook)" to make clear the references from the book.
Johnson & Johnson’s Tylenol Crisis
Background
“The killer’s motives remain unknown, but his — or her, or their — technical
savvy is as chilling today as it was 30 years ago.
On Sept. 29, 1982, three people died in the Chicago area after taking
cyanide-laced Tylenol at the outset of a poisoning spree that would claim seven
lives by Oct. 1. The case has never been solved, and so the lingering question —
why? — still haunts investigators.
Food and Drug Administration officials hypothesized that the killer bought
Extra-Strength Tylenol capsules over the counter, injected cyanide into the red
half of the capsules, resealed the bottles, and sneaked them back onto the shelves
of drug and grocery stores. The Illinois attorney general, on the other hand,
suspected a disgruntled employee on Tylenol’s factory line. In either case, it was a
sophisticated and ambitious undertaking with the seemingly pathological go.
Please write these 2 assignments in first person.docxSusanaFurman449
Please write these 2 assignments in
first person view. No need for citation. Please give me two files, the first one is a
Short Paper(600-700 words); the second one is
Long Discussion(450-500 words).
They are all about Art and Politics in Renaissance Florence Period
1. Short Paper
Street corners, guild halls, government offices, and confraternity centers contained works of art that made the city of Florence a visual jewel at precisely the time of its emergence as a European cultural leader. In shared religious and secular spaces, people from the city of Florence commissioned altarpieces, chapels, buildings, textiles, all manner of objects – at home, interior spaces were animated with smaller-scale works, such as family portraits, birth trays, decorated pieces of furniture, all of which relied on patrons, artists, and audiences working with the beauty and power of sensory experience. Like people all over Europe, viewers believed in the power of images, and they shared an understanding of the persuasiveness of art and architecture. Florentines accepted the utterly vital role that art could play as a propagator of civic, corporate, religious, political and individual identity.
Select one or two of the test case studies [that is, talk about Cosimo or Lorenzo the Magnificent or Savonarola's impact on Florence or the new Republic under Soderini] from this Module on Art and Politics in Renaissance Florence, and explore your understanding of people in Florence, who was so alive to the power and communication possibilities in works of art, objects, and spaces throughout the city and beyond.
Word count:
600-700 words
No need for citations.
2. Long Discussion
In this longer discussion forum, create an initial post of
450-500 words that explores these key concepts;
In this discussion post, talk about the political and social messages that you can see in the various works of art commissioned by the Medici, all the while being aware of the debate that was circulating about power and religion. If the content of the work of art is religious, how does the work convey political messages?
a video that may help
https://www.youtube.com/watch?v=UAqE21zjQH4
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Personal Leadership Training plan AttributesColumbia South.docxSusanaFurman449
Personal Leadership Training plan : Attributes
Columbia Southern University
Dr. Mark Friske
Current Issues in Leadership
LDR 6302-22.01.00
10/14/2022
Introduction
Personal leadership style
personal leadership style attributes
Characteristics of a democratic leader
Charismatic leadership style
Charismatic leader
Transformational leadership style
Transformational leader
Charismatic vs. transformational
Impacts of transformational leadership
Reflection
Personal leadership style
Democratic leadership style
Embraces diversity and open dialogue as core values.
The leader's role is to provide direction and exercise authority.
Commands respect and admiration from those who follow you.
Moral principles and personal beliefs underpin all choices.
Seek out a wide range of perspectives (Cherry, 2020).
Behaviorist theory is the one that fits my style of leadership the best.
Being the change you wish to see in the world is crucial, in my opinion. According to Johann Wolfgang von Goethe, "Behavior is the mirror in which everyone exhibits their picture." My main priorities are the well-being of the team members and developing effective solutions via cooperative effort.
personal leadership style attributes
Active participant
Each person is given a fair chance to speak their mind, and there is no pressure to conform to any one viewpoint.
Values other standpoints
I find it fascinating to hear the perspectives of others. To me, it's crucial that everyone in the team pitches in to find the most effective answer. To me, it's important to give everyone a voice on the team since they all have something unique to offer.
Characteristics of democratic leader
Attribute:
Talk About It
Subcontract Work
Get Other People's Opinions
Friendly
Approachable
Trustworthy
Participative
Motivate Originality
Regard for Others
Build Confidence
Life example
Working as a Management Analyst in the realm of government spending, I am frequently required to communicate with the Program Management Team of a third party firm. No collimated staff members prevent me from personally performing some of the work necessary to maintain an accurate external organization ledger. As a result, I need to be approachable, polite, and nice to my coworkers so that they would feel comfortable confiding in me and trusting me with their ideas. By consistently soliciting feedback from staff and management, I want to foster a culture of collaboration. This fosters innovation on the team and opens minds to new points of view.
Charismatic leadership style
They have excellent communication skills.
Passionate in furthering Their Cause.
Professionals have a lot of experience in their field.
Act with a level head (Siangchokyoo, et al. 2020).
Leadership traits and behavior are under scrutiny.
Win Over Huge Crowds.
Possible drawbacks
Frustratingly Diminished Clarity
Not Enough People to Make It Happen
Charismatic leader
Charismatic leader example:
pr.
Need help on researching why women join gangs1.How does anxi.docxSusanaFurman449
Need help on researching why women join gangs
1.How does anxiety increase the chance of girls joining groups or gangs.
2. sexual abuse on girls joining gangs
3. long-term consequences on girls joining gangs
4. depression and anxiety impact on girls joining gangs
5.death rates of girls joining gangs
6. health risks of girls joining gangs
.
Jung Typology AssessmentThe purpose of this assignment is to ass.docxSusanaFurman449
Jung Typology Assessment
The purpose of this assignment is to assess your personality and how that information might help guide your career choice. Understanding personalities can also help managers know how to motivate employees.
Find out about your personality by going to the Human Metrics website (www.humanmetrics.com - and TAKE the Jung Typology Test - Jung, Briggs, Meyers Types. It is a free test. (Disclaimer: The test, like all other personality tests, is only a rough and preliminary indicator of personality.)
·
Complete the typology assessment
·
Read the corresponding personality portrait and career portrait.
·
Think about your career interests, then answer the following:
How are your traits compatible for your potential career choice (Business Administration)? This should be around 250 words of writing.
R E S E A R CH
Co-administration of multiple intravenous medicines: Intensive
care nurses' views and perspectives
Mosopefoluwa S. Oduyale MPharm1 | Nilesh Patel PhD, BPharm (Hons)1 |
Mark Borthwick MSc, BPharm (Hons)2 | Sandrine Claus PhD, MRSB, MRSC3
1Reading School of Pharmacy, University of
Reading, Reading, UK
2Pharmacy Department, John Radcliffe
Hospital, Oxford University Hospitals NHS
Foundation Trust, Oxford, UK
3LNC Therapeutics, Bordeaux, France
Correspondence
Mosopefoluwa S. Oduyale, Reading School of
Pharmacy, University of Reading, Harry
Nursten Building, Room 1.05, Whiteknights
Campus, Reading RG6 6UR, UK.
Email: [email protected]
Funding information
University of Reading
Abstract
Background: Co-administration of multiple intravenous (IV) medicines down the
same lumen of an IV catheter is often necessary in the intensive care unit (ICU) while
ensuring medicine compatibility.
Aims and objectives: This study explores ICU nurses' views on the everyday practice
surrounding co-administration of multiple IV medicines down the same lumen.
Design: Qualitative study using focus group interviews.
Methods: Three focus groups were conducted with 20 ICU nurses across two hospi-
tals in the Thames Valley Critical Care Network, England. Participants' experience of
co-administration down the same lumen and means of assessing compatibility were
explored. All focus groups were recorded, transcribed verbatim, and analysed using
thematic analysis. Functional Resonance Analysis Method was used to provide a
visual representation of the co-administration process.
Results: Two key themes were identified as essential during the process of co-admin-
istration, namely, venous access and resources. Most nurses described insufficient
venous access and lack of compatibility data for commonly used medicines (eg, anal-
gesics and antibiotics) as particular challenges. Strategies such as obtaining additional
venous access, prioritizing infusions, and swapping line of infusion were used to man-
age IV administration pro.
Journal of Organizational Behavior J. Organiz. Behav. 31, .docxSusanaFurman449
Journal of Organizational Behavior
J. Organiz. Behav. 31, 24–44 (2010)
Published online 22 May 2009 in Wiley InterScience
(www.interscience.wiley.com) DOI: 10.1002/job.621
Towards a multi-foci approach to
workplace aggression: A meta-analytic
review of outcomes from different
yperpetrators
M. SANDY HERSHCOVIS1* AND JULIAN BARLING2
1I. H. Asper School of Business, University of Manitoba, Winnipeg, Manitoba, Canada
2Queen’s School of Business, Queen’s University, Kingston, Ontario, Canada
Summary Using meta-analysis, we compare three attitudinal outcomes (i.e., job satisfaction, affective
commitment, and turnover intent), three behavioral outcomes (i.e., interpersonal deviance,
organizational deviance, and work performance), and four health-related outcomes (i.e.,
general health, depression, emotional exhaustion, and physical well being) of workplace
aggression from three different sources: Supervisors, co-workers, and outsiders. Results from
66 samples show that supervisor aggression has the strongest adverse effects across the
attitudinal and behavioral outcomes. Co-worker aggression had stronger effects than outsider
aggression on the attitudinal and behavioral outcomes, whereas there was no significant
difference between supervisor, co-worker, and outsider aggression for the majority of the
health-related outcomes. These results have implications for how workplace aggression is
conceptualized and measured, and we propose new research questions that emphasize a multi-
foci approach. Copyright # 2009 John Wiley & Sons, Ltd.
I admit that, before I was bullied, I couldn’t understand why employees would shy-away from doing
anything about it. When it happened to me, I felt trapped. I felt like either no one believed me or no
one cared. This bully was my direct boss and went out of his way to make me look and feel
incompetent. . . I dreaded going to work and cried myself to sleep every night. I was afraid of
losing my job because I started to question my abilities and didn’t think I’d find work elsewhere.
(HR professional as posted on a New York Times blog, 2008).
Introduction
Growing awareness of psychological forms of workplace aggression has stimulated research interest in
the consequences of these negative behaviors. Workplace aggression is defined as negative acts that are
* Correspondence to: M. Sandy Hershcovis, I. H. Asper School of Business, University of Manitoba, Winnipeg, Manitoba,
Canada. E-mail: [email protected]
yAn earlier version of this study was presented at the 65th Annual Meeting of the Academy of Management, Honolulu, HI.
Received 28 April 2008
Revised 17 March 2009
Copyright # 2009 John Wiley & Sons, Ltd. Accepted 4 April 2009
mailto:[email protected]
www.interscience.wiley.com
25 AGGRESSION META-ANALYSIS
perpetrated against an organization or its members and that victims are motivated to avoid (Neuman &
Baron, 2005; Raver & Barling, 2007). Much of this research (e.g., .
LDR535 v4Organizational Change ChartLDR535 v4Page 2 of 2.docxSusanaFurman449
LDR/535 v4
Organizational Change Chart
LDR/535 v4
Page 2 of 2
Organizational Change Chart
Organizational Information
Select an organization that needed a change to its culture as you complete the organizational change information chart.
For each type of information listed in the first column, include details about the organization in the second column.
Indicate your suggested actions for improvement in the third column.
Type
Details
Suggested Actions for Improvement
Vision
Insert the organization’s vision.
Mission
Insert the organization’s mission.
Purpose
Insert the organization’s purpose.
Values
Insert a list of the organization’s values.
Diversity and Equity
Insert the types of the diversity and equity observed in the organization.
Inclusion
Insert examples of overall involvement of diverse groups inclusion in decision-making and process change.
Goal
Identify the goal set for organizational change.
Strategy
Identify the implementation strategies followed to implement the organizational change.
Communication
Identify the communication methods used to communicate organizational change and the change progress.
Organizational Perceptions
Considering the same organizational culture and change goal, rate your agreement from 1 to 5 in the second column with the statement in the first column. Use the following scale:
1. Strongly disagree
2. Somewhat disagree
3. Neither agree nor disagree
4. Somewhat agree
5. Strongly agree
Statement
Rating (1 – 5)
Employees know the organization’s vision.
Employees know the organization’s mission.
Employees know the organization’s purpose.
Employees know the organization’s values.
Overall, the organization is diverse and equitable.
Diverse groups are included in decision making and processes for change.
The change goal was successfully met.
The implementation strategies were effective.
The organization’s communication about the change was effective.
Kotter's 8-Steps to Change
Consider the goal for organizational change that you identified and the existing organizational culture.
For each of Kotter's 8-Steps to Change listed in the first column, rate whether you observed that step during the implementation process in the second column. Use the following scale to rate your observation:
1. Never observed
2. Rarely observed
3. Sometimes observed
4. Often observed
Identify actions you suggest for improvement in the third column.
Step Name
Rating (1 – 4)
Suggested Actions for Improvement
Step 1: Create Urgency.
Step 2: Form a Powerful Coalition.
Step 3: Create a Vision for Change.
Step 4: Communicate the Vision.
Step 5: Remove Obstacles.
Step 6: Create Short-Term Wins.
Step 7: Build on the Change.
Step 8: Anchor the Changes in Corporate Culture.
Copyright 2022 by University of Phoenix. All rights reserved.
Copyright 2022 by University of Phoenix. All rights reserved.
image1.png
.
In this paper, you will select an ethics issue from among the topics.docxSusanaFurman449
In this paper, you will select an ethics issue from among the topics below and provide a 3-4 page paper on the issue.
In the paper, you will address the following:
1. Explain the topic (20%)
2. Why the topic or issue is controversial (25%)
3. Is the controversy justified? Why or why not? (20%)
4. Summarize current research about the issue and at least two credible sources. At least one reference source should discuss the issue from a pro and the other should discuss from a con perspective. (20%)
5. Cite references in APA format (15%)
Topics may include:
Research on animals
Medical Research on prisoners or ethnic minorities
Patient rights and HIPAA
Torture of military prisoners
Off-shore oil drilling and the potential threat to biodiversity
Development in emerging nations and its impact on biodiversity
Stem cell research
Healthcare Accessibility: Right or privilege
Genetically modified organisms
Genetic testing and data sharing
Reproductive rights
Pesticides and Agriculture
Organ transplants and accessibility
Assisted Suicide
Medicinal use of controlled substances/illicit drugs
.
In the past few weeks, you practiced observation skills by watchin.docxSusanaFurman449
In the past few weeks, you practiced observation skills by watching
Invictus, a movie that tells “the inspiring true story of how Nelson Mandela joined forces with the captain of South Africa's rugby team to help unite their country.”
[1]. While watching the film, you were instructed to pay special attention to the factors relating to group dynamics for teams, which include but are not limited to
1. Team beginnings
2. Leader’s behaviors,
3. Communication Patterns,
4. Conflict resolution style,
5. Power styles,
6. Decision making style,
7. Creativity,
8. Diversity.
You were also instructed to identify leadership decisions and leadership styles developed by Nelson Mandela and Francois Pinnear (captain of the rugby team).
Write a paper (1000 words) to the following three questions:
1. Which leadership decision/style has impressed you the most? Why do you feel this way?
2. How does the leader contribute to the development of their leadership ability?
3. What specific decisions made this leader make them such an effective leader? Provide insight on how those under this leadership are affected by decisions made.
.
Overview After analyzing your public health issue in Milestone On.docxSusanaFurman449
Overview: After analyzing your public health issue in Milestone One and studying socioeconomic factors affecting healthcare in this module, you will write a short paper to identify and analyze socioeconomic barriers and supports involved in addressing the public health issue. Your paper must include an introduction to your public health issue, a discussion of socioeconomic barriers to change, a discussion of supports for change, and a conclusion with a call to action for your readers. Assume your readers will include healthcare administrators and managers, as well as healthcare policy makers and legislators.
Prompt: Write a short paper including the following sections:
I. Introduction
A. Introduce your public health issue and briefly explain what needs to change to address the issue.
II. Barriers
A. Identify two potential socioeconomic barriers to change and describe each with specific details.
B. Consider patient demographics (e.g., age, ethnicity, and education), geographic factors (e.g., urban/rural location), and psychographic factors (e.g., eating habits and employment status).
C. Justify your points by referencing your textbook or other scholarly resources.
III. Supports
A. Identify two possible socioeconomic supports for change and describe each with specific details.
B. B. Consider patient demographics (e.g., age, ethnicity, and education), geographic factors (e.g., urban/rural location), and psychographic factors (e.g., eating habits and employment status).
C. C. Justify your points by referencing your textbook or other scholarly resources.
IV. Conclusion
A. Conclude with a clear call to action: What can your readers do to assist in the implementation of the necessary changes?
Rubric Guidelines for Submission: Your short paper must be submitted as a 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.
.
Judicial OpinionsOverview After the simulation, justices writ.docxSusanaFurman449
Judicial Opinions
Overview: After the simulation, justices write judicial opinions in reaction to the oral argument, merits briefs, conference, and draft opinions as well as the facts of the case, Constitution, and case law. Justices circulate drafts so they know how their colleagues plan to rule and why, and so they can respond to one another in their final judicial opinion draft.
Instructions: You are a Supreme Court justice preparing an opinion for announcement. Read the case materials: case hypothetical, merits briefs, and judicial opinion drafts of your colleagues, and review your notes from oral argument and conference. Write a majority opinion resolving the major legal question in light of the facts of the case, Constitution, and case law, as well as all case materials: merits briefs, oral argument, and the views of your colleagues (in conference and draft opinions). Opinions must support an argument, refute counterarguments, and respond to attorneys (oral argument and/or merits briefs), and fellow justices (conference and/or draft opinions).
Opinions should contain the following five elements, in the following order:
1. an introductory statement of the nature, procedural posture, and prior result of the case;
2. a statement of the issues to be decided;
3. a statement of the material facts;
4. a discussion of the governing legal principles and resolution of the issues; and
5. the disposition and necessary instructions.
Each of these is developed further below.
Assessment: Complete opinions must support an argument, refute counterarguments, and respond to attorneys (oral argument and/or merits briefs), and fellow justices (conference and/or draft opinions). Strong opinions will be well organized, logically argued, and well supported through reference to and explanation of Supreme Court decisions and legal principles. Assessment rests on how well you make use of, identify, and explain relevant course material. It also rests on staying in character and not diverging from your justice’s political ideology and/or judicial philosophy.
Introduction
The purpose of the Introduction is to orient the reader to the case. It should state briefly what the case is about, the legal subject matter, and the result. It may also cover some or all of the following:
1. The parties: The parties should be identified, if not in the Introduction, then early in the opinion, preferably by name, and names should be used consistently throughout. (The use of legal descriptions, such as “appellant” and “appellee,” tends to be confusing, especially in multi-party cases.)
2. The procedural and jurisdictional status: relevant prior proceedings, and how the case got before the court should be outlined.
Statement of issues
The statement of issues is the cornerstone of the opinion; how the issues are formulated determines which facts are material and what legal principles govern. Judges should not be bound by the attorneys’.
IntroductionReview the Vila Health scenario and complete the int.docxSusanaFurman449
Introduction
Review the Vila Health scenario and complete the interviews with staff at Vila Health Skilled Nursing Facility (SNF). After completing the scenario, you will update the patient safety plan for the SNF and present it to the executive team. The safety plan will include meeting accrediting body requirements as well as regulatory obligations. The plan must be based on evidenced-based best practices and include tools, approaches, and mechanisms for reporting, tracking, and reducing patient safety incidents.
Instructions
After reviewing the Vila Health scenario, present your findings to the executive team at Vila Health by creating a 15-20 slide PowerPoint presentation. To be successful in this assignment, ensure you complete the following steps:
Research the health care organization's (Vila Health SNF) safety plan and propose recommendations to ensure the successes of their best practices.
Assess and propose how to link health care safety goals to those of the organizational strategic plan in order to create and sustain an organization-wide safety culture.
Analyze evidence-based practices within the organization's health care safety program, including falls prevention, medication errors, or others.
Establish protocols to identify and monitor patients who qualify for being at risk for falls, readmission, suicide, or others.
Develop mechanisms to coordinate and integrate risk management approaches into the organization's health care safety strategy.
Create mechanisms and tools as monitors for patients identified for being at risk.
Create ongoing evaluation procedures that provide continuous safe, quality patient care, and sustained compliance with evidence-based practices, professional standards, and regulations.
Submission Requirements
Your presentation should meet the following requirements:
Length:
15–20 slide PowerPoint presentation, excluding the cover slide and references list. Include slide numbers, headings, and running headers.
References:
3–5 current peer-reviewed references.
Format:
Use current APA style and formatting, for citations and references.
Font and font size:
Fonts and styles used should be consistent throughout the presentation, including headings.
.
In studying Social Problems, sociologists (and historians) identify .docxSusanaFurman449
In studying Social Problems, sociologists (and historians) identify "the defining moment" or a specific trigger event that brought about the need for social change (or the need to resist the status quo).
Give a brief history/background story of the social issue, and why and/or how it became a Social Problem. Provide supporting evidence.
What was the "defining moment" that catapulted the social issue into the political arena?
What was public policy was framed to address the problem?
.
I need help correcting an integrative review.This was the profes.docxSusanaFurman449
I need help correcting an integrative review.
This was the professor's feedback: Great job on your first draft :) Few things Past tense throughout the integrative review. Some of the sections are light on detail - need to check the requirements (Integrative review guidelines). This is an integrative review - not a study or project refer to it as an integrative review all the time.
.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Basic phrases for greeting and assisting costumers
Human Rights Its Meaning and Practicein Social Work Field S.docx
1. Human Rights: Its Meaning and Practice
in Social Work Field Settings
Julie A. Steen, Mary Mann, Nichole Restivo, Shellene Mazany,
and Reshawna Chapple
The goal of the study reported in this article was to explore the
conceptualizations of human
rights and human rights practice among students and supervisors
in social work field settings.
Data were collected from 35 students and 48 supervisors
through an online survey system
that featured two open-ended questions regarding human rights
issues in their agency and
human rights practice tasks. Responses suggest that participants
encountered human rights
issues related to poverty, discrimination, participation/self-
determination/autonomy, vio-
lence, dignity/respect, privacy, and freedom/liberty. They saw
human rights practice as en-
compassing advocacy, service provision, assessment, awareness
of threats to clients’ rights,
and the nature of the worker–client relationship. These results
have implications for the
social work profession, which has an opportunity to focus more
intently on change efforts
that support clients’ rights. The study points to the possibilities
of expanding the scope of
the human rights competency within social work education and
addressing the key human
rights issues in field education.
2. KEYWORDS: accreditation standards; educational policy; field
education; human rights;
social work education
In the most recent edition of Social Work Speaks,
the National Association of Social Workers
(NASW) (2015b) announced that “the struggle
for human rights remains a vital priority for the social
work profession in the 21st century” (p. 186). The
International Federation of Social Workers (IFSW)
(2012), which is the international umbrella organiza-
tion for national social work associations, has inte-
grated the concept of human rights into their
Statement of Ethical Principles. Through this docu-
ment, they call on social workers to “uphold and
defend” (IFSW, 2012) the human rights of clients.
In addition, they present international human rights
conventions as key to “social work practice and
action” (IFSW, 2012). Although NASW (2015a)
does not explicitly use the term “human rights” in its
Code of Ethics, many of the concepts within the
national document are derived from the human
rights philosophy. For example, the code requires
social workers within the United States to respect
“the dignity and worth of the person” (NASW,
2015a, p. 5), “facilitate informed participation by the
public in shaping social policies and institutions”
(NASW, 2015a, p. 27), and work to “ensure that all
people have equal access to the resources, employ-
ment, services, and opportunities they require to
meet their basic human needs” (NASW, 2015a, p.
27). These responsibilities align with the types of
human rights classified as integrity of the body, polit-
ical rights, and social and economic rights (Steen,
4. LITERATURE REVIEW
Meaning of Human Rights
Foundational to this discussion is the meaning one
assigns to the concept of human rights. Many rely
on theUniversal Declaration of Human Rights (UDHR)
for guidance in defining the scope of the concept
(Reichert, 2011; Wronka, 2008). Wronka (2008)
divided the articles of UDHR into the following
five dimensions: dignity; nondiscrimination; civil
and political rights; economic, social, and cultural
rights; and solidarity rights. This definition of
human rights has found its way into social work in-
stitutions. In fact, several of the dimensions listed
byWronka are represented in CSWE’s (2008) human
rights competency, which includes attention to the
client’s right to “freedom, safety, privacy, an adequate
standard of living, health care, and education” (p. 5).
The meaning of human rights has gradually
expanded beyond UDHR with the creation and
adoption of population-specific conventions, de-
clarations, and principles. Examples include the
Convention on the Elimination of All Forms of Discrim-
ination Against Women, the Convention on the Rights
of the Child (CRC), the International Convention on
the Elimination of All Forms of Racial Discrimination,
and Principles for the Older Person. Many of these
documents reaffirm a specific population’s rights to
the entitlements outlined in UDHR, but they also
extend beyond this foundation by addressing the
unique situations faced by the population. For
example, CRC establishes a child’s right to be free
from military service with the aim of preventing
the use of child soldiers (Reichert, 2011). This realm
of population-specific rights is one of the most fre-
quently featured in the social work literature with
5. authors directing their attention toward the human
rights of various populations, such as women (Choi,
Brownell, & Moldovan, 2015; Morgaine, 2006) and
children (Doek, 2009; Munro et al., 2011; Scherrer,
2012; Viviers & Lombard, 2012; Watkinson &
Rock, 2016).
The meanings described previously are largely
derived from legal thought within Western demo-
cratic countries, leading some to call for an alternative
means for defining the concept of human rights. Use
of Western-derived meanings imposes limitations
that contribute to colonialism and racism (Ife, 2010).
One solution suggested by Ife (2010) involves the
“reflexive definition of human rights,”which “occurs
when people address the idea themselves and, rather
than accept the dominant discursive construction
uncritically, think about and define what human
rights mean in their own context” (p. 135). Ife
emphasized experience and context as being key
parts of this making of meaning. “Human rights are
constantly being defined and redefined, constructed
and reconstructed, in people’s daily lives and their
interactions with others, and also in their conscious
reflection of what ‘human rights’ mean in context”
(p. 135).
This discussion begs the question of what social
workers in the field make of the concept of human
rights. This leads us to our first research question:
What meanings do social work students and their
field supervisors attribute to the concept of human
rights as it relates to their work in field settings?
Practice of Human Rights
6. Another important question focuses on the actions
social workers can take to make human rights a real-
ity. In other words, the focus shifts from the concept
of human rights to the practice of human rights.
Most literature regarding the social worker’s role in
human rights presents human rights practice as tak-
ing the form of advocacy. In the words of Reichert
(2011), this form of practice involves “challenging
oppression.” Examples of both case-based and cause-
based advocacy within a human rights framework
abound. Case-based advocacy, in which social
workers campaign for environmental changes that
enable a client’s rights to be realized, has been oper-
ationalized in a wide variety of fields. In the area of
women’s rights, case-based human rights practice
has been framed as “interven[ing] to protect [a client]
against physical abuse from her partner” (Reichert,
2011, p. 240) and supporting client submissions of
individual petitions to the complaint mechanism
within the Women’s Convention (Tang, 2004).
Cause-based advocacy is also described within the
literature. Staub-Bernasconi (2012) listed tasks that
fall within this category of cause-based advocacy,
including “resource mobilization, consciousness
raising, mediation, and empowerment. More spe-
cific methods include . . . monitoring, lobbying,
and, more and more, also whistle blowing” (p. 35).
10 Social Work Volume 62, Number 1 January 2017
Specific examples of cause-based advocacy in the
field of women’s rights can be found in the work
of Tang (2004), who urged social workers to
“work together with women’s groups and progres-
7. sive NGOs to advocate for and support the imple-
mentation of the Women’s Convention in their
country” (p. 1183).
Another option was advanced by Ife (2010),
who presented a mezzo-level model of human
rights practice. He argued that community devel-
opment is a means through which human rights
can be practiced and achieved. Participatory democ-
racy is central to his model. Community members
come together to dialogue, build, educate, and
advocate. Human rights education is one compo-
nent of Ife’s model, though he believed that this task
should be carried out in a bottom-up fashion. As
such, he cited Freire’s (2014) philosophy and pointed
to works of creative expression (for example, drama,
art, and music) that provide community members
with outlets to share their experiences as survivors of
human rights violations. Social workers wishing to
engage in human rights practice using this model
would support community development through
facilitation of community member engagement.
An example of this form of human rights practice
is described in the literature within the context of
Middle East peace efforts (Grodofsky, 2012).
Whereas Ife (2010) emphasized the role of the
social worker in the community, some authors
have discussed ways in which social workers can
integrate human rights into case management and
clinical practice. Reichert (2011) described this
method as being characterized by client empower-
ment, the strengths perspective, ethnic-sensitive
practice, feminist practice, and cultural compe-
tence. Additional details are offered by Wronka
(2008), who presented the following elements as
8. being essential to micro-level human rights prac-
tice: “creating a human rights culture,” respecting
human dignity, practicing nondiscrimination, using
a “nonhierarchical approach,” considering and
respecting the client’s cultural context, integrating
community- and client-driven interventions, using a
“systems-oriented approach,” and respecting self-
determination. Berthold (2015) provided the most
comprehensive description to date of this approach.
Her model of human rights–based clinical practice
consists of “reframing needs as entitlements or rights,
operating from a stance of cultural humility and
intersectionality, fostering a therapeutic relationship
and reconstructing safety, providing trauma-informed
care, and drawing from the recovery-model and a
strengths and resilience orientation” (p. 2).
This literature provides a foundation on which
to ask our second research question: How do social
work students and their field supervisors describe
human rights practice in their own agency settings?
METHOD
Design
To attain a greater understanding of the meaning
and practice of human rights within social work
field settings, a phenomenological approach was
taken within the qualitative portion of a mixed-
methods study. Field supervisors and field students
in a social work department with accredited BSW
and MSW programs were contacted by e-mail and
invited to participate in the study. The e-mail pro-
vided field supervisors and field students with a
link to an online survey. The online survey was
administered through Qualtrics (2016) and re-
9. mained open for survey completion from February
2013 to April 2013. The survey system was entirely
anonymous, which limited the influence of the
researcher in survey responses and allowed partici-
pants to freely report their perspectives. No incen-
tives were given to participate in this research,
financial or otherwise.
Survey participants received a summary expla-
nation of research and a survey. When participants
clicked on the survey link in the recruitment
e-mail, the link first directed them to the summary
explanation of research, which is an abbreviated
consent form approved for use in research posing
less than minimal risk to participants. Participants
were then directed to the online survey items. A
portion of the survey included questions regarding
the application of the policy competency in field
settings; however, this article focuses exclusively
on the results from the human rights section of the
survey, which included both open-ended items
and a structured scale.
The open-ended items focused on respondents’
view of the human rights competency as they
experienced it in the field setting. The survey
included the human rights competency as outlined
in the CSWE (2008) Educational Policy and
Accreditation Standards:
Each person, regardless of position in society,
has basic human rights, such as freedom, safety,
11Steen, Mann, Restivo, Mazany, and Chapple /Human Rights
10. privacy, an adequate standard of living, health
care, and education. Social workers recognize
the global interconnections of oppression and
are knowledgeable about theories of justice
and strategies to promote human rights and
civil rights. Social work incorporates social justice
practices in organizations, institutions, and society
to ensure that these basic human rights are dis-
tributed equitably and without prejudice. (p. 5)
The survey asked field supervisors to respond to
two open-ended items regarding this competency:
(1) What (if any) are the major human rights issues
in your agency’s field of practice? (2) Please list the
tasks that a student could complete in the intern-
ship that might demonstrate mastery of this human
rights competency. Field students were presented
with two nearly identical items: (1) What (if any)
are the major human rights issues in your intern-
ship agency’s field of practice? (2) Please list the
tasks that a student could complete in your intern-
ship that might demonstrate mastery of this human
rights competency.
In addition to the open-ended items, partici-
pants were presented with McPherson and Abell’s
(2012) Human Rights Exposure in Social Work
scale. This instrument is composed of 11 items de-
signed to assess the respondent’s degree of familiarity
with human rights. The response set includes seven
points on a spectrum ranging from 1 = strongly
disagree to 7 = strongly agree. The instrument has
been tested, and results indicate acceptable levels of
factorial validity and reliability.
11. Sample
The final sample for the qualitative portion of the
study consisted of 35 field students and 48 field
supervisors. The average age within the student sam-
ple was 29 years. The majority of the field students
were female (77 percent), with the remainder being
male (20 percent) or transgender (3 percent). The
student sample included representation from multi-
ple ethnicities: biracial (3 percent), black (9 percent),
Latino (23 percent), multiracial (3 percent), and white
(60 percent). Thirty-one percent of the students were
enrolled in the BSW program, and 69 percent were
enrolled in the MSW program. The field supervisor
sample had similar demographics, with the majority
being female (88 percent) and white (60 percent).
The sample included supervisors who were biracial
(6 percent), black (10 percent), Latino (15 percent),
and multiracial (2 percent). The average age of the
supervisor sample was 45 years. In regard to human
rights exposure, the average Human Rights Expo-
sure in Social Work (McPherson & Abell, 2012)
scores were at the higher end of the spectrum for
both the student sample (M = 5.15) and the supervi-
sor sample (M = 5.28). Note that the score is repre-
sentative of the degree of exposure, with seven
representing the highest possible exposure and one
representing the lowest possible exposure.
Analysis
We analyzed the data with attention toward two
key concepts: human rights and human rights prac-
tice. Responses were sorted so that those with similar
conceptualizations were placed together. These
groupings were then labeled with themes based on
key terms found in the respondents’ comments.
12. To identify any differences across the two samples,
we compared the percentages of supervisors and
students issuing comments related to each theme.
RESULTS
Meaning of Human Rights
Seven themes arose from respondents’ conceptua-
lizations regarding the human rights issues encoun-
tered in the field of practice associated with their
employing agencies or their internship settings.
These themes include poverty; discrimination; par-
ticipation, self-determination, autonomy; violence;
dignity, respect; privacy; and freedom and liberty.
Significant statements that exemplify each of these
seven themes are presented in the following sections.
Poverty. Poverty was the most frequently men-
tioned human rights issue. Forty-four percent of
the field students and 37 percent of the field super-
visors referred to poverty in response to the first
question regarding human rights issues in their
field of practice. Supervisors and students found
that this human rights violation was closely inter-
twined with their work and interfered with
their clients’ abilities to meet their physical and
psychological needs. Responses focused on the
ways in which poverty affects access to housing,
health care, and substance abuse treatment. One
student stated, “The majority of the clients served
are living well below national poverty levels so
safety, health care are compromised.”Other students
referred to clients being “booted [from treatment] as
soon as insurance is up” and the inability to “reunite
families because [of a] lack of a place to live.” Field
12 Social Work Volume 62, Number 1 January 2017
13. supervisors mentioned similar problems, such as
“patients without health insurance having issues
with obtaining needed medical services.”
Discrimination. Supervisors and students served
clients from diverse backgrounds who face discrimi-
nation at the societal and organizational levels. Both
supervisors and students made statements that re-
flected a concern regarding discrimination, though
there was a difference between these two groups in
the types of discrimination mentioned. Students
tended to focus on discrimination against the lesbian,
gay, bisexual, transgender, and queer (LGBTQ)
population and listed concerns related to the 1996
Defense of Marriage Act (P.L. 104-199), “hate
crimes,” and “access to safe and appropriate bath-
rooms.” They also mentioned “employment dis-
crimination” and “housing discrimination.” On the
other hand, field supervisors listed “cultural compe-
tency,” “equal access to care,” and “discrimination
from medical providers” against women placing
their children for adoption and “patients who secure
treatment throughMedicaid.”
Participation, Self-Determination, and Autonomy.
Responses conveyed the idea that clients’ human
rights include the right to be treated as autono-
mous individuals who participate in the decision-
making processes that affect their lives. This theme
was mentioned more frequently by field supervi-
sors than by students. One field supervisor summa-
rized this theme with the following phrase: “the
right to self-determination when choices are seen
14. as less than healthy by various members of the
interdisciplinary team.” Another supervisor framed
this idea as the “right to determine their own des-
tiny.” This theme was often mentioned in the con-
text of mental health and hospice and included
references to “restraints” and dying “in comfort.”
Students had similar concerns, such as “clients hav-
ing a voice in their treatment plan,” the lack of “an
individualized treatment plan,” and a client’s “right
to choose how he or she dies.”
Violence. The responses of supervisors and stu-
dents also conveyed the idea that the right to be
free from violence is a human right. Various forms
of violence were listed by both supervisors and stu-
dents alike. Students referred to “elder abuse” and
“hate crimes.” Supervisors noted “maltreatment,”
“domestic violence,” “child abuse,” and “sexual
assault.” One supervisor also mentioned “refugees
that are fleeing oppression.”
Dignity and Respect. Another human right pre-
sented by the respondents is the right to be treated
as a being worthy of dignity and respect. This
theme was referenced within the context of health
systems, schools, hospices, and mental health and
substance abuse treatment. Students mentioned
“preserving dignity of clients within the health
care team and among hospital personnel” and
“treating each student as an individual and with
respect regardless of your opinion of them.” One
field supervisor issued a concern for “devaluation
in treatment and perception of those labeled as
‘liabilities’ rather than ‘assets.’”
Privacy. A few supervisors and one student men-
15. tioned either “privacy” or “confidentiality,” though
none of these respondents elaborated on this issue.
Freedom and Liberty. A few supervisors and one
student used the terms “freedom” or “liberty” in their
responses, with little detail regarding the type of
freedom.
Practice of Human Rights
An analysis of responses to the question regarding
human rights practice yielded five themes: advo-
cacy, service provision, assessment, relationship,
and awareness.
Advocacy. Supervisors and students presented
advocacy as one form of human rights practice and
defined this in numerous ways (for example, efforts
to change policy, systems, organizations, or these
structures’ effect on a single client). Many of the
respondents (40 percent of field supervisors and 50
percent of field students) made statements that
reflected the theme of advocacy. These statements
were further categorized into the following three
subthemes: general advocacy, case advocacy, and
cause advocacy. The theme of general advocacy
refers to nonspecific statements that include the term
“advocacy.” Specific statements regarding advocacy
for individual clients were coded under the case
advocacy theme. Examples include “advocacy for
children’s human rights (as recommendations in as-
sessments/staffings)” and “advocating on patient’s
behalf to government agencies to obtain services.”
This was the most frequently used advocacy code
for both supervisor and student responses. Cause
advocacy was mentioned by a greater percentage of
students than supervisors (18 percent of students
16. compared with 2 percent of supervisors). Examples
of cause advocacy within student responses include
13Steen, Mann, Restivo, Mazany, and Chapple /Human Rights
“policy advocacy at the agency level aimed at
delivering quality care to marginalized populations”
and “having the clinic accept all insurances and
Medicaid.”
Service Provision. Supervisors and students in
the sample presented human rights practice as
stretching beyond advocacy on behalf of the client
to include micro-level practice directly with a cli-
ent. Service provision, whether direct provision or
referral to another provider, was a frequently men-
tioned practice that respondents believed to be
reflective of human rights practice. Supervisors
provided examples across a broad range of fields,
such as disability, mental health, homelessness, family
violence, and health care. Specific tasks listed by
supervisors included “psychoeducation and support
services,” “assisting a client in accessing . . . Medicaid
services,” “matching birth mothers with adoptive
families,” and “participating in outreach efforts to
underserved communities.” Student responses reflec-
tive of this category included tasks related to discharge
planning, psychoeducation, case management, and
hospice.
Assessment. Respondents included the accurate
identification of clients’ needs and wishes as a form
of human rights practice, because assessment is a
necessary step before needs and wishes can be met.
17. Statements regarding assessment were prominent
in the responses of field supervisors, but not stu-
dents. Supervisors viewed assessments as a method
for justifying client access to a particular resource.
Therefore, a small number listed assessments as a
form of human rights practice with people who
have disabilities, clients who “have been given a
terminal diagnosis,” and “older adults and people
who are affected by dementia.”
Relationship. Respondents presented human
rights practice as being embodied in the worker–
client relationship, specifically in the ways that this
relationship is responsive to the human rights issues of
dignity and respect, privacy, and nondiscrimination.
Students mentioned consent forms and protection
of confidentiality as key aspects of human rights
practice. Supervisors also mentioned confidentiality
but broadened their treatment of this topic by
including “fair and equal treatment of each patient”
and stating that “all patients are treated with dignity
and respect.”
Awareness. According to the respondents, an
important element of human rights practice is the
perspective one brings to the work, in particular, a
perspective that incorporates an understanding of
the possible threats to client rights. This theme of
awareness received a small amount of attention
from students and supervisors. Students mentioned
“being aware of signs of elderly abuse,” “learning
more about religious-based organizations, how that
can impact what you can and cannot do or say,”
and “understanding mental health laws and policy.”
Supervisors listed similar items, such as “notice any
18. discrimination that marginalized clients face.” They
also suggested activities that could increase student
awareness, such as taking a “cultural competency
and ethics course” and spending the “night in a
homeless shelter or on the street in teams.”
DISCUSSION
The results provide rich descriptions of the human
rights issues encountered by supervisors and stu-
dents in field placement sites. The frequency of re-
sponses regarding poverty as a human rights issue
was noteworthy, because this problem relates to
economic rights that traditionally are not embraced
in capitalist countries. This frequency may be an
indicator that the profession of social work can
expand beyond the Western confines of the
human rights definition. The responses also re-
vealed the embedded nature of human rights in
domestic applications across a wide variety of social
work practice fields. The supervisors and students
occasionally used abstract or philosophical lan-
guage when defining human rights issues, but the
majority of comments addressed practical, real-
world concerns in the local community. Although
their responses were locally embedded, their con-
ceptualizations were similar to those found in the
literature. The themes that arose closely mirrored
the human rights dimensions listed by Wronka
(2008). Significant statements included the types of
population-specific applications found in Reich-
ert’s (2011) classic text.
Although their responses regarding human rights
practice were aligned with the literature in the
endorsement of advocacy and respect for client
rights within the worker–client relationship (Reich-
19. ert, 2011; Wronka, 2008), the supervisors and stu-
dents diverged from the establishment on other
dimensions of human rights practice. Ife’s (2010)
mezzo-level model of human rights practice was
not mentioned by respondents. In place of this
14 Social Work Volume 62, Number 1 January 2017
model, supervisors and students emphasized service
provision with multiple examples of tasks that con-
stitute case management. This conceptualization is
unique in that the respondents are emphasizing the
actual tasks as opposed to how the tasks are per-
formed (that is, what is done versus how it is done).
Human rights theorists in social work have long
argued that social workers can practice human rights
through the way in which they interact with clients
(for example, respect for and empowerment of cli-
ents) (Reichert, 2011; Wronka, 2008). However,
these supervisors and students asserted that the tasks
of social work, specifically the tasks of case manage-
ment, are a form of human rights practice. Essentially,
this argument may be translated into the idea that the
core of social work itself is human rights practice.
Discussion of the language that was absent from
the results is also warranted. Though students and
supervisors mentioned issues, such as discrimina-
tion and poverty, that are often related to race,
none of the responses addressed race or racism.
This lack of attention to race could be due to the
absence of this term from the CSWE (2008)
human rights competency, which was part of the
question prompt. On the other hand, students
20. referred to discrimination against LGBTQ indivi-
duals, despite the fact that the human rights com-
petency is missing any mention of the LGBTQ
population. The supervisors used terms, such as
cultural competency, that might indicate a consid-
eration of race, but they did not specify a particular
dimension of cultural diversity. The absolute absence
of race from the responses is significant and may pro-
vide justification for Ife’s (2010) concern regarding
the racist implications of Western definitions of
human rights.
Implications for Social Work Practice
These results have implications for the social work
profession. Both practitioners and students are rec-
ognizing the connection between human rights and
social work. Leaders of the profession can strengthen
this connection by incorporating human rights lan-
guage into the mainstream dialogue, specifically the
declarations and publications of professional associa-
tions, the subject matter of professional journals, and
the framing of conference themes and tracks. When
the institutions of the social work profession rein-
force the emerging recognition of human rights
within the field, the profession can more clearly focus
its intention on the realization of human rights.
Results point to specific areas of concern that
can be addressed by the profession. One of these
concerns is the negative impact that poverty has on
the human rights of clients. Poverty is rarely a
direct focus of social workers in the United States,
where the emphasis primarily lies with aging, child
welfare, mental health, and substance abuse. The
respondents repeatedly noted the implications of
poverty in these practice fields. Professional leaders
21. can respond to this human rights issue by including
content regarding poverty at social work confer-
ences; addressing the relationship between poverty
and the various practice fields; and increasing
awareness of the intersections of poverty, race,
gender, and age. A second issue of concern noted
by respondents is the way in which organizations
and providers treat and serve marginalized clients.
The profession can provide more education and sup-
port for frontline workers on organizational change
efforts. Continuing education could equip them
with the tools they need to shape their organizations
into more respectful environments for clients.
Implications for Social Work Education
This study also has implications for social work
education. The results may indicate that the human
rights competency could be expanded beyond its
current state. The current definition of the human
rights competency (CSWE, 2015), which has chan-
ged only slightly since the 2008 version of accredita-
tion standards for social work education, contains a
heavy emphasis on advocacy. Although advocacy is
an important component of human rights practice,
field supervisors and students in this sample reported
a conceptualization with a wider scope. Specifically,
they incorporated practice tasks related to direct ser-
vice provision and case management.
Social work education can respond to this wid-
ening definition by integrating human rights into
practice courses. As the field of human rights edu-
cation has expanded, social work educators now
have a wealth of material for use across the curricu-
lum. Educators can go beyond the advocacy-based
conceptualizations by including textbooks on the
22. human rights approach to practice. The most recent
examples include Berthold’s (2015) text on human
rights in clinical practice; Libal and Harding’s (2015)
text on human rights in community practice; and
Androff’s (2016) text on the application of human
rights in a wide variety of fields, including child
welfare, poverty, and mental health. Furthermore,
15Steen, Mann, Restivo, Mazany, and Chapple /Human Rights
course content regarding human rights should be
presented within the context of multiple dimen-
sions of diversity, including race, ethnicity, gender,
age, sexual orientation, gender identity, and religion.
Field educators can also play an important role in
guiding student application of human rights concepts
in real-world practice. As social work students strive
to apply what they learned in the classroom, they
often encounter resistance to the full realization of
social work ideals. In fact, one student respondent
stated, “It’s a hospital. These standards are written
into policy. There are chances to advocate for an
individual patient, but that’s all.” Field seminar in-
structors can bring this issue to the forefront of semi-
nar discussions and explore the ways in which
students can advance human rights to the greatest
extent possible. Dodd and Jansson (2004) provided
an excellent model for these types of discussions
with an emphasis on preparing students to overcome
barriers in organizational change efforts. In addition
to seminar discussions, field educators can use the
learning contract as an opportunity to more fully
integrate human rights practice concepts into the
23. field experience and explicitly label social work
activities as human rights practice.
CONCLUSION
Although theorists and researchers have made sub-
stantial contributions to the conceptualizations of
human rights and human rights practice, the voice
of the frontline social worker is an important one
to consider. This study was conducted in an effort
to bring this voice into the professional dialogue
and deepen our understanding of the connection
between human rights and social work. With this
understanding, the profession can begin to create a
clearer roadmap for strengthening this connection
and protecting client rights. SW
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action
and service for the helping and health professions. Thousand
Oaks, CA: Sage Publications.
Julie A. Steen, PhD, MSW, is associate professor, Mary
Mann, MSW, is instructor, Nichole Restivo, MSW, is
research assistant, Shellene Mazany, MSW, LCSW, is
online MSW coordinator and instructor, and Reshawna
Chapple, PhD, LCSW, is assistant professor, School of
Social Work, University of Central Florida, Orlando. Address
correspondence to Julie Steen, School of Social Work,
University
of Central Florida, 12805 Pegasus Drive, Orlando, FL 32816;
e-mail: [email protected]
Original manuscript received October 27, 2015
Final revision receivedMay 4, 2016
Editorial decision May 18, 2016
Accepted May 20, 2016
Advance Access Publication November 17, 2016
17Steen, Mann, Restivo, Mazany, and Chapple /Human Rights
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28. CIS 1100: Final Exam Part B case
Data File needed for the case: Timov_Family_Budget.xlsx
Instructions
Sergei and Ava Timov have asked you to create an Excel
workbook for their family budget. The Timovs want to purchase
a new home. They are considering two houses with different
mortgages. They want the budget worksheet you create to
display the impact of monthly mortgage payments on the
couple’s cash flow. The couple has already designed part of the
workbook and entered estimates of their take home pay and
expenses for the upcoming year. They want you to set up the
formulas for the remaining spreadsheet including the mortgage
payments and base their decision on the Average Net Cash flow
for the month for each of the two options.
Please complete the following:
1.
Open the Timov_Family_Budget datafile attached to
this Exam. Click
Save as and save the workbook as
Timov_Family_Budget_yourlastname on your own
computer or on your flash drive.
2. In the Documentation sheet,
enter your name in cell B3 and the date in cell B4 using
the function
Today().
3. In cell C6, enter a formula to calculate the sum of Serge’s
monthly salary for the entire year. In cell D6, calculate Sergei’s
average take-home pay each month. In cell E6, calculate
Sergei’s maximum monthly take-home pay. In cell F6, calculate
29. Sergei’s minimum monthly take home pay. (Hint: Use AutoSum
and then select cells C18:N18, for Average, Max and Min,
select the appropriate function in the drop down list on the
AutoSum button and then select the cells C18:N18).
4.
Select the range
C6:F6, and then use
AutoFill to complete the formula in the
C7:F15 range. Use the
AutoFill Options button to copy only the formulas into
the selected range (
radial button fill without formatting) and not both the
formulas and formats. (Hint: Because you haven’t yet entered
any mortgage payment values, cell D13 will show the value
#DIV/0!, indicating the Excel cannot calculate the average
mortgage payment because it cannot divide by zero. You’ll
correct that problem shortly.)
NOTE: If done correctly C6:F8 will be purple font,
C9:F13 will be orange font and C14:F15 will be bold black font.
5. In the range J5:J12, enter the following loan and loan
conditions of the first mortgage to compute fixed monthly
payments for the loan in cell J11 using the appropriate function.
• The loan amount (or value of the principal) is $335,000.
• The annual interest rate is 5%.
• The interest rate is compounded 12 times a year (or monthly).
• The mortgage will last 30 years.
Use cell references where ever appropriate in the formula.
6. In cell J11, make the Monthly payment value positive by
multiplying by -1 or inserting a minus sign between the = and
the payment function.
7. In the range N5:N12, enter the following loan and loan
conditions of the second mortgage to compute fixed monthly
30. payments under Mortgage 2 (Remember to use
cell references as above):
• The loan amount (or value of the principal) is $242,000.
• The annual interest rate is 4.75%.
• The interest rate is compounded 12 times a year (or monthly).
• The mortgage will last 20 years.
8. In cell N11, enter the function to calculate the monthly
payment needed to pay off this loan, and then make the monthly
payment value positive.
9. Sergei and Ava want to be able to view their monthly cash
flow under both mortgage possibilities. The mortgage being
applied to the budget will be determined by whether 1 or 2 is
entered into cell C3. To switch from one mortgage to another,
do the following:
• In cell C25, enter an IF function that tests whether cell C3
equals 1. If it does, display the value from cell J11; otherwise,
display the value from cell N11. You will need to
use absolute cell references in the formula.
• You will also need to copy the formula in cell C25 to range
D25:N25 to reflect the same monthly payment for other months.
• Verify that the values in the range C25:N25 match the monthly
payment for the first mortgage condition.
10. In cell C3, edit the value from 1 to 2. Verify that the
monthly payment for the second mortgage appears in the range
C25:N25.
11. Sergei and Ava want to maintain an average net cash flow of
at least $1,000 per month. Under which mortgage is this
achieved? Which cell on the sheet will help you make that
decision? Please write your answer in cell A30.
12. Please save the sheet with your recommendation 1 or 2 in
Cell C3. Save and close the workbook, and then upload and
submit the finished file using the Final Exam link on
Blackboard.
31. 1
DocumentationTimov Family BudgetAuthorZaki
EvansDate11/17/22PurposeTo evaluate two mortgage proposals
based on projected income and expenses and make a
recommendation.
Family BudgetTimov Family BudgetMortgage Plan (1 or
2)1Year-End SummarySumAverageMaximumMinimumMortage
Plan 1Annual RateMortage Plan 2Annual
RatePaySergeiCompoundedCompoundedAvaMonthly
RateMonthly RateTotalYearsYearsExpensesTaxes# of
Payments# of PaymentsCar PaymentsPrincipalPrincipalHealth
InsuranceMonthly
PaymentMonthly
PaymentOtherMortgageTotalNet Cash FlowMonthly
ValuesJanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemb
erOctoberNovemberDecemberPaySergei4,2004,2004,2004,2004,
2004,2004,2004,2004,2004,2004,2004,200Ava3,5003,9004,3004
,7002,8002,2005002,5002,7003,2003,4003,100Total7,7008,1008
,5008,9007,0006,4004,7006,7006,9007,4007,6007,300Expenses
Taxes2,4002,5002,6002,8002,2002,0001,5002,1002,1002,3002,4
002,300Car
Payments215215215215215215215215215215215215Health
Insurance495495495495495495495495495495495495Other4,700
7507506007007001,5005,6006007001,0001,200MortgageTotal7,
8103,9604,0604,1103,6103,4103,7108,4103,4103,7104,1104,21
0Net Cash
Flow(110)4,1404,4404,7903,3902,990990(1,710)3,4903,6903,49
03,090