Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified based on the concentration area. These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complete all field co ...
Importance of the Learning AgreementPurpose of the Learnin.docxwilcockiris
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified by the Council on Social Work Education (CSWE). These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complet.
MSW Foundation Year -Student Learning AgreementWalden University.docxgriffinruthie22
MSW Foundation Year -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work and Human Services --Social Work Program
Used with SOCW 6500 and SOCW 6510
Agency Name: [Type here]
Agency Address: «AddressBlock»
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name:
Walden Email:
Phone: 404-276-6500
Name:
Name:
Email: k
Phone: [Type here]
Description: Department of Family and Children Services
Academic Term
Example: Winter 2016
[Type here][Type here]
Course Number
Example: SOCW 6500-10
[Type here]
Population Served:
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified by the Council on Social Work E.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: Varda.sa[email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, wh.
MSW Foundation Year -Student Learning AgreementWalden University.docxroushhsiu
MSW Foundation Year -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6500 and SOCW 6510
Agency Name: [Type here]
Agency Address: «AddressBlock»
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name:
Walden Email:
Phone:
Name:
Email:
Phone:
Name:
Email:
Phone: [Type here]
Description: Georgia Mentor
Brief Description of Agency-GA Mentor is a therapeutic foster care agency that provides therapeutic foster care services to youth between the ages of 0-18.
Academic Term
Example: Winter 2016
Winter 2019[T] Spring 2020
Course Number
Example: SOCW 6500-10
SOCW 6520
Population Served: Children and Family
Proposed Schedule:
Give a description of your tasks and responsibilities at the agency:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-Demonstrate her ability to apply Family-Centered Practice, Systems Theory, and Strengths Perspective when assessing the challenges of the family
-Develop and implement Treatment Plans for client
-Train and develop foster parents in providing therapeutic foster care to foster care children
-Evaluate state and Federal Policies in Child Welfare
-Demonstrate her ability to link the family to resources with consideration to the family's culture, social-economic status, etc.
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learnin ...
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
Importance of the Learning AgreementPurpose of the Learnin.docxwilcockiris
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified by the Council on Social Work Education (CSWE). These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complet.
MSW Foundation Year -Student Learning AgreementWalden University.docxgriffinruthie22
MSW Foundation Year -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work and Human Services --Social Work Program
Used with SOCW 6500 and SOCW 6510
Agency Name: [Type here]
Agency Address: «AddressBlock»
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name:
Walden Email:
Phone: 404-276-6500
Name:
Name:
Email: k
Phone: [Type here]
Description: Department of Family and Children Services
Academic Term
Example: Winter 2016
[Type here][Type here]
Course Number
Example: SOCW 6500-10
[Type here]
Population Served:
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified by the Council on Social Work E.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: Varda.sa[email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, wh.
MSW Foundation Year -Student Learning AgreementWalden University.docxroushhsiu
MSW Foundation Year -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6500 and SOCW 6510
Agency Name: [Type here]
Agency Address: «AddressBlock»
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name:
Walden Email:
Phone:
Name:
Email:
Phone:
Name:
Email:
Phone: [Type here]
Description: Georgia Mentor
Brief Description of Agency-GA Mentor is a therapeutic foster care agency that provides therapeutic foster care services to youth between the ages of 0-18.
Academic Term
Example: Winter 2016
Winter 2019[T] Spring 2020
Course Number
Example: SOCW 6500-10
SOCW 6520
Population Served: Children and Family
Proposed Schedule:
Give a description of your tasks and responsibilities at the agency:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-Demonstrate her ability to apply Family-Centered Practice, Systems Theory, and Strengths Perspective when assessing the challenges of the family
-Develop and implement Treatment Plans for client
-Train and develop foster parents in providing therapeutic foster care to foster care children
-Evaluate state and Federal Policies in Child Welfare
-Demonstrate her ability to link the family to resources with consideration to the family's culture, social-economic status, etc.
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learnin ...
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
Portfolio 1Overview The Portfolio is part of the academic pro.docxjolleybendicty
Portfolio 1:
Overview
The Portfolio is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you are achieving the goals and objectives you planned for your Co-operative Education Placement.
Please note that throughout your Portfolio you must:
·
apply
concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
·
use authoritative sources
·
provide in-text references in APA (6th ed.)
·
update your Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:
Be self-directed, reflective learners
Learning Goal 2
:
Be knowledgeable in their major field(s) of study
Learning Goal 3:
Be critical enquirers and creative problem solvers
Learning Goal 4:
Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:
Be able to work effectively with others
Learning Goal 6:
Be effective communicators
Learning Goal 7:
Be connected to business
The Portfolios are the next stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on and complete a topic of your choice.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Portfolio 1 Checklist
o
Completed each section.
o
APA referencing and in-text citations.
o
Tasks discussed relate to major.
o
Research topic finalised and is focused towards the use of authoritative secondary resources.
o
Theories, concepts, frameworks introduced throughout.
o
Two personal goals reviewed and progress discussed.
o
Media log completed
o
Evidence of workspace provided.
o
Spellchecked and proof read document.
A.
Your Co-operative Education Role
: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
·
To demonstrate how relevant the various theories and concepts from your major have been in completion of your tasks to date
·
To reflect on your performance to date
THE TASKS:
1.
For each key task that you have undertaken so far, briefly describe the task and explain how
theories, concepts, models, frameworks and/or technical competencies, from your
major(s)
have applied. In your discussion you should:
·
refer to a comprehensive .
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
In this module, we examined crimes against persons, crimes against p.docxLizbethQuinonez813
In this module, we examined crimes against persons, crimes against property, and white-collar crimes. These crimes are all treated differently by the legislature as well as the media. These differences are a reflection of how society views them. As you consider these differences, you should also consider how these differences have evolved over time.
Tasks:
Prepare a 3- to 5-page report that describes all of the following points:
The differences in the treatment of each type of crime by the legislature. Explore the different crime levels (misdemeanor
vs.
felony) and different punishments.
The differences in the descriptions utilized by the media. How does the media depict the different types of criminals? Have there been any changes?
The differences in the theoretical applications for these types of crimes. How do the theories differentiate between these types of criminal behavior?
Submission Details:
.
In this module, we explore how sexual identity impacts the nature of.docxLizbethQuinonez813
In this module, we explore how sexual identity impacts the nature of friendship for all of us. With the legalization of gay marriages and rise of alternative unions, as well as the sociocultural prevalence of much wider acceptance of Lesbian, Gay, Bisexual, Transgender, and Queer identity definitions in society, we are witnessing expanded definitions, beliefs, and values regarding sexual self-identity and the dynamics of friendship.
Philosopher Michael Foucault argues that we have an opportunity to expand our understanding of friendship, beyond the state of the current realm, where our connections remain quite limited: “Society and the institutions which frame it have limited the possibility of relationships (to marriage) because a rich, relational world would be very complex to manage” (p. 207).
Your initial post should be at least 250 words and must provide a minimum of one cited reference in APA style. For assistance with APA style formatting, visit the
Library
or the
Excelsior OWL
.
Please answer one of the following:
How do you perceive changes in social stereotypes, issues, and judgments regarding sexualities as potentially impacting changes in friendship, in the relationships, cultural expressions, and understandings of friendships?
Do you think that the social expansion of acceptance of "LGBTQ" identities and relationships has an impact upon the dynamics of friendship generally in the society?
Do you think that this has changed your own perspective?
.
More Related Content
Similar to Importance of the Learning AgreementPurpose of the Learning
Portfolio 1Overview The Portfolio is part of the academic pro.docxjolleybendicty
Portfolio 1:
Overview
The Portfolio is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you are achieving the goals and objectives you planned for your Co-operative Education Placement.
Please note that throughout your Portfolio you must:
·
apply
concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
·
use authoritative sources
·
provide in-text references in APA (6th ed.)
·
update your Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:
Be self-directed, reflective learners
Learning Goal 2
:
Be knowledgeable in their major field(s) of study
Learning Goal 3:
Be critical enquirers and creative problem solvers
Learning Goal 4:
Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:
Be able to work effectively with others
Learning Goal 6:
Be effective communicators
Learning Goal 7:
Be connected to business
The Portfolios are the next stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on and complete a topic of your choice.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Portfolio 1 Checklist
o
Completed each section.
o
APA referencing and in-text citations.
o
Tasks discussed relate to major.
o
Research topic finalised and is focused towards the use of authoritative secondary resources.
o
Theories, concepts, frameworks introduced throughout.
o
Two personal goals reviewed and progress discussed.
o
Media log completed
o
Evidence of workspace provided.
o
Spellchecked and proof read document.
A.
Your Co-operative Education Role
: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
·
To demonstrate how relevant the various theories and concepts from your major have been in completion of your tasks to date
·
To reflect on your performance to date
THE TASKS:
1.
For each key task that you have undertaken so far, briefly describe the task and explain how
theories, concepts, models, frameworks and/or technical competencies, from your
major(s)
have applied. In your discussion you should:
·
refer to a comprehensive .
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
Year 2014Summer Semester Prepared by Elena Ashley & Ahma.docxjeffevans62972
Year 2014
Summer Semester
Prepared by Elena Ashley & Ahmad Khaldi
Prepared by Dr Annie Delaney
CHANGING CONTEXT OF WORK
BMO3353
SCHOOL OF MANAGEMENT& INFORMATION SYSTEMS
BMO 3327 ORGANISATIONAL CHANGE & DEVELOPMENT
UNIT OF STUDY GUIDE
21
VICTORIA UNIVERSITY
COLLEGE OF BUSINESS & LAW
UNIT TITLE
CHANGING CONTEXT OF WORK
UNIT CODE
BMO 3353
PRE-REQUISITES
BMO1102 - MANAGEMENT AND ORGANISATION BEHAVIOUR/ and or
BMO 3220 HUMAN RESOURCE MANAGEMENT
CREDIT POINTS
12
MODE OF DELIVERY
On-campus face to face
UNIT COORDINATOR
Elena Ashley
Email: [email protected]
OTHER TEACHING STAFF
Facilitator: Ahmad Khaldi
Email: [email protected]
Text/ Readings
Prescribed and recommended readings are available for download on webct see pp 14-15
Format
This unit is offered in seminar mode and students are required to attend each seminar. No student will be permitted to continue in this unit if they miss the first two weeks. See weekly seminar schedule on page 16.
DESCRIPTOR
What is the future of work? Will technology influence work locations such as, homebased, hot desked, remote or mobile? Will future jobs involve skills, tasks, titles that we cannot imagine today? Will workplaces be fairer, more diverse and inclusive around gender, age, race, and disabilities? Will unions still be relevant? How will management and HR approaches reflect future trends and issues? This unit explores key changes to work and the underlying issues. Understanding work changes will help imagine how work will continue to change over the next decades, and how this might affect employees, organisations and the community.
This unit will help to shape an appreciation of the complexities and challenges faced by employees and organisations as they strive to function and survive in the context of the 21st Century and the interrelationships between work and society. Students will engage with key readings, research themes and produce individual and group written assessments. Seminars will encourage student participation through group and class discussions generated from student enquiry, readings and questions. Students will work to develop a semester long enquiry on foreseeing future work trends, utilising scenario planning and the exploration of theory and key themes around the changing context of work. Key themes include: globalisation, gender and diversity, technology, management innovation — use of labour. The unit will culminate in a student led seminar (SLS) that will involve a Q & A with experts in the field, and an expo/ poster presentation of group findings.
The unit is delivered in a seminar style that encourages independent and active learning. It applies an enquiry based learning approach and seeks to engage students in applying knowledge in the Human Resource Management and Management disciplines to develop critical thinking and problem solving skills. There is no final exam, but there are a number of hurdles students must meet to pass the unit. LEARNING OUTCOMES.
In this module, we examined crimes against persons, crimes against p.docxLizbethQuinonez813
In this module, we examined crimes against persons, crimes against property, and white-collar crimes. These crimes are all treated differently by the legislature as well as the media. These differences are a reflection of how society views them. As you consider these differences, you should also consider how these differences have evolved over time.
Tasks:
Prepare a 3- to 5-page report that describes all of the following points:
The differences in the treatment of each type of crime by the legislature. Explore the different crime levels (misdemeanor
vs.
felony) and different punishments.
The differences in the descriptions utilized by the media. How does the media depict the different types of criminals? Have there been any changes?
The differences in the theoretical applications for these types of crimes. How do the theories differentiate between these types of criminal behavior?
Submission Details:
.
In this module, we explore how sexual identity impacts the nature of.docxLizbethQuinonez813
In this module, we explore how sexual identity impacts the nature of friendship for all of us. With the legalization of gay marriages and rise of alternative unions, as well as the sociocultural prevalence of much wider acceptance of Lesbian, Gay, Bisexual, Transgender, and Queer identity definitions in society, we are witnessing expanded definitions, beliefs, and values regarding sexual self-identity and the dynamics of friendship.
Philosopher Michael Foucault argues that we have an opportunity to expand our understanding of friendship, beyond the state of the current realm, where our connections remain quite limited: “Society and the institutions which frame it have limited the possibility of relationships (to marriage) because a rich, relational world would be very complex to manage” (p. 207).
Your initial post should be at least 250 words and must provide a minimum of one cited reference in APA style. For assistance with APA style formatting, visit the
Library
or the
Excelsior OWL
.
Please answer one of the following:
How do you perceive changes in social stereotypes, issues, and judgments regarding sexualities as potentially impacting changes in friendship, in the relationships, cultural expressions, and understandings of friendships?
Do you think that the social expansion of acceptance of "LGBTQ" identities and relationships has an impact upon the dynamics of friendship generally in the society?
Do you think that this has changed your own perspective?
.
In this module, we have studied Cultural Imperialism and Americaniza.docxLizbethQuinonez813
In this module, we have studied Cultural Imperialism and Americanization. For this essay, you will address how Disney might be considered as a leading force of US imperialism. Do you agree with this concept? Why or why not? Give examples. This paper should be 2 pages, in APA style, 2-3 scholarly article as a minimum should be included in your essay.
.
In this Reflection Activity, you will be asked to think and write ab.docxLizbethQuinonez813
In this Reflection Activity, you will be asked to think and write about an important issue or theme from the chapter. Your response will be submitted directly to the instructor, rather than shared with the class. First, read the prompt below. Then, respond to the question(s) asked at the bottom of the activity. Follow your instructor’s guidelines in terms of word count and content.
The most visible manifestation of the Renaissance comes from artistic genius and innovation, but the defining feature of the period is an outlook or worldview called humanism. Both of these developed in a particular set of circumstances, a unique historical context that characterized the northern Italian city-states and that we call the Renaissance. Their dominance of Mediterranean trade made these Italian cities into prosperous commercial centers where powerful merchants displaced the old landed aristocracy in positions of power and influence. The resulting social structure bore little resemblance to the traditional ordered society of the Middle Ages. Another point of uniqueness was Italian cities’ relatively independent political development that led first to republican forms and then to despotism. In the process, they laid the foundations for modern political thought.
Of these two sets of circumstances, the political and the economic, which do you think was most important in creating an environment ripe for the Renaissance to flourish? Why?
.
In this lab, you will observe the time progression of industrializat.docxLizbethQuinonez813
In this lab, you will observe the time progression of industrialization and human development to help you write up a scientific paper that centers on the following:
If current human development does not change, will groundwater sustainability be affected? Explain your observations.
Human Impacts on the Sustainability of Groundwater
Sustainability is based on a simple principle: Everything that is needed for survival and well-being depends either directly or indirectly on the natural environment. Sustainability creates and maintains the conditions under which humans and nature can exist in productive harmony, while also helping to fulfill the social and economic requirements of present and future generations.
Part 1
:
Background Information
Planet Earth’s surface is over 70% water, but less than 1% of the water on Earth is considered accessible, usable freshwater for sustaining humans’ and other organisms’ lives. Of the accessible freshwater, approximately 99% is located in aquifers, natural underground water chambers, and other groundwater sources. Unfortunately, humans are depleting the aquifers faster than they can be recharged by the hydrological cycle. Therefore, three quarters of groundwater is considered nonrenewable.
Conditions
The main reason we using groundwater resources mainly for drinking and irrigation. As a result, this not only decreases an important source of freshwater—it also can cause pollution of that groundwater by saltwater intrusion. The recharge rate of groundwater is further hindered by land clearing and deforestation caused by human development. When land is cleared for human development, more flooding occurs, the
transpiration rate
(the amount of water that evaporates into the atmosphere from plants) is reduced, and rainwater is inhibited from adequately
percolating
(penetrating the soil) into the ground to allow for aquifers and groundwater to be recharged.
Figure below shows Saltwater Intrusion
:
(Wright & Boorse, 2010)
Impacts
Forty percent of the world’s food is produced via irrigation. As a result, if the current rate of groundwater usage continues, food production could be drastically reduced worldwide. This reduction in food supply would be detrimental in sustaining the projected worldwide human population of over 10 billion within the next 50 years.
Part 2:
Timeline
Use the Hydrologic Cycle Figure below to understand the impact of industrialization and human development on ground water over 3 centuries.
(Wright & Boorse, 2010)
The table below shows the impacts
:
Reference
:
Wright, R. T., & Boorse, D. F. (2010).
Environmental science: Toward a sustainable future
. (11th ed.) White Plains, NY: Addison Wesley.
.
In this module we have discussed an organizations design and how it.docxLizbethQuinonez813
In this module we have discussed an organization's design and how it lays out the foundation for an organization to operate. An important part of an organization's design is its structures and roles.
Write a 1-2 page paper analyzing an organization's structure and roles and cover the following:
Write a 1 paragraph introduction to briefly explain an organization's structure and roles
Discuss the importance of having an organizational structure.
Explain the importance of roles within an organization.
Provide 2 resources.
.
In this lab, you will gather data about CO2 emissions using the .docxLizbethQuinonez813
In this lab, you will gather data about CO
2
emissions using the National Oceanic and Atmospheric Administration Web site (Earth System Research Laboratory, n.d.) to help you write up a scientific report centered around known phenomena of CO
2
emissions, related to the following question:
Would you expect to see an increase or decrease in CO
2
emissions in the data over the past 40 years? Why?
Part 1
:
Introduction
The natural balance that occurs between global atmospheric cooling and warming processes provides an important contribution to the Earth’s varied climates.
Troposphere gases
Planetary albedo from clouds low in the troposphere, sulfur dioxide (SO
2
) from active volcanoes, snow, and ice all reflect incoming solar radiation back into space. This causes a
cooling
effect on climates within a geographical area.
Clouds
high
in the troposphere and greenhouse gases such as water vapor(H
2
O), carbon dioxide (CO
2
) , methane (CH
4
) , and nitrous oxide (N
2
O) have a
warming
effect.
Along with the solar activity, these cooling and warming processes help ensure that the planet’s average surface temperature is a net value that is above freezing, helping to ensure that life is possible.
Theory on CO
2
Emissions
It has been hypothesized that anthropogenic effects (conditions caused by human activity) that are associated with industry, agriculture, and fossil fuel use have enhanced these warming processes by contributing greenhouse gases such as N
2
O, CH
4
,and CO
2
into the troposphere. As a result, CO
2
is believed to contribute the most to the atmospheric warming process.
Pollution
Pollution
is a substance that produces a detrimental change in the environment because of its composition and abundance. Anthropogenic sources of CO
2
fit this description because of the perception that there is evidence of a positive correlation between the increases in anthropogenic CO
2
and increases in temperature. In turn, as temperatures increase, climates can change worldwide, unbalancing ecosystems across the globe.
Strategies
Strategies and prediction models can be used to decrease or eliminate the effects that are associated with a particular pollutant. First, the cause of the pollution must be identified. Then, scientists can create innovate ways to reduce or eliminate its production.
Part 2:
Earth System Research Laboratory
Click on the
National Oceanic and Atmospheric Administration Earth System Research Laboratory, Global Monitoring Division Website.
or
https://www.esrl.noaa.gov/gmd/obop/
(Earth System Research Laboratory, n.d.). Here you will identify important sources of CO
2
emission to help you complete your lab assignment.
Reference
Earth system research laboratory: Global monitoring division
. (n.d.). Retrieved from the U.S. Department of Commerce, National Oceanic and Atmospheric Administration Research Web site: http://www.esrl.noaa.gov/gmd/obop//
.
In this five-page essay, your task is to consider how Enlightenment .docxLizbethQuinonez813
In this five-page essay, your task is to consider how Enlightenment philosophes sought change in their societies. Select a theme from Voltaire's Candide (for example, religion, government, slavery, marriage, patriarchy, etc.) and explain how Voltaire satirizes it as a way of calling for reform. Contextualize Voltaire's argument by incorporating one or two articles from the Encyclopedie, which you can find here:
https://quod.lib.umich.edu/d/did/
Your bibliography should include two or three sources: Voltaire's novel and one or two Encyclopedie articles. About five double-spaced pages, Due on 02/21/2017
.
In this reflection, introduce your professor to your project. Speak .docxLizbethQuinonez813
In this reflection, introduce your professor to your project. Speak about the pro and con sides of the controversy, and present your thesis statement. Then, consider some of the following questions as you reflect upon the road so far. If you want to, explain a little bit about your process. What have you experienced so far in writing your paper? Was it difficult or fairly easy to come up with your design? Do you feel confident about your progress so far? How do you feel about your thesis statement? What would you like to do in revisions? What step seems the most difficult or the easiest for you?
Your response should be at least 200 words. No references or citations are necessary.
.
In this discussion, please address the followingDiscuss how oft.docxLizbethQuinonez813
In this discussion, please address the following:
Discuss how often a project schedule should be reviewed.
Should a project schedule only be reviewed by the project manager and project management team?
Identify and discuss the advantages and disadvantages to creating a project schedule.
.
In this course, we have introduced and assessed many noteworthy figu.docxLizbethQuinonez813
In this course, we have introduced and assessed many noteworthy figures related to the colonizing and first 90 years of the United States. For this assignment, you will choose a significant figure who contributed to and influenced others during the time discussed in this course—with the exception of any U.S. President—and prepare a tribute focusing on his or her relevance to today. This is not a biography. Your argument should highlight how society remembers your historical figure now, based on the philosophies and ideals he or she presented or helped to change and evolve.
The style of this project is a multimedia presentation with both audio and video components; however, the medium used is up to you. Potential examples include, but are not limited to, a videotaped speech, a self-guided PowerPoint presentation, or a video with audio. Creativity and effort will impact the final grade.
Projects are due during Unit VII and will be graded on the following:
Prepare and submit a two-page reflection, ideally based on the outline assignment from Unit VI.
Create and submit a visual presentation with your reflection as an audio transcript.
Use a minimum two sources that can be found in CSU’s Online Library (at least one from the American History & Life database).
Proper citations and references for any use or identification of those sources must be used.
Length must fall within three to five minutes; in the case of PowerPoint, slides and audio should progress and stop automatically like a taped presentation.
Content accuracy and avoidance of anachronism are a must.
.
In this Assignment, you will focus on Adaptive Leadership from a.docxLizbethQuinonez813
In this Assignment, you will focus on Adaptive Leadership from a global perspective. When approaching this Assignment, do so from an international and global view
PLEASE SEE ATTACHED RUBRIC AND FOLLOW AS DIRECTED
NOTE THE PROGRAM : TURNITIN WILL BE USED TO DETECT A CERTAIN PERCENTAGE OF ORGINALITY
.
Inferential Analysis
Chapter 20
NUR 6812Nursing Research
Florida National University
Introduction - Inferential Analysis
We will discuss analysis of variance and regression, which are technically part of the same family of statistics known as the general linear method but are used to achieve different analytical goals
ANALYSIS OF VARIANCE
Analysis of variance (ANOVA) is used so often that Iversen and Norpoth (1987) said they once had a student who thought this was the name of an Italian statistician.
You can think of analysis of variance as a whole family of procedures beginning with the simple and frequently used t-test and becoming quite complicated with the use of multiple dependent variables (MANOVA, to be explained later in this chapter) and covariates.
Although the simpler varieties of these statistics can actually be calculated by hand, it is assumed that you will use a statistical software package for your calculations.
If you want to see how these calculations are done, you could try to compute a correlation, chi-square, t-test, or ANOVA yourself (see Yuker, 1958; Field, 2009), but in general it is too time consuming and too subject to human error to do these by hand.
IMPORTANT TERMINOLOGY
Several terms are used in these analyses that you need to be familiar with to understand the analyses themselves and the results. Many will already be familiar to you.
Statistical significance: This indicates the probability that the differences found are a result of error, not the treatment. Stated in terms of the P value, the convention is to accept either a 1% (P ≤ 0.01), or 1 out of 100, or 5% (P ≤ 0.05), or 5 out of 100, possibility that any differences seen could have been due to error (Cortina & Dunlap, 2007).
Research hypothesis: A research hypothesis is a declarative statement of the expected relationship between the dependent and independent variable(s).
Null hypothesis: The null hypothesis, based on the research hypothesis, states that the predicted relationships will not be found or that those found could have occurred by chance, meaning the difference will not be statistically significant.
Effect size: This is defined by Cortina and Dunlap as “the amount of variance in one variable accounted for by another in the sample at hand” (2007, p. 231). Effect size estimates are helpful adjuncts to significance testing. An important limitation, however, is that they are heavily influenced by the type of treatment or manipulation that occurred and the measures that are used.
Confidence intervals: Although sometimes suggested as an adjunct or replacement for the significance level, confidence intervals are determined in part by the alpha (significance level) (Cortina & Dunlap, 2007). Likened to a margin of error, the confidence intervals indicate the range within which the true difference between means may lie. A narrow confidence interval implies high precision; we can specify believable values within a narrow range ...
Infancy to Early Childhood Case AnalysisPart IFor this diLizbethQuinonez813
Infancy to Early Childhood Case Analysis
Part I:
For this discussion board assignment, you will conduct an interview with a parent who has a child in the early childhood stage of development. In your interview, solicit information to understand the child's development from infancy to early childhood about the area of development assigned to you.
--please explore the social needs of the child's development.
Social Needs: For social needs, use Erikson's psychosocial theory of development.
ALL students should also explore how multi-cultural factors have impacted the area of development you are exploring (i.e., ethnicity, race, gender, socioeconomic status, ableism, religion, sexual orientation and other sub-cultural influences such as military). There are two optional videos in the learning module that will help you think about culture more deeply and generate ideas about possible areas/questions to explore with your interviewee.
Quality posts will integrate material from the textbook to support your analysis of the child's development. All material from the textbook should be cited in APA style. Students should define psychological terms and concepts used; assume your audience is not familiar with developmental psychology.
...
Infectious Diseases
Name
Course
Instructor
Date
Introduction
Infectious infections have created increased attention.
Covid-19 is the most recent challenges caused by infectious diseases.
https://idpjournal.biomedcentral.com/
Introduction
Infectious infections have created increased attention, especially after several outbreaks and pandemics that altered human health globally. Covid-19 and the related infections are the most recent challenges caused by infectious diseases affecting the whole world. This presentation illustrates common infectious diseases in the nature they are caused, their diagnosis, treatment, and possible prevention methods. It shall also describe the common symptoms of infectious diseases and when to seek medical attention.
2
Overview
Overview
Infectious diseases have attracted increased attention globally because of their various occurrence. Its symptoms range from mild to severe, and the treatment and management depend on the cause of infection. Infectious diseases are caused by several pathogens, such as bacteria, viruses, parasites, and fungi, to mention a few. Transmission of pathogens in humans happens in numerous ways, including direct transmission through contact, water, and foodborne infections. Infection from insects such as ticks and mosquitoes can also effectively transmit pathogens.
3
Infectious diseases have numerous occurrences.
Symptoms range from mild to severe.
Pathogens include bacteria, viruses, parasites, and fungi.
Transmission include through contact, water and food, and insects.
Individuals with a higher risk of infectious diseases
All individuals are at risk of contracting infectious diseases.
Individuals with compromised immune systems are at higher risk.
They include;
People with suppressed immunities.
People unvaccinated for certain infectious diseases
Children and healthcare workers.
https://www.youtube.com/watch?v=9axOFtPqS0c
Individuals with a higher risk of infectious diseases
All individuals are at risk of contracting infectious diseases. However, individuals with compromised immune systems are at higher risk of getting infectious diseases. Individuals at higher risks of getting infectious diseases include; people with suppressed immunities, such as patients of cancer, HIV, and recent organ transmissions. People unvaccinated for certain infectious diseases are also considered at higher risk of getting infectious diseases. Other individuals at higher risks of getting infectious diseases are children and healthcare workers.
4
How Common are infectious diseases?
How Common are infectious diseases?
Infectious diseases are common worldwide. Some infectious diseases are more common and strike more often than others. For instance, infections caused by E. coli are common and may not require medications because they may cause mild signs of complications. In the United States, a fifth of the population is infected with influenza annually. This indicates that infectiou ...
Individual Focused Learning for Better Memory Retention Through LizbethQuinonez813
Individual Focused Learning for Better Memory Retention Through Experience
CONFIDENTIAL
GCU – For Internal Use Only
1
Literature Review: Background to the Problem
10/9/2019
Cognitive theory focuses on experiences in three looping processes, comprehension, memory, and application
According to Goossens (2020), cognitive theories in learning is affected by biology, environment, and social constructs
Bottom-up and top-down influences define experience of learning and thus memory and its retention (Tyng et al., 2017)
Comprehension is interpretative with different people and methodologies of gaining skills require support for better retention of knowledge (Ford et al., 2020)
CONFIDENTIAL
GCU – For Internal Use Only
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Use either a bulleted format or table format
Describe what is already understood about the problem - Historically, memory retention is dependent on biology, social determinants, and educational roles (Berger et al., 2012)
Present findings from prior research related to the history of the problem space – individual are unique by circumstances, cognition development is different for each person hence memory retention and its experiences are unique. In education sector today, curriculum caters to meeting outcomes of the larger group with less focus on individual pace of learning.
Focus on:
When the problem started – generalization of education and learning environment through general curriculum tends to segregate some learners
What has been discovered about the problem - According to Tyng et al. (2017), “the effects of emotion on learning and memory are not always univalent” it points to the fact that progression is a personal journey such that how learning is understood is directly linked to how it is taught, the environment it is taught in, and the emotional attachments of information processing. Therefore, productivity in learning can only be attained by training and task definition which can be versatile form one person to another.
The current state of the problem – Development of separate special classes for students with learning challenge is beneficial but with poor education systems, the program could be detrimental for the future especially in self teaching learners. With guidance for retention of knowledge being a taught skill, ineffective environments and lack of support could be detrimental especially to disadvantaged communities
Support information with APA compliant in-text citations in your slide, and then make sure to include the full reference for the citation in the List of References slide (last slide of this presentation)
2
Literature Review: Problem Space
10/9/2019
Perception plays a very important role in motivating learners
It is build on the foundation of the dynamics of instructor-student relationship hence role ...
Infectious diseases projectThis project is PowerPoint, or a paLizbethQuinonez813
Infectious diseases project
This project is PowerPoint, or a paper and is the mandatory 10% LIRN.
1- Guidelines for the Project: It could be either a PPT or a paper academic style
- Include name of the disease and student(s) name
- The paper must have academic style (you pick it)
- The PPT must have a minimum of 8 slides, do not type many lines in one slide make it easy to follow, add photos.
Either for the PPT or the paper, this work should have all of the following aspects about your disease: (Write each topic in the order given)
· Name the infectious disease.
· Mention the organism(s) that cause the disease.
· Pick the most common organism that causes the disease and tell about the organism: Classification of the organism, organism’s habitat, general characteristics and virulence factors of the organism (Include pictures of the microorganism (bacteria, virus, helminth).
· About the disease:
· Write how is the disease transmitted, what is the portal(s) of entry and, where does it cause problems in humans’ body (what organs or system(s) are affected.
· Signs and symptoms (include pictures of them).
· Diagnosis and Treatment.
· Prevention.
· Epidemiology: Include cases in U.S. and/or where is mostly present, who gets affected (kids, women, men, all), and it there are cases of nosocomial infections or not and why.
· References
WHOEVER HAS NOT PICKED UP A TOPIC NEEDS TO SEND ME AN EMAIL WITH THE TOPIC YOU CHOSE.
The style for the PPT or paper you decide it, just do it academically acceptable and interesting.
Due Date: 10/24/2021
Project assignments
Bacteria
Topic
Student
Paper
Presentation/PPT
1
Viral lung infections
Maylin, Eddy
Picked
2
Tuberculosis
3
folliculitis
4
Streptococcal skin diseases
5
Conjuctivitis
6
Trachoma and STD by C. trachomatis
7
Botulism
8
Meningitis
9
Tetanus
Enny
Picked
10
Peptic ulcers
11
Foodborne infections: Salmonellosis,
12
Amebiasis, or Taenia
13
Upper UTI’s
14
Lower UTI’s
15
HPV
16
Bacterial vaginosis
17
Gonorrhea
18
HSV-1, HSV-2
19
Syphilis
20
Sepsis
21
Zyca
22
Malaria
23
Endocarditis
24
Chikungunya
25
Yellow fever, or dengue
26
HIV,
27
Mononucleosis
28
Ebola,
29
Rabies
30
Prions
31
African sleeping sickness
32
Hepatitis
33
Lyme disease
34
COVID19
35
C. dif
36
Assignment: Psychotherapy for Clients With Addictive Disorders
Addictive disorders can be particularly challenging for clients. Not only do these disorders typically interfere with a client’s ability to function in daily life, but they also often manifest as negative and sometimes criminal behaviors. Sometime clients with addictive disorders also suffer from other mental health issues, creating even greater struggles for them to overcome. In your role, you have the opportunity to help clients address their addictions and improve outcomes for both the clients and their families.
To prepare:
· Review this week’s Learning Re ...
Individual Project You are a business analyst in a publicly-trLizbethQuinonez813
Individual Project You are a business analyst in a publicly-traded company. Your team is working with
stakeholders regarding options for expansion. The company must decide at least two possible countries
for expansion based on specific criteria. Your job is to present a report to identify the following
information. First, you will identify the countries where this company is currently operating. Next, you
will identify and then analyze at least two possible countries for expansion based on specific criteria
using a minimum of 10 distinct class concepts, such as: Formal and informal institutions in those
countries International trade and trade barriers Whether FDI is attractive or unattractive Foreign
exchange opportunities/issues Whether regional integration is present and how this may impact
expansion Possible modes of entry with recommendations Discuss marketing/HR items of note to
successfully operate in the new country The report should contain a minimum of 1,500 words, excluding
cover page/references section, and should follow the most current edition of APA formatting. The
report should contain a minimum of five citations to at least five distinct references used. You must
provide a reference list at the end of the report in addition to including in-text citations in the body of
the report to identify where resources are used. Instructors determine the due date for this project
during the week it is assigned. In the alternative, this assignment may be given as a group project as
determined by the instructor. Individual project is worth 250 points. It is due to the appropriate Dropbox
in Week 8.
...
Individual Differences
Self-Awareness and Working with Others
Dr.Nathanson
1
1
Individual Differences at Work
We seek to understand people in order to develop insight into our own behavior, and the behavior of others, and to respond in effective ways in work settings.
Insight
Effective Interactions
*
PersonalityWho are you, and why do you behave the way that you do?the combination of stable physical and mental characteristics that give an individual his or her identitystable over time, stable across situationsunique set of complex, interacting characteristics“Habits of Response”
*
Personality (cont.)Origins of personality?genetics (nature)early life experience (nurture)modeling, reinforcement, stability of context, family dynamicsImpact of personality at work?Person x Situation interactionorganizations are “strong situations”dependent on culture, job, group factors
*
Personality (cont.)“Big Five” Personality Dimensionsdecades of research and theoretical discussions of personality --> dozens of personality dimensions1970’s and 1980’s: statistical methods (e.g., factor analysis) provided a “clearer picture”conscientiousness, extroversion, openness to experience, neuroticism, agreeablenessonly moderate predictors
*
Group exerciseEach group member should discuss their profile, i.e are they high or low or in the middle for each of the Big 5 elements.
Then the group should discuss on average what the group personality is like.
Select a group leader and report to the class.
*
Personality (cont.)Locus of Controlan individual’s sense of control over his/her life, the environment, and external eventsHigh Internal LOCtask-oriented, innovative, proactive, self-confidentHigh External LOCsensitive to social cues, anxious changes with strong situational cues
*
Personality (cont.)Tolerance for Ambiguityextent to which individuals are threatened by or have difficulty coping with ambiguity, uncertainty, unpredictability, complexity…High Tolerance for Ambiguitycan handle more informationbetter at transmitting informationmore adaptivesensitive to other’s characteristics
*
Personality (cont.)Do organizations have personalities?SAS TheoryB. Schneiderthrough the combined processes of selection, attrition, and socialization, organizations create a culture with a “stable personality”implications?
*
Emotionscomplex, patterned, organismic reactions to how we think we are doing in our efforts to survive and flourish; goal orientedbiological, psychological, socialgoal oriented: related to our ability to achieve what we wantnegative emotions: triggered by frustration (anger, jealousy)positive emotions: triggered by attainment (pride, happiness)
*
Emotional IntelligencePredictive of “star performance”: who does well, who gets aheadDaniel Goleman: Working with Emotional Intelligencebased on research in 500+ organizationsmore important in predicting success than technical skills or IQHigh “EQ”: works well ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Introduction to AI for Nonprofits with Tapp Network
Importance of the Learning AgreementPurpose of the Learning
1. Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is
designed to ensure students are mindful about the learning
expectations in their field placement. It was developed to help
students and supervisors/instructors plan a well-rounded
experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education
(CSWE) requires students gain competency in nine areas of
social work practice. These areas of practice are defined as
core competencies of the profession. Each core competency
requires particular behaviors students should be able to engage
and gain competency in. Students should provide examples of
activities in the agency they can participate in to help them
meet the learning objectives. Some examples of activities are
provided. This is not an exhaustive list, so others can be added.
Students must have an opportunity to complete tasks in all nine
areas of competency.
Connection to the Student Evaluation: Not only is the learning
agreement a helpful tool to plan the learning goals for the term,
but it connects directly to the evaluation points in the student
evaluation. Field Instructors/supervisors will be asked to
complete student evaluations. Each student is evaluated on the
nine core competencies of social work. Having a solid learning
agreement aligns the learning goals with the student’s
evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be
completed by week 3 at the agency. This is a collaborative
process, where the field instructor/supervisor and student meet
to establish goals for the term. The student will then submit the
agreement to the faculty liaison for feedback and comments.
2. Once everyone is happy with the agreement, all parties sign the
agreement. During the evaluation session, toward the end of the
quarter, the student and instructor/supervisor should meet to
discuss progress and challenges with the plan and develop ways
to adjust the learning for the remainder of the placement and the
next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core
Competencies. Students must have experience in all nine
competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are
identified based on the concentration area. These behaviors
should be demonstrated by students during the term of the field
placement/internship.
Agency Activities-These are examples of particular activities
that students can do at the agency to demonstrate the expected
behaviors. Most of these are general to all settings. However, if
they don’t quite match, feel free to add/change these to fit with
the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field
course assignments that help reinforce the Social Work Core
Competencies.Students will be required to complete all field
course assignments.
How to Complete the Form:
a- By week 2, students should complete all student designated
sections on the learning agreement and discuss it with their
supervisor/instructor.
b- By week 3, students should upload the learning agreement to
Blackboard for the faculty liaison to review. (Only upload
agreements that have been approved by your
supervisor/instructor).
c- After the faculty liaison reviews and signs the agreement, the
student and instructor should sign it.
d- After the agreement has been signed, the student will upload
it to Meditrek.
3. Learning Agreement
Social Work Core Competency 1 – Demonstrate Ethical and
Professional Behavior
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other activities specific to your
agency.
Field Course Assignments – Complete these in the course when
assigned.
a- Makes clinically appropriate decisions based on the NASW
Code of Ethics, and other local, state, and federal legal statutes
and regulations.
b- Identifies and manages personal values to provide clinical
service delivery, according to professional values and standards.
c-Incorporates professional behavior when engaging clients,
families, colleagues, and other professionals.
d- Evaluate the ethical and appropriate use technology to
facilitate delivery of clinical social work services
e-Integrates principles of supervision and consultation to guide
professional judgment and behavior.
f-Demonstrates professional development by identifying the
specialized skills and knowledge needed to practice clinical
social work.
|X|Adhere to ethical standards outlined by the NASW and other
social work organizations
|X|Discuss personal values in supervision when they conflict
with the values of the profession and adjust practice as needed.
|X|Recognize personal triggers that could impede effectiveness
with clients. Discuss those triggers with your supervisor.
4. |X|Discuss case scenarios with my supervisor and faculty liaison
that require ethical reasoning.
Seek guidance when you experience and ethical dilemma.
|X|Maintain professional boundaries with clients and others and
discuss and potential boundary challenges in supervision.
|X|Use professional communication and interaction with clients,
colleagues, and others.
|X|Recognize your professional responsibility to the client, the
profession, and the agency.
|X|Adhere to agency polices about technology and record
keeping. Discuss with your supervisor any potential ethical
challenges that may arise because of the use of technology.
Add other activities here:
SOCW 6520 (Field III) Assignments:
Self-Assessment Assignment (Week1)
Blog post on confidentiality (Week 2)
Blog Post safety in field (Week 3)
Blog Post on Supervision (Week 4)
Blog on Ethics (Week 5)
Use of Self Blog (Week 8)
For Student:
The above activities will help me increase competence in ethical
and professional behavior by giving me insight on how to
handle ethical dilemmas. I will also get hands on experience,
using professional communication and interacting with clients
who are assigned to me in a clinical setting.
For Student: Write two goals that you want to achieve to help
you develop as a professional social worker (these goals should
address areas of growth and professional development).
5. For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during evaluation).
Social Work Core Competency 2 – Engage Diversity and
Difference in Practice
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other activities specific to your
agency.
Field Course Assignments – Complete these in the course when
assigned.
a-Demonstrates cultural awareness by recognizing and
integrating diverse populations’ varying values, culture, norms,
and beliefs throughout the therapeutic process.
b-Demonstrates cultural humility by managing personal biases
when partnering with clients.
c- Communicates in a culturally responsive way recognizing
various community structures, norms, and values.
|X|Practice with those who are different from you based on age,
SES, color, culture, disability, ethnicity, gender, religion,
sexual orientation, etc.
|X|Discuss in supervision and in class the strengths of engaging
diversity and the challenges you have when engaging
difference.
6. |X|Engage in self-refection about personal biases related to
client population and discuss with supervisor and be able to
demonstrate that you can have a personal view and a
professional view in practice.
|_|Develop a diversity/cultural competency plan that allows you
to learn about the cultural needs of client groups and be
culturally responsive when communicating with clients.
Add other activities here:
SOCW 6520 (Field III) Assignments:
Agency Assignment – describe the population (Week 4)
Diversity Blog (Week 7)
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how these will help you engage
diversity and difference in practice. For example, how will you
use your strengths, improve knowledge, develop skills, and
address any areas you need to improve as a professional (be
specific)?
For Student: Write two goals that you want to achieve to engage
diversity and difference in practice (these goals should address
areas of growth and professional development).
For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
7. Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during the evaluation).
Social Work Core Competency 3- Advance Human Rights and
Social, Economic, and Environmental Justice
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other activities specific to your
agency.
Field Course Assignments – Complete these in the course when
assigned.
a-Examines the effects of oppression, discrimination, structural
social inequality, and historical trauma on clients/constituents
and their systems to guide intervention planning.
b- Chooses social work clinical practices that promote human
rights and social, economic, and environmental justice.
|X|Identify barriers clients face when accessing services at my
agency or at other agencies and discuss during supervision.
|X|Develop a plan to learn about the effects of oppression,
discrimination, inequality, and trauma on clients.
|X|Use evidence-based practices that consider the unique
challenges clients have when faced with oppression,
discrimination, social inequality, and historical trauma.
|X|Discuss with supervisor about how social, economic, and
environmental factors affect client outcomes.
|X|Work with instructor/supervisor to engage advocacy for
8. needs and services for clients.
|_|Collaborate with a local or national organization that
advocates for your population.
Add other activities here:
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how these will help you advance
human rights and social, economic, and environmental justice.
For example, how will you use your strengths, improve
knowledge, develop skills, and address any areas you need to
improve as a professional (be specific)?
For Student: Write two goals that you want to achieve to help
you advance human rights and justice (these goals should
address areas of growth and professional development).
For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during the evaluation)
Social Work Core Competency 4 – Engage in Practice-Informed
Research and Research-Informed Practice
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other activities specific to your
9. agency.
Field Course Assignments – Complete these in the course when
assigned.
a-. Critically evaluates evidence based and “best practice”
treatment interventions
b- Develops clinical intervention plans based on the best
available research and “best practices”.
|_|Research the evidence-based treatment interventions
associated with the context of your agency.
|X|Use critical thinking to evaluate the benefits and challenges
of the evidence-based interventions used with clients. Discuss
your ideas with your supervisor.
|X|Develop treatment plans for clients that are evidence-based.
Add other activities here:
SOCW 6520 (Field III) Assignment:
Intervention Treatment Plan Assignment
SOCW6530 (Field IV) Assignment:
Intervention Treatment Plan Assignment part II
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how these will help you engage
in practice-informed research and research-informed practice.
For example, how will you use your strengths, improve
knowledge, develop skills, and address any areas you need to
improve as a professional (be specific)?
For Student: Write two goals that you want to achieve to help
you improve use research in your practice justice (these goals
should address areas of growth and professional development).
10. For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during evaluation).
Social Work Core Competency- 5- Engage in Policy Practice
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other activities specific to your
agency.
Field Course Assignments – Complete these in the course when
assigned.
a- Critically evaluates and creates awareness about agency
and/or government policies and regulations that impact the
well-being of clients.
b- Applies critical thinking to analyze, formulate, and advocate
for policies that support the needs of clients who present for
clinical services
|X|Consider policies that affect the lives of your clients and
discuss those challenges with your supervisor.
|X|Use critical thinking to examine the negative impact of
policies on clients and advocate when needed.
|X|Explore how social problems are connected to social policy.
11. |X|Explore how agency funding is connected to policy.
Add other activities here:
SOCW 6520 (Field III) Assignment:
Week 10 focuses on Organizational Policy
Social Problem/Policy Assignment
SOCW6530 (Field IV) Assignment:
Agency Funding and Policy Implication Assignment
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how these will help you engage
in policy practice. For example, how will you use your
strengths, improve knowledge, develop skills, and address any
areas you need to improve as a professional (be specific)?
For Student: Write two goals that you want to achieve to engage
in policy practice (these goals should address areas of growth
and professional development).
For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during evaluation)
12. Social Work Core Competency 6- Engage with Individuals,
Families, Groups, Organizations, and Communities
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors –
Check ALL that apply AND add other activities specific to your
agency.
Field Course Assignments – Complete these in the course when
assigned.
Individuals
Uses empathy, reflection, and interpersonal skills to engage
diverse clients in the therapeutic process.
Families
Uses empathy, reflection, interpersonal skills, and knowledge of
human behavior and the social environment and family systems
to engage with families.
Groups
a-Uses empathy, reflection, interpersonal skills, and knowledge
of group dynamics to engage group members in the group
process.
b- Engages with inter-professional teams and stakeholders
associated with clients' care.
Organizations
Engages with organizations that provide services, support,
advocacy, and resources to support to clients.
Communities
Identifies and actively participates in opportunities to
communicate with community leaders and members about
community service gaps for clients.
13. |_|Show care, empathy, and genuineness with clients to initiate
therapeutic relationships.
|_|Use a strengths-based approach when engaging with
individuals, groups, and families.
|X|Use active listening and other engagement skills.
|X|Consult with organizations to assist with client needs.
☒Engage in professional communication in interprofessional
team meetings from the social work perspective.
|X|Connect and work with community organizations that provide
services related to the clients you serve.
Add other engagement activities:
SOCW 6520 (Field III) –First 11 weeks
Process Recording (Week 5)
Process Recording (Week 7)
Week 9 focuses on Individual, Family, and Group contexts
SOCW6530 (Field IV)- Second 11 weeks
Week 1 & Week 2 Focus on Engagement
Blog on Engagement (Week 2)
Process Recording (Week 3)
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how you will engage with the
following target systems in the context of your agency:
Individuals:
Families:
Groups:
Communities:
Organizations:
14. For Student: Write two goals that you want to achieve to help
you develop your engagement skills (these goals should address
areas of growth and professional development).
For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during the evaluation)
Social Work Core Competency 7-Assess Individuals, Families,
Groups, Organizations, and Communities
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other activities specific to your
agency.
Field Course Assignments – Complete these in the course when
assigned.
Individuals
a-Conducts clinical assessments that provide information about
the biopsychosocial-spiritual needs of clients.
b- Uses critical thinking to apply the strengths perspective and
theories of human behavior and the social environment when
analyzing and interpreting assessment information in a clinical
setting.
c- Develops mutually agreed-upon evidence-based therapeutic
interventions that consider culture, values, and safety.
Families
15. a- Conducts family assessments to understand family roles,
functioning, relationships, resources, and support needs.
b- Uses critical thinking to apply theories of family systems
when analyzing and interpreting family functio ning, support,
and dynamics.
Groups
a-Identifies the professional social work role in inter-
professional and supervision group meetings and assesses how
that role contributes to the group's purpose.
b- Assesses the functioning and needs of professional and/or
patient focused groups, and considers the best intervention
strategies, based on professional knowledge and ethics.
Organizations
a-Assesses how the agency’s mission, structure, vision, connect
to client outcomes.
b- Uses critical thinking to consider the strengths and
limitations of therapeutic services provided to clients.
Communities
a-Develops knowledge about community resources, resources,
governance, political climate, and initiatives to support mental
health
b- Uses critical thinking to consider the strengths and
limitations of the community and how those impact the
functioning of clients
|X|Utilize agency appropriate forms, tools, and processes to
complete clinical assessments.
|X|Utilize developmentally, and strengths-based approaches to
assessment.
|X|Assist clients in developing mutually agreed upon goals and
interventions to enhance well-being.
16. |X|Assess family functioning, relationships and support needs in
the context of the agency’s practice.
|X|Work with groups to assess needs and to inform group
intervention goals and treatment strategies.
|X|Assess ways you can participate in inter-professional and
supervision meetings from the social work perspective.
|X|Assess how other organizations assist with client needs and
where there may be gaps in services.
|X|Assess the role the community plays in providing services for
your clients (financial, legislative, representative, etc.) Discuss
your findings with your supervisor.
Add other assessment activities:
SOCW6520 (Field III) – First 11 weeks
Process Recording (Week 5)
Week 9 Focus on Individuals, Families, and Groups
SOCW 6510 (Field II)- Second 11 weeks
SOCW 6530 (Field IV)- Second 11 weeks
Week 3 and 4 devoted to the assessment process, with
assignments of blogs and process recordings.
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how you will assess the following
target systems in the context of your agency:
Individuals:
Families:
Groups:
Organizations:
17. Communities:
For Student: Write two goals that you want to achieve to help
you develop your assessment skills (these goals should address
areas of growth and professional development).
For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during supervision)
Social Work Core Competency 8-Intervene with Individuals,
Families, Groups, Communities, and Organizations
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other activities specific to your
agency.
Field Course Assignments – Complete these in the course when
assigned.
Individuals
a-Implements therapeutic interventions based on the strengths
perspective, biopsychosocial needs, and current theories
appropriate for the setting and client needs.
b- Utilizes appropriate resources and services for clients.
c- Promotes effective transitions and endings that incorporate
18. mutually agreed-upon goals.
Families
a-Implements family interventions based on the strengths
perspective, family culture, family systems theory, and
evidence-based practice.
b- Utilizes appropriate resources, services, and interventions for
families.
Groups
Uses professional ethics, knowledge, and evidence-based
interventions in groups.
Organizations
Participates in opportunities to improve agency/organization
service delivery that will support the needs of clients.
Communities
Explores and actively participates in opportunities to advocate
for community services and support mental health services.
|X|Use agency-appropriate and developmentally- appropriate
intervention strategies and techniques.
|X|Use relevant prevention strategies with individuals, families,
and groups.
|X|Explore various evidence-based interventions and discuss
those with your supervisor.
|X| Intervene with families using appropriate family theories.
|X|Explore and utilizes resources to provide holistic care.
|_|Talk with supervisor about planning for termination or
transitions with clients.
|_|Consults with supervisor about ways to be involved in service
19. delivery improvement at the agency.
☐Consults with supervisor about opportunities to be involved in
advocacy.
Add other activities here:
SOCW 6520 (Field III) First 11 weeks
Week 9 focuses on Individuals, Families, and Groups
Discuss with supervisor evidence-based practices used in
agency setting
SOCW 6530 (Field IV) Second 11 weeks
Weeks 5 and 6 focus on intervention with assignments of blogs
and process recordings.
Week 9 focuses on Termination with clients
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how you will intervene with all
of the following target systems in the context of your agency:
Individuals:
Families:
Groups:
Organizations:
Communities:
For Student: Write two goals that you want to achieve to help
you apply appropriate intervention strategies (these goals
should address areas of growth and professional development).
20. For Student: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during evaluation)
Social Work Core Competency 9- Evaluate Practice with
Individuals, Families, Groups, Organizations, and Communities
Expected Behaviors – You will be evaluated on these at the end
of the quarter
Agency Activities to help you achieve the expected behaviors-
Check ALL that apply AND add other activities specific to your
agency.
Field Course Assignments – Complete these in the course when
assigned.
Individuals
Evaluates the effectiveness of therapeutic intervention
strategies for with individuals
Utilizes evaluation data to inform new interventi on strategies.
Families
Evaluates the effectiveness of intervention strategies used to
improve family functioning and support.
Utilizes evaluation data to inform new intervention strategies
and resources.
Groups
Evaluates the effectiveness of group relatedprocesses.
21. Utilizes evaluation data to inform future group processes.
Organizations
Evaluates the effectiveness of social services and intervention
strategies provided by agencies to support clients.
Utilizes evaluation data to inform advocacy initiatives to
improve services.
Communities
Evaluates the effectiveness of community services and
resources for clients and their families.
Utilizes evaluation data to inform advocacy initiatives
|_|Considers the effectiveness of therapeutic interventions and
makes changes to treatment plans as needed.
|_|Consults with supervisor about treatment plan outcomes to
consider potential alternatives.
|_|Evaluate the effectiveness of social services provided
organizations and communities and advocate where needed.
|_|Meet with clients to assess the progress of their goals and
make changes in treatment plans as necessary.
|_|Participate in data collection, needs assessments, and other
research efforts to inform advocacy or awareness initiatives.
Add other activities here:
SOCW 6520 (Field III) First 11 weeks
Week 9 focuses on Individuals, Families, and Groups
SOCW 6530 (Field IV) Second 11 weeks
Weeks 7 and 8 focus on evaluation of client success with
assignments of blog posts and process recordings.
For Student: After reviewing the Agency Activities and Field
Course Assignments, describe how you will evaluate with all of
22. the following target systems in the context of your agency:
Individuals:
Families:
Groups:
Organizations:
Communities:
For Students: Write two goals that you want to achieve to help
you understand how to evaluate clients and other systems (these
goals should address areas of growth and professional
development).
For Students: Write down any questions you have for your
instructor/supervisor or faculty liaison:
Instructor/Supervisor’s Feedback for Evaluation: (To be
completed during evaluation)
