Journals are to be 2 pages long with an introduction, discussion and.docx

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Journals are to be 2 pages long with an introduction, discussion and conclusion. They must be double spaced. Your formatting, sentence structure, spell checking, etc., will all be taken into account. Utilizing YouTube, do a search for and listen to at least two perspectives from CNN, Fox News and/or MSNBC regarding culture wars. Provide me with an analysis that discusses two different perspectives. I typed in CNN/Fox News/MSNBC and then culture war, and was able to find quite a few 5 minute vignettes with regard to the topic. If you find a discussion of the culture wars either in written form or at another site, you must insure that it is a legitimate source and provide a link to the site. Make sure to first provide your understanding of the definition of culture wars as outlined in the text readings, then provide me with your analysis obtained from the news outlets. .

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JRN 380 Final Project Spring 2020 Select one of the three options listed below to complete for your final project in this course. 1. Multicultural Profile Conduct a face-to-face (this can be done virtually or by phone during quarantine) interview with someone who is from one of the following groups to which you do NOT belong: African American Latino/Hispanic Native American/American Indian Asian American Arab American Muslim Gay/Lesbian/Bisexual/Transgender People with physical disabilities Your interview must explore your interviewee’s experiences with the media (TV, radio, movies, music, magazines, books, comic books, video games, and advertisements, which although not a mass medium, is relevant to our class) and the media’s portrayals or representations of his/her cultural group. The focus of your interview should be this person’s beliefs and feelings about how the media treat members of his or her multicultural group. How have the media impacted her/his life? How have the media helped to define who s/he is? Specific examples are needed. Some of the questions you may want to ask include: ● How do you prefer to be addressed as a member of your group? ● Where did you grow up? ● How did you feel growing up as a member of your cultural group? ● Have you ever experienced insensitivity, prejudice, or discrimination because of your race/ethnic background/religion/sexual orientation/age/disability? Please explain. ● How do you think the media have portrayed/represented people from your group? Are the portrayals positive or negative? (You may consider asking about various types of media and whether s/he has noticed a difference between portrayals in news media and entertainment media.) Ask for specific examples -- the more the better (titles of movies and perhaps character name if relevant; TV shows and characters; songs; names of video games; CNN, FOX, or other news source; etc.). ● What messages about your cultural group have you gotten from the media? Ask for specific examples. Again: are there different messages being presented in different media? Are mediated messages different in news media than they are in entertainment media? Specific examples will be helpful. ● What role have the media played in helping you to define yourself (as a member of your cultural group)? ● Have you ever been interviewed by the media? Was your experience positive or negative? (Please specify.) What advice would you give reporters about coverage of groups such as yourself? (Again, ask for specifics.) (No need to include info about this if s/he has never been interviewed by the media!) Option 1A: Paper: At the top of the first page, provide me with your interviewee’s information (single spaced): Name of interviewee City in which s/he lives Your paper must not be a mere transcription of your interview, but you must include at least three direct quotations from your interv ...

First watch this Washington Post Opinion video, by the famous docu.docx

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First watch this Washington Post "Opinion" video, by the famous documentary film maker, Ken Burns: Our Monuments are Representations of Myth, Not Fact. (Links to an external site.) Then, read this short article on the History Channel website by Becky Little: " The Statue of Liberty Has Long Been a Symbol of Protest (Links to an external site.) ." Then answer these questions: 1. Given what you read, why do you think Ken Burns says that the Statue of Liberty is a "myth" not fact? Give specific examples to support your answer. 2. Why do you think that the Statue of Liberty has become such a symbol of protest? In other words, when people are protesting something, why do they tend to use the statue of liberty as a symbol to make their point? Pick one example from the History article to explain your answer. 3. Find an example political cartoon that uses the statue of liberty. You can search for "political cartoon" and "statue of liberty" (use the quotation marks). Choose one and include it here (either as a screenshot in your Word document or as a separate attachment-- do not merely post the link to the image). What is the argument you think this political cartoon is making? How can you connect the cartoon's argument to ideas from Ken Burns video and Becky Little's article? 4. These are three examples of three very different texts (the two I provided and the one you chose) all entering into conversation about what the Statue of Liberty stands for. They are all discussing social justice in some way. Across these texts, many people are using the same rhetorical tool--the symbol of the Statue of Liberty. In other words, they could have talked about "liberty" and "freedom" without using/referring to the actual Statue of Liberty, but they chose to use that symbol. However, the audience, purpose, and genre affects how they use it. Pick two texts/protests from this assignment and describe how the use of the Statue of Liberty was different in those examples. (For example, you can choose 2 protests from the History.com article, or one protest from the article and contrast it to the video, or contrast the video and the political cartoon you chose, etc.) Think carefully about how the protester/filmmaker/writer/artist is using the symbol--how the audience, purpose, genre affect the use of the symbol. .

Review the Learning Resources I attached as file before answering th

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Review the Learning Resources I attached as file before answering the discussion. Then, post your original posting and thoughtfully. Provide an example of some form of misrepresentation in media over the years (includes: staging news, re-creations, selective editing and fictional methods). Give some background for context and answer; why, in your opinion is this an example of misrepresentation and why is it egregious? Provide the link to the example . Additionally for the Week 8 discussion, consider media bias. Both conservative and liberal sides claim that there is media bias (to the other side of their beliefs) yet, it is evident that there is bias on both sides. It is no secret that the traditional views of the following 3 media outlets are as follows: Fox News--Conservative/Right, MSNBC--Liberal/Left, CNN--Moderate. A) Track a relatively current news story and report to the class the way the 3 media outlets presented the story. Were there surprises to you in your findings? B) Also pick one additional media outlet of your choice (perhaps NPR, or BBC) and look at their perspective of the same story. Please comment on at least 3 of your classmates' postings with questions or thoughtful, respectful, thorough responses. ...

KATIES POST The crisis case I chose to discuss this week is th.docx

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KATIE'S POST: The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area. Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again. Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87). Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community. Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications. Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179. .

Kate Chopins concise The Story of an Hour. What does Joseph.docx

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Kadyr AkovaCosc 1437D. KirkEnemy.javaimport java.util..docx

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Kadyr Akova Cosc 1437 D. Kirk Enemy.java import java.util.Random; public class Enemy extends GameObject { String Race; int Speed; public Enemy(String race) { do{ Xpos = new Random().nextInt(37)+3; Ypos = new Random().nextInt(15)+3; } while(World[Xpos][Ypos] != ' '); if (race.equals("Orc")) { Race = race; HP = 50; Attack = 5; Armor = 20; Speed = 1; Avatar = 'O'; World[Xpos][Ypos] = Avatar; } if (race.equals("Troll")) { Race = race; HP = 50; Attack = 10; Armor = 30; Speed = 2; Avatar = 'T'; World[Xpos][Ypos] = Avatar; } } } GameObject.java public class GameObject { protected static char World[][] = new char[41][21]; protected int Xpos, Ypos; protected char Avatar; protected int HP; protected int Attack;//it is the player`s attacking power '+' protected int Armor;//it is the player`s defending power '$' public void PrintWorld() { for (int y = 1; y <= 20; y++) { for (int x = 1; x <= 40; x++) { System.out.print(World[x][y]); // optionally put a space if (x < 40) { System.out.print(" "); } } System.out.println(); } } public void MoveRight() { if (World[Xpos + 1][Ypos] == ' ' || World[Xpos + 1][Ypos] == 'T') { World[Xpos][Ypos] = ' '; Xpos++; World[Xpos][Ypos] = Avatar; } else if (World[Xpos + 1][Ypos] == '+') { World[Xpos][Ypos] = ' '; Xpos++; World[Xpos][Ypos] = Avatar; Attack=Attack+10; } else if (World[Xpos + 1][Ypos] == '$') { World[Xpos][Ypos] = ' '; Xpos++; World[Xpos][Ypos] = Avatar; Armor=Armor+5; } else{ } } public void MoveLeft() { if (World[Xpos - 1][Ypos] == ' ' || World[Xpos - 1][Ypos] == 'T') { World[Xpos][Ypos] = ' '; Xpos--; World[Xpos][Ypos] = Avatar; } else if (World[Xpos - 1][Ypos] == '+') { World[Xpos][Ypos] = ' '; Xpos--; World[Xpos][Ypos] = Avatar; Attack=Attack+10; } else if (World[Xpos - 1][Ypos] == '$') { World[Xpos][Ypos] = ' '; Xpos--; World[Xpos][Ypos] = Avatar; Armor=Armor+5; } else{ } } public void MoveUp() { if (World[Xpos][Ypos - 1] == ' ' || World[Xpos][Ypos - 1] == 'T') { World[Xpos][Ypos] = ' '; Ypos--; World[Xpos][Ypos] = Avatar; } else if (World[Xpos][Ypos - 1] == '+') { World[Xp.

K-2nd Grade3rd-5th Grade6th-8th GradeMajor Concepts,.docx

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JWI 505 Business Communications and Executive Presence Lect.docx

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JWI 505: Business Communications and Executive Presence Lecture Notes © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University. JWI 505 – Lecture Notes (1194) Page 1 of 4 WEEK 3: LISTEN AND ASK THE RIGHT QUESTIONS Listen and Ask the Right Questions You come home from work after a long day only to discover that your significant other is upset. You ask what’s wrong. As you hear the story unfold, you repeatedly offer suggestions as to how your significant other might solve the problems described. You are caught completely off guard when you end up sleeping on the couch. What you’ve just experienced is a frequent cause of failure where in-person communication is concerned. Your spouse was angry because you didn’t listen. You instead assumed you knew what could make the problem go away. Effective communication is not just about imparting information. It is about receiving information, too. When two people with a pair of radio walkie-talkies both hold down the button to talk, neither one of them can hear the other. They are both too busy sending to receive. To communicate effectively, you must focus most of your energy on listening when the other person talks. When someone feels heard, they are more receptive to your own message, more likely to build rapport with you, and more likely to become your active ally in solving the problems at hand. The result is that all parties to the communication exchange information effectively, moving toward a collaborative solution. When was the last time you felt heard? Do your colleagues listen? Do your direct reports listen? Does your boss listen? Do you? Listening – and only listening, with no reply needed, no action taken, and no solution suggested – can grow a relationship. We often believe, incorrectly, that more is better. Attempting to multi-task when you should be listening is not productive. Worse, it causes us to lose the human connection that we crave for real success in our business relationships. Most importantly, however, we must not merely listen actively to build these relationships; we must listen with empathy to achieve a connection with our colleagues. Listen with Empathy William Ury, an author and expert in negotiation, explains that there are three important reasons to listen: 1. Listening helps us understand the other side. Negotiation is an exercise in influence, and nothing helps you influence another person better than understanding them. 2. Listening helps us connect because it builds rapport and trust. When we listen, we demonstrate empathy because everyone wants to be heard. 3. Listening makes it more likely that the other person will listen to us, which helps us attain their buy- in. JWI 505.

Just Walk on By by Brent Staples My first victim was a woman—white, well dressed, probably in her early twenties. I came upon her late one evening on a deserted street in Hyde Park, a relatively affluent neighborhood in an otherwise mean, impoverished section of Chicago. As I swung onto the avenue behind her, there seemed to be a discreet, uninflammatory distance between us. Not so. She cast back a worried glance. To her, the youngish black man—a broad six feet two inches with a beard and billowing hair, both hands shoved into the pockets of a bulky military jacket—seemed menacingly close. After a few more quick glimpses, she picked up her pace and was soon running in earnest. Within seconds she disappeared into a cross street. That was more than a decade ago. I was 23 years old, a graduate student newly arrived at the University of Chicago. It was in the echo of that terrified woman’s footfalls that I first began to know the unwieldy inheritance I’d come into—the ability to alter public space in ugly ways. It was clear that she thought herself the quarry of a mugger, a rapist, or worse. Suffering a bout of insomnia, however, I was stalking sleep, not defenseless wayfarers. As a softy who is scarcely able to take a knife to raw chicken—let alone hold it to a person’s throat—I was surprised, embarrassed, and dismayed all at once. Her flight made me feel like an accomplice in tyranny. It also made it clear that I was indistinguishable from the muggers who occasionally seeped into the area from the surrounding ghetto. That first encounter, and those that followed signified that a vast unnerving gulf lay between nighttime pedestrians—particularly women—and me. And I soon gathered that being perceived as dangerous is a hazard in itself. I only needed to turn a corner into a dicey situation, or crowd some frightened, armed person in a foyer somewhere, or make an errant move after being pulled over by a policeman. Where fear and weapons meet—and they often do in urban America—there is always the possibility of death. In that first year, my first away from my hometown, I was to become thoroughly familiar with the language of fear. At dark, shadowy intersections in Chicago, I could cross in front of a car stopped at a traffic light and elicit the thunk, thunk, thunk, thunk of the driver—black, white, male, or female—hammering down the door locks. On less traveled streets after dark, I grew accustomed to but never comfortable with people who crossed to the other side of the street rather than pass me. Then there were the standard unpleasantries with police, doormen, bouncers, cab drivers, and others whose business it is to screen out troublesome individuals before there is any nastiness. I moved to New York nearly two years ago and I have remained an avid night walker. In central Manhattan, the near-constant crowd cover minimizes tense one-on-one stre.

Just make it simple. and not have to be good, its the first draft. .docx

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JUST 497 Senior Seminar and Internship ExperienceInternationa.docx

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JUST 497: Senior Seminar and Internship Experience International Film Critique: The Whistleblower · Due: April 3 · Reaction Paper: 10 Points · Presentation: 5 Points Your first written assignment was to critique a newspaper article dealing with misconduct and/or corruption at a local level within the United States. The capstone essay asks you to consider a social injustice and its consequences that occur on a national level. The International film assignment asks you to consider issues of international law and justice. The Whistleblower based on a true story depicts the horrors of human trafficking and human rights violations across international borders. Please choose Assignment A or B. Assignment A Write a 3-4 page Reaction Paper to the above film. Summarize the producer’s main message in no more than a half page. The remainder of the paper should reflect your opinion of the content of the film based on your knowledge of international law. Make specific references to scenes in the film that correlate with information you have gained in previous or current coursework. Cite all sources in-text according to the Hacker & Sommers APA Manual of Style. Cautionary Notes · Do not summarize the video. · Cite specific information from the film using the required APA Manual of style. · Use 12 font, double spacing and 1 inch margins. Students who need a special accommodation and cannot find a copy of a closed caption video, must meet with their instructor to design an alternative assignment. Assignment B The Whistleblower implicates the United Nations, the U.S. State Department, and private contractors in post war Bosnia in an organized human trafficking scheme. Kathryn Bolkovac discovers a lucrative, far-reaching operation involving the local police and United Nations peacekeepers, many of them protected by diplomatic immunity. This film is based on a true story and reflects the international concern with corruption and human trafficking. Cast · Kathryn Bolkovac: Nebraska police officer who accepts an offer to work with the U.N. International Police in Bosnia run by a private company in the U.K., Democra Security · Madeleine Rees: Head of the United Nations Human Rights Commission · Nick Kaufman: Kathryn’s Field Commander · Peter Ward: Internal Affairs Specialist · Luba, Raya and Irka: teenagers sold to the sex trafficking ring · Fred Murray: Democra Security Officer · John Blakely: Head of Human Resources Based on the movie, address the following questions. Answers should be in a Question and Answer format and not essay style. 1. Discuss the suffering and oppression witnessed by (not experienced by) the main character. Cite specific scenes from the movie to support your discussion. 2. In whatspecific ways does Kathryn advocate for the victims she encounters? Cite scenes from the movie to support your answer. 3. Discuss how both local citizens and higher ranking officials contribute to organized corruption in post-war Bosn.

July 2002, Vol 92, No. 7 American Journal of Public Health E.docx

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July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057 ⏐ EDITORIAL A Code of Ethics for Public Health The mandate to ensure and pro- tect the health of the public is an inherently moral one. It carries with it an obligation to care for the well-being of communities, and it implies the possession of an element of power to carry out that mandate. The need to exercise power to ensure the health of populations and, at the same time, to avoid abuses of such power are at the crux of public health ethics. Until recently, the ethical nature of public health has been im- plicitly assumed rather than ex- plicitly stated. Increasingly, however, society is demanding explicit attention to ethics. This demand arises from technological advances that create new possibil- ities and, with them, new ethical dilemmas; new challenges to health, such as the advent of HIV; and abuses of power, such as the Tuskegee study of syphilis. Medical institutions have been more explicit about the ethical elements of their practice than have public health institutions. However, the concerns of public health are not fully consonant with those of medicine. Thus, we cannot simply translate the principles of medical ethics to public health. In contrast to medicine, public health is concerned more with populations than with individuals, and more with prevention than with cure. The need to artic- ulate a distinct ethic for public health has been noted by a number of public health professionals and ethicists.1–5 A code of ethics for public health can clarify the distinctive elements of public health and the ethical principles that follow from or respond to those elements. It can make clear to populations and communities the ideals of the public health institutions that serve them, ideals for which the institutions can be held accountable. THE PROCESS OF WRITING THE CODE The backgrounds and perspectives of people who identify themselves as public health professionals are as diverse as the multitude of factors affecting the health of populations. Articulating a common ethic for this diverse group is a formidable challenge. In the spring of 2000, the gradu- ating class of the Public Health Leadership Institute chose writing a code of ethics for public health as a group project. The institute provides advanced leadership training to people who are already in leadership roles in public health. Because the fellows bring a wealth of experience from a wide variety of public health institutions, they are uniquely able to represent diverse perspectives and identify ethical issues common in public health. At the 2000 meeting of the Na- tional Association of City and County Health Officers, the group added a non-institute member ( J. C. Thomas) and charted a plan for working toward a code. The plan included receiving a formal charge as the code of ethics working group at the annual meeting of the American Public Health Asso- c.

Judgement in Managerial Decision MakingBased on examples fro.docx

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Judgement in Managerial Decision Making Based on examples from one of the recommended articles selected by you, the lecture notes, the text, and other sources, discuss one or several of the themes: the nature of managerial decision making, the steps in the managerial decision making, organizational learning and creativity, judgmental heuristics, common biases in managerial decision making, bounds of human judgment, strategies for making better decisions. .

Joyce is a 34-year-old woman who has been married 10 years. She .docx

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Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband. Joyce tells the crisis worker in the phone:"Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control." As the crisis worker: 1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them? What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenario .

Journal Write in 300-500 words about the following topic.After .docx

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Journal: Write in 300-500 words about the following topic. After watching some news and some television shows, including movies and anime. What are some portrayals of sexual harassment and rape myths that are perpetuated by social media, entertainment media, and news outlets? What is the motivation of rapists on TV and in the movies? What “types” of women get raped or sexually assaulted and harassed in movies and television? Some research suggests that on TV and in the movies nontraditional women get raped more often than traditional women as a means of putting nontraditional women “in their place.” How does what you saw compare to the research? How do gender stereotypes perpetuate rape and harassment culture? In your experience or opinion, what are some ways society can address some of these issues around sexual assault and sexual battery, especially on college campuses and workplaces? .

Journal Supervision and Management StyleWhen it comes to superv.docx

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Journal: Supervision and Management Style When it comes to supervising and managing personnel in human services organizations, everyone has his or her own leadership style. Some styles are effective and supportive; others may be ineffectual and unhelpful. When supervising and managing staff, it is important for human services administrators to first identify their leadership style and examine personal strengths and weaknesses related to their leadership style. Understanding how to utilize strengths and address weaknesses in leadership style is important for administrators to be both effective and supportive when supervising and managing. In order to complete the Application Assignment, you must first complete the "Types of Leadership and Patterns of Management" interactive graphic provided in the Learning Resources. Once you have done so, take note of your leadership style and think about your areas of strengths and weaknesses. After completing the self-assessment tool in this week’s Learning Resources, reflect on the results. RESULTS: I am very good at executing the work of a task, though I like clarity about the desired outcome. 1. Engaging 2. I really prefer to be peaceful and calm, finding ways to help others achieve their goals 3. Achieving consensus among followers assures the best success 4. It is ok to breech boundaries if we can all move in the same direction 5. Being a change agent is never easy, but it is very stimulating for me 6. I really prefer to be in control, though it does not have to be out in public 7. Challenges should be addressed head on 8. I like predictability 9. I like to always put my best foot forward 10. I am known to sometimes be argumentative, I believe it is the way new ideas emerge 11. The best way to succeed is to trust oneself 12. When determining goals to reach, we should always challenge ourselves a little beyond what we can see ourselves accomplishing 13. The best way for me to relax is to spend some time alone quietly. 14. When decisions are necessary my primary concern is its effect on the persons involved 15. I am confident and assertive 16. I am a compassionate person and there is significant value in the person (s) knowing where it comes from 17. I am a very consistent person and am guided by my values 18. I am a compassionate person but would rather show it behind the scenes 19. I am conscientious and organized 20.Next I like to focus on group cohesion 21. When decisions are necessary I can make them easily and quickly as circumstances demand it 22. My strong ability to envision the future makes me a result oriented leader 23. Building and sustaining a strong image is a principle contributor to progress 24. I see the big picture 25. The best way for me to relax is to be reflective with a friend 26. I am known to create harmony among others as it creates an optimal working environment. I am unimpressed with conflict 27. Realistic 28. I lik.

Journal of Soc. & Psy. Sci. 2018 Volume 11 (1) 51-55 Ava.docx

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Journal of Soc. & Psy. Sci. 2018 Volume 11 (1): 51-55 Available at: www.jspsciences.org HISTORY OF PSYCHOLOGY AND THE ROLE OF ETHICS IN THE DISCIPLINE Ian Lawson ABSTRACT This paper discusses some of the moral and ethical issues associated with psychological research throughout history. This is a very broad area which covers a vast array of topics. However, it is not within the scope of this paper of focusing on absolutely every single aspect of this area. Thus, not sacrificing depth of analysis, the present paper brings relevant issues for discussion by examining some key areas including, schizophrenia, and gender and IQ research, as well as hypothesis and significance testing, which normally constitutes the basis for changes in ethics and research development. These areas have become paradigmatic for much criticism concerning its moral and ethical implications for individuals who received diagnostic labels as a consequence of such research. This paper takes the position that the very practice of uncritically presenting such research as being ‘value free’ or as some form of universal and absolute truth is in itself a cause for major ethical concerns. Keywords: Critical Psychology, history of psychology, IQ, Schizophrenia Journal of Soc. & Psych. Sci. (2018) Vol.11 (1): 51-55 Ian Lawson 52 © Oxford Mosaic Publications 2018. All rights reserved ISSN 1756-7483 (print) 1756-7491 (online) INTRODUCTION One can trace the development of contemporary ethics back to the Vienna Circle and its associated philosophers, researchers and theorists attempt to demarcate science from pseudo-science (Wlash, Teo & Baydala, 2014). It was at this point that theorists defined what aspects of reality were worthy of studying, and thus defining the very course of alleged scientific progress (Wlash, Teo & Baydala, 2014). It should also be noted that early research being carried out in human participants involved deliberate violation of ethics conduct (Mandal, Acharya & Parija, 2011). For instance, in 1946 the American tribunal brought leading German physicians to justice due gross negligence of ethics and crimes against humanity. More specifically, these physicians were being tried mainly due to conducting medical experiments on thousands of concentration camp prisoners without their consent. As a result of such experiments most prisoners would either be permanently disabled or would die (Mandal, Acharya & Parija, 2011). It should be evident that much of such atrocities were carried out in the name of scientific progress, which seems to be the usual argument for changes and negligence in ethics. When it comes to examining epistemological and ontological stand point of scientific underpinnings of mainstream psychology it should be evident that many constructs emerging through psyc.

Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No.docx

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Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No. 2 - page 37 Ethnicity, Values, and Value Conflicts of African American and White Social Service Professionals Andrew Edwards, MSW, Ph.D. Cleveland State University, Emeritus [email protected] Mamadou M. Seck, Ph.D. Cleveland State University [email protected] Journal of Social Work Values and Ethics, Volume 15, Number 2 (2018) Copyright 2018, ASWB This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of ASWB. Abstract This aspect of a broader study included 110 (68 White/European American and 42 Black/African American) social service professionals. The primary focus of this aspect of the study was to verify the value orientation or core beliefs of the practitioners who deliver services to clients through social service agencies and programs. The conceptualization of the core beliefs explored the values and value conflicts in relation to professional practice. The participants were employed in a Midwestern metropolitan region. They responded to a survey instrument that included vignettes, closed-ended items, scaled responses, as well as either-or type items. Major categories of the exploration included: life and death issues, lifestyle, domestic and social perspectives, value conflicts with the social work profession, and personal responses to value conflicts. Specific items measuring values related to abortion, homosexuality, religiosity, euthanasia, and corporal punishment were included. Study results showed statistical significance on 26 issues as African American participants were compared with White participants. Keywords: value conflicts, social work, ethical dilemmas, ethnicity, professional relationship Introduction The complexity of American society (Jarrett, 2000), specifically due to its historic, economic, social, and ethnic makeup, requires that social work professionals take their clients’ ethnicity, values, and professional-client value conflicts into consideration. Historical dynamics, such as unproductive treatment, have contributed to the reluctance of various population groups to engage with professional service providers. This history (Barker, 2014) has influenced the adoption of guidelines that require social workers to be culturally aware during interventions and recognizing that diversity-related characteristics have influence upon an individual’s thoughts, feelings, and behaviors. Barker (2014) further noted that the concept of values is influenced by one’s perceptions of what comprises appropriate principles, practices, and behaviors. An individual’s personal values are often considered as a representation of one’s core beliefs and what an individual may perceive as right. Therefore, these beliefs do not require supporting evidence for those who embrace them and may result in behavio.

Journal of Policy Practice, 9220–239, 2010 Copyright © Taylor &.docx

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Journal of Policy Practice, 9:220–239, 2010 Copyright © Taylor & Francis Group, LLC ISSN: 1558-8742 print/1558-8750 online DOI: 10.1080/15588742.2010.489037 Journal of Policy Practice Are Social Work Advocacy Groups Using Web 2.0 Effectively? HEATHER R. EDWARDS and RICHARD HOEFER University of Texas at Arlington, Arlington, Texas PAGE 220 This article describes social work advocacy efforts, states what Web 2.0 technology has to offer social work advocacy, and presents original research on the current levels of Web 2.0 use on social work advocacy organization Web sites. This study employed a content analysis of a purposive sample of social work advocacy organization Web sites (N = 63). The researchers created a data collection instrument containing items related to communicating with policy makers, resource gathering, information, and use of specific Web 2.0 technologies. Findings reveal that social work organizations make good use of their Web sites for some advocacy activities, and grossly underutilize the Web forum for others. Furthermore, social work organizations do not use Web 2.0 often for advocacy. Barriers impeding Web 2.0 use and methods to overcome such barriers are also discussed. Implications for future social work education, practice, and research follow. KEYWORDS advocacy, Web 2.0, Internet advocacy, social work advocacy, policy practice The Code of Ethics for the National Association of Social Workers (NASW) states that social workers “pursue social change” and “challenge injustice” (NASW, 2008). Advocacy aimed at informing the policy process serves as a key method that social workers use to fulfill this mission (Hoefer, 2006; Jackson-Elmoore, 2005). Social work advocates must take advantage of every advocacy tactic available to the greatest extent possible to ensure timely policy change for vulnerable populations. PAGE 221 Advocacy tactics have been divided into “inside” and “outside” (Hoefer, 2001, 2005; Walker, 1993). Inside tactics are those that groups use to work directly with decision makers, such as lobbying. Outside tactics are employed by interest group members or the public to put pressure on decision makers. The Internet, as originally designed (Web 1.0), has been effectively used as an outside tactic to disseminate information from interest group leaders to decision makers and members of the public. Thus, the Web is a tool advocates can use to keep their message available at all times. In recent years, the Internet has moved from being a one-way highway to a more interactive entity, called Web 2.0. This second generation of Web site tools expands human services organizations’ advocacy efforts well beyond information dissemination. Through social media applications such as blogs, wikis, podcasts, videocasts, social networking, etc., human service organizations can promote information sharing, participatory knowledge generation, and collaboration building (Fine, 2007; McNutt, 2008; McNutt & Menon, 2008; Sche.

Journal of Personality 862, April 2018VC 2016 Wiley Perio.docx

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Journal of Personality 86:2, April 2018 VC 2016 Wiley Periodicals, Inc. DOI: 10.1111/jopy.12301Unique Associations Between Big Five Personality Aspects and Multiple Dimensions of Well-Being Jessie Sun , 1,2 Scott Barry Kaufman, 3 and Luke D. Smillie 1 1 The University of Melbourne 2 University of California, Davis 3 University of Pennsylvania Abstract Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather than facets) and multiple well-being dimensions. Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being. Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with accomplishment, and Intellect with personal growth). Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for describing the relation between personality traits and multiple ways of thriving in life. Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being When multiple positive end states are examined, it becomes apparent that aspects of psychological well-being may be achieved by more people than just the nonneurotic, extraverted members of society. (Schmutte & Ryff, 1997, p. 558) The large literature describing the associations between personality traits and well-being suggests that Extraversion (the tendency to be bold, talkative, enthusiastic, and sociable) and Neuroticism (the tendency to be emotionally unstable and prone to negative emotions) are especially strong predictors of well-being (e.g., Steel, Schmidt, & Shultz, 2008). But is well-being only accessible to the extraverted and non-neurotic? We propose that more nuanced insights can be revealed by examining the relation between narrower traits and a broader spectrum of well-being dimensions. The goal of the current study is to comprehensively describe the unique associations between personality aspects and dimensions of well-being across three well-being taxonomies. Personality Traits and Three Taxonomies of Well-Being Personality traits and well-being dimensions can each be described at different levels of resolution. The Big Five domains provide a relatively comprehensive framework for organizing differential patterns of affect, behavior, and cognition (John, Naumann, & Soto, 2008). These broad traits can be further bro- ken dow.

Journal of Personality and Social Psychology1977, Vol. 35, N.docx

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Journal of Personality and Social Psychology 1977, Vol. 35, No. 9, 677-688 Self-Reference and the Encoding of Personal Information T. B. Rogers, N. A. Kuiper, and W. S. Kirker University of Calgary, Canada The degree to which the self is implicated in processing personal information was investigated. Subjects rated adjectives on four tasks designed to force varying kinds of encoding: structural, phonemic, semantic, and self-reference. In two experiments, incidental recall of the rated words indicated that adjectives rated under the self-reference task were recalled the best. These results indicate that self-reference is a rich and powerful encoding process. As an aspect of the human information-processing system, the self appears to function as a superordinate schema that is deeply involved in the processing, inter- pretation, and memory of personal information. Present research and theory in personality appear to be placing more and more emphasis on how a person has organized his or her psychological world. Starting with Kelly's (1955) formulation of personal constructs, we see a gradual emergence of a number of avenues of inquiry that use this as their focal point. In person perception, the concept of lay personality theory stresses that the ob- server's analytic network of expected trait covariations is an integral part of how he processes (and generates) interpersonal data (Hastorf, Schneider, & Polefka, 1970). Bern and Allen (1974), in their embellishment of Allport's (1937) idiographic position, argue that an important determinant of predictive utility of trait measurement is the manner in which the respondent has organized his or her view of the trait being measured. These authors see the overlap between the respondent's and the experimenter's concept of the trait as a necessary prerequisite of predic- tion. Attribution theory (Jones et al., 1971) is another example of this increased accent on personal organization. Here the emphasis is on how the subject explains past behavior This research was supported by a grant from the Canada Council. We would like to thank the following persons for their useful ideas and comments on earlier drafts: F. I. M. Craik, E. J. Rowe, P. J. Rogers, H. Lytton, J. Clark, J. Ells, C. G. Costello, and especially one anonymous reviewer. Requests for reprints should be sent to T. B. Rogers, Department of Psychology, The University of Calgary, Calgary, Alberta, Canada, T2N 1N4. and how these explanations are organized in an attributional network. The common thread in all of these contemporary research areas is the notion that the cognitions of a person, particularly their manner of organization, should be an integral part of our attempts to explain personality and behavior. Of concern in the present article is the construct of self and how it is implicated in the organization of personal data. Our general position is that the self is an extremely active and powerful agent in the organizati.

Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docx

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Journal of Pcnonaluy and Social Psychology 1»M. Vd 47, No 6. 1292-1302 Copynghi I9S4 by the American Psychological Association. Inc Influence of Gender Constancy and Social Power on Sex-Linked Modeling Kay Bussey Macquarie University New South Wales, Australia Albert Bandura Stanford University Competing predictions derived from cognitive-developmental theory and social learning theory concerning sex-linked modeling were tested. In cognitive-developmental theory, gender constancy is considered a necessary prerequisite for the emulation of same-sex models, whereas according to social learning theory, sex- role development is promoted through a vast system of social influences with modeling serving as a major conveyor of sex role information. In accord with social learning theory, even children at a lower level of gender conception emulated same-sex models in preference to opposite-sex ones. Level of gender constancy was associated with higher emulation of both male and female models rather than operating as a selective determinant of modeling. This finding corroborates modeling as a basic mechanism in the sex-typing process. In a second experiment we explored the limits of same-sex modeling by pitting social power against the force of collective modeling of different patterns of behavior by male and female models. Social power over activities and rewarding resources produced cross-sex modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling is explained by the differential sex-typing pressures that exist for boys and girls and socialization experiences that heighten the attractiveness of social power for boys. Most theories of sex role development as- sign a major role to modeling as a basic mechanism of sex role learning (Bandura, 1969; Kagan, 1964; Mischel, 1970; Sears, Rau & Alpert, 1965). Maccoby and Jacklin (1974) have questioned whether social practices or modeling processes are influential in the development of sex-linked roles. They point to findings that in laboratory situations children do not consistently pattern their This research was supported by Research Grant No. M-S162-21 from the National Institute of Mental Health, U.S. Public Health Services, and by the Lewis S. Haas Child Development Research Fund, Stanford University. We thank Martin Curland, Brad Carpenter, Brent Sha- phren, Deborah Skriba, Erin Dignam, and Pamela Minet for serving as models. We are indebted to Marilyn Waterman for filming and editing the videotape modeling sequence, to Eileen Lynch and Sara Buxton, who acted as experimenters, and to Nancy Adams, who assisted in collecting the data. Finally, we also thank the staff and children from Bing Nursery School, Stanford University. Requests for reprints should be sent to either Kay Bussey, School of Behavioral Sciences, Macquarie Uni- versity, North Ryde, Australia, 2113, or to Albert Bandura, Department of Psychology, Stanford University, Building 420 Jordan Hall, Stanford,.

Journal of ManagementVol. 42 No. 7, November 2016 1904 –1933.docx

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Journal of Management Vol. 42 No. 7, November 2016 1904 –1933 DOI: 10.1177/0149206314522298 © The Author(s) 2014 Reprints and permissions: sagepub.com/journalsPermissions.nav 1904 Pay Attention! The Liabilities of Respondent Experience and Carelessness When Making Job Analysis Judgments Frederick P. Morgeson Michigan State University Matthias Spitzmuller National University of Singapore Adela S. Garza Independent Consultant Michael A. Campion Purdue University Job analysis has a central role in virtually every aspect of HR and is one of several high performance work practices thought to underlie firm performance. Given its ubiquity and importance, it is not surprising that considerable effort has been devoted to developing comprehensive job analysis systems and methodologies. Yet, the complexity inherent in collecting detailed and specific “decomposed” information has led some to pursue “holistic” strategies designed to focus on more general and abstract job analysis information. It is not clear, however, if these two different strategies yield comparable information, nor if respondents are equally capable of gener- ating equivalent information. Drawing from cognitive psychology research, we suggest that experienced and careless job analysis respondents are less likely to evidence convergence in their decomposed and holistic job analysis judgments. In a field sample of professional managers, we found that three different types of task-related work experience moderated the relationship between decomposed and holistic ratings, accounting for an average ΔR2 of 4.7%. Three other more general types of work experience, however, did not moderate this relationship, supporting predictions that only experience directly related to work tasks would prove to be a liability when making judgments. We also found that respondent carelessness moderated the relationship Acknowledgment: This article was accepted under the editorship of Deborah E. Rupp. Corresponding author: Frederick P. Morgeson, Eli Broad Graduate School of Management, Michigan State University, 632 Bogue St., Room N475, East Lansing, MI 48824, USA. E-mail: [email protected] 522298 JOMXXX10.1177/0149206314522298Journal of ManagementMorgeson et al. / Job Analysis Judgments research-article2014 Morgeson et al. / Job Analysis Judgments 1905 between decomposed and holistic ratings, accounting for an average ΔR2 of 6.2%. These results link cognitive limitations to important job analysis respondent differences and suggest a number of theoretical and practical implications when collecting holistic job analysis data. Keywords: job analysis; work experience; cognitive limitations; decomposed and holistic judgments; human resource management Job analysis represents one of the most commonly used organizational data collection techniques. As “a wide variety of systematic procedures for examining, documenting, and drawing inferences about work activities, work.

Journal of Monetary Economics 22 (1988) 3-42. North-Holland.docx

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Journal of Monetary Economics 22 (1988) 3-42. North-Holland ON THE MECHANICS OF ECONOMIC DEVELOPMENT* Robert E. LUCAS, Jr. University of Chicago, Chicago, 1L 60637, USA Received August 1987, final version received February 1988 This paper considers the prospects for constructing a neoclassical theory of growth and international trade that is consistent with some of the main features of economic development. Three models are considered and compared to evidence: a model emphasizing physical capital accumulation and technological change, a model emphasizing human capital accumulation through school- ing. and a model emphasizing specialized human capital accumulation through learning-by-doing. 1. Introduction By the problem of economic development I mean simply the problem of accounting for the observed pattern, across countries and across time, in levels and rates of growth of per capita income. This may seem too narrow a definition, and perhaps it is, but thinking about income patterns will neces- sarily involve us in thinking about many other aspects of societies too. so I would suggest that we withhold judgment on the scope of this definition until we have a clearer idea of where it leads us. The main features of levels and rates of growth of national incomes are well enough known to all of us, but I want to begin with a few numbers, so as to set a quantitative tone and to keep us from getting mired in the wrong kind of details. Unless I say otherwise, all figures are from the World Bank's World Development Report of 1983. The diversity across countries in measured per capita income levels is literally too great to be believed. Compared to the 1980 average for what the WorId Bank calls the 'industrial market economies' (Ireland up through Switzerland) of U.S. $10,000, India's per capita income is $240, Haiti's is $270, *This paper was originally written for the Marshall Lectures, given at Cambridge University in 1985. ! am very grateful to the Cambridge faculty for this honor, and also for the invitatiou's long lead time, which gave me the opportunity to think through a new topic with the stimulus of so distinguished an audience in prospect. Since then, versions of this lecture have been given as the David Horowitz Lectures in Israel, the W.A. Mackintosh Lecture at Queens University, the Carl Snyder Memorial Lecture at the University of California at Santa Barbara, the Chung-Hua Lecture in Taipei. the Nancy Schwartz Lecture at Northwestern University, and the Lionel McKenzie Lecture at the University of Rochester. I have also based several seminars on various parts of this material. 0304-3932j88j$3.50©1988, Elsevier Science Publishers B.V. (North-Holland) 4 R. E. Lucas, Jr., On the mechanics of economic development and so on for the rest of the very poorest countries. This is a difference of a factor of 40 in living standards! These latter figures are too low to sustain life in, say, England or the United States, so they ca.

Journal of Counterterrorism & Homeland Security International .docx

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Journal of Counterterrorism & Homeland Security International Vol. 24, No.426 C lose to 1000 drones are already employed by a number of state police, county sheriff’s offices, and police departments in the United States. Their uses are varied. For example, a state highway patrol may use drones to take photos of vehicle and train accidents. Other law enforcement agencies may use their drones in tactical response situations and other incidents during high-risk callouts involving SWAT, as well as in searches for missing persons and fleeing suspects. US Air Force drone is being hand launched. The use of drones, while in its infancy now, has a strong potential to be a game changer for the good guys, law enforcement, firefighters, and our military. Photo by Staff Sgt. Kleinholz. Law Enforcement’s Uses of Drones In Crime Fighting And As Deterrent Against Terrorism By Jim Weiss and Mickey Davis Is there public opposition to drones being used by American law enforcement? You bet. People feel they will be used to spy on American citizens; however, there was similar opposition when police switched from revolvers to carrying pistols, when Armored Rescue Vehicles came into use, when SWAT was formed, and when TASERS® began to be used. A sheriff’s office in Florida used a drone to monitor the actions of a subject in a car with a gun. In the San Francisco Bay Area, law enforcement used a drone to help track and apprehend a carjacking/attempted kid- napping suspect. In Ohio, the Knox County Sheriff ’s Office used a drone during a standoff at an apartment building where the suspect was barricaded inside. The SWAT team broke out the residence’s windows and used the drone to look through upstairs windows to get a better idea of where the suspect was located. Law enforcement’s UASs (unmanned aircraft systems) are primarily mission- and incident-driven. Images collected using this technology are handled and retained within industry standards, consistent with images collected by any camera used by law enforcement. However in some situations like a search for evidence, a search warrant might be needed or advisable. Have drones also been used by bad guys? Yes. They’ve been used to fly near manned aircraft such as passenger planes, to fly over prohibited airspace, and to deliver drugs within correctional institutions. Drone em- ployment by terrorists is a potentially deadly threat – including recon, explosives, etc. Recently, a drone shut down London’s Gat- wick Airport for a couple of days causing travel inconveniences for thousands and the cancellation of a few hundred flights. Ter- rorism was a suspected possible cause, but this was discounted. The following month a drone flew in the restricted airport airspace in Newark, New Jersey. In the USA the most common violations in the uses of drones are flying in prohibited air space. In recent years, one was flown.

Journal of Child Psychology and Psychiatry 524 (2011), pp 368–3.docx

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Journal of Child Psychology and Psychiatry 52:4 (2011), pp 368–397 doi:10.1111/j.1469-7610.2010.02306.x Annual Research Review: All mothers are not created equal: neural and psychobiological perspectives on mothering and the importance of individual differences Jennifer Barrett and Alison S. Fleming Department of Psychology, University of Toronto at Mississauga, Mississauga, Ontario, Canada Quality of mothering relies on the integrity of multiple physiological and behavioral systems and on two maternal factors, one proximal and one distal, that have a great impact on how a mother mothers: postpartum depression and early experiences. To mother appropriately requires the action of systems that regulate sensation, perception, affect, reward, executive function, motor output and learning. When a mother is at risk to engage in less than optimal mothering, such as when she is depressed or has experienced adversity in childhood, the function of many or all of maternal and related systems may be affected. In this paper, we will review what is currently known about the biological basis of mothering, with attention to literature on hormones but with a particular focus on recent advances in the fields of functional neuroimaging. Instead of discussing strictly ‘maternal’ brain imaging studies, we instead use a systems approach to survey important findings relevant to brain systems integral to and/or strongly related to the mothering experience: (a) social behavior; (b) reward and affect; (c) executive function; and (d) maternal behavior. We find that there are many commonalities in terms of the brain regions identified across these systems and, as we would expect, all are sensitive to the influence of, or function differently in the context of, depression and adverse early experience. It is likely that the similarity and cross-talk between maternal, affect and stress systems, observed behaviorally, hormonally and in the context of brain function, allows for mood disturbance and early adverse experiences to have a significant impact on the quality of mothering and the motivation to mother. Keywords: Adversity, maternal depression, brain imaging, parenting, mothers. The interaction between a mother and her infant can be like a dance. There are routines, standards and missteps, there is give and take, there is unparalleled intimacy, there are often vast differences in skill level and motivation, there is learning. A mother must learn to be an adept partner, being sensitive to the needs of her offspring while ultimately guiding the quality and nature of care to ensure normal growth and development. This dance can beautiful, it can be tender, it can be awkward, it can be difficult. And sometimes it just does not occur! Romanticism aside, the mother–offspring dance is influenced by and interacts with many factors, including mothers’ physiology, cultural and family context, maternal cognitions, maternal affect and stress and the early environment, n.

Journal of Community Practice, 18513–527, 2010Copyright © T.docx

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Journal of Community Practice, 18:513–527, 2010 Copyright © Taylor & Francis Group, LLC ISSN: 1070-5422 print/1543-3706 online DOI: 10.1080/10705422.2010.519684 FROM THE FIELD Sustaining and Strengthening a Macro Identity: The Association of Macro Practice Social Work KATHARINE M. HILL and SARAH M. FERGUSON School of Social Work, St. Catherine University/University of St. Thomas, St. Paul, Minnesota, USA CHRISTINA ERICKSON Department of Social Work, Augsburg College, Minneapolis, Minnesota, USA Macro practice focuses on community-level interventions, such as management, organizing, research, and policy advocacy. Despite social work’s deep roots in this type of work, macro practice and macro practitioners often practice without support or connections with other macro practitioners, and are underrepresented in the profession. In 2006, a group of social workers, including aca- demics and practitioners, formed the Association of Macro Practice Social Work (AMPSW). AMPSW works to strengthen the professional identity of macro practitioners, elevate the status of macro social workers, and address common concerns within the social work profession. KEYWORDS macro-practice, professional organizations, social work identity, AMPSW, community practice Social work practice spans all stages of life, takes place in a multitude of settings, and targets client systems at all levels- from individuals to groups We thank all of the members of Association of Macro Practice Social Work who have contributed time, energy, and expertise to the creation of this organization. Address correspondence to Katharine M. Hill, Assistant Professor, School of Social Work, St. Catherine University/University of St. Thomas, 2115 Summit Avenue, SCB #201, St. Paul, MN 55105. E-mail: [email protected] 513 514 K. M. Hill et al. to national and international policy. Macro practice social work is aimed at bringing about improvements and changes in the largest of these systems in society. Such activities include political action, community organizing, public education, campaigning, and the administration of broad-based social service agencies or public welfare departments (Barker, 2004). Despite their direct connections to the historical origins of social work in settlement houses (Netting, 2005) and their importance in the current environment of scare resources and widespread oppression, social workers that practice with larger systems are not always supported or well represented within the profession (Moore & Johnson, 2002; Szakos, 2005; Weiss, 2003, 2006). The reasons for this invisibility may include (a) macro practitioners failing to claim a social work identity in their positions, preferring instead to identify as a community organizer, a manager, or a policy analyst; (b) the traditional micro–macro- practice divide; or (c) a social worker’s belief that their education does not adequately prepare them for macro practice (Gibelman, 1999; McLaughlin, 2009; Moore .

Journal of Business Continuity & Emergency Planning Volume 10 .docx

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Journal of Business Continuity & Emergency Planning Volume 10 Number 2 Vincent Atnadeo Stephen lannone Journal o f Business Continuity & Emergency Planning Vol. 10, No. 2, pp. 106-117 © Henry Stewart Publications, 1749-9216 Successful public-private partnerships: The NYPD shield model Vincent Amadeo* and Stephen lannone** Received (in revised form): 2nd May, 2016 *1 Police Plaza NY, NY 10038, USA Tel: +1 718 615 7506; E-mail: [email protected] **1 Police Plaza NY, NY 10038, USA Tel: +1 718 615 7335; E-mail: [email protected] Lieutenant Vincent Amadeo is a 20-year veteran of the New York City Police Department (NYPD). His prior assignments have included uniform, plainclothes and undercover oper ations with the Patrol Services Bureau, conducted confidential investigations within the Internal Affairs Bureau and supervised the Regional Intelligence Support Center within the Intelligence Bureau. Assigned to the Counterterrorism Division, he works side by side with the private/public sector to help deter, detect and identify terrorist activity in New York City through information sharing as the head of NYPD Shield programme. Lt. Amadeo has a BA in Political Science, a Graduate Certificate in Police Studies and will be completing a Master o f Science degree in Security Management in 2016. He is also a graduate o f the 231st Session FBI National Academy. Detective Sergeant Steve lannone has over 27 years with the NYPD. He began his career in 1989 in Brooklyn and served in several com mands around the City in uniform and plain clothes both as an Officer and a Supervisor. He was promoted to Sergeant in 2002 and was assigned to Manhattan’s West side. In 2005 he was offered a position with the Counterterrorism Division and tasked with developing the NYPD Shield Unit. Because of his successful efforts, he was promoted to Detective Sergeant and has remained with the Shield programme since its inception. Detective Sergeant lannone has an Associate’s Degree in Electrical Technology, numerous certifications in Emergency Preparedness from The Department of Homeland Security and is a Certified Business Continuity Professional through the Disaster Recovery Institute International. A bstract This article will identify the challenges that post 9/ 11 law enforcement faces regarding private- public partnerships and describe in detail the N Y P D Shield programme, created to combat those challenges. Recommendations made by the 911 Commission included the incorporation of the private sector into future homeland security strategies. One such strategy is N Y P D Shield. This programme is a nationally recognized award-winning public-private partnership dedi cated to providing counterterrorism training and information sharing with government agencies, non-government organizations, private busi nesses, and the community. Information is shared through several platforms that include a dedicated website, instruc.

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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence. The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth. Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration. The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority. Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages. Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.

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2024.06.01 Introducing a competency framework for languag learning materials ...

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http://sandymillin.wordpress.com/iateflwebinar2024 Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error. Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials. This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.

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2024.06.01 Introducing a competency framework for languag learning materials ...

Home assignment II on Spectroscopy 2024 Answers.pdf

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Journals are to be 2 pages long with an introduction, discussion and.docx

1. Journals are to be 2 pages long with an introduction, discussion and conclusion. They must be double spaced. Your formatting, sentence structure, spell checking, etc., will all be taken into account. Utilizing YouTube, do a search for and listen to at least two perspectives from CNN, Fox News and/or MSNBC regarding culture wars. Provide me with an analysis that discusses two different perspectives. I typed in CNN/Fox News/MSNBC and then culture war, and was able to find quite a few 5 minute vignettes with regard to the topic. If you find a discussion of the culture wars either in written form or at another site, you must insure that it is a legitimate source and provide a link to the site. Make sure to first provide your understanding of the definition of culture wars as outlined in the text readings, then provide me with your analysis obtained from the news outlets.

Journals are to be 2 pages long with an introduction, discussion and.docx

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Journals are to be 2 pages long with an introduction, discussion and.docx