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Please summarize the student's primary responsibilities: Intake for children entering foster care (placement search, identification, admissions paperwork, monitoring) Monthly meetings with children free for adoption and placement. Development of case plan goals and monthly meetings with parents working reunification/adoption case plans. Review of home studies and recruitment of prospective foster and adopt families. Presentation of available children at paper match meetings. Attendance of adoption parties with children available for adoption and prospective families. Court prep and testimony at adoption status hearings. Preparation of documents for adoption signing and release. Adoption Consideration Narratives. Participation in team to develop child specific recruitment plans. Competency 1 - Demonstrate Ethical and Professional Behavior Please rate the student on each of the following 5 4 3 2 1 1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context 5 4 3 2 1 2. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations 5 4 3 2 1 3. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication 5 4 3 2 1 4. Use technology ethically and appropriately to facilitate practice outcomes 5 4 3 2 1 5. Use supervision and consultation to guide professional judgment and behavior Please provide over-all feedback on this competency: Tuwanda has significantly grown as a social worker. She demonstrates professional demeanor, is prepared, and communicates well. She is able to develop a rapport with clients and children easily and is able to relate to individuals from all backgrounds. She has developed partnerships with providers and Walton staff and is a team player. She is able to discuss best practice and policy/procedure regarding case decisions and next steps. Competency 2 - Engage Diversity and Difference in Practice Please rate the student on each of the following 5 4 3 2 1 6. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels 5 4 3 2 1 7. Present themselves as learners and engage clients and constituencies as experts of their own experiences 5 4 3 2 1 8. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies Please provide over-all feedback on this competency: Tuwanda does a great job asking questions and engaging clients regarding cultural differences. She inquired about local agencies that serve various populations and made contact. She is able to recognize her own biases and work ...
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Walden UniversitySocial Work and Human Services MSW Child.docx
Walden University
Social Work and Human Services
MSW Children and Family Concentration Year Field Evaluation (No N/A)
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilities:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-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
-Link the family to resources with consideration to the family's culture, social-economic status, etc.
-Serve as advocate for client in ensuring equal access to resources, education, community services, etc.
Please rate the student on each of the following competencies using the following scale:
5
Demonstrates a high level of competency
4
Clearly demonstrates competency
3
Demonstrates minimal level of competency
2
Demonstrates inadequate level of competency
1
Fails to demonstrate even minimal competency
Competency 1 - Demonstrate Ethical and Professional Behavior
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail
Score
Criteria
4
1. Makes appropriate decisions based on the NASW Code of Ethics and other local, state, and federal legal statutes and regulations related to children and families.
4
2. Identifies and manages personal values to provide service delivery to children and families, according to professional values and standards.
4
3. Incorporates professional behavior when engaging children, families, colleagues, and other stakeholders.
4
4. Evaluates the ethical and appropriate use of technology to facilitate delivery of social work services to children and families.
4
5. Integrates principles of supervision and consultation to guide professional judgement and behavior.
4
6. Demonstrates professional devel ...
MSW Foundation Field EvaluationEvaluatee Abioye, Titilope Class .docx
MSW Foundation Field Evaluation
Evaluatee Abioye, Titilope Class group 1 Evaluator OLUSESAN KUFORIJI, Matanmi LCSW-C Team 1
Rotation Hebron House, Inc. MD Course MSW Foundation 2 Academic Year 2019/2020
Period 2 From 2019-11-25 To 2020-02-09
Log Date & Time 1/13/2020 1:05:46 PM
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you have not had the opportunity to observe a student's performance on one or more of the items please note that in the survey. Please note however that students must have the opportunity to do all of the items indicated in the evaluation by the end of their 2nd term of Field Experience. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilites:
Works with patients in outpatient mental health clinic, participates in intake processing, psychosocial evaluation and assessments of patients, diagnostic interviews, interdisciplinary treatment plans, therapeutic interventions (individual, family and group), participates in discharge processes and policy formulations.
Please rate the student on each of the following competencies using the following scale:
5
Demonstrates a high level of competency
4
Clearly demonstrates competency
3
Demonstrates minimal level of competency
2
Demonstrates inadequate level of competency
1
Fails to demonstrate even minimal competency
NA
Have not had an opportunity to observe (Only use this choice if the student has not had the opportunity to demonstrate the skill. Do not use if the student has had an opportunity but did not demonstrate the skill—this would be rated as “1”.)
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed
Score
Criteria
Competency 1 - Demonstrate Ethical and Professional Behavior Please rate the student on each of the following
4
1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context
5
2. Use reflection and self-regulation to manage personal values and maintain professionalis ...
Supplemental Standards Best Professional PracticesNote This do.docx
Supplemental Standards: Best Professional Practices
Note: This document complements the Supplemental Standards for Candidates in College of Education Programs.
Standard*
Description of "At Standard" Indicators
1. The candidate contributes to a positive climate in the University classroom and all field placements.
Participates actively in class discussion and assignments; works effectively with others; shows respect of and consideration for the thoughts and feelings of others.
2. The candidate demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings.
Communicates effectively verbally; demonstrates an ability to write in a clear, organized, fluent manner; adheres to the conventions of the language when appropriate; recognizes distinctions between formal and informal communication.
3. The candidate is a thoughtful and responsive listener.
Solicits feedback that demonstrates an understanding of program and professional goals and objectives; receives feedback in a positive manner and makes necessary adjustments; listens and responds to others.
4. The candidate is committed to reflection, assessment, and learning as an ongoing process and believes all students can learn.
Reflects on information provided and demonstrates an ability to apply ideas to his/her own practice or life; able to modify behavior and/or understanding when provided with new information or experience; demonstrates an interest in and commitment to lifelong learning with the belief that all students can learn.
5. The candidate is willing to give and receive help.
Volunteers to assist others in the University classroom and/or practicum setting; demonstrates openness to assistance from others. Accepts direction from others and respects authority.
6. The candidate is sensitive to community and cultural norms of the teacher education program, the University classroom, and practicum settings.
Uses language that demonstrates sensitivity to others; communicates effectively with peers, instructors, K-12 students, and cooperating teachers; shows an awareness of the context in which s/he is interacting.
7. The candidate appreciates and values human diversity and shows respect and fairness for others' varied talents and perspectives.
Listens to others' perspectives in a respectful and fair manner; exhibits an understanding of the complexities of race, power, gender, class, sexual orientation. and privilege in American society
8. The candidate values the development of critical thinking, independent problem solving, and performance capabilities in himself or herself and those with whom he/she interacts.
Demonstrates an ability to identify, analyze, and evaluate complex issues; exhibits the ability to solve problems both independently and in cooperation with others; sets and achieves high standards.
9. The candidate demonstrates a commitment to keeping abreast of new ideas and understanding in the education field.
Identifies ...
LPC Managing Differences and Difficult Populations
This is part 4 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This interactive workshop focuses on the major elements of managing differences between supervisors and supervisees and issues surrounding working with difficult supervisees. In this workshop, participants will learn about the influence of individual, cultural and developmental differences between supervisors and supervisees. Different aspects of individual differences are covered (e.g., differences in belief systems and theoretical orientation between supervisor and supervisee). Different aspects of cultural differences are covered as are different aspects of developmental differences (e.g., supervisee and supervisor experiential levels). Participants will discuss areas of difficulties with supervisees, including an introduction to progressive discipline policies and due process, transference and countertransference, and other generic problems with supervisees. Teaching methods include lecture, interactive exercises and group participation/discussion.
Competency ChapterCompetency 1 Demonstrate Ethical an
Competency Chapter
Competency 1: Demonstrate Ethical and Professional Behavior
Behaviors:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations,
models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate
to context
1
Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations
7
Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication 10
Use technology ethically and appropriately to facilitate practice outcomes 2
Use supervision and consultation to guide professional judgment and behavior 8
Competency 2: Engage Diversity and Difference in Practice
Behaviors:
Apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels
2, 6, 8
Present themselves as learners and engage clients and constituencies as experts of their own experiences 3, 5
Apply self-awareness and self-regulation to manage the influence of personal biases and values in working
with diverse clients and constituencies
1, 7
Competency 3: Advance Human Rights and Social, Economic, and
Environmental Justice
Behaviors:
Apply their understanding of social, economic, and environmental justice to advocate for human rights at the
individual and system levels
3, 10
Engage in practices that advance social, economic, and environmental justice 2, 8
Competency 4: Engage In Practice-informed Research and
Research-informed Practice
Behaviors:
Use practice experience and theory to inform scientific inquiry and research 9
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research
findings
4
Use and translate research evidence to inform and improve practice, policy, and service delivery 1, 3, 6, 7, 11
Competency 5: Engage in Policy Practice
Behaviors:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to
social services
10
Assess how social welfare and economic policies impact the delivery of and access to social services 1, 6
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social,
economic, and environmental justice
2, 5
CSWE EPAS 2015 Core Competencies and Behaviors in This Text
A01_NETT8523_06_SE_FM.indd 1 9/30/15 5:23 PM
Competency Chapter
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
Behaviors:
Apply knowledge of human behavior and the social environment, person-in- environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies
7, 5, 9
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies 3, 4, 6
Competency 7: Assess Individuals, ...
Must be APA Format b)select minimum of 2 refereed journal ar.docx
Must be APA Format
b)select minimum of 2 refereed journal articles (no earlier than 2008) for each of the competencies
c)1 page summarize of each article and discuss how each article relates to the competency.
I have listed the four competence below with the definition . Paper must be finished by
Thursday March 5,2020 1pm central time
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.
8 2015 Educational Policy and Accreditation Standards
Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers:
Collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
Apply knowledge of human behavior .
Recommended
Walden UniversitySocial Work and Human Services MSW Child.docx
Walden University
Social Work and Human Services
MSW Children and Family Concentration Year Field Evaluation (No N/A)
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilities:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-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
-Link the family to resources with consideration to the family's culture, social-economic status, etc.
-Serve as advocate for client in ensuring equal access to resources, education, community services, etc.
Please rate the student on each of the following competencies using the following scale:
5
Demonstrates a high level of competency
4
Clearly demonstrates competency
3
Demonstrates minimal level of competency
2
Demonstrates inadequate level of competency
1
Fails to demonstrate even minimal competency
Competency 1 - Demonstrate Ethical and Professional Behavior
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail
Score
Criteria
4
1. Makes appropriate decisions based on the NASW Code of Ethics and other local, state, and federal legal statutes and regulations related to children and families.
4
2. Identifies and manages personal values to provide service delivery to children and families, according to professional values and standards.
4
3. Incorporates professional behavior when engaging children, families, colleagues, and other stakeholders.
4
4. Evaluates the ethical and appropriate use of technology to facilitate delivery of social work services to children and families.
4
5. Integrates principles of supervision and consultation to guide professional judgement and behavior.
4
6. Demonstrates professional devel ...
MSW Foundation Field EvaluationEvaluatee Abioye, Titilope Class .docx
MSW Foundation Field Evaluation
Evaluatee Abioye, Titilope Class group 1 Evaluator OLUSESAN KUFORIJI, Matanmi LCSW-C Team 1
Rotation Hebron House, Inc. MD Course MSW Foundation 2 Academic Year 2019/2020
Period 2 From 2019-11-25 To 2020-02-09
Log Date & Time 1/13/2020 1:05:46 PM
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you have not had the opportunity to observe a student's performance on one or more of the items please note that in the survey. Please note however that students must have the opportunity to do all of the items indicated in the evaluation by the end of their 2nd term of Field Experience. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilites:
Works with patients in outpatient mental health clinic, participates in intake processing, psychosocial evaluation and assessments of patients, diagnostic interviews, interdisciplinary treatment plans, therapeutic interventions (individual, family and group), participates in discharge processes and policy formulations.
Please rate the student on each of the following competencies using the following scale:
5
Demonstrates a high level of competency
4
Clearly demonstrates competency
3
Demonstrates minimal level of competency
2
Demonstrates inadequate level of competency
1
Fails to demonstrate even minimal competency
NA
Have not had an opportunity to observe (Only use this choice if the student has not had the opportunity to demonstrate the skill. Do not use if the student has had an opportunity but did not demonstrate the skill—this would be rated as “1”.)
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail, NA = not observed
Score
Criteria
Competency 1 - Demonstrate Ethical and Professional Behavior Please rate the student on each of the following
4
1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context
5
2. Use reflection and self-regulation to manage personal values and maintain professionalis ...
Supplemental Standards Best Professional PracticesNote This do.docx
Supplemental Standards: Best Professional Practices
Note: This document complements the Supplemental Standards for Candidates in College of Education Programs.
Standard*
Description of "At Standard" Indicators
1. The candidate contributes to a positive climate in the University classroom and all field placements.
Participates actively in class discussion and assignments; works effectively with others; shows respect of and consideration for the thoughts and feelings of others.
2. The candidate demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings.
Communicates effectively verbally; demonstrates an ability to write in a clear, organized, fluent manner; adheres to the conventions of the language when appropriate; recognizes distinctions between formal and informal communication.
3. The candidate is a thoughtful and responsive listener.
Solicits feedback that demonstrates an understanding of program and professional goals and objectives; receives feedback in a positive manner and makes necessary adjustments; listens and responds to others.
4. The candidate is committed to reflection, assessment, and learning as an ongoing process and believes all students can learn.
Reflects on information provided and demonstrates an ability to apply ideas to his/her own practice or life; able to modify behavior and/or understanding when provided with new information or experience; demonstrates an interest in and commitment to lifelong learning with the belief that all students can learn.
5. The candidate is willing to give and receive help.
Volunteers to assist others in the University classroom and/or practicum setting; demonstrates openness to assistance from others. Accepts direction from others and respects authority.
6. The candidate is sensitive to community and cultural norms of the teacher education program, the University classroom, and practicum settings.
Uses language that demonstrates sensitivity to others; communicates effectively with peers, instructors, K-12 students, and cooperating teachers; shows an awareness of the context in which s/he is interacting.
7. The candidate appreciates and values human diversity and shows respect and fairness for others' varied talents and perspectives.
Listens to others' perspectives in a respectful and fair manner; exhibits an understanding of the complexities of race, power, gender, class, sexual orientation. and privilege in American society
8. The candidate values the development of critical thinking, independent problem solving, and performance capabilities in himself or herself and those with whom he/she interacts.
Demonstrates an ability to identify, analyze, and evaluate complex issues; exhibits the ability to solve problems both independently and in cooperation with others; sets and achieves high standards.
9. The candidate demonstrates a commitment to keeping abreast of new ideas and understanding in the education field.
Identifies ...
LPC Managing Differences and Difficult Populations
This is part 4 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This interactive workshop focuses on the major elements of managing differences between supervisors and supervisees and issues surrounding working with difficult supervisees. In this workshop, participants will learn about the influence of individual, cultural and developmental differences between supervisors and supervisees. Different aspects of individual differences are covered (e.g., differences in belief systems and theoretical orientation between supervisor and supervisee). Different aspects of cultural differences are covered as are different aspects of developmental differences (e.g., supervisee and supervisor experiential levels). Participants will discuss areas of difficulties with supervisees, including an introduction to progressive discipline policies and due process, transference and countertransference, and other generic problems with supervisees. Teaching methods include lecture, interactive exercises and group participation/discussion.
Competency ChapterCompetency 1 Demonstrate Ethical an
Competency Chapter
Competency 1: Demonstrate Ethical and Professional Behavior
Behaviors:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations,
models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate
to context
1
Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations
7
Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication 10
Use technology ethically and appropriately to facilitate practice outcomes 2
Use supervision and consultation to guide professional judgment and behavior 8
Competency 2: Engage Diversity and Difference in Practice
Behaviors:
Apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels
2, 6, 8
Present themselves as learners and engage clients and constituencies as experts of their own experiences 3, 5
Apply self-awareness and self-regulation to manage the influence of personal biases and values in working
with diverse clients and constituencies
1, 7
Competency 3: Advance Human Rights and Social, Economic, and
Environmental Justice
Behaviors:
Apply their understanding of social, economic, and environmental justice to advocate for human rights at the
individual and system levels
3, 10
Engage in practices that advance social, economic, and environmental justice 2, 8
Competency 4: Engage In Practice-informed Research and
Research-informed Practice
Behaviors:
Use practice experience and theory to inform scientific inquiry and research 9
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research
findings
4
Use and translate research evidence to inform and improve practice, policy, and service delivery 1, 3, 6, 7, 11
Competency 5: Engage in Policy Practice
Behaviors:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to
social services
10
Assess how social welfare and economic policies impact the delivery of and access to social services 1, 6
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social,
economic, and environmental justice
2, 5
CSWE EPAS 2015 Core Competencies and Behaviors in This Text
A01_NETT8523_06_SE_FM.indd 1 9/30/15 5:23 PM
Competency Chapter
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
Behaviors:
Apply knowledge of human behavior and the social environment, person-in- environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies
7, 5, 9
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies 3, 4, 6
Competency 7: Assess Individuals, ...
Must be APA Format b)select minimum of 2 refereed journal ar.docx
Must be APA Format
b)select minimum of 2 refereed journal articles (no earlier than 2008) for each of the competencies
c)1 page summarize of each article and discuss how each article relates to the competency.
I have listed the four competence below with the definition . Paper must be finished by
Thursday March 5,2020 1pm central time
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.
8 2015 Educational Policy and Accreditation Standards
Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:
Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers:
Collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
Apply knowledge of human behavior .
Director of Disability Inclusion
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Great career opportunity at Department of Human Services, one of South Australia's most diverse Government departments. The new Director of Disability Inclusion will lead a team focused on outcomes for the community and promoting the policies and practices on the State Disability Inclusion Plan - Inclusive SA. A full description can be viewed at https//www.vuca.com.au/ddai
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Presentation given to representatives of current Diploma providers at the first PEAT 1 Planning event, held at Ross Priory, 29.5.09.You have been successful in your application for the position be.docx
You have been successful in your application for the position below and are invited to interview – time and date to be arranged.
Job Title: Social Care Worker – Residential services Panel
The social care worker will…
· work with children / young people, families and / or significant others, Social Work teams, other healthcare providers and agencies, schools, training agencies and community groups.
· care for, protect, and support vulnerable or dependent clients, individually or in groups, in conjunction with the wider multidisciplinary team and other relevant agencies. S/he will ensure the welfare of those under his / her care and will act as an advocate as appropriate.
· contribute to the planning and evaluation of individualised and group programmes of care, which are based on needs, identified in consultation with the client and others and delivered through day-to-day shared life experiences.
· work as part of a team to provide a safe, caring environment for resident clients/ children / young people with the primary aim of providing the intervention necessary to address the issues that are preventing them from fulfilling their outcomes.
· treat clients/ children/ young people and their families with dignity and respect, promoting a culture of unconditional positive regard at all times.
· recognise clients/ children / young people as expert through experience, promoting their participation in care planning, placement planning, decision-making and service delivery.
· contribute to the promotion of good links with neighbours, local community resources, i.e. schools, employment schemes and clubs, local Gardai and any other appropriate service.
· engage in reflective and evidence based practice
. That guideline to use to answer this question 1 to 3
1. Creative practice, reflective practice and team skills
It is important that the Social Care Worker can work independently as well as part of a wider healthcare team, building and maintaining relationships and understanding and valuing individuals and their respective professional roles. S/he should be able to identify the limits of their practice and know when to seek advice and additional expertise or refer to another professional. S/he should be able to give and receive feedback and to input their learning into their practice.
In the space below, please give an example of a situation where you were responsible for an individual piece of work with a service user/group of service users and which demonstrates your ability in the above areas
2
.
Flexibility, resilience and ability to deal with challenges.
An effective Social Care Worker demonstrates a commitment to providing a quality service. S/he is innovative and open to change in striving to ensure high standards in service delivery. Challenges can arise in many ways in the course of Social Care practice and an ability to manage adversity when it arises is an important professional skill.
In the space below, please give an.
CSWE’s Core Competencies and Practice Behavior Examples in
CSWE’s Core Competencies and Practice Behavior Examples in this text
Professional Identity
Practice Behavior Examples…
Serve as representatives of the profession, its mission, and its core values 3
Know the profession’s history
Commit themselves to the profession’s enhancement and to their own professional conduct
and growth
Advocate for client access to the services of social work
Practice personal reflection and self-correction to assure continual professional development
Attend to professional roles and boundaries 12
Demonstrate professional demeanor in behavior, appearance, and communication
Engage in career-long learning
Use supervision and consultation
Ethical Practice
Practice Behavior Examples…
Obligation to conduct themselves ethically and engage in ethical decision-making
Know about the value base of the profession, its ethical standards, and relevant law
Recognize and manage personal values in a way that allows professional values to guide
practice
11
Make ethical decisions by applying standards of the National Association of Social Workers’
Code of Ethics and, as applicable, of the International Federation of Social Workers/International
Association of Schools of Social Work Ethics in Social Work, Statement of Principles
12
Tolerate ambiguity in resolving ethical conflicts
Apply strategies of ethical reasoning to arrive at principled decisions 5
Critical Thinking
Practice Behavior Examples…
Know about the principles of logic, scientific inquiry, and reasoned discernment
Use critical thinking augmented by creativity and curiosity
Requires the synthesis and communication of relevant information
Distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom
4, 8, 9, 10
Analyze models of assessment, prevention, intervention, and evaluation 1
Demonstrate effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues
6
Competency Chapter
Adapted with the permission of Council on Social Work Education
CSWE’s Core Competencies and Practice Behavior Examples in this text
Competency Chapter
Diversity in Practice
Practice Behavior Examples…
Understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity
2
Understand the dimensions of diversity as the intersectionality of multiple factors including age,
class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation
6
Appreciate that, as a consequence of difference, a person’s life experiences may include
oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim
8
Recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
1, 5, 7
Gai ...
ICFAI Organizational Behavior - Solved assignments and case study help
Dear students, get latest Solved assignments and case study help by professionals. Mail us at : help.mbaassignments@gmail.com Call us at : 08263069601
Behavioural Approches to Child and Adolescent Disorders
This is the learning plan provided to my second year course for behavioural approches to child and adolescent disorders.
EDD581 Action Research andEvaluationCopyright ©2013 by .docx
EDD/581 Action Research and
Evaluation
Copyright ©2013 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course examines action research and its role in decision-making and in educational practices. Students are introduced
to various types of action research and to the elements of the action research process, including identifying a problem,
determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis
of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students
identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research
using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action
research study.
Course Dates
Oct 29, 2013 - Dec 23, 2013
Academic Standards
The following standards apply to or are associated with this course for accreditation, governance, or compliance.
National
Standard 3
A building-level education leader applies knowledge that promotes the success of every student by ensuring the
management of the school organization, operation, and resources through monitoring and evaluating the school
management and operational systems; efficiently using human, fiscal, and technological resources in a school
environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for
distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and
student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect
the welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.
Standard 1
A building-level education leader applies knowledge that promotes the success of every student by collaboratively
facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the
collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to
achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and
revision of school plans supported by school-based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning
for a school.
1.2 Candidates ...
Ethics Interview Guide1. Please identify your current position
Ethics Interview Guide
1. Please identify your current position and how long you have been in this position.
2. Describe an ethical dilemma you have experienced within your current role.
3. How did you use ethics to solve problems related to the ethical dilemma presented? Did you use the ethical code as a problem-solving strategy in analyzing and responding to the dilemma? Did you use the ethical code as a reflection tool?
4. As you reflect on this situation, were there things you would have handled differently? Why or why not?
5. What advice would you give to others for ensuring ethics are incorporated into their practice?
© 2016 Laureate Education, Inc. Page 1 of 1
Guide for Learning Outcomes Plan: Advocacy Action Plan
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
The overall project involves two parts: the advocacy action plan paper and a presentation. The paper is your Learning Outcomes Plan.
Advocacy is the act of standing up for others, of building connections, of engaging in everyday acts. These activities might occur in daily connections or on a grand stage and serve to support children, families, and professionals connected to the field. Leading through advocacy has the capacity to impact others in the present, and in a wonderful rippling effect, for many years to come.
In completing this plan you will:
Apply leadership and advocacy skills to implement and manage strategic change
Evaluate local and global policy and policy development related to specific issues in early childhood
Evaluate cultural influences on local and global policy in early childhood (especially through the lenses of stakeholders and collaborating organizations)
Demonstrate evidence-based decision making, integrating principles of equity, ethics, and social justice and advocacy
Include a minimum of 10 resources from peer-reviewed journals and six from advocacy organizations and/or recognized experts on the topic. All sources require APA-formatted citations at the end of the paper.
In Module 4 of this course, you will submit an advocacy action plan. The plan itself, due Day 1 of Week 11, requires that you select an advocacy topic you are passionate about and connect with an organization in planning the development of your plan.
In Week 3 of this course, you will submit to your Instructor your advocacy action plan topic and your rationale for your selection. You will identify the organization and how any collaboration on the plan might occur.
Your paper must be your best scholarly work possible. Make sure you follow APA guidelines and format requirements.
Address the following elements in the paper:
Introduction, Rationale, and Contexts
· What is the issue/problem/topic? Include a description as well as how organizations currently advocate for this topic.
· What regulations and policies are associated with the selected topic?
· What ethical factors shape your understanding of this advocacy topic?
· Wha ...
Assignment 4 Intervention Treatment PlanAccording to the Co.docx
Assignment 4: Intervention Treatment Plan
According to the Counsel on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.
Walden’s MSW program expects students in their specialization year to be able to:
· Critically evaluate evidence based and “best practice” treatment interventions.
· Compose clinical intervention plans that are grounded research-based knowledge
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education
.
To Prepare
: Review the agency’s intervention/treatment plan used to engage clients. After reviewing the agency’s intervention/treatment plan, consult the literature and conduct extensive research, with the goal of finding best practices that supports or adds to the agency’s current intervention/treatment plan. The purpose of this assignment is to find research that supports or adds to the agency’s current intervention/treatment approach.
Submit a 1-2 page paper in which you:
1.
Briefly describe the agency’s intervention/treatment plan
2.
Briefly discuss best practices about interventions identified in the literature
3.
Briefly discuss how the agency can incorporate those best practices into the current intervention/treatment plan
4.
Provide a brief summary of the similarities and differences between the intervention/treatment plan used at the agency and the suggested practices in the literature
Note
: If no formal process is used in the agency, discuss the agency’s current process and compare it to the suggestions in the literature.
...
Assignment 2 Intervention Treatment PlanAccording to the Co.docx
Assignment 2: Intervention Treatment Plan
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.
Walden’s MSW program expects students in their specialization year to be able to:
Critically evaluate evidence based and “best practice” treatment interventions.
Compose clinical intervention plans that are grounded research-based knowledge
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare
: Review the agency’s intervention/treatment plan used to engage clients. After reviewing the agency’s intervention/treatment plan, consult the literature and conduct extensive research, with the goal of finding best practices that supports or adds to the agency’s current intervention/treatment plan. The purpose of this assignment is to find research that supports or adds to the agency’s current intervention/treatment approach.
Submit a 1-2 page in which you:
Briefly describe the agency’s intervention/treatment plan
Briefly discuss best practices about interventions identified in the literature
Briefly discuss how the agency can incorporate those best practices into the current intervention/treatment plan
Provide a brief summary of the similarities and differences between the intervention/treatment plan used at the agency and the suggested practices in the literature
.
MSW Foundation Year -Student Learning AgreementWalden University.docx
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.
1. The Incident Command System (ICS) is a tool forA. Co.docx
1. The Incident Command System (ICS) is a tool for:
A. Command, control, and coordination at an incident
B. Interagency responses only
C. Multi-jurisdictional responses only
D. Responses involving first-response personnel only
2. ICS can be used to manage all types of incidents.
A. True
B. False
3. Federal law requires that ICS be used for all natural disasters.
A. True
B. False
4.The ICS General Staff includes:
A. Branch, Division, Group, and Unit managers
B. All managers of operational resources.
C. Planning, Operations, Logistics, and Finance/Administration Section Chiefs
D. Incident Commander and the Information, Safety, and Liaison Officers
5. All incidents, regardless of size, will have an Incident Commander.
A. True
B. False
6. In an ICS environment, the optimum span of control is:
A. Two (2) resources
B. Five (5) resources
C. Eight (8) resources
D. Ten (10) resources
7. Which section is responsible for providing incident facilities?
A. Planning
B. Operations
C. Logistics
D. Finance/Administration
8. Which section is responsible for documenting the status of resources, incident response, and developing the IAP?
A. Planning
B. Operations
C. Logistics
D. Finance/Administration
9. The Incident Commander is responsible for all the following EXCEPT:
A. Protecting life and property
B. Controlling resources assigned to the incident
C. Maintaining accountability
D. Coordinating the community-wide response
10. Given what you know about your agency, your job and you capabilities, where would you most likely be assigned in an ICS structure? To whom would you report? Be sure to include what your job is or would be during an event.
.
1. The Thirteenth Amendment effectively brought an end to slaver.docx
1. The Thirteenth Amendment effectively brought an end to slavery in the United States. Lincoln had issued the Emancipation Proclamation over 3 years earlier. Why, then, was the Thirteenth Amendment issued? Was it necessary? How come?
2. The Fourteenth Amendment settled the question of who is a citizen of the United States. (anyone naturalized or born here). Why are Indians excluded?
3. Persons who are citizens may not be denied the right to vote according to the Fifteenth Amendment. The Civil Rights crises of the 1960s, and the work of Martin Luther King (and many others) sought, among other things, to assure that the right to vote was available to all. Why? The Fifteenth Amendment had been passed almost a hundred years earlier. How could persons be denied the ballot?
4. How could Andrew Johnson, Lincoln's successor, veto the Civil Rights Bill in 1866 when the 13th Amendment had already been passed in 1865? What issues did he cite to justify his veto? (Hint: look at the Johnson primary source)
5. The 14th Amendment. How does Foner explain the relationship between the Federal and the State as a result of the 14th Amendment?
https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/reconstruction-johnson.mp4&csrc=/wwnorton.college.public/history/give/reconstruction-johnson.vtt&cp=1
https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/14th-amendment.mp4&csrc=/wwnorton.college.public/history/give/14th-amendment.vtt&cp=1
https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/reconstruction-amendments-2.mp4&csrc=/wwnorton.college.public/history/give/reconstruction-amendments-2.vtt&cp=1
.
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You have been successful in your application for the position below and are invited to interview – time and date to be arranged.
Job Title: Social Care Worker – Residential services Panel
The social care worker will…
· work with children / young people, families and / or significant others, Social Work teams, other healthcare providers and agencies, schools, training agencies and community groups.
· care for, protect, and support vulnerable or dependent clients, individually or in groups, in conjunction with the wider multidisciplinary team and other relevant agencies. S/he will ensure the welfare of those under his / her care and will act as an advocate as appropriate.
· contribute to the planning and evaluation of individualised and group programmes of care, which are based on needs, identified in consultation with the client and others and delivered through day-to-day shared life experiences.
· work as part of a team to provide a safe, caring environment for resident clients/ children / young people with the primary aim of providing the intervention necessary to address the issues that are preventing them from fulfilling their outcomes.
· treat clients/ children/ young people and their families with dignity and respect, promoting a culture of unconditional positive regard at all times.
· recognise clients/ children / young people as expert through experience, promoting their participation in care planning, placement planning, decision-making and service delivery.
· contribute to the promotion of good links with neighbours, local community resources, i.e. schools, employment schemes and clubs, local Gardai and any other appropriate service.
· engage in reflective and evidence based practice
. That guideline to use to answer this question 1 to 3
1. Creative practice, reflective practice and team skills
It is important that the Social Care Worker can work independently as well as part of a wider healthcare team, building and maintaining relationships and understanding and valuing individuals and their respective professional roles. S/he should be able to identify the limits of their practice and know when to seek advice and additional expertise or refer to another professional. S/he should be able to give and receive feedback and to input their learning into their practice.
In the space below, please give an example of a situation where you were responsible for an individual piece of work with a service user/group of service users and which demonstrates your ability in the above areas
2
.
Flexibility, resilience and ability to deal with challenges.
An effective Social Care Worker demonstrates a commitment to providing a quality service. S/he is innovative and open to change in striving to ensure high standards in service delivery. Challenges can arise in many ways in the course of Social Care practice and an ability to manage adversity when it arises is an important professional skill.
In the space below, please give an.
CSWE’s Core Competencies and Practice Behavior Examples in
CSWE’s Core Competencies and Practice Behavior Examples in this text
Professional Identity
Practice Behavior Examples…
Serve as representatives of the profession, its mission, and its core values 3
Know the profession’s history
Commit themselves to the profession’s enhancement and to their own professional conduct
and growth
Advocate for client access to the services of social work
Practice personal reflection and self-correction to assure continual professional development
Attend to professional roles and boundaries 12
Demonstrate professional demeanor in behavior, appearance, and communication
Engage in career-long learning
Use supervision and consultation
Ethical Practice
Practice Behavior Examples…
Obligation to conduct themselves ethically and engage in ethical decision-making
Know about the value base of the profession, its ethical standards, and relevant law
Recognize and manage personal values in a way that allows professional values to guide
practice
11
Make ethical decisions by applying standards of the National Association of Social Workers’
Code of Ethics and, as applicable, of the International Federation of Social Workers/International
Association of Schools of Social Work Ethics in Social Work, Statement of Principles
12
Tolerate ambiguity in resolving ethical conflicts
Apply strategies of ethical reasoning to arrive at principled decisions 5
Critical Thinking
Practice Behavior Examples…
Know about the principles of logic, scientific inquiry, and reasoned discernment
Use critical thinking augmented by creativity and curiosity
Requires the synthesis and communication of relevant information
Distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom
4, 8, 9, 10
Analyze models of assessment, prevention, intervention, and evaluation 1
Demonstrate effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues
6
Competency Chapter
Adapted with the permission of Council on Social Work Education
CSWE’s Core Competencies and Practice Behavior Examples in this text
Competency Chapter
Diversity in Practice
Practice Behavior Examples…
Understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity
2
Understand the dimensions of diversity as the intersectionality of multiple factors including age,
class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation
6
Appreciate that, as a consequence of difference, a person’s life experiences may include
oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim
8
Recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
1, 5, 7
Gai ...
ICFAI Organizational Behavior - Solved assignments and case study help
Dear students, get latest Solved assignments and case study help by professionals. Mail us at : help.mbaassignments@gmail.com Call us at : 08263069601
Behavioural Approches to Child and Adolescent Disorders
This is the learning plan provided to my second year course for behavioural approches to child and adolescent disorders.
EDD581 Action Research andEvaluationCopyright ©2013 by .docx
EDD/581 Action Research and
Evaluation
Copyright ©2013 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course examines action research and its role in decision-making and in educational practices. Students are introduced
to various types of action research and to the elements of the action research process, including identifying a problem,
determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis
of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students
identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research
using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action
research study.
Course Dates
Oct 29, 2013 - Dec 23, 2013
Academic Standards
The following standards apply to or are associated with this course for accreditation, governance, or compliance.
National
Standard 3
A building-level education leader applies knowledge that promotes the success of every student by ensuring the
management of the school organization, operation, and resources through monitoring and evaluating the school
management and operational systems; efficiently using human, fiscal, and technological resources in a school
environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for
distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and
student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect
the welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.
Standard 1
A building-level education leader applies knowledge that promotes the success of every student by collaboratively
facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the
collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to
achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and
revision of school plans supported by school-based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning
for a school.
1.2 Candidates ...
Ethics Interview Guide1. Please identify your current position
Ethics Interview Guide
1. Please identify your current position and how long you have been in this position.
2. Describe an ethical dilemma you have experienced within your current role.
3. How did you use ethics to solve problems related to the ethical dilemma presented? Did you use the ethical code as a problem-solving strategy in analyzing and responding to the dilemma? Did you use the ethical code as a reflection tool?
4. As you reflect on this situation, were there things you would have handled differently? Why or why not?
5. What advice would you give to others for ensuring ethics are incorporated into their practice?
© 2016 Laureate Education, Inc. Page 1 of 1
Guide for Learning Outcomes Plan: Advocacy Action Plan
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
The overall project involves two parts: the advocacy action plan paper and a presentation. The paper is your Learning Outcomes Plan.
Advocacy is the act of standing up for others, of building connections, of engaging in everyday acts. These activities might occur in daily connections or on a grand stage and serve to support children, families, and professionals connected to the field. Leading through advocacy has the capacity to impact others in the present, and in a wonderful rippling effect, for many years to come.
In completing this plan you will:
Apply leadership and advocacy skills to implement and manage strategic change
Evaluate local and global policy and policy development related to specific issues in early childhood
Evaluate cultural influences on local and global policy in early childhood (especially through the lenses of stakeholders and collaborating organizations)
Demonstrate evidence-based decision making, integrating principles of equity, ethics, and social justice and advocacy
Include a minimum of 10 resources from peer-reviewed journals and six from advocacy organizations and/or recognized experts on the topic. All sources require APA-formatted citations at the end of the paper.
In Module 4 of this course, you will submit an advocacy action plan. The plan itself, due Day 1 of Week 11, requires that you select an advocacy topic you are passionate about and connect with an organization in planning the development of your plan.
In Week 3 of this course, you will submit to your Instructor your advocacy action plan topic and your rationale for your selection. You will identify the organization and how any collaboration on the plan might occur.
Your paper must be your best scholarly work possible. Make sure you follow APA guidelines and format requirements.
Address the following elements in the paper:
Introduction, Rationale, and Contexts
· What is the issue/problem/topic? Include a description as well as how organizations currently advocate for this topic.
· What regulations and policies are associated with the selected topic?
· What ethical factors shape your understanding of this advocacy topic?
· Wha ...
Assignment 4 Intervention Treatment PlanAccording to the Co.docx
Assignment 4: Intervention Treatment Plan
According to the Counsel on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.
Walden’s MSW program expects students in their specialization year to be able to:
· Critically evaluate evidence based and “best practice” treatment interventions.
· Compose clinical intervention plans that are grounded research-based knowledge
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education
.
To Prepare
: Review the agency’s intervention/treatment plan used to engage clients. After reviewing the agency’s intervention/treatment plan, consult the literature and conduct extensive research, with the goal of finding best practices that supports or adds to the agency’s current intervention/treatment plan. The purpose of this assignment is to find research that supports or adds to the agency’s current intervention/treatment approach.
Submit a 1-2 page paper in which you:
1.
Briefly describe the agency’s intervention/treatment plan
2.
Briefly discuss best practices about interventions identified in the literature
3.
Briefly discuss how the agency can incorporate those best practices into the current intervention/treatment plan
4.
Provide a brief summary of the similarities and differences between the intervention/treatment plan used at the agency and the suggested practices in the literature
Note
: If no formal process is used in the agency, discuss the agency’s current process and compare it to the suggestions in the literature.
...
Assignment 2 Intervention Treatment PlanAccording to the Co.docx
Assignment 2: Intervention Treatment Plan
According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice:
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.
Walden’s MSW program expects students in their specialization year to be able to:
Critically evaluate evidence based and “best practice” treatment interventions.
Compose clinical intervention plans that are grounded research-based knowledge
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To Prepare
: Review the agency’s intervention/treatment plan used to engage clients. After reviewing the agency’s intervention/treatment plan, consult the literature and conduct extensive research, with the goal of finding best practices that supports or adds to the agency’s current intervention/treatment plan. The purpose of this assignment is to find research that supports or adds to the agency’s current intervention/treatment approach.
Submit a 1-2 page in which you:
Briefly describe the agency’s intervention/treatment plan
Briefly discuss best practices about interventions identified in the literature
Briefly discuss how the agency can incorporate those best practices into the current intervention/treatment plan
Provide a brief summary of the similarities and differences between the intervention/treatment plan used at the agency and the suggested practices in the literature
.
MSW Foundation Year -Student Learning AgreementWalden University.docx
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.
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1. The Incident Command System (ICS) is a tool forA. Co.docx
1. The Incident Command System (ICS) is a tool for:
A. Command, control, and coordination at an incident
B. Interagency responses only
C. Multi-jurisdictional responses only
D. Responses involving first-response personnel only
2. ICS can be used to manage all types of incidents.
A. True
B. False
3. Federal law requires that ICS be used for all natural disasters.
A. True
B. False
4.The ICS General Staff includes:
A. Branch, Division, Group, and Unit managers
B. All managers of operational resources.
C. Planning, Operations, Logistics, and Finance/Administration Section Chiefs
D. Incident Commander and the Information, Safety, and Liaison Officers
5. All incidents, regardless of size, will have an Incident Commander.
A. True
B. False
6. In an ICS environment, the optimum span of control is:
A. Two (2) resources
B. Five (5) resources
C. Eight (8) resources
D. Ten (10) resources
7. Which section is responsible for providing incident facilities?
A. Planning
B. Operations
C. Logistics
D. Finance/Administration
8. Which section is responsible for documenting the status of resources, incident response, and developing the IAP?
A. Planning
B. Operations
C. Logistics
D. Finance/Administration
9. The Incident Commander is responsible for all the following EXCEPT:
A. Protecting life and property
B. Controlling resources assigned to the incident
C. Maintaining accountability
D. Coordinating the community-wide response
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2. The Fourteenth Amendment settled the question of who is a citizen of the United States. (anyone naturalized or born here). Why are Indians excluded?
3. Persons who are citizens may not be denied the right to vote according to the Fifteenth Amendment. The Civil Rights crises of the 1960s, and the work of Martin Luther King (and many others) sought, among other things, to assure that the right to vote was available to all. Why? The Fifteenth Amendment had been passed almost a hundred years earlier. How could persons be denied the ballot?
4. How could Andrew Johnson, Lincoln's successor, veto the Civil Rights Bill in 1866 when the 13th Amendment had already been passed in 1865? What issues did he cite to justify his veto? (Hint: look at the Johnson primary source)
5. The 14th Amendment. How does Foner explain the relationship between the Federal and the State as a result of the 14th Amendment?
https://util.wwnorton.com/jwplayer?type=video&msrc=/wwnorton.college.public/history/give/reconstruction-johnson.mp4&csrc=/wwnorton.college.public/history/give/reconstruction-johnson.vtt&cp=1
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2. The Fourteenth Amendment settled the question of who is a citizen of the United States. (anyone naturalized or born here). Why are Indians excluded?
3. Persons who are citizens may not be denied the right to vote according to the Fifteenth Amendment. The Civil Rights crises of the 1960s, and the work of Martin Luther King (and many others) sought, among other things, to assure that the right to vote was available to all. Why? The Fifteenth Amendment had been passed almost a hundred years earlier. How could persons be denied the ballot?
4. How could Andrew Johnson, Lincoln's successor, veto the Civil Rights Bill in 1866 when the 13th Amendment had already been passed in 1865? What issues did he cite to justify his veto? (Hint: look at the Johnson primary source)
5. The 14th Amendment. How does Foner explain the relationship between the Federal and the State as a result of the 14th Amendment?
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1. The Fight for a True Democracy
https://www.nytimes.com/2019/08/23/podcasts/1619-slavery-anniversary.html
(Follow the link to the podcast)
Directions:
Students will listen to this podcast and write 3 paragraphs about it. One paragraph should summarize the podcast episode, the second paragraph should discuss its significance in U.S. History, and the last paragraph should explain what the student thought about the podcast.
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1. “The Case for Reparations” by Ta-Nehisi Coates (604-19) in Rereading America
2. “Choosing a School for My Daughter in a Segregated City” (152) by Nikole Hannah-Jones3. “From Social Class and the Hidden Curriculum of Work” (136) by Jean Anyon
4. John Taylor Gatto's "Against School" (114) in Rereading America
How to Do Extra Credit: 1. 5 Paged Essay-Must Be Singled Spaced.
For 100 points do extra credit where you review a film, video, music video, or lecture or book that reflects the discussions in class. Write a paper on themes presented in the class reflected in one of those mediums. Consider the ideas about culture. Observe how culture and condition were presented. Think about what values were being preserved or dismantled. Then, write in third person, what was learned. The essay is in third person; don’t write you, we, our us, or me. It is not considered academic.
Question: What are the themes in the event that link to the course, and how do those themes represent social problems or ways to resolve those problems?
1st Paragraph 100 POINTS FOR ESSAY
Introduction: Write summary of the event, lecture, music video, or song. (5 sentences)
Thesis: Answer the questions above. (1-2 sentences)
2nd Paragraph
Point: Write what is the importance of the theme. (1-2 sentences)
Illustration A. Summary (3 sentences)
Illustration B. Quotation (1-2 lines)
Explanation:
A. Explain the importance of the quote (2 sentences)
B. Explain how the importance is linked to Anzaldua (2 sentences)
3rd Paragraph
Point: Write what is the importance of the theme. (1-2 sentences)
Illustration A. Summary (3 sentences)
Illustration B. Quotation (1-2 lines)
Explanation:
A. Explain the importance of the quote (2 sentences)
B. Explain how the importance is linked Anzaldua (2 sentences)
4th Paragraph
Point: Write what is the importance of the theme. (1-2 sentences)
Illustration A. Summary (3 sentences)
Illustration B. Quotation (1-2 lines)
Explanation:
A. Explain the importance of the quote (2 sentences)
B. Explain how the importance is linked to Anzaldua (2 sentences)
5th Conclusion: Write 3 sentences on what you learned you didn't know before. Write in third person.
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1. Some people say that chatbots are inferior for chatting.Others disagree. Discuss.
2. Discuss the financial benefits of chatbots.
3. Discuss how IBM Watson will reach 1 billion people by 2018 and what the implications of that are.
4. Compare the chatbots of Facebook and WeChat. Which has more functionalities?
5. Research the role of chatbots in helping patients with dementia
6. Microsoft partners with the government of Singapore to develop chatbots for e-services. Find out how this is done.
APA format with 2 references.
2 pages
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1. Some people say that chatbots are inferior for chatting.Others disagree. Discuss.
2. Discuss the financial benefits of chatbots.
3. Discuss how IBM Watson will reach 1 billion people by 2018 and what the implications of that are.
4. Compare the chatbots of Facebook and WeChat. Which has more functionalities?
5. Research the role of chatbots in helping patients with dementia
6. Microsoft partners with the government of Singapore to develop chatbots for e-services. Find out how this is done.
APA format with 2 references.
2 pages
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1. Some people say that chatbots are inferior for chatting. Others disagree. Discuss.
2. Discuss the financial benefits of chatbots.
3. Discuss how IBM Watson will reach 1 billion people by 2018 and what the implications of that are.
4. Compare the chatbots of Facebook and WeChat. Which has more functionalities?
5. Research the role of chatbots in helping patients with dementia.
6.Microsoft partners with the government of Singapore to develop chatbots for e-services. Find out how this is done.
Note: Each question must be answered in 6-7 ines and refernces must be APA cited
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1. Tell us about yourself and your personal journey that has to lead you to the University of the ABC. (Currently, I’m pursuing my masters in IT and next applying for Ph.D. In IT) in same ABC university
2. What are your research interests in the area of information technology? How did you become interested in this area of research?
3. What unique qualities do you think you have that will help you in being successful in this program? (Ph.D. IT Program)
4. How can obtaining a doctorate impact your contribution to the practices of information technology? Where do you see yourself after obtaining a doctorate from ABC?
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1. Tell us what characteristics of Loma Linda University are particularly attractive and meaningful to you and why you have chosen to apply for advanced education.
(500 words)
2.
LLU believes deeply in integrating spiritual values into the educational experience. As a result, religion courses and chapel attendance are part of the curriculum. Tell us why you believe such a faith-based education would be of special benefit to you. (500 words)
3.
Tell us the desirable qualities that you see in yourself that you believe would aid us in considering your application. (1000 words)
4. Discuss how your spiritual origins, development, and experience have influenced and been integrated into your daily life. (1000 words)
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1. Tell us about yourself and your personal journey that has lead you to University of the Cumberlands.
2. What are your research interests in the area of information technology? How did you become interested in this area of research?
3. What is your current job/career and how will this program impact your career growth?
4. What unique qualities do you think you have that will help you in being successful in this program?
5. How can obtaining a doctorate impact your contribution to the practices of information technology? Where do you see yourself after obtaining a doctorate from UC?
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1. The Research paper will come in five parts. The instructions are:
RESEARCH PAPER TOPIC
Impact of Women in Missions History
o
Part 2:
Refined topic, edited abstract, outline, and ten sources - Students will incorporate any changes to topic, outline the paper, write questions to be answered by the research, and submit ten sources. Submit Part 2 by 11:59 p.m. (ET) on Sunday of Module/Week 3.
Note:
Some will need to limit their topic. Others will need to expand their topic. This process should begin this week and continue until the final project is submitted.
DUE SUNDAY, MAY 31ST
o
Part 3:
Introduction and first five pages - Students will submit the introduction and first five pages of the research paper. Submit Part 3 by 11:59 p.m. (ET) on Sunday of Module/Week 4.
DUE FRIDAY, JUNE 5TH
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Part 4:
Introduction and first ten pages - Students will submit introduction and first ten pages, incorporating changes made to initial submission. Submit Part 4 by 11:59 p.m. (ET) on Sunday of Module/Week 5.
DUE FRIDAY, JUNE 12TH
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Part 5:
Complete research paper - Students will submit the complete research paper. The paper will be 5000-6000 words in the body of the paper, with a minimum of ten academic resources cited. Submit Part 5 by 11:59 p.m. (ET) on Sunday of Module/Week 7
DUE FRIDAY, JUNE 19TH
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1. The minutiae points located on a fingerprint will help determine .docx
1. The minutiae points located on a fingerprint will help determine the _________________ of a fingerprint since it has been empirically demonstrated that no two fingerprints are alike.
2. A fingerprint will remain ______________ during an individual's lifetime.
3. The epidermis is the outer layer of the skin, while the ___________ is the inner layer of the skin.
4. The ____________ is formed by ridges entering from one side of the print, rising and falling, and exiting on the opposite side (like a wave).
5. Level 2 includes locating and comparing _________________
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1. The initial post is to be posted first and have 300-500 words
· The original post is substantive, showing depth of knowledge on the topic and requires 2 references. References are from LDRS 300 course text or readings.
· Substantive replies occur under two or more different threads, other than that belonging to you.
· Response posts to peers' original postings are respectful, show clear synthesis and evaluation of the content read, and provides depth, breath, or new insight to the topic.
· Be clearly written and contain no APA/spelling/grammatical errors
Use
APA Citations for all your sources and include an APA References list. (No Title Page, or other APA formatting is required)
Spelling and Grammar is important.
Discussion Question: Servant Leadership in a movie, book, or drama film you have enjoyed.
Based on our readings from
Lead Like Jesus
(Blanchard, Hodges, & Hendry, 2016),
Jesus on Leadership (Wilkes, 1998)
and thus far in the lectures of LDRS 300;
A Servant Leader models Jesus by having the following leadership traits
:
1. Followership.
2. Greatness in Service.
3. Takes Risks.
4. Shares Responsibility and Authority.
5. Practices
one of
the Being Habits or Doing Habits.
6. Embodies the Vision, Mission, and Values of the group.
7. Is a Performance Coach.
8. Displays Lessons Learned from The Work of a Carpenter.
Choose a character from a movie and discuss the following two questions.
1.
How did the character display TWO (2) traits of a Servant Leader like Jesus from the list above?
1.
Give
2 examples from the movie to support your position.
2. H
ow would you describe the EGO of this character in terms of the two ways EGO is discussed in this class? (
Edging God Out
Verses
Exalting God Only
)
1.
Give at least 2 examples from the movie to support your position.
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1. The key elements of supplier measurement are quality, delivery, and price. On the surface this appears to be a simple matter, but what are the complicating factors?
2. David Atkinson, the founder and Managing Director of Four Pillars, a management consulting and training company, states that “supplier relationship management is . . . process-focused. It’s a lot more about how the organization systematically plans, than it is about an ’interpersonal’ skill set of the procurement person or relationship manager.” Do you agree or disagree with this statement?
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1. Search the Internet and locate an article that relates to the topic of HACKING and summarize the reading in your own words. Your summary should be 2-3 paragraphs in length and uploaded as a TEXT DOCUMENT.
2. Do you feel the benefits of cloud computing are worth the threats and vulnerabilities? Have we arrived at a point where we can trust external agencies to secure our most precious data? Please explain your answer.
3. In a few short paragraphs, explain which cloud services you use (Google, Amazon, iCloud, Verizon, Microsoft One, Dropbox, etc) and what type of information you store (docs, photos, music, other files?). How much space do you have and what does this cost per month?
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1. Text mining – Text mining or text data mining is a process to extract high-quality information from the text. It is done through patterns and trends devised using statistical pattern learning. Firstly, the input data is structured. After structuring, patterns are derived from this structured data and finally, the output is evaluated and interpreted. The main applications of text mining include competitive intelligence, E-Discovery, National Security, and social media monitoring. It is a trending topic for the thesis in data mining.
Some research needs
Problem definition – In the first phase problem definition is listed i.e. business aims and objectives are determined taking into consideration certain factors like the current background and future prospective.
Data exploration – Required data is collected and explored using various statistical methods along with identification of underlying problems.
Data preparation – The data is prepared for modeling by cleansing and formatting the raw data in the desired way. The meaning of data is not changed while preparing.
Modeling – In this phase the data model is created by applying certain mathematical functions and modeling techniques. After the model is created it goes through validation and verification.
Evaluation – After the model is created, it is evaluated by a team of experts to check whether it satisfies business objectives or not.
Deployment – After evaluation, the model is deployed and further plans are made for its maintenance. A properly organized report is prepared with the summary of the work done.
Research paper Policy
· APA format
. https://apastyle.apa.org/
. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
· Min number of pages are 15 pages
· Must have
. Contents with page numbers
. Abstract
. Introduction
. The problem
4. Are there any sub-problems?
4. Is there any issue need to be present concerning the problem?
. The solutions
5. Steps of the solutions
. Compare the solution to other solution
. Any suggestion to improve the solution
. Conclusion
. References
· Missing one of the above will result -5/30 of the research paper
· Paper does not stick to the APA will result in 0 in the research paper
Spring 2020 Name: ______________________________
MATH 175 – Test 2 (Show Your Work )
7. Given
5
cos2
18
q
=-
and
180270
q
<<
oo
, find values of
sin
q
and
cos
q
.
8. Verify that each of the following is a trigonometric identity.
22
1sin
sec2sectantan
1sin
q
qqqq
q
-
=-+
+
9. Give the exact value of
4
cos2arctan
3
æö
ç÷
èø
without using a calculator.
10. Solve
2cos2cos2
qq
=
for all exact solutions in degrees.
PAGE
1
_1234567891.unknown
_1234567893.unknown
_1234567895.unknown
_1234567896.unknown
_1234567894.unknown
_1234567892.unknown
_1234567890.unknown
Information Systems for Business and Beyond (2019)
Information System.
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1. Students need to review 3 different social media platforms that are not mainstream.
a. TikTok
b. Lasso
c. Vero
d. Steemit
e. Caffeine
f. Houseparty
g. Amazon Spark
h. Anchor
i. Facebook for Creators
j. Foursquare Swarm
k. Facecast
l. Google My Business
m. Reddit
2. Provide background of how the platform started, who owns them and how big of a following they have?
3. What are the platforms demographics?
4. Strategies and Tools/Platforms – Strengths, Opportunities for Improvement, and recommendation for each platform.
5. Monitoring and Measuring what to measure? What analytics? What tools to use?
6. What companies are currently posting on this platform?
7. Develop 2 case examples of how companies are using this platform to engage with their customers? Include images of posts.
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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.
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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.
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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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This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
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Francesca Gottschalk - How can education support child empowerment.pptx
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Please summarize the students primary responsibilities I.docx
- 1. Please summarize the student's primary responsibilities: Intake for children entering foster care (placement search, identification, admissions paperwork, monitoring) Monthly meetings with children free for adoption and placement. Development of case plan goals and monthly meetings with parents working reunification/adoption case plans. Review of home studies and recruitment of prospective foster and adopt families. Presentation of available children at paper match meetings. Attendance of adoption parties with children available for adoption and prospective families. Court prep and testimony at adoption status hearings. Preparation of documents for adoption signing and release. Adoption Consideration Narratives. Participation in team to develop child specific recruitment plans.
- 2. Competency 1 - Demonstrate Ethical and Professional Behavior Please rate the student on each of the following 5 4 3 2 1 1. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context 5 4 3 2 1 2. Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations 5 4 3 2 1 3. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication 5 4 3 2 1 4. Use technology ethically and appropriately to facilitate practice outcomes 5 4 3 2 1 5. Use supervision and consultation to guide professional judgment and behavior Please provide over-all feedback on this competency: Tuwanda has significantly grown as a social worker. She demonstrates professional demeanor, is
- 3. prepared, and communicates well. She is able to develop a rapport with clients and children easily and is able to relate to individuals from all backgrounds. She has developed partnerships with providers and Walton staff and is a team player. She is able to discuss best practice and policy/procedure regarding case decisions and next steps. Competency 2 - Engage Diversity and Difference in Practice Please rate the student on each of the following 5 4 3 2 1 6. Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels 5 4 3 2 1 7. Present themselves as learners and engage clients and constituencies as experts of their own experiences 5 4 3 2 1 8. Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies Please provide over-all feedback on this competency:
- 4. Tuwanda does a great job asking questions and engaging clients regarding cultural differences. She inquired about local agencies that serve various populations and made contact. She is able to recognize her own biases and work effectively with individuals with different values. She is able to meet clients where they are currently, track when things stopped going well, and point out family strengths. Competency 3 - Advance Human Rights and Social, Economic, and Environmental Justice Please rate the student on each of the following 5 4 3 2 1 9. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels 5 4 3 2 1 10. Engage in practices that advance social, economic, and environmental justice Please provide over-all feedback on this competency: Tuwanda is a great advocate for clients and works to ensure that they are treated fairly. She understands that poverty is not a reason for courts to determine dependency and works to connect
- 5. clients with services and information to decrease social and economic barriers. Competency 4 - Engage In Practice-informed Research and Research-informed Practice Please rate the student on each of the following 5 4 3 2 1 11. Use practice experience and theory to inform scientific inquiry and research 5 4 3 2 1 12. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings 5 4 3 2 1 13. Use and translate research evidence to inform and improve practice, policy, and service delivery Competency 5 - Engage in Policy Practice Please rate the student on each of the following 5 4 3 2 1 14. Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services 5 4 3 2 1 15. Assess how social welfare and economic policies impact the delivery of and access to social services 5 4 3 2 1
- 6. 16. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice Competency 6 - Engage with Individuals, Families, Groups, Organizations, and Communities Please rate the student on each of the following 5 4 3 2 1 17. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies 5 4 3 2 1 18. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies Please provide over-all feedback on this competency: Tuwanda is able to use reflection and interpersonal skills to engage clients from various backgrounds. She is able to use theoretical frameworks to engage clients, organizations, and community partners. She is empathetic while creating appropriate boundaries. She understands human behavior and child development stages. She is able to use this knowledge to make appropriate referrals and support
- 7. families. Competency 7 - Assess Individuals, Families, Groups, Organizations, and Communities Please rate the student on each of the following 5 4 3 2 1 19. Collect and organize data, and apply critical thinking to interpret information from clients and constituencies 5 4 3 2 1 20. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies 5 4 3 2 1 21. Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies 5 4 3 2 1 22. Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies Please provide over-all feedback on this competency: Tuwanda requests appropriate records for review and use in
- 8. developing case plan goals. She is able to assess the strengths and needs of children and families and identify challenges/barriers that exist. She diligently looks for ways to help families strategize and create their own plan to address issues during and after DFCS involvement. Competency 8 - Intervene with Individuals, Families, Groups, Organizations, and Communities Please rate the student on each of the following 5 4 3 2 1 23. Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies 5 4 3 2 1 24. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies 5 4 3 2 1 25. Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes 5 4 3 2 1 26. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies 5 4 3 2 1
- 9. 27. Facilitate effective transitions and endings that advance mutually agreed-on goals Please provide over-all feedback on this competency: Tuwanda makes good use of family history, family reports, and collateral contacts to determine appropriate interventions. She is able to partner with and negotiate with families and providers to assist them in making progress on mutually agreed on goals Competency 9 - Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Please rate the student on each of the following 5 4 3 2 1 28. Select and use appropriate methods for evaluation of outcomes 5 4 3 2 1 29. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes 5 4 3 2 1 30. Critically analyze, monitor, and evaluate intervention and program processes and outcomes 5 4 3 2 1
- 10. 31. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels Please rate the student's overall performance. Excellent Very Good Good Fair Poor