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Unit 8 Introduction--Your
Final Week!!
Unit 8 Learning Objectives and Leaving With A
Competitive Advantage
Congrats!
You’ve made it! Well done! I applaud
everyone of you for your effort and
determination. You met the challenges of
this course, and are ready to move forward
to the next course, graduation, next
academic level or your next set of goals
that you set for yourself. Before you leave
I want to remind you about being
competitive.
You always want to seek a Competitive
Advantage. Look at the picture. What
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Ask yourself this: “Am I the figure in gold
or gray?” If you’re gold…what did it take
to get there? If you’re gray, why are you
there? Competitive advantage is doing
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about athletes, how do they get better?
Well, they train harder, they lift weights,
do plyometrics, yoga, strength training,
and more. Think about how you can gain
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what it takes to be out in front.
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responsibility, received awards, and pay
increases contributed more to the
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do plyometrics, yoga, strength training,
and more. Think about how you can gain
a competitive advantage in your job, and
what it takes to be out in front.
Having been a CEO I can tell you this the
people that were promoted, advanced with
responsibility, received awards, and pay
increases contributed more to the
organization. They didn’t complain or
look for handouts. They developed more
skill sets then others, and they
volunteered. Bosses love it when you
volunteer for extra work and projects.
Yes, trust me. Those I promoted gave
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they left their competition in the dust.
Good luck in your future classes, it was a
pleasure having you in class.
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your previous 7 weeks of material.
What are your takeaways?
What was the biggest influence to you
over the course?
What can you apply to your daily life,
work, etc to be more productive,
competitive and a better team player by
communicating better.
Review the second picture. What do you
see? What you see in an abstract concept
is this weeks objectives: Describe team-
building activities leaders can incorporate
for better managing internal teams and
interorganizational alliances. Predict
major challenges teams will face in the
future, and the need for teamwork will
remain high in the future. Finally the
work activities that will require a team for
task completion.
Unit 8 Learning Objectives
Upon completion of this unit, students
should be able to:
5. Describe team-building activities
leaders can incorporate for better
managing internal teams and
interorganizational alliances.
8. Predict major challenges teams will
face in the future.
8.1 Explain why the need for teamwork
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8.2 Describe work activities that will
require a team for task completion.
3.1 Describe advances in organizational
diversity developed from legislation.
3.2 Explain paradigm shifts in
organizational environments from
increased diversity legislation
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Instructions
Quality Improvement Project
Throughout this course, you have learned about the many areas of continuous quality improvement, the attributes that constitute a quality improvement team, and what questions their quality improvement program should address.
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Write a 2–3-page evaluation of the quality improvement program that you have created. This should be the annual summary of the hypothetical data. Make sure your hypothetical data are credible.
Part 2:
Your assignment will be an evaluation of the QI program you have created using the criteria given below:
Are the indicators and their measurements appropriate to the high-risk area? Do the indicators capture the risk?
Are the fictional incidents realistic and plausible?
Is the filled chart consistent with the fictional incident?
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How do you know the plan worked? What measures will you use to identify effectiveness?
Submission Detail:
Compile your responses in a 5 page Microsoft Word document. Include an introduction and conclusion to this assignment.
Support your responses with a structured document free of spelling and grammatical errors, and appropriate references at the end of the document of sources you cited in the paper. Cite sources in accordance to APA guidelines.
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· Be sure to identify your audience, purpose, and task.
· Use a cluster map to generate ideas for your essay
· Organize your ideas into main ideas, and subcategories, and examples.
Amendment 1
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof, or abridging the freedom or speech, or of the press, or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
Discuss how one or more of the selections in this unit relate in all or part of this amendment. Give specific examples from the reading(s).
OR
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One
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; Onn a
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A
nd
edit
it
. Then write your
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Before
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begin to
write.
·
Be sure to identify your audience, purpose, and
t
ask.
·
Use a cluster map to generate ideas for your essay
·
Organiz.
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Element
Details
Lesson Title
Grade Level
Social Studies Content Standard(s)
What state social studies standards are being addressed?
Other Subject and Content Standard(s)
What other subject and related content standard(s) are being addressed?
ISTE Standards for Students
What technology standards are being addressed and how will technology be used in this lesson (i.e., research, instruction, practice, assessment, or any adaptive or interactive devices)?
Goals/Objectives
What are the goals/objectives that are aligned with the standards for the lesson?
Materials
What materials and instructional resources are needed for the teacher and students?
Instructional Approach (I do)
What are the step-by-step procedures that you will model in the instructional portion of this lesson?
Guided Practice (We do)
What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?
Independent Practice (You do)
What learning activity will the students doindividually that allows them to practice and apply what they have learned?
Supports
What supports will you provide based on individual and group needs? Include supports for the whole class, groups of students with similar needs, individual students, and students with exceptional learning needs (i.e., IEPs or 504 plans and gifted/talented).
Closing
How will you end the lesson (e.g., culminating activity or task)?
Assessment
What formal and informal assessments will you use to evaluate students? How will you know if the students attained what you expected?
Copyright 2021 by University of Phoenix. All rights reserved.
Copyright 2021 by University of Phoenix. All rights reserved.
Assessment 4
Create a 15-20-slide presentation or a 15-20-minute speech on either same-sex marriage or immigration policy.
Note: You must complete this assessment before starting on Assessment 5.
Many of the current political, legal, and social debates in U.S. society concern diversity and its related issues. Two of those debates have centered on immigration policy and same-sex marriage. These debates involve not only arguments regarding discriminatory treatment of particular ethnic groups or sexual minorities but also legal, economic, and religious questions and concerns.
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IntroductionIntroduce the topic with background information and define terminology
Body Paragraph 1 – Technical aspects of your topicTopic Sentence:_________________________________________________Supporting detail 1:________________________________________
Supporting detail 2:________________________________________
Supporting detail 3:________________________________________
Body Paragraph 2 – Description of public policy debates surrounding your topicTransition:_____________________________________________________
Topic Sentence:_________________________________________________Supporting detail 1:________________________________________
Supporting detail 2:________________________________________
Supporting detail 3:________________________________________
Body Paragraph 3 -ArgumentsTransition:_____________________________________________________
Topic Sentence:_________________________________________________Supporting detail 1:________________________________________
Supporting detail 2:________________________________________
Supporting detail 3:________________________________________
Body Paragraph 4 - ArgumentsTransition:_____________________________________________________
Topic Sentence:_________________________________________________Supporting detail 1:________________________________________
Supporting detail 2:________________________________________
Supporting detail 3:________________________________________
Opinion and ConclusionTransition:_____________________________________________________Statement of Opinion:_____ _______________________________________
POLICY PAPER GUIDANCE ***MUST CITE WORK WITH PAGE NUMBER****
You have a lot of guidance already! There is a second Announcement following this one. Just to remind you all of the core goals:
1. Identify the leading NGO that deals with your problem area (e.g., human rights) and the corresponding UN agency. Search for materials relating to their findings. This CAN be from the open web.
2. Starting with the paywalled database JSTOR, begin searching for scholarly articles on your subject. Branch out from there as needed. CITE!!! There was an issue with plagiarism on the PDE Film Response. Please be careful. Protect yourself by offering citations for anything that is not your original idea.
You need a minimum of two (2) policy reports from an NGO and two (2) peer-reviewed academic papers.
As a reminder, I posted detailed overviews of where to search and how in previous Announcements. Please review the Policy Paper-focused Announcements.
Those seeking to utilize the UN document delivery service can find the URL here:
http://www.un.org/en/databases/index.html
Additional Guidance and Rubric - Policy Paper
Posted on: Wednesday, December 6, 2017 8:20:35 AM EST
The main guidance has been offered already in the form of two Announcements. Please scroll down through the Announcements until you find them...
The additional guidance today relates to s.
1. For this Discussion, review this week’s resources. Using reputa.docx
1. For this Discussion, review this week’s resources. Using reputable news and education sources, search for an event that led to the formation of a social policy. Then, consider what changes you might make to the policy that resulted from this event. Finally, think about the role of social work (as a profession and political lobby) in the formation of the policy.
Post a brief explanation of the event you selected that led to the formation of a social policy. Then, explain what changes you would make to the policy that resulted from this event and why. Finally, explain the role of social work (as a profession and political lobby) in the formation of the policy.
2. For this Discussion, select a population of particular interest to you. Then, select three to five policies (including two to three state-level and two to three federal-level policies) related to that population. Finally, subscribe to a variety of blog alerts concerning the population and the policies you selected. Note that you will be discussing about these policies throughout the course. You will also critically review the published opinions of bloggers outside of this course, who write about the policies you identified.
Post a brief description of the population you selected. Then, provide a description of three to five policies (including two to three state-level and two to three federal-level policies) related to that population. Finally, explain the relationship between the policies and the population you selected.
References:
The Library of Congress: Thomas. (n.d). How laws are are made. Retrieved October 10, 2013, from
http://web.archive.org/web/20160703001104/https://www.congress.gov/resources/display/content/How+Our+Laws+Are+Made+-+Learn+About+the+Legislative+Process
Legislative Process: Senate and House
Popple, P. R., & Leighninger, L. (2019). The policy-based profession: An introduction to social welfare policy analysis for social workers (7th ed.). Upper Saddle River, NJ: Pearson Education.
· Chapter 12, “Politics and Social Welfare Policy” (pp. 268-284)
· Chapter 2, “Defining Social Welfare Policy” (pp. 20-30)
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