Pro-social behavior is behavior that is intended to benefit others.docx

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Pro-social behavior is behavior that is intended to benefit others (Fiske, 2014). There are various schools of thought regarding why individuals engage in pro-social behavior. These explanations include egocentric purposes , altruistic purposes , collective purposes , or adherence to moral standards . In addition to motivation, it is important to consider how situational factors affect pro-social behavior (Fiske, 2014). For this week’s application, review the Learning Resources (Fiske, Chapter 9; Darley & Latane, 1968) as well as supplemental sources you determine using Walden’s Library. The Assignment (3–5 pages) Define pro-social behavior. Explain three potential conditions in which diffusion of responsibility might occur and why. Explain the steps of pro-social behavior and the significance of each step. Be specific and use the current literature to support your response. .

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Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work John Mathias Critical thinking is frequently used to describe how social workers ought to reason. But how well has this concept helped us to develop a normative description of what it means to think like a social worker? This critical review mines the literature on critical thinking for insight into the kinds of thinking social work scholars consider important. Analysis indicates that critical thinking in social work is generally treated as a form of practical reasoning. Further, epistemological disagreements divide 2 distinct proposals for how practical reasoning in social work should proceed. Although these disagreements have received little attention in the literature, they have important implications for social work practice. In 1991 John Seelig argued that the concept of critical thinking was the best way to answer the question of how social workers ought to think (p. 21). Since the publication of Seelig’s article, critical thinking has become the dominant way of describing desirable forms of reasoning1 in American social work. Other authors began to promote critical thinking in social work at approximately the same time (Gambrill, 1990; Gibbs, 1991; Witkin, 1990), and the term caught on quickly. In 1992 the Council on Social Work Education (CSWE) began requiring that baccalaureate and master’s programs teach students to “apply critical thinking skills” in profess- ional social work practice (CSWE, 1992a, 1992b, as quoted in Gambrill & Gibbs, 1995, p. 194; Huff, 2000, p. 400). More recently, the CSWE’s Educational Policy and Accreditation Standards (EPAS) made critical thinking one of 10 core competencies that all bachelor of social work (BSW) and master’s of social work (MSW) programs should cultivate in their students, presenting a guiding description of the concept that emphasizes “principles of logic, scientific inquiry, and reasoned discernment” (CSWE, 2008; see Figure 1). Thus critical thinking has become a major goal of every social work curriculum in the country. However, as Deal and Pittman (2009) pointed out, the scholarly literature on critical thinking in social work is still quite spare. We know very little about whether or how social work education teaches students to think critically, let alone the extent to which such education affects Accepted: January 2014 John Mathias is a doctoral candidate at the University of Michigan. Address correspondence to John Mathias, University of Michigan, 3704 School of Social Work Building, 1080 South University Ave., Ann Arbor, MI 48109, USA. E-mail: [email protected] 1 In the literature on critical thinking, both in social work and more broadly, the terms thinking and reasoning are used interchangeably. Although I recognize that distinguishing these two processes is helpful in many contexts, I follow that convention here. Journal of Social Work Education, 51: 457–474, 2015 Copyright © Counci ...

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Week 4 Discussion 2 Parent Support Some parents may not know how to support their children in school. These parents as children may have had an unsuccessful school experience where they felt frustrated and even ashamed of their personal educational outcomes. Understanding that these parents may not have the knowledge on how to navigate the educational system to the advantage of their children, identify what does Hjalmarston suggest? Do you agree with Hjalmarson’s characterization of the problem and her categorization of parents? INSTRUCTOR GUIDANCE WEEK FOUR *Special thanks to Dr. Patrice Jones for sharing her original guidance in this document. Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6). Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events? Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in promoting parental involvement through the conventional ways. Roberts (2011) notes that a large number of economically-disadvantaged students ...

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Discussion 1: Expectations Understanding the role of diversity involves some self-reflection. Self-reflection helps in understanding the framework from which you perceive yourself and others and approach interactions with others. Are there some facets of diversity that you are particularly aware of and others that you might have overlooked? Do you perceive some facets of diversity as being a deficit or a difference? As you ask yourself these types of questions, you will likely begin to appreciate the complex topic of diversity. In this Discussion, you will engage in self-reflection and discuss what you hope to gain from this course. This Discussion topic will be revisited later in the course. To prepare: Consider the question Akhtar & Jaswal (2013) ask regarding deficit or difference, and how differences between populations should be interpreted. Think about how you define diversity. Do you perceive some characteristics of diversity as a deficit, while perceiving others as a difference? Consider situations in which you worked with children and adolescents with diverse backgrounds. Did you perceive their diversity characteristic as a deficit or a difference? Post by Day 3: Write your own informal definition of diversity. Explain what diversity means to you in terms of how it might affect your interactions with children and adolescents. Then share your thoughts on what you expect to gain from this course. Discussion 2: Diversity and Developmental Science Contemporary developmental theories and studies of developmental science often make note of the role of diversity in shaping human thought and behavior. One aspect you will likely note is that diversity is a complex topic, and its effect can be found throughout the lifespan. In this Discussion, you will examine scholarly articles and analyze how diversity is addressed in contemporary developmental science. To prepare: As you review the Learning Resources for this week, think about contemporary developmental theories and ideas account for diversity. Is diversity discussed overtly or is it merely implied? Choose one diversity characteristic (e.g., race/ethnicity, gender, socioeconomic status, sexual identity/orientation, language, family configuration) for discussion. Choose one of the Learning Resources for discussion. Post by Day 4: Explain whether contemporary developmental theories take into account all aspects of diversity. Justify your position. ...

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Question 1: governance models During this semester, we examined several areas of governance and ways in which governance models are applied and regulated by governments and industry Getting closer to your dissertation, you will need to choose a topic in your first dissertation class, DSRT-736, so it is essential to start preparing. This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics Here are some pointers that will help critically evaluate some viable topics. • Is the topic attainable for a first-time dissertation student? • Is the problem rooted in the literature? • Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool? • Is there a theoretical model or framework discussed? Discuss the topic, the problem the model has been used in the research, and any present findings. Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research. · Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA) Question 2: strategic IT planning and strategy During this session, we looked at several topics on Strategic IT planning and strategy We examined researchers, models, and issues in the area, and as you get closer to starting your own dissertation, you will need to choose a topic in your first dissertation class DSRT-736, so it is essential to start preparing. This week, let us take a look at some topics to consider, and by the end of the week, we could have several ideas for dissertation topics. Here are some pointers that will help critically evaluate some viable topics. · Is the topic attainable for a first-time dissertation student? · Is the problem rooted in the literature? · Is the research empirical, i.e., is there a survey, is there an interview guide, has the data been analyzed via some statistical tool? · Is there a theoretical model or framework discussed? Discuss the topic, the problem the model has been used in the research, and any present findings. Do not read the entire dissertation, as the abstract and chapter one introduction should give a clear understanding of the research. · Provide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA) A Little Thanks Goes a Long Way: Explaining Why Gratitude Expressions Motivate Prosocial Behavior Adam M. Grant University of Pennsylvania Francesca Gino University of North Carolina at Chapel Hill Although research has established that receiving expressions of gratitude increases prosocial behavior, little is known about the psychological mechanisms that mediate this effect. We propose that grat.

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Develop a 4-5 page analysis of your experience with gender socialization. In doing so, analyze how gender is created by society, specifically looking at children's toys and/or clothing. Culture is the glue that holds a society together—it is what encourages the members of that society to cooperate with each other as much as possible. We learn culture through socialization, the lifelong social experience. From birth we are taught how to be members of our society. The most common agents of socialization are our family, peers, school, and media. The family, for example, influences a child's development by such things as the way the parents hold the baby, look at it, talk to it, and respond to its needs. We take on typical gender roles from the beginning as girls are given pink clothes while boys are given blue. Family socialization is reinforced or modified by experiences at school and with peers, by the mass media, and by interaction with others. Socialization, the lifelong social experience through which we learn culture, is vital to becoming members of a society. In this assessment, we look at the sociological concepts of culture and socialization and how they impact our behavior and attitudes. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Examine how theory and sociological concepts apply to everyday life. Identify gender-specific childhood clothing and/or toys. Competency 2: Explain the basic tools of sociological inquiry. Summarize gender socialization sources. Explain the validity and helpfulness of gender socialization sources. Competency 4: Analyze the influence of culture on both the individual and society. Describe the impact of gender-specific messages towards one's self. Analyze how gender-specific messages of childhood clothing and/or toys reflect larger societal expectations. Competency 6: Compose text that articulates meaning relevant to its purpose and audience. Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics. For this assessment, you analyze how gender is created by society, specifically looking at children's toys and/or clothing. The purpose of this assessment is twofold: It helps you to start thinking about the impact of socialization on your life as a starting point. This first analysis will be used again for Assessment 6. It also requires you to locate and evaluate resources on socialization and these resources may be used in Assessment 6. Deliverable Write an essay in which you complete all of the following: PART 1 Examine the toys and clothing you had as a child. Describe the clothing and toys from your childhood and identify which were gender-specific. PART 2 Examine your experience with gender socialization. Describe t.

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Unit5Assign1SCPP Read the following: Weinstein, J. (2010). Social change . Lanham, MD: Rowman & Littlefield. Pages 27–28 in Chapter 1, "The Social Scientific Perspective." Social Policy Toolbox (see attachments) Also see attachments for an example of the instructors expectations. Community Policy Proposals You will be using the results of your Unit 3 Community Assessment assignment as the basis for this assignment. You have examined the social change and public policy environment of your home community by surveying the population demographics (taking into account gender, race, and sexual orientation, as well as varied nationalities and their social and economic status) and explored public sources of information in order to identify demands for social changes in businesses, non-profits, and government. These demands reflect the possible need for public policy development. Draft and present to your group two possible policy proposals that respond to the specific public demands you identified in your community in the previous assignment. (Due Sunday November 2) These demands may apply to businesses, non-profit organizations, or government. Utilize the document entitled, "Elements of a Standard Policy Statement," which is located in your Social Policy Toolbox, to guide your development of these proposals. Include a title for each proposal. Meet with your group during this week. Each member of your group will offer each of their public policy proposals for review. Acting in a collaborative capacity, offer suggestions concerning the public policy proposals of each of your peers and recommend to each presenter a primary policy that should be developed and used to complete the remaining project assignments. Write a 750-word written summary of your meeting(s) with your group, emphasizing these elements: (DUE NOVEMBER 8....I will try to provide feedback from the group for the summary once available) State the proposed policy on which you have decided, with the following: A descriptive title. A statement of the public entity for which the policy is intended. The beneficiaries of the policy. The human service outcome for social change. State which actors in the home community may play a constructive and active role to advance the policy process, and identify the actors or factors that may pose as obstacles to your proposed policy. State the key discussion points raised by your peers in support of or in opposition to your proposed policy. State your rationale for choosing the policy proposal. Assignment Requirements Summary Length: 750 words. Font and font size: Times New Roman, 12 point. Formatting: Present your paper in APA format. Written communication: Written communication must reflect graduate-level writing skills and successfully convey the message. Summary Example Group Y Discussion Upon review on the proposed policy, Melissa Greer expressed a great deal of concern ...

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Project This project requires you to identify and analyze legal issues and to make recommendations based on one or more fact patterns. The issues will relate to the concepts covered in weeks 1, 2, 3 and 4 about the legal environment of business and business organizations. Directions This project contains three sections. You must respond to each section. You must use Headings (Section) and Sub-headings (Numbers) in your submission (points will be deducted if you do not properly label your responses. If a question is numbered, your response should also be numbered. Section I – Sam and Irene Sam and his sister Irene, are partners in an important business located in a small town in Rhode Island. Irene is married to a well-known real estate developer and is campaigning to be the mayor of their town. Sam is in his mid-thirties and has never been married. Both siblings travel to other countries to purchase the goods they sell at their retail store. Irene buys Indonesian goods, and Sam buys goods from Africa. After a tsunami destroys many of the cities in Indonesia to which Irene usually travels, she phones one of her contacts there and asks him to procure some items and ship them to her. He informs her that it will be impossible to buy these items now because the townspeople are being evacuated due to a water shortage. Irene is angry and tells the man that if he cannot purchase the goods, he should just take them without paying for them after the town has been evacuated. Sam overhears his sister’s instructions and is outraged. They have a falling-out, and Sam decides that he no longer wishes to be in business with his sister. 1. Suppose that Sam tells several of his friends about Irene instructing the man to take goods without paying for them after the tsunami disaster. If Irene files a tort action against Sam alleging slander, will her suit be successful? Why or why not? 2. Now suppose that Irene wins the election and becomes the city’s mayor. Several months later Irene receives a shipment of goods from the man to whom she spoke in Indonesia. Sam asks his sister how she was able to get the goods and she replied, “I’ve got my ways.” Both Sam and his sister believe the goods were obtained fraudulently. Sam then writes a letter to the editor of the local newspaper disclosing Irene’s misconduct. If Irene accuses Sam of committing libel, what defenses could Sam assert? Discuss fully. 3. Suppose now that Irene, who is angry with her brother for disclosing her business improprieties, writes a letter to the editor falsely accusing Sam of having sexual relations with her neighbor’s thirteen-year-old daughter. For what intentional tort or torts could Sam sue Irene in this situation? Discuss fully. Section II – Sam and Marvin Sam wanted to get away from it all and learned that “One Step, Two Step” an extremely popular band was coming to town. One Step, Two Step is old school in that patrons must buy tickets in person at one location in e.

Project This project requires you to identify and analyze le.docx

anitramcroberts

Project Using the information you learned from your assessments and from this course( Caring for a Multicultural Society) , describe five points or areas that would affect nursing care for a person of the African Culture. Include the areas and evaluate the type of accommodation or change in nursing care needed to give culturally competent care. Retake the cultural competency quiz and summarize if and how your cultural competency has changed. Evaluate how your learning can positively affect the nursing care of individuals from diverse cultures. Submit your response in a 4- to 6-page Word document. Support your responses with examples. Cite any sources in APA format. Assignment 2 Grading Criteria 1. Analyzed and described at least five points on how the concepts learned may be used to influence nursing care. 2. Analyzed and submitted a summary of how the student's cultural competency has changed. 3. Evaluated and described how your learning can be used to positively affect nursing care. 4. Supported answers with journal articles. .

ProjectUsing the information you learned from your assessments and.docx

anitramcroberts

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