Sample Verbatim Process Recording: Clinical Practice with Individuals, Families,
and Small Groups
Verbatim recording should only be used for selected parts of an interview.
Student name: Linda Talbot Date of session: Dec. 1 Number of session: 3
Client Identifying Info: Ms. B. is a 58-year-old West Indian woman. She is the biological
mother of a nine-year-old boy, Kenny, in the Residential Treatment Center.
Reason(s) for referral, presenting problem(s or relevant background information): Kenny
has a history of psychiatric hospitalization and was allegedly abused by his father. He arrived at
our program in September. The agency requires that I see Ms. B. twice a month, however she
only comes monthly and she offers different reasons why she cannot come more frequently.
Focus of this session:
In this excerpt, I'm talking with Ms. B. on the telephone regarding her visits to the Agency. In
the first part of the call, she expressed her disappointment that she came all the way from
Brooklyn (a 2 hour trip) to the agency to see Kenny, but a unit supervisor denied her the right to
see her son because she didn't follow the correct visiting procedure. Then we spoke about her
future visits to Kenny and other agency requirements. I began by telling her that she has to visit
Kenny more frequently and that she has to contact us beforehand.
Selective Verbatim Dialogue/Content Thinking/Feelings and Reactions
Ms. B: I'm a little disappointed because I did
not see my son after making such a long trip.
Worker: I'm really sorry that this happened but
the agency has specific visitation procedures. I
want to remind you that you are not allowed to
walk to the cottage without contacting with my
supervisor or me. You have to call before you
come.
Ms. B: I'm an old lady. I cannot make such a
long trip every week.
Worker: I understand your situation but your
son Kenny needs to see that his mother is
giving him the support that he needs right now.
He needs to see that his family cares about
him.
Ms. B: (sounding very upset) I cannot go to the
agency so many times because I have doctors'
I feel very badly for Ms. B., but I am scared to
hear her anger.
I also feel annoyed with Ms. B. because she
should have called ahead of time. I told her the
rules and hopefully this will solve the problem.
I don’t want to hear how hard it is for Ms. B. I am
upset for Kenny and I want her to understand his
needs.
appointments and I need time for myself too.
Worker: I understand what you're going
through, but my job is to inform you about the
agency requirements.
Ms. B: I cannot visit my son every Sunday
because I have to go to church. God is the only
one that gives me the support I need. I can only
come every other Sunday.
Worker: I understand that God is very
important to you, but right now .
Date 62915SWI met with resident for individual session tod.docxsimonithomas47935
Date: 6/29/15
SWI met with resident for individual session today. SWI met with client last week and was introduced as an intern at the program. Client is a 36-year-old, AA female living in the community. Client has a diagnosis of paranoid schizophrenia. Resident’s mood was neutral and affect was congruent with mood. Resident’s ADL’s were fair; presented well with clean clothes. SWI and resident explored past to current situations involving IR’s family along with describing her mental illness and how treatment stabilizes her. IR stated that before being treated for her mental illness she was having auditory hallucinations telling her to harm herself and her two younger children. At the current time, one of her sisters is granted custody of her two children. IR is permitted supervised visitation rights and saw her children last on January 01, 2015. IR loves her children and wishes she were able to be the mother they need. IR has goals of finding employment to help support them in any way that she can. Due to being undocumented, finding employment is not possible at this time. Insight is limited; speech is soft; concentration was poor; IR was restless and constantly was moving her hands or body during the session; thought processes are fair; judgment and impulse control appear fair. Worker gave IR an assignment to write down 10 goals to work towards in regards to learning something new. IR enjoys being educated but has difficulty concentrating. Next individual session is scheduled for 07/07/2015.
The next steps are to continue to work weekly with IR and speak about her future and her children. I will also give her mini homework assignments to complete.
Dialogue
Identify skills or techniques
Analysis or observation of client behavior
Personal reactions and self-reflection to the interaction
Good Morning IR, how are you doing today?
Sustaining
Resident’s mood was neutral and affect was congruent with mood.
Ct: I am doing fine
SWI: Do you remember me from last week?
SWI was happy that client agreed to talk with her
Ct: Yes, Ms. John right
Client spoke softly, not looking directly at intern
SWI: Yes, Mrs. St. John, but you can call me Ms. John
Ct: ok
SWI: Ms. IR can you tell me a little bit about yourself? Comment by Angela Gaddis: Great non threatening question
Open-ended question to probe
SWI was nervous but did not want client to know how much so I took a deep breath and looked at client, she wasn’t looking at SWI
Ct: What do you want to know, I am here, I am taking my medication and doing fine, I would like to see my kids. Comment by Angela Gaddis: Did she seem defensive here? Sounds like she might have been. Just curious
Client seems anxious, bit tense
SWI: How many children do you have?
Closed-ended Question
IR was restless and constantly was moving her hands or body during the session
Ct: I have 2 kids
Client seems happy, she smiled
SWI did not want to push but I needed to find out ho.
Sample of Process Recording #21 of 3.docxjeffsrosalyn
Sample of Process Recording #2
1 of 3
PROCESS RECORDING OUTLINE
Student’s Name: Minerva Garcia Client’s Name:
JS
Interview Date: 03/14/07 Session #: 7
I.
PURPOSE OF THE SESSION: To address my concern about Pt’s health and emotional state, refer Pt. to a mental health center, help him cope with the seriousness of his mental health, and assist Pt. will setting up an appointment with a local mental health center.
II.
OBSERVATION: Pt. was affected when I voiced my concern; however he also recognized that he is also worried that he is going to harm himself. Pt. was disappointed and discouraged to seek these professionals help because he has previously been turned away by a couple of the mental health centers on the list that I gave him. He did not want to accept help from his family and repeated affirmed that they would not be able to help him financially to pay to seek this help.
III.
CONTENT: The content is from the middle of the session.
SUPERVISORY
COMMENTS
INTERVIEW CONTENT (I said, she said)
STUDENT’S GUT LEVEL FEELINGS
CLIENT’S FEELINGS/AFFECT
IDENTIFY INTERVENTIONS & MAJOR THEMES
I said: “I want to make sure that you understand why I am referring to you a mental health center. As I told you in the beginning of this session I am concerned about your mental health, you need to seek further professional help which I can not provide. ”
He said: “(puts his head down for a moment) I know that I need help. My mother said that if you can recommend me to a see a psychologist? She said that I need help. ”
I said: “Yes. That is what I am going to do, but I want to make sure that you understand the reason why I am doing this. ”
He said: “(Nods his head) I understand because like I told you before I don’t plan on harming myself, I just do it. Like when I made these scratches here (points at his lower forearm) I was frustrated that I kept doing these to my arm and I didn’t feel it.”
I said: “ Yes. This is why your mother and everyone at this clinic is concerned about your mental health state. Because if you made scratches with a knife and you didn’t feel it, you can do other serious things to yourself which can puts your life in endanger.”
He said: “Where are you calling? Where am I going to ? I have already been to this one place by Van Nuys and it is called something like El Nido and they didn’t help me. From the outside it looks like it’s a building for kids but they also help adults. ”
I said: “Well, here I have a list of different mental health centers and I am going to refer you to once that is more closer to your house. (I show him the list) I was planning of referring you to this clinic (I am pointing to the clinic located in Van Nuys) its called the center of family living have you been there before?”
He said: “I think so. Is it the one that is locate.
ABSTRACT: Many writers describe empowerment as a process as opposed to a condition or state of being which is being a key feature of empowerment emphasized by many researchers. As a process empowerment becomes difficult to be measured by standard tools available to social scientists. As case study helps in bringing us to understand a complex issue or object and can extend experience or add strength to what is already known through previous research. Case studies also emphasized on detailed contextual analysis of a limited number of events or conditions and their relationships. Researcher had made use of this qualitative research method to examine contemporary real-life situations.
Date 62915SWI met with resident for individual session tod.docxsimonithomas47935
Date: 6/29/15
SWI met with resident for individual session today. SWI met with client last week and was introduced as an intern at the program. Client is a 36-year-old, AA female living in the community. Client has a diagnosis of paranoid schizophrenia. Resident’s mood was neutral and affect was congruent with mood. Resident’s ADL’s were fair; presented well with clean clothes. SWI and resident explored past to current situations involving IR’s family along with describing her mental illness and how treatment stabilizes her. IR stated that before being treated for her mental illness she was having auditory hallucinations telling her to harm herself and her two younger children. At the current time, one of her sisters is granted custody of her two children. IR is permitted supervised visitation rights and saw her children last on January 01, 2015. IR loves her children and wishes she were able to be the mother they need. IR has goals of finding employment to help support them in any way that she can. Due to being undocumented, finding employment is not possible at this time. Insight is limited; speech is soft; concentration was poor; IR was restless and constantly was moving her hands or body during the session; thought processes are fair; judgment and impulse control appear fair. Worker gave IR an assignment to write down 10 goals to work towards in regards to learning something new. IR enjoys being educated but has difficulty concentrating. Next individual session is scheduled for 07/07/2015.
The next steps are to continue to work weekly with IR and speak about her future and her children. I will also give her mini homework assignments to complete.
Dialogue
Identify skills or techniques
Analysis or observation of client behavior
Personal reactions and self-reflection to the interaction
Good Morning IR, how are you doing today?
Sustaining
Resident’s mood was neutral and affect was congruent with mood.
Ct: I am doing fine
SWI: Do you remember me from last week?
SWI was happy that client agreed to talk with her
Ct: Yes, Ms. John right
Client spoke softly, not looking directly at intern
SWI: Yes, Mrs. St. John, but you can call me Ms. John
Ct: ok
SWI: Ms. IR can you tell me a little bit about yourself? Comment by Angela Gaddis: Great non threatening question
Open-ended question to probe
SWI was nervous but did not want client to know how much so I took a deep breath and looked at client, she wasn’t looking at SWI
Ct: What do you want to know, I am here, I am taking my medication and doing fine, I would like to see my kids. Comment by Angela Gaddis: Did she seem defensive here? Sounds like she might have been. Just curious
Client seems anxious, bit tense
SWI: How many children do you have?
Closed-ended Question
IR was restless and constantly was moving her hands or body during the session
Ct: I have 2 kids
Client seems happy, she smiled
SWI did not want to push but I needed to find out ho.
Sample of Process Recording #21 of 3.docxjeffsrosalyn
Sample of Process Recording #2
1 of 3
PROCESS RECORDING OUTLINE
Student’s Name: Minerva Garcia Client’s Name:
JS
Interview Date: 03/14/07 Session #: 7
I.
PURPOSE OF THE SESSION: To address my concern about Pt’s health and emotional state, refer Pt. to a mental health center, help him cope with the seriousness of his mental health, and assist Pt. will setting up an appointment with a local mental health center.
II.
OBSERVATION: Pt. was affected when I voiced my concern; however he also recognized that he is also worried that he is going to harm himself. Pt. was disappointed and discouraged to seek these professionals help because he has previously been turned away by a couple of the mental health centers on the list that I gave him. He did not want to accept help from his family and repeated affirmed that they would not be able to help him financially to pay to seek this help.
III.
CONTENT: The content is from the middle of the session.
SUPERVISORY
COMMENTS
INTERVIEW CONTENT (I said, she said)
STUDENT’S GUT LEVEL FEELINGS
CLIENT’S FEELINGS/AFFECT
IDENTIFY INTERVENTIONS & MAJOR THEMES
I said: “I want to make sure that you understand why I am referring to you a mental health center. As I told you in the beginning of this session I am concerned about your mental health, you need to seek further professional help which I can not provide. ”
He said: “(puts his head down for a moment) I know that I need help. My mother said that if you can recommend me to a see a psychologist? She said that I need help. ”
I said: “Yes. That is what I am going to do, but I want to make sure that you understand the reason why I am doing this. ”
He said: “(Nods his head) I understand because like I told you before I don’t plan on harming myself, I just do it. Like when I made these scratches here (points at his lower forearm) I was frustrated that I kept doing these to my arm and I didn’t feel it.”
I said: “ Yes. This is why your mother and everyone at this clinic is concerned about your mental health state. Because if you made scratches with a knife and you didn’t feel it, you can do other serious things to yourself which can puts your life in endanger.”
He said: “Where are you calling? Where am I going to ? I have already been to this one place by Van Nuys and it is called something like El Nido and they didn’t help me. From the outside it looks like it’s a building for kids but they also help adults. ”
I said: “Well, here I have a list of different mental health centers and I am going to refer you to once that is more closer to your house. (I show him the list) I was planning of referring you to this clinic (I am pointing to the clinic located in Van Nuys) its called the center of family living have you been there before?”
He said: “I think so. Is it the one that is locate.
ABSTRACT: Many writers describe empowerment as a process as opposed to a condition or state of being which is being a key feature of empowerment emphasized by many researchers. As a process empowerment becomes difficult to be measured by standard tools available to social scientists. As case study helps in bringing us to understand a complex issue or object and can extend experience or add strength to what is already known through previous research. Case studies also emphasized on detailed contextual analysis of a limited number of events or conditions and their relationships. Researcher had made use of this qualitative research method to examine contemporary real-life situations.
Therapeutic CommunicationStudent’s Name Client’s Initials M.docxrandymartin91030
Therapeutic Communication
Student’s Name: Client’s Initials: M.P.
Date of Interaction: 27 October 2015 Therapeutic Communication #3
ASSESSMENT:
· Background Information: M.P. is a 54yo separated Caucasian woman who was encouraged to go to ABH after sharing with her day group that she possibly overdosed the day before on one of her home medications. She has a history of major depressive disorder which has left her out of work for several years and recently she has developed suicidal ideations in the past several months.
· Medications
1. Aripiprazole (Abilify), 15mg tab PO nightly—for psychosis
Side effects: dizziness, weakness, nausea, vomiting, fatigue, excess saliva, choking or trouble swallowing, blurred vision, headache, anxiety, weight gain, sleep problems, constipation
2. Diphenhydramine (Benadryl), 50mg cap PO nightly—for insomnia
Side effects: sedation, fatigue, dizziness, disturbed coordination, constipation, dry mucus membranes, blurred vision, tremor, anorexia, nausea
3. Fluoxetine (Prozac), 5mg tab PO nightly—for depression
Side effects: nausea, constipation, headache, anxiety, insomnia, drowsiness, dizziness, heart palpitations, weight changes, cold symptoms, dry mouth, impotence
4. Lithium, 300mg cap PO QID—for mood stability
Side effects: tremors, increased thirst, increased urination, diarrhea, vomiting, weight gain, impaired memory, poor concentration, drowsiness, weakness
5. Oxybutynin (Ditropan), 5mg tab PO BID—for bladder spasm
Side effects: dry mouth, blurred vision, constipation, diarrhea, nausea, dizziness, weakness, headache, insomnia
6. Propanolol (Inderal), 10mg tab PO BID—for tremors
Side effects: dizziness, fatigue, nausea, vomiting, stomach pain, vision changes, insomnia
· Assess myself: While I had prepared to present my teaching project that day, I was eager to help the nurses and spend time with patients. It was my last week on Montgomery unit, so between my teaching project and interacting with patients on the unit, I was eager to have a productive day.
· Assess milieu: There were 12 patients on the unit that day. Many of the patients were spending time with each other in the day room, laughing and chatting as they painted each other’s nails. Because of MP’s fluctuating SI and recent attempts to hide plastic utensils in her room, the nurse asked if I would sit with MP while she ate dinner.
DIAGNOSIS:
Nursing diagnosis: Risk for self-directed violence, ineffective individual coping, anxiety, hopelessness, social isolation
PLANNING:
· Describe a tentative goal of the TC: I want the patient to openly discuss her recurrent suicidal ideations and contemplate stressors. Hopefully I can also direct her to focus on the positives in her life, like her family and her possibilities.
· By completion of the TC, the patient will:
1. Discuss her desire to die.
2. Recognize possible stressors leading to SI.
3. Focus on the positives and motivations in her life.
IMPLEMENTATION:
Nurse Communication
Patien.
Therapeutic CommunicationStudent’s Name Client’s Initials M.docxsusannr
Therapeutic Communication
Student’s Name: Client’s Initials: M.P.
Date of Interaction: 27 October 2015 Therapeutic Communication #3
ASSESSMENT:
· Background Information: M.P. is a 54yo separated Caucasian woman who was encouraged to go to ABH after sharing with her day group that she possibly overdosed the day before on one of her home medications. She has a history of major depressive disorder which has left her out of work for several years and recently she has developed suicidal ideations in the past several months.
· Medications
1. Aripiprazole (Abilify), 15mg tab PO nightly—for psychosis
Side effects: dizziness, weakness, nausea, vomiting, fatigue, excess saliva, choking or trouble swallowing, blurred vision, headache, anxiety, weight gain, sleep problems, constipation
2. Diphenhydramine (Benadryl), 50mg cap PO nightly—for insomnia
Side effects: sedation, fatigue, dizziness, disturbed coordination, constipation, dry mucus membranes, blurred vision, tremor, anorexia, nausea
3. Fluoxetine (Prozac), 5mg tab PO nightly—for depression
Side effects: nausea, constipation, headache, anxiety, insomnia, drowsiness, dizziness, heart palpitations, weight changes, cold symptoms, dry mouth, impotence
4. Lithium, 300mg cap PO QID—for mood stability
Side effects: tremors, increased thirst, increased urination, diarrhea, vomiting, weight gain, impaired memory, poor concentration, drowsiness, weakness
5. Oxybutynin (Ditropan), 5mg tab PO BID—for bladder spasm
Side effects: dry mouth, blurred vision, constipation, diarrhea, nausea, dizziness, weakness, headache, insomnia
6. Propanolol (Inderal), 10mg tab PO BID—for tremors
Side effects: dizziness, fatigue, nausea, vomiting, stomach pain, vision changes, insomnia
· Assess myself: While I had prepared to present my teaching project that day, I was eager to help the nurses and spend time with patients. It was my last week on Montgomery unit, so between my teaching project and interacting with patients on the unit, I was eager to have a productive day.
· Assess milieu: There were 12 patients on the unit that day. Many of the patients were spending time with each other in the day room, laughing and chatting as they painted each other’s nails. Because of MP’s fluctuating SI and recent attempts to hide plastic utensils in her room, the nurse asked if I would sit with MP while she ate dinner.
DIAGNOSIS:
Nursing diagnosis: Risk for self-directed violence, ineffective individual coping, anxiety, hopelessness, social isolation
PLANNING:
· Describe a tentative goal of the TC: I want the patient to openly discuss her recurrent suicidal ideations and contemplate stressors. Hopefully I can also direct her to focus on the positives in her life, like her family and her possibilities.
· By completion of the TC, the patient will:
1. Discuss her desire to die.
2. Recognize possible stressors leading to SI.
3. Focus on the positives and motivations in her life.
IMPLEMENTATION:
Nurse Communication
Patien.
The Case of Sam Sam is a 62-year-old, widowed, African American ma.docxmamanda2
The Case of Sam Sam is a 62-year-old, widowed, African American male. He is unemployed, receives Social Security benefits, and lives on his own in an apartment. Sam has minimal peer relationships, choosing not to socialize with anyone except his daughter, with whom he is very close. Sam raised his daughter as a single father after his wife passed away. Melissa is 28 years old and works as an emergency medical technician (EMT). When Sam was 7 years old, he was placed in foster care and has had very limited contact with his extended family. Prior to September 11, 2001, Sam had a steady employment history in food services and retail. He had no psychiatric history before that time. Sam reported his religious background is Catholic, but he is not affiliated with a congregation or church. Sam became depressed and psychotic sometime after 9/11 and had to be taken to an emergency room. He was hospitalized at that time for several weeks. His mental status exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse issues, and he had no criminal background or current legal issues. Sam was released to outpatient care but was deemed unable to return to work. At that time, he had a diagnosis of major depression with psychotic features; he also has a history of high blood pressure and migraines. After several additional multiple psychiatric hospitalizations, he was gradually stabilized. Sam has been seeing a psychiatrist once a month for over a decade for medication management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has a positive history of medication and treatment compliance. He was treated by a social worker at an outpatient program for about 2 years after his hospitalizations for his psychosis and depression. He gradually stopped attending sessions with the social worker after his symptoms stabilized, and his termination from the outpatient program was deemed appropriate; he continued to see the psychiatrist monthly for medication management. After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this social worker for increased feelings of depression. These feelings were brought on after his daughter moved out of the apartment they had shared for many years to live with her boyfriend. He reported difficulty adjusting to living alone and said he often feels lonely and anxious. He reported during sessions with his social worker that he speaks to his daughter frequently, and although she only lives 10 blocks away, he misses her terribly. Our sessions for the last 3 months have focused on his mixed feelings around his daughter’s new life with her boyfriend. He said he is happy that she is happy but misses her very much. I emphasized his strengths and helped him reframe his situation by focusing on the positive changes in her life as well as his own life. Our goals were to help him reduce his symptoms of anxiety and begin searching for new opportunities for socialization outsi.
The Case of Sam Sam is a 62-year-old, widowed, African Ame.docxarnoldmeredith47041
The Case of Sam
Sam is a 62-year-old, widowed, African American male. He is unemployed, receives
Social Security benefits, and lives on his own in an apartment. Sam has minimal peer
relationships, choosing not to socialize with anyone except his daughter, with whom he
is very close. Sam raised his daughter as a single father after his wife passed away.
Melissa is 28 years old and works as an emergency medical technician (EMT). When
Sam was 7 years old, he was placed in foster care and has had very limited contact with
his extended family.
Prior to September 11, 2001, Sam had a steady employment history in food services
and retail. He had no psychiatric history before that time. Sam reported his religious
background is Catholic, but he is not affiliated with a congregation or church.
Sam became depressed and psychotic sometime after 9/11 and had to be taken to an
emergency room. He was hospitalized at that time for several weeks. His mental status
exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse
issues, and he had no criminal background or current legal issues. Sam was released to
outpatient care but was deemed unable to return to work. At that time, he had a
diagnosis of major depression with psychotic features; he also has a history of high
blood pressure and migraines. After several additional multiple psychiatric
hospitalizations, he was gradually stabilized.
Sam has been seeing a psychiatrist once a month for over a decade for medication
management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has
a positive history of medication and treatment compliance. He was treated by a social
worker at an outpatient program for about 2 years after his hospitalizations for his
psychosis and depression. He gradually stopped attending sessions with the social
worker after his symptoms stabilized, and his termination from the outpatient program
was deemed appropriate; he continued to see the psychiatrist monthly for medication
management.
After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this
social worker for increased feelings of depression. These feelings were brought on after
his daughter moved out of the apartment they had shared for many years to live with
her boyfriend. He reported difficulty adjusting to living alone and said he often feels
lonely and anxious. He reported during sessions with his social worker that he speaks to
his daughter frequently, and although she only lives 10 blocks away, he misses her
terribly.
Our sessions for the last 3 months have focused on his mixed feelings around his
daughter’s new life with her boyfriend. He said he is happy that she is happy but misses
her very much. I emphasized his strengths and helped him reframe his situation by
focusing on the positive changes in her life as well as his own life. Our goals were to
help him reduce his symptoms of anxiety and begin searchi.
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
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INSTRUCTIONS
Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).
Discussion 3.2: Hypothesis Test Tag Team
Corporate Responsibility 8;
The Social Responsibility of Business Is
to Increase Its Profits
Milton Friedman
When I hear businessmen speak eloquently
about the “social responsibilities of business
in a free-enterprise system,” I am reminded
of the wonderful line about the Frenchman
who discovered at the age of 70 that he had
been speaking prose all his life. The busi
nessmen believe that they are defending free
enterprise when they declaim that business
is not concerned “merely” with profit but
also with promoting desirable “social” ends;
that business has a “social conscience” and
takes seriously its responsibilities for provid
ing employment, eliminating discrimina
tion, avoiding pollution and whatever else
may be the catchwords of the contemporary
crop of reformers. In fact they are—or
would be if they or anyone else took them
seriously—preaching pure and unadulter
ated socialism. Businessmen who talk this
way are unwitting puppets of the intellectual
forces that have been undermining the basis
of a free society these past decades.
The discussions of the “social responsibil
ities of business” are notable for their analyt
ical looseness and lack of rigor. What does it
mean to say that “business” has responsibili
ties? Only people can have responsibilities.
A corporation is an artificial person and in
this sense may have artificial responsibili
ties, but “business” as a whole cannot be said
to have responsibilities, even in this vague
sense. The first step toward clarity in ex
amining the doctrine of the social responsi
bility of business is to ask precisely what it
implies for whom.
Presumably, the individuals who are to be
responsible are businessmen, which means
individual proprietors or corporate execu
tives. Most of the discussion of social respon
sibility is directed at corporations, so in what
follows I shall mostly neglect the individual
proprietors and speak of corporate execu
tives.
In a free-enterprise, private-property sys
tem, a corporate executive is an employee of
the owners of the business. He has direct re
sponsibility to his employers. That responsi
bility is to conduct the business in accord
ance with their desires, which generally will
be to make as much money as possible while
conforming to the basic rules of the society,
both those embodied in law and those em
bodied in ethical custom. Of course, in some
cases his employers may have a different ob
jective. A group of persons might establish a
corporation for an eleemosynary purpose—
for example, a hospital or a school. The
manager of such a corporation will not have
money profit as his objectives but the ren
dering of certain services.
In either case,.
Sara Mohammed1991 Washington St.Indiana, PA 15701(571) 550-3.docxtodd331
Sara Mohammed
1991 Washington St.
Indiana, PA 15701
(571) 550-3232
[email protected]
EDUCATION
Indiana University of Pennsylvania (IUP) Expected December 2020
Bachelor of Science in Business
Northern Virginia Community College (NOVA), Woodbridge, VA May 2016
English As a Second Language
Volunteerism
Saudi club association at Gannon University Fall 2018
SKILLS
· Speak three languages (Arabic, English, and Turkish)
· Knowledge with technology
· Experience with Microsoft, Word, Excel, and PowerPoint
· Looking for helping others always
· Familiar with taking care of kids
.
Scanned with CamScannerApplication Assignment 2 Part 2 .docxtodd331
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Application Assignment 2: Part 2 - Developing an Advocacy Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s guide.
· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”
Reflection
Associate Professor Michael Segon
Director MBA
1
Reflection
Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience.
.
Therapeutic CommunicationStudent’s Name Client’s Initials M.docxrandymartin91030
Therapeutic Communication
Student’s Name: Client’s Initials: M.P.
Date of Interaction: 27 October 2015 Therapeutic Communication #3
ASSESSMENT:
· Background Information: M.P. is a 54yo separated Caucasian woman who was encouraged to go to ABH after sharing with her day group that she possibly overdosed the day before on one of her home medications. She has a history of major depressive disorder which has left her out of work for several years and recently she has developed suicidal ideations in the past several months.
· Medications
1. Aripiprazole (Abilify), 15mg tab PO nightly—for psychosis
Side effects: dizziness, weakness, nausea, vomiting, fatigue, excess saliva, choking or trouble swallowing, blurred vision, headache, anxiety, weight gain, sleep problems, constipation
2. Diphenhydramine (Benadryl), 50mg cap PO nightly—for insomnia
Side effects: sedation, fatigue, dizziness, disturbed coordination, constipation, dry mucus membranes, blurred vision, tremor, anorexia, nausea
3. Fluoxetine (Prozac), 5mg tab PO nightly—for depression
Side effects: nausea, constipation, headache, anxiety, insomnia, drowsiness, dizziness, heart palpitations, weight changes, cold symptoms, dry mouth, impotence
4. Lithium, 300mg cap PO QID—for mood stability
Side effects: tremors, increased thirst, increased urination, diarrhea, vomiting, weight gain, impaired memory, poor concentration, drowsiness, weakness
5. Oxybutynin (Ditropan), 5mg tab PO BID—for bladder spasm
Side effects: dry mouth, blurred vision, constipation, diarrhea, nausea, dizziness, weakness, headache, insomnia
6. Propanolol (Inderal), 10mg tab PO BID—for tremors
Side effects: dizziness, fatigue, nausea, vomiting, stomach pain, vision changes, insomnia
· Assess myself: While I had prepared to present my teaching project that day, I was eager to help the nurses and spend time with patients. It was my last week on Montgomery unit, so between my teaching project and interacting with patients on the unit, I was eager to have a productive day.
· Assess milieu: There were 12 patients on the unit that day. Many of the patients were spending time with each other in the day room, laughing and chatting as they painted each other’s nails. Because of MP’s fluctuating SI and recent attempts to hide plastic utensils in her room, the nurse asked if I would sit with MP while she ate dinner.
DIAGNOSIS:
Nursing diagnosis: Risk for self-directed violence, ineffective individual coping, anxiety, hopelessness, social isolation
PLANNING:
· Describe a tentative goal of the TC: I want the patient to openly discuss her recurrent suicidal ideations and contemplate stressors. Hopefully I can also direct her to focus on the positives in her life, like her family and her possibilities.
· By completion of the TC, the patient will:
1. Discuss her desire to die.
2. Recognize possible stressors leading to SI.
3. Focus on the positives and motivations in her life.
IMPLEMENTATION:
Nurse Communication
Patien.
Therapeutic CommunicationStudent’s Name Client’s Initials M.docxsusannr
Therapeutic Communication
Student’s Name: Client’s Initials: M.P.
Date of Interaction: 27 October 2015 Therapeutic Communication #3
ASSESSMENT:
· Background Information: M.P. is a 54yo separated Caucasian woman who was encouraged to go to ABH after sharing with her day group that she possibly overdosed the day before on one of her home medications. She has a history of major depressive disorder which has left her out of work for several years and recently she has developed suicidal ideations in the past several months.
· Medications
1. Aripiprazole (Abilify), 15mg tab PO nightly—for psychosis
Side effects: dizziness, weakness, nausea, vomiting, fatigue, excess saliva, choking or trouble swallowing, blurred vision, headache, anxiety, weight gain, sleep problems, constipation
2. Diphenhydramine (Benadryl), 50mg cap PO nightly—for insomnia
Side effects: sedation, fatigue, dizziness, disturbed coordination, constipation, dry mucus membranes, blurred vision, tremor, anorexia, nausea
3. Fluoxetine (Prozac), 5mg tab PO nightly—for depression
Side effects: nausea, constipation, headache, anxiety, insomnia, drowsiness, dizziness, heart palpitations, weight changes, cold symptoms, dry mouth, impotence
4. Lithium, 300mg cap PO QID—for mood stability
Side effects: tremors, increased thirst, increased urination, diarrhea, vomiting, weight gain, impaired memory, poor concentration, drowsiness, weakness
5. Oxybutynin (Ditropan), 5mg tab PO BID—for bladder spasm
Side effects: dry mouth, blurred vision, constipation, diarrhea, nausea, dizziness, weakness, headache, insomnia
6. Propanolol (Inderal), 10mg tab PO BID—for tremors
Side effects: dizziness, fatigue, nausea, vomiting, stomach pain, vision changes, insomnia
· Assess myself: While I had prepared to present my teaching project that day, I was eager to help the nurses and spend time with patients. It was my last week on Montgomery unit, so between my teaching project and interacting with patients on the unit, I was eager to have a productive day.
· Assess milieu: There were 12 patients on the unit that day. Many of the patients were spending time with each other in the day room, laughing and chatting as they painted each other’s nails. Because of MP’s fluctuating SI and recent attempts to hide plastic utensils in her room, the nurse asked if I would sit with MP while she ate dinner.
DIAGNOSIS:
Nursing diagnosis: Risk for self-directed violence, ineffective individual coping, anxiety, hopelessness, social isolation
PLANNING:
· Describe a tentative goal of the TC: I want the patient to openly discuss her recurrent suicidal ideations and contemplate stressors. Hopefully I can also direct her to focus on the positives in her life, like her family and her possibilities.
· By completion of the TC, the patient will:
1. Discuss her desire to die.
2. Recognize possible stressors leading to SI.
3. Focus on the positives and motivations in her life.
IMPLEMENTATION:
Nurse Communication
Patien.
The Case of Sam Sam is a 62-year-old, widowed, African American ma.docxmamanda2
The Case of Sam Sam is a 62-year-old, widowed, African American male. He is unemployed, receives Social Security benefits, and lives on his own in an apartment. Sam has minimal peer relationships, choosing not to socialize with anyone except his daughter, with whom he is very close. Sam raised his daughter as a single father after his wife passed away. Melissa is 28 years old and works as an emergency medical technician (EMT). When Sam was 7 years old, he was placed in foster care and has had very limited contact with his extended family. Prior to September 11, 2001, Sam had a steady employment history in food services and retail. He had no psychiatric history before that time. Sam reported his religious background is Catholic, but he is not affiliated with a congregation or church. Sam became depressed and psychotic sometime after 9/11 and had to be taken to an emergency room. He was hospitalized at that time for several weeks. His mental status exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse issues, and he had no criminal background or current legal issues. Sam was released to outpatient care but was deemed unable to return to work. At that time, he had a diagnosis of major depression with psychotic features; he also has a history of high blood pressure and migraines. After several additional multiple psychiatric hospitalizations, he was gradually stabilized. Sam has been seeing a psychiatrist once a month for over a decade for medication management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has a positive history of medication and treatment compliance. He was treated by a social worker at an outpatient program for about 2 years after his hospitalizations for his psychosis and depression. He gradually stopped attending sessions with the social worker after his symptoms stabilized, and his termination from the outpatient program was deemed appropriate; he continued to see the psychiatrist monthly for medication management. After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this social worker for increased feelings of depression. These feelings were brought on after his daughter moved out of the apartment they had shared for many years to live with her boyfriend. He reported difficulty adjusting to living alone and said he often feels lonely and anxious. He reported during sessions with his social worker that he speaks to his daughter frequently, and although she only lives 10 blocks away, he misses her terribly. Our sessions for the last 3 months have focused on his mixed feelings around his daughter’s new life with her boyfriend. He said he is happy that she is happy but misses her very much. I emphasized his strengths and helped him reframe his situation by focusing on the positive changes in her life as well as his own life. Our goals were to help him reduce his symptoms of anxiety and begin searching for new opportunities for socialization outsi.
The Case of Sam Sam is a 62-year-old, widowed, African Ame.docxarnoldmeredith47041
The Case of Sam
Sam is a 62-year-old, widowed, African American male. He is unemployed, receives
Social Security benefits, and lives on his own in an apartment. Sam has minimal peer
relationships, choosing not to socialize with anyone except his daughter, with whom he
is very close. Sam raised his daughter as a single father after his wife passed away.
Melissa is 28 years old and works as an emergency medical technician (EMT). When
Sam was 7 years old, he was placed in foster care and has had very limited contact with
his extended family.
Prior to September 11, 2001, Sam had a steady employment history in food services
and retail. He had no psychiatric history before that time. Sam reported his religious
background is Catholic, but he is not affiliated with a congregation or church.
Sam became depressed and psychotic sometime after 9/11 and had to be taken to an
emergency room. He was hospitalized at that time for several weeks. His mental status
exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse
issues, and he had no criminal background or current legal issues. Sam was released to
outpatient care but was deemed unable to return to work. At that time, he had a
diagnosis of major depression with psychotic features; he also has a history of high
blood pressure and migraines. After several additional multiple psychiatric
hospitalizations, he was gradually stabilized.
Sam has been seeing a psychiatrist once a month for over a decade for medication
management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has
a positive history of medication and treatment compliance. He was treated by a social
worker at an outpatient program for about 2 years after his hospitalizations for his
psychosis and depression. He gradually stopped attending sessions with the social
worker after his symptoms stabilized, and his termination from the outpatient program
was deemed appropriate; he continued to see the psychiatrist monthly for medication
management.
After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this
social worker for increased feelings of depression. These feelings were brought on after
his daughter moved out of the apartment they had shared for many years to live with
her boyfriend. He reported difficulty adjusting to living alone and said he often feels
lonely and anxious. He reported during sessions with his social worker that he speaks to
his daughter frequently, and although she only lives 10 blocks away, he misses her
terribly.
Our sessions for the last 3 months have focused on his mixed feelings around his
daughter’s new life with her boyfriend. He said he is happy that she is happy but misses
her very much. I emphasized his strengths and helped him reframe his situation by
focusing on the positive changes in her life as well as his own life. Our goals were to
help him reduce his symptoms of anxiety and begin searchi.
Similar to Sample Verbatim Process Recording Clinical Practice with Indi.docx (16)
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
Scanned with CamScannerScanned with CamScannerIN.docxtodd331
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INSTRUCTIONS
Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).
Discussion 3.2: Hypothesis Test Tag Team
Corporate Responsibility 8;
The Social Responsibility of Business Is
to Increase Its Profits
Milton Friedman
When I hear businessmen speak eloquently
about the “social responsibilities of business
in a free-enterprise system,” I am reminded
of the wonderful line about the Frenchman
who discovered at the age of 70 that he had
been speaking prose all his life. The busi
nessmen believe that they are defending free
enterprise when they declaim that business
is not concerned “merely” with profit but
also with promoting desirable “social” ends;
that business has a “social conscience” and
takes seriously its responsibilities for provid
ing employment, eliminating discrimina
tion, avoiding pollution and whatever else
may be the catchwords of the contemporary
crop of reformers. In fact they are—or
would be if they or anyone else took them
seriously—preaching pure and unadulter
ated socialism. Businessmen who talk this
way are unwitting puppets of the intellectual
forces that have been undermining the basis
of a free society these past decades.
The discussions of the “social responsibil
ities of business” are notable for their analyt
ical looseness and lack of rigor. What does it
mean to say that “business” has responsibili
ties? Only people can have responsibilities.
A corporation is an artificial person and in
this sense may have artificial responsibili
ties, but “business” as a whole cannot be said
to have responsibilities, even in this vague
sense. The first step toward clarity in ex
amining the doctrine of the social responsi
bility of business is to ask precisely what it
implies for whom.
Presumably, the individuals who are to be
responsible are businessmen, which means
individual proprietors or corporate execu
tives. Most of the discussion of social respon
sibility is directed at corporations, so in what
follows I shall mostly neglect the individual
proprietors and speak of corporate execu
tives.
In a free-enterprise, private-property sys
tem, a corporate executive is an employee of
the owners of the business. He has direct re
sponsibility to his employers. That responsi
bility is to conduct the business in accord
ance with their desires, which generally will
be to make as much money as possible while
conforming to the basic rules of the society,
both those embodied in law and those em
bodied in ethical custom. Of course, in some
cases his employers may have a different ob
jective. A group of persons might establish a
corporation for an eleemosynary purpose—
for example, a hospital or a school. The
manager of such a corporation will not have
money profit as his objectives but the ren
dering of certain services.
In either case,.
Sara Mohammed1991 Washington St.Indiana, PA 15701(571) 550-3.docxtodd331
Sara Mohammed
1991 Washington St.
Indiana, PA 15701
(571) 550-3232
[email protected]
EDUCATION
Indiana University of Pennsylvania (IUP) Expected December 2020
Bachelor of Science in Business
Northern Virginia Community College (NOVA), Woodbridge, VA May 2016
English As a Second Language
Volunteerism
Saudi club association at Gannon University Fall 2018
SKILLS
· Speak three languages (Arabic, English, and Turkish)
· Knowledge with technology
· Experience with Microsoft, Word, Excel, and PowerPoint
· Looking for helping others always
· Familiar with taking care of kids
.
Scanned with CamScannerApplication Assignment 2 Part 2 .docxtodd331
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Application Assignment 2: Part 2 - Developing an Advocacy Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s guide.
· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”
Reflection
Associate Professor Michael Segon
Director MBA
1
Reflection
Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience.
.
Scanned by CamScannerScanned by CamScannerChapte.docxtodd331
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Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
SANS SIFT tool Final project , related to (digital foren.docxtodd331
SANS SIFT tool Final project , related to (digital forensics tools and technique)
Description : A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliography and ppt presentation too
Presentation materials
.
Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
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TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
Sandro Reyes 1
5
Human Impact on the Environment
Every day, I see the harmful impacts of humans on the environment. Just 13 percent of the globe’s oceans remain unsoiled by humanity’s damaging impacts (Carrington, 2018). In the remotest poles and Pacific areas, most of the ocean has no natural marine wildlife. Pollution, huge fishing fleets, and global shipping along with climate change are all degrading the oceans. The vehicles we drive every day, industrial wastes, overpopulation, and fossil fuels, all have negative effects on the environment. Human activities are negatively affecting the environment by degrading it and sooner or later, the earth will not be able to sustain humans.
Overpopulation is now an epidemic with decreased mortality rates, improved medicine, and food sustainability. We are living longer, which is increasing population. The impact of overpopulation includes environmental degradation due to cutting down of trees to create space. With less trees to filter the air, an increase in carbon dioxide levels is damaging every single organism (Interesting Engineering, 2019). Another effect of overpopulation is overdependence on fossil fuels such as coal and oil, which emit plentiful carbon oxide into the air. With increased population, humans need more space, which damage ecosystems and augment carbon dioxide emissions.
Pollution is another impact of human activities on the environment. From trash, industrial wastes to carbon dioxide emissions into the air, pollutions is inevitable. Over 2.4 billion individuals have no access to sources of clean water. Human activities continue to deplete indispensable resources such as soil, water, and air. United States, for example, produces 147 million metric tons of air pollution annually (Interesting Engineering, 2019). Air quality in developing nations continues to plummet as well. This means that we are engaging in activities that are hurting the environment.
Global warming is one of the greatest causes of environmental degradation contributed by human activities. Some people do not believe that global warming is real. However, that is not true, and its major contributors include carbon dioxide emissions from respiration, deforestation, and burning fossil fuels. Each year, we continue to contribute to levels of carbon dioxide globally. Current levels exceed 400 PPM, and the rise in carbon dioxide emissions are attributed to an increase in global temperatures (Interesting Engineering, 2019). The result is the melting of arctic glaciers and land ice, which will increase sea levels, and have negative effects on oceanic life.
Climate change is another impact on the environment that is being caused by us. It is linked .
Scanned with CamScannerResearch Summary (paper)For thi.docxtodd331
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Research Summary (paper)
For this assignment you summarize one of the experimental research studies from your research collection.
(I did not make one, feel free to choose any research that has to do with psychology.)
Check out Audris Oh's research summary I put in the files -- it's a great model.
Write your summary in 5 pages or so, basically summarizing each of the major sections - literature review, methods section, results section and discussion. Let the abstract at the beginning of the paper guide you (It's just one paragraph but is a great guide). Why was the study done and how does it fit in with other work in the field (the intro or lit review)? What was the actual experiment (the methods section)? What were the results (the results section)? Why is it important (the discussion section)? Conclude your paper with a personal reaction -- does this fit with what you’ve seen? How might you use any insight the study provides?
Include the pdf of the article (or link to it) and the reference to the article in APA style. Here's an example of a reference:
Stein, S., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258.
Example of how the essay should look like: https://middlesexcc.libguides.com/ld.php?content_id=7578609
Mendel, 150 years on
T.H. Noel Ellis1, Julie M.I. Hofer1, Gail M. Timmerman-Vaughan2, Clarice J. Coyne3
and Roger P. Hellens4
1
Institute of Biological, Environmental & Rural Sciences, Aberystwyth University, Gogerddan Campus, Aberystwyth,
Ceredigion, SY23 3EB, UK
2
The New Zealand Institute for Plant & Food Research Ltd, Christchurch 8140, New Zealand
3
USDA-ARS Western Regional Plant Introduction Station, Washington State University, Pullman, Washington, USA
4
The New Zealand Institute for Plant & Food Research Ltd, Auckland, New Zealand
Review
Mendel’s paper ‘Versuche über Pflanzen-Hybriden’ is the
best known in a series of studies published in the late 18th
and 19th centuries that built our understanding of the
mechanism of inheritance. Mendel investigated the seg-
regation of seven gene characters of pea (Pisum sativum),
of which four have been identified. Here, we review what
is known about the molecular nature of these genes,
which encode enzymes (R and Le), a biochemical regula-
tor (I) and a transcription factor (A). The mutations are: a
transposon insertion (r), an amino acid insertion (i), a
splice variant (a) and a missense mutation (le-1). The
nature of the three remaining uncharacterized characters
(green versus yellow pods, inflated versus constricted
pods, and axial versus terminal flowers) is discussed.
Mendel’s studies: species, traits and genes
Mendel’s paper ‘Versuche ü ber Pflanzen-Hybriden’ [1] is
the best known in a series of studies published in the late
18th and 19th centuries [2–4] that built our understanding
of the mechanism of inheritance [5]. The title of M.
Scanned with CamScannerHACCP Recipe TermsCheck tempe.docxtodd331
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HACCP Recipe Terms
Check temperature of food at least every four hours and record
Check temperature of storage area at beginning of shift.
Cook eggs, poultry, fish, and meat in a microwave oven to a minimum temperature of 165 degrees F.
Cook fish to a minimum of 145 degrees F for 15 seconds.
Cook ground meats to a minimum of 155 degrees F for 15 seconds.
Cook poultry to a minimum of 165 degrees F for 15 seconds.
Cook vegetables to a temperature of 135 degrees F or higher.
Cooked food should be cooled from 135 degrees F to 70 degrees F within 2 hours and from 70 degrees F to 41 degrees F or lower in an additional 4 hours.
Cool foods to at least 70 degrees F before refrigerating or freezing.
Crack egg in separate bowl before combining to larger bowl.
Discard food held in the temperature danger zone for longer than four hours.
Hold cold foods at an internal temperature of 41 degrees F or lower.
Hold frozen foods at a temperature of 0 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Inspect can before opening for swollen ends, rust, or dents.
Label food for storage with ingredient list and date of preparation.
Prepare raw foods separately from ready to eat foods.
Reduce the size or quantity of food to be cooled.
Reheat food to 165 degrees F for 15 seconds.
Remove from the refrigerator only as much product as can be prepared at one time.
Remove jewelry
Rotate products to ensure that the oldest inventory is used first.
Sanitize work surface, equipment, and utensils.
Store chemicals away from food products.
Store cut melons at 41 degrees F or lower.
Store fresh-cut produce between 33 to 41 degrees F to maintain quality.
Store raw meat, poultry, and fish in the bottom of the refrigerator.
Thaw food by submerging under running potable water at a temperature of 70 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Thaw food in the refrigerator at 41 degrees F or lower.
Use a clean, sanitized, and calibrated thermometer to measure the internal temperature of foods.
Wash all fresh fruit prior to serving
Wash your hands
Wear gloves
Wear hairnet
Standardized Recipe Form
Recipe Name_____________________________________ Category_______________________________ Recipe #__________________________
(i.e., entrée, breads)
HACCP Process: _____ 1 – No Cook _____ 2 – Cook & Same Day Serve _____ 3 – Cook, Cool, Reheat, Serve
Ingredients
For ___________Servings
Directions: Include step by step instructions, the critical control points (CCP-specific points at which a hazard can be reduced, eliminated or prevented) and critical limit (time and/or temperature that must be achieved to control a hazard).
Weight
Measure
Serving Size___________________ Pan Size_______________.
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1
STANDARIZATION OF A BASE
AND TITRATION OF A VINEGAR SOLUTION
ADDITIONAL READING
The concepts in this experiment are also discussed in sections 3.6 AND 17.3 of Chemistry and Chemical Reactivity by
Kotz, Treichel, Townsend and Treichel, and in sections 4.3b, 17.3a, and 17.3b of Mindtap General Chemistry by Vining,
Young, Day, and Botch
ABSTRACT
This experiment is divided into two parts. Each student is expected to perform the experiment individually.
In Part A, you will prepare a NaOH titrant solution, then standardize it (determine its exact concentration) using the acid
primary standard, potassium hydrogen phthalate, KHC8H4O4, frequently abbreviated as KHP. Note KHP is not a chemical
formula.
In Part B you will use your standardized NaOH solution to determine the molar concentration of vinegar (an acetic acid,
CH3COOH, solution), and convert this concentration unit to a mass percent concentration unit, and finally compare your
measured mass percent concentration to the value reported on the bottle.
BACKGROUND
TITRATIONS
One of the most useful strategies in analytical chemistry is to use a known reagent (known composition or concentration)
as a standard to analyze an unknown substance. A titration is an analytical procedure in which a solution of known
concentration, the standard solution, is slowly reacted with a solution of unknown concentration. The concentration of
the unknown solution can be easily calculated. Titration is often used to measure the concentration of an acid or base,
but it can also be used for any chemical reaction if the stoichiometry is known.
EXPERIMENTS 6 AND 7 ARE BOTH ACID BASE TITRATION EXPERIMENTS, QUITE SIMILAR TO EACH OTHER.
THE REASONS FOR DOING TWO TITRATION EXPERIMENTS
A. TO GIVE STUDENTS PLENTY OF OPPORTUNITY BOTH TO PERFECT THEIR TITRATION TECHNIQUE AND
TO LEARN TO DO THE CALCULATIONS;
B. TITRATION IS THE MOST IMPORTANT TECHNIQUE LEARNED IN CHEM 1033 LAB.
YOU WILL DO A PRACTICAL LAB EXAM AT THE END OF THE SEMESTER; IT WILL BE A VERY SIMILAR
TITRATION.
IT IS IMPORTANT TO REALIZE THAT TITRATION IS AN ACQUIRED SKILL, REQUIRING PRACTICE. MOST
STUDENTS ARE NOT PROFICIENT AT FIRST, BUT IF YOU WANT TO BECOME EXPERT AT IT, YOU WILL GET
THERE WITH PRACTICE.
It is critical that there be an observable change that signals that the titration is complete. This is called the endpoint,
since it signals the end of the titration, when the equivalents of titrant added just equal the equivalents of the analyte
unknown. When performing an acid-base titration, we commonly use an acid-base indicator that has one color before the
endpoint but changes sharply to a different color at the pH of the endpoint.
Titrations are carried out using a specialized piece of glassware called a buret, which is long tube with a dispensing valve.
The buret scale has graduated marks in units of 0.01 mL or 0.02 mL. You can apply the techniques used for readi.
Scanlon Technologies, Inc. Anne Scanlon founded Scanlon Technol.docxtodd331
Scanlon Technologies, Inc.
*
Anne Scanlon founded Scanlon Technologies, Inc., in 1993. The company designed and manufactured high-tech products that were used in various industries ranging from semiconductor to aviation. Over the years, Scanlon Technologies reported a compound annual growth rate in revenues of over 20% due to high demand for the company’s products and Anne’s superior management skills. By the end of 1996, it was clear that any further growth would have to come from international expansion. However, establishing manufacturing operations and opening up sales and marketing offices abroad required a significant amount of capital. Anne considered investing more of her own money into the business; however, given that she already had most of her wealth tied up in the company, she decided against the idea. Moreover, she believed that the amount of funds Scanlon Technologies needed to raise for expansion was in the tens of millions. In her mind, there was only one clear solution—go public.
In September 1996, Anne hired J.P. Suisse, a top tier investment bank, to take Scanlon Technologies public. On January 1, 1997, the company, which was authorized by the State of Delaware to sell 20 million common stock and 10 million preferred stock, issued one million shares of common stock in an Initial Public Offering (IPO) and began trading on the New York Stock Exchange under the ticker symbol STI. The stock, which had a par value of $1, was sold for $20 per share and climbed to $26 a share by the end of its first trading day.
As expected, the funds raised in the IPO were used to open offices all over the world as well as build a second manufacturing plant in Toronto, Canada. Over the next couple of years, business was good and the company was able to generate enough cash to maintain its level of operations.
In October 1999, Anne learned that Kadehjian
Solution
s Coporation, a competitor, was considering the option of being acquired. Anne believed that such an acquisition would position Scanlon Technologies as the industry leader. One of Kadehjian’s requirements for such an acquisition was that it be an all-cash transaction. Anne knew that this would require Scanlon Technologies to raise approximately $7 million.
Ann contracted J.P. Suisse to discuss raising these funds through the capital markets. The managing directors at J.P. Suisse recommended that Scanlon Technologies employ a combination of debt and equity securities. Anne agreed and on January 1, 2000, the company issued an additional one hundred thousand shares of its $1 par value common stock at $40 per share. On the same day, the company issued $2 million in bonds at 95.8, due in 5 years with 5% interest payable annually (at year end). The market interest rate at the time was 6% per year. Also on January 1, 2000, Scanlon Technologies issued $1.3 million in zero-coupon (i.e. no interest) convertible bonds, also due in 5 years. Each $1,000 bond converted into 20 shares of its commo.
scan the following 2 poems by Robert Herrick. analyze each poems rhy.docxtodd331
scan the following 2 poems by Robert Herrick. analyze each poems rhyme and verse and its meter and number of feet. then in a short paragraph, tell me what you think.
Upon Julia's Breasts
Display thy breasts, my Julia, there let me
Behold that circummortal purity;
Between whose glories, there my lips I'll lay,
Ravished in that fair Via Lactea.
Upon a Child That Died
Here she lies, a pretty bud,
Lately made of flesh and blood,
Who as soon fell fast asleep
As her little eyes did peep.
Give her strewings, but not stir
The earth that lightly covers her.
.
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statem.docxtodd331
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statement - As Reported 10Q in millions9/30/139/30/149/30/159/30/169/30/179/30/18TTM12/30/173/30/186/30/189/30/1812/29/18TTM Company-operated stores$11,793.2$12,977.9$15,197.3$16,844.1$17,650.719,690.320,318.8 Company-operated stores4,741.84,828.05,060.45,060.1$5,370.3020,318.8 Total specialty$3,073.6$3,469.9$3,965.4$4,471.8$4,736.15,029.24,959.6 Total specialty1,331.91,203.81,249.91,243.5$1,262.404,959.6 Licensed stores$1,360.5$1,588.6$1,861.9$2,154.2$2,355.02,652.22,706.9 Licensed stores682.4625.6660.6683.6$737.102,706.9 CPG, foodservice and other$1,713.1$1,881.3$2,103.5$2,317.6$2,381.12,377.02,252.7 CPG, foodservice and other649.5578.2589.3559.9$525.302,252.7Total net revenues$14,866.8$16,447.8$19,162.7$21,315.9$22,386.8$24,719.525,278.4Total net revenues6,073.76,031.86,310.36,303.6$6,632.7025,278.4 Cost of sales including occupancy costs-$6,382.3-$6,858.8-$7,787.5-$8,511.1-$9,038.2-10,174.5-10,434.2 Cost of sales including occupancy costs-2,502.9-2,516.0-2,554.9-2,604.6($2,758.70)-10,434.2 Store operating expenses-$4,286.1-$4,638.2-$5,411.1-$6,064.3-$6,493.3-7,193.2-7,449.2 Store operating expenses-1,737.0-1,789.6-1,825.0-1,841.6($1,993.00)-7,449.2 Other operating expenses-$431.8-$457.3-$522.4-$545.4-$553.8-539.3-532.2 Other operating expenses-141.6-134.3-148.0-156.7($93.20)-532.2 Depreciation and amortization expenses-$621.4-$709.6-$893.9-$980.8-$1,011.4-1,247.0-1,321.6 Depreciation and amortization expenses-258.8-331.6-330.0-326.6($333.40)-1,321.6 General and administrative expenses-$937.9-$991.3-$1,196.7-$1,360.6-$1,393.3-1,759.0-1,797.8 General and administrative expenses-379.1-405.8-468.7-460.0($463.30)-1,797.8 Restructuring and impairments$0.0$0.0$0.0$0.0-$153.5-224.4-240.0 Restructuring and impairments-27.6-134.7-16.9-45.2($43.20)-240.0 Litigation credit / charge-$2,784.1$20.2$0.0$0.0$0.0$0.0Income from equity investees89.452.771.487.7$67.80279.6Income from equity investees$251.4$268.3$249.9$318.2$391.4301.2279.6Operating income / loss1,116.1772.51,038.2956.6$1,015.703,783.0Operating income / loss-$325.4$3,081.1$3,601.0$4,171.9$4,134.7$3,883.33,783.0Gain resulting from acquisition of joint venture1,326.3Net interest and other income62.3483-$24.8074.9 Gain resulting from acquisition of joint venture$0.0$0.0$390.6$0.0$0.01,376.4$0.0 Interest income and other, net88.2313239$24.80126.0Loss on divestiture of certain operations$0.0$0.0-$61.1$0.0$0.0499.2 Interest expense-25.9-503($75.00)-77.0 Interest income and other, net$123.6$142.7$43.0$108.0$275.3191.4$126.0Earnings / loss before income taxes3,005.9363236$965.501,068.7 Interest expense-$28.1-$64.1-$70.5-$81.3-$92.5-170.3-$77.0Income tax expense / benefit-755.8-35-45-64($205.10)-349.4Earnings / loss before income taxes-$229.9$3,159.7$3,903.0$4,198.6$4,317.5$5,780.0$1,068.7Net earnings / loss including noncontrolling interests2,250.18161,027932$760.403,534.721.83%Net earnings / loss attributab.
Scan the articles in the attached course text. Write a discussi.docxtodd331
Scan the articles in the attached course text. Write a discussion initial post on one of the articles. Choose the one that interests you most.
1.Provide a very brief overview of what you think are the key points (a literature review).
2.What about the policy area interests you?
3.What about the information systems involved in the article interested you?
4.How might this article’s research approach help you in your dissertation research project?
(NOTE: Please cut and paste the above-numbered list into your reply to help with organization.)
.
Scale Ratio Variable Histograms are useful for presenting qu.docxtodd331
Scale Ratio Variable
Histograms are useful for presenting quantitative data such as the example variable ADULT_CT which describes the number of individuals per household. The variable measurement is scale ratio and as it depicts a number, a histogram is able to reflect the number of individuals belonging to each variable value or interval of values (Mishra, Pandey, Singh & Gupta, 2018).). Histograms divide the variable into equal intervals as shown below in individuals reported per home. The graph indicates nearly 3,000 reporting and displays the individual numbers per interval. The bar levels of the graph make it is easy to discern the average number reporting as 2 per household.
Nominal Variable
As nominal variables depict qualitative data such as in the variable Q87 which describes the level of trust individuals felt towards others, a pie graph would be beneficial to use as it easily displays each group or individual share in the total being examined (Mishra, Pandey, Singh & Gupta, 2018). For example, the pie graph here which shows what percentage of trust was and wasn’t felt toward others. Graphs like these are appropriate for showing a variable that cannot be ordered or numerical in value such as feelings of trust (Frankfort-Nachmias, Leon-Guerrero & Davis, 2020).
References
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
Mishra, P., Pandey, C. M., Singh, U., & Gupta, A. (2018). Scales of measurement and presentation of statistical data.
Annals of cardiac anesthesia
,
21
(4), 419.
Wagner, III, W.E. (2020).
Using IBM® SPSS® statistics for research methods and social science statistics
(7th ed.). Thousand Oaks, CA: Sage Publications.
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
.
Scan 12Scan 13Scan 14Scan 15Scan 16Scan 17Scan 18Scan 19
HIST 308
Sofia Clark
Spring 2020
Research Paper
Sample Outline:
1) Introduction
2) Story of capture
3) Background on British antislavery
4) Background on Royal Navy
5) Background on this specific Royal Navy vessel
6) Story of what treaty was used to condemn the slave ship
7) Background on treaty
8) Background on British relations with treaty country
9) Background on slave trade in this particular region
10) Story of what happens to the captives removed from this particular slave ship
11) Background on the general treatment of liberated Africans
12) Explanation of how the story of your ship exemplifies the broader history of slavery and anti-slavery
Bibliography
1) The slave trade in general (i.e., either the Transatlantic slave trade or Indian Ocean slave trade depending on your ship)
Article (JSTOR): Alkalimat, Abdul. "Slave Trade." In The African American Experience in Cyberspace: A Resource Guide to the Best Web Sites on Black Culture and History, 34-42. LONDON; STERLING, VIRGINIA: Pluto Press, 2004. Accessed May 30, 2020. doi:10.2307/j.ctt183q64x.8.
Article (JSTOR): JUNKER, CARSTEN. "Containing Bodies—Enscandalizing Enslavement: Stasis and Movement at the Juncture of Slave-Ship Images and Texts." In Migrating the Black Body: The African Diaspora and Visual Culture, edited by RAIFORD LEIGH and RAPHAEL-HERNANDEZ HEIKE, 13-29. Seattle; London: University of Washington Press, 2017. Accessed May 30, 2020. www.jstor.org/stable/j.ctvcwnj4v.5.
2) The slave trade in the specific area of Africa in which your ship embarked enslaved African captives (e.g., Bight of Benin, Senegambia, Angola).
Book (JSTOR): Strickrodt, Silke. "The Atlantic Connection: Little Popo & the Rise of Afro-European Trade on the Western Slave Coast, C. 1600 to 1702." In Afro-European Trade in the Atlantic World: The Western Slave Coast, C. 1550- C. 1885, 65-101. Woodbridge, Suffolk; Rochester, NY: Boydell & Brewer, 2015. Accessed May 30, 2020. doi:10.7722/j.ctt7zst5n.9.
Article (JSTOR): Graham, James D. "The Slave Trade, Depopulation and Human Sacrifice in Benin History: The General Approach." Cahiers D'Études Africaines 5, no. 18 (1965): 317-34. Accessed May 30, 2020. www.jstor.org/stable/4390897.
3) Slavery in the region to which your ship was heading (e.g., Cuba, Bahia, Pernambuco).
Book (One Search): Schneider, Elena Andrea. The Occupation of Havana: War, Trade, and Slavery in the Atlantic World. North Carolina Scholarship Online. Williamsburg, Virginia : Chapel Hill: Omohundro Institute of Early American History and Culture ; University of North Carolina Press, 2018.
Article (Project Muse): Garrigus, John. "Cuba, Haiti, and the Age of Atlantic Revolution." Reviews in American History 44, no. 1 (2016): 52-57. doi:10.1353/rah.2016.0012.
4) British antislavery policy toward the country your ship was from (e.g., Portugal, Spain, USA)
Book- page 14(Academic Search Premiere- also works for #.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Sample Verbatim Process Recording Clinical Practice with Indi.docx
1. Sample Verbatim Process Recording: Clinical Practice with
Individuals, Families,
and Small Groups
Verbatim recording should only be used for
selected parts of an interview.
Student name: Linda Talbot Date of session: Dec. 1 Number
of session: 3
Client Identifying Info: Ms. B. is a 58-year-old West Indian
woman. She is the biological
mother of a nine-year-old boy, Kenny, in the Residential
Treatment Center.
Reason(s) for referral, presenting problem(s or relevant
background information): Kenny
has a history of psychiatric hospitalization and was allegedly
abused by his father. He arrived at
our program in September. The agency requires that I see Ms.
B. twice a month, however she
only comes monthly and she offers different reasons why she
cannot come more frequently.
2. Focus of this session:
In this excerpt, I'm talking with Ms. B. on the telephone
regarding her visits to the Agency. In
the first part of the call, she expressed her disappointment that
she came all the way from
Brooklyn (a 2 hour trip) to the agency to see Kenny, but a unit
supervisor denied her the right to
see her son because she didn't follow the correct visiting
procedure. Then we spoke about her
future visits to Kenny and other agency requirements. I began
by telling her that she has to visit
Kenny more frequently and that she has to contact us
beforehand.
Selective Verbatim Dialogue/Content Thinking/Feelings and
Reactions
Ms. B: I'm a little disappointed because I did
not see my son after making such a long trip.
Worker: I'm really sorry that this happened but
the agency has specific visitation procedures. I
want to remind you that you are not allowed to
walk to the cottage without contacting with my
3. supervisor or me. You have to call before you
come.
Ms. B: I'm an old lady. I cannot make such a
long trip every week.
Worker: I understand your situation but your
son Kenny needs to see that his mother is
giving him the support that he needs right now.
He needs to see that his family cares about
him.
Ms. B: (sounding very upset) I cannot go to the
agency so many times because I have doctors'
I feel very badly for Ms. B., but I am scared to
hear her anger.
I also feel annoyed with Ms. B. because she
4. should have called ahead of time. I told her the
rules and hopefully this will solve the problem.
I don’t want to hear how hard it is for Ms. B. I am
upset for Kenny and I want her to understand his
needs.
appointments and I need time for myself too.
Worker: I understand what you're going
through, but my job is to inform you about the
agency requirements.
Ms. B: I cannot visit my son every Sunday
because I have to go to church. God is the only
5. one that gives me the support I need. I can only
come every other Sunday.
Worker: I understand that God is very
important to you, but right now your son
Kenny needs all your support and I know God
will understand this.
Ms. B: I will come to the agency next week. I
will call you with the date and time.
Worker: Goodbye now. I look forward to your
call.
I don’t understand why she is upset with what I
said and I guess I do not want to know why.
6. I am feeling impatient with her excuses. Why
won’t she do what I tell her to do. I feel
incompetent that I can’t convince her.
Still another reason! I feel myself getting more
angry and insistent.
I really came on strong. I see now that I am
cutting her off and not trying to listen to her
struggle i.e. what makes it painful for her to visit.
At the moment I felt satisfied that I had
convinced her. But I think she is very upset and
just trying to end the conversation by “yessing”
me.
7. PROFESSIONAL & PERSONAL
IMPRESSIONS/REFLECTIONS
I was really very upset after this call. I felt the unit supervisor
made a very unkind decision.
Finally Ms. B. comes and she keeps her out and does not let
Kenny see her. He could have been
flexible just this one time.
I also felt pulled in two directions during this telephone call. I
felt pressured to handle the rules
with Ms. B. but at the same time I felt the agency was unfair. I
became so preoccupied that I did
not try to explore what was going on for Ms. B. and instead I
turned on her.
QUESTIONS/ISSUES FOR DISCUSSION
1. I would like to use the record to discuss what triggered my
impatience with Ms. B.
2. I want to follow up with the unit supervisor on his decision.
Can you help me develop a
strategy for speaking with him?
3. I want to call Ms. B. back. We ended on a bad note. Can you
help me to prepare for the
call? I need to “tune in” into her perceptions and feelings.
4. Theoretical perspectives used with the client.
8. Sample Narrative Process Recording: Clinical Practice with
Individuals, Families,
and Small Groups
BACKGROUND INFORMATION
Jasmin is a pregnant 14 year old Hispanic female who attends a
junior high school in upper
Manhattan. Jasmin has been in a special education class for
children with learning disabilities for
the past 6 years. She lacks reasoning and social skills. She
currently lives with her mother and 7
year old brother.
Date of Contact: Nov 1st Initial Interview
Pre-engagement comments:
Jasmin and her mother were referred to the school social worker
by her teacher who contacted the
Social Work Department to report that Jasmin is pregnant and
the alleged father was a 14 year old
boy at a neighboring school. The teacher told us she offered
9. Jasmin and her mother a chance to
meet with a social worker. After some hesitation, they
reportedly agreed and the teacher brought
them to our office.
Narrative:
I went to the waiting area and asked Jasmin and her mother to
come into my office. They both
seemed agitated and sat down at a distance from each other,
without speaking. I introduced myself
as the social worker intern in the school. I told them, “I talk to
lots of kids and families in the
school who are having problems with school or in their
families.” I added that the teacher had told
me a little about their situation; I could imagine the family must
be going through a really hard
time.
I asked if they could tell me how they viewed the problem. In
angry tones, Mrs. C. told me that
Jasmin was pregnant; she was too young to have a baby and
should have an abortion. Jasmin sat
with her head down and hands in her lap. I gently asked her to
tell me what her thoughts were
10. about this. Looking away, she said, “I don’t want to have an
abortion.” When I asked her what
bothered her about having an abortion, she shrugged and said,
“It just doesn’t seem right.” Her
mother interrupted by saying that she was too young and that
such an attitude was foolish. I pointed
out to Mrs. C. that, even though Jasmin was not far along in the
pregnancy, she was already feeling
attached, which might account for her reluctance to have an
abortion. I acknowledged that they
were both in a rough position and faced with a very difficult
decision. While I couldn’t make the
decision for them, I wanted to ask them some questions to
understand their situation better. I asked
Mrs. C. how she and Jasmin got along. She shrugged and said,
“All right. But she doesn’t trust
me. She doesn’t confide in me or tell me about her problems.”
I turned to Jasmin and asked, “Is what your Mom says true, that
it’s hard for you to talk to her?
She looked down and softly said, “I don’t know.” I asked Mrs.
C. if she had known about Jasmin’s
relationsip with her boyfriend. Looking somewhat embarrassed
and helpless, she shrugged and
11. said, “Yes, I knew. He was a nice boy.” She quickly changed
the subject and repeated that Jasmin
should have an abortion I commented that I could see how
strongly she felt about this. She said,
“Yes, I had one and it’s not so terrible.” I was somewhat
surprised. I commented, “So you feel
from your own experience that sometimes that is the best
choice.” She nodded in agreement.
She then stated, “Jasmin’s not even fourteen and not developed
enough.” With her hand, she
gestured toward her own abdominal area and asked, “Couldn’t it
be dangerous for her?” I said that,
with young girls of Jasmin’s age, there was a somewhat higher
rate of problems but many young
girls could give birth without any difficulty. I added that, if she
were to have the baby, she would
need regular medical attention to watch for any possible
problems.
I then asked Jasmin how she was feeling during the pregnancy
and whether she had been sleeping
and eating well. She said that she didn’t sleep too well because
12. she had been hearing voices at
night. She said softly, I hear my grandmother who died. She
tells me to have the baby.” I asked
Mrs. C. what she thought about what Jasmin had described. She
responded in a rather off-handed
way that an aunt believed in spirits and had scared Jasmin by
telling her that if she had an abortion,
the grandmother’s ghost would come back to haunt her. I
commented, “So your family is involved
in spiritualism.” Mrs. C. said that they were. I told her that I
felt this was probably why Jasmin
was “hearing voices” but if this increased, it would be important
for them to let me know, so that
I could decide if she needed any further medical attention.
I then asked Jasmin if she had thought much about how she
would manage with a baby. She
answered, “not really.” I asked her who would take care of the
baby when she returned to school.
She glanced at her mother, saying, “I don’t know.” When I
asked Mrs. C. if she would be willing
to take care of the baby, she said, adamantly, looking away
from Jasmin, “No, I wouldn’t.” I asked
Jasmin if she understood what her mother said. Looking down at
13. her hands folded in her lap; she
shrugged, and seemed unable to respond.
I could see how hard this was on both of them and suggested
that they think about what we had
discussed; I offered to meet with them a second time if they
thought that would help. Mrs. C.
abruptly asked me, “What do you think she should do?”, leaning
forward in her chair. I said Jasmin
was young to have a baby, but I conveyed that I couldn’t tell
them what to do. Mrs. C. asked,
“Couldn’t I insist, you know, force her to have an abortion?” I
told her that I didn’t see how that
would be possible and I didn’t think that would be a good idea.
Mrs. C. seemed ready to reconsider
her position and said that if Jasmin were to continue with the
pregnancy, she would want her to
continue at her school.
The interview ended by my making an appointment to meet
individually with Jasmin the following
day to discuss her concerns further.
Impression: I felt uncomfortable with the tension between
14. Jasmin and her mother. My thoughts
kept drifting to my worry about how Jasmin could manage as
such a young mother, especially
since her own mother did not seem willing to offer support to
her daughter. Mrs. C. came on strong
and that seemed to make it harder for Jasmin to talk and reflect
more openly. I understood her
position, but I think I felt she should be less harsh.
Questions/Issues: I have a lot of reactions and questions to
address in conference. On the whole,
I felt I tried to show both Jasmin and her mother that I was
interested in hearing about where each
of them was in regard to the pregnancy at this moment. Yet, I
wonder if either felt if I might be
taking sides. I wanted them to try to talk together without so
much tension, but I don’t think I did
a very good job at facilitating that dialogue. I also became
anxious when Jasmin said she was
“hearing voices” and in looking back, I think I didn’t listen
well. Can we look at that part of my
record?
15. Record excerpted from “Jasmin,” prepared by Susan Concecaio
for Social work practice with
maternal and child health: Populations at risk, a Casebook
Sample Verbatim Process Recording: Community Organizing,
Planning and
Development
Student’s Name:
Date of Submission:
Date of the Event:
Community Member/Group (Pseudonym) and Background:
As you understand it, what was the purpose of the event:
Dialogue &
Interaction*
*In your
reflection of this
16. event, please
choose a
segment that was
the most
significant,
challenging
and/or
memorable to
analyze: explain
its identified
strategic purpose
and what did or
did not happen
to enhance that
purpose.
Hidden or
Multiple
17. Agendas
What did you
observe
‘beneath the
surface of the
encounter, if
anything?
Student’s
Feelings
What were you
feeling then?
Now? Apply
tactical self
awareness to
18. the encounter
Student’s
Thoughts
What were
you thinking
then related to
the
effectiveness
of the
encounter?
Now?
Reflect on the
way
intersecting
identities
influenced the
encounter?
Instructor’s
19. Comments
Who was present in the event?
instructor, researched client’s history, collateral contacts, etc.):
Reflect on and briefly give response to these items below:
Summarize the event.
What led you to select this segment of the event to review? At
what point during the encounter
did this occur - beginning, middle or end?
What techniques and skills were used during and/or
incorporated into the event? In reflecting on
the skills you employed, please explain why you chose to use
them. What worked and what did
not work? What would you do differently?
Please continue to reflect on how themes of power, privilege,
and social identity have affected
and continue to influence your work with this client.
20. Next Steps in working with this client:
Your Questions:
Sample Narrative Process Recording: Community Organizing,
Planning and
Development
Date of Submission:
Student’s Name:
Date of the Interview:
Community or Group’s Name (Pseudonym) and Background:
Purpose of the Interview (SW’s Point of View):
Student’s Thoughts and Feelings before the Interview:
Interview Content from Your Point of View (Include beginning,
21. middle and end of interview):
Interview Content from the Client or Constituent’s Point of
View (Include beginning, middle and
end of interview):
Skills/Technique Used /Applied During the Interview. Please
make sure to comment on why
you used them:
What Worked/Didn’t Work? What Would You Do Differently?
Next Steps:
Interview (Case) Summary:
Questions:
Sample Verbatim Process Recording: Organizational
Management and
Leadership
Student’s Name:
22. Date of Submission:
Date(s) of the activity/project:
Name of the organization or unit and Background:
As you understand it, what was the purpose of the
activity/project?:
Who was involved in the activity/project?
Written/verbal
Communication*
*In your
reflection of this
activity/project,
please choose
something that
was the most
significant,
challenging
and/or
memorable to
23. analyze: Include
its importance to
the organization
in its operations
or strategy, and
any stakeholders
who were
affected or
involved.
Apparent &
Latent
implications
What
outcomes are
expected?
Have you
identified any
25. completed the
activity/project
differently or
more
effectively?
Reflect on the
way your
intersecting
identities
influenced the
activity/project?
Instructor’s
Comments
How did you prepare for the activity/project (i.e. took
suggestions or asked questions of your
field instructor, researched the organization’s history, consulted
course material, etc.)?
26. Reflect on and briefly give response to these items below:
Summarize the activity/project.
What led you to select this segment of the activity/project to
review? At what point during the
activity/project did this occur - beginning, middle or end?
What techniques and skills were used during and/or
incorporated into the activity/project? In
reflecting on the skills you employed, please explain why you
chose to use them. What worked
and what did not work? What would you do differently?
Please continue to reflect on how themes of power, privilege,
and social identity have affected
and continue to influence your work with this activity/project,
especially as these issues affect
the different stakeholders that are affected.
Next Steps in working on this activity/project:
Your Questions:
27. Sample Narrative Process Recording: Organizational
Management and
Leadership
Date of Submission:
Student’s Name:
Date of the Interview:
Organization’s or Unit’s Name (Pseudonym) and Background:
Purpose of the Interview (SW’s Point of View):
Student’s Thoughts and Feelings before the Interview:
Interview Content from Your Point of View (Include beginning,
middle and end of interview):
Interview Content from the Client’s Point of View (Include
beginning, middle and end of
interview):
28. Skills/Technique Used /Applied During the Interview. Please
make sure to comment on why
you used them:
What Worked/Didn’t Work? What Would You Do Differently?
Next Steps:
Interview (Case) Summary:
Questions:
Process Recording Week 4
For the sake of this process recording and for reasons
surrounding confidentiality, all names used are pseudonyms.
Client information and presenting issue: John Doe is a 17-year-
old gay male who has been homeless for a few months now.
Most
of that time has been spent couch surfing between the homes of
friends. He is involved with the juvenile justice system and is
29. currently on probation stemming from an altercation with his
step-father. John Doe's mother and step-father highly
disapprove of his
“lifestyle” and refuse to let him remain at home due to it. In an
effort to get John Doe off the streets his probation officer, Paul,
suggested he join a program that he recently heard about, Casa
De Change.
Any relevant information about setting and demographics: An
interview with John Doe was arranged between myself, Sara,
and
Paul. The agreed upon location was a central building in
Brenham, TX where the DFPS and juvenile justice departments
are both
located. Upon arrival, Sara and I were escorted into a room
where John Doe and Paul were seated. They promptly stood up
as they
greeted us. The following conversation picks up after the initial
greetings had taken place and the interview/assessment had
started.
Dialogue Identify skills , techniques and
theories,
Analysis/assessment of
dialogue
30. Personal reactions and self-
reflection to the interaction
Alex: John Doe, we aren't
sure what you know about
Casa De Change. Can you
share what you know, if
anything at all.
John Doe: You guys are a
home for homeless gay kids.
That's about it.
Alex: We do provide a safe
place for gay youth, and for
the rest of the LGBTQ
community. Along the way
we work with you to
establish and meet goals that
are important to you. There
are of course rules that must
31. be followed.
My main goal here was to find out
what John Doe's understanding of
the program was and to make sure
that he was aware of all that it would
entail. This did get sidetracked due
to John Doe's apparent disdain
towards rules. We were able to
mention how we help establish and
meet goals with our clients. This
model is often referred to as a “task-
centered approach” in social work
where specific, measurable goals,
and strategies to meet them, are
agreed upon between the client and
the professional.
During this segment of the
conversation I noticed
32. John Doe's mood change a
bit at the mention of rules.
He leaned back in his
chair as the expression on
his face went from an
excited one to one that
showed concern.
This is a common reaction that we
get from youth who accustomed to
doing things as a please. They are
often independent and view rules
as an attack on their independence.
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34. Using the Cognitive Behavior
Theory helps make his self-reflect
and think about the situation
differently.
Sara: That's great! We will
help you with those for sure.
There are a number of rules
that must be followed in
order to participate in the
program. Residents must
continue to work on their
education, complete chores,
respect staff and other
residents, be home at specific
times, and inform staff of
where they are at all times.
These are just some of them.
35. The others we will go
through in a bit.
John Doe: I don't do well
with rules. (laughs)
Alex: (laughs) I'm not a fan
of them myself, but they do
make things operate a bit
smoother!
John Doe: I can be stubborn
when it comes to rules…
Sara: You're aware of that
stubbornness so you are
ahead of the game.
Sara wanted to give John
Doe a broad overview of
the rules we have in place
at the house. She also
wanted him to know that
36. there were more that
would be discussed
further in so that there
were no surprises when
that moment came. It is
important to know that
this is not just a place to
sleep, it is a home and we
function as a community.
It was nice to see that John Doe
was aware of himself to the point
where he was honest with us by
informing us that he can be
stubborn and defiant. Most youth
we encounter are not so honest or
aware of themselves. Also, though
he is not diagnosed with
oppositional defiant disorder, I
37. instantly thought of it. My mind is
getting better at analyzing what is
said, as well as a person's
mannerisms, during these
assessments. It was a great feeling
to realize this as it was occurring.
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39. your own destiny. That's
why we encourage residents
to be actively involved in
everything involving them.
The rules are there to ensure
that everything runs
smoothly at the house and to
help maintain your safety
and everyone else. We are a
community and the
behaviors and actions of
others have impact on
everyone them. Which is
another reason that everyone
should be on the same page
in regards to how the house
is ran.
John Doe needed to be reassured of
40. his right to self-determination while
at Casa De Change. He had no
problem making known what it
meant to him.
I also talked about how the actions
of one person has the potential to
disrupt the house and affect other
residents. The systems theory relates
to the house in the way that each
youth impacts the other in a positive
or negative way due to the system(s)
they are involved with. The house is
a sort of system that we all have in
common.
Here John Doe goes on to
state what Sara and I are
well aware of. Young
41. homeless youth become
independent at a young
age and are protective of
it. This is why we allow
them so much say in what
happens while they are in
the program. Rules must
be in place, but at the
same time, they must and
maintain some control
over their life.
I could tell that John Doe was
highly protective of his
independence. He had been in a
shelter a few months prior but had
left after a couple of days due to
all of the rules in place. This
happens a lot and is something that
42. we try to avoid. Had we not
stressed the control that he would
still have while in the program, I
am certain he would have not
joined?
John Doe: Oh, I get why
rules are in place. I still don't
like being controlled, but as
long as I don't feel like my
Casa De Change has an open door
policy for our residents and staff.
We are all encouraged to be open
and honest to one another. Bringing
John Doe is an honest,
upfront, sort of guy. He is
also the type of person
who appreciates the same
Sara and I both glanced at each
43. other trying to gauge what the
other thought of his words.
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independence is taken away,
I can deal with it.
Sara: We definitely do not
want any of our residents to
feel as though they are not in
control.
Alex: We also encourage our
youth to bring their concerns
to our attention before things
reach a boiling point.
Regarding this scenario, it is
critical that you it to our
attention when you start to
feel this way.
45. things to another's attention is a step
in the direction of problem solving.
Problem solving is a process that
some of our youth have never
engaged in.
Using the CBT theory he realized
that his behaviors kept adding fuel to
fire.
being given to him. We
also needed him to
understand that not only
does he have a say in his
life, but that we encourage
residents to voice their
concerns and opinions,
and that their voices are
46. valued.
John Doe: Deal. I can do
that. I have NO problem
letting anyone know when
something is bothering me!
(laughs)
Sara: That's a good, as long
as you are respectful about it!
(laughs)
John Doe: Of course!
Alex: Alright, shall we move
on?
John Doe: We shall!
John Doe responded well
to our conversation
surrounding rules and his
independence. Sara was
quick to point out how
47. respect while making
one's thoughts known, is
mandatory. From this
point we were able to
move forward with the
interview. The following
day we accepted John Doe
into the program and his
move in date is January
2nd.
The mood shifted to a lighter tone
here. Once everything was out in
the open, John Doe seemed to have
little concerns regarding the rules
of the house. This will no doubt
change once he is settled in. He
has a defiant streak in him, though
it does not seem to be cause for
48. major concern. When it rears its
head it will important that we
stress how he is still in control
despite there being rules in place.
I've no doubts about John Doe
joining us at Casa De Change. He
is going to do just fine here.
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Client information and presenting issue: Sally Mae is an
African American 26-year-old gay female who has been
homeless for the past 6 months. Most of that time has been
spent couch surfing between the homes of friends. She has a
history of substance abuse, battery, assault, and juvenile justice
as a teen and is currently on probation stemming from an
altercation with her mother. Sally Mae's mother and step-father
highly disapprove of her “lifestyle” and refuse to let her remain
at home due to it. In an effort to get Sally Mae off the streets
her probation officer, Mike, suggested she join a program that
she recently heard about, Turning Point.
Any relevant information about setting and demographics: An
interview with Sally Mae was arranged between myself, Laura,
and Mike. The agreed upon location was a at Coastal Harbor
50. Behavior Health conference room which the inpatient facility
client was recently admitted to in an attempt of overdose. When
Mike arrived, I escorted him into the conference room where
Sally Mae and Laura were seated. We promptly stood up as we
greeted Mike and Laura. The following conversation picks up
after the initial greetings had taken place and the
interview/assessment had started.
Dialogue
Identify skills, techniques and theories,
Analysis/assessment of dialogue
Personal reactions and self-reflection to the interaction
Mike: Sally Mae, we aren't sure what you know about Turning
Point. Can you share what you know, if anything at all.
Sally Mae: The most that I know is this place you name is a
home for homeless gay kids like me. That’s it.
Mike: Yes, they do provide a safe place for gay individuals,
and for the rest of the LGBTQ community. Along the way we
will work with you to establish and meet goals that are
important to you. There are of course rules that must be
followed.