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Hinduism, Buddhism, and the Abrahamic religions address the problem of evil and suffering in the world in different ways. Hindus believe evil stems from human desires and the cycles of samsara. Buddhists see suffering as inherent in life due to attachment and desire. Jews, Christians, and Muslims attribute evil to free will and the actions of humans or supernatural forces like demons, but ultimately believe God is all-powerful and good.
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The Religious Problem of EvilSo, what is wrong with the .docx
The Religious Problem of Evil
So, what is wrong with the world? Or, is it just fine, as it is?
Most of us would say that bad things happen in the world (Nazis, terrorists, the suffering of children).
What are we to make of it? Is this part of the work of god(s), behavior or human nature? Is evil external or internal?
This is known as the problem of evil or the problem of
theodicy
.
Now that you have been introduced to the main religious traditions of the human race, discuss what you have learned as it applies to the problem of why there is evil in the world.
How does Hinduism address the problem?
How does Buddhism address the problem?
How do the Abrahamic religions address the problem?
Compare the difference between the way Jews, Christians, Muslims, Hindus and Buddhists address the problem of evil and theodicy.
...
Chapter 1
This document discusses the nature and definitions of religion from various perspectives. It addresses religion as a universal and fundamental part of human experience, examining religious needs, beliefs, rituals, and the major world religions. The document also summarizes different approaches to studying religion comparatively and scientifically, including philosophical, psychological, sociological, theological, and historical methods. It explores theories about the origin of religion and how views have progressed from theological to more empirical stages of understanding.
First provide some background on the religion to which you belong or.docx
First provide some background on the religion to which you belong or with which you are most familiar. How long have you known about or practiced this religion? Why do you know about or practice this religion? How has this course affected what you know about or how you practice this religion?
Then choose two of the world’s major religions other than the one to which you belong or with which you are most familiar, one from the east (Hinduism or Buddhism) and one from the west (Judaism, Christianity, or Islam).
Using information from the textbook and any outside research you care to do, answer the following questions about each of the religions that you selected: What are the origins of each religion? How did they develop over time? What are the major influences from outside each religion? What are the significant divisions within each religion? What are the contemporary issues facing each religion?
Now consider what you learned from the in-class discussions. Use this information to answer the following questions about the religions that you selected. Did each start out as a sect or a church? How does each compare to the Dionysian and Apollonian traditions of the past? Have they ever switched from rejecting the world to accepting it (or vice versa)? What are their Gnostic and literalist components?
.
1)JudaismChildren of the Cool,There are a couple of topi.docx
1)
Judaism
Children of the Cool,
There are a couple of topics worth discussing with regard to Judaism.
The first is testimonial. Do you know people who are anti-Semitic? Is it a "thing" in your own family or other circles? Maybe your church has a specific view of the role of the Jews in the end-times; maybe you've heard conspiracy theories. Or maybe not.
Second, reflect if you will on the concept of there being a "chosen people." Does this seem reasonable or likely to you, as a way God (if there is a god) would go about things? (The philosopher Bertrand Russell once said "How odd / of God / to choose / the Jews." He was an atheist.
Third, Jews have long had what many of us have only acquired in the past few decades: an absolute obsession with figuring out our identity. Put your own identity in dialogue with the debates Jews have about it: is
your
identity religious? political? ethnic or racial? cultural? Who or what do you identify as? That is, distinguish what happens to be true of you, from what makes you be you. You *are* a Muslim; you happen to be from Alabama. You *are* pro-life, you happen to be African-American. You get the i dea.
Dr. Curtis-Thames
2)
Hinduism
All
I never know how much wind-shear it will be for students to first encounter Hinduism. The "Californication" of south and east Asian religions, whereby they all get the juicy bits picked over and Vitamixed together into a New Age spirituality, makes it hard to understand what these religions are in themselves, apart from our Western appropriation of them.
Let's talk about a couple of things.
x) Every religion seems to have morally-awkward things about especially its history, yet religions have been and arguably still are the major channels for teaching morals and for bringing them up in public, especially in political contexts. So Muhammad fought, Christianity persecuted heretics and Jews violently; Yahweh seems to endorse ethnic cleansing in the oldest parts of the Hebrew Bible / Old Testament. Hinduism says you deserve the horrors of your life: poverty, abuse, discrimination, etc. Given all of this--and I'm not saying atheism raises fewer problems, I'm just setting it aside for the moment--how do you think about Hinduism's understanding of karma? If we *don't* get everything we deserve, how can the universe be just? If it's not, what's the point of being moral? On the other hand, if we do, how would it make you feel, thinking about the circumstances of your own life, to realize that your own past actions set you up for the life you have had so far?
x) Americans can't stay on a diet for two weeks. Is there a positive message about communal discipline and self-discipline that Hinduism could direct towards American society? What stands out to you?
3)
Buddhism
Buddhism is both the most intellectually-challenging of the major world religions, and one with a strongly-appealing spiritual practice.
x) Both Shankara's jnana-marga Hindu idea that I am a part of G.
Problem of Evil and suffering.ppt
The belief that God is all-powerful
A person who believes in the traditional concept of God.
Evil acts performed by man.
The belief that God is all-knowing
He belief that God is al-loving
Events in the natural world that cause suffering.
A person that does not believe in God.
An attempt to justify God and evil in the world, without qualifying his nature.
Final ExamFirst provide some background on the religion to whi.docx
Final Exam
First provide some background on the religion to which you belong or with which you are most familiar. How long have you known about or practiced this religion? Why do you know about or practice this religion? How has this course affected what you know about or how you practice this religion?
Then choose two of the world’s major religions other than the one to which you belong or with which you are most familiar, one from the east (Hinduism or Buddhism) and one from the west (Judaism, Christianity, or Islam).
Using information from the textbook and any outside research you care to do, answer the following questions about each of the religions that you selected: What are the origins of each religion? How did they develop over time? What are the major influences from outside each religion? What are the significant divisions within each religion? What are the contemporary issues facing each religion?
Now consider what you learned from the in-class discussions. Use this information to answer the following questions about the religions that you selected. Did each start out as a sect or a church? How does each compare to the Dionysian and Apollonian traditions of the past? Have they ever switched from rejecting the world to accepting it (or vice versa)? What are their Gnostic and literalist components?
.
Problem of evil arguments slides
Problem of evil, a part of philosophy. This will enable you to get full understanding of the arguments and solution of the concept.
For assistance, please refer to the document:
https://drive.google.com/file/d/1U3YZt16awufw9YfRkrxMipU9HRISaiW8/view?usp=sharing
Assignment 1 The Problems of Evil and SufferingAll human bein.docx
Assignment 1: The Problems of Evil and Suffering
All human beings encounter pain and suffering in life. This can present some difficult questions to organized religions.
On some level, all religions answer fundamental questions of human existence, including, "why are we here?" Pain and suffering complicate these basic questions of human existence, whether the religion is monotheistic, polytheistic, or atheistic.
Some people endure much more pain and suffering than others. Why is this so? What is the origin of suffering? Is evil external or internal? Does it have any meaning? How should we respond to it?
Even more difficult is the problem of moral evil: some people deliberately cause other people to suffer. Why? If there is meaning in the universe, and especially if the universe is ruled by a beneficent deity, how can this be?
Write an essay of 1,000 words that examines the basic positions of each of the five religious traditions considering these human questions
In your essay, address the following questions:
How does
each
religion respond to the problems of evil and suffering?
How are those responses similar?
In what ways do the responses differ?
What factors account for these differences?
Which way of addressing evil is the most similar to your own? What role does reason play in your personal understanding of evil? How does that overlap or contradict with the major religions' uses of reason in explaining evil?
Assignment 1 Grading Criteria
Maximum Points
Introduce how each of the five religions (Judaism, Christianity, Islam, Hinduism, and Buddhism) responds to or address the problems of evil and suffering.
68
Compare the five religions and identify commonalities or similarities between them in addressing both the problem of evil and the problem of suffering.
40
Compare the five religions and identify differences between the five religions and how they address the problem of evil and the problem of suffering.
40
Discuss the factors that account for these differences in how the five religions address the problem of evil and the problem of suffering.
40
Describe which way of addressing evil is the most similar to the student's personal belief system. What role does reason play in your personal understanding of evil? How does that overlap or contradict with the major religions' uses of reason in explaining evil?
48
Style (8 points):
Tone, audience, and word choice
Organization (16 points):
Introduction, transitions, and conclusion
Usage and Mechanics (16 points):
Grammar, spelling, and sentence structure
APA Elements (24 points):
In-text citations and references, paraphrasing, and appropriate use of quotations and other elements of style
64
Total:
300
.
Recommended
The Religious Problem of EvilSo, what is wrong with the .docx
The Religious Problem of Evil
So, what is wrong with the world? Or, is it just fine, as it is?
Most of us would say that bad things happen in the world (Nazis, terrorists, the suffering of children).
What are we to make of it? Is this part of the work of god(s), behavior or human nature? Is evil external or internal?
This is known as the problem of evil or the problem of
theodicy
.
Now that you have been introduced to the main religious traditions of the human race, discuss what you have learned as it applies to the problem of why there is evil in the world.
How does Hinduism address the problem?
How does Buddhism address the problem?
How do the Abrahamic religions address the problem?
Compare the difference between the way Jews, Christians, Muslims, Hindus and Buddhists address the problem of evil and theodicy.
...
Chapter 1
This document discusses the nature and definitions of religion from various perspectives. It addresses religion as a universal and fundamental part of human experience, examining religious needs, beliefs, rituals, and the major world religions. The document also summarizes different approaches to studying religion comparatively and scientifically, including philosophical, psychological, sociological, theological, and historical methods. It explores theories about the origin of religion and how views have progressed from theological to more empirical stages of understanding.
First provide some background on the religion to which you belong or.docx
First provide some background on the religion to which you belong or with which you are most familiar. How long have you known about or practiced this religion? Why do you know about or practice this religion? How has this course affected what you know about or how you practice this religion?
Then choose two of the world’s major religions other than the one to which you belong or with which you are most familiar, one from the east (Hinduism or Buddhism) and one from the west (Judaism, Christianity, or Islam).
Using information from the textbook and any outside research you care to do, answer the following questions about each of the religions that you selected: What are the origins of each religion? How did they develop over time? What are the major influences from outside each religion? What are the significant divisions within each religion? What are the contemporary issues facing each religion?
Now consider what you learned from the in-class discussions. Use this information to answer the following questions about the religions that you selected. Did each start out as a sect or a church? How does each compare to the Dionysian and Apollonian traditions of the past? Have they ever switched from rejecting the world to accepting it (or vice versa)? What are their Gnostic and literalist components?
.
1)JudaismChildren of the Cool,There are a couple of topi.docx
1)
Judaism
Children of the Cool,
There are a couple of topics worth discussing with regard to Judaism.
The first is testimonial. Do you know people who are anti-Semitic? Is it a "thing" in your own family or other circles? Maybe your church has a specific view of the role of the Jews in the end-times; maybe you've heard conspiracy theories. Or maybe not.
Second, reflect if you will on the concept of there being a "chosen people." Does this seem reasonable or likely to you, as a way God (if there is a god) would go about things? (The philosopher Bertrand Russell once said "How odd / of God / to choose / the Jews." He was an atheist.
Third, Jews have long had what many of us have only acquired in the past few decades: an absolute obsession with figuring out our identity. Put your own identity in dialogue with the debates Jews have about it: is
your
identity religious? political? ethnic or racial? cultural? Who or what do you identify as? That is, distinguish what happens to be true of you, from what makes you be you. You *are* a Muslim; you happen to be from Alabama. You *are* pro-life, you happen to be African-American. You get the i dea.
Dr. Curtis-Thames
2)
Hinduism
All
I never know how much wind-shear it will be for students to first encounter Hinduism. The "Californication" of south and east Asian religions, whereby they all get the juicy bits picked over and Vitamixed together into a New Age spirituality, makes it hard to understand what these religions are in themselves, apart from our Western appropriation of them.
Let's talk about a couple of things.
x) Every religion seems to have morally-awkward things about especially its history, yet religions have been and arguably still are the major channels for teaching morals and for bringing them up in public, especially in political contexts. So Muhammad fought, Christianity persecuted heretics and Jews violently; Yahweh seems to endorse ethnic cleansing in the oldest parts of the Hebrew Bible / Old Testament. Hinduism says you deserve the horrors of your life: poverty, abuse, discrimination, etc. Given all of this--and I'm not saying atheism raises fewer problems, I'm just setting it aside for the moment--how do you think about Hinduism's understanding of karma? If we *don't* get everything we deserve, how can the universe be just? If it's not, what's the point of being moral? On the other hand, if we do, how would it make you feel, thinking about the circumstances of your own life, to realize that your own past actions set you up for the life you have had so far?
x) Americans can't stay on a diet for two weeks. Is there a positive message about communal discipline and self-discipline that Hinduism could direct towards American society? What stands out to you?
3)
Buddhism
Buddhism is both the most intellectually-challenging of the major world religions, and one with a strongly-appealing spiritual practice.
x) Both Shankara's jnana-marga Hindu idea that I am a part of G.
Problem of Evil and suffering.ppt
The belief that God is all-powerful
A person who believes in the traditional concept of God.
Evil acts performed by man.
The belief that God is all-knowing
He belief that God is al-loving
Events in the natural world that cause suffering.
A person that does not believe in God.
An attempt to justify God and evil in the world, without qualifying his nature.
Final ExamFirst provide some background on the religion to whi.docx
Final Exam
First provide some background on the religion to which you belong or with which you are most familiar. How long have you known about or practiced this religion? Why do you know about or practice this religion? How has this course affected what you know about or how you practice this religion?
Then choose two of the world’s major religions other than the one to which you belong or with which you are most familiar, one from the east (Hinduism or Buddhism) and one from the west (Judaism, Christianity, or Islam).
Using information from the textbook and any outside research you care to do, answer the following questions about each of the religions that you selected: What are the origins of each religion? How did they develop over time? What are the major influences from outside each religion? What are the significant divisions within each religion? What are the contemporary issues facing each religion?
Now consider what you learned from the in-class discussions. Use this information to answer the following questions about the religions that you selected. Did each start out as a sect or a church? How does each compare to the Dionysian and Apollonian traditions of the past? Have they ever switched from rejecting the world to accepting it (or vice versa)? What are their Gnostic and literalist components?
.
Problem of evil arguments slides
Problem of evil, a part of philosophy. This will enable you to get full understanding of the arguments and solution of the concept.
For assistance, please refer to the document:
https://drive.google.com/file/d/1U3YZt16awufw9YfRkrxMipU9HRISaiW8/view?usp=sharing
Assignment 1 The Problems of Evil and SufferingAll human bein.docx
Assignment 1: The Problems of Evil and Suffering
All human beings encounter pain and suffering in life. This can present some difficult questions to organized religions.
On some level, all religions answer fundamental questions of human existence, including, "why are we here?" Pain and suffering complicate these basic questions of human existence, whether the religion is monotheistic, polytheistic, or atheistic.
Some people endure much more pain and suffering than others. Why is this so? What is the origin of suffering? Is evil external or internal? Does it have any meaning? How should we respond to it?
Even more difficult is the problem of moral evil: some people deliberately cause other people to suffer. Why? If there is meaning in the universe, and especially if the universe is ruled by a beneficent deity, how can this be?
Write an essay of 1,000 words that examines the basic positions of each of the five religious traditions considering these human questions
In your essay, address the following questions:
How does
each
religion respond to the problems of evil and suffering?
How are those responses similar?
In what ways do the responses differ?
What factors account for these differences?
Which way of addressing evil is the most similar to your own? What role does reason play in your personal understanding of evil? How does that overlap or contradict with the major religions' uses of reason in explaining evil?
Assignment 1 Grading Criteria
Maximum Points
Introduce how each of the five religions (Judaism, Christianity, Islam, Hinduism, and Buddhism) responds to or address the problems of evil and suffering.
68
Compare the five religions and identify commonalities or similarities between them in addressing both the problem of evil and the problem of suffering.
40
Compare the five religions and identify differences between the five religions and how they address the problem of evil and the problem of suffering.
40
Discuss the factors that account for these differences in how the five religions address the problem of evil and the problem of suffering.
40
Describe which way of addressing evil is the most similar to the student's personal belief system. What role does reason play in your personal understanding of evil? How does that overlap or contradict with the major religions' uses of reason in explaining evil?
48
Style (8 points):
Tone, audience, and word choice
Organization (16 points):
Introduction, transitions, and conclusion
Usage and Mechanics (16 points):
Grammar, spelling, and sentence structure
APA Elements (24 points):
In-text citations and references, paraphrasing, and appropriate use of quotations and other elements of style
64
Total:
300
.
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What Can Psychotherapists Learn From the Social Sciences?
Panel Discussion:
"What Can Psychotherapists Learn From the Social Sciences?"
Chair: Césare Alfonso
Panelists:
Vincenzo Di Nicola
Arvind Rajagopalan
Renato Antunes dos Santos
International Federation for Psychotherapy
23rd World Congress of Psychotherapy
Casablanca, Morocco
10 February 2023
Points covered:
My first contribution was my model of Cultural Family Therapy (CFT)
A Stranger in the Family: Families, Culture, & Therapy (1997)
Next, I articulated overarching principles of the psychotherapies
Letters to a Young Therapist (2011)
Now, we are re-visioning psychotherapy through philosophy
Alain Badiou’s philosophy of the Event
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These mitzvoth prohibit various idolatrous practices that were common in ancient times, such as making idols, passing children through fire in rituals, and consulting mediums and spirits. While we no longer engage in these exact practices, the document discusses how the underlying concerns of these mitzvoth - such as avoiding anything that leads us or others away from God or spreads idolatry - remain highly relevant today. We must be vigilant against modern-day "idols" and misleaders, and careful about influences on our children or in our associations that could encourage living outside of God's expectations.
Assignment 1 Journal EntryIntersection and Religious Discrim.docx
Assignment 1:
Journal Entry:
Intersection and Religious Discrimination
When pieces of cloth are sewn together, you might have trouble discerning the individual pieces of cloth that make the final garment, but by looking carefully, you can find the seams. You may have experienced similar difficulty in the first week of this course when asked to explore the individual aspects of culture that combine to create your unique self-identity. Forms of oppression can come together often in almost imperceptible ways to form the complex environment in which you and your clients live and interact. As a social worker, you must examine carefully the intersections between religious discrimination, sexism, classism, and racism so you can respond accordingly.
To prepare:
Consider this week's resources that describe how religion intersects with other forms of oppression.
Submit your response to those resources and analyze what you think is the role of religion in reinforcing sexism, classism, and racism.
As a social worker, how can you address these issues on a micro and macro level?
Assignment 2: Race, Empowerment, and Cultural Competence
The ideas, attitudes, values, and beliefs with which people are surrounded as they grow up inform their perceptions about themselves and their place in the world. Family and religious systems are usually the first place that people get messages about themselves and others. Those messages can be positive and illustrate how important it is to embrace difference, or they can be full of hate and intolerance. For this Assignment, consider how your own ideas about race and ethnicity have been influenced by those around you.
Submit a 2-page paper that answers the following question:
How does your family and religious systems lead to your ideas about your own racial ethnic group as well as the racial and ethnic group of others?
Be sure to address the concepts of ethnocentric practice, empowerment and cultural competence. Please use the Learning Resources to support your answer.
References (use at least 2)
Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999.
Early Childhood Education Journal, 36
(2), 201–207.
Patcher, L. M., Szalacha, L. A., Bernstein, B., & Garcia Coil, C. (2010). Perceptions of racism in children and youth: Properties as a self-report instrument for research on children’s health and development.
Ethnicity & Health, 15
(1), 33–46.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
Chapter 5 (pp. 254-294)
.
PLEASE READ THIS CAREFULLY! DO NOT ASSUME; READ IT. Final Examin
PLEASE READ THIS CAREFULLY! DO NOT ASSUME; READ IT.
Final Examination Project for Spring Semester, 2018
Your assignment is to review the reading and writing we have done this semester and to answer two basic questions.
1. As you look around the world today, which trends in world religion might lead toward the abuse of human rights?
2. As you look around the world today, which trends in world religion might lead toward greater respect for and improvement of universal human rights?
Another way of framing the question is to ask in world religion:
1. Who is abusing people’s human rights?
2. Who is working to stop these abuses?
Yet another way of framing the question is to ask:
1. How has religion been used in the past to abuse people’s human rights?
2. How should religion be used to improve human rights in the future?
You have a lot of flexibility in how you compose this final essay. What I am looking for is your ability to take what you have learned this semester and put it into words. I want you to tell me how and why religion gets used to limit the rights people should have, and how and why religion gets used to help people to enjoy better basic human rights.
This should take the form of a clear, well developed essay using proper rules for quotation and citation. Length should be between two and four pages double spaced.
To help compose this assignment, you should read the following text which was circulated earlier in the semester.
Supernatural vs. Natural Ways of Thinking
(See Chapter 1 in your Book)
The two key concepts we will discuss here are Rationalism and Supernaturalism. First though, let’s review a little bit of what we said earlier about the connection between religion and culture. We want to keep this connection in mind the whole time we study world religions.
Each religion has physical/cultural exterior and a metaphysical/spiritual interior. If you visit a church, mosque, synagogue or temple, you will find that most of the people spend most of their time and effort dealing with the physical/cultural exterior, or the surface of whatever is going on. There will always be some people who will wish to explore and experience their religion on a deeper level. These are the folks who will participate in more of the special events that are held. These are the people who are looking to grow in faith and to delve deeper into the spiritual interior of their beliefs. Often these are the people who wish to challenge the status quo and to reach out to people who would be traditionally excluded from their culture group. One of the funny things about organized religion is that the spiritual interior of the faith often teaches us to let go of our attachments to the cultural exterior. This is why prophets are seldom welcome among their own people. (See Mark 6:4) Prophets call people to let go of their attachments to the cultural status quo and so they usually get in trouble with the authoritie ...
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This document outlines the aims and questions for a religious studies course. The aims are to broadly explore world religions and develop a more global perspective by understanding different cultures. The questions cover topics like the definition of religion, how religion has shaped history and identities, the relationship between religion and issues like gender, sexuality, race and the environment, philosophical problems of evil, reconciling science and creation stories, questions of faith, free will, and suffering.
REL101(WI) World ReligionsReflection Paper #2The Problem of.docx
REL101(WI): World Religions
Reflection Paper #2
The Problem of Evil
The most formidable challenge a believer in God must face is known as “the problem of evil.” This problem, which goes back to ancient times yet is no less distressing today, asks about the relationship between belief in God and the existence of evil in the world. If God is truly good and cares for us, why do bad things continually happen to good people? How can there be so much unmerited evil and suffering in the world if an all-powerful and all-loving creator governs the universe? Like many other faiths, Judaism has had to confront such questions head on. While much of Jewish history is full of pain and suffering, nothing has tested the Jewish faith like the mass slaughter of Jews during the Holocaust (or Shoah). Given God’s covenantal promise of a blessed existence and God’s declaration that the Jews are his “chosen people,” many wonder today how they can possibly square the extermination of 6 million such people with belief in a deity who is said to be both compassionate and just. For this second Reflection Paper, you are asked to weigh in on this conflicted debate. Before you begin to write, consider the discussion of Judaism in class, read carefully the article “The Problem of Evil” posted under “Course Materials” on Blackboard, and research at least two other articles of your choice that address this topic. Then, in your paper, expand this difficult issue to all of the Western religions and offer your best insights on the ongoing attempt to make sense of the problem of evil. If you are a believer, how do you reconcile your belief in an all-powerful, all-loving God and the immense evil that surrounds us? Which of the many solutions to the problem of evil (officially known a “theodicy”), do you find convincing? If you are not committed to a religious belief, what is your opinion about the problem of evil? Is this problem great enough to lead one to atheism, as many have argued? Is one of the counterarguments presented in this discussion particularly powerful?
The Problem of Evil
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We live in a world in shadow. It’s a fact, noted by every religion and belief system throughout history, that suffering plagues the human condition. Some of us experience far more pain than others, but it’s something we must all face during our lives. Possibly even worse than the existence of suffering is the randomness with which it strikes—often in the lives of people who have done nothing to deserve it—and our too-frequent powerlessness to help the afflicted innocent.
The great and terrible fact of suffering has been humanity’s constant companion. Our history as a species is a long, slow climb up from the darkness, punctuated by much faltering, backsliding, and frustration. For thousands of years of human history, every day was a struggle to stay alive. Plagues and epidemics swept continents like wildfire. Natural disasters led to the collapse of great empires..
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This document discusses dawah, or calling others to Islam. It explains that dawah involves connecting people to Allah and propagating the message of salvation to all humanity. The document outlines some realities of dawah, including that it is an obligation and involves reaching beyond traditional methods. It also discusses challenges of dawah in the West, such as Western attitudes towards religion and attitudes among some Muslims. The document concludes by providing tips for effective dawah at both the personal and collective level.
Dawah challenges 2
This document discusses dawah, or calling others to Islam. It explains that dawah involves connecting people to Allah and propagating the message of salvation to all humanity. The document outlines some realities of dawah, including that it is an obligation and involves reaching beyond traditional methods. It also discusses challenges of dawah in the West, such as Western attitudes towards religion and attitudes among some Muslims. The document concludes by providing tips for effective dawah at both the personal and collective level.
Senior Seminar in Business Administration BUS 499Coope.docx
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docx
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
Serial KillersFor this assignment you will review a serial kille.docx
Serial Killers
For this assignment you will review a serial killer's case in depth. The killer you choose to review will also be the subject of your Week 5 final assignment, so keep your research material handy.
First, choose
one
of the following serial killers:
David Berkowitz ("Son of Sam") taunted police over a year and shot 15 people (6 died) in New York City. The movie "Summer of Sam" was about this time.
Gary Ridgway (the "Green River Killer") holds the American record for most victims. He confessed to killing 48 over a 16-year period but is suspected of having killed many more!
Wayne B. Williams is believed to be the killer of 24 children and young men in Atlanta, though there is still some doubt.
John Allen Muhammad and Lee Boyd Malvo were the "DC snipers" who shot 13 people (ten died) over three weeks in the Washington DC area in 2002.
Ted Bundy: Confessed to almost 30 murders (there may have been more). He was known for being smart and good-looking, and acted as his own lawyer.
Jeffrey Dahmer: His case captured worldwide attention after his capture, mostly due to his habit of keeping parts of his victims long after their deaths, as well as cannibalism and necrophilia.
Kristen Gilbert: An example of a female serial killer, she was a nurse who killed hospital patients in her care.
For this assignment, create a report in Microsoft Word that covers the following points:
Summarize the case: time period, location, number of victims, etc.
Describe the killer's background, methods, and area of operation.
How did the killer select his or her victims? Was there anything that the victims did to provoke the killer?
By analyzing all of the above information, you should now be able to propose a
three-part typology
and explain your analysis. Your typology should describe the killer's
motivation, location, and organized or disorganized factors. For instance, John Wayne Gacy might be described as a
Power/Control, local, organized killer.
.
SESSION 1Michael Delarosa, Department ManagerWhat sugg.docx
SESSION 1
Michael Delarosa, Department Manager
What suggestions do you have for improvement in regards to training new supervisors?
Make sure there are opportunities for hands on problem solving. Too much of our training is theory
and supervisors need to be focused on the real-world problems that come up.
What challenges do supervisors in our plants encounter that training would help them resolve?
I'd say that a lot of the challenges we see relate to the diversity on the line. There are a lot of different
types of people working at CapraTek and they don't always play well together.
What are the most important abilities for supervisors in our plants?
Well… the first thing that comes to mind is the ability to find information. Whether it's technical
information or answers for the people who report to you. Another key ability though is the ability to
acquire technical expertise. No one comes in knowing it all, but the ability to gain necessary
knowledge is very important.
What knowledge does a new supervisor need?
A solid understanding of the job itself. Supervisors provide a lot of training to new employees, so they
need to know our systems and processes inside and out.
Should training be conducted face to face, online, or a combination of both?
I'd say a combination. There are some topics that don't really need a classroom experience, but
others where the face-to-face interaction provides as much as the actual training materials. If it had to
be one or the other, I'd definitely say face to face.
Leland Butler, Shift Supervisor
What suggestions do you have for improvement in regards to training new supervisors?
Don't think you can cover this stuff once and be done with it. I went through supervisor training when I
was promoted, but I've gotta admit, I don't remember much of it. That kind of stuff doesn't always
stick unless you're doing it. Having an opportunity to be in the job and then get training on what you're
actually dealing with is better than sitting in a training room listening to someone talk about theories
and policies.
What challenges do supervisors in our plants encounter that training would help them resolve?
Well… like I said, being able to apply the leadership and supervisory ideas in realistic situations. I'm a
hands-on kind of person and it's always better if I can do something, so maybe like getting training on
performance reviews or some of the paperwork we're all dealing with. That would be helpful.
What are the most important abilities for supervisors in our plants?
Communication and flexibility. Hands down. You need to be able to shift gears decisively and
communicate with your team.
What knowledge does a new supervisor need?
He or she needs to know what the role of their team is to the division. How it all fits together. A good
supervisor needs to be able to communicate to the people who report to him what's going on and why
things are the way they are. So, he's got to be in .
Sheet11a & 1b.RESDETAILRes NumCheck InCheck OutCust IDCustFNameCus.docx
Sheet11a & 1b.RESDETAILRes NumCheck InCheck OutCust IDCustFNameCustLNameCust PhoneCust TypeCust DescLoyalty IDAgent IDAgentFNameAgentLNameAgent TypeAgent DescGuest CountRoom NumRoom TypeRoom DescRate TypeRate DescRate Amt10019/5/209/7/2085WesleyTanner(817)555-1193CCorporate32320Megan SmithFDFront Desk2224KKing BedCCorporate$12010019/5/209/7/2085WesleyTanner(817)555-1193CCorporate32320Megan SmithFDFront Desk2225D2 Double BedsCCorporate$12510029/1/209/10/20100Breanna Rhodes(214)555-9191IIndividual1295Janice MayTTelephone4305D2 Double BedsSStandard$14910039/9/209/11/2015JeffMinerIIndividual14John KingRCOnline Res Center3409D2 Double BedsWWeekend$9910049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4320D2 Double BedsCCorporate$11010049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4409D2 Double BedsCCorporate$10510049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4321KKing BedCCorporate$11210059/15/209/18/20119Mary Vaughn(817)555-2334IIndividual11820MeganSmithFDFront Desk1302KKing BedSStandard$13910069/24/209/26/2097Chris Mancha(469)555-3440IIndividual15314John KingRCOnline Res Center2501KSKing SuiteWWeekend$11910069/24/209/26/2097Chris Mancha(469)555-3440IIndividual15314John KingRCOnline Res Center2502KSKing SuiteWWeekend$11910079/20/209/25/20100Breanna Rhodes(214)555-9191IIndividual12920MeganSmithFDFront Desk2302KKing BedSStandard$139100810/1/2010/3/2085Wesley Tanner(817)555-1193CCorporate3235Janice MayTTelephone3320D2 Double BedsWWeekend$89100810/1/2010/3/2085Wesley Tanner(817)555-1193CCorporate3235Janice MayTTelephone3321KKing BedWWeekend$99100910/1/2010/4/2028Renee Walker(214)555-9285IIndividual13514John KingRCOnline Res Center2502KSKing SuiteWWeekend$129100910/1/2010/4/2028Renee Walker(214)555-9285IIndividual13514John KingRCOnline Res Center2409D2 Double BedsWWeekend$129101010/1/2010/9/2023Shelby DayIIndividual28Ray SchultzTTelephone4225D2 Double BedsWWeekend$1091c.RESDETAIL (ResNum, RoomNum, CheckIn, CheckOut, CustID, CustFName, CustLName, CustPh, CustType, LoyaltyID, AgentID, AgentFName, AgentLName, AgentDesc, GuestCt, RoomType, RoomDesc, RateType, RateDesc, RateAmt)1d. Dependency Diagram for 1NF2a. Table Structure Format for 2NFRESDETAIL (ResNum, RoomNum, RateAmt)ROOM (RoomNum, RoomType, RoomDesc)RESERVATION (ResNum, CheckIn, CheckOut, CustID, CustFName, CustLName, CustPh, CustType, LoyaltyID, AgentID, AgentFName, AgentLName, AgentDesc, GuestCt, RateType, RateDesc)2b. Dependency Diagrams3a. Table Structure Format for 3NFRESDETAIL (ResNum, RoomNum, RateAmt)ROOM (RoomNum, RoomType)ROOMTYPE (RoomType, RoomDesc)RESERVATION (ResNum, CheckIn, CheckOut, CustID, AgentID, GuestCt, RateType)CUSTOMER (CustID, CustFName, CustLName, CustPh, LoyaltyID)CUSTTYPE (CustType, CustTypeDesc)AGENT (AgentID, AgentFName, AgentLName, AgentType)AGENTTYPE (AgentType, AgentDesc)RATETYPE (RateType, RateDesc)3b. Dependency Diagrams for 3NF4. Relational Schema4b. ERD
Sheet2
ima.
Selecting & Implementing Interventions – Assignment #4.docx
Selecting & Implementing Interventions – Assignment #4
image1.png
image2.png
image3.png
Behavioral Interventions
Behav. Intervent. 19: 205–228 (2004)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bin.161
MODIFICATIONS TOBASIC FUNCTIONAL
ANALYSIS PROCEDURES IN SCHOOL
SETTINGS: A SELECTIVE REVIEW
Janet Ellis* and Sandy Magee
University of North Texas, Denton, TX, USA
This review describes applied behavioral research involving functional analyses conducted in public
school settings. Functional analyses in public school settings often require added conditions. The
modified conditions described herein include changes to experimental designs, antecedent changes that
include task variation, tasks included, idiosyncratic variables, physiological conditions, and modified
escape conditions. Finally, consequent modifications cover peer attention, tangibles, varied attention,
and altered escape. Copyright # 2004 John Wiley & Sons, Ltd.
INTRODUCTION
The primary body of functional analysis (FA) literature has historically focused on
persons with developmental disabilities in institutional/residential settings who
engaged in severe self-injurious behavior (SIB). Mace and Lalli (1991) noted that
interventions based on FAs conducted in experimental settings under highly
controlled analog conditions may be effective only to the extent that those analog
conditions match the subject’s natural environment. Johnston (1993) recommended
that, once a procedure has been experimentally developed, its value and applicability
should be assessed under practical/natural conditions. Further, passage of Public Law
105-17, Individuals with Disabilities Education Act (IDEA), in 1997 mandated that a
‘functional behavioral assessment’ be conducted on students who exhibit significant
behavior and adjustment problems. For at least these reasons, FA research has moved
beyond the tightly controlled laboratory setting and into more natural environments
involving more diverse populations. Development of behavioral assessments of
problem behavior in school settings had empirical roots—for example, 36 years ago
Thomas, Becker, and Armstrong (1968) noted that classroom teacher’s disapproval
increased rates of student’s disruptive behavior. These assessments allowed effective
Copyright # 2004 John Wiley & Sons, Ltd.
*Correspondence to: Janet Ellis, Department of Behavior Analysis, University of North Texas, P.O. Box 310919,
Denton, TX 76203-0919, USA. E-mail: [email protected]
1099078x, 2004, 3, D
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/doi/10.1002/bin.161 by B
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onditions (https://onlinelibrary.w
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behavior change procedures to be implemented in t.
Seediscussions,stats,andauthorprofilesforthispublicati.docx
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/299831446
A Case Study of Global Leadership Development
Best Practice
Article · April 2016
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Refreshing leadership development for the 21st century View project
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University of Technology Sydney
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A Case Study of Global
Leadership Development
Best Practice
“GLD is a challenging task that has become more imp.
Shared Reading FrameworkFollow this framework when viewing the v.docx
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
Self-disclosureDepth of reflectionResponse demonstrates an in.docx
Self-disclosure/Depth of reflection
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class, as well as implications for future learning.
Analysis/Connection to reading and outside experiences
In-depth synthesis of thoughtfully selected aspects of experiences related to the course topics. Makes clear connections between what is learned from readings, outside experiences and the topics. The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline. Demonstrate further analysis and insight resulting from what you have learned from readings, includes reference to at least two readings other than those assigned for class.
Connection to course objectives and BSN outcomes
Synthesize, analyze and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to the course learning outcomes and the BSN program outcome. (Review your syllabus and students handbook to help make connections)
Structure, organization and grammar
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
APA format, page limitations and spelling
Follows APA professional writing style of using 12 point Times New Roman
font, 1inch margins all around, correct
APA headings, and correct format of title page.
.
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Assignment 1 Journal EntryIntersection and Religious Discrim.docx
Assignment 1:
Journal Entry:
Intersection and Religious Discrimination
When pieces of cloth are sewn together, you might have trouble discerning the individual pieces of cloth that make the final garment, but by looking carefully, you can find the seams. You may have experienced similar difficulty in the first week of this course when asked to explore the individual aspects of culture that combine to create your unique self-identity. Forms of oppression can come together often in almost imperceptible ways to form the complex environment in which you and your clients live and interact. As a social worker, you must examine carefully the intersections between religious discrimination, sexism, classism, and racism so you can respond accordingly.
To prepare:
Consider this week's resources that describe how religion intersects with other forms of oppression.
Submit your response to those resources and analyze what you think is the role of religion in reinforcing sexism, classism, and racism.
As a social worker, how can you address these issues on a micro and macro level?
Assignment 2: Race, Empowerment, and Cultural Competence
The ideas, attitudes, values, and beliefs with which people are surrounded as they grow up inform their perceptions about themselves and their place in the world. Family and religious systems are usually the first place that people get messages about themselves and others. Those messages can be positive and illustrate how important it is to embrace difference, or they can be full of hate and intolerance. For this Assignment, consider how your own ideas about race and ethnicity have been influenced by those around you.
Submit a 2-page paper that answers the following question:
How does your family and religious systems lead to your ideas about your own racial ethnic group as well as the racial and ethnic group of others?
Be sure to address the concepts of ethnocentric practice, empowerment and cultural competence. Please use the Learning Resources to support your answer.
References (use at least 2)
Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999.
Early Childhood Education Journal, 36
(2), 201–207.
Patcher, L. M., Szalacha, L. A., Bernstein, B., & Garcia Coil, C. (2010). Perceptions of racism in children and youth: Properties as a self-report instrument for research on children’s health and development.
Ethnicity & Health, 15
(1), 33–46.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
Chapter 5 (pp. 254-294)
.
PLEASE READ THIS CAREFULLY! DO NOT ASSUME; READ IT. Final Examin
PLEASE READ THIS CAREFULLY! DO NOT ASSUME; READ IT.
Final Examination Project for Spring Semester, 2018
Your assignment is to review the reading and writing we have done this semester and to answer two basic questions.
1. As you look around the world today, which trends in world religion might lead toward the abuse of human rights?
2. As you look around the world today, which trends in world religion might lead toward greater respect for and improvement of universal human rights?
Another way of framing the question is to ask in world religion:
1. Who is abusing people’s human rights?
2. Who is working to stop these abuses?
Yet another way of framing the question is to ask:
1. How has religion been used in the past to abuse people’s human rights?
2. How should religion be used to improve human rights in the future?
You have a lot of flexibility in how you compose this final essay. What I am looking for is your ability to take what you have learned this semester and put it into words. I want you to tell me how and why religion gets used to limit the rights people should have, and how and why religion gets used to help people to enjoy better basic human rights.
This should take the form of a clear, well developed essay using proper rules for quotation and citation. Length should be between two and four pages double spaced.
To help compose this assignment, you should read the following text which was circulated earlier in the semester.
Supernatural vs. Natural Ways of Thinking
(See Chapter 1 in your Book)
The two key concepts we will discuss here are Rationalism and Supernaturalism. First though, let’s review a little bit of what we said earlier about the connection between religion and culture. We want to keep this connection in mind the whole time we study world religions.
Each religion has physical/cultural exterior and a metaphysical/spiritual interior. If you visit a church, mosque, synagogue or temple, you will find that most of the people spend most of their time and effort dealing with the physical/cultural exterior, or the surface of whatever is going on. There will always be some people who will wish to explore and experience their religion on a deeper level. These are the folks who will participate in more of the special events that are held. These are the people who are looking to grow in faith and to delve deeper into the spiritual interior of their beliefs. Often these are the people who wish to challenge the status quo and to reach out to people who would be traditionally excluded from their culture group. One of the funny things about organized religion is that the spiritual interior of the faith often teaches us to let go of our attachments to the cultural exterior. This is why prophets are seldom welcome among their own people. (See Mark 6:4) Prophets call people to let go of their attachments to the cultural status quo and so they usually get in trouble with the authoritie ...
PHE-8102-Religious-study-2-question.pptx
This document outlines the aims and questions for a religious studies course. The aims are to broadly explore world religions and develop a more global perspective by understanding different cultures. The questions cover topics like the definition of religion, how religion has shaped history and identities, the relationship between religion and issues like gender, sexuality, race and the environment, philosophical problems of evil, reconciling science and creation stories, questions of faith, free will, and suffering.
REL101(WI) World ReligionsReflection Paper #2The Problem of.docx
REL101(WI): World Religions
Reflection Paper #2
The Problem of Evil
The most formidable challenge a believer in God must face is known as “the problem of evil.” This problem, which goes back to ancient times yet is no less distressing today, asks about the relationship between belief in God and the existence of evil in the world. If God is truly good and cares for us, why do bad things continually happen to good people? How can there be so much unmerited evil and suffering in the world if an all-powerful and all-loving creator governs the universe? Like many other faiths, Judaism has had to confront such questions head on. While much of Jewish history is full of pain and suffering, nothing has tested the Jewish faith like the mass slaughter of Jews during the Holocaust (or Shoah). Given God’s covenantal promise of a blessed existence and God’s declaration that the Jews are his “chosen people,” many wonder today how they can possibly square the extermination of 6 million such people with belief in a deity who is said to be both compassionate and just. For this second Reflection Paper, you are asked to weigh in on this conflicted debate. Before you begin to write, consider the discussion of Judaism in class, read carefully the article “The Problem of Evil” posted under “Course Materials” on Blackboard, and research at least two other articles of your choice that address this topic. Then, in your paper, expand this difficult issue to all of the Western religions and offer your best insights on the ongoing attempt to make sense of the problem of evil. If you are a believer, how do you reconcile your belief in an all-powerful, all-loving God and the immense evil that surrounds us? Which of the many solutions to the problem of evil (officially known a “theodicy”), do you find convincing? If you are not committed to a religious belief, what is your opinion about the problem of evil? Is this problem great enough to lead one to atheism, as many have argued? Is one of the counterarguments presented in this discussion particularly powerful?
The Problem of Evil
Introduction: The Great Problem
We live in a world in shadow. It’s a fact, noted by every religion and belief system throughout history, that suffering plagues the human condition. Some of us experience far more pain than others, but it’s something we must all face during our lives. Possibly even worse than the existence of suffering is the randomness with which it strikes—often in the lives of people who have done nothing to deserve it—and our too-frequent powerlessness to help the afflicted innocent.
The great and terrible fact of suffering has been humanity’s constant companion. Our history as a species is a long, slow climb up from the darkness, punctuated by much faltering, backsliding, and frustration. For thousands of years of human history, every day was a struggle to stay alive. Plagues and epidemics swept continents like wildfire. Natural disasters led to the collapse of great empires..
DAWAH : Realities & Challenges in West - Masud Ali
This document discusses dawah, or calling others to Islam. It explains that dawah involves connecting people to Allah and propagating the message of salvation to all humanity. The document outlines some realities of dawah, including that it is an obligation and involves reaching beyond traditional methods. It also discusses challenges of dawah in the West, such as Western attitudes towards religion and attitudes among some Muslims. The document concludes by providing tips for effective dawah at both the personal and collective level.
Dawah challenges 2
This document discusses dawah, or calling others to Islam. It explains that dawah involves connecting people to Allah and propagating the message of salvation to all humanity. The document outlines some realities of dawah, including that it is an obligation and involves reaching beyond traditional methods. It also discusses challenges of dawah in the West, such as Western attitudes towards religion and attitudes among some Muslims. The document concludes by providing tips for effective dawah at both the personal and collective level.
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Technology Life Balance and Addiction: Gaming, Pornography, TV Addiction
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What Can Psychotherapists Learn From the Social Sciences?
Assignment 1 Journal EntryIntersection and Religious Discrim.docx
Assignment 1 Journal EntryIntersection and Religious Discrim.docx
PLEASE READ THIS CAREFULLY! DO NOT ASSUME; READ IT. Final Examin
PLEASE READ THIS CAREFULLY! DO NOT ASSUME; READ IT. Final Examin
REL101(WI) World ReligionsReflection Paper #2The Problem of.docx
REL101(WI) World ReligionsReflection Paper #2The Problem of.docx
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DAWAH : Realities & Challenges in West - Masud Ali
More from WilheminaRossi174
Senior Seminar in Business Administration BUS 499Coope.docx
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docx
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
Serial KillersFor this assignment you will review a serial kille.docx
Serial Killers
For this assignment you will review a serial killer's case in depth. The killer you choose to review will also be the subject of your Week 5 final assignment, so keep your research material handy.
First, choose
one
of the following serial killers:
David Berkowitz ("Son of Sam") taunted police over a year and shot 15 people (6 died) in New York City. The movie "Summer of Sam" was about this time.
Gary Ridgway (the "Green River Killer") holds the American record for most victims. He confessed to killing 48 over a 16-year period but is suspected of having killed many more!
Wayne B. Williams is believed to be the killer of 24 children and young men in Atlanta, though there is still some doubt.
John Allen Muhammad and Lee Boyd Malvo were the "DC snipers" who shot 13 people (ten died) over three weeks in the Washington DC area in 2002.
Ted Bundy: Confessed to almost 30 murders (there may have been more). He was known for being smart and good-looking, and acted as his own lawyer.
Jeffrey Dahmer: His case captured worldwide attention after his capture, mostly due to his habit of keeping parts of his victims long after their deaths, as well as cannibalism and necrophilia.
Kristen Gilbert: An example of a female serial killer, she was a nurse who killed hospital patients in her care.
For this assignment, create a report in Microsoft Word that covers the following points:
Summarize the case: time period, location, number of victims, etc.
Describe the killer's background, methods, and area of operation.
How did the killer select his or her victims? Was there anything that the victims did to provoke the killer?
By analyzing all of the above information, you should now be able to propose a
three-part typology
and explain your analysis. Your typology should describe the killer's
motivation, location, and organized or disorganized factors. For instance, John Wayne Gacy might be described as a
Power/Control, local, organized killer.
.
SESSION 1Michael Delarosa, Department ManagerWhat sugg.docx
SESSION 1
Michael Delarosa, Department Manager
What suggestions do you have for improvement in regards to training new supervisors?
Make sure there are opportunities for hands on problem solving. Too much of our training is theory
and supervisors need to be focused on the real-world problems that come up.
What challenges do supervisors in our plants encounter that training would help them resolve?
I'd say that a lot of the challenges we see relate to the diversity on the line. There are a lot of different
types of people working at CapraTek and they don't always play well together.
What are the most important abilities for supervisors in our plants?
Well… the first thing that comes to mind is the ability to find information. Whether it's technical
information or answers for the people who report to you. Another key ability though is the ability to
acquire technical expertise. No one comes in knowing it all, but the ability to gain necessary
knowledge is very important.
What knowledge does a new supervisor need?
A solid understanding of the job itself. Supervisors provide a lot of training to new employees, so they
need to know our systems and processes inside and out.
Should training be conducted face to face, online, or a combination of both?
I'd say a combination. There are some topics that don't really need a classroom experience, but
others where the face-to-face interaction provides as much as the actual training materials. If it had to
be one or the other, I'd definitely say face to face.
Leland Butler, Shift Supervisor
What suggestions do you have for improvement in regards to training new supervisors?
Don't think you can cover this stuff once and be done with it. I went through supervisor training when I
was promoted, but I've gotta admit, I don't remember much of it. That kind of stuff doesn't always
stick unless you're doing it. Having an opportunity to be in the job and then get training on what you're
actually dealing with is better than sitting in a training room listening to someone talk about theories
and policies.
What challenges do supervisors in our plants encounter that training would help them resolve?
Well… like I said, being able to apply the leadership and supervisory ideas in realistic situations. I'm a
hands-on kind of person and it's always better if I can do something, so maybe like getting training on
performance reviews or some of the paperwork we're all dealing with. That would be helpful.
What are the most important abilities for supervisors in our plants?
Communication and flexibility. Hands down. You need to be able to shift gears decisively and
communicate with your team.
What knowledge does a new supervisor need?
He or she needs to know what the role of their team is to the division. How it all fits together. A good
supervisor needs to be able to communicate to the people who report to him what's going on and why
things are the way they are. So, he's got to be in .
Sheet11a & 1b.RESDETAILRes NumCheck InCheck OutCust IDCustFNameCus.docx
Sheet11a & 1b.RESDETAILRes NumCheck InCheck OutCust IDCustFNameCustLNameCust PhoneCust TypeCust DescLoyalty IDAgent IDAgentFNameAgentLNameAgent TypeAgent DescGuest CountRoom NumRoom TypeRoom DescRate TypeRate DescRate Amt10019/5/209/7/2085WesleyTanner(817)555-1193CCorporate32320Megan SmithFDFront Desk2224KKing BedCCorporate$12010019/5/209/7/2085WesleyTanner(817)555-1193CCorporate32320Megan SmithFDFront Desk2225D2 Double BedsCCorporate$12510029/1/209/10/20100Breanna Rhodes(214)555-9191IIndividual1295Janice MayTTelephone4305D2 Double BedsSStandard$14910039/9/209/11/2015JeffMinerIIndividual14John KingRCOnline Res Center3409D2 Double BedsWWeekend$9910049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4320D2 Double BedsCCorporate$11010049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4409D2 Double BedsCCorporate$10510049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4321KKing BedCCorporate$11210059/15/209/18/20119Mary Vaughn(817)555-2334IIndividual11820MeganSmithFDFront Desk1302KKing BedSStandard$13910069/24/209/26/2097Chris Mancha(469)555-3440IIndividual15314John KingRCOnline Res Center2501KSKing SuiteWWeekend$11910069/24/209/26/2097Chris Mancha(469)555-3440IIndividual15314John KingRCOnline Res Center2502KSKing SuiteWWeekend$11910079/20/209/25/20100Breanna Rhodes(214)555-9191IIndividual12920MeganSmithFDFront Desk2302KKing BedSStandard$139100810/1/2010/3/2085Wesley Tanner(817)555-1193CCorporate3235Janice MayTTelephone3320D2 Double BedsWWeekend$89100810/1/2010/3/2085Wesley Tanner(817)555-1193CCorporate3235Janice MayTTelephone3321KKing BedWWeekend$99100910/1/2010/4/2028Renee Walker(214)555-9285IIndividual13514John KingRCOnline Res Center2502KSKing SuiteWWeekend$129100910/1/2010/4/2028Renee Walker(214)555-9285IIndividual13514John KingRCOnline Res Center2409D2 Double BedsWWeekend$129101010/1/2010/9/2023Shelby DayIIndividual28Ray SchultzTTelephone4225D2 Double BedsWWeekend$1091c.RESDETAIL (ResNum, RoomNum, CheckIn, CheckOut, CustID, CustFName, CustLName, CustPh, CustType, LoyaltyID, AgentID, AgentFName, AgentLName, AgentDesc, GuestCt, RoomType, RoomDesc, RateType, RateDesc, RateAmt)1d. Dependency Diagram for 1NF2a. Table Structure Format for 2NFRESDETAIL (ResNum, RoomNum, RateAmt)ROOM (RoomNum, RoomType, RoomDesc)RESERVATION (ResNum, CheckIn, CheckOut, CustID, CustFName, CustLName, CustPh, CustType, LoyaltyID, AgentID, AgentFName, AgentLName, AgentDesc, GuestCt, RateType, RateDesc)2b. Dependency Diagrams3a. Table Structure Format for 3NFRESDETAIL (ResNum, RoomNum, RateAmt)ROOM (RoomNum, RoomType)ROOMTYPE (RoomType, RoomDesc)RESERVATION (ResNum, CheckIn, CheckOut, CustID, AgentID, GuestCt, RateType)CUSTOMER (CustID, CustFName, CustLName, CustPh, LoyaltyID)CUSTTYPE (CustType, CustTypeDesc)AGENT (AgentID, AgentFName, AgentLName, AgentType)AGENTTYPE (AgentType, AgentDesc)RATETYPE (RateType, RateDesc)3b. Dependency Diagrams for 3NF4. Relational Schema4b. ERD
Sheet2
ima.
Selecting & Implementing Interventions – Assignment #4.docx
Selecting & Implementing Interventions – Assignment #4
image1.png
image2.png
image3.png
Behavioral Interventions
Behav. Intervent. 19: 205–228 (2004)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bin.161
MODIFICATIONS TOBASIC FUNCTIONAL
ANALYSIS PROCEDURES IN SCHOOL
SETTINGS: A SELECTIVE REVIEW
Janet Ellis* and Sandy Magee
University of North Texas, Denton, TX, USA
This review describes applied behavioral research involving functional analyses conducted in public
school settings. Functional analyses in public school settings often require added conditions. The
modified conditions described herein include changes to experimental designs, antecedent changes that
include task variation, tasks included, idiosyncratic variables, physiological conditions, and modified
escape conditions. Finally, consequent modifications cover peer attention, tangibles, varied attention,
and altered escape. Copyright # 2004 John Wiley & Sons, Ltd.
INTRODUCTION
The primary body of functional analysis (FA) literature has historically focused on
persons with developmental disabilities in institutional/residential settings who
engaged in severe self-injurious behavior (SIB). Mace and Lalli (1991) noted that
interventions based on FAs conducted in experimental settings under highly
controlled analog conditions may be effective only to the extent that those analog
conditions match the subject’s natural environment. Johnston (1993) recommended
that, once a procedure has been experimentally developed, its value and applicability
should be assessed under practical/natural conditions. Further, passage of Public Law
105-17, Individuals with Disabilities Education Act (IDEA), in 1997 mandated that a
‘functional behavioral assessment’ be conducted on students who exhibit significant
behavior and adjustment problems. For at least these reasons, FA research has moved
beyond the tightly controlled laboratory setting and into more natural environments
involving more diverse populations. Development of behavioral assessments of
problem behavior in school settings had empirical roots—for example, 36 years ago
Thomas, Becker, and Armstrong (1968) noted that classroom teacher’s disapproval
increased rates of student’s disruptive behavior. These assessments allowed effective
Copyright # 2004 John Wiley & Sons, Ltd.
*Correspondence to: Janet Ellis, Department of Behavior Analysis, University of North Texas, P.O. Box 310919,
Denton, TX 76203-0919, USA. E-mail: [email protected]
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Seediscussions,stats,andauthorprofilesforthispublicati.docx
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/299831446
A Case Study of Global Leadership Development
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Article · April 2016
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University of Technology Sydney
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A Case Study of Global
Leadership Development
Best Practice
“GLD is a challenging task that has become more imp.
Shared Reading FrameworkFollow this framework when viewing the v.docx
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
Self-disclosureDepth of reflectionResponse demonstrates an in.docx
Self-disclosure/Depth of reflection
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class, as well as implications for future learning.
Analysis/Connection to reading and outside experiences
In-depth synthesis of thoughtfully selected aspects of experiences related to the course topics. Makes clear connections between what is learned from readings, outside experiences and the topics. The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline. Demonstrate further analysis and insight resulting from what you have learned from readings, includes reference to at least two readings other than those assigned for class.
Connection to course objectives and BSN outcomes
Synthesize, analyze and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to the course learning outcomes and the BSN program outcome. (Review your syllabus and students handbook to help make connections)
Structure, organization and grammar
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
APA format, page limitations and spelling
Follows APA professional writing style of using 12 point Times New Roman
font, 1inch margins all around, correct
APA headings, and correct format of title page.
.
Sheet1Excel for Finance Majorsweek 1week 2week 3week 4week 5week 6.docx
Sheet1Excel for Finance Majorsweek 1week 2week 3week 4week 5week 6week 7week 8week 9week 10week 11week 12week 13week 14week 15week 16TTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTuesday, August 30, 20168/30/169/1/169/6/169/8/169/13/169/15/169/20/169/22/169/27/169/29/1610/4/1610/6/1610/11/1610/13/1610/18/1610/20/1610/25/1610/27/1611/1/1611/3/1611/8/1611/10/1611/15/1611/17/1611/22/1611/24/1611/29/1612/1/1612/6/1612/8/1612/13/1612/15/16Sign here to indicate attendanceStudent NameStudent ID#Amaya, Brick1235678Bergstrom, Elise1458678Byard, Victoria1681678Costa, Tatyana1904678Derevyanchuk, Dimitri1127678Deshon, Anne1350678Dijkstra, Keith1573678Hail, Adam1796678Harston, Steven2019678Lee, Derek2242678Mcelhannon, Steven2465678Mcquade, Arthur2688678Moskalenko, Tanner2911678Parry, Justin3134678Prasad, Kritnesha3357678Simmons, Benjamin William3580678Soderman, Julia3803678Tverdokhlebova, Julia4026678Wade, Victoria4249678Weiss, Rene4472678Wilson, Jay4695678
Sheet2Student NameStudent ID#Ama, Mary1235783Brown, Victoria1681783Craft Tanya1904783Davy, Miller1127783Dillon, Troy1350783Dijkstra, Karpreet1573783Holmn, Allen1796783Happ, Steven2019783Levi, Dave2242783Maden, Steven2465783McArthur, King2688783Moska, Smith2911783Parson, Jay3134783Simmon, William3580783Sodeir, Jason3803783Tekhleboka, Matt4026783Wahl, Mary4249783Wise, Wilma4472783Woomson, Missy4695783
Sheet1Excel for Finance Majorsweek 1week 2week 3week 4week 5week 6week 7week 8week 9week 10week 11week 12week 13week 14week 15week 16TTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTuesday, August 30, 20168/30/169/1/169/6/169/8/169/13/169/15/169/20/169/22/169/27/169/29/1610/4/1610/6/1610/11/1610/13/1610/18/1610/20/1610/25/1610/27/1611/1/1611/3/1611/8/1611/10/1611/15/1611/17/1611/22/1611/24/1611/29/1612/1/1612/6/1612/8/1612/13/1612/15/16Sign here to indicate attendanceStudent NameStudent ID#Amaya, Brick1235678Bergstrom, Elise1458678Byard, Victoria1681678Costa, Tatyana1904678Derevyanchuk, Dimitri1127678Deshon, Anne1350678Dijkstra, Keith1573678Hail, Adam1796678Harston, Steven2019678Lee, Derek2242678Mcelhannon, Steven2465678Mcquade, Arthur2688678Moskalenko, Tanner2911678Parry, Justin3134678Prasad, Kritnesha3357678Simmons, Benjamin William3580678Soderman, Julia3803678Tverdokhlebova, Julia4026678Wade, Victoria4249678Weiss, Rene4472678Wilson, Jay4695678
Sheet2Student NameStudent ID#Ama, Mary1235783Brown, Victoria1681783Craft Tanya1904783Davy, Miller1127783Dillon, Troy1350783Dijkstra, Karpreet1573783Holmn, Allen1796783Happ, Steven2019783Levi, Dave2242783Maden, Steven2465783McArthur, King2688783Moska, Smith2911783Parson, Jay3134783Simmon, William3580783Sodeir, Jason3803783Tekhleboka, Matt4026783Wahl, Mary4249783Wise, Wilma4472783Woomson, Missy4695783
.
Seemingly riding on the coattails of SARS-CoV-2, the alarming sp.docx
Seemingly riding on the coattails of SARS-CoV-2, the alarming spread of monkeypox across western Europe and the United States has filled the news cycle through the summer of 2022. Monkeypox is an orthopoxvirus, similar in presentation to smallpox and chickenpox (Varicella zoster). In contrast to the related poxviruses, monkeypox has been reported to spread by sexual contact and direct skin-to-skin contact, as well as through the traditional respiratory droplet route. While there is currently no effective treatment for infected individuals, two vaccines with good efficacy are available to help stem the spread of the disease. Likewise, individuals that have been vaccinated against smallpox with vaccinia virus have some protection against contracting monkeypox. While changes in sexual behavior among vulnerable populations has so far limited the outbreak, the disease is still spreading throughout the country and has caused a handful of deaths.
What is the life cycle of monkeypox, and how exactly is it spread? What does the fact that vaccination against smallpox provides some protection against monkeypox indicate about this virus? Also, what does the spread of monkeypox reveal about the susceptibility of the population to smallpox, a disease that has been considered eradicated worldwide since the late 1980s?
In addition to your original response, you will need to respond to at least two other students’ original posts. Responses should be substantive in nature instead of just reiterating what the original poster stated, or a “good job explaining” or “me too” type of post.
Please note that in your response, plagiarism is not allowed. Please do NOT simply cut and paste information from books, journals, websites, or other sources. In addition, direct quotation of sources, regardless of whether or not the source is cited, is not allowed. Please summarize the material and what you have learned in your own words.
.
See the attachment of 1 Article belowPlease answer all the que.docx
See the attachment of 1 Article below
Please answer all the questions below in 1-2 pages (in MLA)
1) the important concepts and terms of the readings
2) the most important arguments of the readings
3) the parts of the readings they found confusing or unclear
4) how this reading relates to previous class readings, lectures, and discussions
You do not need to have a work cited page unless you have outside materials. Please let me know if you have questions.
.
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSIONNameI.docx
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSION
Name
Institution
Date
School
Hello everyone and welcome to today’s presentation. The school in focus is Highland High School which has 9 to 12th grade.
2
Name
Highland High School
Grade levels
9 to 12
Mission
The mssion of the school is to “Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”. The vision of the school is Students will “Own Their learning”
3
Mission statement
“Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”
Vision statement
Students will “Own Their learning”
Strategies that embed the mission and vision
It is possible for a school to convey its ethos, mission, goals, and values to its students, staff, and parents in a variety of different methods. A school's prospectus or handbook should present information in a way that is clear and easy to comprehend, taking into account the diverse ethnic group in the area and maybe translating the text into many languages. The website of the school is the spot that makes the most sense to transmit any sort of information regarding the institution as a whole, including its ethos and so on. The internet is the first place that people search for information in this day and age since it can be accessed from anywhere in the world and every school now has its own personal website. Again, in order to experience the true environment of the school, it is necessary to combine this mode of communication with a trip to the location itself.
4
Strategy 1
Communication
Repetitive communication of the mission and vision ensures it is embedded (Jensen et al., 2018)
Communications will target all stakeholders
Technology tools will be used to facilitate communication to all stakeholders
Strategies that embed the mission and vision cont…
A well-defined statement that provides an explanation of the line of work that an individual plans to pursue over the entirety of his career is an example of a career objective. It is essential for each and every student to articulate their aspirations for their future careers. They are able to devise more efficient action plans as a result of this.
5
Strategy 2
Helping students establish career goals
Students will be encouraged to work hard to actualize the goals
Successful careers enable students to become productive members of the society (Şenol & Lesinger, 2018)
Strategies that embed the mission and vision cont…
Finding and employing the appropriate faculty members is possibly the single most significant factor that will determine the institution's long-term success. Even though conducting interviews and making hires is seen by many as an art form, there are tried-and-true strategies that the school may employ to boost its chances of finding the proper people to work there. These approaches are suppo.
Select a healthcare legislature of interest. Discuss the historica.docx
Select a healthcare legislature of interest. Discuss the historical background of the legislation. For example, the person(s) who presented the bill. The committees the bill went through, and revision of the bill until it was passed into law. For example, health insurance is a problem within the USA. The ACA bill was created and pass into law.
.
See discussions, stats, and author profiles for this publicati.docx
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/13998136
Self-management within a token economy for students with
learning disabilities
Article in Research in Developmental Disabilities · May 1997
DOI: 10.1016/S0891-4222(96)00045-5 · Source: PubMed
CITATIONS
17
READS
1,084
3 authors, including:
Some of the authors of this publication are also working on these related projects:
Self-regulation View project
Animal Assisted Physical Activity View project
Al Cavalier
University of Delaware
29 PUBLICATIONS 491 CITATIONS
SEE PROFILE
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University of Delaware
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All content following this page was uploaded by Al Cavalier on 30 June 2018.
The user has requested enhancement of the downloaded file.
https://www.researchgate.net/publication/13998136_Self-management_within_a_token_economy_for_students_with_learning_disabilities?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_2&_esc=publicationCoverPdf
https://www.researchgate.net/publication/13998136_Self-management_within_a_token_economy_for_students_with_learning_disabilities?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_3&_esc=publicationCoverPdf
https://www.researchgate.net/project/Self-regulation-5?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_9&_esc=publicationCoverPdf
https://www.researchgate.net/project/Animal-Assisted-Physical-Activity?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_9&_esc=publicationCoverPdf
https://www.researchgate.net/?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_1&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_4&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_5&_esc=publicationCoverPdf
https://www.researchgate.net/institution/University_of_Delaware?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_6&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_7&_esc=publicationCoverPdf
https://ww.
Segmented Assimilation Theory and theLife Model An Integrat.docx
Segmented Assimilation Theory and the
Life Model: An Integrated Approach to
Understanding Immigrants and Their Children
Lissette M. Piedra and David W Engstrom
The life model offers social workers a promising framework to use in assisting immigrant
families. However, the complexities of adaptation to a new country may make it difficult
for social workers to operate from a purely ecological approach. The authors use segmented
assimilation theory to better account for the specificities of the immigrant experience. They
argue that by adding concepts from segmented assimilation theory to the life model, social
workers can better understand the environmental Stressors that increase the vulnerabilities
of immigrants to the potentially harsh experience of adapting to a new country. With these
concepts, social workers who work with immigrant families will be better positioned to
achieve their central goal: enhancing person and environment fit.
KEY WORDS: acculturation; assimilation; immigrants; life model; second generation
Nearly a century ago,Jane Addams (1910)
observed that immigrants needed help
integrating their European and American
experiences to give them meaning and a sense of
relation:
Power to see life as a whole is more needed in
the immigrant quarter of the city than anywhere
else Why should the chasm between fathers
and sons, yawning at the feet of each generation,
be made so unnecessarily cruel and impassable
to these bewildered immigrants? (p. 172)
The inability of some immigrant families to
integrate the cultural capital from the world left
behind with the demands of the new society creates
a gulf of experience between immigrants and their
children that can undermine the parental relation-
ship. Today, the issue of family cohesion in the face
of acculturative Stressors remains central to the im-
migrant experience and creates a sense of urgency
because it is so linked with the success of the second
generation. The size of the immigrant population
and the role their children \vill play in future labor
markets (Morales & Bonilla, 1993; Sullivan, 2006)
moves the problem from the realm of the person
to the status of a larger public concern.
Immigrant families are rapidly becoming the
"typical" American family. More than one in seven
families in the United States is headed by a foreign-
born adult. Children of immigrant parents are the
fastest growing segment of the nation's child popula-
tion (Capps, Fix, Ost, Reardon-Anderson, & Passel,
2004).The U.S. Census Bureau (2003) reported that
slightly more than 14 million children (approxi-
mately one in five) live in immigrant families; the
percentage is even higher (22 percent) for children
under the age of six (U.S. Census Bureau, 2001).
At a structural level, these changing demographics
create large-scale and long-range effects that bear
on many social services and many issues of social
pohcy (Sullivan, 2006). Specifically, the population
growth of native-born children in nonwhite.
Select a local, state, or national public policy that is relev.docx
Select a local, state, or national public policy that is relevant today in the local, regional, or national news
Examples:
Local: community or urban growth (examples: results of rezoning, reuse of public structures, closed down school/public buildings that will convert to private business enterprise).
State: Private land converted to public spaces (examples: airports, road, or highway usage).
Federal: Gun policy, drug policy, immigration (examples: effects on jobs, background checks, cultural changes in communities).
Identify how the policy was formulated from a historical standpoint and identify which stakeholders were involved in the process.
Appraise the position whether the policy creates a benefit for one group (or stakeholder) while other groups experience disadvantages or negative challenges because of public policy implementation.
.
School of Community and Environmental HealthMPH Program .docx
School of Community and Environmental Health
MPH Program
Epidemiology: MPH 746
(
Second
Assignment
)
(
Type in you name here as
First Name , Last Name
)
Read the Paper below and answer the following questions. Your answer should be typed in below; and the submitted document should be in Microsoft Word document. The answer for any question should not exceed one paragraph (5-6 lines). The deadline for submission is 11:59 pm EST Nov. 9th, 2022.
(
Ellison LF, Morrison HI:
Low serum cholesterol concentration and risk of suicide
.
Epidemiology
2001,
12
(2):168-172.
)
Question1 (Max. 0.5 point)
What is the purpose of the study?
Question2 (Max. 0.5 point)
What is the study design? What is the exposure? What is the outcome?
Question3 (Max. 2 points)
How the exposure was measured? How the outcome was measured?
Question4 (Max. 1.5 points)
From Table II, calculate the Crude Rate Ratio for serum total cholesterol <4.27 mmol/l compared to >5.77 mmol/l. (must show the details of calculation)
Question5 (Max. 1.5 points)
What is the meaning of this crude Rate Ratio?
Question6 (Max. 1.5 points)
In Table 3, what is the meaning of age and sex adjusted RR of serum total cholesterol <4.27 mmol/l compared to serum total cholesterol >5.77 mmol/l. Was there confounding by age and sex, why or why not? Is the RR statistically significant? What is the meaning of the 95%CI for the RR?
Question7 (Max. 0.5 points)
Was the ascertainment of the outcome as complete as possible? Was there a follow chart?
Question8 (Max. 0.5 points)
The authors stated in the discussion “The possibility of under-ascertainment of suicide deaths is always a concern, although it is probably unlikely that ascertainment varied by serum total cholesterol level”
Explain what the authors meant by their statement.
Question9 (Max. 0.5 points)
Were those who measured the outcome blinded from the exposure status?
Question10 (Max. 0.5 points)
Have the exposures been well measured, or is there any random or systematic misclassification?
Question11 (Max. 5 points)
Do the “exposed” differ from the “unexposed” with respect to other factors? Have these differences taken into account in the design or analysis? i.e. How the authors dealt with confounding?
1
image1.png
Students will synthesize the information they have gathered during the course to formulate a presentation advocating for a practice change in relation to an area of interest to NP practice.
Creating a Professional PowerPoint PresentationDownload Creating a Professional PowerPoint Presentation
In a PowerPoint Presentation, address the following.
1.
Title Slide
2.
Introduction (1 slide): Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
.
School Effects on Psychological Outcomes During Adolescence.docx
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Search the gene belonging to the accession id you selected in week 2.docx
Search the gene belonging to the accession id you selected in week 2. Use both Ensembl
https://useast.ensembl.org/index.html
and UCSC
https://genome.ucsc.edu/cgi-bin/hgGateway
genomic browsers to get these genomic/sequence features.
For transcript information including UTRs. provide:
Chromosome
Gene location
Coordinates (exons and introns) these are positions in the sequence
Total exon count -> state if this was the same as what you retrieved from NCBI. Note it could be different because it is a different organism.
ORF Strand: some tools present with signs such as -/+, others will state positive/negative or forward/reverse
promoter region
Coding Region
Coordinates (start and end sequence positions)
coding exon count (this may differ from the total count).
positions for coding exons
Compare and contrast the level of information provided by the two genomic browsers against each other and against the information you were able to get from NCBI resources
.
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disease or abnormal condition
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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