Social Change1. Social ChangeFor more than 45 years, Walden .docx
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Social Change 1. Social Change For more than 45 years, Walden University has provided a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what they’ve learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of our community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them. Walden’s five-year social change plan is one that will shape our thinking about the future and our vision for social change within the university. Read more about the university’s efforts to become a leader in connecting our virtual presence with both local and global actions to make a difference in the Walden 2020: A Vision for Social Change 2017 Report. For Walden, social change is not just something we talk about—social change is who we are. Walden students, alumni, faculty, and staff are creating and contributing to real change and having an impact on a global scale. As a Certified B Corporation®, Walden is proud to join a growing, global movement of other Certified B Corps that look beyond profits to benefit the communities we serve and, most importantly, future generations. Our B Corp™ certification directly aligns with our mission to drive positive social change through our graduates of our degree programs. Our students and alumni embrace this responsibility, using their education to make the world a better place. Learn more about the social change initiatives guiding our institution. Scholarly Change A Curriculum Designed to Foster the Application of Knowledge to Positive Social Change A core commitment that Walden makes as we develop and improve our curriculum is ensuring that our students can apply new skills, expand their networks, gain deeper knowledge, and consider a variety of perspectives in order to better address practical problems at an individual level as well as within their organizations, communities, and society at large. Working collaboratively, college leadership, faculty members, and curricula developers continually evaluate Walden’s programs to assess the effectiveness of our curriculum in helping our students effect positive social change. In our annual Review of Social Change at Walden University (summary), we document some of the more important changes to our curriculum that support social change initiatives. Other Resources That Help Inform Perspectives on Social Change Through ScholarWorks, Walden makes the scholarly and creative output of the Walden University community publicly available, in order to generate, conserve, and transform knowledge by making connections among and between ideas to improve human and social conditions. Browse our collection of social change publications that exemplify Walden’s mission by exploring issues that impact communities. The Journal of Social Change, sponsored by Walden Universit.
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Discussion Alignment and Social ChangeIn the context of res
Discussion: Alignment and Social Change
In the context of research, alignment and social change will be important topics to return to as you prepare for the next courses in the research sequence and continue your development as a scholar-practitioner.
Consider, for example, what criteria are used in your discipline to evaluate alignment of research components. And in what way will your future research contribute to your identity as scholar-practitioner who is dedicated to positive social change?
For this Discussion, you will consider criteria for evaluating alignment among the various components of a research study. You will also reflect on your role as a positive social change agent through research.
With these thoughts in mind:
By Day 4
Post
an explanation of the criteria you could use to evaluate alignment between data collection methods and other research components, such as the problem, purpose, research questions, and design. Then, reflecting on the course content, discuss the extent to which your newly acquired research knowledge and skills can support your role as an agent of positive social change. Be specific and provide an example(s).
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Resources for this week, please try to incorporate in answer;
Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012).
When to use what research design.
New York, NY: Guilford Press.
For more than 45 years, Walden University has provided a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what they’ve learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of our community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them.
Walden’s five-year social change plan is one that will shape our thinking about the future and our vision for social change within the university. Read more about the university’s efforts to become a leader in connecting our virtual presence with both local and global actions to make a difference in the
Walden 2020: A Vision for Social Change
2017 Report.
For Walden, social change is not just something we talk about—social change is
who we are
. Walden students, alumni, faculty, and staff are creating and contributing to real change and having an
impact on a global scale
.
As a Certified B Corporation®, Walden is proud to join a growing, global movement of other Certified B Corps that look beyond profits to benefit the communities we serve and, most importantly, future generations. Our
B Corp
™ certification directly aligns with our mission to drive positive social change through our graduates of our degree programs. Our students and alumni embrace this responsibility, using their education ...
Discussion Looking Back and Looking ForwardIn Week 1 of the
Discussion: Looking Back and Looking Forward
In Week 1 of the course, you selected two topics that you hoped to explore further during the course. Language and cognitive development are broad fields with many theoretical perspectives, research areas, and applications. Did any new avenues of learning or professional interest open for you during the course? Reflect on these, as well as past and current research you explored during the course.
Research does not exist for its own sake; it exists to inform practice and provide the foundation for application. Whatever your role or future role in developmental psychology—whether in education, direct service provision, policy, programming, or other area—you will need to ground your work empirically and apply scholarship to its practice. For this Discussion, you consider how you could use specific knowledge from the course related to language and cognition to advance social change related to some aspect of your life.
To prepare:
· Consider how the topics you explored throughout the course might influence your future as a psychology professional. How can you use the knowledge gained in this course to advance social change within your immediate context of work, leisure, family, or broader society?
With these thoughts in mind:
By Day 4
Post
an explanation of two topics from the course you would like to continue exploring professionally. Then, explain how you could use this knowledge to advance social change within your profession, community, or society.
Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.
Resources for this week; Barney, J. (12016). They’ll have to rewrite the textbooks. The university of Virginia Retrieved from
https://news.virginia.edu/content/researchers-find-textbook-altering-link-between-brain-immune-system
Callahan, D., Wilson, E, Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S…..Yob, I. (2012). Expanding our understandingof social change: A report from the definition task force of the HLC special emphasis project. Minneapolis, Mn: Walden University.& Company.
Pinker, S. (1997). Standard equipment. In how the mind works. (pp 3-58). New York, NY: W.W. Norton & Company.
Social Change working group. (2015). Review of social change at walden university. Retrieved from
https://www.waldenu.edu/-/media/Walden/files/about-walden/walden-social-change-review-2015-2016.pdf?la=en
For more than 45 years, Walden University has provided a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what they’ve learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of our community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them.
Walden’s five-year social change p ...
Explanation of my understanding of the meaning of positive social ch.docx
Explanation of my understanding of the meaning of positive social change
Social change is a concept that have captured the attention of most 21
st
century graduate student’s especially those doing graduate work at Walden university, as according to the Walden mission statement, social change is not just a phenomenon that they talk about, “it is who they are” (Walden University, 2015).
It is instructive to note that change is part of the daily lives of human beings, as the world is not a static place, but a dynamic place. If the issues and phenomena that humans interact with are going to change on a constant basis, why then not jump in front of that change and direct it towards the good of society, is a relevant question to ask? It is against this backdrop that Walden university decided to jump ahead of the cultural, environmental, innovative, population and technological forces that shape change and make it a positive experience for their graduate students in the 21
st
century.
The Walden graduate student is therefore availed the academic, social, cultural and spiritual experience to equip him or her with the type of education that will make a difference not only in his or her own life, but in the life of the larger community that he or she hails from and will potentially serve after graduation.
Thus, the Walden academic experience enriches the graduate student with several opportunities to use the education acquired at Walden to impact communities, through either the vision or mission statement of the university as encapsulated in the
Walden mission statement
, (Walden University, 2015), or the
scholarly change curriculum
, design to promote and pursue knowledge geared towards positive social change, or present papers and articles in the
Journal of social change
that will inspire and impact communities and learners around the world, or use the
applied change philosophy
, by using the Walden annual global days service opportunity to volunteer in communities that need such services. Furthermore, students at Walden University are encouraged
to prepare videos
showing their work and engagement in
positive social change projects
, and compete with other Walden students for an annual price to show how their Walden education is helping them make a difference in their communities. There is also the
Walden Study abroad project
, where students are encouraged to travel abroad and participate in public service activities in foreign communities to teach them about the benefit of interacting with different cultures and sharing cultural experiences to deepen knowledge about other cultures. Lastly, there is the
inspiring change experience,
where Walden graduate students are offered the opportunity to hear lectures and public presentations of distinguished experts and scholars, to impart knowledge and help them see the world differently.
Refer to the additional sources you have reviewed this week, and comment on how they are shaping your experien ...
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This document discusses Walden University's mission, vision, goals, and values and how they relate to becoming a scholar-practitioner committed to social change. It provides the mission and vision statements of Walden University and its School of Nursing. It prompts the reader to reflect on how Walden's perspectives align with their own professional and academic goals and how they plan to incorporate social change.
DB1 Wk1 Foundations of Grad Study.docx
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Your Prospectus requires that you write about the significance of th.docx
Your Prospectus requires that you write about the significance of the research—the “so what?” question. What original contribution will this study make? How will it affect professional practice or other practical application, and how can findings lead to positive social change?
Research results often have social change implications and make a difference in the world. Choosing to conduct research on an area or topic that can do so suggests that you are attempting to be the kind of researcher whose intellectual pursuits are altruistic. Note that one of the required sections of your Dissertation is the implications of your research findings for fostering positive social change. As you design your research plan, identifying implications for social change, it is critical that you examine any related ethical considerations to these social change efforts.
Majchrzak and Markus (2014) write of positive social change resulting from systemic policy research findings, in the sense that it “involves both evidence and meaning to create outcomes that help to change the world” (p. 2). In order to do this, it “requires people to take actions, observe the consequences of those actions, and then change their actions based on feedback” (pp. 2–3), or “learn by doing.” Of course, policy analysis is only one type of research in public policy and administration. Even so, Majchrzak and Markus continue, “We know that it takes passion to change the world, but it takes more than passion to make the world a better place. It takes critical thinking, evidence, meaning, and careful value judgments” (p. 9).
“Social entrepreneurs are not content just to give a fish or teach how to fish.
They will not rest until they have revolutionized the fishing industry.”
(Bill Drayton, CEO, chair and founder of Ashoka)
The factors described by Majchrzak and Markus characterize social entrepreneurship as a means to positive social change. Social entrepreneurs maintain a vision of how to improve a given social condition, transforming systems to create lasting, systemic, and sustainable social impact. Their focus is on the social mission of creating transformative change for complex social problems, such as poverty, illiteracy, lack of affordable housing, economic disparities, human rights abuses, challenges to peace and security, and environmental destruction, to name a few.
Given this vision, they create and apply ideas, strategies, and actions to promote the worth, dignity, and development of individuals, family systems, neighborhoods, communities, organizations, institutions, cultures, and societies—locally, nationally, and globally. As a route to social innovation and social justice, social entrepreneurship is a form of leadership that maximizes the social return on efforts to change the world, while fundamentally and permanently changing the way problems are addressed on a global scale. Social entrepreneurs employ a wide variety of creative approaches and practices from diverse acad.
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2) An overview of the USC's mission, vision, pillars of principle, and executive council members.
3) An executive summary of the USC's successes over the past year, including overhauling their governance structure, record sales in food and beverage, and renovating their conference center. It also discusses creating a new Creative Services Department to streamline design and printing services for
Recommended
Discussion Alignment and Social ChangeIn the context of res
Discussion: Alignment and Social Change
In the context of research, alignment and social change will be important topics to return to as you prepare for the next courses in the research sequence and continue your development as a scholar-practitioner.
Consider, for example, what criteria are used in your discipline to evaluate alignment of research components. And in what way will your future research contribute to your identity as scholar-practitioner who is dedicated to positive social change?
For this Discussion, you will consider criteria for evaluating alignment among the various components of a research study. You will also reflect on your role as a positive social change agent through research.
With these thoughts in mind:
By Day 4
Post
an explanation of the criteria you could use to evaluate alignment between data collection methods and other research components, such as the problem, purpose, research questions, and design. Then, reflecting on the course content, discuss the extent to which your newly acquired research knowledge and skills can support your role as an agent of positive social change. Be specific and provide an example(s).
Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Resources for this week, please try to incorporate in answer;
Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012).
When to use what research design.
New York, NY: Guilford Press.
For more than 45 years, Walden University has provided a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what they’ve learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of our community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them.
Walden’s five-year social change plan is one that will shape our thinking about the future and our vision for social change within the university. Read more about the university’s efforts to become a leader in connecting our virtual presence with both local and global actions to make a difference in the
Walden 2020: A Vision for Social Change
2017 Report.
For Walden, social change is not just something we talk about—social change is
who we are
. Walden students, alumni, faculty, and staff are creating and contributing to real change and having an
impact on a global scale
.
As a Certified B Corporation®, Walden is proud to join a growing, global movement of other Certified B Corps that look beyond profits to benefit the communities we serve and, most importantly, future generations. Our
B Corp
™ certification directly aligns with our mission to drive positive social change through our graduates of our degree programs. Our students and alumni embrace this responsibility, using their education ...
Discussion Looking Back and Looking ForwardIn Week 1 of the
Discussion: Looking Back and Looking Forward
In Week 1 of the course, you selected two topics that you hoped to explore further during the course. Language and cognitive development are broad fields with many theoretical perspectives, research areas, and applications. Did any new avenues of learning or professional interest open for you during the course? Reflect on these, as well as past and current research you explored during the course.
Research does not exist for its own sake; it exists to inform practice and provide the foundation for application. Whatever your role or future role in developmental psychology—whether in education, direct service provision, policy, programming, or other area—you will need to ground your work empirically and apply scholarship to its practice. For this Discussion, you consider how you could use specific knowledge from the course related to language and cognition to advance social change related to some aspect of your life.
To prepare:
· Consider how the topics you explored throughout the course might influence your future as a psychology professional. How can you use the knowledge gained in this course to advance social change within your immediate context of work, leisure, family, or broader society?
With these thoughts in mind:
By Day 4
Post
an explanation of two topics from the course you would like to continue exploring professionally. Then, explain how you could use this knowledge to advance social change within your profession, community, or society.
Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.
Resources for this week; Barney, J. (12016). They’ll have to rewrite the textbooks. The university of Virginia Retrieved from
https://news.virginia.edu/content/researchers-find-textbook-altering-link-between-brain-immune-system
Callahan, D., Wilson, E, Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S…..Yob, I. (2012). Expanding our understandingof social change: A report from the definition task force of the HLC special emphasis project. Minneapolis, Mn: Walden University.& Company.
Pinker, S. (1997). Standard equipment. In how the mind works. (pp 3-58). New York, NY: W.W. Norton & Company.
Social Change working group. (2015). Review of social change at walden university. Retrieved from
https://www.waldenu.edu/-/media/Walden/files/about-walden/walden-social-change-review-2015-2016.pdf?la=en
For more than 45 years, Walden University has provided a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what they’ve learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of our community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them.
Walden’s five-year social change p ...
Explanation of my understanding of the meaning of positive social ch.docx
Explanation of my understanding of the meaning of positive social change
Social change is a concept that have captured the attention of most 21
st
century graduate student’s especially those doing graduate work at Walden university, as according to the Walden mission statement, social change is not just a phenomenon that they talk about, “it is who they are” (Walden University, 2015).
It is instructive to note that change is part of the daily lives of human beings, as the world is not a static place, but a dynamic place. If the issues and phenomena that humans interact with are going to change on a constant basis, why then not jump in front of that change and direct it towards the good of society, is a relevant question to ask? It is against this backdrop that Walden university decided to jump ahead of the cultural, environmental, innovative, population and technological forces that shape change and make it a positive experience for their graduate students in the 21
st
century.
The Walden graduate student is therefore availed the academic, social, cultural and spiritual experience to equip him or her with the type of education that will make a difference not only in his or her own life, but in the life of the larger community that he or she hails from and will potentially serve after graduation.
Thus, the Walden academic experience enriches the graduate student with several opportunities to use the education acquired at Walden to impact communities, through either the vision or mission statement of the university as encapsulated in the
Walden mission statement
, (Walden University, 2015), or the
scholarly change curriculum
, design to promote and pursue knowledge geared towards positive social change, or present papers and articles in the
Journal of social change
that will inspire and impact communities and learners around the world, or use the
applied change philosophy
, by using the Walden annual global days service opportunity to volunteer in communities that need such services. Furthermore, students at Walden University are encouraged
to prepare videos
showing their work and engagement in
positive social change projects
, and compete with other Walden students for an annual price to show how their Walden education is helping them make a difference in their communities. There is also the
Walden Study abroad project
, where students are encouraged to travel abroad and participate in public service activities in foreign communities to teach them about the benefit of interacting with different cultures and sharing cultural experiences to deepen knowledge about other cultures. Lastly, there is the
inspiring change experience,
where Walden graduate students are offered the opportunity to hear lectures and public presentations of distinguished experts and scholars, to impart knowledge and help them see the world differently.
Refer to the additional sources you have reviewed this week, and comment on how they are shaping your experien ...
and Personal Goals.docx
This document discusses Walden University's mission, vision, goals, and values and how they relate to becoming a scholar-practitioner committed to social change. It provides the mission and vision statements of Walden University and its School of Nursing. It prompts the reader to reflect on how Walden's perspectives align with their own professional and academic goals and how they plan to incorporate social change.
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The document discusses Walden University's vision, mission, goals, and values as well as the School of Nursing's vision and goals. Walden aims to provide career professionals opportunities to advance as scholar-practitioners and effect positive social change. Its vision is of a learning community where knowledge is applied to solve societal challenges. The School of Nursing envisions transforming nursing services to meet community needs through contributions from nursing and health sciences. It provides programs to help diverse nursing professionals enhance skills and apply evidence-based practices.
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Woodbury University has developed a new 2025 Strategic Plan called "The Excellence of Integration" to prepare students for an evolving world. The plan aims to: 1) provide transdisciplinary education that addresses complex problems from multiple perspectives; 2) develop students' entrepreneurial and civic leadership skills; and 3) distinguish Woodbury through the integration of transdisciplinarity, design thinking, entrepreneurship, and civic engagement across its programs. The university hopes this integrated approach will help students and Woodbury excel and contribute to positive social change.
Your Prospectus requires that you write about the significance of th.docx
Your Prospectus requires that you write about the significance of the research—the “so what?” question. What original contribution will this study make? How will it affect professional practice or other practical application, and how can findings lead to positive social change?
Research results often have social change implications and make a difference in the world. Choosing to conduct research on an area or topic that can do so suggests that you are attempting to be the kind of researcher whose intellectual pursuits are altruistic. Note that one of the required sections of your Dissertation is the implications of your research findings for fostering positive social change. As you design your research plan, identifying implications for social change, it is critical that you examine any related ethical considerations to these social change efforts.
Majchrzak and Markus (2014) write of positive social change resulting from systemic policy research findings, in the sense that it “involves both evidence and meaning to create outcomes that help to change the world” (p. 2). In order to do this, it “requires people to take actions, observe the consequences of those actions, and then change their actions based on feedback” (pp. 2–3), or “learn by doing.” Of course, policy analysis is only one type of research in public policy and administration. Even so, Majchrzak and Markus continue, “We know that it takes passion to change the world, but it takes more than passion to make the world a better place. It takes critical thinking, evidence, meaning, and careful value judgments” (p. 9).
“Social entrepreneurs are not content just to give a fish or teach how to fish.
They will not rest until they have revolutionized the fishing industry.”
(Bill Drayton, CEO, chair and founder of Ashoka)
The factors described by Majchrzak and Markus characterize social entrepreneurship as a means to positive social change. Social entrepreneurs maintain a vision of how to improve a given social condition, transforming systems to create lasting, systemic, and sustainable social impact. Their focus is on the social mission of creating transformative change for complex social problems, such as poverty, illiteracy, lack of affordable housing, economic disparities, human rights abuses, challenges to peace and security, and environmental destruction, to name a few.
Given this vision, they create and apply ideas, strategies, and actions to promote the worth, dignity, and development of individuals, family systems, neighborhoods, communities, organizations, institutions, cultures, and societies—locally, nationally, and globally. As a route to social innovation and social justice, social entrepreneurship is a form of leadership that maximizes the social return on efforts to change the world, while fundamentally and permanently changing the way problems are addressed on a global scale. Social entrepreneurs employ a wide variety of creative approaches and practices from diverse acad.
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1) A message from the USC President/CEO highlighting the USC's commitment to strategic planning, values, accountability, and stakeholder engagement as outlined in their 2012 Long Term Plan.
2) An overview of the USC's mission, vision, pillars of principle, and executive council members.
3) An executive summary of the USC's successes over the past year, including overhauling their governance structure, record sales in food and beverage, and renovating their conference center. It also discusses creating a new Creative Services Department to streamline design and printing services for
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It is an appropriate way to begin a conversation about bridging two groups with much in common - those who work hard to make schooling much better for children and those who are just as committed to revitalizing communities, especially in our poorest urban and rural areas. These groups need bridges to each other if their hopes and work are to flourish. The deep changes that are needed in schools and communities will not happen until all segments of the community work together and together hold the systems accountable.
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- Their visions grow out of the values they hold and can be assessed through measurable outcomes. Strong schools and strong communities can answer such questions as: "What is the future we want? How should students, teachers, learning conditions and community conditions be different in 10 years? What is "success" and how will we measure it? What outcomes are "nonnegotiable" for us?
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answer this
Would they motivate you as an employee? Do they motivate you as students? For whom do you think they are written? Can you think of anything going on at PSU that is in conflict with any of these statements?
Vision
Our vision is to be an internationally recognized urban university known for excellence in student learning, innovative research, and community engagement that contributes to the economic vitality, environmental sustainability, and quality of life in the Portland region and beyond.
Mission
Portland State University’s mission is to enhance the intellectual, social, cultural and economic qualities of urban life by providing access throughout the life span to a quality liberal education for undergraduates and an appropriate array of professional and graduate programs especially relevant to metropolitan areas. The University conducts research and community service that support a high quality educational environment and reflect issues important to the region. It actively promotes the development of a network of educational institutions to serve the community.
Values
The pursuit of our vision rests on our success in transforming undergraduate education, our growing research programs, our strong collaboration with the community, and the core values we hold. These values describe not only what PSU is now, but what it will be in the future.
Learning and Discovery
PSU values intellectual inquiry in its undergraduate and graduate programs, provides leadership in the development of knowledge, and creates opportunities for the application of knowledge to real-world problems. We maintain a welcoming and stimulating environment that is conducive to success for students, faculty, and staff. We value tenure as an essential component of this environment.
Access to Learning
PSU is committed to providing access and opportunity to learners from regional, national, and international communities in their pursuit of lifelong learning and diverse educational goals.
A Climate of Mutual Respect
PSU values diversity and fosters a climate of mutual respect and reflection that supports different beliefs and points of view and the open exchange of ideas.
Openness and Reflection
PSU endeavors to improve continuously as a university through reflection and open assessment of our activities.
Community and Civic Engagement
PSU values its identity as an engaged university that promotes a reciprocal relationship between the community and the University in which knowledge serves the city and the city contributes to the knowledge of the University.
We value our partnerships with other institutions, professional groups, the business community, and community organizations, and the talents and expertise these partnerships bring to the University. We embrace our role as a responsible citizen of the city, the state, the region, and the global community and foster actions, programs, and scholarship that will lead to a sustainable future.
PSU - School of .
WaldenChangePP
Walden University was founded in 1970 by Bernie and Rita Turner, both teachers, and Harold Hodgkinson to provide an alternative path to a doctorate for working professionals. Walden's mission is to transform career professionals into scholar-practitioners who can create positive social change. Recently, Walden underwent changes to its undergraduate program and employee performance reviews to refocus on being more student-centered in response to government hearings. Leadership effectively guided this change process by stressing the reasons for change, supporting employees through incentives and communication, and making adjustments to improve the transition. However, leaders could have better prepared employees initially for students' new expectations. Overall, the changes successfully shifted Walden's culture back to its founding mission while facing minimal resistance
Tablet Brochure
This is an example of a brochure we had to design for a tablet for my Multimedia Design class. Unfortunately, the video and slideshow did not translate when converting the document from InDesign to a PDF which is why there are two white spaces on the third page.
2022 Annual Report
This annual report summarizes the 2021-2022 school year for Millennium School. It highlights the school's resilience and success in navigating the ongoing challenges of the pandemic, including providing high-quality education, supporting students' well-being, and sustaining their mission. It also thanks donors and community members whose generosity helped provide $900,000 in financial assistance and support programs like teacher professional development and social-emotional learning. The report concludes by recognizing the school's sixth year of operations and accomplishments like graduating another class and expanding their Forum program.
Social Internship Program. Report #directorateofeducation #ladlifoundation
Social Internship Program. Report #directorateofeducation #ladlifoundation Directorate of Education Delhi
Social Internship Program and Teachers Volunteer Certificate Jointly run by Directorate of Education GNCT of Delhi India and Ladli Foundation Trust TIN ONE YEAR ON
This document provides an overview of TIN Smart Social, a social innovation consultancy, after its first year. It discusses TIN's approach to social thinking and innovation through four practice areas focused on social investment, social learning, social wellbeing, and social impact branding. It also summarizes some of TIN's core innovations, including dedicated technology-enabled workspaces for the long-term unemployed, transforming social learners into social leaders through business development, creating value for social entrepreneurs, and facilitating online and in-person connections between organizations in the careers space.
TIN one year on
This document provides an overview of the services offered by TIN Smart Social, a social innovation consultancy. It discusses the four practice areas of Social Investment, Social Learning, Social Wellbeing, and Social Impact Branding that structure TIN's work. Advisory services are described, including providing reports on political, economic, social, technological, legal, and environmental factors relevant to clients' sectors and leveraging digital platforms and toolkits to accelerate social innovation. Recent advisory work with organizations like GCG changeworks is also summarized.
TIN ONE YEAR ON
This document provides an overview of TIN Smart Social, a social innovation consultancy, after its first year. It discusses TIN's approach to social thinking and innovation through four practice areas focused on social investment, social learning, social wellbeing, and social impact branding. It also summarizes some of TIN's core innovations, including dedicated technology-enabled workspaces for the long-term unemployed, transforming social learners into social leaders through business development, providing online and in-person connections between organizations in the careers space, and creating social and commercial value for social entrepreneurs.
TIN ONE YEAR ON
This document provides an overview of the services offered by TIN Smart Social, a social innovation consultancy. It discusses TIN's approach of focusing on social impact and wellbeing. The document summarizes some of TIN's key services and practices around social investment, social learning, social wellbeing, and social impact branding. Examples of past advisory engagements are also provided.
Introduction to Service-Learning
In this introduction to engagement, participants in an "Engage Your Teaching" workshop were introduced to the history of service-learning at St. Thomas, the office of Global and Local Engagement and what the staff of that office mean when they use the term "engagement," examples of service-learning at the University of St. Thomas, and how engagement mobilizes for transformation.
Southampton Business School Postgraduate Module Grade Descrip.docx
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docx
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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http://network.bepress.com/hgg/discipline/638?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
ht.
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Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
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Outstanding use of
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support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
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data
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Not included. Limited and patchy
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knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
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understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
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Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
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Excellent coverage
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Exceptionally well-
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Southwestern Business Administration JournalVolume 16 Is.docx
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/630?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/638?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docx
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docx
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docx
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Southside Community Services Mrs. Bargas Case History© 2018 Lau.docx
Southside Community Services: Mrs. Bargas Case History
© 2018 Laureate Education, Inc. 1
Southside Community Services: Mrs. Bargas Case History Program Transcript [MUSIC PLAYING]
LINDA FORTE: Hi, Mrs. Bargas, I'm Linda Forte, the social worker assigned to your case. It's nice to meet you. So what brings you in, today?
MRS. BARGAS: Well-- I've been out of work about 3 months. And 2 weeks ago, my husband had a stroke. He's still in the hospital. So it's been-- a lot, all at once. And the money-- I don't know how going to pay the bills, or the rent. We cannot lose our home. We have five children.
LINDA FORTE: Has this been hard on them? It sounds like you've been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned.
MRS. BARGAS: My daughter Amy-- she's my oldest-- she's been having the hardest time. She's cutting classes at school and she's failing two of her courses.
LINDA FORTE: So how did you hear about our agency and how can I help?
MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could-- speak to somebody.
LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems?
MRS. BARGAS: Maybe. I don't know. I haven't really mentioned it to her. But my pastor thinks it's a good idea.
LINDA FORTE: Has Amy ever spoken to the social worker at her school, before?
MRS. BARGAS: No, I don't think so.
LINDA FORTE: OK. That's fine. We can definitely talk about getting Amy some help. But first, why don't we talk a little bit about work experience. What kind of job are you hoping to find?
MRS. BARGAS: Well, before I married my husband, I worked as a nanny.
LINDA FORTE: OK. So why don't we talk a little bit more about that, about who you worked for, and what kind of job duties you had.
MRS. BARGAS: Well, I was much younger when I was a nanny. Let me see, it was-- more than 12 years ago. But I don't think I could do that work, now. Maybe
Southside Community Services: Mrs. Bargas Case History
© 2018 Laureate Education, Inc. 2
I could work in an office. You know, I'm really good at working with people. Can you find me a job in an office?
LINDA FORTE: I don't know. I work with a career counselor, here. She might be able to help you.
MRS. BARGAS: I don't know how I'm going to pay the rent.
LINDA FORTE: I know right now is really tough for you.
MRS. BARGAS: I just don't know what to do. Nothing has turned out the way I hoped it would. My whole life. I'm really worried about my daughter, Amy. She's afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won't speak. I am so confused. I don't know what to do with her. I just-- I don't know.
LINDA FORTE: It's OK to be upset. Mrs. Bargas? Are you OK?
MRS. BARGAS: I'm sorry, what?
LINDA FORTE: Are you all right?
[MUSIC PLAYING]
LINDA FORTE: Good.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docx
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docx
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docx
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docx
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui LiuFebruary 6, 2020 Innov.docx
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx
This document provides instructions and guidance for a history assignment on America as a superpower from 1947 to the present. It discusses the structure and formatting of the paper, including it being 5 paragraphs long and 500-800 words. It provides sources to use, including a textbook and lists additional sources categorized by topic. It provides examples of in-text citations and formatting the sources list. The document aims to help students understand the requirements and find relevant sources to write their history paper on examples from the Cold War and post-Cold War eras.
Some of the bibliography docsKarls Marxhttpswww.marxi.docx
Some of the bibliography docs
Karls Marx
https://www.marxists.org/archive/marx/works/1844/manuscripts/labour.htm
A Vindication of the Rights of Woman
with Strictures on Political and Moral Subjects
Mary Wollstonecraft
Copyright © Jonathan Bennett 2017. All rights reserved
[Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as
though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations,
are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the
omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported
between brackets in normal-sized type.—If this work gets you interested in its author, read Claire Tomalin’s fine
The Life and Death of Mary Wollstonecraft (1974).
First launched: April 2010
Contents
Dedicatory Letter 1
Introduction 4
Chapter 1: Human rights and the duties they involve 7
Chapter 2: The prevailing opinion about sexual differences 12
Chapter 3: The same subject continued 26
Chapter 4: The state of degradation to which woman is reduced by various causes 36
The Rights of Woman Mary Wollstonecraft
Chapter 5: Writers who have rendered women objects of pity, bordering on contempt 53
Section 1: Rousseau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Section 2: Fordyce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Section 3: Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Section 4: Some women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Section 5: Chesterfield . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Chapter 6: The effect that an early association of ideas has on the character 71
Chapter 7: Modesty comprehensively considered and not as a sexual virtue 75
Chapter 8: Morality undermined by sexual notions of the importance of a good reputation 80
Chapter 9: The pernicious effects of the unnatural distinctions established in society 85
Chapter 10: Parental Affection 89
Chapter 11: Duty to Parents 91
Chapter 12: National education 93
Chapter 13: Examples of the harm done by women’s ignorance 99
Section 1: Charlatans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Section 2: Novel-reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Section 3: Dressing up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Section 4: Sensibil.
Sources of Risk for Chronic Conditions in the State of Flo.docx
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
Source Shutterstock.com .docx
So
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Social Change1. Social ChangeFor more than 45 years, Walden .docx
- 1. Social Change 1. Social Change For more than 45 years, Walden University has provided a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what they’ve learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of our community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them. Walden’s five-year social change plan is one that will shape our thinking about the future and our vision for social change within the university. Read more about the university’s efforts to become a leader in connecting our virtual presence with both local and global actions to make a difference in the Walden 2020: A Vision for Social Change 2017 Report. For Walden, social change is not just something we talk about— social change is who we are. Walden students, alumni, faculty, and staff are creating and contributing to real change and having an impact on a global scale. As a Certified B Corporation®, Walden is proud to join a growing, global movement of other Certified B Corps that look beyond profits to benefit the communities we serve and, most importantly, future generations. Our B Corp™ certification directly aligns with our mission to drive positive social change through our graduates of our degree programs. Our students and alumni embrace this responsibility, using their education to make the world a better place. Learn more about the social change initiatives guiding our institution. Scholarly Change A Curriculum Designed to Foster the Application of Knowledge to Positive Social Change
- 2. A core commitment that Walden makes as we develop and improve our curriculum is ensuring that our students can apply new skills, expand their networks, gain deeper knowledge, and consider a variety of perspectives in order to better address practical problems at an individual level as well as within their organizations, communities, and society at large. Working collaboratively, college leadership, faculty members, and curricula developers continually evaluate Walden’s programs to assess the effectiveness of our curriculum in helping our students effect positive social change. In our annual Review of Social Change at Walden University (summary), we document some of the more important changes to our curriculum that support social change initiatives. Other Resources That Help Inform Perspectives on Social Change Through ScholarWorks, Walden makes the scholarly and creative output of the Walden University community publicly available, in order to generate, conserve, and transform knowledge by making connections among and between ideas to improve human and social conditions. Browse our collection of social change publications that exemplify Walden’s mission by exploring issues that impact communities. The Journal of Social Change, sponsored by Walden University, welcomes manuscripts from the Walden community and the public that focus on interdisciplinary research in social change that seeks to improve the human condition and moves people, groups, organizations, cultures, and society toward a more positive future. Walden commissioned the Social Change Impact Report to discover the current state of social change around the world, assess the impact of social change, and learn more about the individuals who are creating and applying ideas. The report also identifies individual beliefs about social change, the issues that those surveyed care about, the motivations behind their engagement, the actions they are taking to further social change, and the tools they use. Discover what kind of social change
- 3. agent you are by taking Walden’s quiz based on this research. Applied Change Walden’s annual Global Days of Service is an opportunity for the Walden community to make an impact in neighborhoods around the world and advance the university’s mission of positive social change. Members of the Walden community generously donate their time and expertise to serve their neighbors in need, as they experience firsthand the impact they can make in the lives of others. Students, alumni, faculty, and staff contribute to community projects serving schools, food banks, community centers, and much more. The annual Scholars of Change video contest allows our students and graduates to share their stories demonstrating how a Walden degree is helping them make a positive difference in their lives and the lives of those in their communities. The winners’ inspirational videos underscore our social change mission and show how the Walden community is helping to advance the greater good. Designed to expand learning beyond the classroom, Walden’s study abroad and international public service programs allow students to gain a better understanding of their own culture while being immersed in another, resulting in a greater tolerance for difference, better understanding of the role stereotyping plays, and a deepened appreciation for one’s own academic and career goals. Students generally volunteer 20–30 hours on public service trips. Inspiring Change Throughout students’ journeys at Walden, they are provided various opportunities to hear directly from distinguished scholars, journalists, social scientists, and change-makers who share with students their diverse global views. See the list of speakers from 2007 to present. Walden’s alumni magazine and Spotlight on Walden, the university’s blog, both feature stories and insights from our community of change agents. Get to know the Walden community and see how we are making a difference. Share your
- 4. story at [email protected]. It is a core belief at Walden that educational institutions like ours have an important role to play in supporting positive social change. To help students reach their fullest potential, so they can be prepared to make a difference in the world around them, Walden regularly commits millions of dollars in social change scholarships and grants. Social Entrepreneurship Programs at Walden Become the entrepreneurial professional you’ve always wanted to be. As part of our core mission of social change, Walden now offers masters-level program specializations and certificates to help you advance your passion for making an impact in your profession and community.