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Take a walk for 20-30 minutes totally by yourself. Wear a mask. Do not bring a notebook, your cell phone, your headphones, camera, or any other device. Do not plan it in advance or combine it with other tasks (working, walking the dog, grocery shopping, etc). Try not to talk or interact with anyone else. You can begin it anywhere you would like. Let color be the thing that guides you. Allow yourself to become sensitized to the color in your surroundings. As you walk, try to construct a color story or narrative in your head. What colors are you drawn to first? Which ones reveal themselves to you more slowly? What colors do you observe that are unexpected? What color relationships do you notice? Do colors appear to change over time? After you come home, come back to class and immediately jot down as many notes about these questions as possible. Write a two-page, double-spaced reflection on your journey and reflect on these questions as and when they apply. Be sure to include what you thought of the experience and what you gained from it. What surprised you. Include a reflection on what was it like to walk at this time, without any devices or other tasks distracting you from the walk itself. The following content is .

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Table of Contents Title Page WELCOME THE VAJRACCHEDIKA PRAJÑAPARAMITA SUTRA COMMENTARIES PART ONE - THE DIALECTICS OF PRAJÑAPARAMITA Chapter 1 - THE SETTING Chapter 2 - SUBHUTI’S QUESTION Chapter 3 - THE FIRST FLASH OF LIGHTNING Chapter 4 - THE GREATEST GIFT Chapter 5 - SIGNLESSNESS PART TWO - THE LANGUAGE OF NONATTACHMENT Chapter 6 - A ROSE IS NOT A ROSE Chapter 7 - ENTERING THE OCEAN OF REALITY Chapter 8 - NONATTACHMENT PART THREE - THE ANSWER IS IN THE QUESTION Chapter 9 - DWELLING IN PEACE Chapter 10 - CREATING A FORMLESS PURE LAND Chapter 11 - THE SAND IN THE GANGES Chapter 12 - EVERY LAND IS A HOLY LAND Chapter 13 - THE DIAMOND THAT CUTS THROUGH ILLUSION Chapter 14 - ABIDING IN NON-ABIDING Chapter 15 - GREAT DETERMINATION Chapter 16 - THE LAST EPOCH Chapter 17 - THE ANSWER IS IN THE QUESTION PART FOUR - MOUNTAINS AND RIVERS ARE OUR OWN BODY Chapter 18 - REALITY IS A STEADILY FLOWING STREAM Chapter 19 - GREAT HAPPINESS Chapter 20 - THIRTY-TWO MARKS Chapter 21 - INSIGHT-LIFE Chapter 22 - THE SUNFLOWER Chapter 23 - THE MOON IS JUST THE MOON Chapter 24 - THE MOST VIRTUOUS ACT Chapter 25 - ORGANIC LOVE Chapter 26 - A BASKET FILLED WITH WORDS Chapter 27 - NOT CUT OFF FROM LIFE Chapter 28 - VIRTUE AND HAPPINESS Chapter 29 - NEITHER COMING NOR GOING Chapter 30 - THE INDESCRIBABLE NATURE OF ALL THINGS Chapter 31 - TORTOISE HAIR AND RABBIT HORNS Chapter 32 - TEACHING THE DHARMA CONCLUSION Copyright Page WELCOME WELCOME BROTHERS AND SISTERS, please read The Diamond That Cuts through Illusion with a serene mind, a mind free from views. It’s the basic sutra for the practice of meditation. Late at night, it’s a pleasure to recite the Diamond Sutra alone, in complete silence. The sutra is so deep and wonderful. It has its own language. The first Western scholars who obtained the text thought it was talking nonsense. Its language seems mysterious, but when you look deeply, you can understand. Don’t rush into the commentaries or you may be unduly influenced by them. Please read the sutra first. You may see things that no commentator has seen. You can read as if you were chanting, using your clear body and mind to be in touch with the words. Try to understand the sutra from your own experiences and your own suffering. It is helpful to ask, “Do these teachings of the Buddha have anything to do with my daily life?” Abstract ideas can be beautiful, but if they have nothing to do with our life, of what use are they? So please ask, “Do the words have anything to do with eating a meal, drinking tea, cutting wood, or carrying water?” The sutra’s full name is The Diamond That Cuts through Illusion, Vajracchedika Prajñaparamita in Sanskrit. Vajracchedika means “the diamond that cuts through afflictions, ignorance, delusion, or illusion.” In China and Vietnam, people generally call it the Diamond Sutra, emphasizing the word “diamond,” but, in fact, the phrase “cutting through” is the most important. Prajñaparamita means “per.

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Take a few minutes to reflect on this course. How has your thinking (e.g., worldview, knowledge, etc.) been challenged from what you thought prior to taking this course? What are your thoughts now on the significance of correctly diagnosing mental health disorders? What are your thoughts on the treatment of psychopathology? In general, what thoughts do you have about psychopathology and its impact on an individual and the family? .

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Taiwan: The Tail That Wags Dogs Michael McDevitt Asia Policy, Number 1, January 2006, pp. 69-93 (Article) Published by National Bureau of Asian Research DOI: 10.1353/asp.2006.0011 For additional information about this article Access provided by Florida International University (9 Sep 2013 16:14 GMT) http://muse.jhu.edu/journals/asp/summary/v001/1.mcdevitt.html http://muse.jhu.edu/journals/asp/summary/v001/1.mcdevitt.html asia p olicy, number 1 (january 2006 ), 69–93 Michael McDevitt (Rear Admiral, retired) is Vice President and Director of the Center for Naval Analyses at the CNA Corporation. These views are his own and do not represent the views of the CNA Corporation. He can be reached at <[email protected]>. keywords: taiwan; china; united states; japan; foreign relations Taiwan: The Tail That Wags Dogs Michael McDevitt [ 70 ] execu tive summary asia p olicy This essay explores how Taiwan has been able to seize the political initiative from China, Japan, and the United States. main argument Taiwan has attained this leverage due to the interrelationship of four factors: • Strategic considerations stemming from Taiwan’s geographic position lead Tokyo and Washington to prefer the status quo, while leading China to strive for reunification. China’s increasing military power, however, may suggest a Chinese intention to change the status quo. • Shared democratic values and the fact that the “democracy issue” has greatly prolonged the timetable for reunification give Taipei political influence in both Washington and Tokyo. • China’s constant threats of force actually empower Taipei in its relationship with Washington, and cause the United States to plan for the worst. • Taiwan is a litmus test of U.S. credibility as an ally, a condition that in turn creates a perception on the island that U.S. military backing is uncondi- tional. policy implications • Taipei’s high-risk diplomatic approach carries with it the very real possibil- ity of miscalculation, which could easily lead to great power conflict. • The United States would benefit from exploring with Beijing ways in which to demilitarize the issue of Taiwan independence so that the threat of great power conflict over Taiwan is greatly moderated. • Tensions may eventually lessen substantially if Beijing can be encouraged to substitute political deterrence for military deterrence. • In order to ensure that the U.S. position in the region would survive a Taipei-provoked conflict should the United States choose not to become directly involved, Washington can undertake extensive talks with Japan de- signed to ensure that Japan does not lose confidence in Washington. organization of the essay The first four sections of the essay respectively explore the four factors of the complex U.S.-Taiwan-Japan-China relationship outlined above: Geostrategic Issues and Considerations . . . . . . . . . . . . . . . . . ..

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TABLE 1-1 Milestones of Medicine and Medical Education 1700–2015 ■ 1700s: Training and apprenticeship under one physician was common until hospitals were founded in the mid-1700s. In 1765, the first medical school was established at the University of Pennsylvania. ■ 1800s: Medical training was provided through internships with existing physicians who often were poorly trained themselves. In the United States, there were only four medical schools, which graduated only a handful of students. There was no formal tuition with no mandatory testing. ■ 1847: The AMA was established as a membership organization for physicians to protect the interests of its members. It did not become powerful until the 1900s when it organized its physician members by county and state medical societies. The AMA wanted to ensure these local societies were protecting physicians’ financial well-being. It also began to focus on standardizing medical education. ■ 1900s–1930s: The medical profession was represented by general or family practitioners who operated in solo practices. A small percentage of physicians were women. Total expenditures for medical care were less than 4% of the gross domestic product. ■ 1904: The AMA created the Council on Medical Education to establish standards for medical education. ■ 1910: Formal medical education was attributed to Abraham Flexner, who wrote an evaluation of medical schools in the United States and Canada indicating many schools were substandard. The Flexner Report led to standardized admissions testing for students called the Medical College Admission Test (MCAT), which is still used as part of the admissions process today. ■ 1930s: The healthcare industry was dominated by male physicians and hospitals. Relationships between patients and physicians were sacred. Payments for physician care were personal. ■ 1940s–1960s: When group health insurance was offered, the relationship between patient and physician changed because of third-party payers (insurance). In the 1950s, federal grants supported medical school operations and teaching hospitals. In the 1960s, the Regional Medical Programs provided research grants and emphasized service innovation and provider networking. As a result of the Medicare and Medicaid enactment in 1965, the responsibilities of teaching faculty also included clinical responsibilities. ■ 1970s–1990s: Patient care dollars surpassed research dollars as the largest source of medical school funding. During the 1980s, third-party payers reimbursed academic medical centers with no restrictions. In the 1990s with the advent of managed care, reimbursement was restricted. ■ 2014: According to the 2014 Association of American Medical Colleges (AAMAC) annual survey, over 70% of medical schools have or will be implementing policies and programs to encourage primary care specialties for medical school students. TABLE 1-2 Milestones of the Hospital and Healthcare Systems 1820–2015 ■ 1820s: Almshouses or poorhouses, the pr.

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Tackling wicked problems : A public policy perspective Please note - this is an archived publication. Commissioner’s foreword The Australian Public Service (APS) is increasingly being tasked with solving very complex policy problems. Some of these policy issues are so complex they have been called ‘wicked’ problems. The term ‘wicked’ in this context is used, not in the sense of evil, but rather as an issue highly resistant to resolution. Successfully solving or at least managing these wicked policy problems requires a reassessment of some of the traditional ways of working and solving problems in the APS. They challenge our governance structures, our skills base and our organisational capacity. It is important, as a first step, that wicked problems be recognised as such. Successfully tackling wicked problems requires a broad recognition and understanding, including from governments and Ministers, that there are no quick fixes and simple solutions. Tackling wicked problems is an evolving art. They require thinking that is capable of grasping the big picture, including the interrelationships among the full range of causal factors underlying them. They often require broader, more collaborative and innovative approaches. This may result in the occasional failure or need for policy change or adjustment. Wicked problems highlight the fundamental importance of the APS building on the progress that has been made with working across organisational boundaries both within and outside the APS. The APS needs to continue to focus on effectively engaging stakeholders and citizens in understanding the relevant issues and in involving them in identifying possible solutions. The purpose of this publication is more to stimulate debate around what is needed for the successful tackling of wicked problems than to provide all the answers. Such a debate is a necessary precursor to reassessing our current systems, frameworks and ways of working to ensure they are capable of responding to the complex issues facing the APS. I hope that this publication will encourage public service managers to reflect on these issues, and to look for ways to improve the capacity of the APS to deal effectively with the complex policy problems confronting us. Lynelle Briggs Australian Public Service Commissioner 1. Introduction Many of the most pressing policy challenges for the APS involve dealing with very complex problems. These problems share a range of characteristics—they go beyond the capacity of any one organisation to understand and respond to, and there is often disagreement about the causes of the problems and the best way to tackle them. These complex policy problems are sometimes called ‘wicked’ problems. Usually, part of the solution to wicked problems involves changing the behaviour of groups of citizens or all citizens. Other key ingredients in solving or at least managing complex policy problems include successfu.

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Tahira Longus Week 2 Discussion Post: The Public Administrations may entrust the development of collective bargaining activities to bodies created by them, of a strictly technical nature, which will hold their representation in collective bargaining before the corresponding political instructions and without prejudice to the ratification of the agreements reached by the bodies. Government or administrative with competence for it. In addition, public bargaining involves the process of resolving labor-management conflicts. It alsoensuresboth the employee and the employer fair treatment during the negotiation process. The Tables will be validly constituted when, in addition to the representation of the corresponding Administration, and without prejudice to the right of all legitimate trade union organizations to participate in them in proportion to their representatives, such union organizations represent, at least, the absolute majority of the members of the unitary representative bodies in the area in question. www.ilo.org › The Public Administrations may entrust the development of collective bargaining activities to bodies created by them, of a strictly technical nature, which will hold their representation in collective bargaining before the corresponding political instructions and without prejudice to the ratification of the agreements reached by the bodies. Government or administrative with competence for it. In addition, public bargaining involves the process of resolving labor-management conflicts. It also assures both the employee and the employer fair treatment during the negotiation process. The Tables will be validly constituted when, in addition to the representation of the corresponding Administration, and without prejudice to the right of all legitimate trade union organizations to participate in them in proportion to their representatives, such union organizations represent, at least, the absolute majority of the members of the unitary representative bodies in the area in question. Tara St Laurent Post .

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Tabular and Graphical PresentationsStatistics (exercises).docx

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Table 4-5 CSFs for ERP ImplementationCritical Success Fact.docx

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Table 7.7 Comparative Financial Statistics: Universal Office Furnishings and Its Major Competitors (All figures are for year-end 2016 or for the 5-year period ending in 2016; $ in millions) Financial Measure Universal Office Furnishings Cascade Industries Colwyn Furniture High Design, Inc. Total assets $ 941.20 $ 906.70 $342.70 $ 3,037.60 Long-term debt $ 177.80 $ 124.20 $ 73.90 $ 257.80 Stockholders’ equity $ 294.50 $ 501.30 $183.90 $1,562.20 Stockholders’ equity as a % of total assets 31.30% 55.30% 53.70% 51.40% Total revenues $1,938.00 $1,789.30 $642.20 $3,316.10 Net earnings $ 139.70 $ 87.40 $ 38.50 $ 184.20 Net profit margin 7.20% 4.90% 6.00% 5.50% 5-year growth rates in: Total assets 14.4% 19.4% 17.3% 17.7% Total revenues 15.0% 17.8% 15.9% 15.8% EPS 56.7% 38.9% 21.1% 24.7% Dividends 1.5% 11.1% N/A 12.0% Total asset turnover 2.06 1.97 1.88 1.09 Debt-equity ratio 0.60 0.43 1.46 0.17 Times interest earned 17.55 13.38 8.35 14.36 ROA 14.80% 9.50% 6.70% 6.70% ROE 47.40% 18.80% 21.80% 13.00% P/E ratio 18.4 14.4 13.3 12.4 PEG ratio 1.2 2.4 2.0 1.1 Payout ratio 6.60% 26.20% N/A 32.40% Dividend yield 0.40% 1.80% N/A 2.60% Price-to-book-value ratio 8.7 2.7 2.9 1.6 find the financial statement analysis .

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TableOfContentsTable of contents with hyperlinks for this documentExcluding standard worksheets that come with the original dataSheet namePurposeNotesOnDataPrep!A1Tips and tricks for students in doing data analysis in ExcelSalaryPivotTable!A1Using a histogram of salary to compare other variables in terms of chunks of salaryDescriptiveStatsForFrequency!A1Example of producing descriptive stats for chunks of a numeric variable (grouping, frequency table as 'categories')VariableDescriptiveStatsPHStat!A1Example of descriptive stats produced by PHStat and then edited, items removed that are not neededCorrelations!A1Instructor reference for how all variables are inter-relatedRegressionAge!A1Example of regression output highighting output to pay attention toSPSSRegressionAllEnter!A1Instructor reference - regressing salary on all independent variables to discern stongest, independent predictorsPivotTableCreatePercentPolygon!A1Example of comparing distributions between two categories with different number of cases or different scales, i.e., version of percent polygonAnalysis resultsGender univariate descriptive statisticsGenderAnalysis!A1Gender/Salary; Gender/Job Grade Classification analysis; Gender/other independent variables Salary histogram, distributionCompare gender/salary descriptive statisticsGenderCompareDescriptives!A1Comparison Table gender descriptive statistics in terms of all variables. This might be something worth doing.EthnicitySalaryAnalysis!A1Ethnicity/Salary analysisOptionalEthnicitySalaryAnalysis!A1Optional ethnicity/salary analysis - distribution of ethnicity over chunks of salary, percent polygonEthnicityJGClassAnalysis!A1Ethnicity/Job Grade Classification analysisAgeSalaryAnalysis!A1Age/Salary analysisAgeJobGradeClassAnalysis!A1Age/Job grade classification analysisYearsWorkedSalaryAnalysis!A1Years worked/Salary analysisYears worked/Job grade classification analysisRelationship between endogenous variablesJob grade classification/Salary analysisRelationship between independent variablesPercentPolygonGenderYearsWorked!A1Compare years worked distribution by gender; Example of comparing distributions between two categories with different number of cases or different scales, i.e., version of percent polygon Standard sheets that come with the dataVariable INFO'!A1Information on variablesHuman Resources DATA'!A1DataCross-Class-Table'!A1Summary Table'!A1Histogram!A1% Polygons 2 Groups'!A1Freq. & % Distribution'!A1 Variable INFOTableOfContents!A1The data are a random sample of 120 responses to a survey conducted by the VP of Human Resources at a large company.Source:INFO 501 class at Montclair State UniversityVariablesSalaryin thousands of dollars (K)Age in years YrsWorkin years JGClassjob-grade classification of 1, 3, 5, 7, 9, 11 (lowest skill job to highest skill job)Ethnicity1=Minority0=Not MinorityGender(Male, Female)Named ranges created in this worksheet - use these names to address the data more quickly then manually selecting dat.

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Tajfel and Turner (in chapter two of our reader) give us the following definition of Social Identity Theory: "SIT proposes that individuals make sense of their social environment by categorizing themselves and others into groups that can be contrasted with others" (Oksanen et al., 2014). SIT brings order to chaos, you might say, in that individuals define themselves as being different from everyone else. Considering what we have read about the perpetrators of group violence, how do you suppose that it is that people make the leap from their own social identity to group violence? What social and psychological mechanisms are at work that would go from simple categorization to overt violence? .

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tab Occupational Safety & Health for Technologists, Engineers, and Managers By David L. Goetsch © 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc. Pearson Prentice Hall - Upper Saddle River, NJ 07458 Chapter 21 - Radiation Hazards Radiation Hazards Chapter 21 – Section 13 tab Occupational Safety & Health for Technologists, Engineers, and Managers By David L. Goetsch © 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc. Pearson Prentice Hall - Upper Saddle River, NJ 07458 Chapter 21 - Radiation Hazards Radiation Hazards Radiation hazards in the workplace fall into one of two categories: ionizing nonionizing tab Occupational Safety & Health for Technologists, Engineers, and Managers By David L. Goetsch © 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc. Pearson Prentice Hall - Upper Saddle River, NJ 07458 Chapter 21 - Radiation Hazards IONIZING RADIATION: TERMS AND CONCEPTS An ion is an electrically charged atom (or group of atoms) that becomes charged when a neutral atom (or group of atoms) loses or gains one or more electrons as a result of a chemical reaction.If an electron is lost during this process—a positively charged ion is produced.If an electron is gained—a negatively charged ion is produced.To ionize is to become electrically charged or to change into ions.Ionizing radiation is radiation that becomes electrically charged or changed into ions. tab Occupational Safety & Health for Technologists, Engineers, and Managers By David L. Goetsch © 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc. Pearson Prentice Hall - Upper Saddle River, NJ 07458 Chapter 21 - Radiation Hazards IONIZING RADIATION: TERMS AND CONCEPTS TYPES OF IONIZING RADIATION tab Occupational Safety & Health for Technologists, Engineers, and Managers By David L. Goetsch © 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc. Pearson Prentice Hall - Upper Saddle River, NJ 07458 Chapter 21 - Radiation Hazards IONIZING RADIATION: TERMS AND CONCEPTS OSHA CFR 1910.1096 - Basic terms and concepts:Radiation - energetic nuclear particles.Alpha, beta, gamma rays & X-rays.Neutrons, high-speed electrons, and high-speed protons.Radioactive material - material that emits corpuscular or electromagnetic emanations.As the result of spontaneous nuclear disintegration.Restricted area - any area to which access is restricted in an attempt to protect employees from exposure to radiation or radioactive materials.An unrestricted area is any area to which access is not controlled because there is no radioactivity hazard present. tab Occupational Safety & Health for Technologists, Engineers, and Managers By David L. Goetsch © 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc. Pearson Prentice Hall - Upper Saddle River, NJ 07458 Chapter 21 - Radiation Hazards IONIZING RADIATION: TERMS AND CONCEPTS OSHA CFR 1910.1096 - Basic terms and concepts:A dose is the amount of ionizing radiation absorbed per unit of mass by part of the body or the whole body.Rad - me.

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Tableau Homework 3 – Exploring Chart Types with QVC Data Getting familiar with the data You will focus on five dimensions as you start to explore the QVC data: • order date (Order Dt) • merchandise department (Merchandise Dept) • region of the country (Region) • customer state (Ship To State) • location of the originating warehouse (Warehouse Zip). You will use five measures: • price (Total Line Amt) • number of orders (Number of Records) • average order value (AOV to be calculated) • delivery time ([Days Shipped] to be calculated) Create two calculated fields: AOV = SUM([Total Line Amt])/SUM([Number of Records]). On the Data Pane, change the number format to Currency with 2 decimal places. Days Shipped = CEILING( [Delivery Confirmation Dt]-[Shipped Dt]) In the next homework, we will explore additional measures to address the QVC analytics challenge more explicitly. In this homework, the primary goal is to continue to build basic Tableau skills for creating tables, maps, and charts. Change the label in the Region dimension for Alaska and Hawaii: Alaska and Hawaii were not assigned a region in the input data, but we are going to change the Null label to AK/HI. Depending on the context, we may filter out these states. To change the label, go to the blue pill for Region and right-click (or click on the down arrow) to get the menu of actions. Select Aliases…. In the pop-up box, change the alias for Null to AK/HI. For the rest of the course, you are expected to have complete titles on every worksheet you complete. I will guide you through this process for the first few worksheets. Chapter 19 – Highlight Tables 1. Create a text table with merchandise departments for rows and the sum of sales (Total Line Amt) in the table. Sort in descending order by sales. Add Region to the Columns Shelf. You should have a crosstab table with 5 columns and 11 rows of data. Drag the Total Line Amt to the Color marks card. Change the mark type to Square. Note that the East region has highest sales overall and the ordering within region is similar. Name the sheet Highlight Table. Edit the title (double-click on the Highlight Table text and type over <Sheet Name>) to be something like ‘Total sales by region and merchandise department’. Chapter 22 – Scatter Plot 2. Open a new worksheet. Create a scatter plot of average Days Shipped (Columns Shelf) and average order value AOV (Row Shelf). Make sure you change the default SUM aggregate function to AVG for Days Shipped. Drag Merchandise Dept to the Detail marks card. Drag Total Line Amt to the Size marks card. At this point, you will want to change the axis settings so they do not include 0. Right-click on each axis, select Edit Axis, and uncheck the Include zero box. Add an average line for each measure. This plot highlights that the jewelry department has high average ship times, though is a small revenue department. .

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Systems engineering organizations are often created for just one project. What do you think are the key items and issues that need to be implemented to manage a system engineering organization created for a project implementation? Consider the following in your response: The major aspects of organizing and staffing a team. Processes that are needed How the project is staffed Where personnel will be located How personnel will be trained Tools that will be needed .

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Table of Contents ALSO BY IRVIN D. YALOM Title Page Dedication Preface Acknowledgements Chapter 1 - THE THERAPEUTIC FACTORS INSTILLATION OF HOPE UNIVERSALITY IMPARTING INFORMATION ALTRUISM THE CORRECTIVE RECAPITULATION OF THE PRIMARY FAMILY GROUP DEVELOPMENT OF SOCIALIZING TECHNIQUES IMITATIVE BEHAVIOR Chapter 2 - INTERPERSONAL LEARNING THE IMPORTANCE OF INTERPERSONAL RELATIONSHIPS THE CORRECTIVE EMOTIONAL EXPERIENCE THE GROUP AS SOCIAL MICROCOSM THE SOCIAL MICROCOSM: A DYNAMIC INTERACTION RECOGNITION OF BEHAVIORAL PATTERNS IN THE SOCIAL MICROCOSM THE SOCIAL MICROCOSM—IS IT REAL? OVERVIEW TRANSFERENCE AND INSIGHT Chapter 3 - GROUP COHESIVENESS THE IMPORTANCE OF GROUP COHESIVENESS MECHANISM OF ACTION SUMMARY Chapter 4 - THE THERAPEUTIC FACTORS: AN INTEGRATION COMPARATIVE VALUE OF THE THERAPEUTIC FACTORS: THE CLIENT’S VIEW COMPARATIVE VALUE OF THE THERAPEUTIC FACTORS: DIFFERENCES BETWEEN CLIENTS’ AND … THERAPEUTIC FACTORS: MODIFYING FORCES Chapter 5 - THE THERAPIST: BASIC TASKS CREATION AND MAINTENANCE OF THE GROUP CULTURE BUILDING HOW DOES THE LEADER SHAPE NORMS? EXAMPLES OF THERAPEUTIC GROUP NORMS Chapter 6 - THE THERAPIST: WORKING IN THE HERE - AND - NOW DEFINITION OF PROCESS PROCESS FOCUS: THE POWER SOURCE OF THE GROUP THE THERAPIST’S TASKS IN THE HERE-AND-NOW TECHNIQUES OF HERE-AND-NOW ACTIVATION TECHNIQUES OF PROCESS ILLUMINATION HELPING CLIENTS ASSUME A PROCESS ORIENTATION HELPING CLIENTS ACCEPT PROCESS-ILLUMINATING COMMENTS PROCESS COMMENTARY: A THEORETICAL OVERVIEW THE USE OF THE PAST GROUP - AS - A - WHOLE PROCESS COMMENTARY Chapter 7 - THE THERAPIST: TRANSFERENCE AND TRANSPARENCY TRANSFERENCE IN THE THERAPY GROUP THE PSYCHOTHERAPIST AND TRANSPARENCY Chapter 8 - THE SELECTION OF CLIENTS CRITERIA FOR EXCLUSION CRITERIA FOR INCLUSION AN OVERVIEW OF THE SELECTION PROCEDURE SUMMARY Chapter 9 - THE COMPOSITION OF THERAPY GROUPS THE PREDICTION OF GROUP BEHAVIOR PRINCIPLES OF GROUP COMPOSITION OVERVIEW A FINAL CAVEAT Chapter 10 - CREATION OF THE GROUP: PLACE, TIME, SIZE, PREPARATION PRELIMINARY CONSIDERATIONS DURATION AND FREQUENCY OF MEETINGS BRIEF GROUP THERAPY PREPARATION FOR GROUP THERAPY Chapter 11 - IN THE BEGINNING FORMATIVE STAGES OF THE GROUP THE IMPACT OF CLIENTS ON GROUP DEVELOPMENT MEMBERSHIP PROBLEMS Chapter 12 - THE ADVANCED GROUP SUBGROUPING CONFLICT IN THE THERAPY GROUP SELF-DISCLOSURE TERMINATION Chapter 13 - PROBLEM GROUP MEMBERS THE MONOPOLIST THE SILENT CLIENT THE BORING CLIENT THE HELP-REJECTING COMPLAINER THE PSYCHOTIC OR BIPOLAR CLIENT THE CHARACTEROLOGICALLY DIFFICULT CLIENT Chapter 14 - THE THERAPIST: SPECIALIZED FORMATS AND PROCEDURAL AIDS CONCURRENT INDIVIDUAL AND GROUP THERAPY COMBINING GROUP THERAPY AND TWELVE-STEP GROUPS CO-THERAPISTS THE LEADERLESS MEETING DREAMS AUDIOVISUAL TECHNOLOGY WRITTEN SUMMARIES GROUP THERAPY RECORD KEEPING STRUCTURED EXERCISES Chapter 15 - SPECIALIZED THERAPY.

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Table to use is attached. Complete a 1- to 2-page table using the Positive Rights Table Template provided comparing your opinion of the rights listed below to a corresponding ethical theory: The right to a higher education The right to private phone conversations The right to health care The right of a presidential or government candidate to receive time on television List 1 ethical challenge that could impact a U.S. company that wants to acquire a non-U.S.-based company. .

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T-1.8.1_v3 Details of Assessment Term and Year 2, 2020 Time allowed 8 Weeks Assessment No 1 Assessment Weighting 100% Assessment Type Individual Assessment: Workplace Scenario Due Date Week 8 Room 611 Details of Subject Qualification BSB61218 Advanced Diploma of Program Management Subject Name Leadership Details of Unit(s) of competency Unit Code (s) and Names BSBPMG617 Provide leadership for the program Details of Student Student Name College Student ID Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me. Student’s Signature: ____________________ Date: _____/_____/_________ Details of Assessor Assessor’s Name ROBERT CUTULI Assessment Outcome Assessment Result |_| Competent |_| Not Yet Competent Marks /100 Feedback to Student Progressive feedback to students, identifying gaps in competency and comments on positive improvements: Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student. |_| Student attended the feedback session. |_| Student did not attend the feedback session. Assessor’s Signature: ___________________ Date: _____/_____/________ Purpose of the Assessment The purpose of this assessment is to assess the student in the following learning outcomes: Competent (C) Not Yet Competent (NYC) KNOWLEDGE EVIDENCE Compare behavioural models for the role of program manager Explain communication and negotiating styles and approaches Describe current ethics, equity and fairness norms, regulations and legislation List learning and development methods and strategy Compare types and formats for program vision PERFORMANCE CRITERIA 1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values 1.2 Conduct ongoing negotiations with stakeholders to maintain program vision 1.3 Demonstrate commitment to the program vision 2.1 Treat stakeholders fairly and equitably 2.2 Encourage and facilitate open discussion 2.3 Manage differences constructively 2.4 Attend to issues and concerns in a timely manner 2.5 Choose and apply interpersonal and leadership styles based on the circumstances 2.6 Honour realistic personal commitments 3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders 3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation 3.3 Identify and address threats to socially responsible practice within the program 4.1 Establish individual behavioural expectations for constituent project managers 4.2 Define, document and communicat.

T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docx

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Systems Theories Module 5 Week 9 SWK313 Engaging Individuals and Families In Partnership 1 Case Study continued: Working with the family Consider everything you have learnt about Erica and her family to date. Critically examine how systems/ecological approaches be applied to understand the circumstances of Erica and her family. How could these theories guide your practice in this case? Module 5 Learning Activity “Person in environment” Context is important Multiple factors & levels of systems impact on people – micro, meso, macro Theories include: General Systems Theory, Bio-Ecological Systems Theory, Person in Environment Model, Life Course Model Broad application for practice in a range of contexts – assessment & intervention Systems Theory Overview 3 Bio-Ecological Systems Perspective https://www.youtube.com/watch?v=08M_K0GIti8 4 Developed in 1970s by Bronfenbrenner Human development is influenced by the environment Provides the theoretical foundation for the life course model of social work (Germain & Gitterman, 1980) Adds a humanistic and dynamic element to systems theory Process of interaction, change & adaptation PPTC Model – Process Person Context Time Bio-Ecological Systems Perspective 5 Multiple “systems” relevant to people’s lives Interact in complex ways Patterns of interaction are important for understanding human behaviour Changes and actions in one part of the system impacts others Networks – social networks, support networks, “connectedness”, boundaries, resources Tools for practice – genogram & eco-map Main concepts 6 Holistic view of client’s circumstances Different systems and levels are always interacting and influencing each other There are many variables to consider in assessment and intervention Consider structural factors (link to AOP) Context of practice & worker is also a ‘system’ to be considered Maidment & Egan (2016 p.252) Ecological Systems & Practice 7 Pincus & Minahan (1974) – 4 systems: Change agent system (worker/agency) Client system (client, families, groups, communities engaged with worker) Target system (target for change - may or may not be the same as the client system) Action system (work with for change – client, target & action systems may not be the same) Systems Theory & the Worker 8 Systems for practice http://ecosocialwork.wixsite.com/ecosocialwork/blank-1 Systems can be simple or complex, intrapersonal, interpersonal or environmental Some examples: Biophysical, cognitive, affective, behavioural functioning Physical environment Kinship Social support networks Peer groups Neighbourhoods Society Cultural Which systems are most important to the client? Some types of systems… Social support systems can provide the following: Attachment – a sense of security and belonging Social integration Practical support and resources Alliances Guidance Help in a crisis Source of stress and conflict Social Supports .

Systems TheoriesModule 5Week 9SWK313 Engaging Individu.docx

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Table 4.1 A Functional Classification of Group Leadership Skills Facilitating Group Processes Data Gathering and Assessment Action 1. Involving group members 2. Attending to others 3. Expressing self 4. Responding to others 5. Focusing group communication 6. Making group processes explicit 7. Clarifying content 8. Cuing, blocking, and guiding group interactions 1. Identifying and describing thoughts, feelings, and behaviors 2. Requesting information, questioning, and probing 3. Summarizing and partializing information 4. Synthesizing thoughts, feelings, and actions 5. Analyzing information 1. Supporting 2. Reframing and redefining 3. Linking members’ communications 4. Directing 5. Giving advice, suggestions, or instructions 6. Providing resources 7. Disclosure 8. Modeling, role playing, rehearsing, and coaching 9. Confronting 10. Resolving conflicts member’s actions or words facilitates communication, responding may also lead to additional data gathering, assessment, or action. Facilitating Group Processes Table 4.1 lists several different skills in the category of facilitating group processes. All of these skills can be used by workers differentially, depending on their intentions when attempting to influence various group processes. In general, however, skills in facilitating group processes contribute to positive group outcomes when they improve understanding among group members, build open communication channels, and encourage the development of trust so that all members are willing to contribute as much as they can to the problem on which the group is working. https://jigsaw.chegg.com/books/9780134059006/epub/OPS/xhtml/fileP7000499464000000000000000000BE2.xhtml#P7000499464000000000000000000BE8 Involving Group Members Ideally, all members should be involved and interested in what is being discussed in the group. Yalom (2005) has called this universalizing a group member’s experience. Involving members who have been silent helps identify commonalities and differences in their life experiences. As members become involved, they realize how particular problems affect them and how a solution to one member’s problem can directly or indirectly help them. Involving others is also essential for building group cohesiveness, developing a sense of mutual aid, and encouraging shared decision-making. Involving group members also means helping them take on leadership roles within the group. The worker should be cautious about doing too much for members and thereby stifling individual initiative. Instead of jealously guarding the leadership role, workers should encourage members to contribute to the content of group meetings and help shape group dynamic processes. This can be done by providing members with opportunities for leadership roles during program activities, by praising members.

Table 4.1 A Functional Classification of Group Leadership Skil.docx

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Table 2A-1 Leading Causes of Death and Rates for Those Causes in 1900 and 2003, United States Rank 1900 Cause of Death Rate per 100,000 Population 1900 2003* 1 All Causes 1,719,1 841.9 2 Influenza and pneumonia, except pneumonia of newborn 202.2 22.4 3 Tb, all forms 194.4 NA+ 4 Gastroenteritis 142.7 NA 5 Disease of Heart 137.4 235.6 6 Cerebrovascular diseases 106.9 54.2 7 Accidents and adverse effects 72.3 37.6++ 8 Malignant Neoplasms 64.0 191.5 9 Certain diseases of early infancy 62.6 NA 10 Diphtheria 40.3 NA *Crude death rate; +No longer listed among the top 10; ++Accidents (unintentional injuries) Source: Friis & Sellers, 4th Edition, p. 92. .

Table 2A-1 Leading Causes of Death and Rates for Those Causes in .docx

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