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The Admission Committee considers your Career Goals Statement to be an essential part of your application. While factors such as cumulative grade point average and social work-related experience are important, your rationale for entering the social work profession, your self-awareness, creativity, critical thinking and writing skills are major factors committee members consider when reviewing your application. Respond openly and honestly to each section. The average statement length is four pages; submissions exceeding six pages are discouraged. Please double-space your statement, use a font size of no less than 12 and put your name in the upper right corner of each page. Answer questions 1-6 below. Answering question 6 is optional. Prior to writing your essay, review the NASW Code of Ethics . RATIONALE Identify significant factors that influenced your decision to pursue a Master of Social Work (MSW degree and how you intend to use it in the future. (1-2 paragraphs) SOCIAL WORK VALUES AND ETHICS Describe your understanding of the social work profession and its core values. Compare your own values with the professional social work values, any potential value based or ethical conflicts you might experience and how you plan to address or reconcile these conflicts (whether it be in the classroom, in field, in future practice or in any other areas). (1 page) PERSONAL & PROFESSIONAL ATTRIBUTES AND LIABILITIES Describe any cultural, economic or social challenges and/or opportunities that have provided you with a unique perspective about social work issues. What insights have you gained from these experiences about how to maintain professional judgement and performance during times of distress? (1 page) EMPLOYMENT AND VOLUNTEER EXPERIENCES Discuss the relationship between your educational, employment and volunteer experiences and what qualities equip you for the social work profession. Describe your experiences and feelings about working with populations different from your own. (1 Page) WORK LIFE BALANCE Explain your plan for managing your graduate education. Consider how you will balance work, family and other responsibilities with the required courses, homework and internship responsibilities. (2-3 paragraphs) OPTIONAL Please address any special academic or other considerations that you would like GSSW to consider in the review of your application. .

Education

PERSONAL & PROFESSIONAL ATTRIBUTES AND
LIABILITIES
Describe any cultural, economic or social challenges and/or
opportunities that have provided you with a unique perspective
about social work issues. What insights have you gained from
these experiences about how to maintain professional judgement
and performance during times of distress? (1 page)
EMPLOYMENT AND VOLUNTEER EXPERIENCES
Discuss the relationship between your educational, employment
and volunteer experiences and what qualities equip you for the
social work profession. Describe your experiences and feelings
about working with populations different from your own. (1
Page)
WORK LIFE BALANCE
Explain your plan for managing your graduate education.
Consider how you will balance work, family and other
responsibilities with the required courses, homework and
internship responsibilities. (2-3 paragraphs)
OPTIONAL
Please address any special academic or other considerations that
you would like GSSW to consider in the review of your
application.

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Entry Level Mechanical Engineer MALAK ALSHARARI 403 Bambict N, Murray Emerald City Engineers, Inc. 21705 Highway 99 Lynnwood, WA 98036 EDUCATION BS OF ELECTROMECHANICAL TECHNOLOGY 2019-2020MURRAY STATE UNIVERSITY CAREER HIGHLIGHTS To attain a position of electro mechanical engineering tech to contribute my knowledge, skills and experience for the advancement of the company while studying and polishing myself by gaining rich experience. SKILLS · Plumbing and HVAC Systems in building · AutoCAD. WORK EXPERIENCE · Managerial leadership · New technical and Non-technical skills. · 3D Modeling · Solid work · Commercial awareness · Interpersonal Skills · Construction Experience · No Experience COMPUTER SKILLS · Microsoft Office (Microsoft PowerPoint, Word, Excel and Project). · Autodesk 3ds Max. · Autodesk Simulation Mechanical. · Autodesk Simulation CFD. · OpenFOAM. · 3D modelling and animation. · Product Design and Development. · CAE and programming PADM 501 Case Study Graduate Rubric Criteria Levels of Achievement Content (70%) Advanced 92-100% Proficient 84-91% Developing 1-83% Not present Total Research Purpose 32.0 to 35.0 Points: Presents accurate and detailed descriptions of the problems and issues central to the case; provides a well-focused analysis of strategic issues and key problems that demonstrates an excellent grasp of the situation and strategic challenges; descriptions are compelling and insightful; provides a through and effective executive summary. 29.5 to 32.0 Points: With a few exceptions, identifies and outlines the principal problems and issues in the case; demonstrates an acceptable understanding of the issues, current situation, and strategic challenges; summary provides an adequate overview of the case issues and problems; summary is missing a few minor points, but meets expectations 1.0 to 29.0 Points: Does not recognize the problems or issues of the case, or identified problems and issues that are not based on facts of the case; displays little understanding of the issues, key problems, and the present situation. 0 Points: Not present Reasoned Analysis 32.0 to 35.0 Points: Presents a balanced, in-depth, and critical assessment of the facts of the case in light of relevant empirical and theoretical research; develops insightful and well-supported conclusions using reasoned, sounds, and informed judgements. 29.5 to 32.0 Points: Provides an acceptable analysis of most of the issues and problem in the case; in most instances, analysis is an adequately supported by theory; appropriate conclusions are outlined and summarized. 1.0 to 29.0 Points: Simply repeats facts identified in the case and does not discuss the relevance of these facts; fails to draw conclusions, or conclusions are not justified or supported; does not present relevant research; shows no critical examination of case issues. 0 Points: Not present Structure (30%) Advanced 92-100% P ...

Entry Level Mechanical Engineer MALAK ALSHARARI403 Bambi.docx

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My area of practice is health, interview is with a medical social work, work with the HIV/AID population. The overall purpose of this assignment is to help students learn more about their area of specialization, help get oriented to the service context of Columbia and state, to enhance interviewing skills, and to enhance skills in professional communication orally and in writing. APA TimeNew Roman 12Font. The one page is single space. 1. Assess Organization and Practice Context: Chose one area of practice that mirrors one of the advanced year specializations (eg, children, youth and their families (child welfare); mental health, health; non-profit leadership, community advocacy, social inequality (SCED); military practice, or aging in a variety of organizational settings) and choose an organization from Columbia to research (should be where your field placement will be in the fall). Next, 1. Identify the range of practice roles within the area of practice; 1. Identify the knowledge and skills that are required to practice within this setting in contrast to the general skills and knowledge of generalist practice; 1. Describe the relationship between the organizational structure, its function, and services it offers. 1. Develop an Interview Guide: Develop an interview guide (Kadushin) that will be used in interviewing at least one professional social worker at the chosen organization and/or in your chosen area of practice. The guide should include questions that will elicit information about the organization (field placement) you are studying and its area of practice. The interview must include 15 questions of both survey-type (5) and open-ended questions (10). Review professional literature to help you develop appropriate and meaningful questions. You may certainly ask more than 15 questions. (Please attach raw data from interview as an Appendix). 1. Interview a professional social worker: It is NOT acceptable to send the interviewee an email asking for information. The point is to practice the skills you learn from the Kadushin text and practice the art of interviewing. The student may audio record the interview or take notes, depending upon student’s own preference and the permission of the interviewee. 1. Findings: Students will analyze the interview and literature that helps understand the responses and present findings in a written paper and present findings orally to the class with a 1-page summary to be given to classmates. The paper should conclude (in addition to 1-3) with the following: 3. Unanticipated “findings” and thinking the student thinks is important and interesting 3. Critical reflection upon at least one major finding or observation from the interview that will provide an opportunity for the student to approach their chosen practice area more effectively. 3. Next steps to prepare for an effective (productive) advanced practice field placement experience (whether it is at this organization or another as learning shou ...

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The American College of Obstetrics and Gynecology, Committee on Adolescent Health, has published an opinion paper on Comprehensive Sexuality Education. Click here to read the opinion then respond to the following questions. At what age should sexuality Education begin in a public school setting? Is public or community Education an appropriate manner to teach sexuality? What should the curriculum include or exclude? Who should be responsible for developing and approving the curriculum? What are the pitfalls and benefits of incorporating social media as an educational tool? .

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The Allegory of the Cave At the beginning of Book VII of Plato’s Republic, Socrates famously invokes an image of human nature with respect to education and the lack of it, likening our situation to that of prisoners in a cave. Imagine an underground cave-like dwelling, its entrance entirely out of sight. Inhabiting this cave are human beings whose feet and necks are chained so that they can neither get up nor turn their heads; they can only see straight ahead. Above and behind them burns a fire, and between them and the fire there is a raised path and a low wall, like the screen above which performers display their puppets. Behind this wall men pass to and fro carrying statues and figures of human beings, animals, and other objects in such a manner that the artifacts appear over the top of the screen, projecting onto the wall opposite the fire. The prisoners, unable to see neither the objects carried behind them nor one another, behold only the shadows of themselves and of the statues cast onto the wall in front of them. The prisoners represent the vast majority of the human race: “they’re like us.” They live in a world in which images are mistaken for realities. What is a shadow, after all, but a mere image of something real (in this case a statue, which is itself an image of something even more real, namely a living human being or animal)? Moreover, the prisoners have not the faintest clue that throughout their entire lives they have been exposed to nothing but distortions of the truth—they are, in other words, unaware of their ignorance (just like Euthyphro, the fanatical young priest about whom you will read in the next chapter). The shadows represent the authoritative opinions that govern the hearts and minds of whole communities, and give a transcendent purpose and meaning to our particular existence.[1] These shadows are to be contrasted with the light of truth illuminating the world beyond the cave (but which also makes the shadows visible within it). The people carrying the statues are the lawgivers and poets who establish the cultural values and cosmic worldview that characterize and define a given society. In his excellent commentary on Plato’s Republic, Professor Allan Bloom explains: “We do not see men as they are but as they are represented to us by legislators and poets. A Greek sees things differently from the way a Persian sees them. One need only think of…the significance of cows to Hindus as opposed to other men to realize how powerful are the various horizons constituted by law or convention.”[2] These authoritative opinions are not accurate reflections of nature, but rather a curious amalgam of natureandconvention. To quote once again from Professor Bloom: “The first and most difficult of tasks is the separation of what exists by nature from what is merely made by man.”[3] This, precisely, is the business of philosophy, which literally means “the love of wisdom,” coming from the ancient Greek words philein, meaning “to .

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The Allegory of the Cave 1. Plato realizes that the general run of humankind can think, and speak, etc., without (so far as they acknowledge) any awareness of his realm of Forms. 2. The allegory of the cave is supposed to explain this. 3. In the allegory, Plato likens people untutored in the Theory of Forms to prisoners chained in a cave, unable to turn their heads. All they can see is the wall of the cave. Behind them burns a fire. Between the fire and the prisoners there is a parapet, along which puppeteers can walk. The puppeteers, who are behind the prisoners, hold up puppets that cast shadows on the wall of the cave. The prisoners are unable to see these puppets, the real objects, that pass behind them. What the prisoners see and hear are shadows and echoes cast by objects that they do not see. Here is an illustration of Plato’s Cave: From Great Dialogues of Plato (Warmington and Rouse, eds.) New York, Signet Classics: 1999. p. 316. 4. Such prisoners would mistake appearance for reality. They would think the things they see on the wall (the shadows) were real; they would know nothing of the real causes of the shadows. 5. So when the prisoners talk, what are they talking about? If an object (a book, let us say) is carried past behind them, and it casts a shadow on the wall, and a prisoner says “I see a book,” what is he talking about? He thinks he is talking about a book, but he is really talking about a shadow. But he uses the word “book.” What does that refer to? 6. Plato gives his answer at line (515b2). The text here has puzzled many editors, and it has been frequently emended. The translation in Grube/Reeve gets the point correctly: “And if they could talk to one another, don’t you think they’d suppose that the names they used applied to the things they see passing before them?” 7. Plato’s point is that the prisoners would be mistaken. For they would be taking the terms in their language to refer to the shadows that pass before their eyes, rather than (as is correct, in Plato’s view) to the real things that cast the shadows. If a prisoner says “That’s a book” he thinks that the word “book” refers to the very thing he is looking at. But he would be wrong. He’s only looking at a shadow. The real referent of the word “book” he cannot see. To see it, he would have to turn his head around. 8. Plato’s point: the general terms of our language are not “names” of the physical objects that we can see. They are actually names of things that we cannot see, things that we can only grasp with the mind. 9. When the prisoners are released, they can turn their heads and see the real objects. Then they realize their error. What can we do that is analogous to turning our heads and seeing the causes of the shadows? We can come to grasp the Forms with our minds. 10. Plato’s aim in the Republic is to describe what is necessary for us to achieve this reflective understanding. But even without it, it remains true that our very ability to thi.

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