The last term you attended at Waldorf you dropped a course while on .docx
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The last term you attended at Waldorf you dropped a course while on Satisfactory Academic Progress Warning which caused your dismissal. If you would like to appeal this dismissal and reinstate yourself into the program you’ll need to complete the attached form and write a statement. 1. Provide a typed and signed statement describing the circumstances that led to your lack of academic progress while on Satisfactory Academic Progress. Be specific and concise in your explanation as to why you were unable to make successful progress. (My mother became ill in July 2017, I had to care for her. She passed away in October 2017) . 2. Provide a plan of action that you will use to ensure your future academic success. Include information on how much time a day/week you will dedicate to your coursework. 3. Develop a plan with your advisor to repeat courses as needed and include this with your appeal. In your appeal statement, you may include that we’ve discussed if your return is accepted you’ll retake your failed course and dropped course first. EDU 5102 Student-Centered Differentiated Learning and EDU 5100 Personal Leadership Skills and Team Building are the two you’ll need to have done. .
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MSW Advanced Clinical Concentration -Student Learning AgreementW.docx
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: Varda.sa[email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, wh.
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Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
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Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: Varda.sa[email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
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Phone: [Type here]
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Academic Term
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Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
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Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, wh.
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MSW Advanced Clinical Concentration -Student Learning AgreementW.docx
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Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
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Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
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can you helpUnit 2PRINTCreating Goals for Professional
can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
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TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
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Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
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Running head: Smart Goal Assignment 1
Smart Goal Assignment 4
2-3 Final Project Milestone One: Goal Statement
T’Erica Huff
C. Savage
IND-299-H4142 Strategies for Spec Planning
March 21, 2020
My goal is to graduate with my BA.GS with a concentration in Child and Adolescent Development from SNHU. This degree will help me determine if I want to be a full-time teacher (committing 30 years) and pursue the option of opening up a facility that allows kids with disabilities transition from school into adulthood. What is driving me to succeed in accomplishing this goal is my younger brother. He is special needs (EBD, OHI, and MOID), who I believe were mishandled while in school. His learning needs weren’t meet, and he wasn’t given a transition plan as he should have received before completing high school in 2017. To achieve my goal that to become a full-time teacher and have the goal in my mind, I have prepared the academic plan that would lead me to my settled or planned goal. I have made a five-step academic plan that underlays the basis for the achievement of my personal and professional goals. The five steps academic program is as follows; I will break my goal into different categorize and then separately set schedules for each task or category. I will prioritize tasks based on their importance, date, or need. I will set specific time and date for each task that would lead me towards my goal. Without showing laziness, I will complete each settled task consistently on time. Manage time to recover while achievement of these goals, whenever I will fall into a stretch zone, I will manage time to recover myself physically and mentally to restart my struggle for goal achievement.
The goal to study with BA.GS is to become a full-time teacher or to pursue the option of opening up a facility that helps kids with disabilities transition from school into adulthood. I want to facilitate kids with disabilities transition from school because I feel like these kids are a neglected part of our society. Our schools need to understand the special needs of this child, and this is what motivates me to become a teacher for those who need special care and understanding while in school. Measures that I have decided for the successful completion of my goal. I have selected both short term and long-term measures to achieve my goals. These measures are a combination of my personal and professional goals in a manner. Short-term measure #1: Keeping a planner and making sure assignments are completed between Tuesday and Thursday of each week until Fall 2021 Short-term measure #2: Pass this course with a B average by April 2020 Long-term measure #1: Become a certified teacher in the State of Georgia by May 2022
Long-term measure #2: Graduate from SNHU with my Bachelor of Arts degree in General Studies by October 2021
I know to achieve these goals, I will have to take action, and resources would be required for achievement. The most favorable action I need to take is.
Ecs 565 all assignments gcu
ECS 565 ALL ASSIGNMENTS GCU
Just Click on Below Link To Download This Course:
https://www.tutorssquad.com/product/ecs-565-all-assignments-gcu/
ECS 565 WEEK 1 CHILD-INITIATED DEVELOPMENT AND LEARNING
As an educator, what you do to guide young children into initiating their own development and learning is crucial.
For this assignment, create a 1-2 page newsletter to give to the parents at your Birth to Pre-K center. Consider GCU’s Statement on the Integration of Faith and Work that
DetailsAs students transition into high school, they wi
Details:
As students transition into high school, they will also begin considering and planning what they want to do after high school. This process is specifically outlined by IDEA for students receiving special education services in public schools. Students need to be involved in the development of their own transition plan, planning for support in post-secondary life.
Imagine collaborating with a Grades 9-12 certified grade special education teacher about transition assessments, plans, goals, and post-secondary transition to help you synthesize the following:
1. Who is involved in the development of the transition plan?
2. How can the student advocate for himself or herself through the development of the transition plan?
3. What types of assessments are used to develop the transition plan?
4. What types of supports can be provided to help the student meet their transition goals?
5. What types of organizations can be included in the transition plan to support the student’s goals?
6. Ask at least two additional questions of your own.
In 250-500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice.
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The Law of Healthcare AdministrationAuthorsShowalter,.docx
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docx
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Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
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Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
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Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
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Description: Psychotherapy
Academic Term
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Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
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can you helpUnit 2PRINTCreating Goals for Professional
can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
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Running head Smart Goal Assignment1Smart Goal Assignment42-.docx
Running head: Smart Goal Assignment 1
Smart Goal Assignment 4
2-3 Final Project Milestone One: Goal Statement
T’Erica Huff
C. Savage
IND-299-H4142 Strategies for Spec Planning
March 21, 2020
My goal is to graduate with my BA.GS with a concentration in Child and Adolescent Development from SNHU. This degree will help me determine if I want to be a full-time teacher (committing 30 years) and pursue the option of opening up a facility that allows kids with disabilities transition from school into adulthood. What is driving me to succeed in accomplishing this goal is my younger brother. He is special needs (EBD, OHI, and MOID), who I believe were mishandled while in school. His learning needs weren’t meet, and he wasn’t given a transition plan as he should have received before completing high school in 2017. To achieve my goal that to become a full-time teacher and have the goal in my mind, I have prepared the academic plan that would lead me to my settled or planned goal. I have made a five-step academic plan that underlays the basis for the achievement of my personal and professional goals. The five steps academic program is as follows; I will break my goal into different categorize and then separately set schedules for each task or category. I will prioritize tasks based on their importance, date, or need. I will set specific time and date for each task that would lead me towards my goal. Without showing laziness, I will complete each settled task consistently on time. Manage time to recover while achievement of these goals, whenever I will fall into a stretch zone, I will manage time to recover myself physically and mentally to restart my struggle for goal achievement.
The goal to study with BA.GS is to become a full-time teacher or to pursue the option of opening up a facility that helps kids with disabilities transition from school into adulthood. I want to facilitate kids with disabilities transition from school because I feel like these kids are a neglected part of our society. Our schools need to understand the special needs of this child, and this is what motivates me to become a teacher for those who need special care and understanding while in school. Measures that I have decided for the successful completion of my goal. I have selected both short term and long-term measures to achieve my goals. These measures are a combination of my personal and professional goals in a manner. Short-term measure #1: Keeping a planner and making sure assignments are completed between Tuesday and Thursday of each week until Fall 2021 Short-term measure #2: Pass this course with a B average by April 2020 Long-term measure #1: Become a certified teacher in the State of Georgia by May 2022
Long-term measure #2: Graduate from SNHU with my Bachelor of Arts degree in General Studies by October 2021
I know to achieve these goals, I will have to take action, and resources would be required for achievement. The most favorable action I need to take is.
Ecs 565 all assignments gcu
ECS 565 ALL ASSIGNMENTS GCU
Just Click on Below Link To Download This Course:
https://www.tutorssquad.com/product/ecs-565-all-assignments-gcu/
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As an educator, what you do to guide young children into initiating their own development and learning is crucial.
For this assignment, create a 1-2 page newsletter to give to the parents at your Birth to Pre-K center. Consider GCU’s Statement on the Integration of Faith and Work that
DetailsAs students transition into high school, they wi
Details:
As students transition into high school, they will also begin considering and planning what they want to do after high school. This process is specifically outlined by IDEA for students receiving special education services in public schools. Students need to be involved in the development of their own transition plan, planning for support in post-secondary life.
Imagine collaborating with a Grades 9-12 certified grade special education teacher about transition assessments, plans, goals, and post-secondary transition to help you synthesize the following:
1. Who is involved in the development of the transition plan?
2. How can the student advocate for himself or herself through the development of the transition plan?
3. What types of assessments are used to develop the transition plan?
4. What types of supports can be provided to help the student meet their transition goals?
5. What types of organizations can be included in the transition plan to support the student’s goals?
6. Ask at least two additional questions of your own.
In 250-500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
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Chapter 2 A Brief History of Medicine
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Chapter 3 Health Reform, Access to Care, and Admission and Discharge
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Chapter 4 Contracts and Intentional Torts
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Chapter 5 Negligence
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Chapter 6 The Organization and Management of a Corporate Healthcare Institution
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Chapter 7 Liability of the Healthcare Institution
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Chapter 8 Medical Staff Privileges and Peer Review
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Chapter 9 Health Information Management
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Chapter 10 Emergency Care
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Chapter 11 Consent for Treatment and Withholding Consent
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Chapter 12 Taxation of Healthcare Institutions
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Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docx
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
.
The latter half of the twentieth century witnessed the rise of the i.docx
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
.
The larger the mass of a star, the higher the internal pressures. Hi.docx
The larger the mass of a star, the higher the internal pressures. Higher internal pressures causes higher temperatures and it is temperature that determines the types of fusion that can occur deep in a stars interior. Discuss all of the types of fusion that can occur in stars, the temperatures at which each begins, and the mass required to produce each temperature.
we need two different versions of the discussion posts. 200 words each one.
.
The Latin term meaning father of his country” which is implied as m.docx
The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.
2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.
3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.
4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:
5.
In 1816, The Society for the Prevention of Pauperism was established to:
6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.
7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.
8.
The first juvenile court was established in this state in 1899.
9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:
10.
The case of the
Kent v. United States (1966)
ruled that:
11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.
12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.
13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.
14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.
15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.
16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.
17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:
18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.
19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:
20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.
21.
Which of the following is not a Supreme Court case dealing with searching for drugs in associatio.
THE LASTING IMPACT OF MENDEZ V. WESTMINSTER IN THE STRUGGLE .docx
THE LASTING IMPACT OF MENDEZ V. WESTMINSTER
IN THE STRUGGLE FOR DESEGREGATION
By Maria Blanco
MARCH 2010
Copyright © March 2010
PERSPECTIVESIMMIGRATIONPOLICY
CENTER
A M E R I C A N I M M I G R A T I O N C O U N C I L
BEFORE BROWN, THERE WAS MENDEZ
BEFORE BROWN, THERE WAS MENDEZ:
THE LASTING IMPACT OF MENDEZ V. WESTMINSTER
IN THE STRUGGLE FOR DESEGREGATION
BY MARIA BLANCO
MARCH 2010
ABOUT PERSPECTIVES ON IMMIGRATION
The Immigration Policy Center’s Perspectives are thoughtful narratives written by leading academics and
researchers who bring a wide range of multi‐disciplinary knowledge to the issue of immigration policy.
ABOUT THE AUTHOR
Maria Blanco serves as the Executive Director for the Chief Justice Earl Warren Institute at Berkeley Law,
University of California. She served as executive director of the Lawyers' Committee for Civil Rights of the San
Francisco Bay Area. She brings more than 20 years of experience as a litigator and advocate for immigrant rights,
women's rights and racial justice. As executive director of the Lawyers' Committee, Blanco launched initiatives to
increase minority access to higher education, provide legal counsel for students in substandard schools, and
convene African American and Latino community leaders to discuss the impact of immigration reform. She
regularly contributes to national and local media on school integration, the importance of an independent
judiciary, and civil rights challenges in today's security climate. Blanco is also the co‐chair of the California Coalition
for Civil Rights, a group dedicated to building a progressive national agenda for civil and human rights.
ABOUT THE IMMIGRATION POLICY CENTER
The Immigration Policy Center, established in 2003, is the policy arm of the American Immigration Law Foundation.
IPC's mission is to shape a rational national conversation on immigration and immigrant integration. Through its
research and analysis, IPC provides policymakers, the media, and the general public with accurate information
about the role of immigrants and immigration policy on U.S. society. IPC reports and materials are widely
disseminated and relied upon by press and policymakers. IPC staff regularly serves as experts to leaders on Capitol
Hill, opinion‐makers, and the media. IPC is a non‐partisan organization that neither supports nor opposes any
political party or candidate for office. Visit our website at www.immigrationpolicy.org and our blog at
www.immigrationimpact.com.
PHOTO CREDITS
Large: Students from Lincoln Elementary School for “Mexican” children in Orange County, California. 1930s, courtesy of “Fire in the Morning” Collection, Yolanda
Alvarez and Steve Demara Small 1: Felícitas and Gonzalo Méndez, courtesy of “Fire in the Morning” Collection, Yolanda Alvarez and Steve.
The late 1920s and 1930s were a time when many Americans endured the.docx
The late 1920s and 1930s were a time when many Americans endured the humiliation of rampant racism as well as crushing poverty. Yet most mainstream popular music (exemplified by the Tin Pan Alley style) avoided these issues and focused instead on escapist themes of privacy and romance.
Why might this have been the case? Do you feel that contemporary popular music also focuses on escapist themes like the 1920s and 1930s or do you feel that it tackles the relevant issues of the day? Do you feel that popular music works best as an escape from the problems of the world or as a forum to explore and engage in such issues? Please be as specific as possible in citing examples
.
The last topic to be covered in this course is Chapter 14, Social .docx
The last topic to be covered in this course is Chapter 14, Social Movements.
Choose to view one of the movies in this Unit, either
The Garden
(in English and somein Spanish with English subtitles) or
Holding Ground Parts 1 and 2.
Then consider the following social justice issues listed below that have impacted physiological, social, psychological and spiritual human behavior and development on the macro (societal) and mezzo (family and community) person and environmental dimensions of human functioning. These issues could serve as the foundation to the creation of a social movement in your local (city, small town), state, or federal level. Choose a topic that you have some passion for that you or others known to you have experienced. If you have your own topic, not on the list, check with the Instructor.
Some examples are:
Medical health care costs
Disability accessibility
Housing conditions (lack of or segregated sub-standard housing and rent)
Environmental air/ground conditions (e.g. sinkholes in a neighborhood, ground pollution causing birth defects, etc.)
Nutrition needs (e.g. hunger, poverty, etc.)
Political representation (e.g. lack of access to voter registration, municipal representation, or suppression)
Safety measures - (e.g. police profiling, lack of police patrols, neighborhood violence, racial violence)
Unemployment – e.g. layoffs, segregated workplaces by gender/race/age
Poverty – low income, lack of health insurance, lack of access to payment for medications.
High property taxes
Neglected or segregated schools
Banking and regulatory practices that may profile or discriminate against specified populations
Discriminatory practices involving vulnerable minority populations
Toxic air/water pollution
Conduct a literature review of 10 peer-reviewed sources to research the social justice aspects of your chosen issue and its consequences - e.g. physiological, political, social, psychological, and spiritual consequences on the macro (societal, community) and mezzo (family and community) personal and environmental dimensions. Integrate by way of in-text cited content the research findings into your paper’s content from the Hutchison text - e.g. Chapters 13 on Communities and Chapter 14 on Social Movement and from the supplemental sources. Instructions on how to write a literature review is posted under Assignments. (See above.)
Respond to the following:Explain historically how this issue came to be and the current conditions that are impacting on what specific population/s of people. Discuss the importance of your issue. “What are the two or three cultural frames that would motivate people to engage in collective action on this issue….How important do you think emotions are in motivating people to participate in [this] social movement activity (Hutchison, 2019, 450)?” Explain and support your rationale by way of in-text cited content.
What “Elite Allies” (p. 436) could be recruited as influential forces to a.
The last quarter of the 19th century saw a shift within the art worl.docx
The last quarter of the 19th century saw a shift within the art world from male-dominated history and genre scenes to female-dominated interiors and landscapes, along with a shift in artistic discourse from the theories of John Ruskin to those of James Abbott McNeill Whistler. Describe the theories of each of these figures and why this shift occurred. Then discuss the differences between the two types of art associated with these theories, using specific examples.
200-300 Words, work sited
.
The last answer didnt actually help, so I am reposting this.P.docx
*The last answer didn't actually help, so I am reposting this.*
Performance Management Process Phases
Using the internet
, research the employee performance management process. There is a wealth of articles and resources for each phase of the process
The phases:
Establishing Performance Goals
Developing Performance Plans
Giving and Receiving Feedback
Evaluating Performance
Identify and explain each phase, then discuss the best practice for that phase.
2-3 pages;
Double spaced, APA formatted.
Provide links to all resources used for this paper - no need to include citations or a full reference page just the links will do. Please use free web sources.
.
The Lab assignment will be graded out of 100 points. There are .docx
The Lab assignment will be graded out of 100 points. There are multiple parts or tasks that make up each Lab.
This document can be downloaded here :
Lab4CFall20v1.docx
The code you need to start with :
Lab4Part1.c
The data file you need :
Lab4giftList.txt
(Note that this file name doesn't match the code so you'll need to adjust that.)
Some tasks ask you to write code, and specify what name to use for the file in NetBeans. You need to use exactly the name that is given (do not change the case, or make any other modification). Remember, the name of the main class must match the filename.
There are further instructions at the bottom (after the questions) about how to save the file from NetBeans in order to be able to turn it in.
For every lab assignment you need to create an answers file. In this answers file you will put in answer any questions that are asked, you will show the output of code that you write and you will reference any code files that you create for a given question. See below for more details about what goes in the answers file.
Your answers document needs to be named with your initials and the last four digits of your ID number and then Lab#answers. So if my initials are JCMT and the last four digits of my ID are 1234, then the answers file for my Lab 4 would be
JCMT1234Lab3answers
.
The ONLY acceptable file formats are Word document, OpenOffice document, and PDF.
Put your last name, first name and UTA ID in the file on the first line.
[-5 deduction if not**]
Label the answers for each question with the number/letter of the question.
Separate each answer from the next answer by at least two blank lines
.
[-5 deduction if not**]
Include EVERY question number/letter combination from the assignment in your answers document. If the question is a coding question telling you to save a file, for example some question numbered 17.b), then in your answers document you should have a line like the following for question 17.b):
17.b) Please see file Lab1Part3.c for this question.”
Put all your question answers the answer document.
If the lab question asks you to show the output of a doing some particular thing with the code, then you must also put a screenshot of the output in the answer document. For output that takes up more than one screen, make multiple pictures so that every screen is recorded. If you do not include the screenshots in your answer document, then the questions that should have had screenshots will be considered “Not answered” and will be awarded ZERO 0 points.
Each task below will instruct you where to put your answers. If the task says to “Save your program as file
XYZ1234Lab1Task1.c
” then this .c file should be turned in as part of the assignment along with the answers file.
Every lab assignment has a given due date. No late labs will be accepted. (Five minutes late is still late.) Lab assignments will be posted on Canvas. If you are unable to turn in your .
The knowledge of your Learning Patterns provides you with an .docx
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
The Kite Runner contains many families that suffer in their own uniq.docx
The Kite Runner contains many families that suffer in their own unique way. Two different fathers in the novel both are overbearing in their own way, which leads to their families falling apart. The author uses these families to dimistrait the theme of how overbearing parents will cause their kids to resent their family. The main character Amir's family's major source of unhappiness was Baba's decision to father an illegitimate child with the servant’s son. This created an unhealthy dynamic between The legitimate and illegitimate son where the legitimate son constantly had to fight for and earn his father's affection from the illegitimate son. It got so bad that Amir, the legitimate child, forced the two families to separate. Ironically, Baba showing his son too much affection is what separated them in the end. Amir’s wife Soraya has a broken family of her own. Her father was a famous General back in Afghanistan, but now does nothing but run a resale store as a hobby and cash in welfare checks. He sees himself as above the rest of his countrymen and too important to work labor. While he does nothing to improve his standard of living, he expects his daughter to not only be successful in school but pursue a high-paying job to his specification. This pressure makes Soray act out and rebel, leading her to compromise her Purity Within The Afghani community. This sacrifices her chance at marrying, one of the major ways his family could have moved up socially and economically. Both of these fathers put unrealistic expectations on their children leading to broken families in a different way. Baba’s unrealistic expectations led Amir into destroying the family he loved while Sayora’s father's overbearingness led her to ruin his family’s pride which he valued over everything.
.
The Key cross-cultural themes of the project are country values and .docx
The Key cross-cultural themes of the project are country values and hofstede dimensions. Projects should be 23 pages long.
Project framework: Title page, table of contents, introduction, various chapters, conclusion, bibliography, appendics
project guidelines
Example: different leadership styles - USA, Vietnam and Singapore compared
Format of the project:
1. Discuss and analyse the determinants of culture in the country chosed: History, Religion, Social Structure, Political Philosophy, Economy, Language and education
2. Look at Hofstede Dimensions and World Values Survey to find background info
3. Other theoretical Perspectives
4. Conclusion must be about the cultural environment for business in the given country
5. Project Resources:
a. Hofstede Home page: http://www.geert-hofstede.com
b. World Values Survey: http://www.worldvaluessurvey.com
c. CIA World Fact Book: http://www.cia.gov/library/publications/the-world-factbook/index.html
d. Background information: Country statistical organization, the wall street journal, business week, the economist
6. Key Outcomes:
a. The demonstration of an ability to discuss and analyse the contents of this module
b. The exploration of the different dimensions of the global cultural environment
c. The identification of the main issues and challenges relating to culture and its impact on facing businesses today
d. Comprehensive business report on the application of the course concept within your own work place or one which you are familiar with
7. Using Harvard Referencing
.
The kind of relationships that society expects from its citizens an.docx
“The kind of relationships that society expects from its citizens and the way it organizes its important institutions – the family, the system of governance and control – can either nurture or stunt people’s impulses to give help to relatives, friends, and needy strangers” (Mandell and Schram, 2012, p. 28).
After watching the
Meaning of Human Services
video, and reflecting on the quote above, use the outline below to describe the history of human services in western society.
History of Human Services
. Discuss the history of helping behavior and human services in western culture. What factors have influenced our ability and willingness to help society members?
Changing Nature of Helping
. Describe how societal circumstances shape helping behavior. Explain the principle of reciprocity and its relation to western cycles of giving and helping. Be sure to include such philosophies as means tested vs. universal programs, culture of poverty vs. opportunity theory, etc.
Cycles of Helping
. Discuss the cycles of helping in the American society as they relate to welfare, juvenile justice, mental illness, and criminal justice. In your opinion, are we doing enough in these areas? If not, why not?
Your assignment should be two- to three-pages in length (excluding title and reference pages), and must include a minimum of three scholarly sources to substantiate your argument. At least two of these must be scholarly, peer-reviewed sources that were published within the past five years. Your paper and all sources must be formatted according to the APA guidelines
.
THE KING COMPANY BACKGROUND The King Company experiences man.docx
THE KING COMPANY BACKGROUND The King Company experiences many of the difficulties common in today’s business climate. In response to declining sales, the company must transform itself from a strategy of expansion and high profit to one of cost containment and staff reductions.The case discusses the organization and provides details of the human resource department. Also presented are e-mails from various staff members. The e-mails identify specific problems that need to be addressed by the HR department and provides a look at King’s overall culture. You may find the tone of some e-mails to be unprofessional. This is a good lesson for us all--As much as we enjoy informality in the workplace, all documents and correspondence— including e-mails—can be retained and are discoverable in litigation. Managers must be cautious in their writing because inappropriate language may be impossible to defend in court.
Employees In the Case:
Amera, Argonta---Accounting employee
Andreas, Gary---employee on workers’ comp
Call, Jake---Compensation & Benefits Manager
Dean, Don---C.E.O.
Dugas, Karla---Benefits Coordinator
Folkner, Meg---Supervisor, CAD Design
Grant, Alan---Current HR Director
Honduras, Margo---Previous HR Director
Jones, Lyle---Production Employee
Madison, Charles---Senior V.P.
Petersen, Matt---Production Supervisor, Team 3
Planky, Burt---fishing buddy
Putt, Tonia---CAD Designer
Rey, Dave---Production Foreman
Sanders, Tomas---Design Manager
Scholl, Karmen---HRD Manager
Simms, Bertie---Designer
Smith, Mike---V.P.
Songun, Amy---Accounting Supervisor
Stone, Guy---Production Supervisor
Tu, Kevin---Staffing Manager
Varn, Juan---Safety & Security Manager
Warner, Salty---union promoter
White, Shaun---Employee Relations Manager
COMPANY BACKGROUND:
The King Company is a small manufacturing company located in a mid-sized city in the upper Midwest. King manufactures high-quality specialty components for the computer industry. The company was founded in 1994 by current CEO, Don Dean. Dean was a talented young engineer in Silicon Valley. When the industry hit the skids in the early 1990s, he found himself out the door with little more than an entrepreneurial spirit and a small severance. Dean left California, moved back to his home state and used his severance to finance The King Company, starting the company in small rented quarters in a nearly vacant strip mall. He brought in Cliff Madison early on as chief financial officer. Dean was smart enough to know that he had no head for figures, but Madison did. Madison was an old college buddy, a super accounting wiz, and somebody Dean could trust to squeeze as much mileage as possible out of his severance money. It was a good match. Madison managed the business, and Dean was the idea man and designer of the specialty components, patents of which were the backbone of King’s success. Today, the low-rent strip mall is a part of company history, and King employs 835 full-time workers.
The Kind of leader I want to beAbout 1 pageTell the type.docx
The Kind of leader I want to be
About 1 page
Tell the type of leader you want to be while at Tuskegee University and after graduation. Tell the type of leadership characteristics you want to possess and why Tell what type of leadership style you would use and why you would use it
.
The kickback mineWhat seemed an ordinary case became more intrig.docx
The kickback mine
What seemed an ordinary case became more intriguing
September/October 2012
By J. Aaron Christopher, CFE
Tomas Sereda/iStockphoto
The author, then an FBI special agent, received a call from Crimson Mine's general counsel who told him he wanted to prosecute a vendor who had been caught overbilling. The author thought that the case would be a routine matter of vendor greed. However, he found additional suspects, and the fraudster also turned out to be a victim in this $550,000 fraud. Learn about the wisdom of early interviews, the problems of "investigative myopia" and the advantages of limiting the scope of a fraud examination to save time and discover evidence.This article is excerpted and adapted from the "Bribery and Corruption Casebook: The View from Under the Table," edited by Dr. Joseph T. Wells, CFE, CPA, and Laura Hymes, CFE, published by John Wiley & Sons Inc. ©2012 Used with permission. Names in this case have been changed.
It was a typically slow day at the Bellville, W.V., Residency Agency of the FBI where I served as a special agent. Because I was the only agent with an accounting background, I was the designated white-collar specialist when new cases arose. George Brent, Crimson Mine's general counsel, called to tell me about the recent discovery that one of its vendors had been overbilling, and Brent wanted to prosecute. I first thought that this would be a routine matter of a vendor's greed, and I'd just need to look at how much was taken and try to get the vendor to confess. However, during the course of my investigation, we developed additional suspects, the scheme took a turn in a new direction, and the bad guy actually turned out to be likable and as much a victim as he was a suspect. This would also be one of the largest frauds to ever occur in Bellville.
The Crimson Mine had been a major employer in the region for more than 40 years. However, recently two of the three mines had closed, which resulted in a loss of jobs in the area. A large public company, Diversified Holdings Inc., had purchased Crimson a couple of years before we investigated the fraud. The company had a hotline, and its new telephone number was posted in the break room and other places at the mine. It subcontracted out mine support construction to local vendors so that Crimson could focus on mining. Through the years, the company had several different vendors, but for the past five years, it exclusively used Richardson Construction because of its prompt response and excellent work.
Keith Richardson moved to Bellville eight years earlier to start a small construction company dedicated to providing specialized metal fabrication to the Crimson Mine and manufacturing companies in the area. When Richardson started, he only had one employee, but over the years he had developed the company into a thriving business with 30 workers.
Richardson was proud of his success but also felt a great sense of responsibility to his employees to fin.
The key issue is why its challenging to implement transformational .docx
The key issue is why it's challenging to implement transformational change to the organization and why the organizations resist change.
Transformational changes are the most difficult since they require radical and significant changes to organizational structures, strategies, culture, and ethics.
Describe how organizations develop strategies, routines and processes that make them reliable and accountable to transformational change.
Describe bureaucracies, institutionalization, cognitive scripts as factors making organizations more resistant to change.
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The key aspect of Blanche’s character is fear. The word magic” t.docx
The key aspect of Blanche’s character is fear. The word “ magic” to me means the desire to be forgiven.When Blanche says magic, this shows her self-consciousness unable to deal with her reality thus leading to fantasy. Blanche got married to her husband Allan at a very young age. Being married at a young age is difficult for any young woman. Having to give up your dreams and starting a home with all the responsibilities that come along is quite a challenge.She questioned how she could have been better or the reason as to why her husband cheated. She discovered that her husband was cheating her with a man and this made her feel that that she is not that type of woman that a husband can be satisfied with. Her husband died shortly after their marriage. He committed suicide. The grief of losing a loved one especially a spouse at a young age is beyond comprehension. Everyone wishes to grow old together with their spouse. Blanche loved her husband Allan very much, and this is evident when he died.In fact, she had to go to her sister’s apartment after she engaged herself in promiscuity in a bid to deal with her pain. Even though, that happened after she lost her husband by ten years. She could not bear the pain of losing her home. It must have hurt her so much.It must have made her feel like less a woman.Blanche’s self-esteem took a turn. She felt so low about her appearance and that is when she started dressing scantily to get the attention of other men. She sleeps around with any interested man from her hometown. This behavior may have made her feel that she is still desirable after her husband cheated on her. She sleeps around with men to try and dismiss her feelings of betrayal self-worthlessness. As a result of not being able to deal with her grief and turning into promiscuity, Blanche was chased away from her hotel due to her loose morals. Since she did not have anywhere else to go, she moved in with her sister and brother in law. Blanche did not enjoy her stay here as well, a woman dealing with the pain of low self-esteem would do anything to make herself relevant. During her stay there, she puts herself in a superior position thus that got her loathed. Blanche calls Stanley, her brother-in-law callous names and demeaning her sister makes her feel that she is way above others. She uses that to mask her past and what she has become as a person. Blanche is bitter about life because of all the things that have happened to her. Treating people in a demeaning way makes Blanche feel better because she can hurt people as much as she has gotten hurt before and also numb her pain for a while. Most of the negative things that happen to Blanche are a result of the pain she went through and she is trying to hide that pain which leads her into committing more mistakes.Blanche then finds a job as a teacher, but the glory did not last long. She allegedly slept with one of the students. Despite having a job and a fresh start, the pain wouldn't just go away, .
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