Theory and the White-Collar OffenderOur previous week’s disc.docx
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Theory and the White-Collar Offender Our previous week’s discussion required an explanation for inappropriate/criminal conduct committed by medical professionals. In a 1-2 page paper, examine which criminological theory best explains this inappropriate/criminal conduct. Which theory best describes your view of this white collar offender. Support your position with at least three (3) external references .
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Theory Into Practice Four Social Work Case Studies In this co.docx
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene.
These case studies are based on the video- and web-based case studies you encounter in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.
Theory applied to informatics – Novice to Expertcjni.netjou.docx
Theory applied to informatics – Novice to Expert
cjni.net/journal
Editorial – Fall 2010
by June Kaminski, RN MSN PhD(c), Editor in Chief
I am often amazed by the consistent confusion and silence that arises when I ask nurses what
nursing informatics related theories they use or are aware of. I can sense their minds
searching for mysterious elusive theories that they conclude that they must have missed. Only
a few realize that many theories that they are already familiar with have great applicability to
nursing informatics. One such theory is the time honoured Novice to Expert theory.
The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus
(1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by
Patricia Benner (1984) provides a very useful and important theory that clearly applies to
nursing informatics. The Dreyfus brothers developed the model while working with scholars
interested in comparing artificial intelligence development and expert computer system
programming to the human mind and the development of expertise.
Within the field of nursing informatics, this theory can be applied to:
the development of nursing informatics skills, competencies, knowledge and expertise
in nursing informatics specialists;
the development of technological system competencies in practicing nurses working in
an institution;
the education of nursing students, from first year to graduation and;
the transition from graduate nurse to expert nurse.
The currently accepted five levels of development within the Novice to Expert theoretical
model are illustrated in the image above, as presented by Benner (1984). They start from the
1/4
http://cjni.net/journal/?p=967
bottom rung at the Novice level and move upward through Advanced Beginner, Competent,
Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of:
Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level
builds on the level before it as the learner advances from a neophyte level then gains
knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their
given field of practice.
Distinguishing Traits
Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move
through the five stages from novice to expert but also elaborated that not all novices become
experts. Some people get ‘stuck’ at the competent or proficient stages. Two personal
characteristics that distinguish the successful evolution to the expert level seem to be
a) deliberate practice and
b) the willingness to take risks, to go beyond the ‘norm’.
Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to
skill and knowledge development – they devote themselves to engage in progressively higher,
and ultimately expert performance. This requires years of sustained effort to continually
improve the quali.
Theorizing LeadershipTrait Theory- how tall someone is, hair, .docx
Theorizing Leadership
Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered.
Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills.
Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence.
Contingency Theory-matching your behavior to the settings. Be aware of the social context.
Cognitive Theory-what really matters is the decisions made and why they were made?
Satisficing Theory- choosing the solution that’s not necessarily the best solution, but its’ the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias’ who is hired in leadership. Groupthink-members of the organization feel as if they can’t adequately critique the leader. People are fearful and therefore, they can’t speak their minds.
Truth to power Theory-it’s so much harder for people to tell their truth TO POWER(ful) individuals.
Leaders don’t actually make decisions according to data…
Cultures and Symbols-Individuals who control culture and symbols.
Positivistic-leadership is known, and we can clearly identify power. Philosophical term
Social Constructivist-knowledge through interactions with others. It’s true because we say it’s true.
Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others.
Post Modern-create a situation where everyone has a voice. Non-hierarchical.
Leadership as Servant-greater service to society. Responding to “a calling to service.” Why you go about what you do. Motivational intent of the individual.
Establish power based on time served. Legitimacy based on service.
Leading out of serving. Becoming a leader by “doing good” in the community.
Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures.
Great leaders manage their emotions.
.
THEORY & REVIEWTHEORIZING THE DIGITAL OBJECT1Philip Fa.docx
THEORY & REVIEW
THEORIZING THE DIGITAL OBJECT1
Philip Faulkner
Clare College, University of Cambridge,
Cambridge, CB2 1TL, UNITED KINGDOM {[email protected]}
Jochen Runde
Cambridge Judge Business School and Girton College, University of Cambridge,
Cambridge, CB2 1AG, UNITED KINGDOM {[email protected]}
Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose
a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden-
tity and use is bound up with various social associations. We begin with what it is to be an object, the dif-
ferences between material and nonmaterial objects, and various categories of nonmaterial objects including
syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and
a novel “bearer” theory of how material and nonmaterial objects combine. The role of computation is con-
sidered, and how the identity and system functions of digital objects flow from their social positioning in the
communities in which they arise. Various implications of the theory are identified, focusing on its use as a
conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives
with regard both to how digital technology per se and the relationship between people and digital technology
should be theorized. These implications are illustrated with reference to secondary markets for software, the
treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of
organizing, and recent work on sociomateriality.
Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources,
resource-based view, service-dominant logic, sociomateriality, imbrication
Introduction 1
One of the striking features of the digital revolution has been
the proliferation of what we will call digital objects, many of
which have transformed and become indispensable parts of
organizational life. Digital objects feature prominently in IS
research and include computer systems and peripherals (Hib-
beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou
2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et
al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al.
2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau
and Xu 2012; Luo et al. 2017), electronic health records
(Kohli and Tan 2016), online videos (Kallinikos and Mariá-
tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al.
2017), and enterprise systems (Strong and Volkoff 2010;
Sykes 2015).
Illuminating as these and similar studies invariably are,
however, their principal focus is on the human and organi-
zational implications of the technology in question rather than
on the devices themselves. The result is that research of this
kind tends to invoke “pretheoretical understandings” (Ekbia
2009, p. 2555) o.
Theory Analysis Assignment this assignment is another interview…but.docx
Theory Analysis Assignment: this assignment is another interview…but you are a coach in this interview.
After reading the Kouzes’s and Posner’s Chapter on
Strengthen Others,
use the statements concerning strenthening others by increasing their self-determination and developing competence use
the following questions below to complete the interview with someone YOU coach:
Questions:
1. Where are we going?
2. Where are you going?
3. What are you doing well?
4. What suggestions for improvement do you have for yourself?
5. How can I help you?
6. What suggestions do you have for me?
**No title page needed, it's an interview.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
Theory & Research in Social Education, 44 565–607, 2016Copy.docx
Theory & Research in Social Education, 44: 565–607, 2016
Copyright © College and University Faculty Assembly of
National Council for the Social Studies
ISSN 0093-3104 print / 2163-1654 online
DOI: 10.1080/00933104.2016.1210549
A Concept Analysis of Digital Citizenship
for Democratic Citizenship Education in the
Internet Age
Moonsun Choi
The Ohio State University
Abstract: Despite the importance of promoting socially responsible citizenship in the
Internet age, there is a paucity of research on how digital citizenship or digital citizens
might be defined and/or investigated. This study found 4 major categories that construct
digital citizenship: Ethics, Media and Information Literacy, Participation/Engagement,
and Critical Resistance. Based on these comprehensive and interconnected categories of
digital citizenship, the author argues that digital citizenship needs to be understood as a
multidimensional and complex concept in connection with an interrelated but non-linear
relationship with offline (place-based) civic lives.
Keywords: concept analysis, critical resistance, digital citizenship, digital ethics, media
and information literacy, participation/engagement
I imagine one could say: “Why don’t you leave me alone?! I want no
part of your Internet, of your technological civilization, of your network
society! I just want to live my life!” Well, if this is your position, I have
bad news for you. If you do not care about the networks, the networks
will care about you, anyway. For as long as you want to live in society, at
this time and in this place, you will have to deal with the network society.
Because we live in the Internet Galaxy. (Castells, 2001, p. 282)
Correspondence should be sent to Moonsun Choi, Center on Education and Training
for Employment, The Ohio State University, 1900 Kenny Road, Columbus, OH 43210.
Email: [email protected]
Color versions of one or more of the figures in the article can be found online at www.
tandfonline.com/utrs.
566 Choi
As Castells (2001) argued in his book, The Internet Galaxy, it is impossi-
ble to deny that we are living in a digitalized and networked society, even if
we fear and escape the often-negative influences of the Internet. For instance,
Internet trolls sometimes infiltrate online communities and then use their posts
to disrupt and ultimately destroy not only the community, but also specific
members (e.g., some subreddit communities). Digital warriors use the Internet
to influence and potentially recruit vulnerable users into extreme causes (e.g.,
the recruitment of adolescents by the Islamic State).
Web-based activities have affected the ways humans think, the ways they
communicate with others, and the way they generally participate in society
(DiMaggio, Hargittai, Neuman, & Robinson, 2001; Dutton, 2005; Glassman,
2012a; Palfrey & Gasser, 2013). Put another way, emerging digital media and
web-based networking environments allow people to adopt new perspectives
toward the self, t.
THEO 650 Book Review Grading RubricCriteriaLevels of Achieveme.docx
THEO 650 Book Review Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Introduction
18 to 20 points
There is a clear overview statement. The book is identified. The introduction provides a clear overview of the paper’s contents.
17 points
The book is identified, an overview statement is provided, and the reader knows generally where the book is heading.
1 to 16 points
The introduction is minimal, brief, and cursory.
0 points
Content and Critical Evaluation
60 to 65 points
The major issues and ideas of the book are addressed clearly and substantively. The paper contains a detailed evaluation of the major issues and ideas of the book. Assertions are properly supported by evidence.
55 to 59 points
The major issues and ideas of the book are addressed in a general manner. Evaluation of major issues and ideas of the book is given, offering some depth and analysis. Assertions are generally supported by evidence.
1 to 54 points
Summary and evaluation are provided, but the paper lacks depth in assessment and analysis. Evaluation is minimal, needing development.
0 points
Conclusion
18 to 20 points
The conclusion offers a good summary of issues treated in the paper.
17 points
The conclusion is given and offers a general summary of issues treated in the paper.
1 to 16 points
The conclusion is minimal, brief, and cursory.
0 points
Structure 30%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Structure and Format
11 to 12 points
There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout.
10 points
Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct.
1 to 9 points
Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout.
0 points
Style and Turabian Requirements
11 to 12 points
The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format.
10 points
Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format.
1 to 9 points
Assignment contains 5 or more errors in grammar or spelling that distract the reader from the content. Numerous errors (5+) noted in the interpretation or execution of proper Turabian format.
0 points
Assignment Requirements
19 to 21 points
Student reading.
Theories of Poverty DiscussionTheories explain phenomena and pre.docx
Theories of Poverty Discussion
Theories explain phenomena and predict how the phenomena will behave under specific conditions. Usefulness of theories depends on how well the theory explains what is going on and predicts what will happen under certain conditions.
Describe at least
two individual theories and two structural theories that explain the causes (risks) of poverty.
Describe t
wo individual and two structural consequences of poverty.
Give two examples to illustrate the explanatory usefulness of theories about poverty. (How well do your theories explain and predict the phenomenon of poverty?)
.
Recommended
Theory Into Practice Four Social Work Case Studies In this co.docx
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene.
These case studies are based on the video- and web-based case studies you encounter in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.
Theory applied to informatics – Novice to Expertcjni.netjou.docx
Theory applied to informatics – Novice to Expert
cjni.net/journal
Editorial – Fall 2010
by June Kaminski, RN MSN PhD(c), Editor in Chief
I am often amazed by the consistent confusion and silence that arises when I ask nurses what
nursing informatics related theories they use or are aware of. I can sense their minds
searching for mysterious elusive theories that they conclude that they must have missed. Only
a few realize that many theories that they are already familiar with have great applicability to
nursing informatics. One such theory is the time honoured Novice to Expert theory.
The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus
(1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by
Patricia Benner (1984) provides a very useful and important theory that clearly applies to
nursing informatics. The Dreyfus brothers developed the model while working with scholars
interested in comparing artificial intelligence development and expert computer system
programming to the human mind and the development of expertise.
Within the field of nursing informatics, this theory can be applied to:
the development of nursing informatics skills, competencies, knowledge and expertise
in nursing informatics specialists;
the development of technological system competencies in practicing nurses working in
an institution;
the education of nursing students, from first year to graduation and;
the transition from graduate nurse to expert nurse.
The currently accepted five levels of development within the Novice to Expert theoretical
model are illustrated in the image above, as presented by Benner (1984). They start from the
1/4
http://cjni.net/journal/?p=967
bottom rung at the Novice level and move upward through Advanced Beginner, Competent,
Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of:
Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level
builds on the level before it as the learner advances from a neophyte level then gains
knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their
given field of practice.
Distinguishing Traits
Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move
through the five stages from novice to expert but also elaborated that not all novices become
experts. Some people get ‘stuck’ at the competent or proficient stages. Two personal
characteristics that distinguish the successful evolution to the expert level seem to be
a) deliberate practice and
b) the willingness to take risks, to go beyond the ‘norm’.
Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to
skill and knowledge development – they devote themselves to engage in progressively higher,
and ultimately expert performance. This requires years of sustained effort to continually
improve the quali.
Theorizing LeadershipTrait Theory- how tall someone is, hair, .docx
Theorizing Leadership
Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered.
Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills.
Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence.
Contingency Theory-matching your behavior to the settings. Be aware of the social context.
Cognitive Theory-what really matters is the decisions made and why they were made?
Satisficing Theory- choosing the solution that’s not necessarily the best solution, but its’ the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias’ who is hired in leadership. Groupthink-members of the organization feel as if they can’t adequately critique the leader. People are fearful and therefore, they can’t speak their minds.
Truth to power Theory-it’s so much harder for people to tell their truth TO POWER(ful) individuals.
Leaders don’t actually make decisions according to data…
Cultures and Symbols-Individuals who control culture and symbols.
Positivistic-leadership is known, and we can clearly identify power. Philosophical term
Social Constructivist-knowledge through interactions with others. It’s true because we say it’s true.
Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others.
Post Modern-create a situation where everyone has a voice. Non-hierarchical.
Leadership as Servant-greater service to society. Responding to “a calling to service.” Why you go about what you do. Motivational intent of the individual.
Establish power based on time served. Legitimacy based on service.
Leading out of serving. Becoming a leader by “doing good” in the community.
Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures.
Great leaders manage their emotions.
.
THEORY & REVIEWTHEORIZING THE DIGITAL OBJECT1Philip Fa.docx
THEORY & REVIEW
THEORIZING THE DIGITAL OBJECT1
Philip Faulkner
Clare College, University of Cambridge,
Cambridge, CB2 1TL, UNITED KINGDOM {[email protected]}
Jochen Runde
Cambridge Judge Business School and Girton College, University of Cambridge,
Cambridge, CB2 1AG, UNITED KINGDOM {[email protected]}
Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose
a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden-
tity and use is bound up with various social associations. We begin with what it is to be an object, the dif-
ferences between material and nonmaterial objects, and various categories of nonmaterial objects including
syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and
a novel “bearer” theory of how material and nonmaterial objects combine. The role of computation is con-
sidered, and how the identity and system functions of digital objects flow from their social positioning in the
communities in which they arise. Various implications of the theory are identified, focusing on its use as a
conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives
with regard both to how digital technology per se and the relationship between people and digital technology
should be theorized. These implications are illustrated with reference to secondary markets for software, the
treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of
organizing, and recent work on sociomateriality.
Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources,
resource-based view, service-dominant logic, sociomateriality, imbrication
Introduction 1
One of the striking features of the digital revolution has been
the proliferation of what we will call digital objects, many of
which have transformed and become indispensable parts of
organizational life. Digital objects feature prominently in IS
research and include computer systems and peripherals (Hib-
beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou
2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et
al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al.
2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau
and Xu 2012; Luo et al. 2017), electronic health records
(Kohli and Tan 2016), online videos (Kallinikos and Mariá-
tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al.
2017), and enterprise systems (Strong and Volkoff 2010;
Sykes 2015).
Illuminating as these and similar studies invariably are,
however, their principal focus is on the human and organi-
zational implications of the technology in question rather than
on the devices themselves. The result is that research of this
kind tends to invoke “pretheoretical understandings” (Ekbia
2009, p. 2555) o.
Theory Analysis Assignment this assignment is another interview…but.docx
Theory Analysis Assignment: this assignment is another interview…but you are a coach in this interview.
After reading the Kouzes’s and Posner’s Chapter on
Strengthen Others,
use the statements concerning strenthening others by increasing their self-determination and developing competence use
the following questions below to complete the interview with someone YOU coach:
Questions:
1. Where are we going?
2. Where are you going?
3. What are you doing well?
4. What suggestions for improvement do you have for yourself?
5. How can I help you?
6. What suggestions do you have for me?
**No title page needed, it's an interview.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
Theory & Research in Social Education, 44 565–607, 2016Copy.docx
Theory & Research in Social Education, 44: 565–607, 2016
Copyright © College and University Faculty Assembly of
National Council for the Social Studies
ISSN 0093-3104 print / 2163-1654 online
DOI: 10.1080/00933104.2016.1210549
A Concept Analysis of Digital Citizenship
for Democratic Citizenship Education in the
Internet Age
Moonsun Choi
The Ohio State University
Abstract: Despite the importance of promoting socially responsible citizenship in the
Internet age, there is a paucity of research on how digital citizenship or digital citizens
might be defined and/or investigated. This study found 4 major categories that construct
digital citizenship: Ethics, Media and Information Literacy, Participation/Engagement,
and Critical Resistance. Based on these comprehensive and interconnected categories of
digital citizenship, the author argues that digital citizenship needs to be understood as a
multidimensional and complex concept in connection with an interrelated but non-linear
relationship with offline (place-based) civic lives.
Keywords: concept analysis, critical resistance, digital citizenship, digital ethics, media
and information literacy, participation/engagement
I imagine one could say: “Why don’t you leave me alone?! I want no
part of your Internet, of your technological civilization, of your network
society! I just want to live my life!” Well, if this is your position, I have
bad news for you. If you do not care about the networks, the networks
will care about you, anyway. For as long as you want to live in society, at
this time and in this place, you will have to deal with the network society.
Because we live in the Internet Galaxy. (Castells, 2001, p. 282)
Correspondence should be sent to Moonsun Choi, Center on Education and Training
for Employment, The Ohio State University, 1900 Kenny Road, Columbus, OH 43210.
Email: [email protected]
Color versions of one or more of the figures in the article can be found online at www.
tandfonline.com/utrs.
566 Choi
As Castells (2001) argued in his book, The Internet Galaxy, it is impossi-
ble to deny that we are living in a digitalized and networked society, even if
we fear and escape the often-negative influences of the Internet. For instance,
Internet trolls sometimes infiltrate online communities and then use their posts
to disrupt and ultimately destroy not only the community, but also specific
members (e.g., some subreddit communities). Digital warriors use the Internet
to influence and potentially recruit vulnerable users into extreme causes (e.g.,
the recruitment of adolescents by the Islamic State).
Web-based activities have affected the ways humans think, the ways they
communicate with others, and the way they generally participate in society
(DiMaggio, Hargittai, Neuman, & Robinson, 2001; Dutton, 2005; Glassman,
2012a; Palfrey & Gasser, 2013). Put another way, emerging digital media and
web-based networking environments allow people to adopt new perspectives
toward the self, t.
THEO 650 Book Review Grading RubricCriteriaLevels of Achieveme.docx
THEO 650 Book Review Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Introduction
18 to 20 points
There is a clear overview statement. The book is identified. The introduction provides a clear overview of the paper’s contents.
17 points
The book is identified, an overview statement is provided, and the reader knows generally where the book is heading.
1 to 16 points
The introduction is minimal, brief, and cursory.
0 points
Content and Critical Evaluation
60 to 65 points
The major issues and ideas of the book are addressed clearly and substantively. The paper contains a detailed evaluation of the major issues and ideas of the book. Assertions are properly supported by evidence.
55 to 59 points
The major issues and ideas of the book are addressed in a general manner. Evaluation of major issues and ideas of the book is given, offering some depth and analysis. Assertions are generally supported by evidence.
1 to 54 points
Summary and evaluation are provided, but the paper lacks depth in assessment and analysis. Evaluation is minimal, needing development.
0 points
Conclusion
18 to 20 points
The conclusion offers a good summary of issues treated in the paper.
17 points
The conclusion is given and offers a general summary of issues treated in the paper.
1 to 16 points
The conclusion is minimal, brief, and cursory.
0 points
Structure 30%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Structure and Format
11 to 12 points
There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout.
10 points
Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct.
1 to 9 points
Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout.
0 points
Style and Turabian Requirements
11 to 12 points
The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format.
10 points
Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format.
1 to 9 points
Assignment contains 5 or more errors in grammar or spelling that distract the reader from the content. Numerous errors (5+) noted in the interpretation or execution of proper Turabian format.
0 points
Assignment Requirements
19 to 21 points
Student reading.
Theories of Poverty DiscussionTheories explain phenomena and pre.docx
Theories of Poverty Discussion
Theories explain phenomena and predict how the phenomena will behave under specific conditions. Usefulness of theories depends on how well the theory explains what is going on and predicts what will happen under certain conditions.
Describe at least
two individual theories and two structural theories that explain the causes (risks) of poverty.
Describe t
wo individual and two structural consequences of poverty.
Give two examples to illustrate the explanatory usefulness of theories about poverty. (How well do your theories explain and predict the phenomenon of poverty?)
.
Theories help frame more than presenting problems—they also frame so.docx
Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
.
Theories of LeadershipInstructionsWrite a 4–5 page paper.docx
Theories of Leadership
Instructions
Write a 4–5 page paper in which you:
Determine two leadership theories and two leadership styles that support the definition of a public leader. Provide a rationale for your response.
Discuss the differences, if any, between successful leaders in public, private, and nonprofit organizations. Cite experiences and research to support your assertions.
Some think leadership is a born ability. Some think leadership can be learned. Some think leadership is a product of a need or challenge. What do you think? Cite experiences and research to support your assertions.
Include at least four peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook.
Note:
Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and websites ending in anything other than ".gov" do not qualify as academic resources.
.
Theories in SociologyAssignment OverviewThis writing assignm.docx
Theories in Sociology
Assignment Overview
This writing assignment explores different facets of the sociological perspective and allows you to understand different theoretical approaches in sociology.
Deliverables
A one-to-two page (250-500 word) paper
Step 1
Write an essay response to the following question.
Different sociological theories can have various explanations for the same phenomenon.
Consider crime rates in the US. Try to think how three sociological theories—symbolic interactionism, functionalist theory and conflict theory—would explain the kind, distribution, or changing crime rates in the US.
In your response, make sure you have an introduction, one paragraph per theory, and a conclusion.
Step 2
Save and submit your assignment.
When you have completed the assignment, save a copy for yourself in an easily accessible place, and submit a copy to your instructor using the dropbox. but please include the outside source and references as well please. just 1 page paper at least 270 words
.
Theories of LeadershipMany schools of thought have developed t.docx
Theories of Leadership
Many schools of thought have developed throughout history that propose various theories about the source and development of leaders, how leaders are discovered, and how they can be identified. Early leadership theories focused on the qualities that distinguished leaders from followers; subsequent theories looked at other variables such as situational factors and skill levels. Evaluate the similarities and differences between two approaches or theories of leadership: the trait approach and behavioral theory; the Situational Leadership® Model and authentic leadership theory; or the transformational and transactional leadership theories. Begin by providing a brief summary of the two approaches or theories of leadership you have chosen to analyze. Then, examine the common characteristics and differences between the two approaches or theories you selected. Use a minimum of two scholarly sources to support your post. Cite your sources according to APA style as outlined in the Ashford Writing Center.
.
THEORIES OF INTELLECTUAL DEVELOPMENTPiaget’s TheoryWe begin wi.docx
THEORIES OF INTELLECTUAL DEVELOPMENT
Piaget’s Theory
We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber & Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as “blank slates” who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer & Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation.
In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking.
Piaget’s claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piaget’s stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield & Travers, 2000; Feinburg & Mindess, 1994; Santrock, 2008).
The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations.
Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality.
Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil.
Theories of Maladaptive BehaviorLocate at least two peer-rev.docx
Theories of Maladaptive Behavior
Locate at least two peer-reviewed scholarly articles in the Keiser online library that demonstrate how the biological theory explains etiology in two different mental illnesses. Answer the following questions about each different mental illness:
a) What are the specific biological mechanisms associated with each diagnosis?
b) How would each diagnosis be explained by a major psychological theory other than biological theory (e.g., cognitive-behavioral)?
c) Could each disorder be better understood by the combination of both biological theory and another perspective? If not, why not? If so, which other perspective is best? Why?
Reading
pic
Overview, History, and Psychological Theories
Readings
Butcher, J.N., Mineka, S., & Hooley, J.M. (2017).
Abnormal psychology
(17th ed.). Upper Saddle River, NJ: Pearson.
Chapter 1: Abnormal Psychology: An Overview
Chapter 2: Historical and Contemporary Views of Abnormal Behavior
Chapter 3: Causal Factors and Viewpoints
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.
Introduction (pp. 5-17)
Use of the Manual (pp. 19-24)
Highlights of Changes from
DSM-IV
to
DSM-5
(pp. 809 – 816)
.
Theories help frame more than presenting problems—they also fram.docx
Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
.
THEORETICAL REVIEW Please read through these extensive assignmen.docx
THEORETICAL REVIEW
Please read through these extensive assignment instructions carefully.
If you allow yourself enough time on this assignment, you can work with an
online writing tutor
by going to this website
:
https://case.fiu.edu/writingcenter/make-an-appointment/index.html
OVERVIEW OF THE PAPER
In this
Gordon Rule Writing
course, you will complete
three writing assignments
that build on each other to facilitate your progress.
The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills
.
SELECTION OF THE TOPIC
1. Select Section
From the sections of our course textbook on communication theories, you will choose
three sections
to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook --
The Self and Messages
. This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook.
The sections on communication theories are:
The Self and Messages (Chapters 4, 5, 6, 7)
Relationship Development (Chapters 8, 9, 10, 11)
Groups and Organizations (Chapters 14, 17)
Culture and Diversity (Chapters 27, 28)
Public and Media (Chapters 18, 21, 25, 26)
2. Select a Theory from each section
From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1) The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research.
With that theory, you should research how the theory applies to some aspect of communication of interest to you.
For example, here are some topics
(sections of the text, theories, communication aspect)
that other students have previously chosen:
The Self and Messages
Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life).
Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life).
Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life).
Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life)
Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life)
Relationship Development
Uncertainty Reduction Theory, interpersonal.
Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psyc.docx
Theoretical Medicine & Bioethics, 35, 31-42.
To Treat a Psychopath
Heidi L. Maibom
Recent successes in manipulating the activity of the brain more or less directly—e.g. through transcranial magnetic stimulation or the administration of drugs that inhibit the production or reuptake of certain neurotransmitters—promise that one day soon it may be possible to treat a range of hitherto treatment resistant disorders [1-4]. Conventional treatment is typically unsuccessful with psychopaths [5-6]. Some people, however, are now quite optimistic about the possibility of treating psychopathy with drugs that directly modulate brain function [2]. Does the recent evidence support the idea that we will soon be able to treat psychopathy? I shall argue that it does not. Psychopathy is a global disorder in an individual’s worldview, including his social and moral outlook. Because of the unity of this Weltanschauung, it is unlikely to be treatable in a piecemeal fashion. But recent neuroscientific methods do not give us much hope that we can replace, in a wholesale manner, problematic views of the world with more socially desirable ones. There are, therefore, principled reasons that psychopathy is so singularly treatment resistant.
1. The Trouble with Psychopaths
By contrast to depression, which can often be treated by the administration of mood-enhancing drugs (SSRIs or SNRIs)[footnoteRef:1] and/or psychotherapy, psychopathy is a disorder involving a wide variety of symptoms that, on the face of it, have little in common except for their moral and social undesirability. Depressive symptoms typically form a unified picture of a certain type of affective disorder. Psychopathy has been called a moral or an antisocial disorder [7, 8]. Where it seems relatively obvious, at least in theory, that to treat depression one must help elevate the subject’s mood and alleviate her despair, how to treat amoral or antisocial tendencies is less clear. And since we have experience of ingesting substances that are mood-elevators, at least in the short term, such as champagne or chocolate, it is not too far-fetched to suppose that other substances may produce a longer-term effect on a person’s mood. But what of amorality or antisociality? [1: Serotonin reuptake inhibitors and serotonin and norepinephrine reuptake inhibitors.]
On closer inspection, depression and psychopathy have more in common than it might seem at first. The two disorders represent more global divergences of cognitive and emotional functioning compared to the statistical norm. Depressed individuals tend to have a rather dark view of themselves and existence in general, associated with social withdrawal and lack of interest in activities, even those that were previously of great importance to them. Georg Northoff has suggested that depressed individuals may experience difficulties projecting themselves into the future or, if you like, imagining a future different from their current reality.[footnoteRef:2.
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURS.docx
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURSING PRACTITIONER
Presented by: Iriabel Nepravishta
*
INTRODUCTION
Peplau’s Theory Interpersonal Relationship
Challenge Facing Palliative Care Practitioners
Impact of Society Perception of Palliative Care on Health Care Outcomes
Ways in which Peplau’s Theory can be used to address the Scope of Practice Restriction Challenge
Perspective Offered through the Application of Peplau’s Theory
Conclusion
References
A Palliative Nurse Practitioner (PNPR) is an advanced practice registered nurse. PNPR is trained to assess patient needs, diagnose disease, interpret diagnostic results and provide palliative medicine to treat illness with complex pain and symptoms. Additionally, PNPR will anticipate and meet the needs of the patient and family facing terminal illness and bereavement (Forchuk, 2015).
*
PEPLAU’S THEORY INTERPERSONAL RELATIONSHIP
Three phases: orientation, working and termination phases
Establish therapeutic relationship to provide better patient care.
A guide for resolution of the issues and concerns
Peplau’s Theory Views a Palliative Nursing Practitioner as a professional that establishes therapeutic relationship with patients. Peplau’s theory consist in 3 phases which are orientation, working and termination stages. During the orientation phase, the patient, family and nurse work together to recognize, clarify, and define existing problem. The working phase includes deliver and application of interventions, and services of care to treat, explore and change a situation. Finally, the termination phase includes resolution and successful completion of all the other two stages on finalization of care (Townsend, 2015).
This theory is significant in palliative care because it will allow me to determine the needs of my patients and their families through the use of the orientation, working concepts. In doing so, I can serve as a resource person, a counselor and surrogate. In addition, I can provide individualized care that will meet the needs of my patients and their families. But most importantly, this theory is significant to palliative care because it will help me to transition patients and their families through end of life care by applying the concepts of the termination phase (Townsend, 2015 p. 40) , (Forchuk, 2015).
*
CHALLENGE FACING PALLIATIVE CARE PRACTITIONERS
Perception of Palliative Care.
Different approaches of care among health care providers
Family conflicts.
Cultural differences
Today’s society struggles with the subject of death. We live in a decade where modern technology and treatments are prolonging life and the concept of natural death is seeming a vague illusion and almost an impossible concept to accept and face. We are dragged into the philosophy that there is nothing worse than letting our loves ones go and we hold them tight without acknowledging and respecting their wishes. Palliative Care Nurse Practitioners (PNPR) play an importan.
Theoretical PerspectivesSince Childrens Literature is written f.docx
Theoretical Perspectives
Since Children's Literature is written for the child audience, authors and illustrators need to understand how children develop emotionally, mentally, physically and spiritually. Authors and illustrators must cater to children through their use of ideas, language, images, and style. They must also understand how children learn in order to know how to integrate ideas with language, images and style for the child mind. In this section of our course, you will learn about three child development theories, including Piaget's theory on how children develop cognitively, Kohlberg's theory on how children learn moral reasoning, and Erikson's stages on how a child develops psychologically. You will also learn about two educational theories in children's literature, including Vygotsky's Social Development Theory and Rosenblatt's Reader's Response/Transaction Theory. Having an understanding of how children develop and learn will help you critique the many types of children's literature you will analyze in this course.
Piaget's Theory of Cognitive Development
View the short film clip titled "Piaget's Stages of Cognitive Development" published by Khan Academy to gain perspective on Piaget's theoretical stages. Keep in mind that Piaget believed that knowledge is constructed--children's learning builds on what is already known. Use the following outline as a guide. What examples can you use to illustrate each stage?
Stage 1: 0-2 Years of age--Sensorimotor Stage
Children gather information about the world through their senses and their movement.
Stage 2: 2-6 years of age--Pre-Operational Stage
Children develop language skills and begin to use symbols to represent language.
Stage 3: 7-11 Years of age--Concrete Operational Stage
Children learn to use mental operations such as math reasoning.
Stage 4: 12-Up Years of age--Formal Operational Stage
Children learn abstract and moral reasoning.
Kohlberg's Theory of Moral Development (An expansion on Piaget’s Theory)
View the short video titled “Kohlberg's Theory of Moral Development Explained!” published by Learn My Test. Examine each level and stage carefully, and then consider the 3 main criticisms of Kohlberg's theory:
Level 1: Pre-conventional Morality--at this level, children tend to obey rules to avoid punishment. They also make choices based on self-need.
Level 2: Conventional Morality--at this level, children tend to conform to societal expectations. They typically respect and abide by rules.
Level 3: Post-conventional Morality--at this level, children recognize that members of society should agree to standards that set rules; they view justice as more important than laws.
Consider:
Why is Kohlberg's theory on moral development important for authors to be aware of as they write literature for children?
What are the 3 main criticisms of Kohlberg's theory? Are these criticisms justifiable? Why or why not?
Erikson's Stages of Development
View the short video clip about Eri.
Theoretical Bases for Analyzing the Ethics of a DecisionAdapte.docx
Theoretical Bases for Analyzing the Ethics of a Decision
Adapted from a chapter by John R. Deckop, in Vida Scarpello (ed). The Handbook of Human Resource Management Education: Promoting and Effective and Efficient Curriculum, Los Angeles: Sage Publications, 2008.
Philosophers have pondered ethical questions for millennia, and have developed numerous theoretical perspectives to aid in ethical decision-making. The range and depth of philosophical theories on ethical decision-making can be daunting. So much so that arguably, presenting all the major philosophical perspectives, and their nuances, is likely to fail from a pragmatic standpoint because there is no way most students can absorb, much less apply on a day-to-day level, so much material.
So this analysis will be restricted to the two “dominant” (Beauchamp & Bowie, 1997) philosophical perspectives on ethics: utilitarianism and universalism, and will deal with only the most general features of these theories. Things will be complicated a little, in that a third theoretical perspective that is a subset of utilitarianism will also be discussed: profit maximization.
The goal is to provide three perspectives (utilitarianism, profit maximization, and universalism) on ethical decision-making that can actually be easily remembered, taught, and used in daily decision-making. Later other perspectives will be overviewed, including theory that challenges the two dominant perspectives.
Utilitarianism
The theory. Utilitarianism, developed primarily in the 19th century, can be understood by the common phrases “The greatest good for the greatest number” and “The ends justify the means.” The utilitarian believes that the potential outcomes of a decision should be analyzed to see who benefits and who is harmed. The decision that results in the most total benefit compared to harm is the best decision. The utilitarian is often portrayed figuratively as holding a scale, with the benefits on one side being weighed against the harm on the other.
A critical aspect of this theory is that a decision can result in harm to some individuals and still be the most ethical course of action. As long as benefit versus harm is maximized, the “ends justify the means.” From a utilitarian perspective, an organizational downsizing for example would be ethical as long as the good that comes from it, perhaps in the form of long-term company health and shareholder value, outweighs the harm to dismissed and current employees, and other stakeholders.
Some criticisms of the theory. One criticism of utilitarianism is that the ends may not always justify the means. Universalism, the other dominant ethical theory to be discussed below, argues that humans have inherent worth and thus fundamental rights that should not be violated under any circumstances. Thus, for example, while a utilitarian may defend drug testing, a universalist might argue that drug testing fundamentally violates an employe.
Theoretical Approach Summarize and explain the three major theor.docx
Theoretical Approach
Summarize and explain the three major theoretical approaches that were introduced in this chapter – Durkheim and human consciousness, Benedict and
Patterns of Culture
, and Bourdieu and the principles of culture. (
750-1250
words)
· Which theoretical position seems clearest to you?
· What evidence do you have for this theory in your own society?
· Where have you potentially seen this exhibited?
.
Theoretical Bases for Analyzing the Ethics of a DecisionAdapted .docx
Theoretical Bases for Analyzing the Ethics of a Decision
Adapted from a chapter by John R. Deckop, in Vida Scarpello (ed). The Handbook of Human Resource Management Education: Promoting and Effective and Efficient Curriculum, Los Angeles: Sage Publications, 2008.
Philosophers have pondered ethical questions for millennia, and have developed numerous theoretical perspectives to aid in ethical decision-making. The range and depth of philosophical theories on ethical decision-making can be daunting. So much so that arguably, presenting all the major philosophical perspectives, and their nuances, is likely to fail from a pragmatic standpoint because there is no way most students can absorb, much less apply on a day-to-day level, so much material.
So this analysis will be restricted to the two “dominant” (Beauchamp & Bowie, 1997) philosophical perspectives on ethics: utilitarianism and universalism, and will deal with only the most general features of these theories. Things will be complicated a little, in that a third theoretical perspective that is a subset of utilitarianism will also be discussed: profit maximization.
The goal is to provide three perspectives (utilitarianism, profit maximization, and universalism) on ethical decision-making that can actually be easily remembered, taught, and used in daily decision-making. Later other perspectives will be overviewed, including theory that challenges the two dominant perspectives.
Utilitarianism
The theory. Utilitarianism, developed primarily in the 19th century, can be understood by the common phrases “The greatest good for the greatest number” and “The ends justify the means.” The utilitarian believes that the potential outcomes of a decision should be analyzed to see who benefits and who is harmed. The decision that results in the most total benefit compared to harm is the best decision. The utilitarian is often portrayed figuratively as holding a scale, with the benefits on one side being weighed against the harm on the other.
A critical aspect of this theory is that a decision can result in harm to some individuals and still be the most ethical course of action. As long as benefit versus harm is maximized, the “ends justify the means.” From a utilitarian perspective, an organizational downsizing for example would be ethical as long as the good that comes from it, perhaps in the form of long-term company health and shareholder value, outweighs the harm to dismissed and current employees, and other stakeholders.
To conduct a utilitarian analysis, one must first conduct a stakeholder analysis. Put simply, a stakeholder analysis assesses the effects of the alternate decisions facing the firm on all that are affected by the decision. Specific methods for conducting stakeholder analyses can be complex, though all make explicit the nature of the effects and why they will occur. Based on a stakeholder analysis, a utilitarian can assess whether or not the.
Then please provide me a write-up explaining which tools you dow.docx
Then please provide me a write-up explaining which tools you downloaded. Then please tell me what the tool was about and what you learned about the registry when you did it. At least one page please.
Please provide screenshots as evidence of your work as well otherwise you will not get any credit.
I also hope you will enjoy this technical assignment!
Please share your thoughts on Nirsoft. What were your thoughts on the tols there? What is your favorite tool(s)?
.
theme to develop 1. Explain and apply in practice each of the Pr.docx
theme to develop
1. Explain and apply in practice each of the Prevention levels with significant examples.
2.Health prevention strategies in the vulnerable community, with diseases or other preventable conditions, eg:
-Obesity
-Mellitus diabetes
-Smoking
-HIV
- TB
3. Management of these conditions in the case of recent immigrants, disabled, low-income population and Homless..
500 words minimum
Use APA style
.
Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1.docx
Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1500 word response in which you address EACH of the following points
IN YOUR OWN WORDS
: 1) What is the author's main argument? 2) How does he support his main argument (evidence, ancillary arguments, etc.)? 3) Do you agree or disagree with him? 4) Why or why not? 5) Apply the insights of at least two of the readings we have studied in this course (in chapters 1-9) to your analysis. Make sure to give a substantive explanation of
how
the philosophers' insights are relevant to the topic you are discussing.
A WORD OF WARNING: These articles are rather long and complex. The author likes to make extensive use of his rather copious vocabulary, so I
strongly
urge you to have
dictionary.com
handy as you work your way through your chosen article. The purpose of this essay assignment is for you to demonstrate your ability to discuss, analyze, and evaluate complex philosophic arguments. I am confident that the reading assignments, tests, and discussion boards will have prepared you for this final, and no doubt challenging, essay assignment.
The essay I chose to write about is "
What We Have to Lose"
Whenever we learn of events of world-shaking significance, of catastrophes or massacres, we are inclined not only to feel ashamed (all too briefly) of our querulous preoccupation with our own minor tribulations but also to question the wider value of all our activities. I do not know whether people who are faced by death in a few seconds’ time see their lives flash before them, as they are said to do, and pass final judgment upon them; but whenever I read something about the Khmer Rouge, for example, or the genocide in Rwanda, I reflect for a time upon my own life and dwell a little on the insignificance of my efforts, the selfishness of my concerns, the narrowness of my sympathies. So it was when I first learned of the destruction of the two towers of the World Trade Center. I was settling down to write a book review: not of a great work, but of a competent, conscientious, slightly dull biography of a minor historical figure. Could any activity have been less important when set beside the horrible fate of thousands of people trapped in the then flaming—and soon collapsing—buildings? A book review, compared to the deaths of over 300 firemen killed in the course of their duty, to say nothing of the thousands of others? What was the point of finishing so laboriously insignificant a task as mine? In my work as a doctor in a prison, I save a few lives a year. When I retire, I shall not in my whole career have saved as many lives as were lost in New York in those few terrible moments, even counting the time I spent in Africa, where it was only too easy to save human life by the simplest of medical means. As for my writing, it is hardly dust in the balance: my work amuses a few, enrages some, and is unknown to the vast majority of people in my immediate vicinity, let alone to wider circ.
Themes&in&Art&and&Culture&I&Fall$2017$–$HAD$111$ $ $ $Hist.docx
Themes&in&Art&and&Culture&I&
Fall$2017$–$HAD$111$ $ $ $
History$of$Art$and$Design$Dept.$ $ [email protected]$
&
Metropolitan&Museum&Writing&Assignment&(Writing&2)$
DUE:$$Thursday,$May$9$ $ &
$
Assignment$
The$class$reading$on$the$Buddha$includes:$“All$religions$have$to$confront$the$key$question$–$
how$can$the$infinite,$the$boundless,$be$apprehended?$How$can$humans$draw$near$to$the$other,$
to$god?”$
$
This$is$to$say,$how$do$artists$represent$something$invisible$and$eternal$–$i.e.,$divinity$–$in$
physical$form?$$Conversely,$how$do$viewers$(historic$worshippers$or$presentSday$art$history$
students)$know$they$are$looking$at$a$representation$of$a$deity,$rather$than$of$a$regular$human?$
As$we$have$seen$all$semester,$artists$in$every$culture$use$special$conventions$to$make$the$
divine$apparent$to$viewers.$
$
In&your&paper&compare&and&contrast&the&representation&of&TWO&divine&figures&from&the&
choices&listed&here:&a&GrecoARoman&Hercules,&a&Chinese&Buddha,&and&a&Byzantine&Christ.&&
$
Choose$TWO$of$the$following$objects$(confirm$the$Accession$Number).$
&
1.&Statue&of&a&Youthful&Hercules&(Roman,$69S96$CE,$03.12.13)&Gallery$162$
$
2.&Buddha&Dipankara&(Diguang),&(China,$dated$489–95$CE,$65.29.3)$Gallery$206$
$
3.$Portable&Icon&with&the&Virgin&Eleousa$(early$1300s$CE,$2008.352)$Gallery$303$
$
You$may$address$aspects$such$as:$
•$How$you$(as$a$viewer)$interact$with$the$object,$in$terms$of$materials,$scale,$and$impression$
•$Representation$of$the$body,$including$proportion,$attention$to$anatomy,$and$use$of$drapery$
•$Iconography$(or$any$symbols$the$figure$holds,$wears,$or$are$near$by)$
•$Narrative$(if$there$is$a$story,$which$moment$is$shown,$and$why$was$that$one$selected?)$
•$Condition$(is$it$restored?$has$it$changed$since$it$was$made?$are$missing$parts$distracting?)$
•$Is$the$image$“successful”?$Does$it$clearly$and$unambiguously$portray$key$aspects$and$
characteristics$of$the$deity?$
$
Also$consider$how$the$works$represent$the$time$and$culture$in$which$they$were$made.$$To$
address$this,$you$may$find$the$gallery$labels$useful,$as$well$as$the$“100$Objects”$readings,$your$
textbook$and$class$notes.$$It$is$NOT$necessary$to$incorporate$additional$research$materials.$$
&
&
General&Guidelines&
$
The$paper$is$before$the$start$of$class$on$Thursday,&May&9.$Late$papers$will$be$penalized$at$least$
one$letter$grade.$$
You$must$include,$or$send$me$separately,$a$selfie$with$each$object$you$select.$$
The$paper$should$be$typewritten,$in$a$standard$font$such$as$Times$New$Roman$12$pt.,$doubleS
spaced$and$have$1”$margins.$$The$paper$should$be$3S4$pages.$$
The$titles$of$works$of$art$should$be$italicized.$$
The$paper$should$have$an$Introduction$that$provides$the$most$important$information$about$
each$work,$and$your$thesis$statement.$You$should$also$include$a$through$description$of$each$
object,$including$important$details,$visible$from$multiple$angles;$a$reader$should$be$able$to$
recognize$the$pieces$from$your$words.$$Each$following$paragraph$should$have$a$clear$topic$.
Theology 200 – The Christian TraditionStudents are asked t.docx
Theology 200 – The Christian Tradition
Students are asked to write on four of the following questions giving short but well developed essay answers. The length of a single answer will vary but should be at least a single page, typed, double-spaced. Be sure to pay attention to any options given to the student in a question and to make specific use of the texts.
This due at class time on Tuesday, February 25, 2014.
The readings and discussions so far have developed a general view of God from a Christian perspective. Discuss, using class materials, how this view of God can be used to help understand how or why Christians would see the environment as important to preserve.
Our authors have given a pretty good argument that words and ideas do influence the way we see reality and other people. Choose one theme and show how religious words can lead to the oppression of someone else or something else.
Violence is a key problem for our current society. Choose one example of violence, describe it and relate this issue to some aspect of a religious perspective.
Engaging in conversation with people of different cultures is part of our everyday experience in 21
st
century America. Show how a couple of different ways Christians have developed for thinking about those who are different can lead to strikingly different kinds of treatment of different people.
We are living in what some have called a postmodern world. Give two aspects of what we experience as postmodern reality and describe what they mean for us.
We who live in the Western world know that we live in a post-Colonial world. What does that mean and what does that have to do with being Christian in this world?
Christians have a distinctive perspective of reality based on their connection to Jesus and the belief that Jesus is the Christ. What does this belief mean and how does it make Christian belief distinct?
Christians believe that God is both creator and redeemer. Choose one of these ideas and show how this view influences how Christians think about reality and other people.
.
then choose psyc 304 click in course it will take you to ano.docx
then choose psyc 304 click in course it will take you to another page
choose again psyc 304 click on it
then choos quiz # 3
then choos attempt quiz# 3
Risk and Return
CHAPTER 6
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Topics in Chapter
Basic return and risk concepts
Stand-alone risk
Portfolio (market) risk
Risk and return: CAPM/SML
Market equilibrium and market efficiency
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Determinants of Intrinsic Value: The Cost of Equity
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What are investment returns?
Investment returns measure the financial results of an investment.
Returns may be historical or prospective (anticipated).
Returns can be expressed in:
Dollar terms.
Percentage terms.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
An investment costs $1,000 and is sold after
1 year for $1,060.
Dollar return:
$ Received$ Invested
$1,060 $1,000$60.
Percentage return:
$ Return/$ Invested
$60/$1,0000.066%.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is investment risk?
Investment risk is exposure to the chance of earning less than expected.
The greater the chance of a return far below the expected return, the greater the risk.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Scenarios and Returns for the 10-Year Zero Coupon T-bond Over the Next YearScenarioProbabilityReturnWorst Case0.10 −14%Poor Case0.20 −4%Most Likely0.406%Good Case0.2016%Best Case0.1026%1.00
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwi.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
.
Theories of LeadershipInstructionsWrite a 4–5 page paper.docx
Theories of Leadership
Instructions
Write a 4–5 page paper in which you:
Determine two leadership theories and two leadership styles that support the definition of a public leader. Provide a rationale for your response.
Discuss the differences, if any, between successful leaders in public, private, and nonprofit organizations. Cite experiences and research to support your assertions.
Some think leadership is a born ability. Some think leadership can be learned. Some think leadership is a product of a need or challenge. What do you think? Cite experiences and research to support your assertions.
Include at least four peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook.
Note:
Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and websites ending in anything other than ".gov" do not qualify as academic resources.
.
Theories in SociologyAssignment OverviewThis writing assignm.docx
Theories in Sociology
Assignment Overview
This writing assignment explores different facets of the sociological perspective and allows you to understand different theoretical approaches in sociology.
Deliverables
A one-to-two page (250-500 word) paper
Step 1
Write an essay response to the following question.
Different sociological theories can have various explanations for the same phenomenon.
Consider crime rates in the US. Try to think how three sociological theories—symbolic interactionism, functionalist theory and conflict theory—would explain the kind, distribution, or changing crime rates in the US.
In your response, make sure you have an introduction, one paragraph per theory, and a conclusion.
Step 2
Save and submit your assignment.
When you have completed the assignment, save a copy for yourself in an easily accessible place, and submit a copy to your instructor using the dropbox. but please include the outside source and references as well please. just 1 page paper at least 270 words
.
Theories of LeadershipMany schools of thought have developed t.docx
Theories of Leadership
Many schools of thought have developed throughout history that propose various theories about the source and development of leaders, how leaders are discovered, and how they can be identified. Early leadership theories focused on the qualities that distinguished leaders from followers; subsequent theories looked at other variables such as situational factors and skill levels. Evaluate the similarities and differences between two approaches or theories of leadership: the trait approach and behavioral theory; the Situational Leadership® Model and authentic leadership theory; or the transformational and transactional leadership theories. Begin by providing a brief summary of the two approaches or theories of leadership you have chosen to analyze. Then, examine the common characteristics and differences between the two approaches or theories you selected. Use a minimum of two scholarly sources to support your post. Cite your sources according to APA style as outlined in the Ashford Writing Center.
.
THEORIES OF INTELLECTUAL DEVELOPMENTPiaget’s TheoryWe begin wi.docx
THEORIES OF INTELLECTUAL DEVELOPMENT
Piaget’s Theory
We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber & Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as “blank slates” who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer & Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation.
In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking.
Piaget’s claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piaget’s stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield & Travers, 2000; Feinburg & Mindess, 1994; Santrock, 2008).
The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations.
Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality.
Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil.
Theories of Maladaptive BehaviorLocate at least two peer-rev.docx
Theories of Maladaptive Behavior
Locate at least two peer-reviewed scholarly articles in the Keiser online library that demonstrate how the biological theory explains etiology in two different mental illnesses. Answer the following questions about each different mental illness:
a) What are the specific biological mechanisms associated with each diagnosis?
b) How would each diagnosis be explained by a major psychological theory other than biological theory (e.g., cognitive-behavioral)?
c) Could each disorder be better understood by the combination of both biological theory and another perspective? If not, why not? If so, which other perspective is best? Why?
Reading
pic
Overview, History, and Psychological Theories
Readings
Butcher, J.N., Mineka, S., & Hooley, J.M. (2017).
Abnormal psychology
(17th ed.). Upper Saddle River, NJ: Pearson.
Chapter 1: Abnormal Psychology: An Overview
Chapter 2: Historical and Contemporary Views of Abnormal Behavior
Chapter 3: Causal Factors and Viewpoints
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.
Introduction (pp. 5-17)
Use of the Manual (pp. 19-24)
Highlights of Changes from
DSM-IV
to
DSM-5
(pp. 809 – 816)
.
Theories help frame more than presenting problems—they also fram.docx
Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
.
THEORETICAL REVIEW Please read through these extensive assignmen.docx
THEORETICAL REVIEW
Please read through these extensive assignment instructions carefully.
If you allow yourself enough time on this assignment, you can work with an
online writing tutor
by going to this website
:
https://case.fiu.edu/writingcenter/make-an-appointment/index.html
OVERVIEW OF THE PAPER
In this
Gordon Rule Writing
course, you will complete
three writing assignments
that build on each other to facilitate your progress.
The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills
.
SELECTION OF THE TOPIC
1. Select Section
From the sections of our course textbook on communication theories, you will choose
three sections
to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook --
The Self and Messages
. This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook.
The sections on communication theories are:
The Self and Messages (Chapters 4, 5, 6, 7)
Relationship Development (Chapters 8, 9, 10, 11)
Groups and Organizations (Chapters 14, 17)
Culture and Diversity (Chapters 27, 28)
Public and Media (Chapters 18, 21, 25, 26)
2. Select a Theory from each section
From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1) The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research.
With that theory, you should research how the theory applies to some aspect of communication of interest to you.
For example, here are some topics
(sections of the text, theories, communication aspect)
that other students have previously chosen:
The Self and Messages
Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life).
Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life).
Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life).
Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life)
Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life)
Relationship Development
Uncertainty Reduction Theory, interpersonal.
Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psyc.docx
Theoretical Medicine & Bioethics, 35, 31-42.
To Treat a Psychopath
Heidi L. Maibom
Recent successes in manipulating the activity of the brain more or less directly—e.g. through transcranial magnetic stimulation or the administration of drugs that inhibit the production or reuptake of certain neurotransmitters—promise that one day soon it may be possible to treat a range of hitherto treatment resistant disorders [1-4]. Conventional treatment is typically unsuccessful with psychopaths [5-6]. Some people, however, are now quite optimistic about the possibility of treating psychopathy with drugs that directly modulate brain function [2]. Does the recent evidence support the idea that we will soon be able to treat psychopathy? I shall argue that it does not. Psychopathy is a global disorder in an individual’s worldview, including his social and moral outlook. Because of the unity of this Weltanschauung, it is unlikely to be treatable in a piecemeal fashion. But recent neuroscientific methods do not give us much hope that we can replace, in a wholesale manner, problematic views of the world with more socially desirable ones. There are, therefore, principled reasons that psychopathy is so singularly treatment resistant.
1. The Trouble with Psychopaths
By contrast to depression, which can often be treated by the administration of mood-enhancing drugs (SSRIs or SNRIs)[footnoteRef:1] and/or psychotherapy, psychopathy is a disorder involving a wide variety of symptoms that, on the face of it, have little in common except for their moral and social undesirability. Depressive symptoms typically form a unified picture of a certain type of affective disorder. Psychopathy has been called a moral or an antisocial disorder [7, 8]. Where it seems relatively obvious, at least in theory, that to treat depression one must help elevate the subject’s mood and alleviate her despair, how to treat amoral or antisocial tendencies is less clear. And since we have experience of ingesting substances that are mood-elevators, at least in the short term, such as champagne or chocolate, it is not too far-fetched to suppose that other substances may produce a longer-term effect on a person’s mood. But what of amorality or antisociality? [1: Serotonin reuptake inhibitors and serotonin and norepinephrine reuptake inhibitors.]
On closer inspection, depression and psychopathy have more in common than it might seem at first. The two disorders represent more global divergences of cognitive and emotional functioning compared to the statistical norm. Depressed individuals tend to have a rather dark view of themselves and existence in general, associated with social withdrawal and lack of interest in activities, even those that were previously of great importance to them. Georg Northoff has suggested that depressed individuals may experience difficulties projecting themselves into the future or, if you like, imagining a future different from their current reality.[footnoteRef:2.
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURS.docx
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURSING PRACTITIONER
Presented by: Iriabel Nepravishta
*
INTRODUCTION
Peplau’s Theory Interpersonal Relationship
Challenge Facing Palliative Care Practitioners
Impact of Society Perception of Palliative Care on Health Care Outcomes
Ways in which Peplau’s Theory can be used to address the Scope of Practice Restriction Challenge
Perspective Offered through the Application of Peplau’s Theory
Conclusion
References
A Palliative Nurse Practitioner (PNPR) is an advanced practice registered nurse. PNPR is trained to assess patient needs, diagnose disease, interpret diagnostic results and provide palliative medicine to treat illness with complex pain and symptoms. Additionally, PNPR will anticipate and meet the needs of the patient and family facing terminal illness and bereavement (Forchuk, 2015).
*
PEPLAU’S THEORY INTERPERSONAL RELATIONSHIP
Three phases: orientation, working and termination phases
Establish therapeutic relationship to provide better patient care.
A guide for resolution of the issues and concerns
Peplau’s Theory Views a Palliative Nursing Practitioner as a professional that establishes therapeutic relationship with patients. Peplau’s theory consist in 3 phases which are orientation, working and termination stages. During the orientation phase, the patient, family and nurse work together to recognize, clarify, and define existing problem. The working phase includes deliver and application of interventions, and services of care to treat, explore and change a situation. Finally, the termination phase includes resolution and successful completion of all the other two stages on finalization of care (Townsend, 2015).
This theory is significant in palliative care because it will allow me to determine the needs of my patients and their families through the use of the orientation, working concepts. In doing so, I can serve as a resource person, a counselor and surrogate. In addition, I can provide individualized care that will meet the needs of my patients and their families. But most importantly, this theory is significant to palliative care because it will help me to transition patients and their families through end of life care by applying the concepts of the termination phase (Townsend, 2015 p. 40) , (Forchuk, 2015).
*
CHALLENGE FACING PALLIATIVE CARE PRACTITIONERS
Perception of Palliative Care.
Different approaches of care among health care providers
Family conflicts.
Cultural differences
Today’s society struggles with the subject of death. We live in a decade where modern technology and treatments are prolonging life and the concept of natural death is seeming a vague illusion and almost an impossible concept to accept and face. We are dragged into the philosophy that there is nothing worse than letting our loves ones go and we hold them tight without acknowledging and respecting their wishes. Palliative Care Nurse Practitioners (PNPR) play an importan.
Theoretical PerspectivesSince Childrens Literature is written f.docx
Theoretical Perspectives
Since Children's Literature is written for the child audience, authors and illustrators need to understand how children develop emotionally, mentally, physically and spiritually. Authors and illustrators must cater to children through their use of ideas, language, images, and style. They must also understand how children learn in order to know how to integrate ideas with language, images and style for the child mind. In this section of our course, you will learn about three child development theories, including Piaget's theory on how children develop cognitively, Kohlberg's theory on how children learn moral reasoning, and Erikson's stages on how a child develops psychologically. You will also learn about two educational theories in children's literature, including Vygotsky's Social Development Theory and Rosenblatt's Reader's Response/Transaction Theory. Having an understanding of how children develop and learn will help you critique the many types of children's literature you will analyze in this course.
Piaget's Theory of Cognitive Development
View the short film clip titled "Piaget's Stages of Cognitive Development" published by Khan Academy to gain perspective on Piaget's theoretical stages. Keep in mind that Piaget believed that knowledge is constructed--children's learning builds on what is already known. Use the following outline as a guide. What examples can you use to illustrate each stage?
Stage 1: 0-2 Years of age--Sensorimotor Stage
Children gather information about the world through their senses and their movement.
Stage 2: 2-6 years of age--Pre-Operational Stage
Children develop language skills and begin to use symbols to represent language.
Stage 3: 7-11 Years of age--Concrete Operational Stage
Children learn to use mental operations such as math reasoning.
Stage 4: 12-Up Years of age--Formal Operational Stage
Children learn abstract and moral reasoning.
Kohlberg's Theory of Moral Development (An expansion on Piaget’s Theory)
View the short video titled “Kohlberg's Theory of Moral Development Explained!” published by Learn My Test. Examine each level and stage carefully, and then consider the 3 main criticisms of Kohlberg's theory:
Level 1: Pre-conventional Morality--at this level, children tend to obey rules to avoid punishment. They also make choices based on self-need.
Level 2: Conventional Morality--at this level, children tend to conform to societal expectations. They typically respect and abide by rules.
Level 3: Post-conventional Morality--at this level, children recognize that members of society should agree to standards that set rules; they view justice as more important than laws.
Consider:
Why is Kohlberg's theory on moral development important for authors to be aware of as they write literature for children?
What are the 3 main criticisms of Kohlberg's theory? Are these criticisms justifiable? Why or why not?
Erikson's Stages of Development
View the short video clip about Eri.
Theoretical Bases for Analyzing the Ethics of a DecisionAdapte.docx
Theoretical Bases for Analyzing the Ethics of a Decision
Adapted from a chapter by John R. Deckop, in Vida Scarpello (ed). The Handbook of Human Resource Management Education: Promoting and Effective and Efficient Curriculum, Los Angeles: Sage Publications, 2008.
Philosophers have pondered ethical questions for millennia, and have developed numerous theoretical perspectives to aid in ethical decision-making. The range and depth of philosophical theories on ethical decision-making can be daunting. So much so that arguably, presenting all the major philosophical perspectives, and their nuances, is likely to fail from a pragmatic standpoint because there is no way most students can absorb, much less apply on a day-to-day level, so much material.
So this analysis will be restricted to the two “dominant” (Beauchamp & Bowie, 1997) philosophical perspectives on ethics: utilitarianism and universalism, and will deal with only the most general features of these theories. Things will be complicated a little, in that a third theoretical perspective that is a subset of utilitarianism will also be discussed: profit maximization.
The goal is to provide three perspectives (utilitarianism, profit maximization, and universalism) on ethical decision-making that can actually be easily remembered, taught, and used in daily decision-making. Later other perspectives will be overviewed, including theory that challenges the two dominant perspectives.
Utilitarianism
The theory. Utilitarianism, developed primarily in the 19th century, can be understood by the common phrases “The greatest good for the greatest number” and “The ends justify the means.” The utilitarian believes that the potential outcomes of a decision should be analyzed to see who benefits and who is harmed. The decision that results in the most total benefit compared to harm is the best decision. The utilitarian is often portrayed figuratively as holding a scale, with the benefits on one side being weighed against the harm on the other.
A critical aspect of this theory is that a decision can result in harm to some individuals and still be the most ethical course of action. As long as benefit versus harm is maximized, the “ends justify the means.” From a utilitarian perspective, an organizational downsizing for example would be ethical as long as the good that comes from it, perhaps in the form of long-term company health and shareholder value, outweighs the harm to dismissed and current employees, and other stakeholders.
Some criticisms of the theory. One criticism of utilitarianism is that the ends may not always justify the means. Universalism, the other dominant ethical theory to be discussed below, argues that humans have inherent worth and thus fundamental rights that should not be violated under any circumstances. Thus, for example, while a utilitarian may defend drug testing, a universalist might argue that drug testing fundamentally violates an employe.
Theoretical Approach Summarize and explain the three major theor.docx
Theoretical Approach
Summarize and explain the three major theoretical approaches that were introduced in this chapter – Durkheim and human consciousness, Benedict and
Patterns of Culture
, and Bourdieu and the principles of culture. (
750-1250
words)
· Which theoretical position seems clearest to you?
· What evidence do you have for this theory in your own society?
· Where have you potentially seen this exhibited?
.
Theoretical Bases for Analyzing the Ethics of a DecisionAdapted .docx
Theoretical Bases for Analyzing the Ethics of a Decision
Adapted from a chapter by John R. Deckop, in Vida Scarpello (ed). The Handbook of Human Resource Management Education: Promoting and Effective and Efficient Curriculum, Los Angeles: Sage Publications, 2008.
Philosophers have pondered ethical questions for millennia, and have developed numerous theoretical perspectives to aid in ethical decision-making. The range and depth of philosophical theories on ethical decision-making can be daunting. So much so that arguably, presenting all the major philosophical perspectives, and their nuances, is likely to fail from a pragmatic standpoint because there is no way most students can absorb, much less apply on a day-to-day level, so much material.
So this analysis will be restricted to the two “dominant” (Beauchamp & Bowie, 1997) philosophical perspectives on ethics: utilitarianism and universalism, and will deal with only the most general features of these theories. Things will be complicated a little, in that a third theoretical perspective that is a subset of utilitarianism will also be discussed: profit maximization.
The goal is to provide three perspectives (utilitarianism, profit maximization, and universalism) on ethical decision-making that can actually be easily remembered, taught, and used in daily decision-making. Later other perspectives will be overviewed, including theory that challenges the two dominant perspectives.
Utilitarianism
The theory. Utilitarianism, developed primarily in the 19th century, can be understood by the common phrases “The greatest good for the greatest number” and “The ends justify the means.” The utilitarian believes that the potential outcomes of a decision should be analyzed to see who benefits and who is harmed. The decision that results in the most total benefit compared to harm is the best decision. The utilitarian is often portrayed figuratively as holding a scale, with the benefits on one side being weighed against the harm on the other.
A critical aspect of this theory is that a decision can result in harm to some individuals and still be the most ethical course of action. As long as benefit versus harm is maximized, the “ends justify the means.” From a utilitarian perspective, an organizational downsizing for example would be ethical as long as the good that comes from it, perhaps in the form of long-term company health and shareholder value, outweighs the harm to dismissed and current employees, and other stakeholders.
To conduct a utilitarian analysis, one must first conduct a stakeholder analysis. Put simply, a stakeholder analysis assesses the effects of the alternate decisions facing the firm on all that are affected by the decision. Specific methods for conducting stakeholder analyses can be complex, though all make explicit the nature of the effects and why they will occur. Based on a stakeholder analysis, a utilitarian can assess whether or not the.
Then please provide me a write-up explaining which tools you dow.docx
Then please provide me a write-up explaining which tools you downloaded. Then please tell me what the tool was about and what you learned about the registry when you did it. At least one page please.
Please provide screenshots as evidence of your work as well otherwise you will not get any credit.
I also hope you will enjoy this technical assignment!
Please share your thoughts on Nirsoft. What were your thoughts on the tols there? What is your favorite tool(s)?
.
theme to develop 1. Explain and apply in practice each of the Pr.docx
theme to develop
1. Explain and apply in practice each of the Prevention levels with significant examples.
2.Health prevention strategies in the vulnerable community, with diseases or other preventable conditions, eg:
-Obesity
-Mellitus diabetes
-Smoking
-HIV
- TB
3. Management of these conditions in the case of recent immigrants, disabled, low-income population and Homless..
500 words minimum
Use APA style
.
Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1.docx
Then, FOR THE ARTICLE YOU CHOOSE TO WRITE ON, you will type a 1000-1500 word response in which you address EACH of the following points
IN YOUR OWN WORDS
: 1) What is the author's main argument? 2) How does he support his main argument (evidence, ancillary arguments, etc.)? 3) Do you agree or disagree with him? 4) Why or why not? 5) Apply the insights of at least two of the readings we have studied in this course (in chapters 1-9) to your analysis. Make sure to give a substantive explanation of
how
the philosophers' insights are relevant to the topic you are discussing.
A WORD OF WARNING: These articles are rather long and complex. The author likes to make extensive use of his rather copious vocabulary, so I
strongly
urge you to have
dictionary.com
handy as you work your way through your chosen article. The purpose of this essay assignment is for you to demonstrate your ability to discuss, analyze, and evaluate complex philosophic arguments. I am confident that the reading assignments, tests, and discussion boards will have prepared you for this final, and no doubt challenging, essay assignment.
The essay I chose to write about is "
What We Have to Lose"
Whenever we learn of events of world-shaking significance, of catastrophes or massacres, we are inclined not only to feel ashamed (all too briefly) of our querulous preoccupation with our own minor tribulations but also to question the wider value of all our activities. I do not know whether people who are faced by death in a few seconds’ time see their lives flash before them, as they are said to do, and pass final judgment upon them; but whenever I read something about the Khmer Rouge, for example, or the genocide in Rwanda, I reflect for a time upon my own life and dwell a little on the insignificance of my efforts, the selfishness of my concerns, the narrowness of my sympathies. So it was when I first learned of the destruction of the two towers of the World Trade Center. I was settling down to write a book review: not of a great work, but of a competent, conscientious, slightly dull biography of a minor historical figure. Could any activity have been less important when set beside the horrible fate of thousands of people trapped in the then flaming—and soon collapsing—buildings? A book review, compared to the deaths of over 300 firemen killed in the course of their duty, to say nothing of the thousands of others? What was the point of finishing so laboriously insignificant a task as mine? In my work as a doctor in a prison, I save a few lives a year. When I retire, I shall not in my whole career have saved as many lives as were lost in New York in those few terrible moments, even counting the time I spent in Africa, where it was only too easy to save human life by the simplest of medical means. As for my writing, it is hardly dust in the balance: my work amuses a few, enrages some, and is unknown to the vast majority of people in my immediate vicinity, let alone to wider circ.
Themes&in&Art&and&Culture&I&Fall$2017$–$HAD$111$ $ $ $Hist.docx
Themes&in&Art&and&Culture&I&
Fall$2017$–$HAD$111$ $ $ $
History$of$Art$and$Design$Dept.$ $ [email protected]$
&
Metropolitan&Museum&Writing&Assignment&(Writing&2)$
DUE:$$Thursday,$May$9$ $ &
$
Assignment$
The$class$reading$on$the$Buddha$includes:$“All$religions$have$to$confront$the$key$question$–$
how$can$the$infinite,$the$boundless,$be$apprehended?$How$can$humans$draw$near$to$the$other,$
to$god?”$
$
This$is$to$say,$how$do$artists$represent$something$invisible$and$eternal$–$i.e.,$divinity$–$in$
physical$form?$$Conversely,$how$do$viewers$(historic$worshippers$or$presentSday$art$history$
students)$know$they$are$looking$at$a$representation$of$a$deity,$rather$than$of$a$regular$human?$
As$we$have$seen$all$semester,$artists$in$every$culture$use$special$conventions$to$make$the$
divine$apparent$to$viewers.$
$
In&your&paper&compare&and&contrast&the&representation&of&TWO&divine&figures&from&the&
choices&listed&here:&a&GrecoARoman&Hercules,&a&Chinese&Buddha,&and&a&Byzantine&Christ.&&
$
Choose$TWO$of$the$following$objects$(confirm$the$Accession$Number).$
&
1.&Statue&of&a&Youthful&Hercules&(Roman,$69S96$CE,$03.12.13)&Gallery$162$
$
2.&Buddha&Dipankara&(Diguang),&(China,$dated$489–95$CE,$65.29.3)$Gallery$206$
$
3.$Portable&Icon&with&the&Virgin&Eleousa$(early$1300s$CE,$2008.352)$Gallery$303$
$
You$may$address$aspects$such$as:$
•$How$you$(as$a$viewer)$interact$with$the$object,$in$terms$of$materials,$scale,$and$impression$
•$Representation$of$the$body,$including$proportion,$attention$to$anatomy,$and$use$of$drapery$
•$Iconography$(or$any$symbols$the$figure$holds,$wears,$or$are$near$by)$
•$Narrative$(if$there$is$a$story,$which$moment$is$shown,$and$why$was$that$one$selected?)$
•$Condition$(is$it$restored?$has$it$changed$since$it$was$made?$are$missing$parts$distracting?)$
•$Is$the$image$“successful”?$Does$it$clearly$and$unambiguously$portray$key$aspects$and$
characteristics$of$the$deity?$
$
Also$consider$how$the$works$represent$the$time$and$culture$in$which$they$were$made.$$To$
address$this,$you$may$find$the$gallery$labels$useful,$as$well$as$the$“100$Objects”$readings,$your$
textbook$and$class$notes.$$It$is$NOT$necessary$to$incorporate$additional$research$materials.$$
&
&
General&Guidelines&
$
The$paper$is$before$the$start$of$class$on$Thursday,&May&9.$Late$papers$will$be$penalized$at$least$
one$letter$grade.$$
You$must$include,$or$send$me$separately,$a$selfie$with$each$object$you$select.$$
The$paper$should$be$typewritten,$in$a$standard$font$such$as$Times$New$Roman$12$pt.,$doubleS
spaced$and$have$1”$margins.$$The$paper$should$be$3S4$pages.$$
The$titles$of$works$of$art$should$be$italicized.$$
The$paper$should$have$an$Introduction$that$provides$the$most$important$information$about$
each$work,$and$your$thesis$statement.$You$should$also$include$a$through$description$of$each$
object,$including$important$details,$visible$from$multiple$angles;$a$reader$should$be$able$to$
recognize$the$pieces$from$your$words.$$Each$following$paragraph$should$have$a$clear$topic$.
Theology 200 – The Christian TraditionStudents are asked t.docx
Theology 200 – The Christian Tradition
Students are asked to write on four of the following questions giving short but well developed essay answers. The length of a single answer will vary but should be at least a single page, typed, double-spaced. Be sure to pay attention to any options given to the student in a question and to make specific use of the texts.
This due at class time on Tuesday, February 25, 2014.
The readings and discussions so far have developed a general view of God from a Christian perspective. Discuss, using class materials, how this view of God can be used to help understand how or why Christians would see the environment as important to preserve.
Our authors have given a pretty good argument that words and ideas do influence the way we see reality and other people. Choose one theme and show how religious words can lead to the oppression of someone else or something else.
Violence is a key problem for our current society. Choose one example of violence, describe it and relate this issue to some aspect of a religious perspective.
Engaging in conversation with people of different cultures is part of our everyday experience in 21
st
century America. Show how a couple of different ways Christians have developed for thinking about those who are different can lead to strikingly different kinds of treatment of different people.
We are living in what some have called a postmodern world. Give two aspects of what we experience as postmodern reality and describe what they mean for us.
We who live in the Western world know that we live in a post-Colonial world. What does that mean and what does that have to do with being Christian in this world?
Christians have a distinctive perspective of reality based on their connection to Jesus and the belief that Jesus is the Christ. What does this belief mean and how does it make Christian belief distinct?
Christians believe that God is both creator and redeemer. Choose one of these ideas and show how this view influences how Christians think about reality and other people.
.
then choose psyc 304 click in course it will take you to ano.docx
then choose psyc 304 click in course it will take you to another page
choose again psyc 304 click on it
then choos quiz # 3
then choos attempt quiz# 3
Risk and Return
CHAPTER 6
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Topics in Chapter
Basic return and risk concepts
Stand-alone risk
Portfolio (market) risk
Risk and return: CAPM/SML
Market equilibrium and market efficiency
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Determinants of Intrinsic Value: The Cost of Equity
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What are investment returns?
Investment returns measure the financial results of an investment.
Returns may be historical or prospective (anticipated).
Returns can be expressed in:
Dollar terms.
Percentage terms.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
An investment costs $1,000 and is sold after
1 year for $1,060.
Dollar return:
$ Received$ Invested
$1,060 $1,000$60.
Percentage return:
$ Return/$ Invested
$60/$1,0000.066%.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
What is investment risk?
Investment risk is exposure to the chance of earning less than expected.
The greater the chance of a return far below the expected return, the greater the risk.
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Scenarios and Returns for the 10-Year Zero Coupon T-bond Over the Next YearScenarioProbabilityReturnWorst Case0.10 −14%Poor Case0.20 −4%Most Likely0.406%Good Case0.2016%Best Case0.1026%1.00
© 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwi.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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