Running Head CASE STUDY ANALYSIS ADULTHOOD RESOURCESCASE S.docx
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David is a 52-year-old man facing several challenges in his life, including a divorce, caring for children from two marriages, work stress, and health issues. He is analyzed through the lens of attachment theory, which suggests that healthy relationships are important for development. Cultural and individual differences may also impact his situation and the development of his children. An intervention process would aim to improve his relationships and coping strategies to better support his overall well-being.
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Unit10Assign1Case Study Analysis AdulthoodFor this assignme.docx
Unit10Assign1
Case Study Analysis: Adulthood
For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: middle adulthood or later adulthood.
Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:
David, page 554.
Lupe, page 524.
Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.
Expectations
Address the following in your case study analysis:
Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.
Apply the appropriate lifespan development theory to support an identified intervention process.
Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.
Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.
Content
The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately a half page in length. The body of the paper should not exceed 4 pages.
Provide the following content in your paper:
An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.
The body of the case study, including:
The presenting challenge or challenges and primary issue or issues.
The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.
The potential impact of individual and cultural differences on development for the current age and context described in the case study.
Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.
A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.
Requirements
Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:
Title page.
Introduction (half page).
Case study analysis (4 pages).
Conclusion (half page).
Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.
Font: Times New Roman, 12 point.
CASE STUDY (DAVID)
David is a 52-year-old White male who has spent the last 24 years in the human resource field. Most recently, he held the position of supervisor in the billing department of a midsized hospital in a rural state. He worked hard to obtain a master’s degree while on the job at the hospital and always had hig ...
CASE STUDYLupe is a 45-year-old Mexican American woman. She has .docx
CASE STUDY
Lupe is a 45-year-old Mexican American woman. She has two adult children, a son and a daughter, as well as one granddaughter. She lives in a small apartment near her mother, now in her late 60s. Lupe visits her mother several times a week to check on her health and her emotional state. Although she is relatively self-sufficient, Lupe’s mother expects this kind of attention from her daughter. Lupe has always been very responsible and concerned about the well-being of her family members. Even though this takes a lot of her time, she faithfully attends to her mother’s needs without complaint.
When Lupe’s children were young, she and her children’s father lived together. He left the family after a few years, however, because he found the stress of family life to be overwhelming. In particular, he felt that he could not make enough money to support two children. Although he and Lupe were never legally married, she considered them to be a “married” couple. Single now for 16 years, she feels that she would like to meet someone with whom she could share her life. This is a new feeling for Lupe. Until recently, she was too distracted with the problems of raising her children to think about herself. Now she feels that she only has a limited amount of time left to pursue some of her own wishes. She can envision herself, like her mother, old and alone, and that prospect disturbs her. She has started to attend social functions at her church and has accepted some social invitations from members of the congregation. Lupe feels comfortable with this approach, because she is very close to the members of her parish community.
Lupe’s life has recently become more complicated. Her daughter, Lucia, and her 2-year-old granddaughter, Eva, have moved in with her. Lucia and her boyfriend, Tomas, were living together and were planning to marry. Their relationship deteriorated after the baby’s birth, and the couple fought frequently. Lucia accused Tomas of spending too much of his paycheck on frivolous things. Tomas, in response, withdrew even further, spent more time with his friends, and continued to spend money as he pleased. Lucia finally took the baby and threatened not to come back.
In addition to this, Lupe was injured on her job as a practical nurse in a large hospital. She was trying to prevent a patient from falling and hurt her back in the process. She will need to receive physical therapy, which means she will be out of work for a few months. Her physician, noticing her depressed mood, referred her to a counselor at the local mental health clinic.
Discussion Questions
1.
What are the developmental stresses (age-related) and contextual stresses (nonnormative) in Lupe’s life at the present time? Consider her age, family role, and cultural context.
2.
What are Lupe’s sources of strength? What aspects of her cognitive functioning and her personality might support her resilience in the face of difficulties?
3.
What is the potential impact of Lucia’s r ...
Running Head RESEARCH PROPOSAL .docx
This research proposal examines the relationship between poverty and early childhood development. It will analyze 50 children ages 3-8, with 25 from low-income backgrounds and 25 from wealthier families. Over four years, the children's academic performance, behavior, and development will be assessed through tests, exams, and observations. Statistical analysis will determine if poverty negatively impacts development. If a relationship is found, further research and government programs could help disadvantaged children receive necessary support. The study aims to contribute to understanding how poverty shapes childhood and what can be done to promote healthy development for all children.
Proposition final
This document discusses the negative effects of broken homes and families on society. It notes that most criminals come from broken homes such as those with single parents or living in poverty. When children are raised in broken family units they often face more social and behavioral problems. The document also discusses the issues of teenage pregnancy and how young mothers may not be prepared to properly care for a child, potentially leading to problems for the child down the road. It advocates for better sex education and community programs to help guide and support at-risk youth.
Adolescents and Young Adults on iPrevail
Collaborated with other UGA students to create an academic paper concerning major themes found through conversation with adolescents on this platform and connecting these themes back to course ideas.
Challenges and Strategies of Foster Care
Foster children face numerous challenges. Many enter foster care already traumatized from abuse or neglect and struggle to trust their new caretakers due to fears of abandonment. They also often have difficulty socializing and interacting with others appropriately. Two major strategies for foster families are providing children with a stable environment to develop trust and learn normal functioning, as well as enforcing clear rules and structure, as this helps children understand appropriate behavior.
The Final Project is a descriptive narrative divided in two sections.docx
The Final Project is a descriptive narrative divided in two sections. Section One requires you to analyze a case study of a family in crisis, to include a child, an adolescent, and a set of parents. Section Two is a self-reflection of your abilities to be an effective clinician who works with children, adolescents, and families.
This Final Project is a 6- to 8-page paper and will be due
Day 3 of Week 11
. Include the following sections in your Final Project:
Section One:
Choose one of the three Case Studies focusing on a family in crisis. Each member of the family has unique issues that you must address. You must also determine the primary problems (this may include diagnostic impressions but not formal diagnoses), intervention, prevention, and education required to assist the family. In your project, do the following:
Identify the client and the presenting problem or symptoms. Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the “identified client” also could be identified as a client. If so, describe who and why.
Briefly describe any underlying problems or potential mental health diagnoses contributing to the primary problem that should be noted as you proceed with the client.
Briefly describe the presenting problem from the family’s perspective and what theoretical perspective you will use to assess, analyze, and develop a treatment plan for this case.
Identify the unique needs of each individual in the family.
Briefly describe the culture of the family, societal expectations, gender roles, and cultural norms. Briefly explain how each of these might contribute to the problem.
Briefly explain the child and adolescent culture and
at least one
general contributing factor to the identified issue and explain how this may or may not impact the family dynamics.
Describe
one
intervention you might use for the identified client that would address the presenting problem and any related psychosocial factors.
Justify your intervention with evidence-based research to support the use of the interventions you have identified.
Briefly describe
one
preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.
Section Two:
Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future clinician working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that will assist you in working with children, adolescents, and families.
Explain any areas of strength you identified as you worked on this course that will assist you in working with children, adolescents, and families.
Explain any areas of knowledge you might want to further develop to become more effective as a clinician working with children, adolescents, and families.
Explain any insights you had or conclusions you drew as you w.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).Social.docx
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.
Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”
Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”
In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I don’t know. I figure I better her tell her now.
Recommended
Unit10Assign1Case Study Analysis AdulthoodFor this assignme.docx
Unit10Assign1
Case Study Analysis: Adulthood
For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: middle adulthood or later adulthood.
Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:
David, page 554.
Lupe, page 524.
Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.
Expectations
Address the following in your case study analysis:
Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.
Apply the appropriate lifespan development theory to support an identified intervention process.
Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.
Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.
Content
The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately a half page in length. The body of the paper should not exceed 4 pages.
Provide the following content in your paper:
An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.
The body of the case study, including:
The presenting challenge or challenges and primary issue or issues.
The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.
The potential impact of individual and cultural differences on development for the current age and context described in the case study.
Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.
A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.
Requirements
Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:
Title page.
Introduction (half page).
Case study analysis (4 pages).
Conclusion (half page).
Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.
Font: Times New Roman, 12 point.
CASE STUDY (DAVID)
David is a 52-year-old White male who has spent the last 24 years in the human resource field. Most recently, he held the position of supervisor in the billing department of a midsized hospital in a rural state. He worked hard to obtain a master’s degree while on the job at the hospital and always had hig ...
CASE STUDYLupe is a 45-year-old Mexican American woman. She has .docx
CASE STUDY
Lupe is a 45-year-old Mexican American woman. She has two adult children, a son and a daughter, as well as one granddaughter. She lives in a small apartment near her mother, now in her late 60s. Lupe visits her mother several times a week to check on her health and her emotional state. Although she is relatively self-sufficient, Lupe’s mother expects this kind of attention from her daughter. Lupe has always been very responsible and concerned about the well-being of her family members. Even though this takes a lot of her time, she faithfully attends to her mother’s needs without complaint.
When Lupe’s children were young, she and her children’s father lived together. He left the family after a few years, however, because he found the stress of family life to be overwhelming. In particular, he felt that he could not make enough money to support two children. Although he and Lupe were never legally married, she considered them to be a “married” couple. Single now for 16 years, she feels that she would like to meet someone with whom she could share her life. This is a new feeling for Lupe. Until recently, she was too distracted with the problems of raising her children to think about herself. Now she feels that she only has a limited amount of time left to pursue some of her own wishes. She can envision herself, like her mother, old and alone, and that prospect disturbs her. She has started to attend social functions at her church and has accepted some social invitations from members of the congregation. Lupe feels comfortable with this approach, because she is very close to the members of her parish community.
Lupe’s life has recently become more complicated. Her daughter, Lucia, and her 2-year-old granddaughter, Eva, have moved in with her. Lucia and her boyfriend, Tomas, were living together and were planning to marry. Their relationship deteriorated after the baby’s birth, and the couple fought frequently. Lucia accused Tomas of spending too much of his paycheck on frivolous things. Tomas, in response, withdrew even further, spent more time with his friends, and continued to spend money as he pleased. Lucia finally took the baby and threatened not to come back.
In addition to this, Lupe was injured on her job as a practical nurse in a large hospital. She was trying to prevent a patient from falling and hurt her back in the process. She will need to receive physical therapy, which means she will be out of work for a few months. Her physician, noticing her depressed mood, referred her to a counselor at the local mental health clinic.
Discussion Questions
1.
What are the developmental stresses (age-related) and contextual stresses (nonnormative) in Lupe’s life at the present time? Consider her age, family role, and cultural context.
2.
What are Lupe’s sources of strength? What aspects of her cognitive functioning and her personality might support her resilience in the face of difficulties?
3.
What is the potential impact of Lucia’s r ...
Running Head RESEARCH PROPOSAL .docx
This research proposal examines the relationship between poverty and early childhood development. It will analyze 50 children ages 3-8, with 25 from low-income backgrounds and 25 from wealthier families. Over four years, the children's academic performance, behavior, and development will be assessed through tests, exams, and observations. Statistical analysis will determine if poverty negatively impacts development. If a relationship is found, further research and government programs could help disadvantaged children receive necessary support. The study aims to contribute to understanding how poverty shapes childhood and what can be done to promote healthy development for all children.
Proposition final
This document discusses the negative effects of broken homes and families on society. It notes that most criminals come from broken homes such as those with single parents or living in poverty. When children are raised in broken family units they often face more social and behavioral problems. The document also discusses the issues of teenage pregnancy and how young mothers may not be prepared to properly care for a child, potentially leading to problems for the child down the road. It advocates for better sex education and community programs to help guide and support at-risk youth.
Adolescents and Young Adults on iPrevail
Collaborated with other UGA students to create an academic paper concerning major themes found through conversation with adolescents on this platform and connecting these themes back to course ideas.
Challenges and Strategies of Foster Care
Foster children face numerous challenges. Many enter foster care already traumatized from abuse or neglect and struggle to trust their new caretakers due to fears of abandonment. They also often have difficulty socializing and interacting with others appropriately. Two major strategies for foster families are providing children with a stable environment to develop trust and learn normal functioning, as well as enforcing clear rules and structure, as this helps children understand appropriate behavior.
The Final Project is a descriptive narrative divided in two sections.docx
The Final Project is a descriptive narrative divided in two sections. Section One requires you to analyze a case study of a family in crisis, to include a child, an adolescent, and a set of parents. Section Two is a self-reflection of your abilities to be an effective clinician who works with children, adolescents, and families.
This Final Project is a 6- to 8-page paper and will be due
Day 3 of Week 11
. Include the following sections in your Final Project:
Section One:
Choose one of the three Case Studies focusing on a family in crisis. Each member of the family has unique issues that you must address. You must also determine the primary problems (this may include diagnostic impressions but not formal diagnoses), intervention, prevention, and education required to assist the family. In your project, do the following:
Identify the client and the presenting problem or symptoms. Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the “identified client” also could be identified as a client. If so, describe who and why.
Briefly describe any underlying problems or potential mental health diagnoses contributing to the primary problem that should be noted as you proceed with the client.
Briefly describe the presenting problem from the family’s perspective and what theoretical perspective you will use to assess, analyze, and develop a treatment plan for this case.
Identify the unique needs of each individual in the family.
Briefly describe the culture of the family, societal expectations, gender roles, and cultural norms. Briefly explain how each of these might contribute to the problem.
Briefly explain the child and adolescent culture and
at least one
general contributing factor to the identified issue and explain how this may or may not impact the family dynamics.
Describe
one
intervention you might use for the identified client that would address the presenting problem and any related psychosocial factors.
Justify your intervention with evidence-based research to support the use of the interventions you have identified.
Briefly describe
one
preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.
Section Two:
Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future clinician working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that will assist you in working with children, adolescents, and families.
Explain any areas of strength you identified as you worked on this course that will assist you in working with children, adolescents, and families.
Explain any areas of knowledge you might want to further develop to become more effective as a clinician working with children, adolescents, and families.
Explain any insights you had or conclusions you drew as you w.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).Social.docx
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have been married for 25 years. Dalia’s father works in the creative arts field with a nontraditional work schedule that has him gone overnight and sleeping late into the morning. Dalia’s mother is an executive who works long hours. Dalia was diagnosed with sickle cell anemia in early childhood and was hospitalized multiple times. At present, Dalia’s health is stable with the last serious episode occurring 2 years ago.
Dalia’s parents reported that until middle school, Dalia was an easygoing, good-natured youngster who enjoyed singing and participating in activities with her peers and family. Dalia denied any problems with drugs or alcohol but admitted to drinking with friends. Dalia described her family relationships as tense, stating, “My dad lets me do what I want” and “My mother is always trying to control me.” Dalia described her relationship with her older brother, who lives in another state, as “cool,” and her relationship with her older sister, a college sophomore, as “not cool.”
Dalia’s parents sought out counseling services for behavioral issues on the recommendation of her school. The issues included argumentative behavior with authority figures, physical altercations with peers, poor concentration in class, irritable mood, verbal combativeness when confronted, truancy, and highly sexualized behavior with male peers. At home, Dalia had become more argumentative and physically threatening. Her parents had discovered that she and her friends drank alcohol in their home. Dalia’s parents also reported that she was up most of the night and slept most of the day. They also reported that her mood was highly irritable and that she was extremely impulsive. She had no interest in getting involved with any extracurricular activities, stating that those things are “corny and boring.”
In the first meeting, Dalia and her mother both appeared agitated with each other and became argumentative when going through the intake information. Dalia quickly told me that she was not planning to talk about anything because this meeting was her parents’ idea. She stated, “I don’t have any problems, my parents do.” Soon into this first visit, Dalia blurted out that her mother was upset with her because she had just shown her a tattoo she had had done recently, purchased by using a fake ID. I acknowledged her news and asked if this was the way that she usually shared important information with her mother. Dalia shrugged and stated, “I don’t know. I figure I better her tell her now.
Teen PregnancyRobin KillingsworthHCS465June 16, 2.docx
Teen Pregnancy
Robin Killingsworth
HCS/465
June 16, 2014
University of Phoenix
Running head: TEEN PREGNANCY
1
TEEN PREGNANCY
2
Teen Pregnancy
The problem at hand is the issue of teen pregnancy. Teens are young people who have just joined adulthood. The issue seems to be more prevalent in the rural areas. Sexual activities by the teenagers are on the rise this result to young girls getting pregnant. This issue is a big problem to the nursing practitioners in these rural communities; this challenge is intensified by presence of barriers to open discussions concerning teen pregnancy for instance , many rural southern communities social and cultural aspects discourage the open discussions on safe sexual practices it’s like a taboo (Weiss, 2012). The problem is important for healthcare administrators to study for cases of teen pregnancy are associated with increased infant and maternal risk complications and hardships, this settles more on costs related handling such situations. These teens are forced to drop out of school , lead marriages that break easily and in many situation they lead a life of poverty .this affects both the infant and the teen whose skills and ability to bring up a baby are insignificant in case where a concerned grown up does not intervene. Understanding how to handle those situations and challenges will increase the efficiency on service provision units dealing with teen children especially girls at the rural community health centers.
Research purpose
The purpose of this research was to analyze the essays written by high school students to gain insight concerning teen pregnancy rate in the rural community. This will help to establish the contributing factors to the problem of teen pregnancy eliminate barriers to successful discussions on teen pregnancy issue and implement appropriate interventions to manage teen pregnancy problems within the rural communities (Weiss, 2012).
Research question
Research question is one which is concise, focused and clear that surrounds the whole research. In this research, the research question was; is teen pregnancy a problem in our community?
Hypotheses
This is a statement that gives predictions of an experiment or research based on speculations on the expected outcome, based on the research problem. The following hypotheses can be formulated.
• Why is teen pregnancy problem to our community?
• Why is the teen pregnancy problem more prevalent in rural communities?
• Rural communities’ teens are the most vulnerable in teen pregnancy issue.
• Teen pregnancy education and contraceptive use promotion will ease the burden of teen pregnancy among the rural communities.
Study variables
Variables are aspects within the experiment that will be measured to show any change. We have dependent variable which is measured during the experiment. The independent variable shows any change that occurred .it affects the dependent variable. Dependent variable is pregnancy which the independent variabl ...
Single Parents and Affordable ChildcareAffordabl.docx
Single Parents and Affordable Childcare
Affordable Childcare Assists the Single Parent with Obtaining and Keeping a Job
Many single parents work full-time but are unable to afford adequate childcare.
In order to work outside of the home, a parent must have affordable, adequate, and reliable childcare.
These circumstances have created an increased need for affordable childcare (Moodie-Dyer, 2011).
“Childcare has probably been the primary barrier to employment for single parents. Simply put, a parent cannot simultaneously care for preschool children and be at work’ (Hooten, 2002).
Having access to quality childcare will dramatically affect a single parent’s ability to find and maintain employment, as well as the ability to mobilize upward, and the prospect of becoming self-sufficient (Hooten, 2002).
A lack of accessible, affordable, and quality childcare is an issue affecting many single parents.
To remain actively and successfully employed, single parents need affordable childcare.
Not Many Resources are Available to Assist Single Parents with Affordable Childcare
Half or more of the children growing up in the U.S. today will spend some or all of their childhood in a single parent family (Casey & Maldonado, 2012).
Given all the statistical research provided by websites, journals, and magazines on the increasing number of single parents, there still is not a plethora of childcare resources.
The government does not make childcare available to suit the needs of the single parent which can become a difficult choice between family and work (Hooten, 2002).
Two-parent households have the advantage of pooling together resources where both parents can work and share the expense of childcare or one parent can stay home while the other goes to work (Hooten, 2002).
A single parent’s only options are to pay traditional childcare fees, depend on a relative or friend, or turn to the government for sparse funding.
For many single parents, there is not enough funds to afford traditional childcare, there are no dependable relatives or friends, and the parent’s income may exceed the limit for governmental childcare assistance.
Many Single Parents make Minimal Wages and Cannot Afford the Costly Expense of Childcare
Childcare is broken down into different types:
Childcare centers – regulated by the particular state of residence. These centers are inspected at least once a year and must meet certain standards and requirements.
Family childcare providers – care for children in a private home setting. These arrangements are usually not regularly monitored and can be very risky.
In home care by sitter or nanny – care for children directly in the parent’s home.
All three options require a specified fee to care for the child.
For many single parents, actual or potential earnings are too little to pay for childcare. In 2011, among the states, the average annual cost for full-time care for an infant ranged from $4,591 (MS) to $20,178 (DC) for cent.
Assessing a client’s biological, psychological, and social history i.docx
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit
a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s pa.
Poor Parents, Poor Parenting?
A presentation by Judy Corlyon to the Parents on the Breadline Conference, Edinburgh
10th November 2010
Assessing a client’s biological, psychological, and social histo.docx
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
Submit
a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have .
Sibling Birth Spacing Influence on Extroversion, Introversion and Aggressiven...
Sibling spacing refers to the birth interval between consecutive children in the family. The family is the basic unit of socialization. Family interactions and other dynamics such as birth order and sibling spacing shape the personality of children. This study investigated the relationship between sibling birth spacing and, extroversion and introversion characteristics of adolescents in Nairobi, Kenya. The study adopted mixed methods research paradigm with the correlation design. Purposive and simple random sampling techniques were used to select three schools for the study sample and participants. From each of the three schools, twenty five students were selected to make a total sample of 75 participants. The data collection instruments for the study were standardized questionnaires and observation guides. Data was collected and analyzed using Pearson correlation analysis and Analysis of Variance. The study concluded that close sibling spacing tends to produce extraverted and highly aggressive children while wide sibling spacing tends to produce introverted and less aggressive children. The study further found that the only children, ranked highest in introversion and, lowest in aggressiveness and extraversion. The study recommended that sibling spacing knowledge should be used by school career guidance masters as locally available method of predicting personality.
4080 paper
The Covid-19 pandemic has significantly impacted children's development in physical, social, and cognitive domains. Physically, children have become less active and more obese due to lack of physical activity and increased unhealthy eating. Socially, lack of interaction with peers has negatively affected children's ability to learn social skills and emotional understanding. Cognitive development is also at risk, as the pandemic may disrupt important processes like synaptic pruning in the brain and increase risk of developmental disorders. Parents can help support children's development during this time by promoting physical activity, healthy eating, and social-emotional learning at home.
Criminal Justice
The document discusses how lack of stable family structure can lead to juvenile delinquency. Specifically, it touches on four ways this can occur: 1) Children who do not receive love and affection from parents may act out for attention or develop bad behaviors. 2) Children from broken homes like those impacted by divorce are more likely to engage in antisocial behavior. 3) Children who witness parental disagreements may struggle with relationships and social skills. 4) Poor parenting skills where children do not learn right from wrong can cause children to imitate bad parental habits.
Src TemplateStandard Recipe CardName of dishSpanish Vegie Tray Ba.docx
Src TemplateStandard Recipe CardName of dish:Spanish Vegie Tray BakePortion nos.:50Ref.source:Total Cost:$252.89Portion size.:150Portion Cost:$5.06Sales Price at $20.0030%( Food Cost)Desired Sales Price$16.86Desired Food Cost %30.0%Sales Price$20.00Food Cost %25.3%CommoditiesItemSpecificationWeight kg/l/UnitCost per kg/l/UnitActual costPotatoesBrush5.625Kg$3.00Kg$16.88TomatoesRiped2.025kg$8.67kg$17.56ZuchiniCut into 4cm4.900kg$4.90kg$24.01Red OnionSliced, Round0.355kg$3.50kg$1.24Olive oilExtra virgin0.179lts$10.00lts$1.79Oregano leavesDried0.105kg$256.00kg$26.88Sweet paprika0.052kg$20.00kg$1.040.0$0.000.0$0.00GREEN OLIVE PICADA0.0$0.00Green olivesPitted, rinse0.688kg$13.04kg$8.97Smoked almondsChopped0.750kg$17.50kg$13.13Fresh parsleyFresh0.750kg$187.00kg$140.25GarlicChopped0.050kg$16.67kg$0.83Red wine vinegar0.052lts$6.00lts$0.310.0$0.000.0$0.000.0$0.000.0$0.00Total Cost$252.89Portion Cost$5.06
&"Arial,Regular"&8&K000000Standard Recipe Card
A La CarteNameQty.Qty.UOMCostEntrée1Pork & Prawn Gyoza (6 PCS per Serve)5All Purpose Flour27054g.0.05Warm Water13527ml.0.02Salt1/41Tsp0.01Mince Pork21010g.0.07Mince Prawn9010g.0.27Savoy Cabbage21010g.0.01Garlic30.6Cloves0.01Cheives6010g.0.01Soy Sauce (Shoyu)30.6Tsp0.01Oyster Sauce30.6Tsp0.01Sugar10.2Tsp0.01White Pepper1/20.0166666667Tsp0.01Potato Starch20.4Tsp0.01Sesami Oil10.2Tsp0.01Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost0.50Selling Price1.672Vegetable Spring Rolls (5 PCS per Serve) (V)4Vermicelli Noodle10025g.0.15Vegetable Oil11Tsp0.01Garlic20.5Cloves0.01Carrot (grated)10025g.0.03Cabbage (grated)10025g.0.03Soy Sauce (Vegetarian)10.25Tsp0.01White Pepper1/40.25Tsp0.01Sugar10.25Tsp0.01Sesami Oil1/20.25Tsp0.01Corn Flour21Tsp0.01Tofu (Hard) Chop10025g.0.33Frozen spring roll wrappers (21.5 cm)205PCS0.20Sweet Chilli Sauce30ml.0.05Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost0.87Selling Price2.893Chicken Soup (Clear Soup) (GF)4Chicken Breast800200g.1.80Brown Onion (Chop)5012.5g.0.02Carrot (Chop)10025g.0.03Daikon (Chop)10025g.0.03Potato (Chop)10025g.0.02Coriander Root20.5Root0.01Coriander (Chop)20.5Tbsp0.01Whole Black peppercorn1/20.125Tsp0.01Salt1/40.0625Tsp0.01Garlic20.5Cloves0.01Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost1.95Selling Price 6.494Beef Noodle Salad (Cold) (GF) Beef Rib Eye (Grilled)150150g.3.45Soba Noodle (GF)200180g.0.60White Sesami1010g.0.01Black Sesami1010g.0.01Pumpkin Seed1010g.0.01Carrot (shredded)3030g.0.02Zuchini (shredded)3030g.0.02Daikon (pickle)3030g.0.03Spring Onion (Chop)1010g.0.01Coriander (Chop)1010g.0.01Soy Sauce (Shoyu)11Tbsp0.01Sesami Oil11Tsp0.01White pepper1/41/4Tsp0.01Sugar1/21/2Tsp0.01Mirin11Tbsp0.01Japanese Dressing22Tbsp0.02Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,4.
SPT 208 Final Project Guidelines and Rubric Overview .docx
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docxR.docx
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docx
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docx
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Sports Business Landscape Graphic OrganizerContent.docx
This document outlines key aspects of careers in the sports business industry including content providers, distribution channels, goods and service providers, common job titles, typical training and education requirements, standard job roles and responsibilities, average salary outlooks, current job availability in various locations, and overall job outlooks along with potential pros and cons of different positions.
Spring 2020Carlow University Department of Psychology & Co.docx
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docx
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docx
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docx
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docx
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docx
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docx
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docx
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
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Teen PregnancyRobin KillingsworthHCS465June 16, 2.docx
Teen Pregnancy
Robin Killingsworth
HCS/465
June 16, 2014
University of Phoenix
Running head: TEEN PREGNANCY
1
TEEN PREGNANCY
2
Teen Pregnancy
The problem at hand is the issue of teen pregnancy. Teens are young people who have just joined adulthood. The issue seems to be more prevalent in the rural areas. Sexual activities by the teenagers are on the rise this result to young girls getting pregnant. This issue is a big problem to the nursing practitioners in these rural communities; this challenge is intensified by presence of barriers to open discussions concerning teen pregnancy for instance , many rural southern communities social and cultural aspects discourage the open discussions on safe sexual practices it’s like a taboo (Weiss, 2012). The problem is important for healthcare administrators to study for cases of teen pregnancy are associated with increased infant and maternal risk complications and hardships, this settles more on costs related handling such situations. These teens are forced to drop out of school , lead marriages that break easily and in many situation they lead a life of poverty .this affects both the infant and the teen whose skills and ability to bring up a baby are insignificant in case where a concerned grown up does not intervene. Understanding how to handle those situations and challenges will increase the efficiency on service provision units dealing with teen children especially girls at the rural community health centers.
Research purpose
The purpose of this research was to analyze the essays written by high school students to gain insight concerning teen pregnancy rate in the rural community. This will help to establish the contributing factors to the problem of teen pregnancy eliminate barriers to successful discussions on teen pregnancy issue and implement appropriate interventions to manage teen pregnancy problems within the rural communities (Weiss, 2012).
Research question
Research question is one which is concise, focused and clear that surrounds the whole research. In this research, the research question was; is teen pregnancy a problem in our community?
Hypotheses
This is a statement that gives predictions of an experiment or research based on speculations on the expected outcome, based on the research problem. The following hypotheses can be formulated.
• Why is teen pregnancy problem to our community?
• Why is the teen pregnancy problem more prevalent in rural communities?
• Rural communities’ teens are the most vulnerable in teen pregnancy issue.
• Teen pregnancy education and contraceptive use promotion will ease the burden of teen pregnancy among the rural communities.
Study variables
Variables are aspects within the experiment that will be measured to show any change. We have dependent variable which is measured during the experiment. The independent variable shows any change that occurred .it affects the dependent variable. Dependent variable is pregnancy which the independent variabl ...
Single Parents and Affordable ChildcareAffordabl.docx
Single Parents and Affordable Childcare
Affordable Childcare Assists the Single Parent with Obtaining and Keeping a Job
Many single parents work full-time but are unable to afford adequate childcare.
In order to work outside of the home, a parent must have affordable, adequate, and reliable childcare.
These circumstances have created an increased need for affordable childcare (Moodie-Dyer, 2011).
“Childcare has probably been the primary barrier to employment for single parents. Simply put, a parent cannot simultaneously care for preschool children and be at work’ (Hooten, 2002).
Having access to quality childcare will dramatically affect a single parent’s ability to find and maintain employment, as well as the ability to mobilize upward, and the prospect of becoming self-sufficient (Hooten, 2002).
A lack of accessible, affordable, and quality childcare is an issue affecting many single parents.
To remain actively and successfully employed, single parents need affordable childcare.
Not Many Resources are Available to Assist Single Parents with Affordable Childcare
Half or more of the children growing up in the U.S. today will spend some or all of their childhood in a single parent family (Casey & Maldonado, 2012).
Given all the statistical research provided by websites, journals, and magazines on the increasing number of single parents, there still is not a plethora of childcare resources.
The government does not make childcare available to suit the needs of the single parent which can become a difficult choice between family and work (Hooten, 2002).
Two-parent households have the advantage of pooling together resources where both parents can work and share the expense of childcare or one parent can stay home while the other goes to work (Hooten, 2002).
A single parent’s only options are to pay traditional childcare fees, depend on a relative or friend, or turn to the government for sparse funding.
For many single parents, there is not enough funds to afford traditional childcare, there are no dependable relatives or friends, and the parent’s income may exceed the limit for governmental childcare assistance.
Many Single Parents make Minimal Wages and Cannot Afford the Costly Expense of Childcare
Childcare is broken down into different types:
Childcare centers – regulated by the particular state of residence. These centers are inspected at least once a year and must meet certain standards and requirements.
Family childcare providers – care for children in a private home setting. These arrangements are usually not regularly monitored and can be very risky.
In home care by sitter or nanny – care for children directly in the parent’s home.
All three options require a specified fee to care for the child.
For many single parents, actual or potential earnings are too little to pay for childcare. In 2011, among the states, the average annual cost for full-time care for an infant ranged from $4,591 (MS) to $20,178 (DC) for cent.
Assessing a client’s biological, psychological, and social history i.docx
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit
a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s pa.
Poor Parents, Poor Parenting?
A presentation by Judy Corlyon to the Parents on the Breadline Conference, Edinburgh
10th November 2010
Assessing a client’s biological, psychological, and social histo.docx
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
Submit
a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Working With Children and Adolescents: The Case of Dalia
Dalia is a 14-year-old, biracial female of African and Irish American descent who resides with her parents in a middle-class suburb. She is the youngest of three children and is currently the only child remaining in the home. Dalia’s parents have .
Sibling Birth Spacing Influence on Extroversion, Introversion and Aggressiven...
Sibling spacing refers to the birth interval between consecutive children in the family. The family is the basic unit of socialization. Family interactions and other dynamics such as birth order and sibling spacing shape the personality of children. This study investigated the relationship between sibling birth spacing and, extroversion and introversion characteristics of adolescents in Nairobi, Kenya. The study adopted mixed methods research paradigm with the correlation design. Purposive and simple random sampling techniques were used to select three schools for the study sample and participants. From each of the three schools, twenty five students were selected to make a total sample of 75 participants. The data collection instruments for the study were standardized questionnaires and observation guides. Data was collected and analyzed using Pearson correlation analysis and Analysis of Variance. The study concluded that close sibling spacing tends to produce extraverted and highly aggressive children while wide sibling spacing tends to produce introverted and less aggressive children. The study further found that the only children, ranked highest in introversion and, lowest in aggressiveness and extraversion. The study recommended that sibling spacing knowledge should be used by school career guidance masters as locally available method of predicting personality.
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The Covid-19 pandemic has significantly impacted children's development in physical, social, and cognitive domains. Physically, children have become less active and more obese due to lack of physical activity and increased unhealthy eating. Socially, lack of interaction with peers has negatively affected children's ability to learn social skills and emotional understanding. Cognitive development is also at risk, as the pandemic may disrupt important processes like synaptic pruning in the brain and increase risk of developmental disorders. Parents can help support children's development during this time by promoting physical activity, healthy eating, and social-emotional learning at home.
Criminal Justice
The document discusses how lack of stable family structure can lead to juvenile delinquency. Specifically, it touches on four ways this can occur: 1) Children who do not receive love and affection from parents may act out for attention or develop bad behaviors. 2) Children from broken homes like those impacted by divorce are more likely to engage in antisocial behavior. 3) Children who witness parental disagreements may struggle with relationships and social skills. 4) Poor parenting skills where children do not learn right from wrong can cause children to imitate bad parental habits.
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SPT 208 Final Project Guidelines and Rubric Overview .docx
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
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Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docx
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docx
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Sports Business Landscape Graphic OrganizerContent.docx
This document outlines key aspects of careers in the sports business industry including content providers, distribution channels, goods and service providers, common job titles, typical training and education requirements, standard job roles and responsibilities, average salary outlooks, current job availability in various locations, and overall job outlooks along with potential pros and cons of different positions.
Spring 2020Carlow University Department of Psychology & Co.docx
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docx
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docx
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docx
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docx
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docx
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docx
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docx
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Speech Recognition in the Electronic Health Record (2013 u.docx
Speech Recognition in the Electronic Health
Record (2013 update)
Introduction
Many technologies exist to assist with better clinical documentation and speech recognition technology (SRT) is one
solution. Since SRT uses mathematic probabilities, the technology can be complicated. The goals of its use in
healthcare today, however, are clear: Increase productivity, decrease costs, and improve documentation while
placing it closest to the point of care.
This practice brief focuses on increasing the understanding of how speech recognition works by highlighting the
driving forces that are shaping current and future applications of this technology and its associated benefits and risks.
This practice brief also provides tools including illustrated work flow, tasks and skills, and best practices to assist in
efficient and effective application of SRT for day-to-day operations.
Driving Forces
Payment reform. Quality measures. Meaningful use. EHR adoption. Transition to ICD-10-CM/PCS. Health
information exchange. Consumer engagement. Personal health records and patient portals. What do these areas have
in common? They all point to the increasing need for accurate, complete, and accessible data in an environment that
requires real-time documentation.
Documentation should improve the quality of the patient encounter and create efficiencies.
In the past, handwriting provided an immediate record of care. Legibility came to the forefront as an issue and
documentation was often not as comprehensive when compared to a well-constructed dictated note. Today, speech
recognition or speech-to-text is used in conjunction with the EHR and is considered a viable option in the face of the
growing demand for near-real-time data.
Front-end speech recognition (FESR) and back-end speech recognition (BESR) technologies can help in the
production of legible and comprehensive document(s). It also serves as a productivity tool to help lower costs and
increase productivity, especially when compared to the manual labor required by traditional dictation and
transcription.
Emerging Roles
In 2012, The Association for Healthcare Documentation Integrity (AHDI) coined the term "healthcare
documentation specialist (HDS)," which they define as "an umbrella term that includes medical transcriptionists,
speech recognition editors and QA specialists."1
For the purposes of this practice brief, the term "HDS" will be used when referring to this role. Visit AHDI's website
for more information on the role of the HDS (www.ahdi.org).
Copyright © 2013 by The American Health Information Management Association. All Rights Reserved.
http://www.ahima.org/copyright
The use of medical scribes is increasing in various healthcare settings due to growing EHR implementations and the
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Sped Focus Group.m4aJodee [000001] This is a focus group wi.docx
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
Specialized Terms 20.0 Definitions and examples of specialized.docx
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Special notes Media and the media are plural and take plural verb.docx
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docx
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docx
This document provides an introduction to critical realism as a philosophy and framework for information systems research. It discusses the key concepts of critical realism such as the ontological view that an objective reality exists independently of our knowledge, and the stratified view of reality consisting of the real, actual, and empirical domains. Critical realism supports methodological pluralism using a variety of quantitative and qualitative methods to study different types of objects. The document also discusses how critical realism has been applied in social science research, focusing on the work of Margaret Archer and Tony Lawson in developing critical realist approaches within their fields.
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Running Head CASE STUDY ANALYSIS ADULTHOOD RESOURCESCASE S.docx
- 1. Running Head: CASE STUDY ANALYSIS: ADULTHOOD RESOURCES CASE STUDY ANALYSIS: ADULTHOOD RESOURCES · case study analysis: adulthood resources Name of student: Instructors name: Course title: Date of submission: · · · · · · · · · Case Study Analysis: Adulthood Resources Introduction This case study outlines the story of David; a remarkable guy in his later adulthood rotates around psychological challenges. As a head of a family, he is faced with several challenges which he tries to keep in check without fail. The whole case study and the paper talk about the challenges which David meets in his daily life. The problems cut across from family matters like divorce to financial difficulties. The financial difficulties are so severe that they affect the schooling of his children which he bore with the first wife. They financial challenges also affect one of his
- 2. twins which he has borne with the second wife. One of the twins has a learning disability. The paper is all about the development theories and alternatives which are research based as they explain the different challenges David goes through in the case study. Also, other issues under scrutinization include the potential effects of entity and cultural diversities on the progress for current age and framework in the case study. Discussion Frankly speaking and being true, David faces a lot of challenges in his life. The first challenge that we are introduced to in the case study is that one of divorce. David is divorced from his first wife who is 50 years, two years younger than him. Together they had three children of between age 22 years and 16 years. The divorce has truly affected the three children deeply. First of all, they are forced to live with a single parent, their mother. This has brought a financial constrain to both the mother and David (Berry, Poortinga, & Pandey, 2011). The three children are at the verge of discontinuing with school due to these financial problems. It is evident that their mother struggles financial as she is just a preschool teacher whose little income is used to support the family needs and the children’s education. However, this does not go well.with David as he feels that it is his responsibility to see that the children are educated. This prompted him to pay for the tuition fees of his children. The children here, of the divorced wife are faced with a major developmental challenge of growing up without the fatherly care and love from their dad (Nussbaum, 2000). David together with her second wife and the twins live in modest new house in the outskirts of the town .this can be translated to that David is and has not been caring for the three children of the divorced first wife. David’s concerns are more on his second family than the first family. One of the twin boys has a learning disability and it is serious to the extent that he requires extra coaching and the support of both David and sandy, the second wife. This is necessary for him to go on with his schooling. This poses a great challenge to David to spend
- 3. more on the boy although sandy who is the second wife and the mother of the twins is also working and earning a salary (Broderick & Blewitt, 2010). The condition of the one of the twins with the learning disability makes it necessary for the parent to pay close care to him. Since his father, David is always busy at work; the mother is forced to take close care of the boy for a healthy development. Due to this demand, the second wife is forced to work part time and even as a matter fact she goes to the extent of asking help from her widowed mother. Due to the condition of the boy, David is forced to be more involved with the second family more than the first family. This is a great challenge to David as it is very demanding to have two demanding families. The situation of the boy can also make David forget about the first family easily (Kail & Cavanaugh, 2013). The complexity of David’s work also is another big challenge to both his families and himself as an individual. In the later days after the hospital he works in joins forces with that other company, his work requires more processing work that involves very advanced computer technology. Due to this kind of work, David is not available for his children. It makes him not to spend quality time with his children (Kail & Cavanaugh, 2013). By doing so, the wife is left with no option but to do the extra work of providing the parental love and care to the children. This is addition to her role of providing her motherly love and care. This means that she has to put herself in the shoes of a single parent, although the father is there. This can be understood be have been brought by the fact that there is more work in the later days at the work place. There has been an increase in the paperwork they handle at the work and the time to meet the deadline has been reduced. This leaves them with no other option but to overwork themselves. The chances of David becoming the supervisor are high as the current supervisor is nearing his retirement. The impact of the forthcoming changes in David’s workplace affects the relations between him and his children.
- 4. Unlike before when David used to spend his weekends with his wife and his children, nowadays he goes to the office on the weekends to complete his work tasks so as to meet the deadlines. He has no time anymore for his wife and his children. This issue has started to put a constrain in his relationship with his wife. As to him, he thinks that the paperwork at the office is not as meaningful and important to him as he thought it was. Lately, David has started experiencing back pains. He links this pains to an accident he was involved in when he was young. This pains have made him uncomfortable and have derived him his sleep. This has made him to be taking prescribed medicine to reduce them. In order to cool down, David has developed the habit of taking beer once he gets home after work. The appropriate theories that can well define and fit the challenges being faced by David is the attachment theory. The theory depicts that relationships are built by two people and that interactions are important for human development. One of the most important relationships for human development known to exist is the relationship between a child and a parent. This means that David has to find a way of bonding with his children although his work is demanding. Without proper parental care, the life of the children can be affected greatly both now and in the future. Both individual and cultural differences can have a great impact on development issues. . Individual behaviour is influential the behaviour or habit of a child (Kail & Cavanaugh, 2013). A parent who is alcoholic is likely to have an influence over his child’s life and end up becoming an alcoholic as well. A culture which promotes good morals and proper upbringing of children is likely to positively influence the youths to live a happy and peaceful life. David is divorced and does not care about the other first family. This is likely to influence the children to live a similar life. Lifespan theories use the main ontogenesis and the chronological unfolding of human development. This theory shows how people change in behaviour overtime. With increase
- 5. in age, human beings tend to change in behaviour as well. Conclusion To conclude with, David, the main character of the case study is faced with many challenges. These challenges facing him make him to some extend and at certain point in his life change his behaviour. Not that he neglects the first family because he is willing or he likes to, it is because of the circumstances facing him. He also experiences financial problems because of increased responsibilities. The chronological changes that people undergo as they grow up are well elaborated in the lifespan theory (Feldman, n.d.). Children develop as per the influence around them which is either negatively or positively. References Feldman, R. Life span development (1st ed.). Kail, R. & Cavanaugh, J. (2013). Human development (1st ed.). Australia: Wadsworth Cengage Learning. Nussbaum, M. (2000). Women and Human Development: The Capabilities Approach (John Robert Seeley lectures) (1st ed.). Cambridge University Press. Berry, J., Poortinga, Y., & Pandey, J. (2011). Handbook of cross-cultural psychology (1st ed.). Boston: Allyn and Bacon. Broderick, P. & Blewitt, P. (2010). The life span (1st ed.). Boston: Pearson.
- 6. Running Head: CASE STUDY ANALYSIS: ADULTHOOD ? RESOURCES case study analysis: adulthood ? resources Name of student: Instructors name: Course title: Date of submission:
- 7. Running Head: CASE STUDY ANALYSIS: ADULTHOOD?RESOURCES case study analysis: adulthood?resources Name of student: Instructors name: Course title: Date of submission: David is a 52-year-old White male who has spent the last 24 years in the human resource field. Most recently, he held the position of supervisor in the billing department of a midsized hospital in a rural state. He worked hard to obtain a master’s degree while on the job at the hospital and always had high
- 8. aspirations for himself professionally. David has three children from his first marriage, which ended in divorce. His first wife Anne, who is 50, works as a preschool teacher in another part of the state. Their children’s ages are 16, 20, and 22. Both older children started to attend college but may have to drop out temporarily due to financial difficulties. David feels that it is his responsibility to support his children’s education, and he has been paying as much of their tuition as he can afford. David and his second wife live in a new, but modest home in a community on the outskirts of the state capital close to David’s job. David’s second wife, Sandy, has twin 14-year-old boys. One of the twins has a serious learning disability and needs extra tutoring and a great deal of parent support to keep up academically. Sandy works part time in a department store to be home to help her sons. David and Sandy have a good relationship. Sandy’s widowed mother lives nearby and helps with the twins on a regular basis. Recently, the hospital system that employs David merged with a large network of medical providers to cut costs and use resources more efficiently. David’s job at the hospital is becoming more complicated, requiring more and more processing of information that involves advanced realignment. David’s direct supervisor will be retiring soon, and David will be a candidate for that position. He knows that this promotion would mean more income, but it would also mean even more work responsibility. David now spends his weekends going to the office to catch up on tasks. He is not as available as he once was to spend time with his children, and this has caused some problems in his relationship with his wife. He is starting to feel that all the paperwork his job requires is not meaningful in ways that are important to him. David has recently begun to suffer from significant pain in his lower back that he believes might be related to a traffic accident that happened when he was younger. The pain keeps him from sleeping well and has contributed to his feeling more “on edge”
- 9. during the day. David’s physician prescribes two medications to help him sleep better and to reduce anxiety. David has started to drink a few beers when he comes home at night to “calm himself down” as well. The sleep medication he has been taking helps him fall asleep, but now he wakes up at 3:00 am with his mind racing. He’s recently learned that his 16-year-old son has been cutting classes and failing tests. His ex-wife, who has custody of their teenage son, has been pressuring him to help her with this problem situation. Discussion Questions 1. Identify the risks and protective factors that are present in David’s life story. What information, not presented here, would be helpful to know if you were to make a more comprehensive list of risks and protections? 2. How do you conceptualize David’s situation? What aspects are relate to his midlife stage? 3. What treatment approach would you take if he were to come to you for help? What other behavioral changes might you suggest? Criteria Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study. Non performance Does not identify lifespan development theories. Basic Identifies lifespan development theories to apply, but they are not analyzed, nor are they the most appropriate to the case study. Proficient Analyzes lifespan development theories to determine the most
- 10. appropriate theory or theories to apply to the case study. Distinguished Analyzes lifespan development theories to determine the most appropriate theory or theories to apply to the case study. Provides justification for the selection or selections by citing supporting research and/or providing relevant examples from similar circumstances. Criteria Apply the appropriate lifespan development theory to support an identified intervention process. Non performance Does not apply a lifespan development theory to support an identified intervention process. Basic Applies a lifespan development theory that does not support the identified intervention process or is not appropriate to the circumstances described. Proficient Applies the appropriate lifespan development theory to support an identified intervention process. Distinguished Applies the appropriate lifespan development theory to support an identified intervention process and supports the selection of the theory with recent academic research and/or by providing examples from similar circumstances. Criteria Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study. Non performance Does not identify the potential impact of individual and cultural differences on development for the current age and context described in the case study. Basic
- 11. Identifies rather than describes the potential impact of individual and cultural differences on development for the current age and context described in the case study. Proficient Describes the potential impact of individual and cultural differences on development for the current age and context described in the case study. Distinguished Analyzes the potential impact of individual and cultural differences on development for the current age and context described in the case study, and supports analysis with recent academic research and/or by providing examples from similar circumstances. Criteria Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression. Non performance Does not write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression. Basic Does not write in conformity with scholarly or professional standards, or does not write consistently with expectations for graduate-level composition and expression. Proficient Writes in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression. Distinguished Consistently writes in a manner that is scholarly and professional, and exceeds expectations for graduate-level composition and expression.
- 12. · Case Study Analysis: Adulthood Resources · · For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: middle adulthood or later adulthood. Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case: · David, page 554. · Lupe, page 524. · Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case. Expectations Address the following in your case study analysis: · Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study. · Apply the appropriate lifespan development theory to support an identified intervention process. · Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study. · Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression. · Content The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately a half page in length. The body of the paper should not exceed 4 pages. Provide the following content in your paper: · An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study. · The body of the case study, including: · The presenting challenge or challenges and primary issue or
- 13. issues. · The appropriate lifespan development theory and research- based alternatives that explain the presenting challenges. · The potential impact of individual and cultural differences on development for the current age and context described in the case study. · Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions. · A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions. · Requirements Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings: · Title page. · Introduction (half page). · Case study analysis (4 pages). · Conclusion (half page). · Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded. · Font: Times New Roman, 12 point. ·