Cyber security

North Korea Fights Back?

North Korea has been accused by the Federal Bureau of Investigation (FBI) of being the mastermind behind the devastating attack against Sony Pictures Entertainment in December 2014. However, it is far from certain that this was a state sponsored attack by a foreign government; some evidence points to a group of hactivists behind the attack. If North Korea is being falsely accused, as they have claimed, of being behind the attack they may now be fighting back to even the score.

The web site of the state-run North Korean news agency, which many users may have visited in order to get the Korean’s side of the story, contains the file FlashPlayer10.zip served up by JavaScript code. Not all users who visit the news agency web site are prompted to download this file: the JavaScript code looks first at the user’s operating system, language preference, web browser version, and location before determining if the user should be prompted to download the file. This file contains two executable files–“Install Flash Player 10 Activex.exe” and “Install Flash Player 10 Plugin.exe”–that pretend to be part of the Adobe Flash player installation process but instead contain malware. These files appear to steal passwords from browsers and perhaps perform other malicious actions. The time stamp on these files is actually prior to the Sony attack, but since time stamps can be easily manipulated it’s not clear how long these files have been on the North Korean site.

Users who may have visited this site were urged to scan their computers for malware. In addition, Adobe itself later issued a fix for a critical vulnerability in its Flash software for both Windows and Mac OS editions.

 

Stay secure!

 

Given what you know today, what could a security professional do to prevent this situation or use this information in a defense? Think differently. Think creatively. Think out of the box. Remember, that’s how the attackers think.

 

Nursing: Recommendations Colorectal Cancer

Nursing: Recommendations Colorectal Cancer

 

PowerPoint Project

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1.  The process for affecting positive change to improve practice outcomes can start with either the identification of an area of interest or the identification of a potential or existing practice problem. Selecting an area of interest helps to define a direction of further inquiry. Areas of interests can be categorized as concepts or topics. A concept is generally a broader interpretation; whereas a topic is a more specific or narrow focus of an area of interest. The purpose of this assessment is for students to identify and discuss an area of interest specific to their selected specialty track.  Â
2. Speaker notes are used and include in-text citations when applicable.
3. A minimum of four (4) scholarly literature references must be used.Â

PowerPoint presentation includes 1 title slide, 12 content slides, 1 reference slide(s). Presentation of slides are professional in appearance and tone. Balance among space, words and graphics, and color is effective.Â

Title (1 Slide)

Introduction (1 Slide):*Introduction includes general information on what will be presented.* Identify sections of the PowerPoint presentation. Include speaker notes on each slides include in-text citations from scholarly nursing literature. APA Format

Discussion of Evidence-Based Project (2 Slides):*Explain the importance of evidence-based projects related to nursing practice and profession.* Discuss a model for developing an evidence-based project.*Include illustration of model. *Speaker notes and/or slides include in-text citations from scholarly nursing literature that support your position.Â

Specialty Track (1 slide) (Family Nurse Practicitioner):*Identify specialty track. *Provide rationale for selecting this area of study.

 Area of Interest (Screening recommendations for colorectal cancer)(2 slides): Introduce the area of interest concept or topic.* Discuss what is known about the concept or topic.* Provide common themes, ideas, or facts found in literature. *Speaker notes include in-text citations from scholarly nursing literature. APA format

Recommendation for Change (3 slides): *Provide a recommendation for positive change related to the area of interest. *What is a potential solution to promote change in specialty area related to the selected concept or topic? *Identify internal factors that have the potential to influence the change. *Identify external factors that have the potential to influence the change.* Speaker notes include in-text citations from scholarly nursing literature.

AACN Master’s Essentials (2 slides) :*Identify two AACN Master’s Essentials that an evidence-based project or area of interest addresses. *Speaker notes include in-text citations from scholarly nursing literature.

Conclusion (1 Slide): *Summarize key information presented in PowerPoint presentation

Business finance management

Business finance management

Case 1. Duracraft Corporation is nearing the end of its first year of operations. Duracraft made inventory purchases of $745,000 during the year, as follows:
January 1,000 units @ $100.00 = $100,000
July 4,000 units @ $121.25 = $485,000
November 1,000 units @$160.00 = $160,000
Totals 6,000 units = $745,000
Sales for the year are 5,000 units for $1,200,000 of revenue. Expenses other than cost of goods sold and income taxes total $200,000. The president of the company is undecided about whether to adopt the FIFO method or the LIFO method for inventories. The income tax rate is 40%.

Requirements
To aid company decision making, prepare income statements under FIFO and under LIFO.
Compare the net income under FIFO with net income under LIFO. Which method produces the higher net income? What causes this difference? Be specific.
Case 2. The inventory costing method a company chooses can affect the financial statements and thus the decisions of the people who use those statements.

Requirements
Company A uses the LIFO inventory method and discloses its use of the LIFO method in notes to the financial statements. Company B uses the FIFO method to account for its inventory. Company B does not disclose which inventory method it uses. Company B reports a higher net income than Company A. In which company would you prefer to invest? Give your reason(s).
Representational faithfulness is an accepted accounting concept. Would you want management to be faithful in representing its accounting for inventory if you were a shareholder or a creditor of a company? Give your reason(s).
Instructions

Write a paper of 500-700 words, typewritten in double-spaced format (Arial 12-point font or Times New Roman styles), page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations and online submission variances.

Prepare this assignment according to the APA guidelines, including a title page, an introduction, and a conclusion. An abstract is not required. Cite in text and include a References section.

Your assignment will be automatically submitted to Turnitin. For full credit, make sure that your Similarity Index does not exceed 20%.

Statistics Discussion Response/Social Science

Statistics Discussion Response/Social Science

Textbooks

1. OpenStax, Introductory Statistics. OpenStax. 19 September 2013. http://cnx.org/content/col11562/latest/

2. Tyrrell, S. 2009. SPSS: Stats practically short and simple (1st edition). bookboon.com. Ebooks and textbooks from Bookboon.com https://oerstatistics.wordpress.com/2016/03/05/spss-books/

 

Original Question:

Provide a brief introduction to your study to remind your classmates what we are reading about here.  You will also title your thread accordingly (do not include the week # or your name).  This week we talk about the uses of a crosstabulation (crosstab) and the benefits of creating this “snapshot” of your data.  Create a crosstab for your data and include in the post.  Be sure to explain your findings.

You will also identify the following times about your study:

1. Your overall research question;     2. The research hypothesis and null hypothesis

Special note:

When a variable is continuous (interval/ratio level of measurement), for example, age of respondent, we do not run crosstab directly b/c it will result in a really spread-out table with lot of 0s and low frequency cells. Such crosstab does not help us understand the data.

The correct way is to reduce the level of measurement to either ordinal level or nominal level and then run the cross table. The way to fix is to reduce I/R level of measurement to a lower level by lumping columns in into just a few categories. For example, you can group age 19 to 22 as one category, 23 to 30 as one category, and so on.  In this way, your crosstab will help us better understand data. Here is an example of recoding: https://www.youtube.com/watch?v=uzQ_522F2SM

Interpreting crosstab output

When you interpret the result, please include the discussion of epsilons (p. 170) and the 10% rule (p. 165). The epsilons in short is the differences between the highest and lowest column % in any given row.  As long as one epsilon makes the 10% threshold, we’ll deem two variables have “enough” going on to with each other to warrant further statistical analysis.

Reply to the following response with 200 words minimum. (please make response as if having a conversation, respond directly to some of the statements in below post.)

For my research study I am trying to determine whether or not the number of children a people have will affect their opinion about education spending.

The research question for my study is “What affects people’s opinions on education spending?”

Variables:

1. “nateduc” which stands for improving nations education system (DV)

1. “childs” Number of children? (IV)

Research Hypothesis:

H1: People’s opinion on education spending is determined by the number of children they have.

H0: People’s opinion on education spending is not determined by the number of children they have.

Crosstab Interpretation

Based on the data there were 733 (74.5%) individuals who believe there is “too little” money spent on education, 173 (17.6%) who believe that spending on education “is about right”, and 78 (7.9%) of people who believe there is “too much” spending on education. Cross tab analysis revealed that approximately 78.7% (111/141) of the respondents with one child believe there is “too little” spending on education. While 76.3% (106/139) individuals with 3 children and 76.2% (208/273) of individuals with 2 children believe there is “too little” spending on education. However, 74.6% (226/303) individuals with no children also believed that there is “too little” spending on education.

The epsilons for the number of people who said that there is “too little” money spent on education is 62% (78.7% -16.7%). While the epsilon for the number of people who said spending on education is “about right” was 59.3% (66.7% -12.8%). The epsilon for individuals who said it was too much spending on education was 16.7% (16.7%-0.0%). Based on this information the dependent variable “nateduc” has a strong effect on the independent variable “childs;” therefore based on the 10% rule this relation is worth further examination.

IMPROVING NATIONS EDUCATION SYSTEM * NUMBER OF CHILDREN Crosstabulation
	NUMBER OF CHILDREN	Total
	0	1	2	3	4	5	6	7	EIGHT OR MORE
IMPROVING NATIONS EDUCATION SYSTEM	TOO LITTLE	Count	226	111	208	106	51	15	10	1	5	733
		% within NUMBER OF CHILDREN	74.6%	78.7%	76.2%	76.3%	68.0%	71.4%	66.7%	16.7%	45.5%	74.5%
	ABOUT RIGHT	Count	57	18	45	18	17	5	3	4	6	173
		% within NUMBER OF CHILDREN	18.8%	12.8%	16.5%	12.9%	22.7%	23.8%	20.0%	66.7%	54.5%	17.6%
	TOO MUCH	Count	20	12	20	15	7	1	2	1	0	78
		% within NUMBER OF CHILDREN	6.6%	8.5%	7.3%	10.8%	9.3%	4.8%	13.3%	16.7%	0.0%	7.9%
Total	Count	303	141	273	139	75	21	15	6	11	984
	% within NUMBER OF CHILDREN	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%

EXAMPLE OF ANOTHER REPLY:

hat’s interesting to me about your cross tab analysis is that families with 0 thru 3 children are generally consistent in their responses to the question of education spending.  In other words, this grouping of respondents overwhelmingly believes that there is too little spending on education.  However, and interesting slope change occurs with families with 4 to 6 children.  If I’m to trust the veracity of the GSS data set, then these families are less convinced about the spending issue…albeit, not that dramatic of a drop.

What’s most shocking though is that families with 7 or more show a severe drop in their belief about spending on education.  This grouping of families are seemingly satisfied (about right or too much) with spending on education.

How can this be?  Why do “smaller” families see chronic underspending where large families do not?  Further, large families (7 or more) have the most to gain with spending…and if anything, are a contributor to the “problem”…they have more kids to educate that everyone is collectively paying for.  Said another way, their benefit in terms of dollars spent per child is much higher than smaller families.  Or, is it a question of their cultural priorities…that larger families’ parents are less educated and therefore see less value in education than smaller families?  Conversely, smaller families’ parents are more educated and see a greater value in obtaining a quality education? So many questions I have!  I’m not sure where your research will take us or conclusions you may draw, but I’m sure they will be interesting!

Ethical Decision Making Case/Business Finance – Operations Management

Ethical Decision Making Case/Business Finance – Operations Management

Business Ethics: Ethical Decision Making and Cases. You will answer the questions at the end of the case in 4–5 pages (double spaced), not including the title or reference pages. The Case Assignments must be written in current APA format. In addition to the Ferrell textbook, utilize outside sources on the case questions. All sources must be of a scholarly nature; the sources must be either textbooks or journal articles from peer-reviewed journals. At least 5 references are required in addition to the course textbooks and the Bible. As this is a paper that requires research, it must be written in third person.

Case Assignment 1 can be found in the Ferrell textbook. The case is Case 1, “Monsanto Attempts to Balance Stakeholder Interests.” The paper must have at least 3 Level 1 headings that correspond to the following case points:

• Efficacy of Monsanto’s Ethical Culture.

• Costs and Benefits of Growing GMO Seed.

• Management of Harm to Plants and Animals.

Social Science

s

Week 1

Required Readings

Beder, J. (2000). The integration of theory into practice: Suggestions for supervisors. Professional Development: The International Journal of Continuing Social Work Education, 3(2), 40–48. Retrieved from http://www.profdevjournal.org/articles/32040.pdf

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 2

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Daley, M., R., & Hickman, S. (2011). Dual relations and beyond: Understanding and addressing ethical challenges for rural social work. Journal of Social Work Values and Ethics, 8(1). Retrieved from http://www.socialworker.com/jswve/spr11/spr11daleyhickman.pdf

National Association of Social Workers. (2008). Code of ethics. Retrieved from http://www.socialworkers.org/pubs/code/default.asp

Reamer, F. G. (2011, November 30). When bad things happen to good social workers: The perils of ethics mistakes. Social Work Today. Retrieved from http://www.socialworktoday.com/news/eoe_113011.shtml

Gutiérrez, L. M. (1995). Understanding the empowerment process: Does consciousness make a difference? Social Work Research, 19(4), 229–237.

Note: Retrieved from Walden Library databases.

Reamer, F. G. (2003). Boundary issues in social work: Managing dual relationships, Faculty Publications. Paper 162. Retrieved from https://www.bu.edu/ssw/files/2015/09/Reamer-F.-Boundary-Issues-in-Social-Work-Managing-dual-relationships.pdf

Zur, O., & Lazarus, A. A. (n.d.). Six arguments against dual relationships and their rebuttals. Retrieved from http://www.zurinstitute.com/dualarguments.html

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 3

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Centers for Disease Control and Prevention. (2013). Adverse Childhood Experiences (ACE) Study. Retrieved from http://www.cdc.gov/ace

Woolley, M. E. (2013). Assessment of children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 1–39). Hoboken, NJ: Wiley.

McCormick, K. M., Stricklin, S., Nowak, T. M., & Rous, B. (2008). Using eco-mapping to understand family strengths and resources. Young Exceptional Children, 11(2), 17–28.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

· Working With Children and Adolescents: The Case of Claudia (pp. 15–17)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 4

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Gutiérrez, L., Oh, H. J., & Gillmore, M. R. (2000). Toward an understanding of (em)power(ment) for HIV/AIDS prevention with adolescent women. Sex Roles, 42(7–8), 581–611.

Note: Retrieved from Walden Library databases.

Springer, D. W., & Powell, T. M. (2013). Assessment of adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 71–95). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

· The Bradley Family (pp. 17–19)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

· Working With Families: The Case of Brady (pp. 26–28)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Required Media

Laureate Education (Producer). (2013a). Bradley family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 5

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Congress, E. (2013). Assessment of adults. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 125–145). Hoboken, NJ: Wiley.

Cowger, C. D. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, 39(3), 262–268.

Note: Retrieved from Walden Library databases.

Mental Measurements Yearbook. (n.d.). Lincoln, NE: Buros Institute of Mental Measurements.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

· Mental Health Diagnosis in Social Work: The Case of Miranda (pp. 7–9)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Hawkins, R. L., & Kim, E. J. (2012). The socio-economic empowerment assessment: Addressing poverty and economic distress in clients. Clinical Social Work Journal, 40(2), 194–202.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

· The Cortez Family (pp. 23–25)

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 6

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Christ, G., & Diwan, S. (2008). Chronic illness and aging: The role of social work in managing chronic illness care. Council on social work education. Retrieved from http://www.cswe.org/getattachment/Centers-Initiatives/CSWE-Gero-Ed-Center/Teaching-Tools/Gero-Competencies/Practice-Guides/Assignments-Measurments/CI-Sec2-Role-SW.pdf.aspx

Paveza, G. J. (2013). Assessment of the elderly. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 177–195). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

· The Petrakis Family (pp. 20–22)

Required Media

Laureate Education (Producer). (2013c). Petrakis family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 7

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Gutiérrez, L. M. (1990). Working with women of color: An empowerment perspective. Social Work, 35(2), 149–153.

Note: Retrieved from Walden Library databases.

Geller, S. M., & Greenberg, L. S. (2012). Challenges to therapeutic presence. In Therapeutic presence: A mindful approach to effective therapy (pp. 143–159). Washington, DC: American Psychological Association.

Note: Retrieved from Walden Library databases.

McTighe, J. P. (2011). Teaching the use of self through the process of clinical supervision. Clinical Social Work Journal, 39(3), 301–307.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

· The Petrakis Family (pp. 20–22)

Hill, C. E., & Knox, S. (2001). Self-disclosure. Psychotherapy: Theory, Research, Practice, Training, 38(4), 413–417.

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (Producer). (2013c). Petrakis family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 8

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Chiesa, C. (2012). Scripts in the sand: Sandplay in transactional analysis psychotherapy with children. Transactional Analysis Journal, 42(4), 285–293.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

· Working with Children and Adolescents: The Case of Claudia (pp. 15–17)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Ruffolo, M. C., & Allen-Meares, P. (2013). Intervention with children. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 41–69). Hoboken, NJ: Wiley.

Taylor, E. R. (2009). Sandtray and solution-focused therapy. International Journal of Play Therapy, 18(1), 56–68.

Note: Retrieved from Walden Library databases.

Malawista, K. L. (2004). Rescue fantasies in child therapy: Countertransference/ transference enactments. Child and Adolescent Social Work Journal, 21(4), 373–386.

Note: Retrieved from Walden Library databases.

van der Kolk, B. A. (2003). The neurobiology of childhood trauma and abuse. Child and Adolescent Psychiatric Clinics, 12, 293–317. Retrieved from http://www.traumacenter.org/products/pdf_files/neurobiology_childhood_trauma_abuse.pdf

van der Kolk, B. A. (2005a). Child abuse & victimization. Psychiatric Annals, 35(5),374–378. Retrieved from http://www.traumacenter.org/products/pdf_files/neurobiology_childhood_trauma_abuse.pdf

van der Kolk, B. A. (2005b). Developmental trauma disorder. Psychiatric Annals, 35(5), 401–408.

Note: Retrieved from Walden Library databases.

Gil, E. (1991). The healing power of play: Working with abused children. New York, NY: Guilford Press:

Chapter 2, “The Child Therapies: Application in Work With Abused Children (pp. 26–36) (PDF)

Chapter 3, “The Treatment of Abused Children” (pp. 37–82) (PDF)

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 9

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

LeCroy, C. W., & Williams, L. R. (2013). Intervention with adolescents. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wiley.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

· The Bradley Family (pp. 17–19)

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

· Working With Families: The Case of Brady (pp. 26–28)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Centers for Disease Control and Prevention. (2012). Suicide prevention: Youth suicide. Retrieved from https://www.cdc.gov/violenceprevention/suicide/index.html

Required Media

Laureate Education (Producer). (2013a). Bradley family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 10

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

· The Levy Family (pp. 15–16)

Sharpless, B. A., & Barber, J. P. (2011). A clinician’s guide to PTSD treatments for returning veterans. Professional Psychology: Research and Practice, 42(1), 8–15. doi:10.1037/a0022351.

Note: Retrieved from Walden Library databases.

Thyer, B. A. (2013). Intervention with adults. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 147–176). Hoboken, NJ: Wiley.

Yoder, M., Tuerk, P. W., Price, M., Grubaugh, A., L., Strachan, M., Myrick, H., & Acierno, R. (2012). Prolonged exposure therapy for combat-related posttraumatic stress disorder: Comparing outcomes for veterans of different wars. Psychological Services, 9(1), 16–25.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

· Working With Clients With Compulsive Disorder: The Case of Marjorie (pp. 18–20)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma‐informed or trauma‐denied: Principles and implementation of trauma‐informed services for women. Journal of Community Psychology, 33(4), 461-477.

Note: Retrieved from Walden Library databases.

Kruger, A. (2000). Empowerment in social work practice with the psychiatrically disabled: Model and method. Smith College Studies in Social Work, 70(3), 427–439.

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (Producer). (2013b). Levy family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

 

Accessible player

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Week 11

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Browne, C. V. (1995). Empowerment in social work practice with older women. Social Work, 40(3), 358–364.

Note: Retrieved from Walden Library databases.

Holosko, M. J., Skinner, J. F., Patterson, C. A., & Brisebois, K. (2013). Intervention with the elderly. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 197–235). Hoboken, NJ: Wiley.

Laidlaw, K. (2001). An empirical review of cognitive therapy for late life depression: Does research evidence suggest adaptations are necessary for cognitive therapy with older adults? Clinical Psychology and Psychotherapy, 8(1), 1–14.

Note: Retrieved from Walden Library databases.

Haber, D. (2006). Life review: Implementation, theory, research, and therapy. The International Journal of Aging and Human Development, 63(2), 153–171.

Note: Retrieved from Walden Library databases.

Monod, S. M., Rochat, E., Büla, C. J., Jobin, G., Martin, E., & Spencer, B. (2010). The spiritual distress assessment tool: An instrument to assess spiritual distress in hospitalised elderly persons. BMC Geriatrics, 10, 88.

Note: Retrieved from Walden Library databases.

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

· The Levy Family (pp. 15–16)

Sharpless, B. A., & Barber, J. P. (2011). A clinician’s guide to PTSD treatments for returning veterans. Professional Psychology: Research and Practice, 42(1), 8–15. doi:10.1037/a0022351.

Note: Retrieved from Walden Library databases.

Thyer, B. A. (2013). Intervention with adults. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 147–176). Hoboken, NJ: Wiley.

Beder, J. (2000). The integration of theory into practice: Suggestions for supervisors. Professional Development: The International Journal of Continuing Social Work Education, 3(2), 40–48. Retrieved from http://www.profdevjournal.org/articles/32040.pdf on August 28, 2017

Larson, R. & Wilson, S. (2014). Adolescence across place and time: Globalization and the changing pathways to adulthood. In R. Lerner and L. Steinberg Handbook of Adolescent Psychology. New York: Wiley & Sons.

Roberts, M. (2015) Problems of Adolescence. BBC News. Retrieved from www.bbcnews.com on August 28, 2017

Yoder, M., Tuerk, P. W., Price, M., Grubaugh, A., L., Strachan, M., Myrick, H., & Acierno, R. (2012). Prolonged exposure therapy for combat-related posttraumatic stress disorder: Comparing outcomes for veterans of different wars. Psychological Services, 9(1), 16–25.

Note: Retrieved from Walden Library databases.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

· Working With Clients With Compulsive Disorder: The Case of Marjorie (pp. 18–20)

 

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF.

Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma‐informed or trauma‐denied: Principles and implementation of trauma‐informed services for women. Journal of Community Psychology, 33(4), 461-477.

Note: Retrieved from Walden Library databases.

Kruger, A. (2000). Empowerment in social work practice with the psychiatrically disabled: Model and method. Smith College Studies in Social Work, 70(3), 427–439.

Note: Retrieved from Walden Library databases.

Required Media

Laureate Education (Producer). (2013b). Levy family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

WAL_SOCW6111_10_A_EN.pdf

My posted discussion on this matter

Introductory video

My name is Cheraldo A. Morales Sweatt. I am originally from Puerto Rico but I am living in OK at this time. The population I picked is adolescence is a psychological and physical transitional stage between puberty and adulthood (Roberts, 2015).  It is in most times associated with teenagers but the physical and psychological changes may begin before teenage years and extend till the early twenties.  Due to the psychological, physical and hormonal changes occurring in adolescents, they tend to suffer from a transition crisis in search of identity. I intend to work with adolescents upon graduation because I feel that this stage of life is the make or break stage in terms of personalities and characters.  Some of the social issues facing adolescents are internet and online addiction violence and cyber bullying, eating disorders and addiction to drugs, alcohol and sex (Larson & Wilson, 2014). Young adults within this bracket are often under pressure to fit in with what is cool and in their struggle to achieve identity, they may fall into addictions and moral vices.  I expect that it will be difficult to break the ice when dealing with this category of people, as they are known to be rebellious. However, I will aim to strike a connection with them such that they will be free to open up and we can tackle the issues they face together.

 

References

Beder, J. (2000). The integration of theory into practice: Suggestions for supervisors. Professional Development: The International Journal of Continuing Social Work Education, 3(2), 40–48. Retrieved from http://www.profdevjournal.org/articles/32040.pdf on August 28, 2017

Larson, R. & Wilson, S. (2014). Adolescence across place and time: Globalization and the changing pathways to adulthood. In R. Lerner and L. Steinberg Handbook of Adolescent Psychology. New York: Wiley & Sons.

Roberts, M. (2015) Problems of Adolescence. BBC News. Retrieved from www.bbcnews.com on August 28, 2017

Final Project

Once you graduate and obtain your first job out of your Master of Social Work program, you may be asked to identify the gaps in services at your new agency. You may be asked to create a new group or help to identify a new evidence-based intervention that can be introduced to the clients. Understanding how to research the current literature, and then choose and evaluate an intervention, is an important component of being a successful social worker. For this course, you have researched new and interesting interventions that are currently being used with children, adolescents, adults, and the elderly. Further, you have explored the importance of connecting theory to practice.

For this Assignment, use will practice steps in Evidence-Based Practice. 1) You will think of a practice problem. 2) You then conduct a literature review on available research. 3) You will evaluate the evidence to determine which intervention to use. 4) You will consider client values and your clinical expertise. 5) You will think about what you hope the client gains from this intervention (i.e., decreased depression, increased quality of life, decreased PTSD symptoms) and consider how you might measure this change.

To prepare:

· Choose a population of interest to you.

·

· Adolescents

·

·

· Choose a presenting problem (depression, family conflict, homelessness, etc.) related to the population of interest.

· Conduct a literature review focused on the presenting problem within the population of interest.

1. Submit a 12- to 15-page scholarly paper supported with a minimum of six peer-reviewed articles as references. In the paper, you should:

· Briefly describe the population and presenting problem you are focusing on for this assignment.

· Provide a review of the articles you reviewed from this project and explain what you learned from conducting this research.

· Briefly describe at least 2 evidence-based interventions currently used for your chosen population when addressing this particular problem. Provide supporting references when explaining the evidence behind the interventions.

· Explain which of these interventions you might choose to use and why.

· Consider client values and your clinical expertise and how those might affect your decision of which intervention to use.

· Describe how you might apply the specific skills and techniques of the chosen intervention.

· Briefly explain how you could measure the outcomes of this intervention.

· Explain any cultural considerations that you need to take into account when working with this population or the particular presenting problem.

· Discuss how the Code of Ethics applies when working with this particular presenting problem and population.

· Explain how you would apply a trauma-informed lens when working with this population.

Support your Final Project with specific references to the resources. Be sure to provide full APA citations for your references.

The Final Project will be evaluated according to the Final Project Rubric, located bellow and in the Course Information area.

–Downloads–

Creating And Leading Effective Teams- Price Is Firm/Human Resource Management

Creating And Leading Effective Teams- Price Is Firm/Human Resource Management

Review the Harvard Business School reprint, Leading Teams. Consider the criteria for successful teams and the factors needed to ensure teams are structured for success.

Create a plan (750-1,000 words) describing the steps necessary to  create more successful teams at various levels within your organization.  Include the following in the plan:

Define the characteristics and structure of successful teams within  your organization. How are independent teams vital to the success of  your organization?

1. What are important factors to consider when leading teams within the various levels of the organization?
2. What factors are important to consider when leading teams at the executive level?
3. What aspects are essential in identifying appropriate members for teams and ensuring the teams are successfully launched?
4. What factors are important to ongoing team dynamics? Describe guidelines to evaluate the function and productivity of teams.
5. Compassion is a significant attribute of many religions and  philosophies, including a Christian worldview, as well as being  important for both authentic and servant leadership. As a leader, how  would you empower your teams through compassion to honor diversity and  support equality for all members as they work toward a common goal?

 

FIVE SECTION GRADUATE SCHOOL Questionaire/Education

FIVE SECTION GRADUATE SCHOOL Questionaire/Education

FIVE SECTION  GRAD SCHOOL TOPIC–  Q & A  Read and answer questions in each section   in 2-3 short paragraphs that are relevant   and germane to the topics of each 5   sections individually, using brief but complete sentences, well written, relevant   and on topic? All 5 areas are based on the book “Getting What You Came For”   by Robert L. Peters, Label each sections topic A thru E and write each question before the answer in Q   & A fashion.

 

A. Thesis and  Committee – Two questions

We touched on this topic earlier –   the importance of finding a good thesis chair.   1.What dangers, potential problems   or specific “hurdles” does Peters mention in Chapter 15 that could jeopardize your progress   in completing your thesis and getting it through your committee in a timely   manner? 2.   How does Peters recommend you could effectively “manage” your committee?

 

B. Finding A Thesis Topic  –   FIVE questions

There was once a old fashioned   recipe for rabbit stew that began with the instructions: “First, catch a   rabbit.”1.   What  methods does Peters recommend in Chapter 16 that   could help you to catch your   “rabbit?”2.   How do you generate interest in a thesis topic? 3.When should you begin looking?4. How do you know when you’ve   found one?5.What   constitutes a “thesis,” including all of its various components?   Check  a general thesis guideline?

 

C. Prezi Presentations – TWO actions

Actions for Prezi   Presentations

.

1.   Here you will paste a link to a sample? Prezi presentation,  “Prezi – A Presentation Tool.” 2. Briefly introduce a Prezi topic on “Talk Less, Say More via Non-Verbal   Communication Tools” demonstration?

 

D.  Comprehensive Exam –  One question

We are almost done with our look at Peters.  1.   What does Peters suggest in Chapter 14 how   you should go about preparing for a comprehensive exam?

 

E. Is Any of This True? – FOUR questions

 Speaking of Chapter 23. “Getting What You Came For, by Robert L.   Peters. 1.What   are yourthoughts?  2.Has   anything changed since this book has been written? 3. Are there still barriers to Getting What You Came For in higher education,   based on “race, color, national or ethnical origin, age, disability,   gender, religion, sexual orientation, gender identity or veteran   status?” 4.   What should you do if you believe   you have been discriminated against or harassed?

Degrees Conferred by Sex and Race, 1999-2010
U.S. Department of Education, National Center for Education Statistics   (2012)

NEED DISCUSSIONS / Human Resource Management

NEED DISCUSSIONS / Human Resource Management

NEED DISCUSSIONS / Human Resource Management

Is it ethical to fire a “minimally competent” employee before their probationary period ends simply because they are only “minimally competent?” What ethical theory can be used to justify such a decision

Case Study/ Business Finance – Operations Management

Case Study/ Business Finance – Operations Management

What are the corporate and business strategies of Target?  Which business model do they use? What is their distinctive competency?  Explain.