Category: Uncategorized

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.

 

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

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)

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?

 

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.

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How system might handle management of individual care needs

How system might handle management of individual care needs

Software Engineering

For the following exercises, use the patient information system introduced as a case study within Chapter 1. Use this case study across all exercises.

1. Create one or more UML activity diagram(s) illustrating how this system might handle the management of individual care needs, patient monitoring and administrative reporting. Include at least 10 elements or process boxes within your diagram.

o Use the drawing features within applications like Word, PowerPoint or Visio to generate the diagram. If Visio is used, print the file to a .pdf format prior to submitting it for grading.

2. Write 15 or more SCRUM user stories for the patient information system. Use the following story format: “As a (role), I want/need (functionality), so that I can (justification/benefit).”

o Normally, user stories are transferred into story cards written on index cards or post-it notes. Then, the story cards are posted on a story board.

o For this assignment, user stories can be submitted using Microsoft Word.

3. Using the user stories you just identified, create a prioritized Product Backlog for the patient information system. The highest priority items should be near the top of your Product Backlog, with the lowest priority appearing toward the bottom.

Security policies and implementation issues

Security policies and implementation issues

Software Engineering

Reply to this article.

Automated enforcement means that security policies are managed by a server, system, or software. There is less room for human error, and these systems can multitask and monitor every asset on the network. Automated enforcement is great for large organizations or ones that use enterprise networking. Manual policy enforcement is a mix of human and automated, but it relies more on the human enforcement than from the automated, basically it’s waiting for the human to press the big red button to initiate. Manual is good if you have a small business with a small amount of computers.

When it comes to liability of risks, threats, and vulnerabilities, executive management is accountable for controlling risks. The organization bears most of the liability since they utilize, store, and transmit the data. Users can still be held liable if there is a violation or unlawful use of data which can cause them to be terminated, charged, and prosecuted for their actions. In the end, it is the organization’s responsibility to protect its data, enforce security procedures, and to educate its employees to prevent loss, theft, or misuse.

Information systems security organizations or officers (ISSO) enforces security policies that the program level, while the front-line supervisors enforce it at an employee level.

Proverbs 27:23 says, “Know well the condition of your flocks, and give attention to your herds.” Organizations should make sure its employees are fully trained and aware of threats and risks. If they are not, they should make the effort to properly train them in order to protect its information systems and data. Johnson, R. (2015). Security policies and implementation issues. Burlington, MA: Jones & Bartlett Learning.

Diversity of approaches to software construction

Diversity of approaches to software construction

Software Engineering

There are at least two (2) approaches to the SDLC, two (2) approaches to software construction and modeling, and many techniques and models. The following could be possible reasons for such a diversity of approaches:

The field is young.
The technology changes quickly.
Different organizations have different needs.
There are many types of systems.
Developers have widely different backgrounds.

Write a two to three (2-3) page paper in which you:

Analyze each reason listed above as a reason for a diversity of approaches to software construction and modeling, and give your opinion on whether or not each reason is valid.

Propose at least one (1) additional reason why you believe such diversity of approaches exists. Provide support for your recommendation.

Use at least three (3) quality resources outside of the suggested resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

Interpersonal Communication / Business management

E commerce business/Software Engineering

 

E commerce business/Software Engineering

Software Engineering

Activity – based upon Chapter 5

Idea for an e-business: For this activity come up with an idea for an e-commerce business (as you learned in Chapter 5: E-Commerce). Work on completing the tasks (A through D) below:

PART – A: Write 1-2 paragraphs describing your idea (business goals & objectives) for your e-commerce business (for example, health-care related products selling, clothing sales etc.). Be sure to include information about your potential business, products, services, and customers.

PART – B: Write 1-2 paragraphs describing your plan for the overall look and feel of your e-commerce website, specifying any fonts or color schemes you want to employ. How do you plan to find customers and establish relationships (via online) with them?

PART – C: Make a list of five keywords that can be used in your Web page header so customers can easily find your site when using a search engine.

PART – D: Find a site to host your online business and work up a table showing monthly and annual hosting costs.