This project will continue until the end of the course, where the cumulative project is submitted in Module 5.

Develop a Community Agency Observation project that would be of approximately ten hours duration in total at a community organization in your town or city. The community agency observation projects can be individualized and must be approved by the instructor. For example, you could observe international agencies or churches in your community that have English as a Second Language (ESL) programs.

Make sure that you choose an organization where you will be able to:

Assess the multicultural organizational development of the institution.

Summarize a few critical incidents during which multicultural aspects were addressed (directly and indirectly).

Examine the influence of diversity on human services delivery issues, such as problem identification, symptom expression, and help-seeking behavior.

Analyze how those critical incidents affected your cultural self-awareness and professional relationship, specific to the provision of culturally competent services.

Apply a multicultural and interdisciplinary approach to generate a proposal on what the organization can do to improve its service delivery in a population from diverse cultural or ethnic backgrounds.

For each observation visit in Modules 3, 4, and 5, you must complete a copy of the weekly self-reflection and process worksheet. Remember to write clearly and check spelling and grammar because these sheets will be included in your final product. Click here to access the template.

Tasks:

Develop a 3- to 4-page Community Agency Observation proposal that includes the following:

The type of agency you would be observing.

The reason this type of agency is important to your field.

An explanation of 2–3 professional goals that you hope to reach through this observation. Make sure that your goals are SMART—specific, measurable, attainable, realistic, and timely.

Template:

Directions:

 

For each week of service, you must complete a copy of this worksheet. Remember to write clearly, and check spelling and grammar, as these sheets will be included in your final product.

 

Name:

 

 

 

 

 

Last

 

First

 

 

 

 

 

Instructor Name:

 

 

 

 

 

Last

 

First

 

 

 

 

 

Placement of Service: Elementary School

 

 

 

 

 

Name of organization: Callaway Elementary School

 

 

 

 

 

 

 

 

 

Address of organization

 

City, State, Zip Atlanta Ga

 

 

 

 

 

Site Supervisor:

 

 

 

 

 

Last name

First

Phone number

 

 

 

 

 

 

Module:

 

Start Date

Please use:

mm/dd/yr format

End Date

Please use:

mm/dd/yr format

 

 

 

 

Directions: Using academic writing standards (i.e., proper grammar and complete sentences), complete the following table:

 

Summarize the week’s service; highlight specific situations that you have encountered.

 

 

 

 

 

Explain what you learned about the human service field in general.

 

 

 

 

Explain what you learned about the organization regarding multiculturalism.

 

 

 

 

Explain how this week affected your cultural self-awareness and professional relationship, specific to the provision of culturally competent services.

 

 

 

Any additional comments or notes.

 

 

 

 

 

An annotated bibliography consists of a list of Works Cited entries, each followed by a paragraph of summary and a few sentences explaining how you plan to use that information in your speech. This is the best way to prepare to write a research-based speech because locating, reading, and annotating your sources early will help you to better understand the debate at hand, begin forming mini- summaries that you might be able to use in your essay, and select passages that you will quote in your final speech. An additional bonus of putting together an annotated bibliography is that when you are done, you will have a rough outline of your speech and a head start on your Works Cited page.

1. Find, read, and annotate your sources. The requirement is three sources–one source should come from professional, academic, or scholarly articles written for peer-reviewed publications. You can locate these by using one of the approved MDC library databases (please keep in mind that you are required to have a total of 4 sources for your full-preparation scripts). However, for this assignment you don’t need to annotate ALL your sources.
2. Create Works Cited entries for each of the sources. The citations for each article should be typed, double-spaced, and arranged alphabetically by authors’ last names, according to APA style guidelines. The owl Purdue website is an excellent source for citation. You can find a link for this in your Blackboard Course entitled APA-Style Help. A word of caution here, do not blindly trust computer-generated Works Cited entries.
3. Following each citation, you should write a one-paragraph description of that work, beginning with a full signal phrase and one-sentence paraphrased summary, and indicating the thesis, conclusion, and any important details.
4. In your summary paragraph, quote at least one passage from each article using a signal phrase and parenthetical citation. Remember to provide in-text citations for specific paraphrased information as well.
5. Next, write a short paragraph (a couple sentences) describing how you intend to use that author’s ideas and connecting them to ideas from the other articles you have found, if possible. How will the source function in your paper? What role will it play? Decide which details or passages from the article will be most helpful for putting together your paper.
6. Double-space the Works Cited entries and single-space the annotations (the summary paragraphs that follow each entry).

See reverse for a sample Works Cited entry followed by sample annotation paragraphs.

A successful Annotated Bibliography Assignment:

•   Follows the instructions on this assignment sheet exactly
•   Cites and annotates the required number and type of sources for the specified assignment
  (found on the first page of this document).
•   Includes a double-spaced APA-formatted Works Cited entry for each source, alphabetizes entries by authors’ last names
•   Includes at least a one single-spaced paragraph that summarizes the main argument and any relevant details from each source)
•   Begins each summary paragraph with a full signal phrase and one-sentence paraphrase of the article’s overall main point (topic + stance + reasons)
•   Includes one quote from each article, introduced with a short signal phrase and followed by a parenthetical citation if the source has page numbers
•   Includes parenthetical citations for any specific paraphrased details
•   Includes one single-spaced short paragraph explaining how the source’s information will be used in the final project and how it relates to the information in the other sources (three total)
•   Uses formal academic English
  Below is an example of one annotation
  Glassner, B. (2004). Narrative techniques of fear mongering. Social Research, 71(4), winter, 819-826. Retrieved May 5, 2017, from http://search. ebscohost.com/login.aspx?direct=true&db=a9h&AN=15868567&site=ehost-live.
  In “Narrative Techniques of Fear Mongering,” Barry Glassner notes that the news media and politicians sell fear to the public in order to reap financial and political benefits. Fear mongers employ three main techniques for narrating and promoting fear. The first is repetition; by sheer volume, those who sell fear are able to bombard the public with scare stories that will make them consume products and vote in certain ways (Glassner, p. 820). The second technique is what Glassner calls “christening isolated incidents as trends” (p. 822). By claiming that a freak occurrence is a “trend,” the politicians and media are able to peddle their product of fear. The third technique that Glassner points out is “misdirection,” or highlighting a lesser danger in order to conceal more ominous ones (p. 823). Glassner’s main point is that our fears are being manipulated in the interests of those in positions of power.
  For my purposes, Glassner’s ideas will work very well with my discussion of the narrative nature of the education system, as noted by Paulo Freire. Also, it seems that Glassner would agree with

Freire that if our education system was based more on a communicative approach to learning, then we might not be as susceptible to these “narrative techniques.”

The assignment is the read the following scenario and draft a multi-paragraph essay answering the question and analyzing the situations. 

Here are four individuals telling you their stories of how they became unemployed. In a multi-paragraph essay, apply the theories of unemployment to explain the type of unemployment that each of these individuals is facing and explain which of these individuals qualifies for unemployment benefits:

Two months ago, Marcelle used to work full time in an automobile manufacturing firm. “The factory where I used to work has closed because our market contracted so much, and so I was laid off. This is happening to people all over the country-all you see in the papers is that economic growth has fallen and incomes across the country have fallen. I have been looking very hard for a new job, but have had no luck yet.”

Until last week, Dominic used to work full time as a hair-dresser in downtown Cincinnati. “I decided to quit my job, because I want to move to New York City.”

Until last month, Francine worked part time at a ski resort. “Well, it is summer now, and so the resort is closed. I will apply again in the winter when the snow is back. I am not interested in working until then.”

Two months ago, Beauvoir had been working full time as a secretary. “I was a good typist, but I don’t know how to use a computer. My boss wanted to upgrade the office to computers, and so I was replaced by someone who is computer-savvy. I have been looking for another job, but it appears that I need to learn some computer skills.”

Develop a response that includes examples and evidence to support your ideas, and which clearly communicates the required message to your audience. Organize your response in a clear and logical manner as appropriate for the genre of writing. Use well-structured sentences, audience-appropriate language, and correct conventions of standard American English.

Ethical Behavior 

Activity Context 

This discussion helps you develop the skills to master the following course competencies: 

• Assess the impact of ethical, regulatory, and tax considerations on financial policy decisions. 

Activity Instruction 

Unfortunately, in recent times we have seen a number of examples of unethical behavior in organizations, often tied to the organization’s handling of finances. Locate a current Wall Street Journal article that discusses ethical issues facing the top leadership or financial managers in today’s corporate environment regarding their approach to the financial matters of the firm. Summarize the article. In addition, discuss what pressures exist that might encourage unethical behavior, particularly as it pertains to the firm’s financial reporting or situation. How might these be mitigated?

Support your post as appropriate with the theories presented in this week’s required reading. 

Readings  

Use your Corporate Finance: Core Principles and Applications textbook to read the following:

 

•Chapter 1, “Introduction to Corporate Finance.”  

•Chapter 2, “Financial Statements and Cash Flow.” 

•Chapter 3, “Financial Statements Analysis and Financial Models.”   

Use the University Library to read: 

•Droms, W. G., & Wright, J. O. (2015). Finance and accounting for nonfinancial managers. New York, NY: Basic Books: 

•Part III, Chapter 6, pages 80-119.

Your responses should be substantive and could involve one or more of the following:

• Debate the topic. 

• Ask a probing question. 

• Share an insight you gained from your peer’s post. 

• Make a suggestion. 

• Share a personal experience related to the topic. 

•     Expand on your peer’s post.

 Resources 

• Discussion Participation Scoring Guide. 

• The Wall Street Journal

 

Modern, U.S. Foreign Policy Doctrines

“Today we did what we had to do. They counted on America to be passive. They counted wrong.” – Ronald Reagan

In 1793 the (George) Washington administration faced a significant, foreign policy concern. As a result of the French Revolution and the subsequent decapitation of the French king, Louis XVI, the major European nations declared war on France. France, a critical ally of the United States during the American Revolutionary War, sought help from their erstwhile allies.

American citizens were quite divided about the escalating European war. Whereas many Americans were sympathetic to the French people’s quest to rid themselves of the old regime and to embrace the revolutionary rallying cry, “Liberté, égalité, fraternité,” the subsequent radical turn of the French Revolution soured many Americans to the French revolutionary cause.

President George Washington, based on the unanimous consent of his executive cabinet comprised of Thomas Jefferson, Alexander Hamilton, Henry Knox, and Edmund Randolph decided that the United States must avoid, at all costs, military involvement on the European continent. (Dehler, n.d.)

Yet, compounding the administration’s concerns were the uncertain Constitutional waters regarding the management of the foreign policy. Whereas Article I, Section 8 of the U.S. Constitution provided Congress the ability “to declare war,” Article II, Section 2 allowed the U.S. president to “make treaties, provided two-thirds of the Senators present concur.” (U.S. Constitution)

Washington’s cabinet argued that the administration must issue some sort of statement regarding U.S. foreign policy concerning the escalating, European war. Thus, asserting the President’s ability to conduct foreign affairs, the Washington administration issued the first foreign policy document: a proclamation of neutrality. The opening paragraph of the Neutrality Proclamation on April 22, 1793, stated: “Whereas it appears that a state of war exists between Austria, Prussia, Sardinia, Great-Britain, and the United Netherlands, of the one part, and France on the other, and the duty and interest of the United States require, that they should with sincerity and good faith adopt and pursue a conduct friendly and impartial toward the belligerent powers.” (U.S. Archives, 2002) As a result, the precedent was set: the executive branch could now conduct foreign policy without the consent of Congress.

In 1823, thirty years after the Proclamation of Neutrality, President Monroe famously introduced the Monroe Doctrine which warned European nations to steer clear of U.S. interests in the Western hemisphere. (U.S. State Department, n.d.) Subsequently, from Washington’s Proclamation of Neutrality to the G.W. Bush’s doctrine of military preemption, presidents have introduced foreign policy doctrines that best articulate U.S. foreign policy interests.

Directions: Using the required, academic readings, and supplemental academic research, please address the following while adhering to the Discussion Board Rubric:

• Select a modern, presidential doctrine from the following list:
  • Truman Doctrine
  • Eisenhower Doctrine
  • Kennedy Doctrine
  • Johnson Doctrine
  • Nixon Doctrine
  • Ford Doctrine
  • Carter Doctrine
  • Reagan Doctrine
  • G.H.W. Bush Doctrine
  • Clinton Doctrine
  • G.W. Bush Doctrine
  • Obama Doctrine
  • Trump Doctrine
• Provide a brief summary of the foreign policy doctrine.
  • Contrast this foreign policy doctrine with pre-WWII U.S. foreign policy.
• Explain the historical circumstances that produced foreign policy doctrine.
  • How did the Cold War or the War on Terror shape this foreign policy doctrine?
• Provide a specific example of when the foreign policy doctrine was utilized.
  • Analyze the short- and long-term result of this specific example.
• Evaluate the foreign policy doctrine in terms of U.S. self-interest and America’s international reputation.

References:

Dehler, G. (n.d.). Neutrality Proclamation. Retrieved from https://www.mountvernon.org/library/digitalhistory/digital-encyclopedia/article/neutrality-proclamation/.

Founders Online: Neutrality Proclamation, 22 April 1793. (n.d.). Retrieved from https://founders.archives.gov/documents/Washington/05-12-02-0371.

Monroe Doctrine, 1823. (n.d.). Retrieved from https://history.state.gov/milestones/1801-1829/monroe.

The Constitution of the United States. (n.d.). Retrieved from https://www.archives.gov/founding-docs/constitution.