Critical Reflection 1 Social Location and Macro Leadership

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Social location refers to identity constructs such as gender, gender identity, gender expression, race, class, religion, sexual orientation, geographic locations, and age (Hulko, 2009). Social location influences individual experiences and world views  It also coveys the power and privilege one experiences related to identity. According to Hulko, power is situational. So while we may feel powerful or powerless in one situation, we may enjoy a great deal of power or experience less power in another.  Social workers should understand their own power and privilege in relation to their clients, the communities served, and within the organizational and agency context. We must be able to navigate systems in order to best serve clients and communities, challenge injustices, and be able to survive in environments that are hostile to our own social location and/or to our clients’ social location. 

References 

Hulko, W. (2009). The time-and context-contingent nature of intersectionality and interlocking oppressions. Affilia Journal of Women and Social Work, 1, 44. https://doi.org/bc35k3 (Links to an external site.)

Reflection Assignment 

This week, you are asked to reflect on your social location and implications for practice. 

This assignment has several steps.

Step 1:  Review course materials

Step 2:  Using a search engine, such as Google, type in the name of the city in which you live and then type “nonprofits.” When the search results appear, explore the following for each of the first 3-5 nonprofits. Please note the following.

  • The name of each of the nonprofits
  • The target population being served (people experiencing homelessness, households under 50% of the area median income, individuals experiencing Intimate Partner violence, etc.)
  • The services provided by the agency
  • The number of clients served each year if noted on the website

Step 3: As you look around the website, click on the links for staff and the Board. If there are pictures for staff and Board members, note the following.

  • The age, race, ethnicity, gender, gender expression of agency staff.
  • The age, race, ethnicity, gender, gender expression of Board members.
  • The age, race, ethnicity, gender, gender expression of the Executive Director/CEO, the Financial Director/CFO
  • The age, race, ethnicity, gender, gender expression of the Board Chair
  • If work affiliations are listed for Board members, note how many Board members are representing businesses and for-profit entities.
  • If a bio is available for the Executive Director/CEO is available, what is his/her/their work and educational background (MSW, MBA, other)?

Step 4:  After obtaining this information, consider the following questions.

  • Does the composition of the Board of Directors and agency staff reflect who is being served and the community in which the agencies are locates?
  • Who appears to make the decisions in the agency? Do the people in charge reflect the ethnic, racial, and gender compositions of the target populations being served?
  • What potential issues may arise if those in charge do not represent the communities being served (stakeholder engagement, stakeholder buy-in, and commitment to service)?

Step 5: Reflection exercise

  • Write a 2-3 page word reflection on the following. This should be a candid reflection in which you present your thoughts in your own words.
  • Think about the agencies you researched as part of Step 2 and the questions you were asked to consider in Steps 3 and 4.
  • Consider your own social location. Now think about the clients and target populations you intend to serve as a social work practitioner.
    • Is your social location similar to the target population you intend to serve? What similarities, as well as differences, exist?
    • How do you feel about these differences and/or similarities? What are the implications of this for your future practice?
  • Consider your own social location. Now think about that of agency leadership and board members? You can either use an agency in which you are employed or are completing your pratcicu,m.
    • What similarities as well as differences exist?
    • Does agency leadership reflect the populations being served? 
    • How do you feel about these differences and/or similarities? What are the implications of this for your future practice?

Please pay attention to grammar, sentence structure, and spelling. 

Topic 4 DQ 1

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To help you prepare for your Cause and Effect essay on donating or selling organs, brainstorm general topics of interest and conduct an online inquiry as to possible causes and effects.

For example, you might have an interest on the effect of social media on children younger than thirteen years of age. You research young children in their tweens and discover that these individuals are more readily exposed to online interactive groups, such as Facebook, Twitter, or Web pages themed to attract a younger audience; this creates a root cause with the effect of having a large social network of friends.

This result becomes a new cause that leads to the effect of stronger Web-based communication skills, which leads to intuitive and up-to-date technology skills. This result leads to overuse of or possible Internet obsession, which results in decreased participation of afterschool activities, such as sports or music groups. This result leads to lack of focus on homework and a significant drop in academic performance, which results in poor quality of student work. The result is repeating the same grade level.

Now, create your own cause-effect chain based on your online inquiry. Make sure the cause-effect chain is logical, plausible, and realistic.

Be sure to cite all sources used to compose your answer. Format your in-text citations and reference list entry according to APA Style.

When Van West first arrived in Mexico

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When Van West first arrived in Mexico, his VP Hernandez seemed like his most valuable ally. Now, his contributions are in question. As his boss, how could Van West motivate Hernandez to improve his performance consistent with the local culture? Assume you are meeting with Hernandez to address his performance. https://coolassignment.com/2021/05/25/primary-discussion-response-is-due-by-friday-115959pm-central-peer-response-2/ Develop an improvement plan that takes into account his abilities and attitudes as well as your responsibilities as his manager. Thank you for the feedback. I really like the carrot stick approach and have never heard of that before.

I am going to need to explain to Hernandez that the company is not happy with their location’s performance and that the floor workers are not the only one’s who need to fear for their job. Hernandez and I ( Van West) are also under the microscope and may be replaced or demoted. I will then introduce an objective https://bestofassignment.com/business-and-management-entrepreneurship/assignment-descriptionthis-is-an-individual-well-structured-and-well-referenced/ plan for the both of us setting different goals that we should want to meet by a certain deadline. In that plan I will introduce different tips and tricks to help us achieve those goals and those will consist of the expected work that Hernandez should be doing to bring up his performance in the work place.

I will then go on to explain that if we are able to achieve these goals that I have set for the both of us, then the company will realize how we are a great leadership and we were able to turn things around and that only benefits us in the end when it comes down to career and compensation growth. If I can alter the performance plan idea and include myself as well. Hernandez will hopefully look into this as a power move for the both of us.

The idea would be for him to see that I am not only looking out for myself but him as well just like he did for me when I first moved to Mexico City. Like you said ” And if the team is doing poorly, YOU shoulder most of the responsibility” This is not only on Hernandez it is on Me as well so I need to check my performance and do better If I want to succeed. https://homeworkhelpersblog.com/first-select-any-one-of-the-major-world-religions-that-you-may-encounter-in-you-2/
Thank you !

B6025P wk2 assignment brilliant answers

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Sometimes social influences and societal pressures can influence  decision making for the better and sometimes for the worse. In addition  to these pressures, there are risks that need to be evaluated and  measured when making decisions. In this assignment, you will reflect on  decisions you made using social influence, persuasion, and risk taking  that went awry.

Examine a time when you were involved in decision making that went  awry as a result of protocols, social norms, or persuasive techniques.  If you do not want to use an example from your business or personal  experience, you can select a journal article on which you can base your  assignment. Here are some key words to help you find an article for this  assignment:

  • Decision making
  • Risk taking
  • Persuasion
  • Social heuristics

Write a 3–5-page paper in Word format that addresses the following:

  • Describe a decision-making scenario using your business experience,  personal decision making or cited journal article; include an example of  the decision-making process, describe the risk, and whether persuasion  was used. What were the social heuristics?
  • Explain the incentives in this scenario. Were they effective?
  • Identify the risks and the potential decision biases in your  scenario. Propose the corrective steps that should have been taken to  overcome these biases. If a risk assessment was conducted how did this  affect the decision-making process?
  • Analyze your scenario for what happened in terms of social  heuristics. Explain how decisions were made and the social factors that  shaped the decision-making environment.
  • Discuss the greatest challenges to sound decision-making in your scenario.
  • Critique the decision-making process used by the sponsor(s) and  leader(s) of the decision. Identify the mistakes made by the sponsor(s),  leader(s), and team members or others impacted by the decision during  the implementation of the decision. 

Support your statements with scholarly references and appropriate examples. Apply APA standards to citation of sources.

Evaluating Research Questions and Qualitative Research Designs

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Just as in quantitative research, when researchers set out to design a qualitative research study, they are guided by its purpose, and their research questions align with their selected approach and the data that will be collected. 

As you learned in previous weeks, alignment means that a research study possesses clear and logical connections among all of its various components. In addition to considering alignment, qualitative researchers must also consider the ethical implications of their design choice, including, for example, what their choice means for participant recruitment, procedures, and privacy.

For this Discussion, you will evaluate qualitative research questions in assigned journal articles in your discipline and consider the alignment of theory, problem, purpose, research questions, and design. You will also identify the type of qualitative research design or approach the authors used and explain how it was implemented. Narrative, ethnographic, grounded theory, case study, and phenomenology are examples of types of research designs or approaches used in qualitative research.

 

Post a critique of the research study in which you:

  • Evaluate the research questions and hypotheses.

    The Research Questions and Hypotheses Checklist serves as a guide for your evaluation. Please do not respond to the checklist in a Yes/No format in writing your Discussion post.

  • Identify the type of qualitative research approach used and explain how the researchers implemented the design.
  • Analyze alignment among the theoretical or conceptual framework, problem, purpose, research questions, and design.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

  

Lord, S., Després, C., & Ramadier, T. (2011). When mobility makes sense: A qualitative and longitudinal study of the daily mobility of the elderly. Journal of Environmental Psychology, 31(1), 52–61. doi:10.1016/j.jenvp.2010.02.007

Data Analysis in R

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1) Read the income dataset, “zipIncomeAssignment.csv”, into R. (You can find the csv file in iLearn under the Content -> Week 2 folder.)

2) Change the column names of your data frame so that zcta becomes zipCode and meanhouseholdincome becomes income.

3) Analyze the summary of your data. What are the mean and median average incomes?

4) Plot a scatter plot of the data. Although this graph is not too informative, do you see any outlier values? If so, what are they?

5) In order to omit outliers, create a subset of the data so that:

 $7,000 < income < $200,000  (or in R syntax , income > 7000 & income < 200000)

6) What’s your new mean?

7) Create a simple box plot of your data. Be sure to add a title and label the axes.

HINT: Take a look at: https://www.tutorialspoint.com/r/r_boxplots.htm (specifically, Creating the Boxplot.) Instead of “mpg ~ cyl”, you want to use “income ~ zipCode”.

In the box plot you created, notice that all of the income data is pushed towards the bottom of the graph because most average incomes tend to be low. Create a new box plot where the y-axis uses a log scale. Be sure to add a title and label the axes. For the next 2 questions, use the ggplot library in R, which enables you to create graphs with several different types of plots layered over each other.

8) Make a ggplot that consists of just a scatter plot using the function geom_point() with position = “jitter”  so that the data points are grouped by zip code. Be sure to use ggplot’s function for taking the log10 of the y-axis data. (Hint: for geom_point, have alpha=0.2).

9) Create a new ggplot by adding a box plot layer to your previous graph. To do this, add the ggplot function geom_boxplot(). Also, add color to the scatter plot so that data points between different zip codes are different colors. Be sure to label the axes and add a title to the graph. (Hint: for geom_boxplot, have alpha=0.1 and outlier.size=0).

10) What can you conclude from this data analysis/visualization?

Dis 1

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Week 3 Discussion 1

Each of us perceives “ethics” from our own point of reference as to what is or is not ethical. This assignment asks you to consider ethics and whistleblowers. Select one of the behaviors listed below for your discussion posting. Base your posting on your relationship with the “unethical person” and any risk involved in “whistle blowing”.

1. Stealing from an employer

2. Falsifying a time sheet

3. Padding an expense account

4. Falsifying any document or record

5. Lying about the conduct of a co-worker

     Requirements (please read)

 For each discussion, you are required to write an initial post (300 words) and one secondary post (200 words).  The discussion forums will be worth 40 points apiece—25 points for the initial post and 15 points for the secondary post.  For your initial post, you must have two academic peer-reviewed articles for references.  

 Grading for discussions.

  • All discussions must be completed on-time and must include in-text citations and references in APA style formatting. If you do not use in-text citations or they are not in APA format you will lose 3 points.  If you do not have references or if they are not in APA format, you will lose 5 points. (You do not need citations and references for secondary posts).

SWOT Analysis and PEST Analysis

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SWOT Analysis and PEST Analysis

An organization contains a dynamic process of interactions involving many moving parts. Changes in personnel, budget, policy framework, personnel capabilities, operations, and procedures in one part of an organization can affect what occurs in other parts of the organization.

An effective method of mapping this dynamic process is the use of SWOT analysis and PEST analysis, which gauge internal and external factors affecting the success or failure of the organization.

  • The strengths and weaknesses of an organization, as well as the opportunities and threats (SWOT) placed in a matrix provide an easily viewed statement of criteria for meeting the organization’s goals.
  • Political and economic factors, viewed along with social and economic factors (PEST), provide the strategic planner another matrix to view the criteria for success in relation to external factors that tend to be out of the control of the organization.

Conducting both analyses allows the planner an opportunity to consider all factors relevant to the success of the organization.

Your assignment is to prepare two matrices for your chosen organization: one SWOT and the other PEST (check the Strategic Planning for Human Services Professionals scatterdesk for more information). You will want to recognize that human services is in constant flux as a professional activity, so take into consideration the primary trends that will affect organizational success or failure. 

Instructions

Write a 1000-word overview stating the SWOT and PEST analyses for your chosen organization. Include the following:

  • Describe your chosen organization, its sector, and the key factors defining the criteria for SWOT and PEST.
  • Design two matrices: create one table with four parts labeled SWOT and a separate four-part table for PEST. In the quadrants, enter the key criteria affecting the organization.
  • Explain the importance of each quadrant.      
    • Provide a brief rationale for each of your SWOT and PEST entries.
    • Analyze the organization’s potential effectiveness in terms of its social, economic, political, and institutional position.
  • Drawing on your reading of Bryson regarding formulating strategies, consider the Loft strategy, Minneapolis Park and Recreation Board strategy, public sector strategy, or nonprofit strategy to inform the development of your analysis.
  • Develop policy consistent with the organization’s mission and vision.
  • Describe the planning focus and desired immediate outcomes.

Submission Requirements

  • Written Communication: Communicate in a manner that is scholarly, professional, respectful, and consistent with expectations for professional practice in human resources. Original work and critical thinking are required as well as scholarly writing. Your writing must be free of errors that detract from the overall message. 
  • Length: 1000 words.
  • Number of Resources: Minimum of 10 resources.
  • APA Guidelines: Format resources and citations according to current APA style and formatting guidelines.
  • Matrices: One for SWOT and one for PEST.
  • Font: Times New Roman, 12 point.

Refer to the SWOT Analysis and PEST Analysis Scoring Guide to verify you are including all grading criteria.

Process your paper through Turnitin before submitting your assignment. Submit your assignment and your Turnitin report as attachments in the Assignment area.

Resources

Masters Level Quantitative Design Assessment T-Scores Must Have SPSS

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For this assessment, you will complete an SPSS data analysis report using t-test output for assigned variables.

You will review the theory, logic, and application of t tests. The t test is a basic inferential statistic often reported in psychological research. You will discover that t tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
    • Develop a conclusion that includes strengths and limitations of an independent-samples t test.
  • Competency 2: Analyze the decision-making process of data analysis.
    • Analyze the assumptions of the independent-samples t test.
  • Competency 3: Apply knowledge of hypothesis testing.
    • Develop a research question, null hypothesis, alternative hypothesis, and alpha level.
  • Competency 4: Interpret the results of statistical analyses.
    • Interpret the output of the independent-samples t test.
  • Competency 5: Apply a statistical program’s procedure to data.
    • Apply the appropriate SPSS procedures to check assumptions and calculate the independent-samples t test to generate relevant output.
  • Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
    • Develop a context for the data set, including a definition of required variables and scales of measurement.
  • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
    • Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.

     

Read Assessment 3 Context [DOC] for important information on the following topics:

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  • Logic of the t test.
  • Assumptions of the t test.
  • Hypothesis testing for a t test.
  • Effect size for a t test.
  • Testing assumptions: The Shapiro-Wilk test and Levene’s test.
  • Proper reporting of the independent-samples t test.
  • t, degrees of freedom, and t value.
  • Probability value.
  • Effect size.

 

Read Assessment 3 Context (linked in the Resources) to learn about the concepts used in this assessment.

You will use the following resources for this assessment. They are linked in the Resources.

  • Complete this assessment using the DAA Template.
  • Read the SPSS Data Analysis Report Guidelines for a more complete understanding of the DAA Template and how to format and organize your assessment.
  • Refer to IBM SPSS Step-By-Step Instructions: t Tests for additional information on using SPSS for this assessment.
  • If necessary, review the Copy/Export Output Instructions to refresh your memory on how to perform these tasks. As with your previous assessments, your submission should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document).

You will analyze the following variables in the grades.sav data set:

  • gender.
  • gpa.

Step 1: Write Section 1 of the DAA

  • Provide a context of the grades.sav data set.
  • Include a definition of the specified variables (predictor, outcome) and corresponding scales of measurement.
  • Specify the sample size of the data set.

Step 2: Write Section 2 of the DAA

  • Analyze the assumptions of the t test.
  • Paste the SPSS histogram output for gpa and discuss your visual interpretations.
  • Paste SPSS descriptives output showing skewness and kurtosis values for gpa and interpret them.
  • Paste SPSS output for the Shapiro-Wilk test of gpa and interpret it.
  • Report the results of the Levene’s test and interpret it.
  • Summarize whether or not the assumptions of the t test are met.

Step 3: Write Section 3 of the DAA

  • Specify a research question related to gender and gpa.
  • Articulate the null hypothesis and alternative hypothesis.
  • Specify the alpha level.

Step 4: Write Section 4 of the DAA

  • Paste the SPSS output of the t test.
  • Report the results of the SPSS output using proper APA guidelines. Include the following:
    • t.
    • Degrees of freedom.
    • t value.
    • p value.
    • Effect size.
    • Interpretation of effect size.
    • Means and standard deviations for each group. Mean difference.
    • Interpret the results against the null hypothesis.

Step 5: Write Section 5 of the DAA

  • Discuss the implications of this t test as it relates to the research question.
  • Conclude with an analysis of the strengths and limitations of t-test analysis.

Case assessment and diagnosis assessment

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Part I:

(Note: APA format is *not* required for Part 1 of this Assignment.)

  1. Read the Kim-Ly case scenario: Kim-Ly_Case PDF.Preview the document
  2. Create any additional needed information about this client that will help you in completing your assessment and full diagnosis with her.
  3. Using the format below, provide diagnostic information about Kim-Ly.

Diagnoses________________ Code: _______________ (Both DSM 5 and ICD 10)

Justification:

For each diagnosis that you have for Kim-Ly:

  • Provide a DSM V diagnosis for Kim-Ly along with a brief justification supporting each diagnosis.
  • Record the level of severity with your diagnosis as listed in the DSM 5.
  • Include any diagnoses that you want to “rule out” (R/O).

Part II:

(Note: APA format *is* required for Part 2 of this Assignment.)

  1. For Part II of this assignment, you are expected to read and incorporate at least (six) 6 peer-reviewed research articles to support your Part II written content.
    1. You may *not* use the required readings and/or textbooks to meet this requirement.
    2. These peer-reviewed research articles should be integrated throughout Part II of your assignment.
    3. Ensure that all in-text citations and reference page are formatted according to 7th edition APA Manual.
  2. Describe the client’s clinical problems that should be the focus of individual clinical treatment.
    1. Make sure to focus on the clinical aspect(s) of the case, and that you provide clinical explanation(s).
    2. Do not repeat or rehash the story line. Instead, use critical thinking and analytical skills to assess what is occurring as it pertains to this client’s needs and problems.
    3. Describe the need(s) in clinical terms. In other words, from a conceptual standpoint, what are her clinical needs/problems/issues?
  3. Identify the clinical theory that will guide your individual work with this client.
    • Describe the theory, its major concepts, and explanations for how clients develop problems (i.e., what goes wrong in the client’s life from a theoretical perspective).
    • How and why would this specific theory –  and not another theory – drive your clinical treatment of this particular client?
    • Identify and describe the specific techniques (from this theory) that you would use with this client. Ensure to discuss application of the techniques as they pertain to this client.
  4. In narrative form, describe the client’s non-clinical needs (case management, concrete services, etc.) that should also be included in their clinical treatment.

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Paper Format:

  • Students should use the student paper format, including a cover page. For more information: refer to Chapter 2 of APA Publication Manual, Seventh Edition, the APA Style Paper Format resource, and the APA Student Title Page Guide.
  • Student papers do not include a running head. For more information: refer to page 30 of the APA Publication Manual, Seventh Edition, and this APA Style Header resource.
  • This paper should NOT include an abstract, table of contents, or appendix.
  • The paper should be double spaced and include 1″ margins throughout.

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Font Type and Size:

  • A variety of font choices are permitted in APA Style. Use the same font throughout the text of the paper. Options include:
    • Sans serif font: 11-point Calibri, 11-point Arial, 10-point Lucida San Unicode
    • Serif font: 12-point Times New Roman, 11-point Georgia, normal (10-point) Computer Modern
  • For more information: refer to page 44 of the of APA Publication Manual, Seventh Edition, and this APA Style Font resource.
  • Ensure the font type and font size of your page numbers are consistent with the rest of your paper. 

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Paper Length:

  • The entire assignment should be no more than 6 pages in length (excludes cover and reference pages).
  • One (1) point will be deducted from your grade for every page over 6 page (excluding cover and reference pages).

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Notes:

  •  This assignment must be submitted via Webcourses by the assigned deadline.
  • To access the rubric for this assignment, select ‘Show Rubric’ from the drop down box located at the upper right hand corner.

Rubric

Grading Rubric: Diagnosis & Assessment (1)Grading Rubric: Diagnosis & Assessment (1)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDSM 5 Diagnostic Assessment10 pts
This criterion is linked to a Learning OutcomeJustification10 pts
This criterion is linked to a Learning OutcomeClinical explanation of Kim-Ly’s Diagnosis8 pts
This criterion is linked to a Learning OutcomeClinical Theory Used6 pts
This criterion is linked to a Learning OutcomeNon-Clinical Problems that should be included in Kim-Ly’s Treatment Plan6 pts
Total Points: 40PreviousNext