Use the Theory of Work Adjustment (TWA) to explain the strengths and limitations an employer may have in providing benefits to employees? As a career counselor, how would you use this theory to aid your understanding of your client’s career development? Just need 135 words
Go to this website and take the Race Implicit Association Test. After you have received your results answer the following questions. How do you feel about your results (you do not have to share what they are)? Due to the fact that most people have some unconscious racial bias, explain whether given the same credentials, you think two candidates, of two different races, with an identical resume, have an equal chance at getting hired. Why or why not? Just need 135 words
Overview: This assignment will measure your understanding of key components of the Baroque Era. Instructions: Refer back to the unit’s readings and resources to complete the writing assignment. Answer the four (4) short answer questions listed there based on the requirements and rubric below. Do not refer to wikipedia for your responses. Please submit this assignment through SafeAssign in Blackboard. The questions are below. 1. What does ″equal temperament″ mean? 2. Please discuss the differences between an opera, an oratorio, and a cantata. 3. Why is the Baroque Suite considered an ″international″ music genre? 4. Identify the key features of the Late Baroque style (1690 – 1750) in music. Requirements: Be sure to read the assignment instructions and rubric carefully before beginning. Use full sentences and appropriate academic language in all work. Use Microsoft Word to complete the assignment. Follow standard APA guidelines (proper margins, double-spaced, Times New Roman font, and 12-point font). Use APA citation format and include a reference/work cited page when necessary. Each question should have an answer of 2-3 paragraphs in length. Assignment should be four (4) pages maximum including cover page. Label cover page of all assignments with your full name, course title, and date. Submit assignment through SafeAssign on Blackboard. Be sure to read the criteria, by which your paper/project will be evaluated, before you write, and again after you write. Evaluation Rubric for Unit 3 The Baroque Era Writing Quiz Assignment
CNL-525 Topic 2: Influence of Race and Ethnicity: Media Analysis Worksheet
Directions: Locate and watch two pieces of media recorded in different decades (film or television) that show the same job, (e.g., a Police drama filmed in 1980, and Police drama filmed in 2010). Note the ethnicities portrayed in different careers/roles and answer the questions listed below. Include proper in-text citations for both media pieces as well as a reference note below as appropriate.
1. What are the names of the shows/films observed and what year they were produced?
2. What job was observed in the shows/films?
3. Which show/film had more minority actors?
4. Were minorities more likely to play primary or supportive roles? Is there a difference between the older and newer shows/films?
5. Did you see the use of any stereotypes? Were stereotypes more apparent in the older or newer shows/films?
6. Considering the ethnicities of the characters is there anything that is obviously different or missing when comparing the older and newer show/film?
7. Does it look like the media portrays the workplace in a way that reflects the diversity of the United States?
8. Explain how film and television influenced your interest in specific careers.
9. Based on your observations, does it look like minority children have enough positive role models in film and television? Explain why or why not.
10. If you wanted minority children to have a greater number of positive role models in film and television how could you encourage the media to make any changes?
References
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Discussion Unit 7 Assignment 2
250 Words
Autism Spectrum Disorder
Review the Extraordinary People story of Temple Grandin and the case study of Richard (See attachment) from your Abnormal Psychology text.
Consider the range of impairment for individuals whose symptoms are described by autism spectrum disorder (ASD).
Address the following using headings to match content in each bullet point:
1. Compare early behaviors typical of those diagnosed with ASD evident in the description of Temple and Richard.
2. How have the developments in the field since the time Temple was young changed how we understand Richard’s symptoms and their causes?
Support your ideas with references to the course texts, articles from this learning unit, or articles from peer-reviewed journals.
I was assigned to an amphibious landing craft (APA) and our first mission was taking the Marines to Tarawa. It was a horrific battle. I could see the smoke on the beach from the quarter deck. We waited, prepared to support the Marines on the ground. We started pulling Marines to the ship, alive and dead. I’ve never seen such carnage. It became my duty to bury the dead ones at sea. We dressed the Marines in full dress uniform, covered their faces with a cloth, and wrapped them in canvas and sewed it up. We then took a door off its hinges and used it as a launch pad to place them in the water. We prayed as we sent them to their final resting place. It stuck with me then as it does now. Back then I decided to write down the longitude and latitude of each Marine buried so maybe, just maybe, we could send it to their families.
—World War II Veteran (personal communication, 2014)
The heat was unbearable and the quiet was deafening. We often sat for hours in a foxhole, just waiting. We started to stink from sweat and dirt. With the guys next to me, we became brothers, and when the fighting began, we’d protect each other. But it was hell to watch our brothers fall.
—Vietnam Veteran (personal communication, 2014)
It sucked. It just sucked. I loved helping the people over there when we could. And helping my fellow soldiers. We took care of each other. But, man, the crap I’ve seen would make your head spin. I was talking to my buddy when an IED blew his head off right in front of me. You never forget stuff like that.
—OIF/OEF Veteran (personal communication, 2014)
Do you really understand all that is involved in combat situations? In order to understand combat trauma and common reactions associated with combat trauma, you must first comprehend the nature of combat and what occurs when military personnel serve in war zones.
Throughout this course you will step into the lives of military veterans to best understand their experiences, stressors, and traumatic reactions to combat and combat duty and the military. You will return to the media several times throughout the course but view them through different lenses based on the topical area you are studying that week. For this week, listen to the stories of each military veteran or active duty personnel about combat, their combat duty, and some of their traumatic reactions. Critically reflect on the subject of combat and how it may affect active duty military personnel and veterans who serve in war zones. In addition, reflect on your own knowledge of combat, combat duty, or service in war zones. You may have your own military experience, know someone who has been in the military, or gather information from the media. Regardless of where you get your information, ponder on the notion of what combat is and what it entails besides the act of killing. Think also of the potential effects combat could produce.
Post your answer to the following question: 1. How would you describe combat to someone?
2. Based on the media, describe two stressors (exclude the act of killing) that may be associated with combat duty.
3. Finally, explain whether combat could produce beneficial effects to military personnel and defend your position.
Please note, this question is not about political positioning. It is an opportunity to view combat from a holistic perspective to understand the various experiences that veterans and military personnel have during their assigned duty. It also is not an attempt to minimize the horror of war.
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Dick, G. (2014). Social work practice with veterans. Washington, D.C.: NASW Press.
Chapter 2, “A Brief History of America’s Wars” (pp. 15-34)
Chapter 4, “The Role of the Social Worker” (pp. 47-60)
Rubin, A., Weiss, E.L., & Coll, J.E. (2013). Handbook of military social work. Hoboken, NJ: John Wiley & Sons.
Introduction (pp. xxiii-xxxi)
Chapter 1, “A Brief History of Social Work with the Military and Veterans” (pp. 3-20)
Pryce, J. G., Pryce, D. H., & Shakelford, K. K. (2012). The costs of courage: Combat stress, warriors, and family survival. Chicago, IL: Lyceum Books.
The costs of courage: Combat stress, warriors, and family survival (1st Ed.), by Pryce, J.G., Pryce, Col. D.H. & Shakleford, K.K. Copyright 2012 by Lyceum Books, Inc. Reprinted by permission of Lyceum Books, Inc., via the Copyright Clearance Center.
Chapter 1, “War and Its By-Products” (pp. 3–15)
Wellen, R. (2012, July 10). What vets are not talking about when they’re not talking about their war experiences. Foreign Policy in Focus. Retrieved from https://fpif.org/what_vets_are_not_talking_about_when_theyre_not_talking_about_their_war_experiences/
Wood, M. D., Britt, T. W., Wright, K. M., Thomas, J. L., & Bliese, P. D. (2012). Benefit finding at war: A matter of time. Journal of Traumatic Stress, 25(3), 307–314.
Discuss the results of your Conflict Style Self Assessment and your thoughts on the significance of the style based on past experience.
Many military personnel may experience significant combat reactions or trauma as a result of their combat experiences. Many times they feel alone and only those who have experienced combat understand their reactions. However, not all military personnel experience trauma as a result of their combat experiences or duty. As a helping professional, it is important to consider why some active duty military personnel and veterans experience trauma more than others. For this Discussion, review your resources.
Post a description of two types of trauma that combat veterans may experience that you may not have previously considered, and explain why it stands out to you. Explain why some combat veterans are more affected by trauma than others. (2 to 3 pages only)
Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
Dick, G. (2014). Social work practice with veterans. Washington, D.C.: NASW Press.
Chapter 2, “A Brief History of America’s Wars” (pp. 15-34)
Chapter 4, “The Role of the Social Worker” (pp. 47-60)
Rubin, A., Weiss, E.L., & Coll, J.E. (2013). Handbook of military social work. Hoboken, NJ: John Wiley & Sons.
Introduction (pp. xxiii-xxxi)
Chapter 1, “A Brief History of Social Work with the Military and Veterans” (pp. 3-20)
Pryce, J. G., Pryce, D. H., & Shakelford, K. K. (2012). The costs of courage: Combat stress, warriors, and family survival. Chicago, IL: Lyceum Books.
The costs of courage: Combat stress, warriors, and family survival (1st Ed.), by Pryce, J.G., Pryce, Col. D.H. & Shakleford, K.K. Copyright 2012 by Lyceum Books, Inc. Reprinted by permission of Lyceum Books, Inc., via the Copyright Clearance Center.
Chapter 1, “War and Its By-Products” (pp. 3–15)
Wellen, R. (2012, July 10). What vets are not talking about when they’re not talking about their war experiences. Foreign Policy in Focus. Retrieved from https://fpif.org/what_vets_are_not_talking_about_when_theyre_not_talking_about_their_war_experiences/
Wood, M. D., Britt, T. W., Wright, K. M., Thomas, J. L., & Bliese, P. D. (2012). Benefit finding at war: A matter of time. Journal of Traumatic Stress, 25(3), 307–314.
Ethical dilemmas occur in all areas of social work practice, including in military social work. At times, social workers practicing in a military setting may face especially complex ethical challenges in honoring the NASW Code of Ethics while also obeying military orders or policies.
For example, as a social worker, one is required to follow the NASW Code of Ethics, even on behalf of the enemy. At the same time, the social worker, as a service member, is obligated to support the mission and military operations and maintain military readiness. In this Discussion, you explore ethical dilemmas that may challenge you in a military environment.
To prepare for this Discussion, read the Learning Resources about ethical dilemmas faced by social workers within the military system and the NASW standards.
Post a response in which you do the following: (2 to 3 pages only)
Rubin, A., Weiss, E. L., & Coll, J. E. (Eds.). (2013). Handbook of military social work. Hoboken, NJ: John Wiley & Sons.
Chapter 4, “Ethical Decision Making in Military Social Work” (pp. 51–66)
Association of Social Workers. (2012). NASW standards for social work practice with service members, veterans, and their families. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=fg817fIDop0%3d&portalid=0
National Association of Social Workers. (2018). NASW Practice Standards & Guidelines. Retrieved from https://www.socialworkers.org/practice/practice-standards-guidelines
Waldepn University. (n.d.). MSW interactive home page [Multimedia]
The National Association of Social Workers (NASW) specifies the ethics and values of the profession in their Code of Ethics. Section 6.04 of the Code of Ethics (1999) states:
Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice.(Preamble, p. 8)
With the requirement of social and political action among social workers, there is little political activity among clinical social workers. Why? What barriers exist that prevent social workers from fulfilling this ethical obligation?
What does it mean to be a macro social worker? A micro social worker? Do these differentiations have any real meaning? If not, why is this language used when referring to the social work profession?
In this Discussion, you will look at the obligation of social workers to engage in political action in their practice and discuss why there appear to be different perceptions of the responsibility for political action among social work professionals.
Post (400 to 500 words) an analysis of historical divides (such as the schism between Jane Addams and Mary Richmond) and historical influences on current social work practice with respect to policy advocacy and action.
Do such schisms exist in contemporary social work? If you think these divides exist, how do they prevent social workers from fulfilling their ethical obligation(s)? Are they important differentiations?
SOCW 6361 Webliography
These websites will be required throughout the semester. Become familiar with these websites, especially when doing research for your assignments.
Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice. (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.
Chapter 1, “Joining a Tradition of Social Reform” (pp. 3–31)
Community Toolbox. (2016). Chapter 5 Section 1: Strategies for community change and improvement: An overview. Retrieved from http://ctb.ku.edu/en/table-of-contents/assessment/promotion-strategies/overview/main
Gutiérrez, L. M., & Gant, L. M. (2018). Community practice in social work: Reflections on its first century and directions for the future. Social Service Review, 92(4), 617–646.
Hill, K. M., Ferguson, S. M., & Erickson, C. (2010). Sustaining and strengthening a macro identity: The association of macro practice social work. Journal of Community Practice, 18(4), 513–527
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