What do you see in these programs in terms of a wilderness or nature component that seems potentially helpful or transformative for veterans? What is it specifically about veterans’ experiences in armed services that you think might make these kinds of therapeutic activities or programs beneficial? If you are a veteran or you know other veterans, what would you add to the conversation?

SWK 532 Intro to Outdoor Behavior Discussion Week 7 Discussion

Subject is social work and not psychology

1. Go the Outward Bound for Veterans page: (Links to an external site.). Check this site out a little bit. Watch the video and read and read the home page, including the comments by veteran participants, the “About” page, and the “Programs” page.

2. Look into Project Cohort: (Links to an external site.). Read a little about this program and watch the video at the bottom of the page.

What do you see in these programs in terms of a wilderness or nature component that seems potentially helpful or transformative for veterans? What is it specifically about veterans’ experiences in armed services that you think might make these kinds of therapeutic activities or programs beneficial? If you are a veteran or you know other veterans, what would you add to the conversation?

What is especially useful and not useful about the classification? What changes would you make to the authors’ classification to make it more applicable to your role as a social worker?

Discussion week 2: Classifications of Life-Span Development

When did you become an adult? Was it the day you graduated from high school? Or, was it the day you moved out of your parents’ or caregivers’ home? Your description of what it means to be an adult and how and when an adolescent transitions into adulthood may differ from that of your colleagues.

The authors of your course text, Zastrow, Kirst-Ashman, & Hessenauer, use the term young and middle adulthood to identify the life-span time period between age 18 and 65. This classification distinguishes this time in the life of an individual from childhood and adolescence and from the later years of adulthood.

Is the authors’ young and middle adulthood classification a useful one? What is especially useful and not useful about the classification? What changes would you make to the authors’ classification to make it more applicable to your role as a social worker?

For this Discussion, you analyze the author’s life-span classification and suggest ways to improve it.

A new classification (or possibly multiple classifications) to replace the authors’ young and middle adulthood classification

A definition of your new classification(s)

Support for your new classification(s). for example, this support may include references to theory and empirical research findings and should reflect the current understanding of biological, psychological, and social development

An implication your new classification might have regarding social work practice

Create a short educational program on privacy, security, and confidentiality for the students to review before they start their PPE. Create a Power Point presentation of no more than 12 slides, covering the following elements:

HIMN 200 Week 3 Assignment

Your HIM department is going to begin taking students as part of their Professional Practice Experience (PPE).

The HIM Director has asked you to create a short educational program on privacy, security, and confidentiality for the students to review before they start their PPE. Create a Power Point presentation of no more than 12 slides, covering the following elements:

· Differentiate between privacy, security and confidentiality

· Access to be based on minimum necessary standard

· Release of information requires authorization

· Use and protection of passwords and security codes

· Duty to report breaches

What ideas or phrases come to mind when you hear the term intelligence?Explain how you, as a social worker, might apply the concepts of emotional and/or social intelligence to the case of Andres

Discussion: Social and Emotional Intelligence

What ideas or phrases come to mind when you hear the term intelligence? Prior to the current emphasis on emotional and social intelligence, individuals tended to associate intelligence with one measurement: intelligence quotient or the IQ.

While the IQ focuses on intellectual abilities, emotional intelligence focuses on an individual’s awareness of his or her feelings and the feelings of others, and social intelligence focuses on an individual’s interpersonal skills (Zastrow & Kirst-Ashman, 2019, pp. 493-494).

To prepare for this Discussion, read “Working With People With Disabilities: The Case of Andres” on pages 28–31 in Social Work Case Studies: Foundation Year.

Consider what you have learned about social and emotional intelligence in this week’s resources as well as what you learn about the person and environment as it relates to young and middle adulthood.

By Day 3

Post a Discussion that includes the following:

Explain how social and emotional intelligence are related to cultural factors

Explain how you, as a social worker, might apply the concepts of emotional and/or social intelligence to the case of Andres

Explain how social workers, in general, might apply social and emotional intelligence to social work practice. (Include a specific example in the explanation.)

Can food be a source of meaningful intercultural encounters? Use the essential and supplementary readings and/or your own example to address this question.

Migration and social change

Individually written responses of 250 words to each reflection question.

Professor is assessing students understanding of the unit resources, not the general knowledge, so make sure to apply theories and concepts covered in the resources and lecture pods.

Question 1: week 5: Research an example of one of these and write about it using the concepts from the lecture pod and readings:

a) positive intervention by an organization or a government to attend to migrant women’s specific needs;

b) positive example of media representation of migrant women.

Resources:

Use login details provided to view the short lecture pods for week 5 and reference it in the reflection ^^^

Ehrkamp, Patricia (2013) had it with them!” Younger migrant women’s spatial practices of conformity and resistance’, Gender, Place & Culture, 20:1, 19-36.

Question2: week 6: Pick an object in your house that a family member feels a strong attachment to and complete two tasks: a) interview them about it; b) take notes about their memory and use of the object as well as its placement in the house and write about it in 250 words.

Resources:

Back, Les and Keith, Michael (2014) ’Reflections: Writing cities’, in Hannah Jones, Emma Jackson and Alex Rhys-Taylor (ed.), Stories of cosmopolitan belonging: Emotion and location. London: Routledge,15-28.

More resouces link provided in separate file

Question 3: week 7: Can food be a source of meaningful intercultural encounters? Use the essential and supplementary readings and/or your own example to address this question.

Resources:

Khorana, Sukhmani (2018) ’Introduction’, in The Tastes and Politicsof Inter-Cultural Food in Australia. Rowman & Littlefield.

How would you approach tomorrow’s meeting? Would you bring up your memory to the members of the task force? Would you decide to discuss it in a few days over lunch? What actions would you use so that this previous event does not impact your current work? How would you be fair to the learners who answered correctly as well as to those who answered incorrectly?

Educational Unit Discourse

You are part of an educational unit of four educators. The item analysis of the recent examination is being reviewed. During this process, one test question in particular upsets you.

From the item analysis, you can see that the question has a discrimination index of .15 and several of the upper-level learners selected the same incorrect distractor. You believe that the distractor is worded poorly and is confusing to these students.

You want to remove the item and give the students who missed it credit for the correct answer. You become upset when the majority of the educators vote to leave the test question within the examination. In fact, you become so upset that you raise your voice and the chair of the group calls for a 15-minute break for everyone “to calm down.”

Later that night, while self-reflecting, you suddenly recall that as a student, you were upset over a test question that you thought was confusing and “tricky.” However, the faculty member would not change your score, resulting in you failing the exam. You realize that this experience has impacted your work as an educator in reviewing test questions. Tomorrow, you must work with the same group of individuals on a task force.

How would you approach tomorrow’s meeting? Would you bring up your memory to the members of the task force? Would you decide to discuss it in a few days over lunch? What actions would you use so that this previous event does not impact your current work? How would you be fair to the learners who answered correctly as well as to those who answered incorrectly?

What quantitative and qualitative information would you provide in order to assist these educators to consider the quality of the test questions?

Item Analysis

You are a member of a 3-person educational team that has developed a competency test that uses 50 multiple choice test questions to determine the knowledge and skill level of learners. After 30 learners have completed the competency test, the team conducted an item analysis.

From the results, there are 10 questions that are identified as being problematic. One of the educators wants to consider each of these questions individually to see if one or more of the questions should be removed from the test.

However, a second educator is strongly against this by stating, “This is a competency test; it has validity because we wrote it—the test questions should not be altered. The grade on the examination should stand!” The third educator wants to remove the ten questionable items from the test and raise all learners’ scores.

For the educator in professional nursing development, this will result in staff nurses who have failed the exam being placed on performance improvement plans and possible dismissal from the agency. For the educator in the academic setting, the learner will not be allowed to progress to the next course, must repeat the current course, and may be dismissed from the academic program.

What quantitative and qualitative information would you provide in order to assist these educators to consider the quality of the test questions?

Identify the relevant evidence gaps in the existing literature (e.g. that most of them will have been carried out in Europe and North America) and how you PhD will address these gaps.

Health care managers and ministry of Health in Saudi Arabia policies and strategies dealing with employees anxiety and stress in hospitals.

Would like to have a literature review and that would be the first draft of the literature chapter in the thesis, the references could be from 2000. will upload the draft that send to my supervisor and his comments on it, and also the proposal. In addition, will upload a reference list that you could use.

the feedback and comments (

1. Have a new first section which outlines the theories/models of the impact of the psychosocial working environment on stress and of the effects that stress then has on health/physiological outcomes, e.g. the demand-control model -> HPA axes

2. Then move on to review the literature on the relationship between working conditions, stress and health for healthcare workers. We recommend that you structure this in sections based on the health/well-being outcomes that the studies have looked at, e.g. CVD, Self rated health, mental health, life satisfaction/quality of life, sickness absence, etc. Each of these should have a sub-heading to help structure the chapter and aid the flow for the reader.

3. The third main section of this chapter will focus on the managerial strategies to combat work environment related poor health. What you already have is very good – but again needs to be structured. We would recommend structuring this by the types of strategies, i.e. what part of the work environment -> stress -> health model that aim to improve. For example you could group the literature that reviews the impact of strategies to improve control over work time, e.g. flexible working, breaks, 4-day week, then in the next subsection you could review the literature on strategies that aim to address control over work tasks, e.g. job crafting, etc. Again use headings for these sub-sections to improve readability and flow.

4. The final part of the chapter is the ‘so what’ section – you need to identify the relevant evidence gaps in the existing literature (e.g. that most of them will have been carried out in Europe and North America) and how you PhD will address these gaps.

Provide network calculation for the network diagram, located in the Module 5 folder. Provide ES, EF, LS, LF, and Total Float Values for the each of the activities shown in the network diagram and identify the project’s critical path.

Network Calculation

Provide network calculation for the network diagram, located in the Module 5 folder. Provide ES, EF, LS, LF, and Total Float Values for the each of the activities shown in the network diagram and identify the project’s critical path.

Submission requirements:

Provide a one-page narrative to explain your findings. The page requirement does not include the required title page and reference page.

Prepare your work using at least one of this week’s recommended readings and two outside readings (references that are not among the required or recommended readings in this course). These outside references must be peer-reviewed, current scholarly articles published in the last five years.

Explain carefully how these views compare and contrast. Be sure to identify and explain at least one difference between the philosophers’ views. How do they define a key concept or make a major distinction differently?

This assignment supports the following unit objectives:

n this assignment, you will be asked to show that you can summarize and then compare two different philosophers’ ideas on the self. The issue of how we understand what the self is, and how it relates to our memory or our physical body and brain, is a recurring issue in philosophy.

Compare and contrast a soul-based theory of the self (as illustrated by Descartes) with a psychological-based theory of the self (like that of Locke) and a skeptical view of the self (like that of Hume).

Articulate how memory relates to our definition of the self.

Articulate the identity theory of Locke.

Explain the connection between personhood and “consciousness” as articulated by Locke.

Compare Descartes and Locke’s views on personhood and guilt.

Choose any two of the philosophers that we read in Unit 2. Recap each philosopher’s main view about consciousness/the self/personal identity. Explain at least one difference between the two philosophers’ views and state which view you prefer. Then, offer an argument (i.e., evidence) against the view that you reject.

Start with making a careful summary of two of the philosophers we read in Unit 2. What were their main concepts and definitions, what were their distinctions? How did they imagine that the self was different from the brain or different from the mind? Restate their theory and include “direct quotes”, specific references from their work.

Explain carefully how these views compare and contrast. Be sure to identify and explain at least one difference between the philosophers’ views. How do they define a key concept or make a major distinction differently?

State which view you prefer.

Offer an argument against the view that you reject.

Formatting

The body of the essay must be 5-6 pages (1250-1500 words) in length.

1-inch margins

12-point, Times New Roman font

Include a Title page

Include a Works Cited page – cite all quotations/paraphrases used by naming the author of the work, the tile and the chapter/section that you are citing from.

Properly use MLA in-text citations for paraphrasing and direct quoting (Purdue OWL MLA Formatting and Style Guide). Here is an example essay with MLA citations.