Executive Summary Of ACO

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Urban and rural health care organizations throughout the industry are working together to coordinate care for Medicare patients. Accountable Care Organization (ACO) programs were established by the Centers for Medicare & Medicaid Services to help facilitate this cooperation.

Select a type of health care organization that would accept Medicare patients (e.g., family practice, hospital, urgent care, or nursing home).

Write a 700- to 1,050-word executive summary that discusses the purpose of joining an ACO and the funding available through one. Ensure your summary does the following:

  • Describe the organization you selected and the general services that would be offered to Medicare patients.
  • Describe the types of ACOs recognized by the Centers for Medicare & Medicaid Services.
  • Evaluate industry dynamics that would influence your organization’s decision to participate in an ACO.
  • Identify the steps needed to participate in an ACO.
  • Justify participation in an ACO for your organization.

Cite 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

Format your assignment according to APA guidelines.

 
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PSY 104 Child And Adolescent Development WK3-A

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Cognitive Development Activities

[WLOs: 1, 3, 4] [CLOs: 1, 4, 5, 6]

Prior to completing this assignment, read Chapters 7 and 8 in your textbook and read the Piaget’s Enduring Contribution to Developmental Psychology, On Major Developments in Preschoolers’ Imagination, and The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper No. 5 (Links to an external site.) articles. Also, review the Week 5 Final Project instructions for creating the proposal, and review the videos: Play: A Vygotskian approach and Piaget’s Stages of Development (Links to an external site.).

The purpose of this assignment is for you to continue working on  elements that will become part of your Community Center Proposal Final  Project. This week you will be creating three activities that address  cognitive development in the age groups assigned. These will become part  of the infant room, early childhood room, and adolescent room of your  center.

Using Piaget’s, Vygotsy’s, and/or Information processing theories of  cognitive development, you will continue to build your Community Center  Proposal by identifying activities for the assigned rooms that promotes  cognitive development for children and adolescents. The activity must be  focused on the cognitive milestones of the age group and must be  clearly tied to specific theory. You must use at least one credible  source.  Your activities might be focused on object permanence for  infants, conservation, egocentrism, or conservation for early childhood,  or deductive reasoning for adolescence. Table 7.1 in your textbook will  be useful in completing this activity.

Focus on the primary developmental tasks of each age period. For each  of the three activities, write a paragraph that addresses the  following:

  • Describe the activity in some detail (provide more than just the name of the activity).
  • Identify the specific concept from cognitive development theory that supports the use of this activity.
  • Identify how the activity enhances cognitive development in the specific age group.

Here are two examples providing you a model of how to approach this  assignment and how to build the elements of the rooms in your community  center.

Examples of Activities:

Example 1: Cognitive Development Activity for Infant Room: Peekaboo. 

One of the activities we will incorporate into the infant room is  peekaboo. This is a game where the caregiver hides himself from the  child (covering the child’s eyes or hiding behind a chair, etc.) and  then appears again by uncovering the child’s eyes or coming out from  behind the chair. Another variation of this would be hiding a treasured  object under a scarf and then revealing it again. One of the milestones  of the first year of life is the development of object permanence.  Object permanence occurs when an infant grasps that something (an  object, a person) still exists even when the infant cannot see it. This  is a concept from Piaget’s theory of cognitive development and is one of  the developmental tasks of the sensorimotor stage. Newborns do not have  a sense of permanence. When they cannot see you, you do not exist for  them. During the first year of life, they slowing learn that objects and  people continue to exist even with they cannot be seen (Mossler, 2014).  Playing peekaboo is one way to foster the development of object  permanence. Infants usually delight in seeing someone appear and then  hide, only to reappear. This activity will support the cognitive  development domain and also the psychosocial domain because of its  interactive nature.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Example 2: Cognitive Development Activity for Adolescent Room: Board Games Involving Strategy and Problem Solving. 

In the adolescent room, we propose having a collection of board games  that require logical thinking and problem solving. Adolescence is the  beginning of more sophisticated thinking. Children in this age group  move from concrete operations to what Piaget calls formal operations.  They are becoming capable of deductive and hypothetical reasoning  (Mossler, 2014). Games like chess, Battleship, and checkers all require  players to engage in this kind of thinking. Another game that can be  used is the game of Clue. This game supports the development of  prepositional logic and requires players to think hypothetically  (Neller, Markov, and Russell, 2006). These games will not only promote  cognitive development but will further support psychosocial development  because of the required interactions.

Mossler, R. A. (2014). Child and adolescent development (2nd ed.). Retrieved from https://content.ashford.edu/

Neller, T. W., Markov, Z., & Russell, I. (2006). Clue deduction:  Professor Plum teaches logic. Retrieved from  http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf

 
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Assignment: Applying Humanistic/Experiential And Emotionally-Focused Theories

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The theories you studied last week target patterns of behaviors, but they also incorporate thoughts and feelings in the moment and over time. You continue your application of theories to couple and family counseling by examining the systemic-emotional aspects of relationships, the patterns of interaction between couples and families, and the meaning associated with those interactions.

For this Assignment, you again watch media of counselors demonstrating counseling, this time using humanistic/experiential and emotionally-focused theories. As you develop treatment plans based on this week’s theories, ask yourself how you recognize emotion in the relational dynamics of the couple or family. Also, consider how you might know emotional changes have occurred and how you would measure progress.

The Assignment (3–4 pages)

Based on the theory demonstrated in one of the humanistic/experiential media resources:

  • Define the problem.
  • Formulate a theory-based treatment plan including short-term and long- term goals for the couple or family.
  • Describe two theory-based interventions you would use and justify your selection.
  • Explain one anticipated outcome of each.

Based on the theory demonstrated in the emotionally-focused media:

  • Define the problem.
  • Design a theory-based treatment plan including short- and long-term goals for the couple or family.
  • Describe two theory-based interventions you would use and justify your selection.
  • Explain one anticipated outcome of each.

last week Assignment: Applying Bowenian and Structural Theories

Theory-based treatment planning, the type you will use throughout this course, is informed and guided by your theoretical orientation. Incorporating your theoretical orientation into treatment planning will help you set goals and choose treatment techniques and interventions appropriate for the client(s) you serve (Gehart & Tuttle, 2003). This week, you apply two counseling theories, Bowenian and structural, to formulate your treatment planning and apply appropriate interventions.

In this Assignment, you watch videos of counselors demonstrating the use of Bowenian and structural theories in family counseling. You then formulate treatment plans for the couples and/or families in the videos, applying the theories in question and justifying the use of appropriate interventions.

The Assignment (2–3 pages)

Based on the theory demonstrated in both videos:

  • Define the problem in each video.
  • Create a theory-based treatment plan, including short- and long-term goals for the couples and/or families.
  • Explain two theory-based interventions you would use and justify your selection.
  • Explain one anticipated outcome of each theory-based intervention.
Required Readings

Gurman, A. S., Lebow, J. L., Snyder, D. K. (2015). Clinical handbook of couple therapy. New York, NY: The Guilford Press.
Chapter 4, “Emotionally Focused Couple Therapy”

Allan, R., & Johnson, S. M. (2017). Conceptual and application issues: Emotionally Focused Therapy with gay male couples. Journal of Couple & Relationship Therapy, 16(4), 286-305

Bell, C. A., Denton, W. H., Martin, G., Coffey, A. D., Hanks, C.O., Cornwell, C. S., & Priest, J. B. (2018). Learning emotionally focused couple therapy: Four clinicians’ perspectives. Journal of Couple & Relationship Therapy, 17(1), 61-78.

Carlson, M. W., Oed, M. M., & Bermudez, J. M. (2017). Satir’s Communication Stances and Pursue–Withdraw Cycles: An Enhanced Emotionally Focused Therapy Framework of Couple Interaction. Journal of Couple & Relationship Therapy, 16(3), 253-270.

Schmidt, C. D., & Gelhert, N. C. (2017). Couples therapy and empathy: An evaluation of the impact of imago relationship therapy on partner empathy levels. The Family Journal, 25(1), 23-30.

Williams, M. (2012). Couples counseling: A step by step guide for therapists. Boston, MA: Viale Publishing.
Chapter 4, “Communication Skills”

Document: Treatment Plan Template (Word document)

Required Media

Humanistic/Experiential Therapy:

Psychotherapy.net. (Producer). (n.d.). Experiential therapy [Video file].

Psychotherapy.net. (Publisher). (n.d.). Satir family therapy [Video file]. [With Jean McLendon]. United States: Psychotherapy.net.

Emotionally Focused Therapy:

Governors State University (Producer). (2009). Emotionally focused couples therapy [Video file]. Chicago, IL: Author.

Assignment: Apply

 
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SOCW 6361 Week 9

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Week 9: Political Strategy in Policy Advocacy

Political strategies evolve as a result of a sequence of actions and verbal exchanges with policy makers and stakeholders. A social worker and policy advocate may find himself or herself in the role of political activist as well.

This week you examine how to use power resources to create and put into action a political strategy that has been designed to increase the chances that a policy proposal will be successfully enacted to change and improve the lives of people. You develop a series of political strategies to address one aspect of the situations and/or problems facing family members in the families you are introduced to through case studies presented in the readings and the media of this week. You also write a proposal for a policy practice or social advocacy that will seek to change a social/organization/legislative policy or advocate for the amelioration of a social problem.

Learning Objectives

Students will:
  • Analyze political strategies related to social work
  • Analyze policy alternatives
  • Analyze issues related to policy alternatives

Learning Resources

Required Readings

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 11, “Developing Political Strategy and Putting It into Action in the Policy-Enacting Task” (pp. 372-419)

Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“Social Work Policy: Children and Adolescents. The Case of Susanna” (pp. 57–60)
“Social Policy and Advocacy: Violence Prevention” (pp. 53–55)

McNutt, J. (2011). Is social work advocacy worth the cost? Issues and barriers to an economic analysis of social work political practice. Research on Social Work Practice, 21(4), 397–403.

Sherraden, M. S., Slosar, B., & Sherraden, M. (2002). Innovation in social policy: Collaborative policy advocacy. Social Work, 47(3), 209–221.

Required Media

Laureate Education. (Producer). (2013). Bradley (Episode 7 of 42) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 2 minutes.

Discussion: Developing Political Strategies

In this week’s resources, you explore the stories of Susana and the Bradley family. They are all in situations that need social work intervention and advocacy. What political strategies would you use to enact policies developed to assist these individuals?

In this Discussion, you develop political strategies to address one aspect of the situation(s) and problem(s) facing Susana and members of the Bradley family.

To Prepare: Read and review Chapter 11 in your text. Read “Social Work Policy: Children and Adolescents” and “Social Policy and Advocacy: Violence Prevention”. View the Bradley Episode 7 in the media for this week.

By Day 3

Post an explanation of the political strategies you would use to address one aspect of the situations/problems facing Susana and members of the Bradley family. Explain why you selected that strategy.

Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

By Day 5

Respond to a colleague who chose a different political strategy than you. Offer a supportive insight based on your own experience as a social worker and/or policy advocate.

 

Project: Part 4: Identification of a Policy Alternative

As an astute social worker and professional policy advocate, once you have selected and identified a social problem, you begin the process of creating and implementing a policy that addresses that social problem. One of the first things you do in the implementation process is an analysis of the social policy you identified. There is always the possibility that the policy created and implemented to address the social problem you identified is not viable for a variety of reasons. In this case, you must explore a policy alternative.

In Part 4 of your ongoing Social Change Project assignment, you identify a policy alternative to the social problem you identified.

By Day 7

Complete Part 4 of your Social Change Project.

Address the following items within a 3-4 page paper:

  • What is the policy alternative?
  • What, if any, change(s) in the policy alternative are necessary and where will they need to occur (local, state, national, and international)?
  • Is this policy alternative congruent with social work values? Explain.
  • What is the feasibility of the alternative policy (political, economic, and administrative)?
  • Does the policy alternative meet the policy goals (e.g., social equality, redistribution of resources, social work values, and ethics)?
  • What are the forces that are for/against the policy?
  • What policy advocacy skills can be used to support the policy alternative?
  • How does the current policy affect clinical social work practice with clients?
  • What changes could be made in the policy to support the needs of clients seeking clinical services?
  • Provide an update on the advocacy activities your proposed in the Week 6 Assignment.

Make sure that your assertions are supported by appropriate research and reputable resources.

 
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Diagnosis

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The threat of public stigma, as well as self-stigma, can prevent individuals from receiving the mental health treatment they need. In this Assignment, you analyze the influence of stigma on experiences with and treatment of mental illness.

To prepare: Watch the TED Talk by Sangu Delle and then review the readings for this week. Focus on Delle’s examples illustrating Corrigan’s model about the stages of stigma and the hierarchy of disclosure. Consider Delle’s experience against that model.

By Day 7

Submit a 3-page paper that addresses the following:

  • Briefly explain Corrigan’s model of the stages of stigma and his recommendations and hierarchy about recovery.
  • Explain whether Delle’s experience follows that model. Use specific examples to argue your perspective. If you agree, identify which stage of recovery Delle is in.
  • Analyze Delle’s reports about his own experiences with both types of stigma. Provide specific examples, and in your analysis consider the following questions:
    • Does one type of stigma predominate in his talk?
    • Which of Delle’s personal values or beliefs were challenged by his internalizations about his own illness and help-seeking?
    • What strengths does he exhibit?
    • What was the primary benefit of his diagnosis?
    • Do you think his experience would be different if his culture was different? Explain why or why not?

Link to Ted Talk https://www.youtube.com/watch?v=BvpmZktlBFs

Resources

Rosalyn Denise Campbell & Orion Mowbray (2016) The Stigma of Depression: Black American Experiences, Journal of Ethnic & Cultural Diversity in Social Work, 25:4, 253-269, DOI: 10.1080/15313204.2016.1187101

Please see attached for additonal reference

 
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SOCW 6070 Wk 11 Discussion 2 Responses:

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SOCW 6070 wk 11 discussion 2 responses:

2 peers posts provided must be responded to separately meaning start with names and end with references individually 

Respond to at least two colleagues with a thoughtful question or suggestion that builds on your colleagues’ post.

Peer 1

Randall Walshvelo

RE: Discussion 2 – Week 11

Definition of Leadership

Throughout this course, we learned about leadership. The class discussed many aspects of leadership. Also, what it means to be an effective leader. There was familiarity with topics discussed during this course because of previous experiences. It is agreed that being a leader is challenging with many responsibilities but same time exciting and rewarding (Northouse, 2021). During this course, one thing had expanded my perspective of leadership. In the past, leadership was viewed as an ability or action to lead a group of people. However, this course taught me that leadership is also an influential process. Northouse (20210 defined leadership as a mutual influence process, including both leader and followers (Northouse, 2021). I realize that followers are a big part of leadership. Leaders can influence and lead the followers, but followers can also affect the leader’s styles, skills, behavior, and relationships. My leadership perspective had changed from a “one-way street” to a “two-way street” where leadership is defined by an influential process including both leader and followers.

Valuable Idea or Experience

As a leader in the past, now, or in the future, it is an ongoing learning experience. In this course, I learned that would expand my leadership experience and skills was the philosophy of leadership, especially Douglas McGregor’s theory.

As an assistant coordinator at the Vermont Center for the Deaf and Hard of Hearing (VCDHH), I worked with few other leaders on an administrative level. As a result, I was able to observe different kinds of styles. I believed then that those styles were based on their personality; however, after learning about McGregor’s theory, leaders need to understand their core assumptions about human nature, which affects their leadership practice (Northouse, 2021). When Theory X and Theory Y were identified and discussed, I reflected on the experience at VCDHH. I realized that my and all other leaders’ styles are generally affected by our assumption of staff’s human nature. I recalled few times that other leaders and I disagree on staff’s ability to perform their tasks. McGregor’s theory helps me understand why there were disagreements on our perspective on staff’s capabilities. McGregor’s theory is a new and valuable knowledge that I will carry with me if I assume a leadership role again.

Reference

Northouse, P. G. (2021). Introduction to leadership: Concepts and practice (5th ed.). Washington, DC: Sage.

Peer 2

Emily Heare

RE: Discussion 2 – Week 11

COLLAPSE

Personal Definition of Leadership

Leadership was a position that, before this class, I did not think would be interesting. I felt leadership was a position that was mainly bossing individuals around. However, during this course, I was able to expand my view on leadership greatly. My favorite definition of leadership throughout the course came from Northouse (2021) when he stated how leadership could be an educational experience based on mutual influence from the leaders and followers. I like the idea that leaders can still have experiences that lead to increased knowledge and education. Even better that leaders can learn from their followers just as much as their followers can learn from them.

One Significant Idea/Experience of Value

A significant experience from this course that may be of value in my professional future was the assessments taken to determine what leadership style I am. Based on those assessments, I learned I have a democratic leadership style. That knowledge will be valuable to know if leadership conversations occur in my professional future.

Reference

Northouse, P. G. (2021). Introduction to leadership: Concepts and practice (5th ed.). Washington, DC: Sage.

 
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Social Science

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Individual

Teams in the 21st Century Reflection Paper

 Write a 350- to 700-word paper about the relevance of teams and their advantages based on Ch. 1 of Working in Groups, this week’s Electronic Reserve Readings, and your previous experience working with teams. Include answers to the following questions in your paper:

 

·         What experiences have you had working with teams? Have these been positive experiences? Explain why or why not. What have you learned from these experiences?

 

·         How are teams used in the workplace? How are teams used in education, athletics, or the arts? What are the advantages to teamwork? Provide specific examples.

 

·         How might stronger team skills benefit you? How might you use teamwork skills in your field? Provide specific examples.

 

Include at least one reference.

 

Format your paper consistent with APA guidelines.
Individual

Culture Video

 Review the video “Focus: Culture” on the student website.

Respond to the questionnaire following the video selections.

Consider the following questions and provide your response:

·         Identify the differences between race and culture. Discuss the distinctions between the two.

·         Why are these distinctions important?

·         What are the advantages of attending a diverse campus?

·         What are the potential issues of a lack of diversity?

·         What do you like best about your culture?

·         What would you change about your culture if you could?

·         For many, much of their perception about cultures comes from TV and the movies they watch. How is this a potential problem?

·         What do different cultures often have in common? Why do you think this is so?

·         Is an individual born into a culture, or does he or she adapt to a culture? Explain.

·         Can a person become so centered on his or her own culture that his or her ability to work with a group of diverse individuals on a common goal is affected?
Learning Team

Case Study

 Create an agenda.

Plan a meeting using the Monday Morning Blues case study from Ch. 12 of Working in Groups.

Use the example agenda in Figure 12.2 (Ch.12) of Working in Groups to guide the formatting of your team’s agenda.

Submit the agenda.
Individual

Conflict Resolution Worksheet

 Review the Resolving Conflicts in Teams simulation located on the student website.

Complete the Conflict Resolution Worksheet, based on the simulation and Ch. 9 of Working in Groups.

Submit the Conflict Resolution Worksheet.
Learning Team

What Makes a Team Click?

 Review Group Motivation in Ch. 6 of Working in Groups.

Write a 750- to 1,050-word paper and discuss why the individuals on the team are motivated to work with others. Include the following:

 

·         Compare individual motives that are conducive to successful teamwork.

·         Compare motives that may have a negative effect on teamwork.

·         Discuss how motives contribute to team cohesion.

·         Describe how cohesion affects team motivation.

·         Describe how maintenance roles contribute to team cohesion.

 

Format your paper consistent with APA guidelines.
Individual

Communication Paper

 Write a 700- to 1,050-word paper about verbal and nonverbal communication between cultures and genders based on Ch. 7 of Working in Groups and on research on the Internet and in the University Library. Answer the following questions:

 

·         How do people communicate? How are verbal and nonverbal communications different? Provide examples.

 

·         What are challenges in communicating between genders? How might someone of the opposite gender understand similar information differently than you? Provide examples.

 

·         What are challenges in communicating across cultures? How might someone from another cultural background understand communication styles differently than you? Provide examples.

 

·         How might you communicate more effectively in diverse environments? Provide examples.

 

Include at least three references.

 

Format your paper consistent with APA guidelines.
Individual

Controversy in the Classroom

 Use the controversial issue you selected to prepare a supporting argument, and then refute your controversial issue.

 

Use the four steps of an argument presented in Ch. 11 of Working in Groups when developing your supporting argument.

 

Use the six steps of refuting an argument described in Ch. 11 of Working in Groups.

 

Write a 700- to 1,400-word paper in which you include the following:

 

·         Present your supporting and refuting arguments.

·         Explain how the four-steps of an argument was used to present your supporting argument.

·         Explain how the six-steps of a refuting argument was used to present your refuting argument.

 

Include a 5- to 10-slide Microsoft® PowerPoint® presentation in which you present your supporting and refuting arguments in accordance with the four- and six-step methods of presenting and refuting an argument.

 

Format your paper and presentation consistent with APA guidelines.
Learning Team

Creative Problem-Solving Demonstration

 Complete a three-part problem-solving technique using one of three techniques discussed in Ch. 10 of Working in Groups.

Write a 1,250- to 1,450-word-paper divided it into the following three parts:

 

Part I: Select

 

Discuss and choose the technique that will best help them solve the problem.

 

Explain why the technique was chosen and briefly summarize how this technique can be conducted in a virtual team environment.

 

Discuss which of the three techniques offers the most promise to help solve the problem. The three techniques: Brainstorming, Nominal Group Technique, or Decreasing Option Technique are found in Ch. 10 of Working in Groups.

 

Decide on a problem-solving technique.

 

Provide a brief overview explaining why this technique was chosen.

 

Explain which technology or technologies work best with this method and for your group.

 

Review the inset, Virtual Groups: Adapting Decision-Making and Problem-Solving Methods in Ch. 10 of Working in Groups to help you with your decision.

 

Part II: Conduct

 

Use the guidelines detailed in Working in Groups of the problem-solving technique you have chosen to arrive at a solution.

Explain how your team adapted or modified the guidelines for your team.

Explain how your group functioned or worked together during each phase or step of your chosen technique.

Describe any outcomes or products the group created along the way.

State your solution.

Include any outcomes or products described above as an appendix to the team paper.

 

Note. The Appendix does not count toward word count.

 

Part III: Debrief conclusion: Present the team assignment

 

Provide any insights your team gained for the usefulness of the technique in problem-solving applications.

Provide any adaptations made to the problem solving technique that you choose and if you would recommend them for future use.

Submit your team’s final solution in Week Five.

Format your paper consistent with APA guidelines

 

Week 1 DQ 1

What are the advantages of working in teams? When might working in teams be a disadvantage? Please be specific and reflect the course reading.

Week 1 DQ 2

From your past work in teams, describe your experiences with the stages of team development discussed in Ch. 2 of Working in Groups. Be sure to address ALL of the stages

Week 2 DQ 1

Consider meetings in which you have participated. How did an agenda or lack of an agenda affect those meetings? In what circumstances could it make sense for a meeting to have no agenda (and still be effective)…. if any?

Week 2 DQ 2

After examining the self-centered roles in Ch. 3 of Working in Groups, discuss how these roles affect teambuilding and teamwork.

Week 3 DQ 1

Read the case study Sociology in Trouble on p. 213 (Ch. 9) of Working in Groups. In what ways was the conflict constructive or destructive in this group? Why?

Week 3 DQ 2

Are leaders born or made? Is leadership more a matter of personal characteristics or a collection of specific behaviors that anyone can learn? Consider Ch. 5 in Working in Groups as you formulate your answer

Week 4 DQ 1

Of the strategies to improve listening skills discussed in Ch. 8 in Working in Groups, which might work best in a team environment? Please fully explain your answer.

Week 4 DQ 2

Is it possible to be too much of an active listener? Please explain your answer in detail and be sure to clearly define “active” listening.

 
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Sociology Reading Quiz Week2 ($15 For Quiz+$20 For Essay)

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two tasks for you.

1. finish week 2quiz( it will appear and available on Friday, please check website at Friday). which will be located at Assessment.

(before you start quiz, please read those material as below: they are located at week 2 in the website.

(1. Review:   McMichael: Chapter 2_Instituting the Development Project

 

2. ReviewHaglin_Development as Planned Poison available here: Harvard International Review_ Development as Poison.pdf

 

3. Watch Documentary_The Africans-A Triple Heritage (Episode 7)_Garden of Eden in Decay available through the eCourse-Reserves (https://services.library.drexel.edu/playlist.php?id=1_mm1i7y5v)

4. ppt)

 

 

 

2. Write a sociology reading essay.     

requirement:

Based on insights from readings and documentaries covered in the first two weeks of classes, what were some social, cultural and economic impacts/consequences of colonialism, and how have these influenced your understanding of the development project (that is the development of underdevelopment). Which of the development theories covered in the first week of classes resonate with your understanding of development and why.

 

In your answer, ensure you give specific examples of these impacts, and their effects, citing examples from specific countries, where necessary.  Remember to make explicit references to the readings, documentaries.

 

Length:  2.5 Pages (Double-Spaced)

*You can check tab week 1 and week 2 at website. you can know what material do you need.

 
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Business Philosophy Homework Help

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Assignment: Ethics in Accounting

Effective financial reporting depends on sound ethical behavior. Financial scandals in accounting and the businesses world have resulted in legislation to ensure adequate disclosures and honesty and integrity in financial reporting. A sound economy is contingent on truthful and reliable financial reporting.

Instructions:

· Read the following scenario.

· Answer the questions that follow. This will be a 2-3 page submission in a question and answer format (also in paragraph form). An introduction and conclusion is not required.

· Refer back to your textbook for guidance on how to think through the scenario.

You have been recently hired as an assistant controller for XYZ Industries, a large, publically held manufacturing company. Your immediate supervisor is the controller who also reports directly to the VP of Finance. The controller has assigned you the task of preparing the year-end adjusting entries.  In the receivables area, you have prepared an aging accounts receivable and have applied historical percentages to the balances of each of the age categories.  The analysis indicates that an appropriate estimated balance for the allowance for uncollectible accounts is $180,000.  The existing balance in the allowance account prior to any adjusting entry is a $20,000 credit balance.

After showing your analysis to the controller, he tells you to change the aging category of a large account from over 120 days to current status and to prepare a new invoice to the customer with a revised date that agrees with the new category.  This will change the required allowance for uncollectible accounts from $180,000 to $135,000. Tactfully, you ask the controller for an explanation for the change and he tells you “We need the extra income, the bottom line is too low.”

Required:

In a 2-3 page paper, discuss the following:

1. Consider what you have learned relative to ethics and financial reporting. What is the rationale for the calculations/process used to estimate the $180,000 uncollectible allowance?

2. How do you think the misstatement of funds will impact the income statement and balance sheet?

3. What is the ethical dilemma you face? What are the ethical considerations? Consider your options and responsibilities as assistant controller.

4. Identify the key internal and external stakeholders. What are the negative impacts that can happen if you do  not  follow the instructions of your supervisor?

5. What are the potential consequences if you do comply with your supervisor’s instructions? Who will be negatively impacted?

Additional Requirements:

· Use at least one (1) quality academic resource (in addition to your textbook) for this assignment. Note: Wikipedia and similar websites do not qualify as academic resources. You have access to Strayer University’s Online Library at  https://research.strayer.edu  and the iCampus University Library Research page at  https://icampus.strayer.edu/library/research .

Your assignment must follow these formatting requirements:

· Your paper should be double spaced (Arial or Times Roman 12 pt font) and follow general Strayer Writing Standards (SWS) as they relate to references and citations. Please take a moment to review the SWS documentation for details (more information and an example is included in the Strayer Writing Standards menu link located in your Blackboard).

· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

 
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Cultural Activity Report 2

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  • Cultural Activity Report

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 111 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 112. For instance, one might go to the same museum as done for HUM 112, but this HUM 111 report will focus on entirely different works and displays.

  1. Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
  2. Write a two to three (2-3) page report (500-750 words) that describes your experience.

·

o    Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.

o    Provide specific information and a description of at least three (3) pieces (e.g., art, exhibits, music, etc.).

o    Provide a summary of the event and describe your overall reaction after attending the event.

o    Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.

 

Visiting a Museum

·         It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.

·         If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.

·         Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums.

·         Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.

·         Take notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.

·         The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece.

·         If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?

 

Attending a Performance

·         Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.

·         A performance that is relevant to a HUM 111 course is more difficult to find than a performance that would be relevant to HUM 112 (which covers from 1600 to the present). However, our course does cover Shakespeare and Greek tragedy and drama, so any performances of those will work. Note: One can sometimes find music performances of music from the Renaissance or Reformation period, or even earlier.

·         Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Generally, we do not expect students to travel over an hour to get to an approved activity.

·         Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.

·         Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.

·         Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.

·         Most long musical performances have at least one (1) intermission. If the lights start blinking, it is a sign that the performance is about to begin.

·         Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.

 

If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation.

.

Your assignment must follow these formatting requirements:

·         Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for reference).

·         Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

·         Explain the importance of situating a society’s cultural and artistic expressions within a historical context.

·         Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions

·         Use technology and information resources to research issues in the study of world cultures.

·         Write clearly and concisely about world cultures using proper writing mechanics.

 

 

 

 

Criteria  
1. Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.

Weight: 15%

 Thoroughly identified the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
2. Provide specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.).

Weight: 25%

 Thoroughly provided specific information and a description of at least two (2) pieces (e.g., art, exhibits, music, etc.).
3. Provide a summary of the event and describe your overall reaction after attending the event.

Weight: 40%

 Thoroughly provided a summary of the event. Thoroughly described your overall reaction after attending the event.
4. Clarity, writing mechanics, referencing, and APA formatting requirements.

Weight: 20%

 0-2 errors present

 

·         Week 10 Course Learning Outcomes

Upon completion of these lessons, you will be able to:

·         Explain how key social, cultural, and artistic contributions contribute to historical changes.

·         Explain the importance of situating a society’s cultural and artistic expressions within a historical context.

·         Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.

·         Identify and describe key artistic styles in the visual arts of world cultures during the eras of antiquity to the Renaissance.

·         Identify major historical developments in world cultures during the eras of antiquity to the Renaissance.

·         Explore the presence of cultural parallels between the world’s cultures.

 
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