Archive for year: 2024

This project will be to design a training presentation to the client’s IT staff.

The presentation must meet the following requirements:

• 11 to 15 slides of easy-to-understand content (text and visuals).  Remember, your audience is the IT team within an accounting firm.
• voice annotation for every slide (excluding the reference slide) *(I will do the voice annotations).
• at least two references

The presentation can incorporate screenshots from Project 2 along  with additional screenshots as needed. Content should include work that  needs to go into making the upgrade successful, how to improve security  using two or three of the Windows 10 built-in features, and how-to  backup and restore Windows 10 data using some of the tools available in  Windows 10.

The presentation should address your recommendations for the following items:

• Version Summary
  • Recommended version of Windows 10 (e.g., Windows 10 Pro, Enterprise,  Pro Workstation) and specific reasons for your choice (e.g., security  features, technical and business requirements).
• Installation Methods
  • Explain Windows 10 deployment methods. Which method or methods you  think will be appropriate for the upgrade? Consider the hardware  specifications outlined in the project scenario.
• Security Features
  • Windows Security, BitLocker, Defender, Local Security Policy
• Backup and Recovery Overview
  • Discuss the importance of backing up and recovery of Windows 10.  This can include explaining what types of files and data that can backed  up and restored. This should address:
    • the problems encountered when Tetra Shillings Accounting fell victim  to a ransomware attack that resulted in the loss of critical data.
    • the concerns that Tetra Shillings Accounting has concerning  recovering data that is lost due to deletion, corruption, or media  failure.
    • the ability to restore system files and settings without affecting the user’s personal files and data.
    • the concerns that the client has about recovering systems that are negatively impacted by an operating system update.
• Backup and Recovery Tools
  • You will need to explain how to use Windows 10 backup and recovery  tools to meet these objectives. Provide a brief overview of each tool  and how it can be used to address the company’s concerns. Use  screenshots to demo how to configure backups that address the firm’s  need to recover from a ransomware attack and restore the system to a  state before a Windows update, driver, or application was installed.
• Backup to Recover from Ransomware Attack
  • Describe how to back up and restore individual files using the  utilities available in Windows 10. This should provide the client the  ability to restore files lost due to ransomware attacks or other  potential risks.
• Backup and Recover a Restore Point
  • Research how to protect backup data that is stored on the network.  Based on your research, you need to present a strategy to protect backup  data that is compromised during a ransomware attack. This will most  likely require a strategy to store, copy, or move backups to an offsite  location. In this slide, you will need to explain the risks of only  having only having a single copy of a backup stored on the network.  Think about if the client suffers another ransomware attack and the  corrupted data cannot be restored because the backups were also  compromised during the attack.

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Required Resources
Read/review the following resources for this activity:

• Textbook: Chapter 15
• Lesson
• Minimum of 1 primary source (from artist)
• Minimum of 1 scholarly source

Initial Post Instructions
For the initial post, select and address the following option below:

Choose a work of art from any genre that depicts or tells the story of a real life event from any time period, such as The Consecration of the Emperor Napoleon and the Coronation of Empress Joséphine on December 2, 1804 by Jacques Louis David.

• Include the title and the artist and some background of the event.
• What is the relationship between the work of art and the event?
• Did the artist depict the event accurately?
• Does the artist make changes regarding the event? If so, why do you think the artist made these changes?
• Examine the artist’s message in the depiction.
• Support your point(s) with a statement from the artist.

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Week 5 Course Project Milestone: Annotated Bibliography

Submit Assignment

• Due Sunday by 11:59pm
• Points 100
• Submitting a file upload

Required Resources
Read/review the following resources for this activity:

• Textbook: review all chapters
• Lesson
• Minimum of 5 scholarly sources (This includes the source from Week 3 Proposal.)

Instructions
Create a complete annotated bibliography for 5 academic scholarly sources (including your source from Week 3). Include the following:

• Introduction and thesis for your paper (to the best extent as you know it at this time)
• Publication details
• Annotation (a detailed reading of the source)

The annotation section should include the following:

• Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
• Describe the controversies or “problems” raised by the articles.
• State whether you agree or disagree and give reasons.
• Locate one or two quotations to be used in the final research project.
• Evaluate the ways in which this article is important and has helped you focus your understanding.

Example Publication

APA Reference
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.

Annotation Example
In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school.

Writing Requirements (APA format)

• Length: 1-2 paragraphs per annotation
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page

Grading
This activity will be graded based on Annotated Bibliography Grading Rubric.

Weekly Objectives (WO)
WO2.1-2.3, 2.6

Due Date: By 11:59 p.m. MT on Sunday

Rubric

Annotated Bibliography Grading Rubric – 100 ptsAnnotated Bibliography Grading Rubric – 100 ptsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength5.0 ptsOutstandingMeets length requirement0.0 ptsNo EffortDoes not meet length requirement5.0 pts
This criterion is linked to a Learning OutcomeContent10.0 ptsOutstandingAddresses all aspects of the assignment.8.5 ptsAbove AverageAddresses most aspects of the assignment.7.5 ptsAverageAddresses some aspects of the assignment.6.0 ptsBelow AverageAddresses few aspects of the assignment.0.0 ptsNo Marks10.0 pts
This criterion is linked to a Learning OutcomeAnnotation50.0 ptsOutstandingFor all 5 sources, the annotations summarize the articles; identify the key points; analyze the issues; assess the value of the source.42.5 ptsAbove AverageFor 4 sources, the annotations summarize the articles; identify the key points; analyze the issues; assess the value of the source.37.5 ptsAverageFor 3 sources, the annotations summarize the articles; identify the key points; analyze the issues; assess the value of the source.30.0 ptsBelow AverageFor 1 or 2 sources, the annotations summarize the articles; identify the key points; analyze the issues; assess the value of the source.0.0 ptsNo Marks50.0 pts
This criterion is linked to a Learning OutcomeOrganization10.0 ptsOutstandingIdeas are logically organized, including inviting introduction (with a thesis statement) and a satisfactory conclusion that come together in complete concepts.8.5 ptsAbove AverageIdeas are well organized, including inviting introduction (with a thesis statement) and a satisfactory conclusion, with complete concepts.7.5 ptsAverageOrganization and concepts need some restructuring.6.0 ptsBelow AverageOrganization and concepts are difficult to follow and incomplete.0.0 ptsNo Marks10.0 pts
This criterion is linked to a Learning OutcomeWriting15.0 ptsOutstandingThroughout the whole work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.12.75 ptsAbove AverageThroughout most of the work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.11.25 ptsAverageThroughout some of the work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.9.0 ptsBelow AverageThroughout little of the work, the writing actively engages with the topic; is free of major errors in grammar, spelling, and punctuation; demonstrates strong word choice and sentence variety.0.0 ptsNo Marks15.0 pts
This criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting10.0 ptsOutstandingThroughout the whole work, in-text references are formatted using APA style; format (margins, spacing font size) adheres to APA style.8.5 ptsAbove AverageThroughout most of the work, in-text references are formatted using APA style; format (margins, spacing font size) adheres to APA style.7.5 ptsAverageThroughout some of the work, in-text references are formatted using APA style; format (margins, spacing font size) adheres to APA style.6.0 ptsBelow AverageThroughout little of the work, in-text references are formatted using APA style; format (margins, spacing font size) adheres to APA style.0.0 ptsNo Marks

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Social workers in administrative roles must be able to identify and analyze the external factors that affect the function of the human services organizations for which they work. Though you may apply leadership and management skills as you assume an administrative position, you may also be able to repurpose many of the assessment skills you use in clinical practice for macro social work. Just as you gather information about a client and develop strategies for treatment at a micro level, so too, at a macro level, you gather and analyze information about a situation or program and identify appropriate strategies that will support positive organizational functioning.

For this Discussion, you address the Phoenix House case study in the Social Work Case Studies: Concentration Year text.

Post an analysis of the supervisor’s role in the Phoenix House case study and identify leadership skills that might help the supervisor resolve the issue. Identify which aspect of this situation would be most challenging for you if you were the supervisor. Finally, explain how you would use leadership skills to proceed if you were the supervisor.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

The Phoenix House Case Study:

I am the senior social worker at a program called Phoenix House. Phoenix House is an after-school program supporting at-risk middle school youth. It is funded in part by local school districts. Students are generally referred to Phoenix House by school administrators or parents.

I supervise a staff of four full-time social workers and two social work interns from a local university. Staff responsibilities generally include helping students with homework, individual and group counseling, field trips, and recreational games and activities.

Students are usually referred to Phoenix House when school administrators feel that the student is on the cusp of expulsion or long-term suspension from their school, usually due to disciplinary issues. Parents of students may also enroll their children in the Phoenix House program if they feel it will be beneficial. Parents are made aware of Phoenix House and its services through PTA meetings and via school administrators when a disciplinary incident takes place. Although it is free of charge and funded primarily through school district funds, parents are discouraged from using Phoenix House as an after-school or extracurricular activity for their children.

The average clients of Phoenix House are boys and girls between the ages of 11 and 14. The clients possess a range of presenting issues, mostly relating to inappropriate behavior. Some of the clients have been involved with the juvenile justice system in some form or fashion. Almost all of the clients have been suspended from their school at one point or another. Common problems with clients at Phoenix House include fighting, bullying, stealing, and vandalizing.

The staff I supervise have quite a bit of experience working with juveniles with behavioral issues. Some of them have worked in juvenile detention facilities and others have worked at court-mandated youth programs.

We have recently accepted a new client named Daniel. Daniel is a 13-year-old, Caucasian male. Daniel was enrolled by his mother when he was suspended from his school after a marijuana cigarette was found in his book bag by school security staff. It was the first time Daniel had been suspended from his school and the first time a disciplinary report had been filed on him.

Sarah, one of the social workers, asked to speak to me concerning Daniel. Sarah had spoken to Jim, one of our social work interns, about Daniel and the appropriateness of his presence at Phoenix House. Jim is concerned that Daniel is not a “good fit” at Phoenix House because he does not seem to match up with the character and attitudes of the other clients. Sarah shares Jim’s concern and is also concerned that the other clients may be a harmful influence to Daniel.

Sarah is Daniel’s counselor, as well, and has gotten permission from Daniel to share some of his statements from their counseling sessions. The statements indicate Daniel has no idea how the marijuana cigarette got into his book bag and that Daniel suspects it was put there by another student as a joke or as a means to get rid of it during bag searches. Sarah, who has years of experience working with at-risk youth, indicates that she believes Daniel. Daniel has also gone on to state that his mother has a tendency to overreact, and this may be the reason why she enrolled him in the Phoenix Houseprogram instead of listening to his explanations.

In response to Jim and Sarah’s concerns, I contacted Daniel’s mother, Lisa. Lisa listened to my concerns but did not feel that it would be right to remove him from the Phoenix House program. She said that even if he had done nothing wrong, Daniel could learn a valuable lesson about consequences by being in the Phoenix House program. I attempted to explain to Lisa that this is not really the purpose of the program and also indicated that Phoenix House is not meant to be a typical after-school or extracurricular program. Lisa retorted that it is her right to enroll her son in the program, and in her opinion, the end result of Daniel being in the program will be positive in nature.

I have shared this conversation with the staff at our weekly meetings. The staff seem convinced that Daniel will not have a positive experience at Phoenix House and feel he is being picked on and bullied by the other clients despite their efforts to prevent it. Some staff members have also pointed out that this may be an ethical issue because they feel the situation violates the social work value of “do no harm”

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

• “Social Work Supervision, Leadership, and Administration: The Phoenix House” (pp. 82–84)

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