approvedwritershub.com

SOCW 6311 & 6070 Wk 7 Responses homework help

SOCW 6311 & 6070 Wk 7 Responses

RESPONSE 1:

Respond to at least two colleagues by doing all of the following:

· Offer critiques of their logic model as if you were a member of their work groups.

Identify strengths of the logic models.
Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.

· Offer substantial information to assist your colleagues’ efforts such as:

Information to support their understanding of the problems and needs in this population
Suggestions related to intervention activities, and potential outcomes

Colleague 1: Aimee

A logic model would help us to understand the needs of the community and identify barriers to services. In looking at the needs of the community I reside in, one specific need that continues to arise is that of transportation. I live in a very rural area where public transportation is almost unheard of. There are no bus lines, taxis, or UBER. Many drivers for UBER or LIFT, will not drive out this far to aid individuals. Clients have difficulty accessing services unless they have a caseworker who is willing to transport, family in the area, or friends they can count on.

A logic model would help to identify the issue and create a plan to overcome the challenges faced with no public transportation. We could identify the need and potential solutions to the problem. Dudley tells us that “logic model provides an organizing framework for understanding evaluations” (Dudley, 2018, p. 169). IN looking at the lack of transportation, we may see a pattern in untreated mental health and substance abuse as having a correlation with a lack of transportation to appointments and no access to providers.

The short-term outcomes of public transportation would be greater access to services, such as; mental health counseling, drug and alcohol counseling, parenting, and individual counseling. The long-term outcomes would be lowered drug abuse, wider spread mental health treatment, extended revenue for the community as resources are being utilized, and the potential for lower mental health hospitalizations. Depending on how the intervention is implemented, will depend on the outcome (Dudley, 2016). The logic model, at the intervention stage, provides a framework to improve the interventions being used, (Dudley, 2016, p. 169). It allows the intervention to be focused on the unmet needs of the client and address potential success in outcomes, (Dudley, 2016).

References

Dudley, J. R. (2016). Social Work Evaluation, Enhancing What We DO (2 ed.). New York, NY: Oxford University Press.

Colleague 2: Samantha

Practice-Level Logic Model Outline

Problem

Needs

Underlying Causes

Intervention Activities

Outcomes

Homeless Veterans IN Clark County, NV

Materials

Land

Funding

Volunteers

Donations

Medical Care

Job Training

4th largest population of homeless in the United States

Gambling

Drug Use

Rapid expansion

Rapid increase in population

Rising cost of living

Veterans Village has opened 3 campus locations that cater to transitional housing

Low cost permanent housing

And Assisted living

Reduction in homeless Veterans in Clark County

Awareness raised in the community

Increased volunteers and donations

A logic model is a diagram of the relationship between the need and the ways to address those needs. It provides a concise, one-page picture of program operations from beginning to end. The four components of logic models are the problem statement – why the service or project is needed, the goal – the overall aim, assumptions – the basis for the ideas, and the rationale – information in the model (Randolph, 2010).

The theory of change typically shows the big picture including issues that can not be controlled. Shows different avenues that can lead to change. Describes the how and why the change can come about. Explains the thought process behind the reasons the change will happen (Randolph, 2010).

Unmet needs are there is still a long waiting list of homeless Veterans looking for services. There is also a proposed campus to be built at Veterans Village for women Veterans, but the cost of land, materials and labor has inflated due to increase in population. Current donations and volunteers would need to double to get the fourth campus built within the allotted amount of time (Stalk, 2018).

References

Randolph, K. A. (2010). Logic models. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 547–562). Thousand Oaks, CA: Sage. (PDF)

Stalk, A., Executive Director. (2018). Veterans Village. Retrieved from https://www.clearinghousecdfi.com/impact_story/veterans-village/

Stalk, A., Executive Director. (2018). Veterans Village Las Vegas. Retrieved from https://vvlv.org/

RESPONSE 2:

Respond to at least two colleagues in one of the following ways:

Expand upon your analysis of the skills the administrator demonstrated.
Describe a strategy your colleague might use to address the aspect of the case study he or she identified as the most challenging.

Colleague 1: Sandra

An explanation of the types of skills the social work administrator demonstrated as she addressed the problem of Carla’s absence at work and the trauma-related events that followed.

The social work administration uses direct leadership style to take control of the situation. She gave instruction to the receptionist to wait another 15 minutes, after which she should apologize to the client, see if they would like to see someone else (if in crisis), and tell them that Carla would call to reschedule the appointment (Plummer, Makris, & Brocksen, (Eds.). (2014b). She included what is expected of her, how it is to be done, and a timeline for when it should be completed (Northouse, 2013).

The Administration uses communication to manage conflict resolution by using the principled negotiation. This highlights deciding issues on their merits. According to Fisher and Ury, 1981, principled negotiation shows individuals how to obtain a fair share without taking advantage of. There are four parts to this approach which includes separation of the people problem from, focus on the interest, not positions, invent options for mutual gains and insist on using objective criteria (Norhouse, 2013, pg., 251).

Finally, identify one aspect of the case study that would be most challenging to you if you were the administrator, and explain why.

One aspect of the case study that would be challenging is having to call the staff members to tell them that a fellow co-worker has passed. I would also feel compelled to tell them how she died so they could take steps to be mindful of their neighbors (if they are having any issues) and other people including the clients they served.

Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th Ed.). Washington, DC: Sage.

Chapter 10, “Listening to Out-Group Members” (pp. 217-237)

Chapter 11, “Managing Conflict” (pp. 239-271)

Chapter 13, “Overcoming Obstacles” (pp. 301-319)

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: Trauma within Agencies” (pp. 7–9)

Zelnick, J. R., Slayter, E., Flanzbaum, B., Butler, N., Domingo, B., Perlstein, J., & Trust, C. (2013). Part of the job? Workplace violence in Massachusetts social service agencies. Health & Social Work, 38(2), 75–85.

Colleague 2: Tammy

Post an explanation of the types of skills the social work administrator demonstrated as she addressed the problem of Carla’s absence at work and the trauma-related events that followed.

The social work administrator demonstrated good leadership skills in the handling of Carla’s absence. The administrator used technical competence because she knew the order of the tasks that needed to be handled. According to (Northouse, 2018) you should understand the intricacies of how the organization functions. The administrator made sure that the clients were handled in the proper manner. During my first field experience, the clients that showed up for a social worker who had called off was handled in this exact same manner and it was effective. The administrator also had interpersonal skills because cared about the staff getting notified about the death of their co-worker in a timely manner and grief counseling was available the next day (Social work supervision: Trauma within agencies, 2014b). (Northouse) asserts that having interpersonal skills allows leaders to work more effectively with that staff and supervisors. The administrator also demonstrated emotional intelligence. The administrator is in tune with her emotions and she is sensitive and aware of other peoples emotions (Northouse).

Be sure to include an analysis of the administrator’s use of conflict resolution skills.

One of the ways the administrator used conflict resolution skills was to separate the conflict from the person. The conflict was that clients were not being seen because of an employee not showing up for work. The administrator separated the two things and was able to handle each item separately. The administrator also used fractionation when she realized all the elements that were involved in Carla missing, she divided the problems down into more manageable pieces (Northouse, 2018).

Finally, identify one aspect of the case study that would be most challenging to you if you were the administrator, and explain why.

One aspect of the case study that would be most challenging to me if I were the administrator is the task of notifying Carla’s clients that she had died suddenly (Social work supervision: Trauma within agencies, 2014b). Sometimes, I find it difficult to find the right words when speaking about the sudden death of someone you know or work with. This same scenario happened at the prison where I worked and when I read this story it brought back the memory. One of the things I remember is asking someone which of our supervisors had made the call to the police because I wanted to commend the supervisor for doing the right thing. During the time, no one spoke to the staff about the death of one of its employees. If my memory is correct they might have mentioned it in our roll call and that was it. I have always found death notifications to be particularly uncomfortable however, I would be able to complete the task if it was assigned to me.

References

Northouse, P. G. (2018). Introduction to leadership: Concepts and Practice. Thousand Oaks, CA: Sage Publications.

Social work supervision: Trauma within agencies. (2014b). In S. Plummer, S. Makris, & S. Brocksen, Social work case studies: Concentration year (pp. 7-9). Baltimore, MD: Laureate Publishing. [Vital Source e-reader].

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

PSYC 421 Quiz 5 homework help

PSYC 421 Quiz 5 homework help

IMPORTANT: AFTER PURCHASE, LOG IN TO YOUR ACCOUNT AND SCROLL DOWN BELOW THIS PAGE TO DOWNLOAD FILES WITH ANSWERS.

1. A point scale contains items organized

2. Spearman proposed a two-factor theory of intelligence consisting of which two factors?

3. Many questions concerning intelligence are still being debated. In general, however, scholars are MOST likely to agree that

4. The general (g) factor in intelligence refers to

5. The 1937 revision of the Stanford-Binet Intelligence Scale included two equivalent forms labeled “Form L” and “Form M,” named as such because

6. Which statement is TRUE about creativity and its measurement?

7. The purpose of a routing test is to direct assessees to

8. The “Full Scale ceiling” of the WAIS-IV is

9. Which would NOT be considered extra-test behavior on the part of a testtaker?

10. The magnitude of the Flynn effect typically depends MOST on

11. The fourth edition of the Stanford-Binet differed from the previous three editions in that the fourth edition was

12. A lay person asks a psychologist, “What is intelligence” Based on the text, what would be the psychologist’s BEST response?

13. A school psychologist assesses a child’s intelligence. In a psychological report, the psychologist explains the child’s cognitive ability in terms of the manner in which she processes information and solves problems. From this report, it would seem that this school psychologist is relying on

14. “VPR” refers to a model of the structure of mental abilities

15. Binet believed that the primary purpose of an intelligence test was to assist the test user in the process of

16. All of the following are examples of extra-test behavior on an ability test EXCEPT:

17. The WAIS-IV General Ability Index (GAI) was described in your textbook as

18. Who defined intelligence as “the degree of availability of one’s experiences for the solution of present problems and the anticipation of future ones?”

19. The Flynn Effect has relevance in discussions of the death penalty, especially since the Supreme Court decision in the case of

20. Who first hypothesized that the proportion of the variance that a number of tests have in common accounts for a general factor of intelligence?

21. Logical-mathematical and bodily-kinesthetic are two terms best associated with the theory of intelligence advanced by

22. The concepts of social intelligence, concrete intelligence, and abstract intelligence are collectively best associated with which theorist?

23. All of the following are true of Cattell’s two-factor theory of intelligence EXCEPT:

24. Which of the following tests employed by the Army during World War I was MOST likely to be as “culture-fair” as possible?

25. Stanford-Binet Full Scale scores are converted into nominal categories designated by certain cutoff boundaries. For example, an SB-5 measured IQ in the range of 110 to 119 falls into the ________ category.

BUY MORE MATERIALS FOR THIS COURSE:

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Romantic Relationship Case Study Assignment Help

February 7, 2024/in Assignment Help, Homework Help /by Daniel Jennings

Romantic Relationship Case Study Assignment Help

Part 1: Create a Case Study

Create a case study, 250-500-words involving a fictitious couple experiencing the stages and characteristics of romantic relationships. Think of this case study as a “story” that you are telling about the process the couple goes through when building a relationship.

Do not use any personal information or information related to current cases you are working on.

Part 2: Summary of Each Stage

After completing the case study, write a 250-500 word summary in which you explain each stage the couple experienced, including the characteristics associated with each.

Include at least three scholarly references in your paper.

Submit the case study and the summary as one document.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Romantic Relationship Case Study Assignment Help

Running head: Romantic Relationship Case Study 1

Romantic Relationship Case Study 5

Romantic Relationship Case Study

Veronica Cheers

Grand Canyon: PCN 530

Sep 27, 2017

Caren and Jacob: A Couple in Lust or Love!!

It’s a cold Friday afternoon in small town GA and Caren is meeting friends at the local bar when across the room she spots a handsome stranger. Caren’s not normally the type to approach a guy and is not really thinking she will end the night approaching this mystery fellow. Her friends finally get to the bar distracting her as they begin celebrating her birthday. A few drinks are exchanged and she has been talking about mystery guy all night. What is a girl to do but take a walk across the room?

Meet Jacob better known as mystery guy. Jacob has also been watching and waiting for his chance to make a move. He spotted Caren when she first walked in and wondered whether or not she was available but was worried she was here meeting a date. He has been watching her and sees her on the dance floor and decides it is his time to make a move. He slowly begins to approach but sees that she dancing with another guy. He decides maybe he has missed his shot and goes back to hanging with the guys.

As the night goes on Caren and Jacob both end up at the bar getting drinks for their friends. They exchange pleasantries and begin talking completely forgetting about their friends waiting on drinks across the room. Numbers are exchanged and a few more drinks are share the groups have meshed and they spend the rest of the night talking and enjoying the others company. The night slowly comes to an end and Jacob says he’ll give Caren a call later in the week so they can meet for drinks.

A few days later Jacob gives Caren a call and they decide to meet for drinks and dinner on Friday after work. During dinner they find out that they have similar interest. Caren is a diehard Falcon fan and so is Jacob. Caren talked about how she initially saw him across the bar but was going to continue to watch from a distance. They go on several more dates and relationship begins to develop into something more than just friends.

They are spending more time together, meeting for lunch and taking weekend trips just to get away. They are talking daily, exchanging childhood stories and sharing dinner dates with friends. What begin as a mild attraction has now turned into a full blown relationship. Caren and Jacob do everything together and when they are not together they are thinking of when the next time is that they will be together. Their friends think they are the cutest most sickening couple and secretly wished they would just move in together or something.

Five Stages

According to Rathus, Nevid & Fichner-Rathus (2014), “attraction occurs when two people become aware of each other and find one another appealing or enticing” (p. 211). Caren and Jacob spot each other from across a crowded bar. They both see something in the other that causes them to take pause. Caren feels that Jacob is attractive, but is not sure with her attitude whether or not she will even take a chance. Building happens as couples start learning more and more about each other and begin more comfortable sharing things that make them tick. As their relationship develops more and the level of intimacy changes both Caren and Jacob learn that they have similar interest. They begin to see each other more and the level of attraction has also increased to the point that they would sometimes even rattle on about the other to their friends.

“Continuation established patterns of interaction remain relatively stable; relationship will mature and evolve as time passes and circumstances change” (Tarvin, 2011). Caren and Jacob begin spending more time together and have feelings of contentment when they are able to share time together. When talking with friends or discussing outings they both include the other. “One of the developments in continuing relationship is that of mutuality, which leads a couple to regard themselves as “we”, not just two “is” who happen to be in the same place at the same time” (Rathus, Nevid and Fichner-Rathus, 2014).

Deterioration happens when the relationship begins to feel less rewarding to both parties involved. Because Caren and Jacob’s relationship is so fresh and they are at the beginning stages of knowing one another they haven’t reached this point yet. The final stage of a romantic relationship is the ending stage where both parties are no longer able to find anything worth keeping them together. The story above does not show either partner currently reaching that point. However, I feel that if they were to get to that point it is possible that it would begin with an argument or disagreement.

Reference

Rathus, Nevid, & Fichner-Rathus. (2014). Human Sexuality in a World of Diversity. Upper Saddle River, New Jersey: Person Education, Inc.

Tarvin, A. (2011). 5 Stages of Relationships. Retrieved September 29, 2017, from http://www.humorthatworks.com/learning/5-stages-of-relationships/

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Exercise and Sports Psychology Assignment Help

February 7, 2024/in Assignment Help, Homework Help /by Daniel Jennings

Exercise and Sports Psychology

EXERCISE AND SPORTS PSYCHOLOGY 17

Exercise and Sports Psychology

Bethany Hamilton: What makes a successful athlete?

Prerna Dayal

Bryant University

Abstract

This application paper undertakes to elaborate various exercise and sport psychology aspects which are relative to the career of a well-known female surfer Bethany Hamilton. It looks at various aspects of her life, and how she applied certain sports psychology principals that helped her become a successful athlete and overcome numerous obstacles.

INTRODUCTION

Bethany Hamilton was born in Lihue, Kauai, Hawaii on February 8 1990. She grew up with two older brothers Noah and Tim. All members of her family had a history and surfing and exposed Bethany to competitive surfing at age 8. Nature and Nurture both intended for her to become one the greatest athletes with her family’s support throughout the process. At age 9 Bethany received her first sponsorship by Rip Curl and by age 13, came second in the NSSA national championships in California.

On October 31st 2003 the water Bethany was lying on with her surf was gleaming and unruffled, what came next was a life changing event for her. She suddenly noticed something grab hold of her entire arm pulling her back and forth, until she saw a pool of red in the water realizing her arm was gone. Within no time the enormous 14ft Tiger shark disappeared into the deep waters. 13-year-old Bethany couldn’t fathom what had happed, as her friend slowly dragged her 200 yards using a surfboard leash. The shark bite was an extremely exasperating since she no longer had an arm; one of the most important tools for surfing. Bethany took it upon herself to change this notion and returned to the water just one month after the attack. The radical change in her body was difficult to adjust to, however, she showed astonishing recovery and a positive attitude. In an interview with ABC News, she mentions “Well, I think that I should just have a positive attitude toward things and the challenges coming up and if I have a bad attitude, then it’s not really going to make it anything better. If I don’t get back on my board, I’ll be in a bad mood forever.” This shows that she wasn’t obligated to express that she could successfully bounce back, but most importantly for her own satisfaction. Bethany surfed for the love of the sport, surfing was in her blood, and she chose to outshine in the male-dominated sport.

Bethany began receiving a lot of support from her fans after returning to the waters. She used this opportunity to motivate others. Her father helped her get back into surfing, and her family was very supportive. She put her heart and soul into relearning how to surf as she mentions “the transition from two arms to one was far from easy”. After one year of rigorous training, Bethany competed in the National Surfing Championship and won her first national trophy. There was no turning back for her she won several championships and began writing about her journey as a surfer. She was also awarded the Best Comeback Athlete by ESPY in 2004 and received the Courage Teen Choice award. Along with continued participation competitively and solely for pleasure MTV published her autobiography the same year called Soul Surfer: A true Story of Faith, Family and Fighting to Get Back on the Board. She received a worthy response for her best-selling book and created a documentary of the book in 2007. In the documentary she talks highly about her faith and how it helped her overcome so many obstacles as a teenager and after the release she claimed that her determination began to decline. She married Adam Dirks in August 2013 and announced that she was pregnant in 2015. Her husband encouraged Bethany to surf competitively and bring her spark back, just one year after their marriage she won the Pipelines Women’s Pro Competition.

RECOVERY AND ACHIEVEMENT MOTIVATION

Bethany Hamilton’s incident of a shark attack was the last thing a surfer could expect while surfing, she lost one of the very significant body part used for the sport. Losing an arm is not only frustrating for an athlete but also difficult to deal with during teenage years, where people are still learning about their bodies. The highest rates of issues related to body image occur during the teen and early adulthood years. However, Bethany was very motivated towards her goal and had a strong sense of self, she was unstoppable despite the harsh circumstances. She claims that her faith in god was something that helped her stay motivated even before the shark attack. Her confidence in god made her believe that everything that was happening to her happened for a bigger and much greater reason. It took the load off her shoulders and lowered her stress levels.

She had a high Achievement Motivation which is the desire to strive for task success, persist in the face of failure and have pride in accomplishments. In her interview with Tampa Bay she mentions (2015) “Just dealing with fame and becoming a girl and struggling with my body image and the media and this world that we live in is so incredibly challenging, it can really bring you down.” Her journey was incredibly hard, but she had the power to bounce back hastily. She felt threatened in various situations while learning how to surf and swim again. Bethany mentions (2015) “I think at first, adjusting to life with one arm was essentially really challenging because I was so used to doing everything with two arms, and all of the sudden, I’m relearning how to put my hair up and relearning how to surf. I remember trying to paddle out surfing, and there were just waves crashing on me over and over again. Sometimes I would come in crying and frustrated and discouraged.” Her achievements motivated her to further motivate other people and being a role model for all her supporters and fans. According to the 5 personality viewpoints Bethany successful fits into the Phenomenological Approach where the person uses they understanding and interpretation of the situation that determines their behavior. She interpreted her shark bite as a learning and never looked at it as a shortcoming she adopted a much more adaptive approach.

Achievement of Goal Theory

Image result for achievement behavior

Bethany Hamilton gave birth to her first child after which she continued training rigorously since she had time constraints to train she used her time more judiciously. She competed in the WST Swatch Women’s Pro and stood in the 13th position. Bethany, claims that it was disappointing to lose, but it was also a good learning to motivate her so that she could do better in the future. She focused on both Achievement goals; outcome oriented as well as Task oriented. This determines that she placed a lot of stress on winning as well as getting better to reach optimal performance. She mentioned in an interview with The Guardian (2015) that “I want to make the most of it, so I feel like I’m wiser with my time now.” Bethany experienced role conflict at this stage due to the conflicting demands of competing and being a mother. Yet she persisted to compete further and was supported by her husband at every step, he chose to be a stay at home dad to let Bethany fulfil her training requirements. She looked for more challenging situations and won third place in the Fiji Women’s Pro Competition. In the process, she beat Stephanie Gilmore and Tyler Wright, who were the top-ranked surfers and world champions for surfing. She also got nominated for her first WSL Big Wave Award for her performance on the wave Jaws after her period of loss.

COMPETENCE MOTIVATION THEORY

Competence motivation theory –feelings of competence, worthiness and control influence motivation. The basis of this theory is on the assumption that humans have an inborn motivation to be competent. The competence perception is relative to a person’s effective sate or urge. For instance in the positive effect of this perception, one attempts to follow success for mastery purposes while the negative side following lack of success in bid to improve. In the case of Bethany it was a positive effect as she sought to master the skill of surfing she once was an expert in. The urge to be perceived as competent after losing a limb may have also played a role of getting her back to the ocean once again she always said that sports should not have a disable section but a “section for those who are good at the sport in a unique manner”.

ADAPTIVE PERFECTIONISM

She always set extremely high standards for herself which is what made her a perfectionist. She spent hours training just to be on top, but she used every wave as an opportunity to train, make a mistake and pick herself up. Despite all other distractions after she began to gain fame she made sure to take out time for training. This is a great example of Adaptive perfectionism where there is a healthy commitment to achieve goals.

LEADERSHIP

The term leader has many definitions, but one commonly used definition is that a leader a person who inspires a group of individuals towards the attainment of their set goals or a person who sets a good example to others on how something should be done. In conjunction with this subheading, it is very clear that Bethany Hamilton has portrayed leadership qualities through various actions she has shown to the society.

Bethany Hamilton’s efforts to overcome her disability is relative to a whole group in the society who have disabilities. As it is the norm in the society, people either born with a disability or either those that have acquired a disability are seen as inferior to those people without any disabilities. It is prevalent in the modern day society that people with disabilities are looked down upon and are usually perceived to lack any ability to contribute something important to the society, but Bethany has beaten all odds to overcome that misleading perception.

By chasing her dreams and overcoming various obstacles that stood in the way, Bethany was able to overcome her disability and become a professional surfer. Having set such standards, she has shown other people with a disability that anything can be achieved if you put your mind to it. She has also set a good leadership goal by motivating them to pursue their dreams no matter the disabilities that face them.

Apart from the motivation she gives to people with disabilities, Bethany also sets a good example as a leader as run her charity works such as “The Friends of Bethany” which works to help amputees and survivors of shark attacks. On top of that, she has published some books such as: Devotion for the Soul Surfer, Rise Above, Ask Bethany and A Soul Surfer Bible which not provide motivation to people with disabilities but also to normal people who just lack motivation. Other attributes that portray Bethany as a leader is the perseverance, passion and the courage she has in doing what she does. Not many surfers have had encounters with sharks and still have the guts of going back to the ocean. The passion for surfing which is what made her go back to surfing is also a clear indicator she is an emergent leader as leaders love what they do without being coerced in anyway

SELF CONFIDENCE

Despite Bethany facing many adversities, she has used many of her accomplishments to inspire faith and hope among those who lack motivation. After her attack, Bethany kept a confident attitude, and she hoped to proclaim the word of God and inspire others to have faith anmd trrust in God too. “Raised in a religious family, she clung to the idea that she was part of a greater plan” (Hamilton 2012). Bethany made appearances on many talk shows such as Oprah, and she was interviewed for numerous newspaper and magazine articles that were printed globally. Additionally she has a movie based on her novel ‘The Soul Surfer’. Bethany works hand in hand with organizations such as the World Vision Foundation to help children with disabilities, and taking it upon herself to attend mission trips with her church to help others such as visiting Thailand to help reconstruct homes after a tsunami disaster (Hamilton 2010).

Furthermore, Bethany started a non-profit corporation called ‘Friends of Bethany’ to help other people who have lost limbs; the organization provides emotional support and tries to help families in monetary need with supply of prosthetics. Also, Bethany’s novel Soul Surfer reached the top of the bestseller list, and one of her main priorities for writing her story was to help others deal with difficult moments and find relief and faith in God to overcome their strife’s (Hamilton 2012). Bethany has also won several inspirational awards such as the Best Comeback Athlete ESPY Award and the Special Courage Award at the Teen Choice Awards in 2004 .Also, she has maintained to surf competitively and has won numerous surfing awards. In 2004, she placed fifth in the Pro Junior NSSA regional event in Hawaii only after few months on making her comeback. In the year of 2007, Hamilton completed in the top 20 surfers at both the U.S. Open tournament in Huntington and the Reef Hawaiian Pro competition.

She finished as the fourteenth position on the Women’s World Qualifying Series in 2008 and 2009. Bethany believes, “It’s exciting to know that by being who I am and all that I’ve been through, I’ve had a positive influence on those who require overcoming a barrier to accomplish a goal” (Sandler, 2007). All in all, Bethany Hamilton has achieved many great accomplishments and inspired millions of people worldwide to keep their faith and strive for achievements despite adversities that they have encountered.

PSYCHOLOGICAL SKILLS TRAINING

Also referred to as PST, is a consistent practice of psychological or mental skills. Such mental skills include regulation of arousal levels or maintenance of concentration skills. Psychological skills training is very important to sports participants because at times they fall victim to various mental letdowns or their mistakes thus this mental aspect often overshadows their physical performance aspect but PST functions to regulate this kind of behavior( Kornspan, 2009). With this kind of training sports men and women can enhance their performance as they are well equipped whether mentally or physically.

For people like Bethany who have had a traumatic experience, this kind of training can come in handy. This is because this traumatic experiences usually affect the performance as traumatic experiences are bound to affect subjects psychologically. For Bethany, after losing her hand, she had to make many readjustments, especially in her training. The reality of surfing with one hand was also hard to accept, but eventually, she overcame all these setbacks. Were it not for her attributes of a tough mental athlete she could not have made it. The attributes that make a mentally tough athletes include, remaining unaffected by competition and adversity for instance in the case of Bethany the shark attack leading to amputation to one of her hands did not deter her from pursuing her dreams. Through rehabilitation conducted medical professionals, surfing training and intense workouts and the right mental attitude, Bethany is what she is today.

COMMUNICATION

Communication can be simply defined as the action of conveying anticipated meanings from a person or a group to another group or a person. Communication is a very important aspect of the day to day events of every individual. For individuals who have verbal impairment established forms of communication have been established which help them to go about their lives like normal people.

For people who have undergone any traumatic experience, communication is very important. This is because it helps in reducing the trauma that may have been inflicted and ultimately, eradicate it. For the case of Bethany who also had a traumatic experience, communication came in handy to erase the trauma caused and thus healing emotionally so as getting back to surfing. Frequent communication with family members and concerned professionals helped a lot. In her book The Soul Surfer, Bethany explains how she used to joke around and make fun of herself with members of her family and hospital attendants which in return assisted her to accept who she was eventually helping her overcome her trauma.

Communication to her worldwide readers through her books about her spiritual journey has strengthened her as she talks about her acceptance of the events that happened. Bethany talks about accepting the situation without asking any questions why it happened to her but rather embracing it and growing stronger in God’s faith. Her books also act as a source of motivation to many of her readers globally who are about to despair due to trauma or other similar adverse situations.

TRAITS OF SUCCESSFUL ATHLETES

Successful athletes have various common traits that often contribute to their success. They are consistent in their day to day workout and fitness routines. Despite losing one limb Bethany has learnt to exercise intensely to keep her body fit for surfing competitions a trait she has acquired.They have realistic expectations and work towards them. It was absurd for Bethany to think after her injury she would go on with surfing normally. She knew it was going to be a hard journey and put her mind to it. A trait she acquired and learnt after her ordeal. They have a burning desire to improve on their mistakes and to perfect what they do. Bethany passion for surfing is what made her go back to surfing even after the incident which is not an acquired trait. They have unwavering focus on their set targets. Despite having trouble to get back on the board Bethany did not despair rather she put more effort which is an acquired trait.

AROUSAL REGULATION

Arousal regulation refers to the ability or the capacity to be in a position to control your emotions. Arousal regulation is important because of the following reasons: it helps people to remain focused, it helps subjects to take control of their emotions and final it assists in recuperating from various setbacks (Thatcher & Rahman, 2011). The setbacks may include injuries, poor performance or maybe failing to make the cut for the travelling team.

In the cause of Bethany, an amputation of a limb was the setback she was facing. The loss of a limb or any body part is not an incidence many people are likely to take lightly or overcome whether adults or children, but Bethany was determined to do so. The ability to put her emotions under control helped her understand what is, cannot change. Bethany in her book The Soul Surfer explains how she had made a decision not to pity herself or allow anyone else to. She was not willing to sit around and do nothing either. Bethany also explains how most of the times she would come out of the water after she was unable to swim or keep balance but ultimately she was able through keeping her emotions in control and eventually focusing.

IMAGERY

The imagery in sports basically refers to using all your senses while rehearsing your sport in your mind. Imagery in sports has a number of benefits which include: boosting the ability to compete effectively, it helps the subjects involved to make the most out of training, it assists in helping the subjects involved to remain motivated and finally it helps subjects to keep in good form even when training is hard or next to impossible at all especially after injuries (Kornspan, 2009).

In the instance of Bethany after the aftermath of the shark attack, through therapy, she was able to recuperate. But the major setback she faced was learning to surf without an arm. It is her visualization of seeing herself getting on that surfboard that enabled her to do so without forgetting support from family and friends and the great love for surfing.

CONCLUSION

To conclude, Bethany Hamilton’s is a passionate surfer who was inspired by her parents and siblings and religious faith, struggled through hardships caused by a shark attack, yet used her achievements to encourage others to have faith and hope. Bethany overcame a tragic shark attack that could have ended her surfing career or even ended her life, yet her determination to believe in herself and God has made her known globally as a living miracle and motivation. Bethany believes, “I’m living proof that there’s no such thing as a handicap. It’s only in your head” (Hamilton, 138). As she proceeds to travel around the world while attending and volunteering to aid others in need, Bethany will continue to develop her legacy as a strong-minded and caring soul. Bethany strives to prevail as an icon of hope and inspiration by touching lives through her platform of faith and sport. Overall, Bethany Hamilton’s legacy of faith and hope to overcome difficulty will continue to live on even long after her time.

Bethany Hamilton set an example for millions of people and made various contributions to get her personal message out in the world. She used her experiences for personal growth and life skills. She continues to be an important figure and inspiration, a fearless and courageous woman.

References

Barney, L. (2016, August 25). Bethany Hamilton: surfing with only one arm isn’t as hard as beating the stigma. Retrieved November 15, 2017, from https://www.theguardian.com/sport/2016/aug/25/bethany-hamilton-surfing-espy-award

Bethany Hamilton talks surf and overcoming obstacles. (2015, May 13). Retrieved November 15, 2017, from http://www.tampabay.com/tb-two/news/bethany-hamilton-talks-surf-and-overcoming-obstacles/2229549

Hamilton, B. & Rikkers, D. (2010). Ask Bethany : FAQs : surfing, faith & friends. Grand Rapids, Mich: Zonderkidz.

Hamilton, B. (2012). Soul Surfer : A True Story of Faith, Family and Fighting to Get Back on the Board. New York: Simon & Schuster UK

Kornspan, A. (2009). Fundamentals of sport and exercise psychology. Champaign, IL: Human Kinetics.

Sandler, M. (2007). Bethany Hamilton : follow your dreams. New York: Bearport Pub.

Surfing Star Bethany Hamilton Goes Inside The Ride Of Her Lifetime. (n.d.). Retrieved November 15, 2017, from http://www.espn.com/espnw/athletes-life/article/14555790/surfing-star-bethany-hamilton-goes-ride-lifetime

Thatcher, J., Day, M. & Rahman, R. (2011). Sport and exercise psychology. Exeter England: Learning Matters

News, A. (Ed.). (2005, November 21). Young Surfer Tells Tale of Shark Attack. Retrieved November 15, 2017, from http://abcnews.go.com/2020/story?id=124360&page=1

Weinberg, R.S., & Gould, D.). Foundations of Sport and Exercise Psychology. (6th edition.). Champaign, IL: Human Kinetics.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Goals And Objectives Assignment Help

February 7, 2024/in Assignment Help, Homework Help /by Daniel Jennings

Goals And Objectives Assignment Help

Assignment

Please answer each question below:

· Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

· Reflect on any three (3) most challenging patients you encountered during the practicum experience.

· What was most challenging about each?

· What did you learn from this experience?

· What resources were available?

· What evidence-based practice did you use for the patients?

· What would you do differently?

· How are you managing patient flow and volume?

· How can you apply your growing skillset to be a social change agent within your community?

· Reflect on how you might improve your skills and knowledge and communicate those efforts to your Preceptor.

· Answer the questions: How am I doing? What is missing?

2-3 PAGES

*********INITIAL GOAL FROM MARCH 1ST ***

Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.

1. Goal: my first goal is that in 4 weeks’ time, I will be able documents recommendations for psychiatric consultations accurately without help

a. Objective: keep accurate running log of all the client’s

b. Objective: record a detail data of the patient

c. Objective: systematically review each clients care plans

2. Goal: my second goal is to be able to develop SMART goals for practicum experiences in 4 weeks’ time

a. Objective: making structured goals that anyone who reads them will easily understand.

b. Objective: keeping an up-to-date notes and establish a schedule whereby my notes, treatment plans and assessment are complete at a specific time during the week.

c. Objective: outlining a precise realistic scope by drafting a prospectus of my project

3. Goal: my third goal is to improve my Pharmacotherapeutic skills by the end of this practicum.

a. Objective: knowing the appropriate evidence based clinical practice guidelines for psychotherapeutic plan

b. Objective: understanding the perception of each client regarding the therapeutic process.

4. Goal: by the end of this practicum, I would be able to accurately distinguish and develop exceptional diagnostic reasoning skills.

a. Objective: understand the process of differential diagnosis

b. Objective: making a list of possible diagnosis for the patient base on the symptoms the patient present with and narrowing it to the appropriate diagnosis.

c. Objective: continue to maintain boundary with client

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Module/Week 4 Case Study Assignment

February 7, 2024/in Assignment Help, Homework Help /by Daniel Jennings

Module/Week 4 Case Study Assignment

PSYC 430

Module/Week 4 Case Study Assignment

Case 5: Major Depressive Disorder

Case Studies in Abnormal Psychology

Gorenstein & Comer, 2015

DSM Application (10 points): List the DSM criteria for Major Depressive Disorder. Next to each criterion, detail the specific symptoms that match.

Dx Checklist

Major Depressive Episode:

1. For a 2 week period, person displays an increase in depressed mood for the majority of each day and/or a decrease in enjoyment or interest across most activities for the majority of each day.

2. For the same two weeks, person also expiriences at least 3 or 4 of the following symptoms: Considerable weight or appetite change, daily insomnia or hypersomnia, daily agigtaion or decrease in mootr activity, daily fatigue or lethargy, daily feelings of worthlessness or excessive guilt, daily reduction in concentration or decisiveness, repeated focus on death or suicide, a suicide plan, or a suicide attempt.

3. Significant distress or impairment.

Major Depressive Disorder:

1. Presence of a major depressive episodes.

a. Carlos: feelings of despair, poor concentration, difficulty sleeping, loss of interest in activities, and tearfulness that lasted several weeks before seeing a psychologist.

2. No pattern of mania or hypomania.

a. Carlos: did not display mania or hypomania.

Assessment Questions (6 @ 5 points each):

#1: What are the first signs that a person might be depressed?

There are many signs of depression. In Carlos’s case, he began to ruminate and worry on possible health issues. This brought him to an overwhelmeing sense of despair where he would subsequently begin to cry. Next, he lost interest in his home life and work activities and told his wife that he could no longer be of help to her and the children which also indicates withdrawal.

#4: Why did Dr. Willard recommend a psychiatrist?

Dr. Willard recommended a psychiatrist because he thought Carlos would benefit from psychiatric drugs like antidepressants.

#9: What were the criteria for Carlos’s diagnosis of major depressive disorder?

Carlos met the DSM criteria for major depressive disorder. These criteria included the presence of a major depressive episode. Within those episodes, Carlos reported symptoms of feelings of despair, poor concentration, difficulty sleeping, loss of interest in usual activities, and tearfulness.

#10: What are some of the concentrated methods that must be used to rid depressed persons of their cognitive bias?

A large part of the treatment plan seemed to be cognitive behavioral therapy (CBT). In CBT, concentrated methods include time spent in determining the areas of Carlos’s thinking and behavior that were contributing to the depressive episodes that Carlos was having. To alleviate symptoms, Carlos would monitor his thoughts and emotional reactions to environmental stimuli and also take data on their intensity. During sessions, the psychologist and Carlos would review the data and then discuss the degree of reality to which Carlos’s thoughts met reality. Later in treatment, a behavioral aspect was added in which Carlos was expected to engage his family members and old work habits more and more. The behavioral component helped to reinforce the reality of Dr. Walden’s suggestions about how poor thinking habits rob Carlos of truth.

#12: What was the first assignment Carlos was given for the first week of therapy?

The first assignment that Carlos was given was to monitor his thoughts and emotional reactions and then record which thoughts and emotions produced distress. He was also to record their intensity. In addition, Carlos was to record his activities.

#13: Why did Dr. Walton want Carlos on medication as well as the cognitive therapy approach?

Dr. Walden wanted medication and cognitive therapy as a part of the treatment plan because according to research, 60% of patients respond favorably to cognitive therapy. Similarily, 60% of patients respond well to antidepressents. When combined however, the results appear to be more effective.

Bible Application Question (10 points, 50 word minimum): Discuss this case and disorder from a biblical perspective using at least 1 Scripture reference (direct quotes do not count towards length requirement).

“Whether you find yourself at a funeral or just in the middle of everyday life, self-centeredness can turn anything into a crisis” (Wommack, 2012, p. 1). Being totally consumed with the self leads to many behaviors and thinking styles that develop into depression where many small matters become giant obstacles. This type of thinking does not reflect reality in the world nor does it reflect God’s truth for who people are under the blood of Jesus. Depression is a self-preservation tool that people use when they are threatened by what they perceive to be reality. It is a way of removing responsibility from the self and onto an illness, another person, or circumstance. When one uses depression as a way of protecting the self from one negative happenstance or another, they are essentially removing God from the equation and saying that they can go about life on their own. Jesus clearly states that we cannot do anything on our own (John 15:5, NIV), therefore it is quite sinful to be so selfish as to think that self-preservation works to the glory of God. Rumination, withdrawal, and negative self -talk for example, are all ways of avoiding reality and protecting the self from a perceived crisis. Instead, “but seek first the kingdom of God and his righteousness, and all these things will be added to you (Matthew 6:33, ESV). Focus must be on God and others. Needs are then added as a byproduct of trust in the Lord.

Reference

Wommack, A. (2012). Self-centeredness: The source of all grief. Colorado Springs, CO: Andrew Wommack Ministries.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Assignment: Application Of Crisis Theory And Resiliency Theory To A Case Study

February 7, 2024/in Assignment Help, Homework Help /by Daniel Jennings

Assignment: Application Of Crisis Theory And Resiliency Theory To A Case Study

It is common for social workers to be presented with a crisis situation brought forth by clients, families, communities, and/or organizations. The ultimate goal is to restore the client to equilibrium. The five stages of the crisis are (1) the hazardous event, (2) the vulnerable stage, (3) the precipitating factor, (4) the state of active crisis, and (5) the reintegration or crisis resolution phase.

There are times when a social worker will use more than one theory to assist in conceptualizing the problem and intervention, particularly if the theories complement each other. For example, resiliency theory can be used alongside crisis theory.

To prepare: Review and focus on the same case study that you chose in Week 2.

By Day 7

Submit a 1- to 2-page case write-up that addresses the following:

Map the client’s crisis using the five stages of the crisis.
Describe the client’s assets and resources (in order to understand the client’s resilience).
Describe how you, the social worker, will intervene to assist the client to reach the reintegration stage of the crisis. Be sure that the intervention promotes resiliency.
Evaluate how using crisis theory and resiliency theory together help in working with a client.

Be sure to:

Identify and correctly reference the case study you have chosen.
Use literature to support your claims.
Use APA formatting and style.
- Remember to double-space your paper.

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 7: Social Work Theory and Practice for Crisis, Disaster, and Trauma (pp. 117–130)
Chapter 29: Resiliency Theory and Social Work Practice (pp. 441–451)

Smith-Osborne, A. (2007). Life span and resiliency theory: A critical review. Advances in Social Work, 8(1), 152–168. Retrieved from https://advancesinsocialwork.iupui.edu/index.php/advancesinsocialwork/article/view/138

Smith-Osborne, A., & Whitehill Bolton K. (2013). Assessing resilience: A review of measures across the life course. Journal of Evidence-Based Social Work, 10(2), 111–126. doi:10.1080/15433714.2011.597305

Note: You will access this article from the Walden Library databases.

Document: Theory Into Practice: Four Social Work Case Studies (PDF)

Optional Resources

Bradshaw, B. G., Richardson, G. E., & Kulkarni, K. (2007). Thriving with diabetes—An introduction to the resiliency approach for diabetes educators. Diabetes Educator, 33(4), 643–649. https://doi.org/10.1177/0145721707303808

Dombo, E. A., & Ahearn, F. L. (2017). The aftermath of humanitarian crises: A model for addressing social work interventions with individuals, groups, and communities. Illness, Crisis, & Loss, 25(2), 107–126. https://doi.org/10.1177/1054137315606830

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Test Review(Gordon Diagnostic System) homework help

February 7, 2024/in Assignment Help, Homework Help /by Daniel Jennings

Test Review(Gordon Diagnostic System) homework help

Tests and Measurements

Achievement Test Review

Review of the Becker Work Adjustment Profile 2

Reviewer 1: James T. Austin & Stephanie D. Tischendorf

Reviewer 2: Pam Lindsey

Description: The Becker Work Adjustment Profile 2 was created to measure the vocational

competency of people with disabilities in their work environments. By assessing work habits, attitudes, and skills of people with special needs, it aims to target problem areas and assess the level of

supports needed. It is targeted for those ages 13 and older who are disabled, including those who

are mentally retarded, physically disabled, emotionally disturbed, learning disabled, and-or

economically disadvantaged. The instrument is completed by a rater-observer who, according to

the user’s manual and test booklet, have “closely observed the daily work behavior of the client and

has knowledge of the individual’s work adjustment”. Austin & Tischendorf describe the Becker

Work Adjustment Profile 2(BWAP:2) as a “restandardization of the 1989 Work adjustment

profile (as the items have not changed).” They also offer information about the test’s first version

from 1989, which was a revision of a rating scale developed as part of a 1965 Federal grant.

Reviewer 2, Pam Lindsey, points out that vocational competence is an element of rehabilitation

in those with disabilities, thus this test is useful for those working with disabilities and helping

them to be successful in the workplace. By knowing a clients vocational competence, we can

help address areas the client may be having problems in that affect their job performance.

Types of Items:

The first page of the instrument is used to gather information on the patients background

(name, sex, date, grade, date of birth, age in years, IQ, school-facility, primary disability,

secondary disability, name, & title of evaluator). Pages 2 through 12 include 63 ratings that are

divided into four categories. Work habits and attitudes is the first category, with 10 items or

ratings questions, Interpersonal relations is the second with 12 items, Cognitive skills is the third

with 19 items, and work performance skills is the last with 22 items. Page 13 and 14 provide

information on the results of the test and psychometric information. The rater scores each

domain and enters the score at the end of each domain. Vocational personnel familiar with daily

demands of the job and the individual being assessed complete the questionnaire (Pam Lindsey).

Scoring Information:

The items are rated on a 0-4 rating, with 0 being a negative score and 4 being a positive

score. Four domains and a total composite score (Broad Work Adjustment) are used in creating

a profile of the client and work placement that can be linked to work support needs. As stated

above, the rater scores each domain and enters the score at the end of each domain. Raw scores

are translated to T scores and percentile ranks by disability category. Again, this information can

be found on page 13 of the questionnaire booklet. Also found on page 13 is raw scores,

percentiles, work placement and work support needs, and other useful information for

interpreting the results of the questionnaire.

Technical Aspects/Psychometric Properties: A user’s manual is included with the exam that

Austin & Tischendorf feel is quite “extensive”. The user’s manual does 2 things. It defines the

four major methods of client work evaluation (work sample, job analysis, standardized tests and

situational assessment), this test falling into the situational assessment category. It also discusses

vocational competence and how it relates to work adjustment. It provides information on

administering the test, scoring the test, and use of the test. It also provides technical evidence of

reliability and validity.

The BWAP:2 was normed against 4,019 individuals with various disabilities, although Austin &

Tischendorf felt it was weighted towards those with MR. The norm group is categorized by

diagnostic category (disability) and gender, and the sample is geographically diverse. All

normative data is found in Appendix A of the user’s manual.

Reliability: Different estimates of reliability of the BWAP:2 is shown, derived from subsamples

based on diagnostic category. Internal Consistency estimates for domain (.80 to .93) and for

BWA total score (.87 to .91), retest estimates of over 2-week interval (range .82 to .96 across

domains), standard errors of measurement (.91 to 5.84) and interrater reliability estimated by

pairs of raters for a sample of 117 adults in 3 sheltered workshops (.82 to .89 across domains, .87

for Broad Work Adjustment). Both Austin & Tischendorf and Pam Lindsey felt that these

numbers signified multiple estimates of reliability and normally accepted values.

Validity: The user’s manual also provides information on validity. Construct and criterion-

related validity data were stated to be sufficient. To measure criterion-related validity, 167

people with MR had their scores on the BWAP:2 compared with their scores on the AAMR

Adaptive Behavior scale. The AAMR Adaptive Behavior Scale measures vocational adjustment

and adaptive behavior in its test takers. The evidence from this comparison was used as proof

that the criterion-related validity was satisfactory. Internal consistency, test-retest and interrater

reliability studies were conducted and all showed to be adequate and/or stable. Pam Lindsey felt

that “Overall, technical data appear to support adequate reliability and validity”. Austin &

Tischendorf, however, felt that really the task of comparing the AAMR Adaptive Behavior Scale

and the BWAP:2 was showing convergent validity, as they felt this did not show how the

instrument predicts success in some external outcome.

Possible Accommodations and modifications: Austin & Tischendorf felt the test includes an

economically disadvantaged subgroup that they feel needs to be better supported to be beneficial.

Another modification idea by Austin & Tischendorf was to increase the length of the retest

period to more than 2 weeks in an attempt to strengthen the reliability evidence of the test. They

also felt that the breakdown of the standardization sample or the norm group was not broken

down enough. They wrote that it would be better if it were additionally broken down into age,

ethnicity, and sex. Currently, it is broken down into mean age by disadvantage. They also

thought statistically significant differences in regard to these break downs (age/ethnicity/sex)

should also be included.

Practical Applications and Uses: As stated in the description, the BWAP:2 was made to assess

work habits, attitudes, and skills of those with disabilities. By doing this, we can assess the level

of support needed for these people with disabilities and help them get the support that they need

to perform a job the best they can. It should be used as part of a larger assessment process and

not solely used to assess one’s capabilities of performing or holding a job. Instead, it should be

used to help find weak areas that need help or services.

Clinical recommendations and cautions for use: Austin & Tischendorf caution that the

instrument is emphasizes mental retardation and may be dated when compared with current

theories and approaches to learning disabilities. They also recommend using modern test theory

and confirmatory factor analysis in analyzing data and in appraising the construct validity of the

four different domains and the BWA composite score. They also felt that it is important that the

vocational competence is standardized across all raters in order to establish the validity of

observational data.

Summary of Reviewers:

In general, Pam Lindsey provides a less extensive review of the BWAP: 2 than do James T.

Austin & Stephanie D. Tischendorf. Pam Lindsey seems to give the basics needed to get a

picture of the BWAP:2. Pam Lindsey mentions the bias that comes along with having an

observer who is observing the client or test taker and that perceptions and prejudices can get in

the way. However, she feels that the instrument is valuable in helping professionals try to

measure the vocational competence of persons with disabilities, targeting areas that need special

attention, and assist them in building a rehabilitation plan that will be appropriate for their

special needs. She feels that it is technically adequate or sound and that scores could be

compared with other measures like adaptive behavior or cognitive abilities. She also feels it is

not meant to be an assessment of an individual’s ability to work or be successful on the job but

rather to be part of a bigger plan or process to help the professional target areas that are strengths

and weaknesses to help them get support that they need.

Austin & Tischendorf offer a much more in depth and critical review of the BWAP:2. While

Pam Lindsey felt that overall the data showed satisfactory reliability and validity, Austin &

Tischendorf felt that comparing the AAMR Adaptive Behavior Scale and the BWAP:2 did not

prove that the BWAP:2 could predict success in some external outcome, which is basically the

definition of criterion related validity. Pam Lindsey also did not offer many ideas in terms of

modifications or problems with the test. Austin& Tischendorf felt the norm group was heavily

weighted towards those with MR, and the test is for those with who are mentally retarded,

physically disabled, emotionally disturbed, learning disabled, and-or economically

disadvantaged, and thus should have a norm group more equally weighed between the different

disabilities. They felt that including an economically disadvantaged should be better supported

to be beneficial, and that the test-retest period should be made longer and should be compared

with week 2 re-test results in order to strengthen the reliability evidence of the test. They also

called for a more extensive breakdown of scores(age/ethnicity/sex) should be incorporated into

the BWAP:2. In terms of final thoughts about the BWAP:2, Austin & Tischendorf felt the test

was easily administered and scored by raters, with “ample opportunity to observe the focal

individual” (Austin & Tischendorf). They felt that several improvements had been made from

its previous version. They left it by stating the following:

“Any issues that remain do not preclude a recommendation to use the BWAP:2 but rather

suggest continuing to develop its knowledge base”(Austin & Tischendorf).

My Opinion of the Instrument/Reviewers: Overall, I felt that the Becker Work Adjustment

Profile 2 seems it could be a very useful tool for helping those with disabilities be the best that

they can be. I agreed with both about the reliability being adequate, however I sided with Austin

& Tischendorf when they discussed the issue of proving evidence that the BWAP:2 has criterion

related validity. By comparing tests, I do not see how that proves that BWAP:2 proves a client

would be successful in the future. I also agreed with Pam Lindsey about the bias that can come

along with having an observer that is rating someone else, and the interrater reliability that goes

along with this. However, I also agree with Pam Lindsey that this comes with the territory of all

observational instruments, and I feel it should be kept in mind when interpreting scores. Also,

the BWAP:2 does have adequate interrater reliability at .82 to .89 across domains, and that I

think should put most those considering using the BWAP:2 at ease.

I also feel that in terms of reliability and validity that it is sufficient and is an advantage to using

this test. I think that the goals of this test also really make it special or worth using, because it is

looking for strengths and weaknesses in the client’s vocational skills, habits and attitudes. As a

rehabilitation counselor this is a huge goal. Having a way to try to find these weaknesses and

helping a client work on them or receive help can help a client’s job stability, self esteem, and

help them feel more socially accepted by others because they are performing up to standards.

As Pam Lindsey mentioned, I think it is very important with all tests to remember that it should

be used as part of a larger process which includes talking to and learning about the client and

their experiences/what they might already know about themselves, other tests or inventories, and

information about the disability. Tests should never be thought of as a sort of as an

unquestionable source of information. It is also important to look at how appropriate the test

might be for the client. From what I have read about the test, it may not be the best test for

someone with learning disabilities due to seeming a little dated in terms of learning disabilities,

however depending on the case maybe there is information to gather that could be useful by

using the BWAP:2. Every situation is different and it is part of the rehabilitation counselor’s job

to figure out if a test is appropriate for the user. References:

Information from the reviews of James T. Austin & Stephanie D. Tischendorf , and Pam Lindsey

The Becker Work Adjustment Profile 2

http://ovidsp.tx.ovid.com.gate.lib.buffalo.edu/spa/ovidweb.cgi

1)The Test- cost, time to take the test, theory behind the test, number of items, age appropriateness, and any other information relevant to teaching me about the test ( Approximately one page double spaced)

2)Reviewer #1- norm sample, practicality and cultural fairness, validity, reliability, final comments ( At a Minimum, one page double spaced)

3)Reviewer #2- norm sample, practicality and cultural fairness, validity, reliability, final comments ( At a Minimum, one page double spaced)

4) Your thoughts on norm sample, practicality and cultural fairness validity, reliability, final comments about using the test. Why or why not. (At a Minimum, one page double spaced). I want your thoughts based on specific information and not just opinions such as “I don’t like the GRE’s” or “I don’t think it’s fair to subject students to standardize testing.” I want to know what you think about the norm sample, practicality and cultural fairness validity, reliability based specifically on what you learned from both reviewers and any other source.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

My Virtual Life Simulation Assignment

February 7, 2024/in Assignment Help, Homework Help /by Daniel Jennings

My Virtual Life Simulation Assignment

Overview: My Virtual Life is a simulation. The simulation allows you to raise a child from birth to age 18 and monitor the effects of your parenting decisions over time. Assignment Directions:

1. Specifically, in Appendix A, you will find the exact questions you are to answer after raising your child and a rubric for how your responses will be graded. You will see the assignment is divided into 4 parts: infants and toddlers, early childhood, middle childhood, and adolescence. Each part is worth 25 points, equaling 100 total points.

2. Your responses to the questions in Appendix A should be typed in a word document. Use single space, Times New Roman 10-point font, and 1-inch margins.

My Virtual Life Simulation 1 Infants and Toddlers (23 points) – Appendix A General guidelines: A good answer will address every part of the question, and will describe the child’s behavior and provide 1 or 2 supporting examples. In addition, wherever possible, you should relate your descriptions and explanations of the child’s behavior to the concepts, theories and research covered in the book. Please avoid expressing an unfounded opinion – try to base your arguments on research studies and conclusions, or a theory that seems well supported by the research in the field. The questions are printed below along with a scoring rubric. 0-8 Months: 1. How does your baby’s eating, sleeping and motor development compare to the typical developmental patterns? 1 point for describing VC’s behavior in each of two domains and referring to what might be expected at these ages. (2 points) 2. At 8 months of age was your child an “easy”, “slow-to-warm-up”, or “difficult” baby in terms of Thomas and Chess’s classic temperamental categories? On what do you base this judgement? 1/2 point for explaining the category and half a point for a supporting observation on VC’s behavior (1 point) 3. How is your child’s attachment to you and your partner developing? What is happening at the 3-month and 8-month periods that might affect attachment security according to Bowlby and Ainsworth, and various research studies?

1 point each for describing two aspects of the child’s behavior that indicate attachment is developing at 3 or 8 months, and 1 point for describing one aspect of parental behavior that may affect attachment security. (3 points) 8–19 months: 1. Describe and give examples of changes in your child’s exploratory or problem solving behavior from 8 through 18 months and categorize them according to Piagetian and information processing theories. Note that 8 months is included, so you’ll need to use the time-line to look back at 8 months for examples. 1 point for describing an improvement or a qualitatively new behavior and one point for explaining it using a specific Piagetian or information processing concept to classify the child’s behavior (2 points) 2. Analyze your baby’s temperament in more detail at 18 months than you did at 8 months. How would you describe your baby in terms of the five aspects of temperament utilized by the Virtual Child program (activity, sociability, emotionality, aggressiveness vs. cooperativeness, and self- control)? Has your baby’s temperament been stable over the first 18 months? A blurb defining and providing examples of the five aspects of temperament is provided at 12 months, but you should seek out further explanations of temperament from your textbook. Explain how the concept of goodness of fit (also discussed in the blurb on infant temperament) applies to your interactions with your child. 1/2 point for giving a supporting example of each of the five aspects of temperament, ½ point for addressing the issue of stability and 1 point for discussing and giving an example of goodness of fit (4 points) 3. Were you surprised by anything in the developmental assessment at 19 months? That is, does your perception of your child’s physical, cognitive, language and social development differ from that of the developmental examiner? Give specific examples. If you were not surprised, write instead about some aspects of your child’s development that need the most work. 1 point for describing each area of development plus a description of why you were either surprised or not surprised by each, based on the textbook (3 points) 2 Years: 1. Have there been any environmental events in your child’s first 2 ½ years that you think might have influenced his or her behavior? On what do you base your hypotheses? 1 point for each of two environmental events – be sure to explain how you think they influenced your child (2 points) 2. How is your child progressing on the typical toddler issues, such as learning household rules, learning to follow routines, listening to you, developing self-control and learning to get along with other children? 1 point for each of three toddler issues (total of 3 points)

3. Analyze your own parenting philosophy and practices. What principles from social learning theory, Bowlby, Ainsworth, Piaget, Vygotsky, information processing theory, developmental neuroscience and other theories do you appear to have relied on in making your parenting choices or interpreting your child’s behavior? Include three principles/theorists from the above list in your answer. 1 point for discussing an example from your parenting that fits a concept or principle from each of three theories you select from the list above (3 points) Early Childhood (age 3-4 years) (17 points) 3 years: 1. What activities and experiences you and your child have engaged in might be promoting healthy behavioral practices and an interest in physical activity. 1 point for each of three activities or experiences (3 points) 2. Describe development of your child’s language and cognitive skills and discuss how these might be affecting his or her interactions with you and your responses. 1 point for each of two examples illustrating changes in cognitive or language skills and for explaining how they might affect your interactions with your child (2 points) 3. How well is your child adapting to social situations in the home and outside the home? Does your child have any behavior or emotional problems at this point? Why do you think these problems are occurring and what are you doing about them? 1 point for an instance of adaptation in the home and 1 point for an instance outside the home. 1 point for describing a problem (or an area in which the child needs improvement) and what the parent is doing or plans to do about it. (3 points) 4 years: 1. How would you characterize your parenting style? How have your specific parenting techniques changed since infancy? In what ways do you think your parenting style, or any other aspect of your parenting, has been influenced by your cultural background or other experiences? 1 point each for two examples describing your parenting style, and 1 point for illustrating how specific parenting techniques have changed since infancy (3 points) 2. Describe two specific examples of changes in your child’s behavior at age 4 that seem to stem from growth in cognitive and language ability since the period of infancy (e.g., improvements in symbolic thinking, reasoning, knowledge of the world, theory of mind). 1 point for each of two examples of changes in behavior; be sure to use one or more concepts from the course, including but not limited to those listed above (2 points)

3. How would you characterize your child’s personality? Would you say that your child is primarily overcontrolled, undercontrolled or resilient? Support your argument.

*Recall that the Virtual Child’s behavior at age 3 and 4 is designed to resemble one of three personality types. The personality types combine some of the temperamental traits with which you are already familiar. The overcontrolled category refers to a child who is cooperative and follows the rules, but is shy in social situations and anxious and clingy under pressure. The undercontrolled category refers to a child who is uncooperative or even aggressive, does not follow the rules, may or may not be shy in social situations, and has a tendency to become distracted and overly emotional, particularly when under stress. The resilient category refers to a child who is cooperative and follows the rules, is friendly, non-aggressive and outgoing, able to focus on tasks without being too distracted, has good regulation of his or her emotions, and is adaptable to new situations. Refer to the course reader and lecture.

4 points for a well-documented explanation, with two examples of behavior in different situations that support your argument (4 points) Middle Childhood (age 6-11 years) (30 points)

6 Years: 1. How well is your child adapting to social situations in the home and outside the home? Does your child have any behavior or emotional problems at this point? Why do you think these problems are occurring and what are you doing about them? 1 point each for providing an example to illustrate how well the child is adapting in the home and outside the home. 1 point for describing a problem or an area in which the child needs improvement and providing a hypothesized reason for the problem and 1 point for describing what you are doing about these problems. (4 points) 2. Do you notice any improvements in cognitive and language skills since age 4? Give specific examples. Does your child have any special needs with regard to cognitive or language development at this point and what do you plan to do? 1 point each for a description of a cognitive change and a language change. 1 point for description of special needs. (3 points) 3. Which aspects of your child’s behavior and personality reflect continuities from earlier behavior (e.g., at ages 3-4 years) and which seem to be novel for this age level? 1 point for an example of a continuity and 1 point for an example of a novel change. 2 points for discussing how any of these adaptive responses depend on your child’s personality vs. novel behavior evoked by the unique demands. (4 points total) 8 Years: 1. How smart is your child, and in what areas? Think back to the blurb on multiple intelligences that appeared at age 6. Find specific evidence regarding your child’s verbal, logical-

mathematical, spatial, musical and bodily-kinesthetic intelligence from your observations of your own child as well as the psychologist’s report at age 8 years, 11 months. 1 point for an example illustrating your child’s level in two of the five areas of intelligence (2 points) 2. Describe some examples of your child’s behavior or thinking that you think are due to typical American gender role socialization and explain why you think so. Several examples can be found at ages 6 and 8. How closely does your attitude toward gender roles correspond to typical American attitudes, and if there is a discrepancy, to what do you attribute this (e.g., cultural background, attitudes of your own parents, etc.)? 1 point for each of two examples illustrating gender role socialization and 1 point for discussing evidence from the book and lecture about gender roles, and comparing them to your own attitudes. One point for giving an example from the program of how you have put your attitudes into play (4 points) 3. How might your child’s development have been different if s/he was raised by people with a different socioeconomic, ethnic or cultural background? Base your answer on specific evidence of SES/cultural differences from the textbook and class lectures. 1 point each for two examples of how it would be different, each backed up by info from the text. (2 points) 10 Years: 1. Describe your child’s academic skills between ages 6 and 10 and assess how well these skills are developing. The 5th grade report card will be useful for this but you should also incorporate your own observations. What are you doing to help your child? 1 point each for describing two academic skills and how they have changed. 2 points for describing 2 ways you are helping your child (4 points) 2. How well is your child adapting to social situations in the home and outside the home? Does your child have any behavior or emotional problems at this point? Why do you think these problems are occurring and what are you doing about them? 1 point for providing an example to illustrate how well the child is adapting in the home and outside the home. 1 point for describing a problem or an area in which the child needs improvement and providing a hypothesized reason for the problem and 1 point for describing what you are doing about these problems. (3 points) 3. Has your parenting changed since the preschool period and if so, why do you think it has changed and what effect might this have on your child? Refer to your textbook or lecture notes for evidence on typical changes in parenting that occur in middle childhood. 1 point each for describing two ways in which your parenting has changed, 1 point for thinking about why it has changed and 1 point for hypothesizing about effects on the child. Be sure to

include evidence from the text or lecture about typical changes in parenting in middle childhood. (4 points) Adolescence (12-18 years) (30 Points) 12 Years: 1. Describe any physical or behavioral signs of incipient puberty. 1 point each for two examples of physical and/or behavioral (which can include cognitive, social or emotional) signs of puberty and a citation of the text or lecture as a source indicating why these types of changes are important (2 points). 2. How would you characterize your child at this point in terms of the under-controlled, over- controlled or resilient categories? Have there been any changes since the preschool period and why might they have occurred? 1 point each for describing 3 changes and why you think each occurred. (3 points) 3. Using the 7th grade report card and your own observations, summarize your child’s academic skills at this point. What specific activities might promote some of these skills? 1 point each for describing and giving two examples of your child’s academic skills. Make sure not to rely solely on the report cards, i.e., cite your own observations. 2 points for describing some activities that might facilitate growth in these 2 academic skills (4 points) 15 Years: 1. What activities and experiences at ages 12 and 14 has your teen been involved in that might promote healthy behavioral practices, physical fitness and skill in sports? 1 point each for examples of two activities that promote physical health and/or sports skill and 1 point for citing arguments from the course or the readings as to why these activities are beneficial (3 points) 2. Have there been any changes in your teen’s behavior toward you or your partner? Why are these occurring and how are you responding? 2 points for describing 2 changes and why you think each has occurred (2 points) 3. Do you see any examples of how cognitive and physical changes in early adolescence (ages 12-14) that relate to your teen’s social or emotional behavior? 1 point each for describing one cognitive and one physical change and how each may affect the teen’s social or emotional life. (2 points)

16 Years: 1. Think about your teen’s cognitive strengths and weaknesses and how they are reflected in his or her school grades and activities from 14-16 years of age. What careers or courses of study might be best suited to your teen’s abilities and interests? 1 point each for describing a strength and a weakness and relating those to a career they would suit and explaining why they would suit someone in that career (2 points) 2. How important have your teen’s relationships with peers been to his/her social development, emotional well-being and school achievement from 14-16 years of age? 1 point for each of three examples of a possible connection between peer and romantic relationships to the child’s social, emotional or academic development and citing points from the course that support the importance of these types of peer relationships to later behavior (3 points) 3. How has your teen adjusted at 14-16 years of age to typical adolescent issues such as risk- taking, drugs, alcohol, and sexual interests, and how have you responded to your teen? 1 point for each of two examples of an issue your teen has encountered from this list, and 1/2 point for describing how you responded to that specific issue and ½ point for describing why it is important to long-term adolescence adjustment (according to the text and lecture). (3 points) 18 Years: 1. As the program ends, what pathways does your child appear to be on in terms of physical, cognitive, social, emotional and moral development? To what extent could you have predicted these pathways based on what you knew of your child’s earlier development? Describe some specific ways in which you think your parenting mattered for your child’s development, based on evidence from the course regarding the contributions of parents to child development. 1 point for discussing each of two pathways and for providing supporting documentation (2 points) 2. Describe some specific ways in which your child developed that appeared to be influenced by factors outside your control, such as genes, random environmental events or the general influence of contemporary middle-class American culture. 1 point each for 2 influences (2 points) 3. Bonus Question: Are there any issues you had with your parents, your school work, your friends, or your romantic involvements in the last year of high school that continued to be issues for you in college? Reflect on your own personality, interests and cognitive abilities at the time you graduated high school. How did these personality characteristics and abilities manifest themselves in subsequent years? How have they changed since your high school days, if at all? 1 point each for 2 issues and how each affected you in college. (2 points)

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

The Five Imperatives Of Managing Across Cultures

February 7, 2024/in Assignment Help, Homework Help /by Daniel Jennings

The Five Imperatives Of Managing Across Cultures

Assignment Content

According to Branine (2011), there are five imperatives of managing effectively across cultures:

Valuing diversity and equality as integral to organizational effectiveness
Creating competitive advantage through flexible working practice and family friendly policies
Understanding ethical and unethical behaviors in other countries
Transforming the use of information and communications across borders
Developing a sense of employee environmental awareness and well being

Write a 700- to 1,050-word paper that discuss in detail one of the imperatives of managing effectively across cultures. Include the following in your paper:

The complexities of implementation of these distinct moves in the United States and one international labor market, such as England, Germany, Kenya, China, Jamaica West Indies, or United Arab Emirates.
Compare the levels of progress made in the targeted locales.
Draw conclusions about possible next steps in promoting progress.

Format your paper according to APA guidelines.

Reference minimum of two (2) peer-reviewed APA References

Text Reference

Branine, M. (2011). Managing across cultures: Concepts, policies and practices. Los Angeles, CA: Sage. ISBN: 9781849207294

Copied Textbook

Managing information technologies

Information technologies involving storing, transmitting, exchanging and retrieving information have changed the way people are managed throughout the world. The internet (world-wide) or the intranet (organization based) is simply an electronic device that makes the processing and transfer of information fast and easy. Through the use of this device, information flows between offices and across national borders through a network of computers. It is normally used to support a lot of applications such as the discovery of information (browsing and information retrieval), fast and inexpensive communication (email, instant messaging, blogs, skyping, information transfer) and collaboration (two or more people can work together or share common resources or servers). Computers provide the basic unit for storing, retrieving, processing, sending, receiving, generating and managing information (Turban et al., 1999). The information itself can be in the form of words, numbers, pictures, moving images, graphics and sound. Information is shared via satellite, television, mobile phones and computers.

The use of information technologies has made it possible for organizations to be more flexible and more efficient in times of economic hardship and increasing competition. For example, we have seen from the case study at the end of Part II of this volume how US multinational companies resorted to the use of video-conferencing to reduce the need for travelling. Also, a great example of the international use of the internet occurred when Philips celebrated its 100th anniversary in 1991: the president of the company used a televised world-wide conference to explain the company’s prospects to the entire workforce (The Economist, 1995). Other uses of the internet and intranet are for entertainment, education and electronic commerce. With the use of the internet every firm becomes international without having to open subsidiaries in other countries. A small company can easily sell its products or provide services throughout the world via the internet.

In short, the use of the internet has changed the way organizations operate and the way employers interact with their customers, suppliers and employees. The spread of information between the headquarters of a multinational company and their employees in different countries is more effective than ever before (Turban et al. 1999; Sparrow et al., 2004). Information flows instantly from one part of the world to another, and a communication network can be created within minutes if not seconds. Managers can have instant access to their employees’ personal and contract details, educational and training records, and information on appraisal, discipline, absences, etc.

The applications of information technologies in the management of human resources are significant, wide-ranging and increasingly important. For example:

The use of the internet has made it easy for employers to advertise their job vacancies and for applicants to access them. Most organizations have online job applications and they even conduct interviews online or via video-conferencing. Since many people world-wide have access to the internet the reponses from applicants reflect a diversity of people with various backgrounds, expertises, experience and qualifications. According to Brewster et al. (2007: 101–2), the use of the internet allows international organizations to widen their pool of recruitment at relatively low cost, attract specific job applicants with a desired skills match, target sources of graduate recruitment such as MBA career centres, and ‘improve on traditional advertising approaches by targeting particular lifestyle or culture-fit groups (such as expatriates or people who consume services similar to those provided by the host firm)’.
The application of information technologies has also become a useful tool for national and international organizations to train their employees. Companies use intranets and the internet extensively to educate and train their employees because in this way training costs are reduced and training programmes can reach as many people as possible, even if they are employed in different subsidiaries around the world. There are also a number of software packages that are designed for individual and group learning and for personal self-development in different disciplines.
Moreover, the administration of the payroll for employees world-wide has been widely facilitated through the use of computer software and networking technologies. The transfer of cash by means of electronic transfers and other global networks has facilitated not just the way employees are paid, but also the way customers pay for the goods and the services they buy and the way employers pay their suppliers and their clients.
Team-working can be enhanced by the use of advanced information and communication technologies. Information can be shared through the internet, issues can be discussed online, and decisions can be made or solutions to problems can be given through video-conferencing, blogging, etc. This IT-based process can result in greater creativity, mutual learning, more rapid response times, effective problemsolving, and so on. Virtual teams can be easily set up, giving instant access to information and immediate exchange of ideas and solutions to work-related performance and quality problems.
The use of information and communication technologies can lead to significant reductions in the cost of travelling and associated expenditure on accommodation and subsistence, as well as saving time and effort. A further aspect of flexibility resulting from the use of IT is that multinational companies can relocate work and gain from lower labour and mobility costs (Taylor and McIntosh, 1998).

However, there are a number of political, social, economic and technological factors that affect the international applications of the internet across cultures. For example, not all governments support the use of the internet in all aspects of life. Many countries impose restrictions on internet access. There are also taxation, security and intellectual property issues that differ from one country to another with respect to the use of the internet for domestic and business purposes.

In-text Citation

(Branine, 2011, p. 577)

Copied Textbook

Technical changes and flow of information

Technical changes have led to the introduction of more productive and flexible working arrangements. The use of electronic control systems has made production and distribution processes more efficient, sophisticated and economic than before. For example, the advent of the internet has facilitated growth of international trade, international communications and easy access to information worldwide. Electronic mailing and information systems as well as the computerization of flight and shipping services are examples of current developments in information technologies. Customers can learn more about the goods they consume and many manufacturers are better informed about the needs of their customers. The international mobility of information has been enhanced by the integration of data processing and telecommunications networks on a global scale. Information can flow easily across borders, making geographical barriers less relevant and reducing the cost of travelling. Moreover, as information can be transferred quickly, rapid innovations can be effected in different countries, reducing lead times and product life cycles and increasing competition and cooperation between geographically dispersed organizations.

The speed and accuracy of information transmission are changing the nature of the international manager’s job. Technology allows managers to access information and share it instantly. The internet is used increasingly by national and international companies for crucial HRM functions such as advertising job vacancies, contacting potential employees and online learning. The use of information technologies has led to an increasing demand for a workforce that is not just IT skilled but for also talented people with creative and innovative ideas as well as competency in languages.

In-text Citation

(Branine, 2011, p. 15)

SOCW 6311 & 6070 Wk 7 Responses

Practice-Level Logic Model Outline

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

PSYC 421 Quiz 5 homework help

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

Romantic Relationship Case Study Assignment Help

Romantic Relationship Case Study Assignment Help

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

Exercise and Sports Psychology

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

Goals And Objectives Assignment Help

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

Module/Week 4 Case Study Assignment

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

Assignment: Application Of Crisis Theory And Resiliency Theory To A Case Study

By Day 7

Required Readings

Optional Resources

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

Test Review(Gordon Diagnostic System) homework help

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

My Virtual Life Simulation Assignment

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

The Five Imperatives Of Managing Across Cultures

Managing information technologies

Technical changes and flow of information

Do you need a similar assignment done for you from scratch? Order now! Use Discount Code "Newclient" for a 15% Discount!

DISCLAIMER

PAYMENT METHODS

CONTACT US

E MAIL:

Archive

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!