Improving one’s writing skills

PENN FOSTER EXAM 00786800

WRITING SKILLS WRITNG

ASSIGNMENT PART III

 

 

 

Writing Skills, Part 3

When composing your essay, remember to
• Choose a topic from your personal knowledge and experience. Remember that you must utilize
your first-hand experience to prove your authority to write on a topic. Purely generalized and/or
factual information is not acceptable.
• Write in your own words, from your perspective or point of view, using the pronoun “I.”
• Capture your reader’s attention with an interesting introductory paragraph.
• Use specific examples from your personal experience.
• Use concrete or vivid words.
• Use complete sentences, varying your sentence length and structure.
• Use fully developed paragraphs, where each paragraph has only one main idea with enough
supporting details to develop that idea clearly and logically.
• Write a total of 750 to 2,500 words on your topic. (If your essay is typed and double-spaced, your final draft should be between three and ten pages.)

 

 

Using everything you have learned from this course, finish the paper you began in Part 1 and revised in Part 2. Your final essay should be between 750 and 2,500 words long. If you are typing your paper, using a font equivalent to Times New Roman 12, with standard one inch
margins and double spacing, your paper should be between three and ten pages.

 

Before submitting your work for grading, be sure the paper follows a logical order, and check your writing to make sure you are sticking to a single point of view. Make certain that you are offering your personal experience, and remember that factual and/or generalized information
is not acceptable. Do your best to add a hook to the beginning of your essay, and try to give your writing punch.

As you work on this writing assignment, use all of the ideas discussed in this course. Then, as you revise, refer to Writing Skills, Part 1 to double-check your usage and grammar. As always, proofread your exam before submitting it to an instructor for grading.

On the next page of this study unit is a copy of the grading rubric that will be used to score your essay. Keep the listed criteria in mind when completing your final revisions. Should you have any questions, do not hesitate to contact an instructor.

 

 Introduction (10 points):

Establishes a specific topic and approach and sets an appropriate tone/mood for the rest of the essay. Engages the reader and creates interest.
10–9 8–7 6–5 4–1 0

Coherence and unity (25 points):

Ideas flow clearly and logically as essay is developed. Each paragraph
contains one main idea (with enough detail to develop that idea clearly and logically) and a
connection to the ideas that precede and follow it. Clear transitions are present between sentences as well as between paragraphs. Author remains focused on the topic.
25–22 21–18 17–14 13–1 0

Support for ideas (20 points):

Adequate detail and accurate support provided for each idea introduced. Specific, accurate, and relevant examples are used to show meaning. Essay does not simply make blanket claims without support.
20–18 17–14 13–10 9–1 0

Sentence structure (10 points):

Sentences are varied in both structure and length. Sentences are complete, expressive, clear, and to the point. No run-on sentences or fragments.
10–9 8–7 6–5 4–1 0

Spelling and word choice (10 points):

Essay is free of spelling errors. Appropriate language is chosen for each situation, fitting the mood/tone set in the introduction. Word choice complements, does not inhibit, clarity.
10–9 8–7 6–5 4–1 0

Punctuation (10 points):

Essay is free of errors such as comma splices, misplaced commas, and inappropriate end punctuation. All punctuation is used correctly so as not to interfere with comprehension.
10–9 8–7 6–5 4–1 0

Grammar (10 points):

Essay uses correct and consistent verb tenses, subject-verb agreement, clear pronoun-antecedent agreement, and so on. Grammar errors do not interfere with comprehension.
10–9 8–7 6–5 4–1 0
Conclusion (5 points):

Provides adequate closure and reinforces the meaning/significance established in the introduction. Effectively wraps up the essay.
5 4 3–2 1 0
Totals

Thesis pertaining to political science

i need it in 6 hours

 

Gus Van Sant,  My Own Private Idaho

  1. Develop a thesis pertaining to the assigned film text and whether or not it, the film, in your view has the power to transform one’s political sensibilities. Your argument should express your point of view regarding the politics of difference, political sensibilities, and political transformation(s) as related to the film. Remember, you’re writing (developing) an analytical essay. Submit your thesis statement in the box below:

    example 1. In my opinion, the film, My Own Private Idaho, does not have the power to transform one’s political sensibilities because it reinforces negative stereotypes about homosexuality, the characters are not very likable, and the Shakespearian dialogue would be difficult for the average middle-north-american to follow.

  2. Develop three (3) topic sentences that articulate the major ideas that will comprise the body of your essay. Remember that your topic sentences should clearly state the argument or point to be made in the respective paragraphs. Submit your topic sentences in the box below:

    example 2.  When considering homophobia in the United States, one main factor that stimulates most prejudice is that many associate the gay community with promiscuity. This film not only reinforces this stigma but could also intensify it with the promiscuity that occurs mostly in the form of prostitution. 2. The characters in this film are not portrayed as righteous good-doers, but as deviants of our society. Unlike the depiction of Harvey Milk, from the film, Milk, the protagonists in My Own Private Idaho are not fighting to save lives, they are doing drugs and performing sexual favors in return for money and even though it is possible to feel sympathy for them, it is unlikely that a homophobic person could watch this film and want to relate to these characters. 3. Not only is it difficult to relate to the characters because of their behavior, but also because of the complicated dialogue and artsy nature of the film. Literacy in the United States is not so high that the average person would feel comfortable following along with a Shakespeare play, that was turned into a creative, modern play about prostitution, and then made into a movie, without losing interest in it.

  3. Identify three (3) scenes from the film that support your thesis statement. Briefly explain:

    example3.. Approx. 22 minutes, Café scene In this scene, some of the male prostitutes are describing their first experience with an exchange of sex for money. They were desperate and were willing to have sex with strangers, not long term partners or significant others out of love. Even though I personally sympathized for their difficult situation and traumatizing experiences, this shows homosexuality with values that are not strict or pure, the way that many generalize for all gays and would continue to after watching this film. 2. Approx. 29 minutes, Hotel Scene In this scene where Bob first appears and arrives to the hotel, many forms of deviance occur, showing questionable morals. Doing drugs, stealing drugs, planning to rob, and being prostitutes, the characters are not the typical protagonists that one would want to root for relate themselves to. 3. Approx. 42 minutes, Dialogue with Scott and Bob Scott and Bob engage in an argument that is difficult to follow, and very Shakespearian in its dialogue, Bob uses many metaphors and other devices. Throughout the play, there are pieces of dialogue like, “Good lord, lads, I know you as well as he that made you- Do you think that I would kill the heir apparent?” which clearly use vocabulary that is unusual for our time.

  4. Lastly, fully develop your introductory paragraph. Remember that the best possible thesis will answer some specific question about the text. In this case a question related to the film’s power to transform political sensibilities regarding difference:

    example4 .The film, My Own Private Idaho, tells a story of desperation and hardship for young male prostitutes. Many times they are stripped of their innocence and they surround themselves with a hostile environment containing drugs, stealing, and other forms of illegal activity. Although one may come to like the characters and feel sympathy for them, the film is unlikely to appeal to those who are not already open-minded about homosexuality. In my opinion, the film, My Own Private Idaho, does not have the power to transform one’s political sensibilities because it reinforces negative stereotypes about homosexuality, the characters are not very likable, and the Shakespearian dialogue would be difficult for the average middle-north-american to follow.

Social work treatment: Interlocking theoretical approaches

Week 9: Solution-Focused and Task-Centered Models

Solution-focused and task-centered models fall into the tradition of therapies that are structured, focused, and brief. Both models lend themselves to working with individuals, families, groups, and communities. In addition, both models lend themselves well to utilizing other theories for implementing solutions or tasks.

As the name implies, the solution-focused model emphasizes that solutions can be found within the clients themselves. In other words, the client has the answers, and the role of the social worker is to help them find the answers or solution to the problem. Because of the emphasis on finding solutions, the focus is on the present rather than the past. The question becomes, What is the current problem, and what solutions can be implemented to resolve the problem? This is very different from theories such as psychoanalytical theory where the social worker focuses on the past. For instance, theories that focus on the past emphasize the social worker helping the client figure out what in the past triggered the current problem.

Similarly, as the name connotes, the task-centered model emphasizes assisting clients to clarify what the problem is and to identify and break down the tasks that need to be implemented to resolve the problem (Reid, 1997). For each stage of the helping process, there are tasks to be identified and covered.

This week, you apply these two additional models—solution-focused and task-centered—to practice.

Learning Objectives

Students will:
  • Apply the solution-focused model and the task-centered model to social work practice
  • Evaluate the strength and limitations of the solution-focused model and the task-centered model to social work practice

Photo Credit: [ismagilov]/[iStock / Getty Images Plus]/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 35: Solution-Focused Theory (pp. 513–531)
Chapter 36: Task-Centered Social Work (pp. 532–552)

Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

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

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

Document: Kaltura Personal Capture – QuickStart Guide (PDF)

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014). Counseling and psychotherapy theories in context and practice [Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/waldenu/video?vid=277

This week, watch the “Solution-Focused Therapy” segment by clicking the applicable link under the “Chapters” tab.

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

Optional Resources

Johnson, S. D., & Williams, S.-L. (2015). Solution-focused strategies for effective sexual health communication among African American parents and their adolescents. Health & Social Work, 40(4), 267–274. https://doi.org/10.1093/hsw/hlv056

Myer, R. A., Lewis, J. S., & James, R.K. (2013). The introduction of a task model for crisis intervention. Journal of Mental Health Counseling, 35(2), 95–107. https://doi.org/10.17744/mehc.35.2.nh322x3547475154

Reid, W. J. (1997). Research on task-centered practice. Journal of Social Work Research, 21(3), 132–137. https://doi.org/10.1093/swr/21.3.132

Discussion: Solution-Focused Model: Asking Questions

Social workers who utilize the solution-focused model are mindful of how their conversations with their clients, families, groups, or even community members facilitate their thinking about solutions. The client is always the “expert,” and therefore social workers ask questions to explore how the client perceives the problem and situation.

Social workers may use solution-focused questions such as the miracle question. For example, “Suppose you woke up one morning and by some miracle everything you ever wanted, everything good you could ever imagine for yourself, had actually happened—your life had turned out exactly the way you wanted it. What would be different in your life?” When clients are asked this, it forces them to reflect on what they want or would like to achieve. By projecting themselves into the future, clients are more likely to imagine what is possible rather than focusing on the past and their failures. This allows for the possibility of developing solutions.

In this Discussion, you apply the solution-focused model and solution-focused questions. You provide other solution-focused questions, similar to the miracle question that was provided for you.

Although the textbook provides actual examples of solution-focused questions, always think about your client—you may have to modify the question a bit to take into account the client’s age, cognitive and developmental stage, culture, etc., so that the question makes sense to the client.

To prepare:

  • Recall a case from your fieldwork experience to use for this Discussion.
  • Review and focus on pages 520–521 in your textbook.
By Day 3

Post:

  • In 1 to 2 sentences, briefly identify and describe the problem as perceived by the client, family, or group that you dealt with in your past fieldwork experience.
  • From the list of solution-focused questions on page 520 (e.g., exception questions, coping questions, scaling questions, and relationship questions), identify two different types of questions, and ask each question as if you were actually asking the questions to the client. (Remember, do not use the miracle question.)
    • Remember that the goal of these questions is to assist clients in identifying a solution
  • Explain how asking these two questions would help the client in coming up with the solution.
  • In 1 to 2 sentences, reflect and explain how asking these questions made you feel and perhaps how the client might feel.
By Day 5

Respond to two colleagues:

  • Identify a barrier that might make it difficult to implement the solution-focused model with the client described.
  • Discuss how a social worker could help a client re-focus on the present, rather than on their past.
Submission and Grading Information
Grading Criteria

To access your rubric:
Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 9 Discussion

Final Case Assignment: Application of the Problem-Solving Model and Theoretical Orientation to a Case Study

The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book, Social Casework: A Problem-Solving Process, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.

Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.

In this Final Case Assignment, using the same case study that you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

You will prepare a PowerPoint presentation consisting of 11 to 12 slides, and you will use the Personal Capture function of Kaltura to record both audio and video of yourself presenting your PowerPoint presentation.

To prepare:

  • Review and focus on the case study that you chose in Week 2.
  • Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.
  • In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638
By Day 7

Upload your Kaltura video of you presenting your PowerPoint presentation that addresses the following:

  • Identify the theoretical orientation you have selected to use.
  • Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the theoretical orientation in mind in this assessment stage.
  • Discuss the problem definition and formulation based on the theoretical orientation you have selected.
  • Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing.
  • Describe how you would implement the solution. Remember to keep the theoretical orientation in mind.
  • Describe the extent to which the client is able to mobilize the solutions for change.
  • Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.
  • Evaluate how well the problem-solving model can be used for short-term treatment of this client.
  • Evaluate one merit and one limitation of using the problem-solving model for this case.

Your 11- to 12-slide PowerPoint presentation should follow these guidelines:

  • Each slide should be written using bullet points, meaning no long paragraphs of written text should be in the slides.
  • Include a brief narration for each slide (i.e., the narration takes the place of any written paragraphs, while the bullet points provide context and cues for the audience to follow along).
  • Record both audio and video for presentation.

Question related to this discussion

How do folks think that technology is impacting the field as it relates to our discussion question this week?

Responses

Angelica Wiggins RE: Discussion – Week 9COLLAPSE

In 1 to 2 sentences, briefly identify and describe the problem as perceived by the client, family, or group that you dealt with in your past fieldwork experience.

As previously mentioned, I have not completed my fieldwork experience. I plan to complete it in the Fall. I will use the client in the case study that I have used throughout this course, the case of Tiffani Bradley.

The presenting problem in this case is the fact that Tiffani, a 16-year-old Caucasian female, has a history of running away due to past experiences of molestation and emotional, physical, mental and sexual abuse.

From the list of solution-focused questions on page 520 (e.g., exception questions, coping questions, scaling questions, and relationship questions), identify two different types of questions, and ask each question as if you were actually asking the questions to the client. (Remember, do not use the miracle question.). Remember that the goal of these questions is to assist clients in identifying a solution.

Coping questions attempt to help the client shift his/her focus away from the problem elements and toward what the client is doing to survive the painful or stressful circumstances (The Pennsylvania Child Welfare Resource Center, n.d.).

A coping question for Tiffani would be: You say that you’re not sure whether you want to return home with your family or Donald. What have you found that is helpful in managing this situation?

Scaling questions invite the clients to put their observations, impressions, and predictions on a scale from 0 to 10, with 0 being no chance, and 10 being every chance. Questions need to be specific, citing specific times and circumstances (The Pennsylvania Child Welfare Resource Center, n.d.).

A scaling question for Tiffani would be: On a scale of 0 to 10, with 0 being no chance and 10 being every chance, how likely is it that you will be able to say “No” to Donald when he asks you to come back home with him?

Explain how asking these two questions would help the client in coming up with the solution.

These questions would help Tiffani in coming up with the solution because they will force her to identify and address her feelings and experiences. They would also hold her accountable for her outcomes.

In 1 to 2 sentences, reflect and explain how asking these questions made you feel and perhaps how the client might feel.

These questions helped me to reflect on personal experiences and to view them in the light of a client.

Reference

The Pennsylvania Child Welfare Resource Center. (n.d.). Solution-Focused Interviewing Skills & Questions. Retrieved online from http://www.pacwrc.pitt.edu/Curriculum/301EngggClntsFrmAnSBSFPrspctv/Hndts/HO_9_Solu

Seantelle Hill RE: Discussion – Week 9COLLAPSE

Briefly identify and describe the problem as perceived by the client.

For this discussion, I will still apply my previous case from the Hispanic American family that I encountered. Both parents, immigrants from Mexico, faced challenges in finding work that suits their academic qualification. Each of them had a bachelors degree. This made it hard for them to sustain their family from rare manual jobs besides other challenges that they faced as immigrants.

Solution-focused questions

The questions that I would ask these parents are;

Scaling question: On a scale of 1-10,  how optimistic are you that you will find a job here in the US?

Coping question: How are you managing life to be who/where you are now in this country?

Explain how asking these two questions would help the client in coming up with the solution.

In the scaling question, I would ask the clients the reason behind choosing their number. This question will help understand the current optimism state of the clients and thus learn what needs to be changed to move up the scale. To get to this point, I would engage the client in dialogue and for instance, if they chose a level of three, suggest if they moved higher with .5 how they feel, more hopeful? More optimistic? The scaling question and the consequent ones that would follow would help the clients feel more motivated, more hopeful, and more optimistic about finding work in the US (Turner, 2017). The main aim would be to help the clients move up the scale as small changes would contribute to a bigger change.

In the coping question, it would aid in reducing tension and acknowledge the approach (resources and skills) that the clients are using to make it currently (Turner, 2017). This question will help map the way forward to prevent the situation from getting worse while working towards a better solution.

In 1 to 2 sentences, reflect and explain how asking these questions made you feel and perhaps how the client might feel.

Asking these questions made me feel that I focused on the solution to the problem rather than dwelling on the problem itself. The clients will feel that they have imagined a possible future of finding relevant jobs by, for instance, scaling up. This would make them feel motivated to enhance realistic goals to attain employment within the country.

References

Turner, F. J. (Ed.). (2011). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.

Carrying out a critical thinking exercise

Answer 5 question on the movie “Waiting For Superman” each question one page long. Questions and assignment details is in the attached file. Also, another the other file “example only not the assignment.pdf” is an example only if you would like to look at it

 

 

Link to documentary: http://documentary-movie.com/waiting-for-superman/

 

 

This is a critical thinking exercise and is designed to get you to see beyond what is in front of you and to show you that sociological concepts are relevant to the real world. So each answer is graded only to itself not to an arbitrary “right” or “wrong” ideal, except where the question asks for a definition of a concept.

  • attachment

    assignment.docx
  • attachment

    example_only_not_the_assignment.pdf

Psychological cultural theories

Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client’s problem in relation to social problems.

To prepare:

  • Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16(1/2), 57–72. doi:10.1300/J137v16n01-05
  • Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
  • Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)

 

Post:

  • Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
  • Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
  • Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
  • attachment

    Psychologicaltheoriesofpoverty.pdf
  • attachment

    SOCW_6060_week02_comparingTheories.docx

Exploring real estate in social science

1 Open exploring_e05_grader_h2_RealEstate.xlsx and save it as exploring_e05_grader_h2_RealEstate_LastFirst.

2 Make sure the Sales Subtotals worksheet is the active sheet. Insert a column between the Selling Price and Listing Date columns. Enter the heading % of Asking Price and double-click between the column G and H headings to increase the column width.

3 Insert a formula in cell G2 to calculate the selling price percentage of the asking price, format it with Percent Style with one decimal place, and then copy the formula down the column.

4 Enter the heading Days on Market on the right side of the last column and double-click between the column J and K headings to increase the column width. In cell J2, calculate the number of days between the listing date and sale date. Copy the formula down the column.

5 Sort the list by city in alphabetical order, then by selling agent in alphabetical order, and finally by listing date in chronological order (oldest to newest).

6 Use the Subtotal feature to calculate the average selling price, percentage of asking price, and days on market by city. Ensure that Summary below data is selected, and then click OK. Group the data using the Auto Outline feature. Collapse the outline to hide the listing and sale dates. Click the appropriate button to display the grand average and city average rows only.

7 Format the average days on market to zero decimal places. Apply wrap text, 10.00 column width, and increase the (row) height of cells G1 and J1 to 38.25.

8 Click the Sales Data worksheet and create a PivotTable on a new worksheet. Name the new worksheet PivotTable.

9 Display the cities in the Rows area of the PivotTable, selling agents in the Columns area, and asking and selling prices (in that order) in the Values area. Modify the PivotTable. Display averages rather than sums with Accounting Number Format with zero decimal places. Pivot the data by placing the City field in the Columns area (above Values) and the Selling Agent field in the Rows area.

10 Add a group filter to display only Alpine and Cedar Hills.

11 Add the more descriptive label Selling Agents for the first column (in A5). Adjust the height of row 5 to 30 so that column labels fully display. Resize columns F and G as you see fit and wrap the text in cells F4 and G4.

12 Go back to the Sales Data worksheet. You realize that a selling price is incorrect. Change the selling price for Number 40 from $140,000 to $1,400,000. Refresh the PivotTable.

13 Create a footer with your name on the left side, the sheet name code in the center, and the file name code on the right side for the Sales Subtotals and the PivotTable worksheets.

14 Adjust the margins of the PivotTable sheet to Top and Bottom 0.75 inches and Right and Left to 0.2 inches. Adjust the margins of the Sales Subtotals sheet to Top and Bottom 0.75 inches and Right and Left to 0.7 inches, if necessary. Set the scaling of both sheets to fit on one page wide and one page tall.

15 Save the workbook. Ensure that the worksheets are named correctly and in the following order: Sales Subtotals, PivotTable, Sales Data. Close the workbook and exit Excel. Submit the file as directed.

Describe a process recording

A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.

For this Assignment, you will submit a process recording of your field education experiences specific to this week.

(Please see attached examples as to how assignment should be done).

Note: You are submitting a written transcript, not an audio or video recording.

The Assignment (2–4 pages) (Blank template is attached):

· Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client (students internship is an inpatient mental health hospital as a therapist. Serving clients with mental health and substance abuse).

· Explain your interpretation of what occurred in the dialogue, including social work practice theories, and explain how it might relate to diversity or cultural competence covered this week.

· Describe your reactions and/or any issues related to your interaction with a client during your field education experience.

· Explain how you applied social work practice skills when performing the activities during your process recording.

  • attachment

    ProcessRecordingTemplate.docx
  • attachment

    SampleProcessrecording2.pdf
  • attachment

    SampleProcessrecording.pdf

Coming up with a descriptive laboratory design

1. In your topical area of interest, conceptualize a study that utilizes a descriptive laboratory design. 

a. What would be the intended purpose of this study? 

b. Describe the methods you would utilize to conduct the study. 

c. Would this study be high or low on experimental control and external validity? 

d. What outcomes would you predict would be found from the study? 

e. What are the advantages or limitations of the design on the conclusions you could draw from the study?

  • attachment

    StimulusQuestionsAssignmentInstructions22.docx

    1. In your topical area of interest, conceptualize a study that utilizes a descriptive laboratory design. 

    a. What would be the intended purpose of this study? 

    b. Describe the methods you would utilize to conduct the study. 

    c. Would this study be high or low on experimental control and external validity? 

    d. What outcomes would you predict would be found from the study? 

    e. What are the advantages or limitations of the design on the conclusions you could draw from the study?

    • StimulusQuestionsAssignmentInstructions22.docx

Objectives of moral truths

Write a minimum 5 pages reflection critical analysis’ essay entitled “Is morality relative or are there objective moral truths?” This essay should explore the ethical, scientific, historic and socio-cultural dimensions of the readings. You have to read two readings (links you will find below the assignment description), one written by Ruth Benedict, “The Case for Moral Relativism” and a second written by Louis P. Pojman entitled “The Case Against Moral Relativism.”

 

What position do you hold regarding the essay’s question? Do you agree or disagree with the positions stated in the two readings? In order to prove your thesis make reference to the required readings from Unit 1 and 2, to the Instructor’s Lecture, as well as to two readings included in this assignment. In the Instructor’s Lecture you have an additional bibliography.

 

Refer to Essay’s Rubrics in order to see the grading system.

 

In your essay you should:

 

  1. Use both readings as well as the rest of the required readings included in the Learning Modules.
  2. Give answers to the following questions:
  1. Regarding Benedict’s paper:
  1. Is Benedict correct in saying that our culture is “but one entry in a long series of possible adjustments”? What are the implications of this statement?
  2. Can we separate the descriptive (or fact-stating) aspect of anthropological study from the prescriptive (evaluative) aspect of evaluating cultures? Are there some independent criteria by which we can say that some cultures are better than others? Can you think how this project might begin?
  3. What are the implications of Benedict’s claim that morality is simply whatever a culture deems normal behavior? Is this a satisfactory equation? Can you apply it to the institution of slavery or the Nazi policy of anti-Semitism?
  4. What is the significance of Benedict’s statement, “The very eyes with which we see the problem are conditioned by the long traditional habits of our own society”? Can we apply the conceptual relativism embodied in this statement to her own position? (taken form Pojman L.P., Vaughn L., The Moral Life, New York 2007, p. 165.)

 

b. Regarding Pojman’s paper:

 

  1. Is Pojman correct in thinking most American students tend to be moral relativists? If he is, why is this? What is the attraction of relativism? If he’s not correct, explain your answer.
  2. Explain the difference between subjective ethical relativism and conventionalism.
  3. Sometimes people argue that since there are no universal moral truths, each culture’s morality is as good as every other, so we ought not to interfere in its practices. Assess this argument.
  4. Does moral relativism have a bad effect on society? Reread the tape-recorded conversation between serial murderer Ted Bundy and one of his victims (pages 171-172) in which Bundy attempts to justify the murder of his victim on the basis of the idea that all moral values are subjective. Analyze Bundy’s discussion. How would the relativist respond to Bundy’s claim that relativism justifies rape and murder? What do you think? Why? (taken form Pojman L.P., Vaughn L., The Moral Life, New York 2007, pp. 190-191.)

     

    Here are the readings :

     

    http://www.colorado.edu/philosophy/heathwood/pdf/benedict_relativism.pdf

     

    https://interbb.blackboard.com/courses/1/201413.1648/messaging/users/_21111_1/attachments/42d595b4d22c47ef9bb6374cf1e389e9/PojmanCase%281%29.pdf

 

  • attachment

    pojmancase1.pdf
  • attachment

    benedict_relativism.pdf
  • attachment

    lecture2.pdf
  • attachment

    libroetica.pdf
  • attachment

    ethichistoricalbackgroundultima.pdf

Completion of a social science project

I need help completing a project for Social Science.  I chose for advertisments  in which can be used to answer the questions for the assignment. Can you help please?

1).Diaderm Anti-Wrinkle Cream

2). Farmer Cereal Bars: Instant Energy

3). Land Rover: Maasi Tribe

4). Pizza Planet: California Meat

  • attachment

    4-3-1Project.pdf

    I need help completing a project for Social Science.  I chose for advertisments  in which can be used to answer the questions for the assignment. Can you help please?

    1).Diaderm Anti-Wrinkle Cream

    2). Farmer Cereal Bars: Instant Energy

    3). Land Rover: Maasi Tribe

    4). Pizza Planet: California Meat

    • 4-3-1Project.pdf