Discussion 1: Online Interventions

 

Adolescence is a time of trials and tribulations. Teens are dealing with the formation of self and identifying who they are in the world. They are also experiencing biological changes that create mood swings and at times emotional outbursts. Interventions for this group can be challenging, as adolescents often avoid asking for assistance. This avoidance is due to their desire to look normal and fit in. Online interventions might be one way to reach adolescents who need help.

For this Discussion, choose a concern that adolescents face, such as depression, suicide, self-esteem, eating disorders, substance abuse, or family dynamics and family conflict. Conduct research to find an online intervention that addresses this concern.  By Day 3

Post a description of an Internet-based intervention used with adolescents to address the concern you identified. Describe the intervention and the underlying theory. Identify the target behaviors that this intervention is used to address. Finally, describe the strengths and weaknesses of the intervention.

  Required Readings LeCroy, C. W., & Williams, L. R. (2013). Intervention with adolescents. In M. Holosko, C. Dulmus, & K. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wiley. Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
The Bradley Family (pp. 17–19) 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].

Working With Families: The Case of Brady (pp. 26–28)

Note: Depending on your concentration, you may not receive a case study book until a later term. Therefore, if you did not receive a copy of Social Work Case Studies: Concentration Year in your previous course, use the linked PDF provided here. If you did receive the book referenced above, you may find the cases there or use the PDF. Centers for Disease Control and Prevention. (2018). Youth violence. Retrieved from https://www.cdc.gov/violenceprevention/youthviolence/index.html Austin, A., Craig, S. L., & D’Souza, S. A. (2018). An AFFIRMative cognitive behavioral intervention for transgender youth: Preliminary effectiveness. Professional Psychology: Research And Practice, 49(1), 1-8.
Retrieved from the Walden Library databases. Lindsey, M. A., Brown, D. R., & Cunningham, M. (2017). Boys do(n’t) cry: Addressing the unmet mental health needs of African American boys. American Journal Of Orthopsychiatry, 87(4), 377-383.
Retrieved from the Walden Library databases. Required Media Laureate Education (Producer). (2013a). Bradley family: Episode 2 [Video file]. Retrieved from https://class.waldenu.edu
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities. Optional Resources Use this link to access the MSW home page, which provides resources for your social work program.

 

SCI 207 week 1 assignment

  

Ashford 3: – Week 1 – Assignment

 

Environmental Footprint

Carefully review the Grading Rubric before beginning the assignment.
 

The purpose of this assignment is to provide you with an opportunity to learn more about how connected you are to the ecosystems and biosphere that you inhabit. You will learn how your everyday choices impact our environment. Most importantly, you will learn about the benefits of joining the increasing number of people who are making choices that reduce their environmental impact.
 

First, calculate your ecological footprint. Use the Footprint Calculator      to measure your ecological footprint and learn “how many Earths” it takes      to support your lifestyle. Be sure to choose the “detailed response”      option for each question.  Answer each question in the quiz honestly and record      your answers and results in the Environmental Footprint Reporting Form. 

Second, calculate your household carbon emissions. Use the Household Carbon Footprint Calculator to measure your carbon emissions and determine your      environmental impact and the benefits of solutions.  Section 1: Estimate your current total household       emissions (from home energy use, vehicle use, waste).  Section 2: Explore actions you can take to reduce your       greenhouse gas emissions, energy use, and waste disposal costs.  Section 3: See how much you can save (in dollars and       emissions) by taking the actions you chose in Section 2.  Answer each question in the quiz honestly and record      your answers and results in the Environmental Footprint Reporting Form.      Complete Tables A and B as well as assignment questions 1 through 4 in      complete sentences on the Environmental Footprint Reporting Form. 

Complete Tables A and B as well as Questions 1 through 4 in complete sentences on the Environmental Footprint Reporting Form and submit the document via Waypoint. The document does not need to include a title page or other APA formatting; however, if you utilize any outside sources in your answers, you must reference these sources in proper APA format as outlined in the Ashford Writing Center.  SCI207.W1A1.08.2013

Description: 

Total Possible Score: 5.00 Completes Tables A and B with Information From Ecological and Carbon Footprint Calculators

Total: 0.80

Distinguished – Tables A and B are accurately completed using information gained through the completion of the two footprint calculators.

Proficient – Tables A and B are completed using information gained through the completion of the two footprint calculators. One minor error is present in the Tables.

Basic – Tables A and B are completed using information gained through the completion of the two footprint calculators. Two errors or omissions are present in the Tables.

Below Expectations – Tables A and B are completed using information gained through the completion of the two footprint calculators. Three or more errors or omissions are present in the Tables.

Non-Performance – Fails to complete Tables A and B. Question 1: States How Many Earths Would Be Needed and Describes Impacts

Total: 1.00

Distinguished – Accurately states how many Earths would be needed to support the global population based on the calculator results and thoroughly describes the impacts on climate, biodiversity, and economic security if everyone lived this lifestyle.

Proficient – States how many Earths would be needed to support the global population based on the calculator results and describes the impacts on climate, biodiversity, and economic security if everyone lived this lifestyle. Although the response is thorough, minor details are missing or inaccurate.

Basic – States how many Earths would be needed to support the global population based on the calculator results and describes the impacts on climate, biodiversity, and economic security if everyone lived this lifestyle. Intermediate details are missing or inaccurate.

Below Expectations – States how many Earths would be needed to support the global population based on the calculator results and describes the impacts on climate, biodiversity, and economic security if everyone lived this lifestyle. Major details are missing or inaccurate.

Non-Performance – Fails to state how many Earths would be needed to support the global population and describe the impacts on climate, biodiversity, and economic security if everyone lived this lifestyle. Question 2: Provides the Three Everyday Products and Practices That Contribute to the Environmental Footprint

Total: 1.00

Distinguished – Accurately and thoroughly provides the three everyday products and practices that most contribute to the environmental footprint based on findings from the ecological footprint calculator.

Proficient – Accurately provides the three everyday products and practices that most contribute to the environmental footprint based on findings from the ecological footprint calculator. Minor details are missing or inaccurate.

Basic – Provides the three everyday products and practices that most contribute to the environmental footprint based on findings from the ecological footprint calculator. Intermediate details are missing or inaccurate.

Below Expectations – Provides the three everyday products and practices that most contribute to the environmental footprint based on findings from the ecological footprint calculator. Major details are missing or inaccurate.

Non-Performance – Fails to provide any products or practices that contribute to the environmental footprint. Question 3: Names At Least Two Actions to Limit Carbon Emissions and Includes Carbon and Monetary Savings

Total: 1.00

Distinguished – Accurately names at least two actions that can limit carbon emissions gained from the Reduce Emissions section of the household carbon footprint calculator. Includes the exact dollar savings and weight of carbon dioxide saved for each action.

Proficient – Names at least two actions that can limit carbon emissions gained from the Reduce Emissions section of the household carbon footprint calculator. Includes the dollar savings and weight of carbon dioxide saved for each action. Minor details are missing or inaccurate.

Basic – Names at least two actions that can limit carbon emissions gained from the Reduce Emissions section of the household carbon footprint calculator. Includes the dollar savings and weight of carbon dioxide saved for each action. Intermediate details are missing or inaccurate.

Below Expectations – Names at least two actions that can limit carbon emissions gained from the Reduce Emissions section of the household carbon footprint calculator. May not include the dollar savings and weight of carbon dioxide saved for each action. Major details are missing or inaccurate.

Non-Performance – Fails to name actions that can limit carbon emissions. Question 4: Discusses Reduction in Ecological Footprint and Impact on Quality of Life

Total: 1.00

Distinguished – Thoroughly and accurately discusses whether reducing the size of an individual’s ecological footprint reduces quality of life and fully details reasoning. Additionally, discusses ways of enhancing quality of life while decreasing environmental impact.

Proficient – Discusses whether reducing the size of an individual’s ecological footprint reduces quality of life and details reasoning. Additionally, discusses ways of enhancing quality of life while decreasing environmental impact. Minor details are missing or inaccurate.

Basic – Discusses whether reducing the size of an individual’s ecological footprint reduces quality of life and details some reasoning. Additionally, discusses ways of enhancing quality of life while decreasing environmental impact. Intermediate details are missing or inaccurate.

Below Expectations – Discusses whether reducing the size of an individual’s ecological footprint reduces quality of life but may not detail reasoning. Additionally, discusses ways of enhancing quality of life while decreasing environmental impact. Major details are missing or inaccurate.

Non-Performance – Fails to discuss whether reducing the size of an individual’s ecological footprint reduces quality of life and ways of enhancing quality of life while decreasing environmental impact. Written Communication: Control of Syntax and Mechanics

Total: 0.20

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

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Research Paper

BUS 311 week 2 DQ 2

  

Ashford 3: – Week 2 – Discussion 2

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

 

     

The   Uniform Commercial Code (UCC)

 Read the Ace Heating and Cooling scenario in your text and answer the following questions:
 

a.    Under UCC 2-302, who has the best chance of getting out of the contract due to unconsionability?
b.    The symbol for justice features a woman wearing a blindfold illustrating that the law should be applied the same way regardless of who the parties are. Does the UCC rule seem to contradict this? Which approach do you think is more ethical?
c.    Note that both Glamour and Shady Rest are businesses, and courts rarely find that contracts between two businesses are unconscionable. The rationale is that a business is a sophisticated entity, familiar with transactions and able to protect itself. Do you think Glamour and Shady Rest are in a comparable position in regard to this contract? Why or why not?
 

Guided Response: Respond to at least two of your classmates, explaining your position and why you agree or disagree with their comments. Do you think the contracts are fair or unfair considering the parties had a disproportionate ability to bargain? Under UCC Section 2-302 the court has the discretion to find the contract unconscionable. Do you think this is a good approach? What other methods to resolve this issue is appropriate?   

The Most Critical Pollutants

 In Chapter 6: 

(https://strayer.vitalsource.com/#/books/9781119014249/cfi/6/18!/4/[email protected] :0 ) The Environment – Part I, Hite and Seitz (2016) note that pollution and global warming were an important concern of the first world conference on the environment that was held in Sweden in 1972. Principle 6 of that declaration stated that we must stop the release of pollutants and heat that cannot be effectively processed by our environment (Declaration of the United Nations Conference on the Human Environment. 1972. Chapter 11. p. 2. <https://www.ipcc.ch/apps/njlite/srex/njlite_download.php?id=6471>).

Thinking about the different types of pollutants and heat that can be effectively processed by our environment, which are the most critical to address? Identify three pollutants you consider to be the most critical to address and explain why you believe they are most important.

BUS 661 week 2 DQ 1

  

Ashford 3: – Week 2 – Discussion 1

 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

 

     

Change   Rationales

Consider an organizational change that you are familiar with. Provide an evaluation of the change initiative, and then respond to the following questions:

What is the rationale presented for the change? What are the internal and external pressures considered      in the change?  To what extent are single versus multiple rationales      utilized?

Guided Response: Respond to at least two of your classmates’ posts. 

In three full paragraphs, please evaluate the strengths and weaknesses of attitude inoculation.

In three full paragraphs, please evaluate the strengths and weaknesses of attitude inoculation. When does it work, when does it not work? Apply it to an example (one that is not listed in your textbook) to support your argument. Your response should include a definition of attitude inoculation, a thorough discussion of both strengths and weaknesses, and a clear application of both to your example. 

phiii

  When you talk about the meaning of life, which sense of the term do you use– external meaning or internal meaning? What bearing, if any, does the ephemeral nature of our existence have on the question of whether life has meaning? Does the fact that we die negate the possibility of meaning in life? Is Schopenhauer right about the meaninglessness of life? Does the wretchedness of our existence show that life has no meaning?

Benchmark Assignment – SWOT Analysis

Use the SWOT Analysis worksheet provided to complete this assignment.

Review the SWOT Analysis PowerPoint® presentation prior to completing this assignment.

Based on the review of the Stevens District Hospital strategic planning scenario, conduct a SWOT analysis to generate a list of perceived strengths, weaknesses, opportunities, and threats for the hospital.

Strengths and weaknesses are traits internal to the hospital (i.e., strong physician loyalty to hospital, aging building, and availability of financial resources). Opportunities and threats are external to the hospital, such as a mall facility available for lease or a competitor hospital opening two physician practices in your market.

Write a 700- to 1,050-word analysis that incorporates the key components of a SWOT analysis for the scenario described in Week One to generate a list of perceived strengths, weaknesses, opportunities, and threats. The analysis will include the following:

Analyze the purpose of conducting the analysis in the context of the scenario. Analyze the limitations and advantages of conducting a SWOT analysis on your own (vs. with a group of stakeholders). Use the table provided to record your analysis of the information from the strategic planning scenario and generate two factors for each of the SWOT categories (strengths, weaknesses, opportunities, and threats).

Cite at least 1 peer-reviewed, scholarly, or similar references to support your assignment.

Format your assignment according to APA guidelines.

Economic development

Answer the questions in the files given