Group therapy is one of the most successful interventions for adolescents. This is because of the nature of this stage of development and the need to belong to a group. Hearing the stories of other teens and knowing that their experiences and feelings are similar is very therapeutic. Another characteristic of the adolescent stage is a short attention span, so the clinical social worker should tailor exercises that initiate and sustain discussion for adolescents.
For this Assignment, watch the “Bradley” video. (I attached the transcript)
In a 2- to 4-page paper, identify two opening exercises that you might recommend for a group of adolescent girls who were victims of human trafficking.
Describe the exercises in detail so that another social worker would be able to implement them.
Explain ways these exercises might be effective in creating a comfortable environment for these teenage girls.
Support your rationale with the literature. For example, what does the literature say about teenage girls who have been arrested for prostitution/human trafficking and who openly discuss their experiences?
How do these exercises promote group cohesion and encourage these teens to talk openly?
Western Michigan University Inductive Generalizations Paper
Topic 1: Inductive Generalizations
In chapter 5, we learn three commonly used forms of inductive reasoning, that of generalizing from controlled studies, expert testimony, and analogies. To complete the first topic discussion assignment, please do the following:
a. Find a controversial issue you are interested in (for example, the pros and cons of gun control, defund the police, animal testing, death penalty etc.). b. Find at least two sources of research on the pro-con issue. At least one should be pro, and at least one should be con. Provide the links of sources you find. The sources may be online articles; newspaper, journal, or magazine articles; books; transcripts of radio or television broadcasts in which experts testify. c. Based on the sources you find, what are the reasons for supporting the pro side of the issue? What are the reasons for supporting the con side? (Provide at least 2 reasons for each side) d. Finally, take a position on the issue. Explain why you take that side, or why you remain neutral.
Topic 2: Reasoning Errors Please read chapter 6-Reasoning Errors for discussing the second topic here. You can choose either question A or Question B to answer. Only one will be graded.
Question A. You Decide: Responding to Terrorism Rational Individuals can agree that terrorism, the killing of innocent people to achieve political and social ends, is unethical and unjustifiable. Disagreement and debates on this topic often involve the treatment of terrorists. Should terrorists be tried in criminal or military courts? Is “enhanced interrogation” justifiable? Should terrorist leaders be assassinated? When Osama Bin Laden was killed by American Navy SEALs in 2011, several controversies emerged, such as whether Bin Laden should have been given a religious funeral service, whether he should have been buried at sea, and whether photos of his body should have been released to the press. Then president Obama decided not to release the photos, and supporters of his decision agreed that the release could endanger American troops and allies in the war on terror by inciting violence. They also argued that “two wrongs don’t make a right” and that keeping the photos private was a form of “taking the higher moral ground” by not gloating over an enemy and by providing a regard for human life not shown by terrorist activity. Those in favor of releasing the photos argued that they would serve as necessary proof that Bin Laden had been killed and put a stop to hasty conclusions in the forms of conspiracy theories. They also argued that the photos would provide some reliable closure for the families of victims of the 9/11 attacks.
Some News agencies refuse to print the names or photos of terrorists, reasoning that they don’t want to give them fame for their barbarous actions.
Questions: What do ‟two wrongs don’t make a right” and ‟hasty conclusions” mean in the above debate between two sides (in other words, to the supporters of Obama’s decision, what are the “two wrongs”? What is “a right”? What are hasty conclusions according to the opponents of Obama’s decision )? How do you believe people should respond to terrorist activities?
Question B: Write a critique of an editorial or essay from a blog, newspaper, or magazine. Point out the fallacies made by the writer of the editorial or essay. Also, discuss valid reasoning on the part of the writer.
Western Carolina University Social Security Privatization Article Analysis
Read the two opposing views found in Module 3 addressing the privatization of Social Security (see attachment below under Social Security). The debate question is : “Should Social Security be Privatized?” The affirmative response is written by William Beach and the negative is written by Steven Rose. Give your brief (less than 250 words) opinion (support your position with information from the articles) based on the articles and then respond to two of your classmates postings by midnight 7/23. Support your discussion with data from the articles.
There are no right and wrong answers but you must include a critical analysis of the issue and your own personal reflection based on the readings and your experiences. You will lose points for spelling grammar and syntax errors.
After doing the discussion Read the attached article from the New York Times and complete the attached article analysis questions (similar to the analysis you completed in module 1). (10 points)
the business problem will be presented to the class by the instructor at the start of the course. The business problem could be in the form of a case study or a short video discussing a specific IT-related problem relating to an organization. You will critically analyze the case study/video, summarize the key ideas, discuss the IT challenges, and present your recommendations.
This report will be organized as follows:
Introduction – Short summary of the business problem. This section will also include a background of the organization.
Challenges – Provide for a brief description of the challenges that the organization is facing and how they are planning to address them. This section will provide the audience with a picture of how the organization is planning to address some of the challenges.
Change Management – Discuss how change is being managed by the organization.
Recommendations – Discuss what you would have done differently and why.
Conclusions – Discuss the lessons learned and the key messages that you would like the audience to take away.
BUS 680 UACG WK 1 Training Needs in The Student Registration Office Discussion
Review the Training in Action 1-3 scenario titled, “Training Needs in the Student Registration Office” in Chapter 1 of the Blanchard and Thacker (2013) text. Assume that you were hired to develop a training program for the Customer Service Representatives (CSRs) as described in the scenario. Identify four of the most important KSAs (Knowledge, Skills, and Attitudes) a training program for the CSRs must address and include your reasoning for selecting these. Discuss the specific activities to be performed in the five phases of the training process model: Analysis Phase, Design Phase, Development Phase, Implementation Phase, and Evaluation Phase.
Use this week’s lecture as a foundation for your initial post. Incorporate into your discussion the transfer of training concepts from the Jaidev and Chirayath (2012) article with an emphasis on pre-training, during-training, and post-training activities. Utilize concepts from the Develop a Training Plan video and the Blanchard and Thacker (2013) text in your discussion.
Begin Week 1 by watching the following video. As you watch the video, focus on the following questions:
How do adults learn?
How is the concept of adult learning different from learning in general?>
What are some of the main themes which signify adult learning?
As well researched as the corporate training industry is today, it is difficult to pinpoint the true origins of this field. Since prehistoric times, there was a need for one adult to teach another how to use the tools or perform tasks necessary for survival. The initial “on-the-job training” efforts in prehistoric times were presented in a more organized fashion through apprenticeship which started being regulated as early as the Hammurabi’s code in 2100 BC. While apprenticeship was not a foreign concept early on in human history, its rules and regulations were more formalized during the Middle Ages (Sleight, 1993).
In the first informal training lessons, one cannot help but recognize some of the core concepts of the modern corporate training field such as on-the-job training and observational learning. On-the-job training is noted as the first informal phase of what will become a more formalized field. This concept was presented in a more formalized fashion during the 1800 industrial revolution, with factory schools being formed within the main factory building while still providing an isolated space where new workers gained the skills required for the job prior to joining the regular tenured workforce (Clark, 2010). This first instance of corporate classroom training was different from on-the-job training and apprenticeship. Through this method, one “could train many workers at the same time and under a single trainer, so fewer trainers were needed. Learning away from the job kept distractions from the production floor at a minimum and did not take equipment out of production for use in training” (para. 16). The so-called Vestibule method of training, which replicated the “on-the production floor” conditions in the classroom, developed further into more systematic classroom training methods during the world wars. Those were the origins of what we recognize as the modern training industry.
Corporate Learning Today
In today’s fast-paced industries, the need to hire, train, and make employees fully functional within a short timeframe is more pressing than ever. Making corporate training fully functional, efficient, and cost-effective is a delicate task facing corporate trainers regardless of the duration of the training program and the path they choose to transfer required material to their audience. What are some of the main goals of corporate training? Gorshkov and Kliucharev (2013) outlined the main goals of corporate training as, “the recruitment and adaptation of new personnel (work with institutions of higher learning), and the upgrading of qualifications of management cadres” (p.12). Considering the changes within the economy, issues with recruiting and retention, the ever-fluctuating job market, and the constant need for a well-trained workforce, corporate trainers are facing incredible challenges. The pressing challenges are forcing trainers to ensure their sessions are aligned with the company’s strategic goals, with its relevance, applicability, engagement, and outcome-driven content. Solomonson (2005) defines some of the challenges facing the field quite well by stating, when the time comes for budgets to be cut, performance improvement initiatives are often near the top of the list. It would behoove us all to be able defend their value appropriately. By assuring that these interventions are aligned to business goals, have a positive impact on some aspect of the bottom line, and are measurable during the evaluation phase, we are armed with the data that justifies our efforts (para. 17).
The name of the game appears to be justifying the value by clearly explaining how training goals are aligned with the business strategy. Furthermore, the training value justification needs to portray the likelihood of increasing the company’s bottom line through the successful fulfillment of training objectives. Not an easy task, to say the least!
Motivation Theory
Motivation is an important topic relevant to anyone whose job involves achieving results with and through other people. Essentially, motivation is the driving force within each person based on their own personal needs and value system. Many psychologists and trainers have researched this subject, and there are many different theories. These theories can guide the understanding of human nature, and help trainers appreciate the various forces at work within trainees.
Think through the implications of these theories for the delivery of training. Think about how they can be used by trainers to make courses and training events as effective as possible for the learners. Learners will not only respond to training depending on the environment but also in terms of their own highly individual internal motivations. Understanding a range of theories and how best to motivate learners will help trainers maximize the potential for learning.
To learn more, watch the following video. As you watch the video, focus on the following questions:
What are the implications of motivational theories to the field of training?
How can understanding motivation be used by trainers to make courses and training events as effective as possible for learners?
Learners will not only respond to training depending on the environment but also in terms of their own highly individual internal motivations. Understanding a range of theories and how best to motivate learners will help trainers maximize the potential for learning.
Corporate trainers explore different venues in order to adjust their training delivery to the learning styles of their audience members. Kolb’s (1971) experiential learning theory advocates individual-centered learning focus instead of a group-oriented action approach. The others pursue Bandura’s social learning theory, which takes advantage of social interaction within a corporate setting and enhancing the effectiveness of the learning process. Bandura (1971) advocates that “by observing the model of the desired behavior, an individual forms an idea of how response components must be combined and temporally sequenced to produce new behavioral configurations” (p. 8). Social interaction does not teach in itself, but it enhances the learning process. Bandura (1963) himself emphasized how “learning would be exceedingly laborious, not to mention perilous, if people had to rely solely on the effects of their actions to inform them what to do” (p. 329).
From its humble beginnings as a reactive after-thought within many industries, corporate training became a force to be reckoned with, as evidenced by impressive statistics showing that, “U.S. spending on corporate training grew by 15% last year (the highest growth rate in seven years) to over $70 billion in the US and over $130 billion worldwide” (Bersin, 2014, para.1).
Blanchard and Thacker (2013) pose a crucial question of “Why do companies continue to invest in training, even in the most difficult economic times?” (p. 3). The significant body of research within the field clearly indicates that there is a strong correlation between successful training operations and “improved financial results in terms of higher net sales, gross profits per employee, stock growth, and ratio of market-to-book value” (p. 3). In order for this momentum to continue, trainers need to ensure they are consistently evaluating their training programs ensuring their material and objectives are well-aligned with the company’s strategic goals providing the trainees’ with job-related skills which will increase their performance efficiency and make them more independent and self-driven.
Training Process Model Overview
The training process model (TPM) provides the framework for the following weeks of this course. The model is featured in Chapter 1, “Training in Organizations” of the Blanchard and Thacker (2013) text, Effective Training: Systems, Strategies, and Practices, the primary textbook for this class. Subsequent weeks follow the fives phases of the training process model: needs analysis (Week 2), design (Week 3), development (Week 4), implementation (Week 5), and evaluation (Week 6).
Needs Analysis Phase
The needs analysis (organization, operations, and person) phase of the training process model (TPM) involves defining and understanding a specific problem and determining the cause of that problem. The process phase of the training needs analysis (TNA) identifies problems the organization faces and determines which of these is caused by a lack of KSAs (knowledge, skills, and attitudes) and which are due to other causes. The training process model focuses only on problems caused by the lack of KSAs (training needs).
Design Phase
The design phase of the training process model identifies and examines the alternative methods for meeting the training needs. The first step in this process is determining the objectives for the training (reaction, learning, transfer, and organizational outcomes). The second step is identifying the factors that will be necessary to facilitate achieving the objectives and the constraints that the training solution must operate within. In other words, identify potential solutions to the problem.
Development Phase
The development phase of the training process model is where the instructional strategy is formulated. Methods for meeting the training objectives are evaluated and those providing the best likelihood of achieving the objectives within the constraints are included in the strategy. Likewise, the design factors are examined, and ways of providing those factors necessary to meet the objectives (facilities, equipment, and such) within the constraints are identified and incorporated into the plan. In short, select the solution providing the most benefits for the least costs, and develop an action plan.
Implementation Phase
The implementation phase in the training process model is carrying out the plan.
EvaluationPhase
The evaluation phase means that each phase in the training process model is evaluated in terms of how well their outcomes met the needs of the organization.
Gorshkov, M. K., & Kliucharev, G.A. (2013). The current state and prospects of corporate education. Russian Social Science Review, 54(5), 57-80. Retrieved from http://www.tandfonline.com/loi/mrss20
Johnson and Wales University The Tigers Bride & Beauty and the Beast Questions
I don’t know how to handle this Writing question and need guidance.
Compare and contrast The Tiger’s Bride to the traditional Beauty and the Beast. Explain how both use the animal bridegroom motif. Identify at least three (3) differences and use the text to support your analysis.
Choose one (1) of the following interpretations of The Goose Girl: Freudian, social, or Rankian. Use textual evidence to support the interpretation. Your answer should reflect clear understanding of the tale as well as the interpretation.
University of the Cumberlands Amazon Data Set and Excel Functions Case Study
Assignment Content
Select an organization or publicly-traded company and locate a relevant data set (sales, revenue, etc.). Apply the concepts covered during the week to a use case with real-world data for a business or organization.
Provide a brief explanation of your data, the business or organization, and the use case. If you are uncertain of the data or organization to use for this assignment, please contact me.Once you have chosen a data set and organization, create an Excel file in which you apply functions to demonstrate the use case. On a separate sheet in the Excel file, write a brief overview and summary in which you:
Provide an overview of your data, business/organization, and use case
Analyze the data and give reasoning of why you think it is useful to the business or organization.
Articulate what Excel functions you have used and apply it to the dataset to demonstrate it.
Submit your complete Excel file to the Assignments area of the course. You may use the same organization throughout your assignments, but the use case must be unique and directly apply concepts covered in each week.
OFFSET Function Learning Resources
GOALS FOR THIS WEEK AND THEIR RELATIONSHIP TO OUR COURSE OBJECTIVES
This week our learning materials, activities, and assignments will help you achieve these goals:
Begin to understand the purpose of OFFSET functions
Practice using OFFSET functions
Develop proficiency with the use of OFFSET functions
which will assist you in achieving these course objectives:
Understand different techniques used for data analysis.
Design and implement realistic predictive solutions based on data eliminating uncertainty about data quality.
Evaluate the impact decisions support systems and Business Intelligence have on an organization.
