Write 2 pages with APA style on Net Gen by Tapscott and Aslop.

/in /by

Write 2 pages with APA style on Net Gen by Tapscott and Aslop.

Tone—The tone of this passage is informative. The author wants to inform the reader about both Tapscott and Alsop, and they also want to inform you about the general subject. This general subject is what both authors also focus upon, and makes up the majority of the information: characteristics of Net genres. Diction—The author uses diction to explain their points through the use of simile. “But they are reassured that by eliminating rules, a chain of command, and doling out praise like penny candy” (par.5).4.

By varying sentence structure, the author also varies the tone of the article, alternating long and short sentences: this is apparent in the third paragraph. The impact is that it makes the essay more readable. The use of jargon is seen in a local colloquial language like “a wonder to behold” (par.3). This makes the piece more conversational. Metaphor is seen in the above quotation regarding penny candy. this keeps the text interesting. 5. “But ultimately he figures that its incumbent on employers and managers to bend to the whims of this new crop of employees, not the other way around.”(par.4)I agree with this passage.

I think that the author is saying that companies need to be responsive to the needs of their employees, not the other way around. Companies need to retain talent, and therefore they need to understand their employees to be dynamic. My own position on this issue is that companies should listen to even the lowest level of employees if they have ideas that are going to improve the company. So, I agree with the author that companies should bend to the whims of their employees. I see this is as something that they should do, as well.

From my experience, companies that can keep talent happy can keep talent. For example, my friend was once a cook at a summer school. They had new ideas about management, and the school wound up firing them because they confronted management when they had a faster way to make French fries, which they learned at another organization. But then, the company really lost out, because they lost the employee and the more efficient production method.

Competency 1: Demonstrate Ethical and Professional Behavior Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas.

/in /by

2015 EPAS Competencies

 

 

Competency 1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how
to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions in influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:

  • make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
  • use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
  • demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
  • use technology ethically and appropriately to facilitate practice outcomes; and
  • use supervision and consultation to guide professional judgment and behavior.

Competency 2: Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as
a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well
as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social workers:

  • apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the

micro, mezzo, and macro levels;

  • present themselves as learners and engage clients and constituencies as experts of their own experiences; and
  • apply self-awareness and self-regulation to manage the in influence of personal biases and values in working with diverse clients and constituencies.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice

Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected. Social workers:

  • apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
  • engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage In Practice-informed Research and Research-informed Practice

Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:

  • use practice experience and theory to inform scientific inquiry and research;
  • apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
  • use and translate research evidence to inform and improve practice, policy, and service delivery.

Competency 5: Engage in Policy Practice

Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their
role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:

  • Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
  • assess how social welfare and economic policies impact the delivery of and access to social services;
  • apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.

8 2015 Educational Policy and Accreditation Standards

Social workers understand how their personal experiences and affective reactions may impact their ability to effectively engage with diverse clients and constituencies. Social workers value principles of relationship-building and inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate. Social workers:

  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical

frameworks to engage with clients and constituencies; and

  • use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in

the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers:

  • collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
  • develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and
  • select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter- professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter- professional, and inter-organizational collaboration. Social workers:

  • critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
  • use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
  • negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
  • facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Social workers:

  • select and use appropriate methods for evaluation of outcomes;
  • apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
  • critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
  • apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

 

Provide a 6 pages analysis while answering the following question: Developing Curriculum Content. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required.

/in /by

Provide a 6 pages analysis while answering the following question: Developing Curriculum Content. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required.

The developmental approach in designing curriculum content asserts that curriculum should help students to learn the information which is necessary for performing day-to-day operations or tasks. This model emphasizes that curriculum should provide practical information and should help developing skills and learning capacities for better performance (Browder, et al., 2003). The developmental approach looks forward to developing student abilities to be an excellent performer in their life. This model recognizes students’ development as a sequential growth which starts with academics, then career, and then social growth while curriculum should be designed to achieve objectives of all stages of students’ needs.

The readiness approach as the name suggests is related to the entry-level of students. It refers to particular skills and understanding of a student. The readiness approach suggests that in designing curriculum content, it is important to examine the mental standing of the student where the student is (Marcon, 2002). In institutions, some students may have well-developed skills and understanding of complex topics because they were already exposed to learning opportunities but others may not have got the same chances (Muller-Ackerman, 2014).

So, curriculum content must be designed considering the readiness of students and the level of their understanding. In the contrasting scenario, no prior knowledge of students’ readiness may lead to an unplanned curriculum content which will hinder the actual growth and learning of students (Olfman, 2003). Examining readiness provides a series of indicators whereas these indicators help understanding the expectations and needs of students. Based on these indicators educationists have better oversight of required curriculum contents which later produces greater learning and growth.&nbsp.

Write a 1 page paper on hitlers table talk.

/in /by

Write a 1 page paper on hitlers table talk. When he first became Chancellor of Germany in the early 1930s, Hitler declared Christianity was the foundation of German society. He spent the rest of his life promoting National Socialism which was hostile towards religion, he eroded the rights of all churches, persecuted the Jewish people, gradually began to suppress the rights of evangelical Christians and Catholics—ending denominational and youth organizations, prohibiting denominational schools, and widely defaming and imprisoning clergy of the Christian church who refused to be silent about the truth.

&nbsp.Hitler solved the Jewish question with the “Final Solution”, not only in Germany but across Western Europe. He makes this statement as if he were speaking from a table in a country that is not at war, which is not taking over other countries, with plans to take over even more. Every country occupied by the Third Reich saw imprisonment, repression, and extermination of the Jewish citizens who lived there. In a speech in 1939, he said, “Workers of all classes and of all nations, recognize your common enemy! The common enemy was the Jewish race.&nbsp.

The context of this statement was in relation to research remaining free of any state restrictions. In that context, I agree with the statement. Taken out of context, the truth can be evil. especially in relation to Hitler’s views that he was the only truth when it came to the promotion of National Socialism and the eradication of the Jewish people.

I find this surprising given the fact that Hitler hated America and all things American. In one conversation he ridiculed America’s reliance on the gold standard. he stated that America would fail due to its reliance on commerce from within while aiding other countries with goods.