scenarioAnswers 2Bids 41Other questions 10

ProjectRead the scenarios and the questions that follow.  Select any four (4) scenarios and the recommendations section.  Identify and analyze the legal issue(s).  Apply legal concepts and make potential arguments as directed using laws, cases, examples, and/or other relevant materials.  Consider using short headings (consult APA materials) to separate the topics.  Summarize the facts; do not copy the scenarios into the paper.  Support your answers with information from the textbook and at least five scholarly sources other than the text and course lectures.  By the due date assigned , prepare a 5 to 8 page paper that identifies the legal issues and potential solutions and answers all questions presented, supported by relevant legal authority.  Do not exceed the page length by more than two pagesOverviewHeadquartered in Bristol, Tennessee, [Restaurant Name] operates two pizza restaurants, one in Bristol, Tennessee and one is Bristol Virginia.  Approximately 35% of the employees work full time; however, [Restaurant Name] primarily hires part-time employees as pizza makers, delivery drivers, and order takers.  The owners seek your advice on the following legal and ethical issues.Scenario 1 – Business OrganizationsAshton Brown and Miranda Connor met while working at Papa Johns and attending college in Tennessee.  Ashton studied business, while Miranda studied hospitality management.  The two friends were tired of working for someone else and opened [SELECT A NAME FOR THE RESTAURANT].     Analyze three types of business organizations Brown and Connor might consider for their existing restaurant.  Be sure to consider at least one limited liability option.  Explain the advantages and disadvantages of each type.  Select one type of business for Brown and Connor and provide support for your choice. Select a name for the pizza restaurant and use it when answering the remaining scenarios. Scenario 2 – Breach of Contract and RemediesBrown ordered 10 high top tables to seat parties of two, 10 square tables to seat parties of four, 2 tables to seat larger parties and 100 chairs.  The tables were specially ordered to contain the logo of the restaurant on the top of each table.  Brown paid 50% of the shipment when placing the order; however, the supplier was responsible for making the shipping arrangements.  The tables and chairs arrived three weeks later; however, five were scratched and damaged.  Seven of the chairs were missing.    Analyze the restaurant’s options related to the damaged tables and missing chairs.  Be sure to address the applicability of the UCC to the transaction.Scenario 3 – Risk of LossBrown purchased two new commercial ovens from Restaurant Supply Wholesalers for $9000.  The wholesaler selected Averitt Express to deliver the ovens to Brown using the terms FOB Bristol Tennessee.  Brown did not purchase any additional insurance.  Averitt delivered the ovens; however, they were both damaged.  Assuming the parties did not discuss when title passed, when did title pass for this shipment? When did the risk of loss pass?  What are Brown’s options related to the damaged goods? Scenario 4  – Product Liability and WarrantiesAfter some of the customers complained of becoming sick after eating at [Restaurant Name], it was determined that the sausage was contaminated with E. coli, a bacteria that causes abdominal cramping, fever and other gastrointestinal discomfort.     Discuss a minimum of three theories of product liability and select the one that is most likely to apply to this case.  Explain why you selected the theory and provide support for your choice.Scenario 5 – Liability on Negotiable InstrumentsBrown and Connor hired a bookkeeper, Erika, and gave her general authority to issue company checks drawn Regions Bank so that Erika can pay employees’ wages and other company bills.  Erika decides to cheat her employers out of $15,000 by issuing a check payable to East Tennessee Packaging (ETP), the supplier of the boxes and other paper goods.  Erika does not intend for ETP to receive any of the money, nor is ETP entitled to the payment.  Erika endorses the check in ETP’s name and deposits the check in an account that she opened at Wells Fargo Bank in the name “East Tennessee Packaging Dist. Co.”  Wells Fargo accepts the check and collects payment from the drawee bank, Regions.  Regions charges [Name of Restaurant] account $50,000.  Erika transfers $15,000 out of the ETP account and closes it.  [Name of Restaurant] discovers the fraud and demands that the bank return the money. Evaluate which party or parties bear the loss.Scenario 6 – Checks and EFT FraudSince Brown and Connor did not have much capital and tried to save money where they could; the business used Brown’s personal account for business transactions.  Brown monitored his account once a week using the online portal furnished by his bank, Regions.  On Friday night, Brown noticed that $3400 had been withdrawn from his account on two separate occasions on Thursday.  Brown knew that he had not spent that amount of money one time, much less two times in one day.  He is afraid that someone fraudulently accessed his account.  The following Monday was Labor Day and banks would be closed; however, one branch office was open for four hours on Saturday.  On Saturday morning, Brown checked his account again and found that a check for $175 cleared the bank.  Devon was able to view a copy of the check and noticed the check was written using another party’s name and address using his routing and account number. What course of action would you advise Brown to take on Friday night and/or Saturday morning related to the missing funds?  Will Brown be liable for the moneys withdrawn from his account?  Explain why or why not.  HINT:  Outside sources will likely be necessary.RecommendationsConclude your paper by justifying suggestions and procedures for [Restaurant Name] to help prevent future occurrences of these types of legal problems.  Identify any ethical issues you find and present recommendations as applicable.  Be specific in your recommendations. Use APA format for the paper.  Review the APA materials located in the Library Research Guide.Submission Details: Name your document SU_BUS2038_W3_LastName_FirstInitial.doc Submit your document to the Submissions Area by the due date assigned.

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Spirituality and Social Work PracticeAnswers 2Bids 57Other questions 10

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning. Chapter 3, Section ‘Relate Human Diversity to Psychological Theories” (pp. 130-132) Chapter 7, Sections ‘Review Fowler’s Theory of Faith Development,’ ‘Critical Thinking: Evaluation of Fowler’s Theory,’ and ‘Social Work Practice and Empowerment Through Spiritual Development’ (pp. 350-354) Chapter 15, Section ‘Spotlight on Diversity 15.2: Spirituality and Religion’ (pp. 694-696)Barker, S. L. (2007). The Integration of spirituality and religion content in social work education: Where we’ve been, where we’re going. Social Work & Christianit, 34(2), 146–166.Crisp, B. R. (2011). If a holistic approach to social work requires acknowledgement of religion, what does this mean for social work education?. Social Work Education, 30(6), 663–674.Day, J. (2010). Religion, spirituality, and positive psychology in adulthood: A developmental view. Journal of Adult Development, 17(4), 215–229.Furness, S., & Gilligan, P. (2010). Social Work, Religion and Belief: Developing a Framework for Practice. British Journal of Social Work, 40(7), 2185–2202.Oxhandler, H. K., & Pargament, K. I. (2014). Social work practitioners ‘integration of clients’ religion and spirituality in practice: A literature review. Social Work, 59(3), 271–279.Stirling, B., Furman, L., Benson, P. W., Canda, E. R., & Grimwood, C. (2010). A comparative survey of Aotearoa New Zealand and UK Social Workers on the role of religion and spirituality in practice. British Journal of Social Work, 40(2), 602–621.Document: Wagenfeld-Heintz, E. (2009). Faith and its application to the practice of social work. Journal of Religion, Spirituality & Aging, 21(3), 182–199. (PDF)(PDF)Faith and its application to the practice of social work by Wagenfeld-Heintz, E., in the Journal of Religion, Spirituality & Aging, 21/3. Copyright 2009 by Haworth Pastoral Press. Reprinted by permission of Taylor & Francis Informa UK Ltd- Journals via the Copyright Clearance Center.Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. ‘The Logan Family’ (pp. 9-10)Eboni Logan is a 16-year-old biracial African American/Caucasian female in 11th grade. She is an honors student, has been taking Advanced Placement courses, and runs track. Eboni plans to go to college and major in nursing. She is also active in choir and is a member of the National Honor Society and the student council. For the last 6 months, Eboni has been working 10 hours a week at a fast food restaurant. She recently passed her driver’s test and has received her license.Eboni states that she believes in God, but she and her mother do not belong to any organized religion. Her father attends a Catholic church regularly and takes Eboni with him on the weekends that she visits him.Eboni does not smoke and denies any regular alcohol or drug usage. She does admit to occasionally drinking when she is at parties with her friends, but denies ever being drunk. There is no criminal history. She has had no major health problems.Eboni has been dating Darian for the past 4 months. He is a 17-year-old African American male. According to Eboni, Darian is also on the track team and does well in school. He is a B student and would like to go to college, possibly for something computer related. Darian works at a grocery store 10–15 hours a week. He is healthy and has no criminal issues. Darian also denies smoking or regular alcohol or drug usage. He has been drunk a few times, but Eboni reports that he does not think it is a problem. Eboni and Darian became sexually active soon after they started dating, and they were using withdrawal for birth control.Eboni’s mother, Darlene, is 34 years old and also biracial African American/Caucasian. She works as an administrative assistant for a local manufacturing company. Eboni has lived with her mother and her maternal grandmother, May, from the time she was born. May is a 55-year-old African American woman who works as a paraprofessional in an elementary school. They still live in the same apartment where May raised Darlene.Darlene met Eboni’s father, Anthony, when she was 17, the summer before their senior year in high school. Anthony is 34 years old and Caucasian. They casually dated for about a month, and after they broke up, Darlene discovered she was pregnant and opted to keep the baby. Although they never married each other, Anthony has been married twice and divorced once. He has four other children in addition to Eboni. She visits her father and stepmother every other weekend. Anthony works as a mechanic and pays child support to Darlene.Recently, Eboni took a pregnancy test and learned that she is 2 months pregnant. She actually did not know she was pregnant because her periods were not always consistent and she thought she had just skipped a couple of months. Eboni immediately told her best friend, Brandy, and then Darian about her pregnancy. He was shocked at first and suggested that it might be best to terminate. Darian has not told her explicitly to get an abortion, but he feels he cannot provide for her and the baby as he would like and thinks they should wait to have children. He eventually told her he would support her in any way he could, whatever she decides. Brandy encouraged Eboni to meet with the school social worker.During our first meeting, Eboni told me that she had taken a pregnancy test the previous week and it was positive. At that moment, the only people who knew she was pregnant were her best friend and boyfriend. She had not told her parents and was not sure how to tell them. She was very scared about what they would say to her. We talked about how she could tell them and discussed various responses she might receive. Eboni agreed she would tell her parents over the weekend and see me the following Monday. During our meeting I asked her if she used contraception, and she told me that she used the withdrawal method.Eboni met with me that following Monday, as planned, and she was very tearful. She had told her parents and grandmother over the weekend. Eboni shared that her mother and grandmother had become visibly upset when they learned of the pregnancy, and Darlene had yelled and called her a slut. Darlene told Eboni she wanted her to have a different life than she had had and told her she should have an abortion. May cried and held Eboni in her arms for a long time. When Eboni told her father, he was shocked and just kept shaking his head back and forth, not saying a word. Then he told her that she had to have this child because abortion was a sin. He offered to help her and suggested that she move in with him and her stepmother.Darlene did not speak to Eboni for the rest of the weekend. Her grandmother said she was scheduling an appointment with the doctor to make sure she really was pregnant. Eboni was apprehensive about going to the doctor, so we discussed what the first appointment usually entails. I approached the topic of choices and decisions if it was confirmed that she was pregnant, and she said she had no idea what she would do.Two days later, Eboni came to see me with the results of her doctor’s appointment. The doctor confirmed the pregnancy, said her hormone levels were good, and placed her on prenatal vitamins. Eboni had had little morning sickness and no overt issues due to the pregnancy. Her grandmother went with her to the appointment, but her mother was still not speaking to her. Eboni was very upset about the situation with her mother. At one point she commented that parents are supposed to support their kids when they are in trouble and that she would never treat her daughter the way her mother was treating her. I offered to meet with Eboni and her mother to discuss the situation. Although apprehensive, Eboni gave me permission to call her mother and set up an appointment.The Logan FamilyMay Logan: mother of Darlene, 55Darlene Logan: mother, 34Anthony Jennings: father, 34Eboni Logan: daughter, 16Darian: Eboni’s boyfriend, 17I left a message for Darlene to contact me about scheduling a meeting. She called back and agreed to meet with Eboni and me. When I informed Eboni of the scheduled meeting, she thanked me. She told me that she was going to spend the upcoming weekend with her father, and that she was apprehensive about how it would go. When I approached the topic of a decision about the pregnancy, she stated that she was not certain but was leaning in one direction, which she did not share with me. I suggested we get together before the meeting with her mother to discuss the weekend with her father.At our next session, Eboni said she thought she knew what to do but after spending the weekend with her father was still confused. Eboni said her father went on at length about how God gives life, and that if she had an abortion, she would go to hell. Eboni was very scared. Anthony had taken her to church and told the priest that Eboni was pregnant and asked him to pray for her. Eboni said this made her feel uncomfortable.When I met with Eboni and her mother, Darlene shared her thoughts about Eboni’s pregnancy and her belief that she should have an abortion. She said she knows how hard it is to be a single mother and does not want this for Eboni. She believes that because Eboni is so young, she should do as she says. Eboni was very quiet during the session, and when asked what she thought, said she did not know. At the end of the session, nothing was resolved between Eboni and her mother.When I met with Eboni the next day to process the session, she said that when they got home, she and her mother talked without any yelling. Her mother told Eboni she loved her and wanted what was best for her. May said she would support Eboni no matter what she decided and would help her if she kept the baby.Eboni was concerned because she thought she was beginning to look pregnant and her morning sickness had gotten worse. I addressed her overall health, and she said that she wanted to sleep all the time, and that when she was not nauseated, all she did was eat. Eboni is taking her prenatal vitamins in case she decides to have the baby. Only a couple of her friends know about the pregnancy, and they had different thoughts on what they thought she should do. One friend even bought her a onesie. In addition, Eboni was concerned that her grades were being affected by the situation, possibly affecting her ability to attend college. She was also worried about how a pregnancy or baby would affect her chances of getting a track scholarship. In response to her many concerns, I educated her on stress-reduction methods.Eboni asked me what I thought she should do, and I told her it was her decision to make for herself and that she should not let others tell her what to do. However, I also stated that it was important for her to know all the options. We discussed at length what it would mean for her to keep the baby versus terminating the pregnancy. I mentioned adoption and the possibility of an open adoption, but Eboni said she was not sure she could have a baby and then give it away. We discussed the pros and cons of adoption, and she stated she was even more confused. I reminded her that she did not have much time to make her decision if she was going to terminate. She said she wanted a few days to really consider all her options.Eboni scheduled a time to meet with me. When she entered my office, she told me she had had a long talk with her mother and grandmother the night before about what she was going to do. She had also called her father and Darian and told them what she had decided. Eboni told me she knows she has made the right decision.Being culturally sensitive by respecting your clients’ spirituality and religious traditions, in general, is an important professional competence (Furness & Gilligan, 2010). Applying your spiritual awareness to a specific client case, however, may require even greater skill. In this assignment, you consider how you might address a client’s crisis that includes a spiritual or religious component.To prepare for this Assignment, review this week’s media about Eboni Logan’s visit with her school social worker.Submit a 2- to 4-page paper that answers the following questions: As Eboni’s social worker, would you include spirituality and religion in your initial assessment? Why or why not? What strategies can you use to ensure that your personal values will not influence your practice with Eboni? How would you address the crisis that Eboni is experiencing?Support this Assignment with specific references to the resources above.. Be sure to provide full APA citations for your references.

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Salary SurveysAnswers 1Bids 47Other questions 10

Salary SurveysGo to the textbook on pages 163-166 to better understand salary surveys. Then, click this link: http://www.hr-survey.com/SalarySurvey.htm to review the types of data gathered in a salary survey. Explain how the information is relevant to a total rewards package for an organization.NOTE: In your response, adhere strictly to the discussion topic’s requirement. Do not forget to read the guidelines for responding to discussion topics covered in the Student Center.Page 163 – 168     9 Salary Surveys: A Snapshot Market data obtained from salary surveys create the foundation for a viable compensation strategy. When combined with economic statistics and business strategy, they create the infrastructure of an organization’s salary practices. Just as DNA provides information used to construct, identify, and operate the human body, market data obtained from salary surveys are used to construct and operate organizations’ pay programs. Market data evolve from salary surveys that are compiled and analyzed periodically to determine how well the company pays relative to the market. How the company statistically analyzes, charts, and uses the data is a function of its corporate compensation strategy. Then, pay is delivered to employees through base salary and bonus/commission programs and maintained using salary administration guidelines and other pay delivery systems. Critical to this effort is effective communication of all components of pay to earn the most satisfaction from employees, and, ultimately, high productivity and success for the company. THE BIG PICTURE Where do salary surveys fit in? Why do we use them? An organization has many resources to achieve its goals. Even though these resources include land, material, capital, and people, it is only people who make decisions about and do things with the land, material, capital, and the people. An organization’s goals are accomplished only through people. Hence, the major challenge of any organization is to attract, retain, motivate, and align the types and numbers of people it needs to achieve its goals. This is accomplished through a value exchange—a situation in which the company and the employee give value to the other in exchange for value received to achieve their respective self-interests. This notion can be summarized by the phrase, “Value given for value received.” Figure 9.1 shows some of the items involved in the exchange. FIGURE 9.1 Value exchange pie charts. Many items given by the employee to the employer are not quantitatively measurable, but they are present and are very important to the company. The items from the employer to the employee may differ from one employee to the next with regard to what is of value. Indeed, even the relative size of the pieces differs among employees and individuals during a lifetime. For example, a relatively new employee may value growth opportunities more than an employee near retirement. Likewise, an individual might feel pay is very important today but tomorrow, when a new baby joins the family, benefits become more important. This shows that pay is just one component of the exchange. When an employer decides how much to pay an employee, several factors usually are considered: Business strategy. Internal value of job/skill. Market pay. Individual factors. Experience. Education. Performance. Contribution. Skills. Balance with benefits, stock, work environment, etc. What the company can afford. Compensation philosophy. Desired market position. What the company wants to pay for. The focus of this chapter is market pay. What the market pays for a job or a skill isn’t the only factor in deciding the monetary worth of a job or skill, but it’s a key one. Salary surveys provide important information in the decision-making process of deciding pay. DEFINITION AND PURPOSES A salary survey is a statistical description of what organizations pay for certain _____. “Jobs,” “skills,” “experience,” “education,” or any combination of these could fit in that blank. Surveys have three main purposes: Identify a company’s market position and form a basis for a salary increase budget. Create a salary structure or structures. Develop targets for individual pay levels. Some desired features of a salary survey include: Desired jobs, companies, and locations. Good job descriptions and job matches. Large amounts of data, screened data, and data integrity. Confidentiality. Flexibility. Sound survey design. Easy data submission. Useable and user-friendly results. Interpretation. Timeliness. Availability of special analyses. Value received for cost. Helpful and knowledgeable customer service. Responsiveness. Continuous improvement. Because of the importance of surveys, many companies use some surveys for analysis—primary surveys—and other surveys for reality checks—secondary surveys. Secondary surveys may not have the right companies or locations, but they provide an important perspective. Surveys can solicit and gather information via telephone, mailed hard copy questionnaires, e-mailed or web-based electronic questionnaires, and personal interviews. An organization, a large third-party consulting firm, or a boutique third-party consulting firm can conduct the survey. BENCHMARK SURVEYS The remainder of this chapter focuses on benchmark surveys (surveys that describe what companies pay for certain jobs). Other types of surveys not covered are skills surveys, which measure what companies pay for certain skills, or maturity surveys, which measure what companies pay for experience and education in certain work areas. Which Jobs to Survey Several criteria act in concert when deciding which jobs in your organization to survey. The jobs that should be surveyed: Span levels in the organization. Span functions. Span families. Have a large number of incumbents. Are mission-critical. A sufficient number of jobs with a sufficient number of incumbents should be surveyed to make a compensation practitioner feel comfortable that he or she has surveyed enough to achieve the survey’s purpose. Specific numbers are decided on an individual basis, but some rough guidelines are: Number of jobs matched—one-third to two-thirds of jobs. Number of employees in matched jobs—one-half to three-quarters of employees. Of course, the more jobs, the better but time and budget constraints often are limiting. Further, some jobs may be so unique that there is no similar job match in any other organization. Remember: The quality of job matches is more important than the quantity of jobs surveyed. Survey Job Descriptions Job descriptions for surveys vary from short paragraphs to a full page and often include an organization chart or description of reporting relationships. Jobs that tend to be standard among organizations often can be described briefly, such as an assembler or a file clerk. New jobs or jobs that are similar but have a high degree of variation tend to be described more fully, such as a marketing development manager. Regardless, the survey job descriptions should have the main thrust of the job, along with the principal functions or key responsibilities, and the job title should be descriptive. When reporting relationships (e.g., reports to the president) or scope (e.g., revenue of the company or number of direct and indirect reports) are important in valuing the job, these factors should be included. If certain qualifications or certifications are required (e.g., master electrician’s license), these criteria should be included. Use caution when describing education and experience requirements. With education, rather than stating, for example, that a college degree is required, instead state what that degree represents, such as “the theoretical knowledge of the field or discipline is required,” because someone may have gained the needed knowledge through experience. This is the “or equivalent” notion of formal education. With experience, remember that when a description says, for example, “10 years of experience,” it usually means experience with increasing levels of responsibility. However, you may have an incumbent with one year of experience 10 times over, who is not really doing the level of work in the description. When years of experience are part of benchmark survey job descriptions, it unfortunately directs too much attention on that one factor and not enough on the work described. Which Companies to Survey Part of a company’s compensation philosophy should include a designation of the external reference for compensation program purposes. The reference usually describes other companies defined as competition. Examples include local major employers to compare office and clerical nonexempt jobs or local manufacturers for assemblers. For professional and supervisory jobs, companies often look to employers in their industry and national employers of similar size or revenue in their industry for upper management and executive jobs. Criteria to define a company’s competition include companies that: Do the same thing. Are the same size. Are in the same locations. Hire and lose employees to one another. It is important to ask managers who they think is relevant competition. Figure 9.2 offers some discussion starting points. There may be a situation in which the reference point is not actual competition, but a realistic and stable basis for the compensation program. For example, there is a company near Dallas that draws its employees locally, not competing with the suburbs around Dallas for nonmanagerial jobs. But those suburbs are the only source of survey data, so they are used as a reference point for compensation program purposes. The company decided that not having to commute to the Dallas suburbs was worth about 10 percent, so its average pay is 10 percent below the reference point. FIGURE 9.2 Determining the competition. Data to Be Gathered The type of data needed flows from the survey’s purpose and an organization’s pay strategy. Choices include: Base salary. Total cash (base plus bonus/commission). Equity (stock). Benefits. Typical statistics include: Averages (weighted, unweighted). Percentiles (10th, 25th, 50th, 75th, 90th). Raw data (after decoding to preserve confidentiality). Various summaries of scope data. General information often includes: Current salary increase budget. Policy information. Design information. Compensation practitioners need to decide what they want to seek, or they need to create a survey that satisfies individual needs. More Than Just Salaries The typical salary survey has more than base pay reported on benchmark positions. Because companies manage compensation using a total rewards strategy, there usually is trend information, including general questions about merit budgets, salary structure movement, and benefits provided. For example, the WorldatWork annual Salary Budget Survey includes questions on trends in variable pay, types of incentives, and other popular innovations in compensation. Review the Survey Database Companies often neglect to review their survey database to determine if it is providing adequate coverage of jobs and sampling the right companies and industries. By reviewing the coverage of jobs and looking for alternative data sources, a company ensures it has comprehensive intelligence of the labor landscape. Figure 9.3 illustrates a survey job matrix, which is a useful tool for ensuring the right coverage. Some additional rules of thumb include: Have at least two sources of surveys for key jobs. This provides validation of one survey against another. Review the makeup of the companies included to ensure the competition is represented. FIGURE 9.3 Salary survey job matrix. Be cautious of surveys in which some respondents participate every other year or sporadically; consistent data is important when monitoring trends in pay for critical positions. Don’t look at “base pay only” for jobs that typically are eligible for other forms of variable or equity pay. Ensure salary surveys are supplemented with equity compensation surveys and incentive survey data to get the big picture. Get data from companies in the same industry for technical jobs, but use general industry data for administrative positions, such as accounting, legal, and HR. Review the strategy annually and look for new, improved, or different surveys, if appropriate. While it is valuable to look at trends reported year to year for some surveys, don’t overlook other valuable surveys that might enhance or supplement market analysis. Periodically review the surveys used to ensure that quality and consistency are maintained. Conduct a review of survey results and develop a strategy for participation on a going-forward basis. When to Conduct an Ad Hoc or Special Survey Sometimes it’s impossible to find a ready-made survey that reflects the right jobs or companies—all surveys do not provide everything for every job. This is the time for the company, or a third-party vendor, to conduct a custom survey. Sometimes, special circumstances dictate that a special survey be conducted, such as: The company is relocating its headquarters to a new city. There is a short supply of special skills. There is a dramatic shift in the economy, creating a shortage of certain knowledge workers. A special industry survey is needed for a specific geographic location. Recently, a major financial services company sponsored a special customer service representative survey in one of its markets. There are more than 500 call centers in that specific market, and competition for these skills is tremendous. The financial services company found that paying above market still was not drawing the right kind of talent, so the organization decided to find out what the market really required without having the data “filtered” through a general survey. The company commissioned a third-party consulting firm to conduct a special survey. Confidentiality was maintained for the raw data, but the company was able to select competitors to participate in the survey. This offered first-hand information on a job group that was critical to the company’s success.

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Creating Goals for Professional ImprovementAnswers 1Bids 59Other questions 10

can you helpUnit 2 PRINT Creating Goals for Professional ImprovementINTRODUCTIONIn this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.TOGGLE DRAWERREAD FULL INTRODUCTION LEARNING ACTIVITIESCollapse All Toggle Drawer[u02s1] Unit 2 Study 1Weekly Planner and Reflection JournalUse the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won’t be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.As you prepare your weekly reflection entry, remember to connect at least one of Brookfield’s Four Lenses to your entry: Autobiographical experiences. Eyes of students or clients. Relevant theories. Colleagues’ perceptions. Complete the Weekly Planner and Reflection Journal to track your activities. Toggle Drawer[u02s2] Unit 2 Study 2Develop Your ToolboxResource ToolboxClick Resource Toolbox to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are: Practitioners’ autobiographical experiences—that is, their own experiences as learners; The eyes of the students or clients with whom they work; Theories relevant to their professional roles; and Their colleagues’ perceptions. Resource ToolboxBEGIN ACTIVITYICONTranscript Toggle Drawer[u02s3] Unit 2 Study 3Diversity and Goal SettingDiversity encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented: Age. Disability status. Religion. Ethnicity. Socioeconomic status. Sexual orientation. National origin. Gender identity. It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ideas could apply to your own setting and specialization as well as how those ideas might relate to other forms of diversity. This general principle applies to all activities in the course. Read Definitions [DOC] to gain a broader perspective. Reviewing the KWL chart you completed in Unit 1 will help you locate your professional specialization in the general framework of the discussion.Multimedia Click What Is Diversity? to view the media piece. Click SMART Goals to view the media piece. Setting goals that are too broad or general may result in little change or improvement. You will learn about setting specific, measurable goals in this piece. ReadingsUse the Capella library and the Internet to complete the following:  Plaut, V. (2014). Inviting everyone in. Scientific American, 311(4), 52–57. Toner, M. (2016). Diversifying diversity. Presidency, 19(1), 12–17. Wells, A. S., Fox, L., Cordova-Cobo, D., & Kahlenberg, R. D. (2016). How racially diverse schools and classrooms can benefit all students. The Education Digest, 82(1), 17–24. Elias, M. J. (2014, August 27). SMART goal setting with your students [Blog post]. Retrieved from https://www.edutopia.org/blog/smart-goal-setting-with-students-maurice-elias  Originally published 2014 © Edutopia.org; George Lucas Educational Foundation. What might SMART goal-setting look like in an educational setting? Read about setting SMART goals in this article. Specialization-Specific ResourcesThis media piece provides a starting point for further learning. Note that some of the readings in your area of specialization may be required for successful completion of your course. Others are recommended or optional enrichment. Refer to your unit studies for required readings.If you are in the Teaching and Learning Program, which is based on a personal, customized approach rather than specializations, we encourage you to explore the range of P–12 specialization-specific resources in this presentation as appropriate to your interests.Click Specialization-Specific Resources to view the media piece.SMART GoalsBEGIN ACTIVITYICONTranscriptWhat is Diversity?BEGIN ACTIVITYICONTranscriptSpecialization-Specific ResourcesBEGIN ACTIVITYICONTranscriptLearning ComponentsThis activity will help you achieve the following learning components: Define inclusivity in an educational setting. Identify challenges related to inclusivity and diversity. Summarize professional experience related to inclusivity and diversity. Analyze strategies for integrating inclusivity and diversity in an educational setting. Toggle Drawer[u02s4] Unit 2 Study 4Discussion and Assignment PreparationTo prepare for the Unit 2 discussion, use the Diversity Worksheet to consider your own diversity and where you are situated within the identified diversity characteristics. Complete the ‘How You Identify Yourself in Relation to Each Group’ and the ‘Implications for Your Work’ columns. Be sure to note the information in the worksheet instructions that will help you decide how to do so. You will not be sharing this worksheet in the discussion, but you will reflect on the content and use it to complete your discussion. Your first assignment, Self-Assessment of Knowledge and Skills, is due this week. Be sure you are following the assignment instructions carefully. Ask your instructor if you have any questions.Learning ComponentsThis activity will help you achieve the following learning components: Identify challenges experienced in relation to inclusivity and diversity. Summarize professional experience related to inclusivity and diversity. Toggle Drawer[u02a1] Unit 2 Assignment 1Self-Assessment of Knowledge and SkillsOverviewWhenever someone wants to embark on a journey of personal or professional improvement, he or she must consider the starting point. In this first assignment in the first course of your program, you will document your starting point by completing a self-assessment.Assignment InstructionsThere are two sections in this assignment: the self-assessment and a goal-setting proposal. Follow these steps to develop these sections: In Unit 1, you should have taken the self-assessment in the Self-Assessment and Proposal Template (linked in the Resources). If you have done so, proceed to Step 2. If you have not, complete the following: Read each item on the self-assessment and reflect on your current level of proficiency. Mark your current level as a 0, 1, 2, or 3. Part of effective self-assessment is the ability to explain why you assessed your skills as you did, so the next step is to write a short narrative (3–4 sentences) for each item, presenting the evidence to support your rating. Move to the Learning Goals Proposal section of the template. The headings for each part of this section are already there for you, along with prompts to help you craft each part. Complete the following: Describe the main strengths that emerged from your self-assessment of the course knowledge and skills. Describe opportunities for growth that emerged from the self-assessment. Identify three goal statements for learning during this course. Each goal statement should be observable and measurable so you can evaluate your progress later on. Create a brief action plan. Explain which observable actions you will take to address each of your goals throughout the course. Save your completed Self-Assessment and Proposal Template and submit it as a Word document in the assignment area. Resources Self-Assessment of Knowledge and Skills Scoring Guide. Self-Assessment and Proposal Template [DOC]. Toggle Drawer[u02d1] Unit 2 Discussion 1Situating Yourself Within Diversity CharacteristicsIn preparation for this discussion, you completed the Diversity Worksheet, including your own characteristics and what your position within those characteristics implies for your work. Based on what you learned about diversity in this unit and your own work on the Diversity Worksheet, complete the following: Choose two of the cultural groups identified on the worksheet. Expand on the detail that you gave in the “Implications for Your Work” column for those two groups. What are your strengths in working with those two groups, and what opportunities exist for growth? Reflect generally on how you completed the two columns in the template. What were your ‘big ideas’ or ‘aha’ moments related to how your diversity characteristics apply to your work? Make a ConnectionAfter responding to the discussion prompt, pose a question or comment on an issue that interests you. This is meant to engage your peers and let them know how they can best support you.Response GuidelinesThese guidelines apply to your responses to other learners, which are in addition to your response to the discussion topic itself.Respond to at least one learner. In your response, ask two or more questions that each post raised for you. Asking questions is an effective way to carry on the discussion in an online environment! Be sure to return to the discussion so you can see the answers to your question; you may have more to add.Post your initial responses in the discussion area by Thursday at 11:59 p.m. (Central time zone). Comments to other learners’ posts are due by Sunday at 11:59 p.m. (Central time zone).Learning ComponentsThis activity will help you achieve the following learning components: Define diversity in an educational setting. Determine areas of strength. Identify opportunities for improvement. Resources Discussion Participation Scoring Guide. Toggle DrawerUpdates and HandoutsPeriodically, information will be posted in this space for the good of the class. Toggle DrawerAsk Your InstructorThis forum was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.

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