John filled two cylindrical jars with jelly. The first cylinder was 16 cm tall and 8 cm wide. …

John filled two cylindrical jars with jelly. The first cylinder was 16 cm tall and 8 cm wide. The second cylinder was 4 cm taller. About how much additional jelly was needed to fill the taller jar?

 

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Describe the negative effects that can stem from a multiple/dual relationship to the client, counselor, supervising counselor, and/or agency.

CJHS337

Your director has asked you to create a white paper for dissemination to all supervising counselors. This paper is to address the following 2 different purposes:

  • To provide all supervising counselors with a full knowledge relating to the potential consequences of multiple relationships.
  • To detail appropriate policies for dealing with multiple relationships

To complete this paper of 1,000 words minimum, you must do the following:

  • Utilize the C T U Online library for your research on this assignment.
  • When completing your references, you must indicate what library research database you used to find each particular source. Be sure to cite all references in APA style format.
  • Describe the different types of multiple/dual relationships that can be engaged in by chemical dependency counselors.
  • Describe the negative effects that can stem from a multiple/dual relationship to the client, counselor, supervising counselor, and/or agency.
  • Describe the types of discipline common for certain types of dual/multiple relationships.
  • Describe the relationship between malpractice lawsuits and multiple/dual relationships.
  • The final section of your paper should contain your proposal for dealing with multiple relationships between counselors and clients, between counselors and former clients, between counselors and family members of clients or former clients, and between supervising counselors and supervisees.

 

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Leadership development journal: entry #2

Need by Saturday 9pm EST (5/6)

 

 

Complete the Authentic Leadership Self-Assessment in Ch. 9. 

Summarize your results in Leadership Development Journal: Entry #2.

Include in the summary: 

  • How you see yourself and your authentic leadership traits
  • What the self-assessment indicates about you 

Complete the Servant Leadership Questionnaire in Ch. 10. 

Summarize your results in your Leadership Development Journal: Entry #2. Include in the summary: 

  • How you see yourself and your servant leadership skills
  • What the questionnaire indicates about you 

Format consistent with APA guidelines. 

 

Complete the Authentic Leadership Self-Assessment in Ch. 9. 

Authentic Leadership Self-Assessment Questionnaire

Instructions: This questionnaire contains items about different dimensions of authentic leadership. There are no right or wrong responses, so please answer honestly. Use the following scale when responding to each statement by writing the number from the scale below that you feel most accurately characterizes your response to the statement.

 

Scoring

Sum the responses on items 1, 5, 9, and 13 (self-awareness).

Sum the responses on items 2, 6, 10, and 14 (internalized moral perspective).

Sum the responses on items 3, 7, 11, and 15 (balanced processing).

Sum the responses on items 4, 8, 12, and 16 (relational transparency).

Total Scores

Self-Awareness: ______

Internalized Moral Perspective: _____

Balanced Processing: _____

Relational Transparency: _____

Scoring Interpretation

This self-assessment questionnaire is designed to measure your authentic leadership by assessing four components of the process: self-awareness, internalized moral perspective, balanced processing, and relational transparency. By comparing your scores on each of these components, you can determine which are your stronger and which are your weaker components in each category. You can interpret your authentic leadership scores using the following guideline: high = 16–20 and low = 15 and below. Scores in the upper range indicate stronger authentic leadership, whereas scores in the lower range indicate weaker authentic leadership.

 

Complete the Servant Leadership Questionnaire in Ch. 10

Servant Leadership Questionnaire

Instructions: Select two people who know you in a leadership capacity such as a coworker, fellow group member, or follower. Make two copies of this questionnaire and give a copy to each individual you have chosen. Using the following 7-point scale, ask them to indicate the extent to which they agree or disagree with the following statements as they pertain to your leadership. In these statements, “He/She” is referring to you in a leadership capacity.

 

Scoring

Using the questionnaires on which others assessed your leadership, take the separate scores for each item, add them together, and divide that sum by two. This will give you the average score for that item. For example, if Person A assessed you at 4 for Item 2, and Person B marked you as a 6, your score for Item 2 would be 5.

Once you have averaged each item’s scores, use the following steps to complete the scoring of the questionnaire:

Add up the scores on 1, 8, 15, and 22. This is your score for emotional healing.

Add up the scores for 2, 9, 16, and 23. This is your score for creating value for the community.

Add up the scores for 3, 10, 17, and 24. This is your score for conceptual skills.

Add up the scores for 4, 11, 18, and 25. This is your score for empowering.

Add up the scores for 5, 12, 19, and 26. This is your score for helping followers grow and succeed.

Add up the scores for 6, 13, 20, and 27. This is your score for putting followers first.

Add up the scores for 7, 14, 21, and 28. This is your score for behaving ethically.

Scoring Interpretation

High range: A score between 23 and 28 means you strongly exhibit this servant leadership behavior.

Moderate range: A score between 14 and 22 means you tend to exhibit this behavior in an average way.

Low range: A score between 8 and 13 means you exhibit this leadership below the average or expected degree.

Extremely low range: A score between 0 and 7 means you are not inclined to exhibit this leadership behavior at all.

 

The scores you received on the Servant Leadership Questionnaire indicate the degree to which you exhibit the seven behaviors characteristic of a servant leader. You can use the results to assess areas in which you have strong servant leadership behaviors and areas in which you may strive to improve.

 

America history | American history homework help

 

Assignment 1: Different Approaches to Diversity Issues (1865–1925)

Due Week 3 and worth 120 points

In Assignment 1, we ask you to choose one of three topic choices listed below on the subject of diversity then use the Writing Guide located in Blackboard to write a brief paper on the subject. Each topic explores two different approaches to diversity during the 60-year period after the Civil War (1865–1925). The dynamic between the two approaches will have a profound impact on our history then—and now.

As you prepare and brainstorm ideas for your paper, first read and review what our Schultz textbook covers on the subject. Then, consider the other sources listed with each topic below. It is important that you review these sources carefully because your paper should use a minimum of three sources from the list below.

TOPIC CHOICE ONE: Empowering African Americans—Two Strategies

Here you will focus on the approaches of Booker T. Washington and W. E. B. Du Bois. Other noted names and certainly different organizations will become part of your inquiry. Washington’s famous 1895 “Atlanta Compromise” speech (labeled such later by critics) sets the tone. One might find virtues, problems and successes associated with both strategies. You might see elements of each in strategies of later leaders and related issues even today.

 Sources: Schultz, p. 340–2, 400–1, 404–5. See http://historymatters.gmu.edu/d/39/; and see http://historymatters.gmu.edu/d/40

TOPIC CHOICE TWO: Getting Women the Vote—Two Strategies

Here you will focus on the approaches of two organizations and some names associated with each. These are the NAWSA (National American Woman Suffrage Association; later the League of Women Voters) and the NWP (National Women’s Party). You will identify the strategic approach and key players in each as they pursued the common goal of getting women the right to vote. One might find virtues, problems and successes associated with both strategies. You might see elements of each in strategies of later leaders and related issues even today.

 Sources: Schultz, p. 364–366. Also see https://www.womenshistory.org/education-resources/biographies/carrie-chapman-catt on one of the leaders of the NAWSA; on the NWP’s Alice Paul, see https://www.youtube.com/watch?v=5GDe4DkZN2A ; and https://americanhistory.si.edu/blog/2012/05/alice-paul-champion-of-woman-suffrage.html.

TOPIC CHOICE THREE: Immigration—Two Opposing Approaches and Views

Here you will focus on two opposing views of immigration and its impact on American culture and life. These are visible in the late 1800s and early 1900s, in a time where immigration was skyrocketing for a long period—but significant restrictions would come into play. One view is represented by lines of a famous poem on the base of the Statue of Liberty. The other finds its place in laws restricting immigration. One might find virtues, problems and successes associated with one or both strategies. You might see elements of each in strategies of later leaders and related issues even today.

 Sources: Schultz, p. 334–5, 348–9, 358–9, 408–9. Look for events and issues like the opening of Ellis Island, the melting pot idea, the Chinese Exclusion Act, and the National Origins Act. Also see the poem on the Statue of Liberty base: https://www.nps.gov/stli/learn/historyculture/colossus.htm . And see http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/chinese_exclusion_act.htm .