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Colorado Technical University Online Organizational Ethics Discussion

Colorado Technical University Online Organizational Ethics Discussion.

Response GuidelinesRespond to the post of at least one of your peers. Compare your understanding with your peer’s, regarding situational ethics and the relationship between government laws, ethics, and this person’s situational freedom. Ask questions that will help you better understand the post and contribute to expanding the discussion. Make substantive suggestions that will provide food for thought.Student post down below:Human services professionals are often faced with situations which require them to act in a moral and ethical manner. The ethical dilemma presented for this week’s discussion involves an office romance, which in some circumstances would be forbidden. There are some ethical and moral elements to consider in this situation. First, what is the professional relationship of the two employees involved? Does one have influence over the other? Are the two ‘legally’ available to enter into this type of relationship? As a supervisor, I would ensure the employees were advised of and had a good understanding of the organization’s policy on fraternization. I would further remind the employees that the ethical codes which govern the profession usually have some moral impact. (Somers-Flanagan, 2015, p56) It is also important to note how and if an office romance impacts the work we do for clients. For example, if the couple has a disagreement, will they bring that to the workplace and act it out in front of clients? Will the couple be able to effectively work together and create the boundary between their personal and professional lives. Lastly, how will this office romance impact the agency, other employees and clients as a whole? “Acting in an unethical manner can then become a legal issue, even if the unethical act was not covered by legal statutes”. (Somers-Flanagan, 2015, p59)
Colorado Technical University Online Organizational Ethics Discussion

Saint Leo University Omission as Criminal Offenses Discussion.

The reaction papers will be approximately two pages in length. The text will be double-spaced and formatted using APA format. Students should clearly identify their topic and present their personal viewpoint or perspective; however, students must also present a factual basis for that viewpoint (as opposed to an opinion paper). All references supporting the factual basis must be properly cited to the original sources in accordance with APA guidelines.1. For this Module, please choose from the following topics as the general subject of your paper:Strict liability offensesAn omission (or failure to act) as criminal offensesPossession off contraband as a criminal offenseSpecific intent While you are primarily addressing the topic selected, you may want to discuss or expand on a topic presented in the textbook, a case dealing with the subject, or a current event from the news or Internet, and present your viewpoint or perspective on that item as it relates to the issue present in your chosen topic.2.For this Module, please choose from the following topics as the general subject of your paper:Castle Doctrine lawsDefense of othersChoice of evilsPTSD as a defense3. For this Module, please choose from the following topics as the general subject of your paper:Vicarious liability of corporations for crimesVicarious liability of parents for crimes committed by their childrenVoluntary abandonment of a crimeThe crime of conspiracy4.For this Module, please choose from the following topics as the general subject of your paper:Punishments for first degree murderExcusable homicideFelony murderCyberstalking
Saint Leo University Omission as Criminal Offenses Discussion

Managerial Implications.

part 1 assignmentComplete “Managerial Implications” from each chapter covered this week.Chapter 3 – page 83 – question 1Chapter 4 – pages 117-18Chapter 5 – page 149 – question 1part 2 make a comment1.The Carriage of Goods by Sea Act (“COGSA”) is a statute prevalent in the United States that governs the entitlements, obligations and responsibilities shouldered by both ship-owners and shippers of cargo pertaining to the shipments by sea to and from the United States of America. It is an enactment by the United States of the International Convention Regarding Bills of Lading, which is also popularly known as the “Hague Rules”. A carrier is free from any liability arising from the damage caused to the goods being shipped if it can prove that the damage was not caused by the carrier and can substantiate the cause of the loss. A carrier is liable if it does not take adequate steps to ensure that the vessel is seaworthy prior to departure. In situations such as damage due to act of war, labor strike, hazards at sea, legal seizure, fire, civil unrest such as riot, mistakes at navigation etc, a carrier is not liable.2.The Nautical Liability of the Carrier refers to the process of establishing the carriers liability. A carrier is expected to take all the legal steps before beginning the voyage. However, the carrier is protected from any claim that arises due to storms, fire, ship management and navigation. In this perspective, a shipper is required to prove that the goods were loaded right and that they were in the best condition at the time of loading but were delivered in a bad condition.Some mandatory requirements include; having a written notice of damage before receiving the goods or at the time. If the damage is not visible, the written notice should be provided 3 days from delivery and the claim should be filed within 12 months. As such, the carrier is liable if any legal steps are not taken to ensure that the ship is seaworthy (Schaffer, Agusti, Dhoodge, & Earle, 2015). Other scenarios where the carrier is not viable include legal seizure, riots, labor strikes, act or war, and perils of sea. Furthermore, the carrier is free of liability if he or she can prove that the damage was not their fault. COGSA liability per package is limited to $500 unless the shipper pays a higher value.3.The relationship between NAFTA Implementation Act and the U.S. Constitution’s Treaty Clause is very interesting because there the US Constitutions’ Treaty Clause does not mention about who has the power to end or withdraw from any agreements. Although it gives the US President the power over treaties, it does not talk about the power over agreements. However, because NAFTA is an agreement between three different countries, it is not clear for the US government to take steps to get out from this agreement. Another contradiction is that NAFTA requires all its member states to adopt rules and abide by its general principles of non-discrimination when exercising governmental authority; however, there is no law stating about the authority over such agreement in the US Constitution that the problem may arise when any disagreement occur between the US government and NAFTA.4.NAFTA is an agreement between the United States, Canada and Mexico. The agreement provides a regulation for free trade between the three countries. The interaction between NAFTA and the US treaty is based on the legal binds that the agreement creates. For example, for the United States to exit or stop being a member state of the NAFTA agreement, the president of the United States must receive a notice from the other two presidents. The notices should be given six months prior to the exit. Furthermore, the president alone cannot make the decision to exit.Indeed, a contradiction exists between NAFTA Implementation Act and the U.S Constitutions Treaty Clause. NAFTA on one hand, is a three-country agreement which is negotiated by the member states and has been in existence since 1994 (Schaffer, Agusti, Dhoodge, & Earle, 2015). The U.S Constitution Treaty Clause empowers the United States President to propose or chiefly negotiate agreements, which should be confirmed by the Senate. In this perspective, I believe that NAFTA has a wider reach thus making it more significant.
Managerial Implications

COM 412 UNR Cross Cultural Entrepreneurial Competence Personal Development Plan

COM 412 UNR Cross Cultural Entrepreneurial Competence Personal Development Plan.

I’m working on a writing case study and need support to help me understand better.

Based on the content of the CQ course and textbook reading assignments, as well as other resources, design a CQ Personal Development Plan (CQ-PDP). Include specific details on what you will do to develop your Cultural Intelligence.Identify cross-cultural opportunities and obstacles.Incorporate tasks and activities in the development plan.Consider choosing a cross-cultural partner for the future development of your CQ.Describe how CQ capabilities will impact every facet of life going forward.Include references to the text and online content. Feel free to use additional readings or academic journal articles found in the Regis library database. although they are not required.
COM 412 UNR Cross Cultural Entrepreneurial Competence Personal Development Plan

Summarize the egg illustration, and give its strengths and weaknesses and Summarize the illustration of one person with different roles

write my term paper Summarize the egg illustration, and give its strengths and weaknesses and Summarize the illustration of one person with different roles.

No analogy is perfect; the Trinity remains beyond our understanding. Your assignment is to write a summary of two analogies. Summarize how the illustration is like the Trinity, and then note strengths and weaknesses of the illustration. Write a paragraph or two for each; total writing—at least a page (double-spaced, 12-point font).1) Read the page at… Summarize the egg illustration, and give its strengths and weaknesses. 2) Read the page at… Summarize the illustration of one person with different roles. (You don’t need to write on it, but read the Flatland comparison carefully; this helps put the assignment in place.)
Summarize the egg illustration, and give its strengths and weaknesses and Summarize the illustration of one person with different roles

Research Paper on Real Estate Law

Research Paper on Real Estate Law. Paper details   I need no less than 8 page research paper for my Business Law class. It needs to be written about Real Estate Law. I have to write about Real Estate law – basically, give a research overview of what a real estate attorney does and what the real estate practice consists of. Please follow the guidelines, please do not plagiarize, at all. Please use simple language because it needs to seem realistic. Here are the guidelines from my teacher: The purpose of the research paper is to identify an area of the law that will be meaningful to your job or career goal that you wish to pursue upon graduation. Research papers should be no less than eight pages, no more than twelve. They should be written using APA guidelines and proper citations. All papers must use 12 point times new roman font. double spaced with a one-inch margin. I will evaluate the paper in terms of the following criteria: did the student proofread the paper for spelling and grammatical errors? Did the student clearly state what was trying to be proved and supported the arguments with relevant support from case law, statutes, regulation, articles, and books?Research Paper on Real Estate Law

Transference Countertransference Therapeutic Relationship

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Describe the transference-countertransference element of the therapeutic relationship An examination of the development of transference and counter-transference as a therapeutic tool with an exploration of the ways in which it can be defined and used in a therapeutic setting, with an overview and brief discussion of the way the concept of transference/counter-transference has been received by different schools of therapy. Introduction This essay explores the development of transference and countertransference from their origins in Freud’s work to their current uses in different psychotherapeutic schools. The Kleinian contribution is identified as a major catalyst to re-thinking countertransference as a resource rather than simply an obstacle to treatment. An unseemly event and a fortuitous discovery In 1881, the physician Dr Josef Breuer began treating a severely disturbed young woman who became famous in the history of psychoanalysis as “Anna O”. She had developed a set of distressing symptoms, including severe visual disturbances, paralysing muscular spasms, paralyses of her left forearm and hand and of her legs, as well as paralysis of her neck muscles (Breuer, 1895, in Freud and Breuer 1985/2004, p. 26). Medical science could not explain these phenomena organically, save to designate them as symptoms of what was then known as “hysteria”, so Breuer took the radical step of visiting his young patient twice a day and listening carefully to her as she spoke about her troubles. He was to make a powerful discovery which deeply influenced his young assistant, Dr Sigmund Freud: whenever Anna found herself spontaneously recounting memories of traumatic events from her early history, memories she had hitherto had no simple access to through conscious introspection, her symptoms began to disappear one by one. But for the purposes of this essay, one event was to be of pivotal importance: just as Breuer was about to conclude his treatment of the young woman as a success, she declared to him that she was in love with him and was pregnant with his child. Perhaps unsurprisingly, Breuer was traumatised and withdrew from this intimate method of treatment promptly. Freud’s original biographer, Ernest Jones, reports that Breuer and Freud originally described the incident as an “untoward” event (Jones, 1953, p. 250); but where Breuer admonished himself for experimenting with an unethically intimate method which may have made him seem indiscreet to the young woman, Freud studied the phenomenon with scrupulous scientific neutrality. He, too, had experienced spontaneous outbursts of apparent love from his psychotherapeutic patients, but as Jones (1953, p. 250) observes, he was certain that such declarations had little or nothing to do with any magnetic attraction on his part. The concept of transference was born: patients, Freud argued, find themselves re-experiencing intense reactions in the psychotherapeutic relationship which were in origin connected with influential others in their childhoods (such as parents or siblings). Without being aware of doing so, patients tended to transfer their earlier relationship issues onto the person of the therapist. As Spillius, Milton, Couve and Steiner (2011) argue, at the time of the Studies in Hysteria, Freud tended to regard manifestations of transference as a predominantly positive force: the patient’s mistaken affections could be harnessed in the service of a productive alliance between therapist and client to explore and analyse symptoms. But by 1905, his thinking about transference began to undergo a profound change. Already aware that patients could direct unjustifiably hostile feelings toward the analyst as well as affectionate ones, his work with the adolescent “Dora” shook him deeply when she abruptly terminated her analysis in a surprisingly unkind and perfunctory manner (Freud, 1905/2006). He had already worked out that both the positive and negative manifestations of transference functioned as forms of resistance to the often unpleasant business of understanding one’s own part in the events of the past (it is, for example, a good deal easier to lay the blame for one’s present-day failings on “bad” or unsupportive figures from the past or on their selected stand-ins in the present than it is to acknowledge that one rejected or failed to make full use of one’s opportunities). But he began to realise that Dora had actively repeated a pattern of relationship-behaviour with him that had actually arisen from her unacknowledged hostility toward her father, as well as to a young man she had felt attracted to, because both had failed to show her the affection and consideration she believed herself entitled to. She took her revenge out on Freud – and she was not alone in actively re-enacting critical relationship scenarios inside the therapeutic relationship; other patients, he began to see, also frequently actively relived relational patterns in this way while totally unaware that they were repeating such established patterns. By 1915, transference was no longer a resistance to recovering hazy and unpleasant memories for Freud; instead, it was an active, lived repetition of earlier relationships based on mistakenly perceived similarities between here-and-now characteristics of the analyst and there-and-then characteristics of previously loved or hated figures (Freud, 1915/2002) The interplay between psychical reality and social reality Melanie Klein, a pioneer of child psychoanalysis, accepted Freud’s view of transference as a form of re-enactment, but using her meticulous observations of the free play of very young (and very disturbed) child patients, she began to develop the view that it was not the dim-and-distant past that was re-enacted but, on the contrary, the present. Psychical reality and social reality were not coterminous or even continuous; they were involved instead in a ceaseless dialectical interplay (Likierman, 2001, esp. pp. 136 – 144). Real people may constitute the child’s external world, but for Klein, the only way to make sense of the often violent and disturbing content of the children’s play she observed was to posit the existence of a psychical reality dominated by powerful unconscious phantasies involving frighteningly destructive and magically benevolent inner figures or “objects” (Klein, 1952/1985). Children didn’t simply re-enact actual, interpersonal relationships, they re-enacted relationships between themselves and their unique unconscious phantasy objects. In spontaneous play, children were dramatising and seeking to master or domesticate their own worst fears and anxieties, she believed. Klein’s thought has changed the way transference is viewed in adult psychotherapy, too. If transference involves not simply the temporal transfer of unremembered historical beliefs into the present but the immediate transfer of phantasies, in the here-and-now, which are active in the patient’s mind, handling transference becomes a matter of immediate therapeutic concern: one does not have to wait until a contingency in the present evokes an event from the past, nor for the patient to make direct references to the therapist in her associations, because a dynamic and constantly shifting past is part of the present from the first moments of therapy in Kleinian thought. For example, Segal (1986, pp.8 – 10) describes a patient opening her first therapy session by talking about the weather – it’s cold and raining outside. Of all the issues a patient could choose to open a session – the latest political headlines, a currently active family drama, a dream, a quarrel with a work colleague, and so on – it is always significant when a patient “happens” to select a particular theme; for Segal, following Klein, this selection indicates the activity of unconscious phantasy objects. Transference is immediate: Segal asks whether the patient is actually exploring, via displacement onto the weather, her transferential fear that the analyst may be an unfriendly, cold, and joy-dampening figure. Countertransference, its development and its use by different schools of therapy The foregoing has focussed on transference but implicit throughout has been the complementary phenomenon of countertransference, from Breuer’s shocked withdrawal from Dora’s transferential love to Freud’s distress at being abruptly abandoned by Dora who, he later realised, was re-enacting a revenge scenario. Intensely aware that emotions could be roused all too easily in the analyst during a psychoanalytic treatment, Freud was exceptionally circumspect about any form of expression of these feelings to the patient. In his advice to practitioners, he suggested that the optimal emotional stance for the therapist was one of “impartially suspended attention” (Freud, 1912b/2002, p. 33). He did not, however, intend this to be a stable, unfluctuating position of constantly benevolent interest; he urged therapists to be as free of presuppositions and as open-minded as possible to their patients’ spoken material, to be willing to be surprised at any moment, and to allow themselves the freedom to shift from one frame of mind to another. But he was unambiguous in his advice about how the therapist should comport him- or herself during analysis: “For the patient, the doctor should remain opaque, and, like a mirror surface, should show nothing but what is shown to him.” (Freud, 1912b, p. 29) As his paper on technique makes clear, Freud considered the stirring up of intense emotions on the part of the therapist as inevitable during analytic work; but he also considered these responses to the patient an obstacle to analytic work, the stirring up of the therapist’s own psychopathology which required analysis rather than in-session expression. The analyst had an obligation to remove his own blind-spots so as to attend to the patient’s associations as fully and prejudicially as possible. By the 1950s, psychoanalysts were beginning to explore countertransference as a potential source of insight into the patient’s mind. As Ogden (1992) draws out in his exploration of the development of Melanie Klein’s notion of projective identification, Kleinian analysts such as Wilfred Bion, Roger Money-Kyrle, Paula Heimann and Heinrich Racker began arguing that it was an interpersonal mechanism rather than an intrapsychic one (as Klein had intended). Patients, they believed, could evoke aspects of their own psychic reality, especially those aspects they that they found difficult to bear, inside the mind of the analyst by exerting subtle verbal and behavioural pressures on the therapist. Therapists should not, therefore, dismiss such evoked emotions as purely arising from their own psychopathology, but as a form of primitive, para- or pre-verbal communication from the patient. As Ogden (a non-Kleinian) puts it: “Projective identification is that aspect of transference that involves the therapist being enlisted in an interpersonal actualization of (an actual enactment between patient and therapist) of a segment of the patient’s internal object world.” (Ogden, 1992, p. 69) Countertransference, in other words, when handled carefully and truthfully by the therapist, can be a resource rather than an obstacle, and as such it has spread well beyond the Kleinian School. For example, while advocating caution in verbalising countertransference effects in therapy, the Independent psychoanalyst Christopher Bollas (1987) suggests that the analyst’s mind can be used by patients as a potential space, a concept originally developed by Winnicott (1974) to designate a safe, delimited zone free of judgement, advice and emotional interference from others, within which people can creatively express hitherto unexplored aspects of infantile experience. Bollas cites the example of a patient who recurrently broke off in mid-sentence just as she was starting to follow a line of associations, remaining silent for extended periods. Initially baffled and then slightly irritated, Bollas worked on exploring his countertransference response carefully over several months of analytic work. He eventually shared a provisional understanding with her that came from his own experience of feeling, paradoxically, in the company of someone who was absent, who was physically present but not emotionally attentive or available. He told her that he had noticed that her prolonged silences left him in a curious state, which he wondered was her attempt to create a kind of absence he was meant to experience. The intervention immediately brought visible relief to the patient, who was eventually able to connect with previously repressed experiences of living her childhood with an emotionally absent mother (Bollas, 1987, pp. 211 – 214). Other schools of psychoanalytic therapy such as the Lacanians remain much more aligned with Freud’s original caution, believing that useful though countertransference may be, it should never be articulated in therapy but taken to supervision or analysis for deeper understanding (Fink, 2007). References Bollas, C. (1987). Expressive uses of the countertransfeence:notes to the patient from oneself. In C. Bollas, The Shadow of the Object: Psychoanlsyis of the Unthought Known (pp. 200 – 235). London: Free Associations Books. Breuer, J. (1883-5/2004). Fraulein Anna O. In S. Freud,