Get help from the best in academic writing.

Miami Regional University Retrospective Inventory Dissatisfying Events Questions

Miami Regional University Retrospective Inventory Dissatisfying Events Questions.

Briefly describe those events in your life which you remember with great dissatisfaction. Indicate why it was so satisfying. Please put your age or time span at the time of each event in the parenthesis at the beginning of each description. Strive for at least 10; you may go beyond that number if you wish.When you have completed numbers one and two of the inventory, go back and place a check mark beside events in number one and the five events in number two which in your opinion are most important. Write the number of each event and describe in greater detail, using a separate sheet of paper for each and attach them to this document. Describe as many events as you can remember when someone who was perceived to be your “enemy” was somehow reconciled to you. List each event on a separate sheet of paper and attach them to this document. What lenses do you view the world through? (Lenses are our ethnicity, race, culture, sex, and etc.)List five experiences you want to have before you die. Given what you know about yourself, project a timeline for their accomplishment.Write an obituary for yourself, summarizing your life to the point of death.Briefly describe those events in your life which you remember that have been peak or life changing experiences. Indicate they were so life changing. Please put your age or time span at the time of each event in the parenthesis at the beginning of each description. Strive for at least 10; you may go beyond that number if you wish.
Miami Regional University Retrospective Inventory Dissatisfying Events Questions

FORMAT for STP (Special Topic Paper) The heading should include the student’s name, the course name (Econ 202), the. FORMAT for STP (Special Topic Paper) The heading should include the student’s name, the course name (Econ 202), the date and the # of the topic (#1, #2, #3, or Extra Credit (#4)). Typed, single-spaced. The body of the paper should be double-spaced and fill one page using font size 12 and margins of one inch. A title is optional or may be replaced by the URL (web address) where the article was found. Keep the length of each STP to one page. Format: Paragraph #1 explains the concept and discusses the source; Paragraph #2 describes how the article shows the concept; Paragraph #3 evaluates of how well the author covered topic (Focus on any unanswered questions you have or lack of clear Information.) (Be specific about this, give examples.)FORMAT for STP (Special Topic Paper) The heading should include the student’s name, the course name (Econ 202), the
FIU Ch 12 Care & Case Management and Home Healthcare Discussion.

Chapter 12: Care Management, Case Management, and Home Healthcare1. In thinking of five social determinants of health as identified in Healthy People 2020, identify the social determinants specifically that may be barriers to home care and case or care management services. Explain your answer.Instructions: APA Style Reference for a book – 7th editionFollow the discussion questions participation and submission guidelines. Follow the 3 x 3 rule: minimum three paragraphs per DQ, with a minimum of three sentences each paragraph. All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (7th ed.) 2009 ISBN: 978-1-4338-0561-5 Minimum of two references, not older than 2015.TextbookCommunity and Public Health Nursing (3th Edition) Authors: DeMarco, R. F. & Healey-Walsh, J. (2020) Publisher: Wolters KluwerISBN: 978-1-975111-69-4Publication Manual of the American Psychological Association (7th Edition)American Psychological Association (2019)ISBN: 978-1-4338-3216-1
FIU Ch 12 Care & Case Management and Home Healthcare Discussion

AC 320 PU Stellar Bright Solar Prepaid Expenses & the FASB Codification Case Study

AC 320 PU Stellar Bright Solar Prepaid Expenses & the FASB Codification Case Study.

IntroductionIn the real-world financial accountants use the FASB Codification to research financial reporting issues for clients and companies they work for. The research process and findings are documented in a formal memorandum.Skills: The purpose of this assignment is to help you practice the following skills that are essential to your success in this course and professional life. In addition these skills are tested on the CPA exam.Identify problematic accounting issues in a case settingApply research skills using the FASB Codification databaseFormulate a conclusion using reasoning skills and information obtained via researchJustify your case resolution by providing documentation from FASB rulingsWrite clearly and effectivelyKnowledge: This assignment will also help you to become familiar with the following content knowledge in accounting.Rule-making role of the FASBThe structure of the FASB Codification databaseDirectionsAccess FASB Accounting Standards Codification materials. The access information changes annually. Here is updated access information for this academic year:2020 – 2021 FASB Student Login*****PLEASE SEE ATTACHED FOR LOGIN INFO****Access FASB – GARS here (Links to an external site.)View the accompanying recorded lecture FASB Codification Research (Links to an external site.) which provides training on the database and the process of writing a formal research memorandum. Using the FASB Codification Database, research the Spare the Rod case below. To document your process and findings, prepare a short memo to Jessie that (1) summarizes the case facts, (2) identifies the accounting issues pertinent to the case, and (3) summarizes your FASB Codification research findings. Follow the same research process(es) and memo writing techniques as demonstrated in the lecture.Spare the Rod case (adapted from Trueblood Cases – Deloitte Development, LLC)Stellar Bright Solar (SBS or the “Company”) is a business that contracts to develop, construct, and operate solar power plants.SBS entered into a contract to support the Big Desert solar power plant. According to the contract terms, SBS is responsible for the day-to-day operations of Big Desert as well as for general maintenance and repairs. Big Desert expects SBS to provide routine maintenance for continued operation of the plant and respond to equipment breakdowns and failures by providing immediate repairs. In addition, the terms of the contract require SBS to procure necessary materials to operate, maintain, and repair the plant. To comply with this requirement, the Company must maintain a certain level of materials and supplies (the “spare parts”) at all times.On a regular basis, SBS reviews a listing provided by Big Desert of recommended spare parts for various components of the solar power plant and procures the necessary parts. Vendors deliver the parts to SBS along with a complete listing that describes the quantity and cost of the parts provided. SBS maintains this listing and uses it to (1) track expected usage of the spare parts and (2) determine their expected useful lives.The spare parts consist of customized and generic parts that vary in cost, procurement time, expected usage (i.e., emergency replacement, standard replacement), and expected useful life. Big Desert uses the composite depreciation method for substantially all of the plant, and it expenses all major plant maintenance.SBS’s controller, Jessie Palmer, is determining how to report these items on the financial statements. Jessie has reasoned through two possible options. The spare parts expected to be used within one year could be reported as inventory or perhaps it should be reported as a prepaid/other current asset. She isn’t quite sure. As assistant controller, Jessie has asked you to research the FASB Codification database to provide clarity how this should be reported.Criteria for Success:The following grading rubric will be used by the instructor to assign points. Here are two sample research cases containing effectively written memos: FASB Demo MemosAccess additional research tips (if they are helpful) here: FASB Codification Search TipsSubmit completed research memo.
AC 320 PU Stellar Bright Solar Prepaid Expenses & the FASB Codification Case Study

Reflection of Personal Art Therapy Experience as Facilitator

essay writing service free Brett Cartwright Description I have chosen to do my reflection on the Art Therapy Focusing model in which I facilitated a process for my client, who for the purpose of confidentiality we will call ‘Jemima’. This session was conducted at the Phoenix Institute of Australia as a part of the learning model presented by my lecturer within the Art Therapy Module. During the “setting up” (Malchiodi 1998) the space process I went about finding an appropriate area and making sure there were sufficient items conducive of an Art Therapy session, such as pastels, paper, and markers, as well as a cabinet in the corner filled with Art Therapy supplies, should Jemima wish to use something different. Upon the completion of the setting up process, I quickly checked in with myself to ensure I was capable of holding space for my client before walking into the waiting area to greet Jemima, inviting her to join me in the room. Once in the room I enquired about how she felt regarding the comfort of the space and offered her the opportunity to rearrange it in any way she saw fit, also pointing out that there were many more art supplies in the corner cabinet. Jemima nodded and said “I’m actually quite happy with this” making a bodily gesture toward the previously setup space. Now sitting, we began to talk about how her day was going so far and if there was anything specific she would like to focus on. Upon creating an intention for the session I suggested that we try an Art Therapy Focusing process and proceeded to explain what would be involved. We began by drawing her attention into her body, in search of a ‘Felt Sense’ (Gendlin 1996) eventually finding an image that had an ‘emotional quality’ fitting to the intention we had set for the session. I then extended an invite to open her eyes and bring the image to concretised form on the paper, inviting her to open up a dialogue with me about the process if she saw fit at any time, which she acknowledged but declined. The rest of the session was quite silent and required little more than my presence, “unconditional positive regard” (Rogers 1980) and holding of the space to facilitate. Jemima indicated when she had finished her image, at which time I asked her to close her eyes again, inviting her to bring her awareness back to the room and slowly drawing her out of the focusing process. At this point I asked her if she could share with me how the process was for her. I let Jemima know that the session was coming to a close, offering her the opportunity to express anything else that might have come up for her during the process, and we closed the session. I then invited Jemima to give reflection on my performance as a therapist, took some notes, and the entire process was complete. Feelings I felt quite comfortable entering into this process as I am reasonably familiar and confident with the focusing process from both the ‘Focuser’ and ‘Companion’ perspectives. Also, I have worked with Jemima on a number of occasions and have developed a good amount of rapport with her, which makes for a productive and healthy therapeutic relationship. Having said that there were, and always are, a certain amount of nerves for me when stepping into the role of therapist, as I have recently discovered via an empty chair process that I have a dominant inner critic that has created really strong insecurities around professionalism. This was, however, coupled with intense feelings of excitement about acting out the entire process of a therapy session and the learning that comes from the experience. At the end of the session, as always, I found myself left with mixed feelings. I became highly stressed and critical about how I performed as the therapist, and some of the feedback I received from Jemima, again coupled with an element of excitement about having made it through the process without any major hiccups on my end. Evaluation At the time I felt things went reasonably well for both the client, and myself. It seemed that the client had really managed to embody the Art Therapy Focusing process. The “Coming in” process (Purton 2004) was smooth and seemed to flow quite well as we slowly drew Jemima’s awareness toward her inner-world, searching for a Felt Sense that eventually matched that of a ‘Protector’ (as referenced in the Analysis section below). Throughout the creation of the artwork I made a few observations about certain things, such as the way Jemima smiled when the image of her protector came to her; the movements and motions of her strokes on the paper which were reflected as being “helpful for meaning making” by the client; and the pressure she seemed to apply to different areas of the page. The end of this session felt a bit rigid and clunky upon reflection, as I always seem to have some amount of trouble tying things off without interrupting the client’s process. Analysis Upon analysis of the session and the feedback given by the client, it would seem that it was a productively therapeutic session that helped the client in “clearing space” (Gendlin 1996) and creating a “safe space” using an image of a “protector” as tools created by Judith Herman and described by Rappaport (1998), which the client can now refer to in consecutive sessions to help return to that feeling of safety, if the client resonates strongly with that image. There was the possibility for a couple of intersubjective responses, as I had a couple of images with protective qualities come up for me when I was witnessing the client’s process unfold, which I held back due to some nervousness around projection and interpretation as I did not want to influence the client’s process in any way. Conclusion In Conclusion, upon reflection of the content of the session from both my perspective and the feedback given, I realise that there is a level of incongruence, and slight lack of unconditional positive regard in not sharing my intersubjective responses with the client. Thus putting distance between myself and the client, and in turn creating a lack of attunement. As a final note, there is very little I would change about the process apart from exercising more congruence and working on developing better skills around closing the session. References Malchiodi, C.A. (1998). Setting up: Drawing on Environment and Materials. The Art Therapy Sourcebook: Art Making for Personal Growth, Insight, and Transformation. (p.79 – 102) Rappaport, L. (1998). Focusing And Art Therapy: Tools for Working Through Post-Traumatic Stress Disorder. Focusing Folio, Vol. 17 (1), (p.2-3) Gendlin, E.T. (1996). Focusing-Oriented Psychotherapy: A Manual of the Experiential Method. New York: Guildford Press. (p.57-58) Purton, C. (2004). Focusing as a Taught Procedure. Person-Centred Therapy: The Focusing-Oriented Approach. United Kingdom: Palgrave MacMillan. (p.90) Rogers. C. R. (1980). Characteristics of the Person-Centred Approach. A Way of Being. Boston: Houghton Mifflin. (p.115-116)

HRM481 CSU Adidas Training Plan Assessment

HRM481 CSU Adidas Training Plan Assessment.

The content of my paper only needs to be 1-2 pages long. I have written a whole page but I am not very happy with it as I hit a brick wall. Need someone to clean up what I have written and write the last paragraph or so. The paper needs to address the following:Provide a brief background of the organization and detail the general issues/problems that the training was intended to address (for example, the lack of motivation within the sales force).Present the general components of an effective training plan and assess whether the training program developed and implemented in your example followed general components of an effective training plan, explaining why it did or did not.Finally, evaluate whether the training plan may be effective or not, stating how you would modify the training plan to raise the chance that it may effectively modify the behavior/attitude of the organization’s employees and therefore lead to greater productivity and profitability.
HRM481 CSU Adidas Training Plan Assessment

Cultural and Social Problems About the Existence of Zoos Paper Analysis

Cultural and Social Problems About the Existence of Zoos Paper Analysis.

In the Historical Conversations Project, you will be identifying a current, significant political/social/cultural problem related to human/animal relationships and exploring current and historical causes and conversations about that problem. The HCP, asks you to do four things: (1) present and analyze a significant political/social/cultural problem; (2) frame this problem with motives or warrants, which are current examples, incidents, or arguments that convince your audience that the problem you’re addressing and the questions you’re asking are alive and relevant right now; (3) summarize and critically evaluate various conversations and debates made by credible scholars and organizations about your topic; and (4) decipher the historical contexts of the problem at hand by locating at least 2 pieces of evidence, at least one from the past and one from the present, that tie the problem as we see it today to its past.In this assignment, you will be laying the foundation necessary for this multimodal composition. Before you can begin to think about critical evaluation, you must work, as all professional researchers do, to acquire a broad understanding of the topic as a contemporary problem.While researching, you’ll want to develop a basic vocabulary for defining the problem by finding and articulating the “key terms” and “key players” of your animal advocacy topic: What is the vocabulary used by the experts to describe the issue? Who or what occasioned the controversy and what are its effects? We’ve been doing this since day one in our course (think about the language used by the different approaches to animal advocacy: rights, welfare, utilitarianism, animal studies, etc.)As you make your way through this assignment, consider doing the following while reading: Look for problems as you read. Make note of any people, organizations, events, or studies that might be useful for further research. Make a Document that allows you to cut and paste key passages and to make notes on the source as you read. You should do this sort of organized note-taking for every source so that you don’t have to waste time trying to find information you read and remember, but later forgot where to find it. You should also consider using assistant software like Zotero (free version online) to help you store, manage and take notes on your sources.Step 1: Taking StockRead the two CQ Researcher articles in the “Sources” folder of the Canvas Class Files (CQR – Animal Rights (2010).pdf and CQR – Animal Rights (2016).pdf). What issues raised in these articles are you interested in learning more about and why? Which sources included in the bibliography should you find and read in order to learn more? What in the conversation has changed or remained the same over time? Write a short, reflective paragraph in response.Step 2: What’s in the News?Look for three current news articles related to the specific problem you are interested in researching. Here is a list of some reliable investigative reporting outlets: ProPublica, The Center for Public Integrity (CPI), The Center For Investigative Reporting (CIR), Frontline, Mother Jones, The Intercept, Real Clear Investigations, The International Consortium of Investigative Journalists (ICIJ), Investigative Reporters and Editors (IRE), The Atlantic Monthly, The New Yorker, National Geographic, the list goes on. Write a bibliographic citation and an evaluation for each. When evaluating the source, consider the genre, the author and publisher’s credibility, the timeliness of the publication, and what kind of evidence it might contribute to your argument. For more information about evaluating sources, see AGWR. For more information about bibliographic citations for electronic sources, consult the Online Writing Lab at Purdue: Purdue OwlLinks to an external site.. Step 3: Survey the scholarly discourseUUsing library databases like Academic Search Complete (See AGWR and also our WR39C library research guide: https://guides.lib.uci.edu/w39c/advocacy), find four scholarly sources on the problem you want to research. For each source include a paragraph length annotation that does that following: provides an account of the article’s context; its main argument; the primary evidence its author uses to substantiate their main claim; the purpose of the article; its primary audience. After your formal annotation, provide a brief explanation of how the source gave you a more specific understanding of the problem concerning any of the following: new terms, key players, effects, causes, solutions, key pieces of legislation, policy, events. (Note: Be sure the source is scholarly. Academic Search Complete delivers both popular and scholarly sources.) I also suggest looking at the Resources page on our Canvas site. On what points do the sources seem to agree? Where do the sources disagree? Write 1-2 paragraphs in response.Step 4: Statement of ProblemWrite a paragraph in which you identify the problem you plan to research this quarter. Include evidence from your research to establish that the problem and the questions it raises are alive and relevant today.Step 5: Questions for Further ResearchWhat questions about the current problem and its historical causes do you need answer through more research? Make a list of at least three specific fact-based questions. Good fact-based questions try to understand the facts before making judgments whereas poor fact-based questions are opinionated, riddled with assumptions and generalizations.
Cultural and Social Problems About the Existence of Zoos Paper Analysis