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Write an essay about Organizational Leadership versus Management. Use examples, peer-reviewed journals to support your answer. This essay must be at least 800-words in length.

Write an essay about Organizational Leadership versus Management. Use examples, peer-reviewed journals to support your answer. This essay must be at least 800-words in length.. Can you help me understand this Management question?


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Write a three-part essay (i.e., an essay that includes an introduction paragraph, the essay’s body, and a conclusion paragraph) that address the questions using a question and answer format.

Write an essay about Organizational Leadership versus Management. Use examples, peer-reviewed journals to support your answer. This essay must be at least 800-words in length.
Write an essay about Organizational Leadership versus Management. Use examples, peer-reviewed journals to support your answer. This essay must be at least 800-words in length.

Paper details; Failure Mode and Effect Analysis evaluates a system or subsystem to identify failures of each individual component and its effect on safety. This week’s discussion is based upon the video Rogue Boeing 737 Max planes ‘with minds of their own’ | 60 Minutes Australia (Links to an external site.) (YouTube/43:01) Link:
Critically evaluate, the evidence and application of the knowledge and practice skills required in helping children during the enquiry, investigation and assessment phases of childcare and protection work. The objective of this article is to explore the evidence and knowledge, values and skills that social workers use in child protection investigation and assessment. In the course of this commentary and self-evaluation, we will highlight the responsibilities of professionals in social work and: a) articulate the professional role and tasks of social workers and demonstrate an appreciation of the role and tasks of other significant professionals in childcare and protection investigation and assessment b) articulate what social workers understand by interdisciplinary work and their part in this c) articulate the values which inform the practice of social work during inquiry, investigation and assessment, paying particular attention to practice when conflicts arise e) demonstrate an example of anti-discriminatory practice during inquiry, investigation and assessment in relation to at least one of the following: race, gender, disability, poverty, sexuality and religion f) demonstrate effective practice in assessing, planning and evaluating interventions (Moore, 1985) g) convey a knowledge and understanding of models of investigation, assessment and risk analysis in practice h) make effective links between the commentary on the practice of social work and the theoretical bases in relevant literature For our purposes, we would investigate all these aspects of social work blending theory and practice, assessment and investigation and analyze the roles and responsibilities of social workers and their approach towards interdisciplinary collaborative practice. We would also critically evaluate the following case study to show the application and efficacy of knowledge and skills of social workers in childcare and protection work. Case Study: 14-year-old boy from Ireland, arrived in Scotland after being abducted by a man from Dublin. Past history of the boy is given as follows- he had been sexually abused by a neighbour for many years. The case of abuse went to court, the accused man was found not guilty due to lack of evidence. The boy ended up in children’s home and then on the streets in Dublin. He was persuaded by an older man to come to Scotland for better life. The man passed the boy off as his son (as he had no passport) and brought the boy to the UK. Once in the UK the boy was sexually abused by the man, ran off and went to police station. The social worker became involved as responsible and testified in police interview that the boy had learning difficulties. Application of Knowledge and Skills in Social work for Childcare and Protection: Social workers have the objective of improving people’s lives and help people to function in the best possible way within their social environment, helping them to deal with their relationships and solve their personal and family problems. Social workers also deal with issues of domestic and sexual abuse and often provide requisite care in a health related setting. Short-term intervention, community based care and ambulatory services are provided by the social workers and governed by care organizations (Howe, 2005). Child, family and school social workers provide social services and assistance to improve the social and psychological functioning of children and their families and try to maximize academic achievements of the children and improve family relationships. Social workers help to find foster homes and care services for neglected, abused and abandoned children and address problems of misbehavior, truancy, delinquency and sexual deviation in children and adolescents. Child, family, and school social workers typically work in schools, care settings, individual and family services agencies, or State and local governmental agencies providing social support (Munro, 2002). These social workers that work for children are also known as child welfare social workers, child protective services social workers. Social workers who work with entire families are family services social workers, occupational social workers, or if they work for betterment of aged people they are gerontology social workers. Child protection services are aimed at preventing and protecting children from being harmed through neglect or abuse at home, at school, in the community or in society at large. The Social work department of the UK government contributes to a multi-agency collaborative approach to care and protection of children who are vulnerable and easily exploited and abused. The collaborative efforts of the Police, Health, Education and Housing departments ensure a coordinated response towards the care and protection of children. This is coordinated and supervised by the Child Protection Committee, which follows the legislation noted in the Children’s Scotland Act, 1995 (Francis, 2000). The Department of social work has a specific responsibility for the promotion of child protection and welfare. For protection of children from abuse and neglect, the Social Work Services have the following responsibilities: Supporting families to maintain children within their own home and community where appropriate. Investigating allegations of child abuse. Where necessary, providing appropriate care placements for children. Referring those children who are believed to require compulsory measures of care to adequately protect them to the Reporter to the Children’s Hearing system. Organizing and chairing multi-agency child protection meetings. Coordinating multi-agency child protection plans for those children on the child protection register. One of the most important phases in child protection and care is assessment. In the assessment stage, the needs of children and their families and views of the carers are taken into consideration by the social workers, health professionals, and psychologists who perform the assessment and determine the individual and varied needs and assess how they can be met (Walker, 2003). The social workers, health professionals, housing officers, teachers, the police as well as carers and the children or young people themselves, contribute to a multi-agency assessment of needs. The legislative framework followed for childcare in social work is the Children Scotland Act, 1995 (Francis, 2000), some features of which are discussed later in the context of the case study. Considering the case study of the 14-year-old boy discussed above we evaluate the knowledge and skills of social workers in the investigative, inquiry and assessment phases of child protection work. According to the Children’s Scotland Act, 1995, the following legislative framework was provided if a person is not a natural parent or do not have parental responsibilities. Care or control of child by person without parental responsibilities or parental rights. 5.—(1)Subject to subsection (2) below, it shall be the responsibility of a person who has attained the age of sixteen years and who has care or control of a child under that age, but in relation to him either has no parental responsibilities or parental rights or does not have the parental responsibility mentioned in section 1(1)(a) of this Act, to do what is reasonable in all the circumstances to safeguard the child’s health, development and welfare; and in fulfilling his responsibility under this section the person may in particular, even though he does not have the parental right mentioned in section 2(1)(d) of this Act, give consent to any surgical, medical or dental treatment or procedure where— (a)the child is not able to give such consent on his own behalf; and (b)it is not within the knowledge of the person that a parent of the child would refuse to give the consent in question. (2)Nothing in this section shall apply to a person in so far as he has care or control of a child in a school (“school” having the meaning given by section 135(1) of the [1980 c.44.] Education (Scotland) Act 1980). Views of children. 6.—(1)A person shall, in reaching any major decision which involves— (a)his fulfilling a parental responsibility or the responsibility mentioned in section 5(1) of this Act; or (b)his exercising a parental right or giving consent by virtue of that section, have regard so far as practicable to the views (if he wishes to express them) of the child concerned, taking account of the child’s age and maturity, and to those of any other person who has parental responsibilities or parental rights in relation to the child (and wishes to express those views); and without prejudice to the generality of this subsection a child twelve years of age or more shall be presumed to be of sufficient age and maturity to form a view. (2)A transaction entered into in good faith by a third party and a person acting as legal representative of a child shall not be challengeable on the ground only that the child, or a person with parental responsibilities or parental rights in relation to the child, was not consulted or that due regard was not given to his views before the transaction was entered into. Section 6 especially highlights the views of the children in parental rights and responsibilities, so our case study here in which the 14-year-old boy was deliberately brought to Scotland and was forced to live with a man who abused him repeatedly is definitely illegal. Section 6(2) specifically mentions that a person can claim parental responsibility only when there is complete consent by the child. This has again not been the case here. The legislative care procedures for children at risk of harm is as follows: Short-term refuges for children at risk of harm. 38.—(1)Where a child appears— (a)to a local authority to be at risk of harm, they may at the child’s request— (i)provide him with refuge in a residential establishment both controlled or managed by them and designated by them for the purposes of this paragraph; or (ii)arrange for a person whose household is approved by virtue of section 5(3)(b) of the [1968 c.49.] Social Work (Scotland) Act 1968 (provision for securing that persons are not placed in any household unless the household has prescribed approval) and is designated by them for the purposes of this paragraph, to provide him with refuge in that household, for a period which does not exceed the relevant period; (b)to a person who carries on a residential establishment in respect of which the person is for the time being registered (as mentioned in section 61(2) of that Act), or to any person for the time being employed in the management of that establishment, to be at risk of harm, the person to whom the child so appears may at the child’s request provide him with refuge, for a period which does not exceed the relevant period, in the establishment but shall do so only if and to the extent that the local authority within whose area the establishment is situated have given their approval to the use of the establishment (or a part of the establishment) for the purposes of this paragraph. Usually when a child, as understood by a young person below the age of 16 is in any risk of harm as in this case study, it is legally required to provide him with shelter and protection at a residential establishment managed by local governmental authorities and social care services. In cases of neglect, abuse or torture this protection is mandatory. Thus the knowledge and skills of social workers to protect any child under 16 is also related to her understanding of legal implications and framework. The initial stage is assessment of the child’s needs followed by inquiry and investigation through background checks and psychological tests in which problems of the child and his background and social environment are analyzed. In this case study, the 14 year old boy is assessed with the help of past history, police records, psychological and medical tests and it was revealed from these procedures that we was not only tortured and abused by the person who took him away from Dublin, but was also suffering from learning disabilities. Thus along with the conditions of neglect and abuse, the child can also be considered disabled and separate legislative procedures have to be considered in this case. For Children with disabilities, the legal implications are as follows: Children affected by disability. 23.—(1)Without prejudice to the generality of subsection (1) of section 22 of this Act, services provided by a local authority under that subsection shall be designed— (a)to minimise the effect on any— (i)disabled child who is within the authority’s area, of his disability; and (ii)child who is within that area and is affected adversely by the disability of any other person in his family, of that other person’s disability; and (b)to give those children the opportunity to lead lives which are as normal as possible. (2)For the purposes of this Chapter of this Part a person is disabled if he is chronically sick or disabled or suffers from mental disorder (within the meaning of the [1984 c.36.] Mental Health (Scotland) Act 1984). (3)Where requested to do so by a child’s parent or guardian a local authority shall, for the purpose of facilitating the discharge of such duties as the authority may have under section 22(1) of this Act (whether or not by virtue of subsection (1) above) as respects the child, carry out an assessment of the child, or of any other person in the child’s family, to determine the needs of the child in so far as attributable to his disability or to that of the other person. Assessment of ability of carers to provide care for disabled children. 24.—(1)Subject to subsection (2) below, in any case where— (a)a local authority carry out under section 23(3) of this Act an assessment to determine the needs of a disabled child, and (b)a person (in this section referred to as the “carer” ) provides or intends to provide a substantial amount of care on a regular basis for that child, the carer may request the local authority, before they make a decision as to the discharge of any duty they may have under section 2(1) of the [1970 c.44.] Chronically Sick and Disabled Persons Act 1970 or under section 22(1) of this Act as respects the child, to carry out an assessment of the carer’s ability to continue to provide, or as the case may be to provide, care for that child; and if the carer makes such a request, the local authority shall carry out such an assessment and shall have regard to the results of it in making any such decision. A child is considered to have a disability if he is chronically sick or suffers from some form of mental disorder that stops him from actively participating in normal daily activities. As we have already indicated the three stages of inquiry, investigation and assessment are important in child protection and childcare. In the inquiry and investigation phases, the police and the social workers obtain the history and background of the child. In the assessment phase, health workers, doctors, social workers, carers, and psychologists work together to assess the problem of the child, instances of abuse and the legal implications of the child’s conditions. Assessment of disability, if any, the child’s mental, physical and social problems and the general abilities and health of the child is important (Walker, 2003). Knowledge of legal implications and skills of social work practice and theories on mental health and disabilities are not only useful but also necessary in childcare and protection work. The ethical consideration and values are also considered here by the social worker as anti-discriminatory measures for disability, poverty, race or gender are also taken into consideration (Banks, 2001). A disabled person is entitled to his human rights to be treated equally and any discrimination would come under oppressive or discriminatory practice. It is the responsibility of the social workers to see to it that this is avoided. As we have already indicated a recognition of models and theories of practice, values and ethics of social services and an ability and appreciation of working in a collaborative effort with other professionals in varied fields are the most important characteristics in social work and child protection. Conclusion: In this case study, a 14-year-old boy abused and abducted was brought to UK where he sought the help of police, who according to legal requirements provided him with residential care. The boy was looked after by carers and social workers in the residential care arrangement where his condition was investigated further by the police and his mental and physical conditions were also assessed by social and health workers. In this article we discussed the importance of knowledge and practice skills of social workers relating the values, dilemmas and ethical considerations of childcare and highlighted the importance of legal implications using the relevant clauses in the Children’s Scotland Act, 1995. Bibliography Banks, Sarah. 2001. Ethics and values in social work /Sarah Banks. 2nd ed. Basingstoke :Palgrave. Francis, Joe. 2000. Child protection and social work practice :exploring the impact of the Children (Scotland) Act 1995. University of Edinburgh, Department of Social Work. Howe, David, 2005. Child abuse and neglect :attachment, development and intervention /David Howe. Basingstoke :Palgrave Macmillan. Moore, Jean G. 1985. The ABC of child abuse work /Jean G. Moore. Aldershot :Gower. Munro, Eileen. 2002. Effective child protection /Eileen Munro. London :SAGE. Scourfield, Jonathan. 2002. Gender and child protection /Jonathan Scourfield ; consultant editor, Jo Campling. New York :Palgrave Walker, Steven. 2003. Social work assessment and intervention /by Steven Walker and Chris Beckett. Lyme Regis :Russell House Publishing. Scottish Local Government Information Unit. Children (Scotland) Act 1995:a guide. Scottish Local Government Information Unit,1995. Also see Children Scotland Act, 1995 Child Protection – Social work services
Article Summary. Paper details I have a 7 pages article you have read it and then write a summary in your own words. Note: The summary must be one paragraph. After the summary paragraph, you must write the personal opinion. “Criticism” should consist of approximately two to three paragraphs. writing the opinion should be critical. And also support your personal opinion with sentences from the articleArticle Summary

Saint Xavier University Religion Creation Stories and Spirituality Essay

Saint Xavier University Religion Creation Stories and Spirituality Essay.

Required Readings:Ladinsky, Daniel. Love Poems From God: Twelve Sacred Voices from the East and West. (Penguin Compass: New York, 2002).Rohlheiser, Ronald. The Holy Longing: The Search for a Christian Spirituality. (New York: Doubleday, 1999).Thompson, Marjorie. Soul Feast: An Invitation to the Christian Spiritual Life. (Louisville, Kentucky: Westminster John Knox Press, 1995).1. The two creation stories admit the possibility of a long period preceding the creation of human beings. Perhaps this refers to evolution or the evolutionary process. If so, is there something still special and unique that theology can say about the creation of women and men? If we concur with the truth of evolution, how are human beings “created by God?” Can one be a creationist and an evolutionist in theory? Or, are these two contradictory truths that cannot be reconciled?2. Does a person who harms others and brings a destructive energy to life a spiritual person? Or does she/he lack spirituality? How do you evaluate what desires are “holy”? How do you evaluate what actions and attitudes contribute to a life-giving spirituality? Is a life-giving spirituality something we should strive for? If so, why?
Saint Xavier University Religion Creation Stories and Spirituality Essay

Mental Health Law And Care Health And Social Care Essay

assignment helper This assignment is in two parts the first part, or essay, will critically discuss how mental health law might be applied in the care and management of Simon, the client in the scenario (appendix A). The essay will also look at how Simon’s past care pathway, especially the previous use of forced admission treatment, may have adversely affected his future care pathway. It will include how the health professionals would gain access, assess and decide, using the law, how best to help Simon. Simon has a diagnosis of Paranoid Schizophrenia and this is the most common manifestation of Schizophrenia (NICE 2009, NHS 2009). These symptoms are referred to as “positive” and “negative”. The positive symptoms include hallucinations and delusions (NICE 2009, NHS 2009). In Simon’s case these delusions are of a paranoid nature where Simon believes that he is being spied on and that the all the health professionals are colluding against him. The negative symptoms are more evident in the prodromal stage, the early onset of the acute stage of the illness. These negative symptoms include concentration problems, apathy and social withdrawal, all of which Simon experienced especially the social withdrawal (Townsend 1999, NICE 2009). As a matter of course Simon’s psychiatrist should be contacted and informed of the situation. This being done with a view to them attending with Simons General Practitioner and an Approved Mental Health Professional (W.A.G 2008, M.H.A 1983). This would then constitute the makeup of a full emergency mental health assessment team (W.A.G 2008, M.H.A 1983). When this has been done the appropriate authorities, namely the police, can be informed and asked to attend also. Their role as a peace keeper and to gain access is imperative to enable the mental health professionals to talk to Simon, and if necessary perform a mental health assessment (W.A.G 2008). The nurse should risk assess the situation to gauge the amount of potential danger, if any, that Simon and others could be in, due to Simons actions (Wetherell 2001). If the risk to Simon is assessed as high, due to him once again dismantling the electrics, then because of “best interest” and “necessity” in collaboration with the attending team, the police can be asked to assess the need to gain emergency access (P.A.C.E 1984, M.C.A 2005). The police could use the powers of the Police and Criminal Evidence Act (1984) sec 17(1) (e), after notifying Simon of the reason, to forcibly enter Simons home as in the case of Baker v Crown Prosecution Service (2009). The police though have to be sure that something serious had happened or was about to happen as in Syed v Director of Public Prosecutions (2010).This section states that it would be appropriate for the police to enter as it is imperative in “saving life or limb or preventing serious damage to property” (P.A.C.E 1984). Being that Simon has stopped dismantling the flats electrics a more considered approach could possibly be used. It is recommended though that any intervention be the least restrictive (M.H.A 1983). Due to this and in the interest of a collaborative approach it could be an idea if the psychiatrist or approved mental professional could attempt to engage with Simon and seek his cooperation (N.I.C.E 2009, Barker 2007). This would make gaining access easier, as it would then be consenting access, and it would reduce any “anxiety” and “fright” that Simon may endure. Thomas, Cutting and Hardy (2004) stress that if the patient distrusts their nurse they are less likely to accept help. Mc Cabe and Timmins (2006) point out that the focus of communication ought to be patient centred. This is important in developing and maintaining the therapeutic relationship between Simon and his carers (Peplau 1997, Rogers 1957, Barker 2007). While Nichols (1993) found that developing a therapeutic relationship with a patient can aid the treatment of patients, and help patients deal with a variety of illnesses and disorders. Even though a less restrictive treatment path is recommended it is argued that the therapeutic relationship would be hindered whilst Simon’s paranoia is in the ascendancy (Johnstone et al, 1986, N.I.C.E 2009 M.H.A 1983). To help Simon with this positive symptom it would benefit Simon, and aid engagement with the nursing team, to restart Simon’s antipsychotic medication (N.I.C.E 2009, Perkins et al 2005). The use of coercion could be the reason behind Simon’s distrust of nurses and his non concordance (Kaltiala-Heino et al 1997, Bracken and Thomas 2001). This fear could also be a symptom of post traumatic stress disorder, brought on by previous forced admissions (Meyer et al 1999). The health systems use of the law to coerce could therefore be viewed as traumatising, negative and damaging to Simons future treatment concordance (Monahan et al 2001, Bracken and Thomas2001). With relationship in mind the nurse could take a low profile approach due to Simon’s paranoia driving his distrust (N.I.C.E 2009). If one of the team did manage to gain Simons trust, and Simon did agree to the least restrictive course of action, that being, one of an informal admission to an acute psychiatric hospital. It could be argued that due to the nature of Simon’s illness this would be short lived and Simon would not stay or accept treatment from the nursing team (N.I.C.E 2009). Therefore the mental health capacity of Simon should be taken into account as well at this stage so that his admission does not become unlawful, as in the case of Bournewood NHS Trust (ECHR 2004, M.C.A 2005). This is because under common law informal patients have two basic rights. The first is that they may leave hospital whenever they like and secondly that they may refuse to accept any form of treatment that they do not want (Hogget 1996). Given then this extremely complex and potentially volatile set of circumstances the Approved Mental Health Professional could, after assessing Simon’s behaviour, apply to the Magistrates Court for a section 135, to gain entry(M.H.A 1983, W.A.G 2008). The magistrate has to be satisfied that Simon is suffering from a mental disorder as defined in the Mental Health Act 1983.The Magistrate also has to be satisfied that there is a reasonable cause to suspect that Simon has been, or is being, ill-treated, neglected or kept otherwise than under proper control, in any place within the jurisdiction of the justice or is living alone and unable to care for himself (M.H.A 1983). This would, if the warrant was granted, allow the police to force entry if necessary, so that a full and formal mental health assessment could be carried out (M.H.A 1983, W.A.G 2008). It is not strictly a necessity though to have to carry out an assessment immediately on the utilisation of a section 135 warrant (M.H.A 1983). The police then have the power to transport and hold Simon for seventy two hours in a “place of safety”, which could be an acute psychiatric hospital (M.H.A 1983, W.A.G 2008). Once things have settled down and are less stressful for Simon, a full mental health assessment with the aforementioned team, Psychiatrist, General Practitioner and an Approved Mental Health Professional could be undertaken (Peplau 1997, Rogers 1957, Barker 2007, Nichols 1993, W.A.G 2008, M.H.A 1983). On completing the mental health assessment, the assessing team need to decide the best course of action to suite Simon’s currant needs. This decision would ultimately be made by the Approved Mental Health Professional who has evaluate the social and medical evidence presented (W.A.G 2008). They would have to decide whether to admit Simon under a section of the mental health act 1983 and which section would best enable the nurses to treat Simon’s symptoms and build a therapeutic relationship, section2 or the more restrictive section 3 (W.A.G 2008). If the two doctors agree that Simon is suffering from a mental disorder, and that this is of a nature or to a degree that, despite his refusal to go to hospital, he ought to be detained in hospital in the interest of his own health, his safety, or for the protection of others, they can complete a medical recommendation form and give this to the Approved Mental Health Professional (W.A.G 2008, M.H.A 1983). If the Approved Mental Health Professional agrees that there is no other alternative but to detain Simon in hospital, an application form requesting that the hospital managers detain the person could be completed (W.A.G 2008, M.H.A 1983). Simon’s period of assessment in hospital could then legally begin. Consensual treatment whilst under this Section, such as medication, is permitted but can also be given against Simon’s wishes under Section 2 assessment orders, as observation of response to treatment is considered part of the assessment process (W.A.G 2008, M.H.A 1983). This section would compulsorily admit Simon for a period of twenty eight days upon which it expires and cannot be renewed (W.A.G 2008, M.H.A 1983). Simon will have the right to appeal against this section and can apply to a Tribunal during the first fourteen days; the Tribunal should then take place within seven days of the application (W.A.G 2008, M.H.A 1983). The main decision would be how to facilitate treatment given that Simon is unwilling to engage with the nursing team. With this in mind, the other possibility open to the Approved Mental Health Professional is compulsory admittance of Simon utilizing Section 3 of the Mental Health Act 1983 (W.A.G 2008, M.H.A 1983). This Section is a treatment order, and can initially last up to six months (W.A.G 2008, M.H.A 1983). It can then, if needed, be renewed after six months, the next order lasts up to six months and each subsequent order lasts up to one year (W.A.G 2008, M.H.A 1983). If Simon is admitted under Section 3 he may appeal to a Tribunal once in a six month period (W.A.G 2008, M.H.A 1983). The hearing usually takes place within six to eight weeks of the application. One major difference is that for Section 3 treatment orders, the doctors must be clear about Simon’s diagnosis and proposed treatment plan, and be confident that “appropriate medical treatment” is available for him (W.A.G 2008, M.H.A 1983). Most treatments for mental disorder can be given under Section 3 treatment orders, including injections of psychotropic medication such as antipsychotics. However, after three months of detention, either the Simon has to consent to their treatment or an independent doctor has to give a second opinion to confirm that the treatment being given remains in the person’s best interests (W.A.G 2008, M.H.A 1983). In conclusion, given these extreme circumstances the mental health professionals need to continually risk assess his behaviour to safeguard Simon. If Simon’s behaviour changes and, through dismantling the electrics, putting himself in danger, then the police could use their powers of entry. Being that Simon is reasonably settled though utilising a Section 135 is the route directed by the Mental Health Act. The Mental Health Team already know Simon from previous successful treatment paths, hence he is currently living in the community. So the need for assessment and diagnosis does not imminently exist. Even though the use of coercion may be exacerbating Simon’s paranoia it is necessary to admit Simon using Section 3 of the Mental Health Act. This would enable the team to immediately restart Simon on his previously identified treatment path. Once this has been achieved and Simon’s symptoms have become more manageable for Simon the therapeutic relationship can be rebuilt and strengthened. The nursing team can collaboratively work with Simon to identify what led to this relapse and with Simon build a future plan to identify relapse signatures and discuss any problems Simon has, if any, with his medication regime.

FGCU Various Sources of Error Are Part of Assessment Process Discussion Response

FGCU Various Sources of Error Are Part of Assessment Process Discussion Response.

1. Identify the assumption by number and title that presented the most questions for you. (Include the number and title in your subject line of the discussion thread when you post it.) Also, include an indicator about how concerning the assumption is to you at this time (that is, 0 = No concern at all, just the most problematic relative to all other assumptions I am presented; 1 = Somewhat concerned with this assumption; 2 = Very concerned with this assumption; 3 = Significantly concerned and in disagreement with this assumption).Number: #5Title: “Various Sources of Error Are Part of the Assessment Process”How concerning the assumption is to you at this time: 0 = No concern at all, just the most problematic relative to all other assumptions I am presented Identify specific parts or elements of the assumption that were most concerning to you.Through the readings it is understandable how all seven of the assumptions play a crucial role in understanding and creating reliable and accurate testing. For this discussion the choice was made to discuss assumption 5, which focuses upon the calculations of error within the assessment process because of the difficulty to comprehend calculating and measuring for error. According to Cohen, Swerdlik, & Sturman, (2013) when looking at error measurability, numerous causes can come into play. This can include even the weather. Research indicated that weather had the ability to impact human expression of character traits during assessment (Cohen et al., 2013). It becomes overwhelming to think of all of the ways that error can seep into assessments. However, my most concerning part is how one measures for error. In the article, Agreeableness and Conscientiousness as predictors of university students’ self/peer-assessment rating error, authors Birjandi & Siyyari (2016) sought to determine if the traits of agreeableness and conscientiousness would impact self-rating errors within the given circumstances of the study they were conducting. From the outcome of the study, Birjandi & Siyyari (2016) were unable to come to any conclusions that could indicate that these traits impacted the outcome of rating error.Analyze if the assumption elements identified are based on (a) your previous experiences, (b) others’ perspectives, (c) facts, or (d) a combination of these.The elements identified are based upon a combination of the present readings, and past experience as a researcher for the Department of Social Work at Arizona State University during my undergrad. Discuss why these elements were most concerning to you in terms of those previous experiences, perspectives, or facts. Essentially, share an example of those experiences or knowledge that resulted in your current concern.When I was an undergraduate student I participated in a research project where we analyzed information and used SPSS to look over the data. At the time as a junior, the professor heading the study was keen to inform me that there would need to be a 5% margin for error added. I did not understand what she meant. I did eventually learn to accept that error is added into the results. I just still do not know to this day how you weight error by percentage, and how you determine what to include as error. Identify which future chapter in the Psychological Testing and Assessment text may be important and relevant for you, based on the assumption you identified.Looking through the chapters I determined that chapter 6 on Validity would address my concerns. In particular pages 193-195 in chapter 6 goes over rating error, such as in leniency error, also known as generosity error (Cohen et al., 2013). This chapter provides a brief explanation on understanding more about what is used to determine rating errors. 2. A. Political & Social [Social hierarchy, who is in charge, who is powerful, who does what, social arrangements]Example 1) Slaves – probably at the bottom of society Example 2) Judges – probably in the middle class but powerful to an extentExample 3) Kings – highest class and powerfulExample 4) Masters – owners of the slavesB. Gender [rules, roles, expectations, and norms that differed for men and women]Example 1) Men could have multiple wivesExample 2) Holy women may not go into a tavern for a drinkExample 3) Women must have a child with their husband otherwise, their husband can bring another woman homeExample 4) If a woman cheats on her husband, there will be consequences unless she is forgiven by her husbandC. Economic [money making, jobs, types of work/workers, transactions, what is valued]Example 1) They had taverns – must have beers or drinksExample 2) Barbers – were not allowed to cut off the markings of a slaveExample 3) Physicians – may not cut the eye out or kill otherwise, consequences would occurExample 4) Builders – if the house was not constructed properly, the builder would deal with death or other punishmentsD. Legal [laws, justice, fines, policing, types and nature of punishments, how the law was applied]Example 1) If a veterinarian performs a serious operation and cures the animal, the owner shall pay the surgeon one-sixth of a shekel as a fee.Example 2) If a house falls and ruins goods, the builder must compensate for the loss, such as replacing the goods and re-building the houseExample 3) If a son strikes his father, his hands shall be cut off.Example 4) If a man is guilty of incest with his daughter, he shall leave the city (exiled).E. What do you think of these laws and how would you summarize/describe them in 3 sentences?These laws are very different than what we have in society in the present. It was very interesting learning about these but very weird and unusual from our laws. The laws were very unequal and a different style of punishment. F. Comparing the past and present: • Which laws from Hammurabi’s Code that might be acceptable in Washington State in 2020 and why? Explain your reasoning. (If you need to slightly modify the law, that’s ok, too.)(Law 232) If it ruins goods, he shall make compensation for all that has been ruined, and inasmuch as he did not construct properly this house which he built and it fell, he shall re-erect the house from his own means, that is at his own expense.I believe that this law would be acceptable (probably already is just in different wording). It is basically like a warranty. If you purchase a product and it breaks, it usually can be returned, replaced, or repaired if proven it is a manufacturing issue and not normal wear and tear. If I had a time machine and could go back to ancient Mesopotamia, I would probably stay there for a day at the most. The laws and society are very different than the current present. I do not believe I could adjust to the inequality that was there.
FGCU Various Sources of Error Are Part of Assessment Process Discussion Response

Being A Director Journal Prompt

Being A Director Journal Prompt.

I’m working on a english writing question and need guidance to help me learn.

Journal PromptBeing a director is challenging on many levels; these challenges can literally make you ill if physical, mental and emotional resources are drained beyond regeneration. Thus, it is essential that successful directors take care of themselves in order to care for others. Taking care of yourself begins with knowing yourself and acting on what you know.Directors have an advantage over teachers in that you can set and rearrange your own schedule at will. Consider daily, weekly, and monthly tasks and how you can match them with the ebb and flow of your energy. Some people do best early in the morning, while others can’t creatively function until almost noon. Most people slump at some point during the afternoon and seek out something to help them through the day. Assess yourself and plan accordingly. QuestionsAsk yourself questions like these:When am I at my peak to tackle difficult questions or tasks?Are there certain days of the week when my energy is higher or lower?What routine tasks can be done when I’m not at my best?Is there something besides sugar or caffeine that I can turn to in the low times of the day?What activities energize me, inspire me, motivate me? How can those activities be incorporated more regularly into my life?
Being A Director Journal Prompt