Discussion Week 9 1&2

Discussion 1

Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the U.S. and across the globe due to having a disability.

For decades, individuals with disabilities were left in institutions, hidden away from the rest of society. Parents were told if their child was born with a disability, they should have them locked away. Consider in today’s society how people with disabilities are still “hidden.” Think about how many people you see each day that have a visible disability. While there are many hidden disabilities that should not be ignored, it is significant to recognize the limited number of people you see each day with disabilities. Also, consider how others react toward a person with a disability in public. Do they stare? Do they move away? Do they invade the person’s space and ask inappropriate questions? What experiences have you seen in public with a person with a disability? Why do you think society has marginalized this group for so long? Why are those with disabilities limited or eliminated from full participation in society today? Who has the right to decide what makes a “good life” and how is that decision made?

To prepare: Read the case “Working With Individuals With Disabilities: Valerie.”

By Day 3

Post an explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients’ other identity characteristics. Use specific examples from the case study in your explanation

Discussion 2

week’s media, Parker (Episode 30).

Think of the many names and labels you may have heard to describe persons with disabilities and those that are currently socially acceptable. The changing monikers given to those with disabilities are evidence of the continual negotiation of the society who labels and those who are so labeled to define what disability is and who is disabled. What do these shifting labels suggest about the social construction of disability?

Society is inconsistent in its treatment and protection of the rights of individuals with disabilities, creating a situation that contributes to marginalization that can complicate other forms of marginalization and oppression. Consider that being labeled with a disability can be simultaneously something to be fought against because of the stigma it entails and fought for because of the access that it grants to social services that meet basic medical needs, aid economic survival, and improve access to education that society can otherwise deny.

By Day 5

Post an analysis of the implications of the social construction of disability. Describe how disability can be defined as a social construct. Explain how that relates to the perception of disability. Be specific and draw on examples from the Parker case to illustrate your thoughts. Also, describe the intersection of Stephanie’s mental illness with other characteristics of her identity. Explain how those intersections could serve to further marginalize Stephanie’s place and experiences in society. Finally, explain how such marginalization impacts her ability to make choices, use self-determination, and be an active agent with equitable status in her interactions with other professionals.

rough draft

everything you need is below 

Neuropsychological Disorder-Social Anxiety Disorder (Social Phobia)

The 4 assignments are an analysis of the selected neuropsychological disorder-Social Anxiety Disorder or Social Phobia. Be sure to use current terminology from the Diagnostic and Statistical Manual 5 (DSM-5). The emphasis of your 4 papers should be on the neuroscience aspects of Social Anxiety Disorder and be formatted according to APA style.

Assignment 1: Neuropsychological Disorder-Social Anxiety Disorder (Social Phobia)

Must be a minimum of two to three double-spaced pages in length (not including title and reference pages). In your paper, please be sure that the following aspects of your topic are discussed:

• Explain the theories of etiology (causes) with a focus on the neurobiology of the disorder.

• Explain associated factors in development of the disorder (genetic, environmental, familial, lifestyle).

• Describe the pathology of the disorder with an emphasis on the abnormalities of nervous system structure and function, including any genetic and biochemical aspects.

• Give examples of treatment options, including both drug (pharmacological) and non-drug (nonpharmacological treatments), with rationales for use of these treatments based on current understanding of the neurobiology of the disorder.

• Summarize diagnostic and research technologies employed in clinical diagnosis, clinical and behavioral health care, and basic science research.

Research the topic and obtain a minimum of two to three scholarly and/or peer-reviewed sources published within the last five years. These sources should provide evidence-based information regarding the biological and psychological features of the disorder, with an emphasis on the neurobiology of your selected topic.

Assignment 2: Annotated Bibliography

For this assignment, be sure to complete and submit the Annotated Bibliography Template

Complete the following:

• Find at least six to eight scholarly and/or peer-reviewed sources that were published within the last five years, including a minimum of two original research studies that discuss Social Anxiety Disorder.

o Plan on using these sources in this assignment, as well as your 3rd assignment and your 4th assignment

 This will allow you to select, read, and summarize your sources to determine how you will use them in your Final Project.

 You may reuse the references you used in completing your 1st assignment. You may use the DSM-5 as one of your resources.

 With the exception of the DSM-5, you may cite and reference course materials such as the textbook, required or recommended reading, or multimedia, but these will not fulfill the source requirement.

o Include a full reference citation in APA format for each resource.

o Summarize each resource in a paragraph (do not copy the article’s abstract—this summary should be in your own words).

o Describe how you plan to use this source in your 3rd assignment.

Assignment 3: Final Project Annotated Outline

This assignment is an analysis of the neuropsychological disorder-social anxiety disorder-that supports your 4th assignment. You will create an outline of the main points of your 4th assignment. The 3rd assignment outline will be organized into three sections, each main section having required components. This outline is both an analysis of social anxiety disorder and a tool to use for the 4th assignment.

For this assignment you must:

• Complete and submit the attached Final Project Annotated Outline template.

o Use the references you found for the Week 1 assignment and the Week 2 annotated bibliography assignment. You may also use additional references as necessary.

Please note: This assignment should incorporate information from your 1st and 2nd assignment, but it must expand on that information and use the template provided, which is in the format of an annotated outline.

Assignment 4: Biopsychological Analysis of Social Anxiety Disorder

In your 4th Assignment, you will synthesize an overview of the major theories relating to the pathology of a disorder, as well as provide a detailed discussion of the etiology (causes) and clinical interventions, using research to support your analysis. Expand on the subject content from your previous assignments. Be sure to include all the information covered in the Week 3 outline. In keeping with the focus on the neuroscience aspects of the disorder, to include the following:

• Must be a minimum of 10 to 12 double-spaced pages in length (not including title and reference pages) and formatted according to APA style.

• Explain the theories of etiology (causes) of the disorder with a focus on the neurobiology of the disorder.

• Explain associated factors in development of the disorder (genetic, environmental, familial, lifestyle).

• Describe the pathology of the disorder with an emphasis on the abnormalities of nervous system structure and function (brain structures, neural pathways, neurotransmitter/receptor systems), including any genetic and biochemical aspects.

• Give examples of treatment options including both drug (pharmacological) and non-drug (pharmacological treatments), with rationales for use of these treatments based on current understanding of the neurobiology of the disorder.

• Summarize diagnostic and research technologies employed in clinical diagnosis, clinical and behavioral health care, and basic science research.

Your research will include the references you identified in your 1st, 2nd, and 3rd assignments, with additional references as needed. Your references should include a minimum of six to eight peer-reviewed and/or scholarly sources, which provide evidence-based information regarding the biological and psychological features of the disorder and were published within the last five years. At least four of your references should be peer-reviewed publications of original research studies. To justify your assertions, provide in-text citations for all factual statements taken from your research, with corresponding references drawn from scholarly sources. All citations and sources are to be documented according to APA style and should support and enhance your analysis of social anxiety disorder. Sources may include review articles, original research articles, information from governmental agencies (e.g., National Institutes of Health, Centers for Disease Control, Food and Drug Administration, Drug Enforcement Administration) and/or professional societies (e.g., professional society position papers or clinical practice guidelines). With the exception of the DSM-5, you may cite and reference course materials such as the textbook, required or recommended reading, or multimedia, but these will not fulfill the source requirement.

Entries for process cest system Final Ouestions Chart of Accounts Journal nstrvctions Instructions a

Entries for process cest system Final Ouestions Chart of Accounts Journal nstrvctions Instructions adted at the beginning of the Fber n plced in process in the Sonnng Depatment whretspun no yam The output et the Speng Departmentranstemed to the Tuting Department whee capet backng Part Omand Caget Campany anutactures care precess and the process is completed Oe January 1, Port Omond Carpet Company had the tolowing inventores Fie Goods 562 000 Wok in Pracess Sping Department 35 000 Wek in Pracess ung Departent 28500 Matea 17 000 Deparmenta accounts ae mantained tor actory avehead and beth hve w balances on Janary 1 Manactng opeaon tor January are summanged a tow Mate parchaed on cc a Jan Mabe etoned tor ree g De nt2500 Cape backng Ttng Date indrect ae eng tnt .000 ndred aea utng Dpartent 00 Lew e Dret bor Speng Deparment $185 300 Drect o utng Depamet s000 indrt aboo g Dpant 500 indect abor Tutng Department 9.000 Deprection chaget on ed Spning Depatment $12 500 Tuna Department s8 s00 Expese prepd tactory rourance 31 Sping Depatt $2 00 Entries for process cost system Instructions Chart of Accounts Journal Final Questions Instructions Indirect materials-Tufting Department, $39,500 31 Labor used Direct labor-Spinning Department, $185,000 Direct labor-Tufting Department, $98.000 Indirect labor-Spinning Department, $18,500 Indirect labor-Tuting Department, $9.000 Depreciation charged on foxed assets: Spinning Department, $12,500 Tuting Department, $8.500 Expired prepaid factory insurance 31 Spinning Department, $2,000 Tufting Department, $1,000 31 Applied factory overhead Spinning Department, $80,000 Tufting Department, $55,000 Production costs transferred from Spinning Department to Tufting Department, s547,000 31 31 Production costs transferred from Tufting Department to Finished Goods, $807.200 31 Cost of goods sold during the period, $795.200 Required: 1. Journalize the entries to record the operations, using the dates provided with the summary of manufacturng operations Refer to the Chart of Accounts for exact wording of account titles Compute the January 31 balances of the inventory accounts 2. 3. Compute the January 31 balances of the factory overhead accounts” “Enter your amounts in postive value 31 Entries for process cost system Final Questions Chart of Accounts Journal Instructions Instructions Chart of Accounts CHART OF ACCOUNTS Port Ormond Carpet Company General Ledger ASSETS REVENUE ) 110 Cash 410 Sales 610 Interest Revenue 121 Accounts Receivable 125 Notes Receivable 126 Interest Receivable EXPENSES 510 Cost of Goods Sold 131 Materials 520 Wages Expense 141 Work in Process-Spinning 531 Selling Expenses 142 Work in Process-Tufting 532 Insurance Expense 151 Factory Overhead-Spinning 533 Utilities Expense 152 Factory Overhead-Tufting 534 Supplies Expense 161 Finished Goods 540 Administrative Expenses 171 Supplies 561 Depreciation Expense-Factory 172 Prepaid Insurance 590 Miscellaneous Expense 173 Prepaid Expenses hart of 710 Interest Expense 181 Land 191 Factory 192 Accumulated Depreciation-Factory LIABILITIES Entries for process cost system Chart of Accounts Final Questions Journal Instructions Instructions Chart of Accounts 531 Seling Expenses 142 Work in Process-Tufting 532 Insurance Expense 151 Factory Overhead-Spinning 533 Utlities Expense 152 Factory Overhead-Tufting 534 Supplies Expense 161 Finished Goods 540 Administrative Expenses 171 Supplies 561 Depreciation Expense-Factory 172 Prepaid Insurance 590 Miscellaneous Expense 173 Prepaid Expenses nterest Expense 181 Land 191 Factory 192 Accumulated Depreciation-Factory LIABILITIES 210 Accounts Payable 221 Utlities Payable 231 Notes Payable vable 236 Interest 251 Wages Payable EQUITY 311 Common Stock hart of 340 Retained Earnings 351 Dividends 390 Income Summary Journal Final Questions instructions Chart of Accounts Instructions Chart of Accounts Journal 1 Jounalre the entries to record e aperatone, using the dates provided wth the summary of manufacturing aperations Refer to the Chart of Accounts for exact wording of account tes PAGE 1 JOURNAL DESCRPTION CRECHT DATE POST RE DEBIT 4 Final Questions 1 f Acc 2. Compute the January 31 balances of the inventory accounts. Enter your amOunts in positive value. Materials $ Work in Process Spinning Department Tufting Department 1 Finished Goods S 2 3 Compute the January 31 balances of the factory overhead accounts. Enter your amounts in positive value. Factory Overhead 6 Spinning Department Tufting Department S 7 18 11 13 14 B Stow Me Howe Calouator Entries for process cost system Chart of Accounts Instrustions Journal Finat Questions nstcons Port Omond Carpet Company manutactures carpes Fiber n placed in process in the Spinning Depatment where t is spun into yam The output of the Spinning Department is ransfened to the Tuting Department, where carpet backing is added at the begnning of the process and the process is compled On January 1, Port Omond Carpet Company had the tollowing inventonies Freted Geod s62 000 Work in Process Spinning Department 35,000 Work in Process Tutng Deparment 28 500 Maleral 17.000 Departmental accounts are mantaned for tactory ovehead, and beth have zero balances on January 1. Mandachuring operations for January are summaried as follows Materials purchaned on account $500,000 Jand 2 Materials regtoned for une rbe ning Depamet $275 000 Carpet hacing Tuting Depatment, $10 000 ndrect materas Snning Department, 546,000 Indrect materals Tuting Department 39 500 31 Labor unedi Direct labor-pnng Departent $185 000 Direct labor Tuing Depament 00 Indrect aber Spining Department $18.500 Indirect abor-Tuting Department s9000 Depreciation charged on Sed assets 31 Spiing Department $12 500 Tuting Depatment s8500 Expred prepaid tactory inuance Ponning Decartnent $2000 Estries for process.cost.system Final Ouestons Chart of Accounts Journal ruesons Instructions spun into yam The output of the Spning Department o ansemed to the Tating Department whee carpet backing n added at the begnning of the Pat Ormand Carpet Cempany manutactres carpets Fber placed in pracess in the Spening Department where t process and the process is completed On January 1,Part Ond Capet Conpany had the lollewing inventones Finhed Oood 62000 wok in Precess Speng Depatment 35000 Work in Process Tuting Department 2,500 Materials 17.000 bnces on January 1 Manutadung operatonn for January ae summarued as ow Departmentad acceurts are mantaned for tactory ouerhead, and both have z Materals purchhased on accout 5500 000 Jan Metenas requsoned tor use 2 Fber Sping Department $2n 000 s110 000 Carpet bacing Tuting Departmen indrect mae Spng Depatent $00 indrect materals-Tuting Department $3s 500 35 Lueer sed Dredt isbor Soning Department S185,000 Deect or Tutng Deparme s000 Indirect labor Spining Department $18500 indret abor utng Depaent $0 000 Depreciation charged on fed assets 31 Spinning Departent $12500 Tuing Depament 58 500 31 Expeed prepad tactory insunance Seing Depateent 2000 Entries for process cost system Final Questions Chart of Accounts Journal Instructions Instructions Indirect materials-Tufting Department, $39,500 31 Labor used Direct labor-Spinning Department, $185,000 Direct labor-Tufting Department, $98,000 Indirect labor-Spinning Department, $18,500 Indirect labor-Tufting Department, $9,000 Depreciation charged on foxed assets 31 Spinning Department, $12,500 Tufting Department, $8,500 Expired prepaid factory insurance 31 Spinning Department, $2,000 Tufting Department, $1,000 31 Applied factory overhead Spinning Department, $80,000 Tufting Department, $55,000 Production costs transferred from Spinning Department to Tufting Department, $547,000 31 Production costs transferred from Tufting Department to Finished Goods, $807.200 31 Cost of goods sold during the period, $795,200 31 Required: 1 Journalize the entries to record the operations, using the dates provided with the summary of manufacturing operations Refer to the Chart of Accounts for exact wording of account tles 2. Compute the January 31 balances of the inventory accounts 3. Compute the January 31 balances of the factory overhead accounts. Enter your amounts in positive value

Article Summaries

1)make sure to include information from the course (use the book as the reference) to expand on the concepts presented in the articles. YOU MUST REFERENCE COURSE MATERIAL.

2) Summarize (about 1.5 double spaced pages each) the article and be sure to include how it relates to the topic covered in class.
3) Make sure that you include in-text citations along with a reference page -in proper APA style.  You should have references for the book and the articles

article1: https://www.nytimes.com/2018/10/22/health/depression-treatment-research.html?fbclid=IwAR12e2GJuxuAQ-XvFTz7LWW9dQ1_XVvVI5JHoXSpQsfxPPQOeTeSIYsu3pg

article2: https://www.bustle.com/p/grief-depression-are-different-but-heres-how-the-line-between-them-gets-blurred-according-to-experts-8012849?fbclid=IwAR3ow76oWxdIe4paNFYi15qUgXWHIDaJ4n76Y2y361uP5J6gkwJB19Gubp0

Information Security 1 answer below »

multiple choice

1. A ____ is a feature left behind by system designers or maintenance staff. (Points : 5) virus
sniffer
worm
back door

Question 2.2. ____ are used to create procedures. (Points : 5) Guidelines
Standards
Practices
Profiles

Question 3.3. A ____ program keeps information security at the forefront of users' minds on a daily basis. (Points : 5) security accountability
security education
security training
security awareness

Question 4.4. In ____, individuals act as if an actual incident occurred, and begin performing their required tasks and executing the necessary procedures, without interfering with the normal operations of the business. (Points : 5) a desk check
a simulation
a structured walk-through
parallel testing

Question 5.5. When a disaster threatens the viability of an organization at the primary site, the ____ is started. (Points : 5) crisis management process
business continuity process
incident response process
disaster recovery process

Conflict Crosses the Border: Negotiations between Mexicans and Americans

Two companies were vying for a lucrative contract from the Mexican government. Both firms—one from the U.S. and one from Sweden—had already jumped several hurdles to get the business. Each was invited to Mexico City to present proposals to ministry officials to start the process of negotiating the terms of the proposed deal.

The Americans put a lot of effort into producing an impressive high-tech and hard-hitting presentation, working hard to assemble a team of senior technical experts, lawyers, and interpreters from the New York office. Their bottom line was clear: “We can give you the most technically advanced equipment at a price the others can’t match.” The team met several times with senior management before the presentation to discuss possible concessions, and they were given latitude to make decisions on the spot if need be. The team flew to Mexico City for a week and stayed at one of the top hotels in the city.

Arrangements for a fancy hotel conference room were made so that they could make the best possible presentation to the ministry officials. In a demonstration of due diligence and to impress their potential customer, they brought all the necessary equipment with them and had mailed outlines of the presentation to officials two weeks ahead of time. They also proposed a detailed schedule and other arrangements in a memo to the officials along with the presentation. The Mexican officials dutifully thanked the Americans for their information and said they looked forward to meeting with them and finding out more about their proposal and their firm. They provided information about the history of their agency and the top members of the current ministry.

The Americans arrived early the day before the meeting to avoid problems with their flight. And all team members met at the conference room very early to set it up and make sure all was a go for the meeting later that day. Finally, at the agreed time, the Americans were all ready to present and impress. Unfortunately, the Mexican ministry officials were not—in fact, no one from the ministry was there yet! Instead, various ministry officials arrived gradually over the next hour. They offered no apologies to the perplexed Americans, but instead began to chat amiably about a variety of non-contract-related matters. The U.S. team leader was feeling pressure from both thesituation and his team members—should he act leaderly and get the meeting organized, or should he let the Mexican officials provide the right signal? Finally, after about an hour of glancing at his watch and scanning nervously, the team leader assertively suggested that the meeting should start. The Mexicans seemed surprised but politely agreed and took their seats that were set up ahead of time by the Americans.

The presentation began with informal introductions of the team members by the presenter. The presentation itself was flawlessly delivered, thanks to endless practice. About 20 minutes into the presentation, the minister himself, with an entourage of other officials, walked in. When he figured out what was going on, his demeanor turned unpleasant. Angrily, he asked the Americans to start the presentation over. They complied and started again. Once more, the presentation was going for about 10 minutes, and then an aide arrived with a message for the minister that was delivered in hushed tones. Not wanting to anger him again, the U.S. presenter stopped to wait until themessage was delivered. But the minister signaled for him to continue, so he did. A few minutes later, a number of audience members were talking among themselves. By this time, the Americans were frustrated, but they slogged on and finished. At the end, when the audience was invited to ask questions, the minister’s only comment was to wonder why the Americans had focused so much on the technical details—why had they told the Mexicans so little about their firm’s history?

Later during lunch, the Americans felt that they had to be very forceful about keeping the conversation focused on the topic at hand—the contract and any outstanding issues or problems they could address. Most of theconversation was again seemingly casual, having little or nothing to do with the business at hand—not unlike what happened earlier during the presentation. The Americans were surprised by the many questions about their individual backgrounds and personal experience—including their qualifications. The minister breezed in during the lunch, had a brief but casual conversation with the U.S. team leader, and then left, not to return.

Over the next several days of their time in Mexico City, the Americans repeatedly contacted the Mexican officials for follow-up. Were there additional questions about the specs? How about the technical features of their implementation? What were the initial reactions? Was more information needed? They reminded ministry officials of the schedule they had shared ahead of time and the fact that they needed to return to New York soon. In short, they wished to start the negotiation process. The Mexican response was the same to all these forays throughout the rest of the week: “We need time to examine your proposal among ourselves here first.” The Americans got more and more angry; at the end of the week, this turned to plain frustration. After all, the ministry officials had the proposal for several weeks before the meeting and had multiple opportunities for elaboration of the specs and other elements. The team left Mexico empty-handed. Later they found that the contract was awarded to the Swedish firm.

Assignment Questions

1. Summarize how the reactions of each side may have been influenced by cultural differences, including the culture issues at work here and the typical Mexican and U.S. approaches to this issue. Put differently, what is your diagnosis of the problems here and the reasons for the breakdown in the process?

2. Provide suggestions about how each side could have responded better and adapted to the other side in a more functional way.

3. How could each side have been better prepared for the negotiation?

4. Given the problems that emerged, what could the parties have done to keep them to a minimum or reduce their impact so that progress could be made? Could the Americans have done anything to salvage the situation—even after the minister took offense?

Write a 3-4 page paper in APA format (not including the cover page and reference page). Respond to all the question using an essay format. Note that you must conduct research and your paper must have 3 scholarly references. This means that you must locate peer-reviewed articles.

Cameron Inc. paid $4,500 for one year insurance effective July 1. The general ledger account effects

Cameron Inc. paid $4,500 for one year insurance effective July 1. The general ledger account effects are:

Insurance Payable is recorded as a debit and Cash is recorded as a credit

Prepaid Insurance is recorded as a credit and Cash is recorded as a debit

Insurance Expense is recorded as a debit and Cash is recorded as a credit

Prepaid Insurance is recorded as a debit and Cash is recorded as a credit

Gaps In Literature And Different Types Of Evidence

Answer: Identifying gaps during literature review or other types of evidence is an integral step in a systematic review. Gaps in research findings can be related to insufficient or vague information, biased information, inconsistent results, unknown consistency with the results, or not providing the right information. Research gaps can limit the ability for key stakeholders to make decisions and implement evidence-based practice changes (Robinson, 2013).

Even though research may present with gaps, do these gaps help or hinder when attempting to create change in an organization? The answer could be both. In one instance, it could hinder the process if the existing evidence does not answer the question or there are significant deficiencies with the information which limits the ability to create a solution to a practice problem. On the other hand, research gaps can be further developed and provide a springboard for stakeholders to look into other areas of research or evidence (Robinson, 2013).

Original Question: When reviewing the literature and different types of evidence, there are often gaps in the findings. Are such gaps a help or a hindrance when wanting to create a change?

Using the data from P11-2, determine the following for 20Y5. 1. Margin of safety for 20Y5. 2. Margin

Using the data from P11-2, determine the following for 20Y5. 1. Margin of safety for 20Y5. 2. Margin of safety under the proposed program assuming 20Y5 sales? View Solution:
Using the data from P11 2 determine the following for 20Y5 1