Meaning-Making Forum #5

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Week 8 provides an opportunity for you to consolidate the learning experience of others. Consider yourself as the Professor of Week 8. In a broad sense, the following questions will help you prompt classmates to think beyond PACO 500. What particular insight from the course has helped you experience a greater level of calm or peace? What resources are available to help you become a more resilient, trustworthy, and effective people-helper?

Meaning-Making Forum 5 (Week 8)

In this last subject matter conversation, solidify your learning experience with a convincing “So What?!” and, as a people-helper, discover “What’s Best Next?!” Thoughtfully develop responses to the following considerations. “So What?!”  With the following scenario in mind, can you provide a clear, convincing argument for a particular insight from the course?

Louise Smith, the first lady of racing, wisely said, “You can’t reach for anything new if your hands are still full of yesterday’s junk.” 

More than likely there are moments when yesterday’s junk still keeps you awake at night. 

What problem, perspective, paradigm, or perplexing people puzzle keeps you awake at night? In what way has the Holy Spirit used course materials to address a piece of junk? 

Organize your thoughts, proofread carefully and support your response with a good example and at least 1 citation from the readings. “What’s Best Next?!” Petersen (2015) intimated that people-helping could be “thera-noxious” (unhealthy, p. 251). Locate resources that may foster a therapeutic (healthy) paradigm in three areas: Self-Care? CLICK HERE for starters.  Safe and Secure Helping Relationship? CLICK HERE  for starters. Further Training?  CLICK HERE for starters.

This is your opportunity to consolidate the learning experience of others. Dig deep and dig up more helpful resources. Be concise and clear so that the most inattentive PACOneer can “get it and keep it” for future reference. Organize your thoughts, proofread carefully and support your response to each area with a good example and at least 1 citation.

TIPS: Carefully Follow Meaning-Making Forum Guidelines & Tips! Make sure to use headings (2) so that the most inattentive reader may easily follow your thoughts. Use the annotated outline approach. Bullets should have concise, complete, well-developed sentences or paragraphs. Foster a “noble-minded” climate for investigating claims through well-supported core assertions (i.e., consider the validation pattern of the Bereans; Acts 17:11).  Noticeably support assertions to facilitate further investigation and to avoid the appearance of plagiarism. Since you have the required materials (e.g., Masterpiece), abridge any related citations (Nichols, p. 12) and do not list the required source in a References’ section. Secondary sources must follow current APA guidelines for citations and References. Make every effort to prove that you care about the subject matter by proofreading to eliminate grammar and spelling distractions. Right Click on hyperlinks and Open in New Window

A substantive thread (at least 450 words)

Project Cultural Differences

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  Project: Cultural Differences

  

The course project is based on a case study: System Modification for Japan. Case study Below

Based on the Background section, address the following topics: Differing communication styles among cultures What communication and structural practices appear to be different among the cultures/organizations in the case study? What are the cues in the case study that demonstrate different cultural perspectives about communication and structure? In particular, be sure to look at cues around the use of coalition and around hierarchy themes to help you dig deeply into the communication and structure issues. 

Important hint: You might find it helpful to begin each section of the paper by discussing the key themes and cues you observe. Then, do research on those key themes to both broaden and deepen your evaluation of the case and your understanding of the important issues. In the final product, about half your written evaluation of each topic should be research. About half should be application to the case study. 

Recommendation for the level one headings for the body of your paper:

Differing Business Practices

Differing Communication Styles and Structure

Best Practices for Easing Cultural Tension
Submission Details: Submit your answers in a two-page Microsoft Word document in APA format,

Case 2.1. System Modification for Japan by Junichi Yoshida (Reprinted by permission of Junichi Yoshida and Infosys) Note: This section was adapted and used by permission of the author and of Infosys. This case study was developed by Junichi Yoshida, a Japanese Infosys engineer, for use in internal Infosys training to illustrate cultural differences in the way business is conducted in Japan and India. The events in the case are compiled and simplified from several different experiences the case writer observed while working for Infosys. The case itself therefore is a fictitious event. Background As the broadband penetration rate in Japan increased, Nippon Tele Communication (NTC) thought that there was a business opportunity for Voice over Internet Protocol (VoIP) service to Japanese consumers. NTC selected the system used by American Tower Corporation (ATC), a U.S. company, for its information technology (IT) system for this application, although it realized that significant modifications and enhancements would be required for the Japanese context. Infosys had worked with ATC to develop this application. Infosys Japan thought that Infosys had a good chance of getting the opportunity to do the system modifications and enhancements for the NTC project. Tanaka-san, a Japanese Infosys sales manager, visited NTC in early November 2003 about bidding on the work but was told by NTC’s head of IT that NTC was in the process of choosing Nippon Information System Processing (NISP) to do the system modifications. Tanaka-san asked why Infosys Japan had not received a request for proposal (RFP) for this Japanese localization work and was told there had not been an RFP. Not ready to give up on this opportunity, Infosys asked ATC to recommend Infosys to NTC. This tactic worked well. ATC recommended Infosys to NTC. NTC then asked Infosys to form a team to make a proposal for the work, offering to pay Infosys for the expenses associated with submitting a proposal. Tanaka-san then requested that Infosys corporate headquarters (which are located in India) send a consultant to help Infosys Japan develop a proposal for NTC. Infosys corporate was reluctant to allocate resources for this project because no contract had been signed with NTC. After a long teleconference between Tanaka-san and Infosys corporate, Infosys corporate decided to send a relatively junior engineer named Sachin. Sachin had an undergraduate degree in electrical engineering from Bangalore University. He was an expert in Java programming, and during the five years he had been at Infosys since graduation, he had been involved in several projects. Recently, Sachin had been the technical architect on the ATC project. The First Meeting at NTC Sachin was not quite ready when Yoneyama-san, an Infosys Japan project manager and engineer, arrived at Sachin’s hotel to take him to the first meeting with NTC. They took the train, meeting Tanaka-san, the Infosys Japan sales manager, in the NTC lobby five minutes before the meeting was to start. Most of the meeting was conducted in Japanese. Sachin was bored, uncomfortable because the room was too hot (he took off his jacket), and tired from the long trip. He was asked only one question—about how many orders the ATC system processed daily. Sachin wasn’t sure but said 10,000.  Page 2 of 3 LEA6185_International Negotiations © 2009 South University The Second Meeting After the first meeting, Infosys and NTC engineers met several times, working to develop enough information so that Infosys could estimate the costs of the desired system specifications. Communication at these meetings was challenging. For example, at the second meeting, Sachin had questions to which he needed answers, but he hadn’t written them down. Some discussion was held in English, but for the most part (especially regarding technical issues), Sachin asked each question in English and Yoneyama-san translated the question into Japanese for the NTC engineer. Then the NTC engineer would make a call, get the answer, and pass it on to Yoneyama-san for translation back into English for Sachin. During this second meeting, Sachin believed that the NTC engineer was saying yes, agreeing to most of Sachin’s qualifications and conditions even when Sachin explained that the ATC system only processed 5,000 orders, not 10,000 as he had mistakenly said previously. When Sachin modified his estimate, he also explained that NTC could use faster equipment and be able to process 10,000 orders. At the end of the second meeting, Sachin orally summarized what had been discussed and politely refused to go out for a drink with Yoneyama-san and the NTC engineer, since he did not drink alcohol. More Meetings and Cost Estimate Negotiations After several more meetings and more preparation, Infosys submitted a cost estimate of $220,000. NTC requested a price reduction, since the total cost was almost 50 percent more than NISP’s competing proposal. Infosys objected but ultimately reduced the price by 20 percent. NTC also requested that the time be cut from 16 weeks to 14 weeks. Although doing so would require overlapping the design and coding phases of the project, Infosys agreed to the time reduction. Problems Executing the Project In the course of development, NTC invited end users to test the system and entered the issues these users raised into the tracking system. Sachin thought most of the end-user issues were cosmetic, since they did not block the users from using the system. However, there were far more issues than Sachin had anticipated. Fixing them all would adversely affect the cost of the project or the schedule or both. Sachin told this to his NTC counterpart, trying to make the point that NTC should have frozen the requirements when the contract was agreed to. NTC’s response was that Infosys had been doing what it wanted to do without really knowing what NTC wanted. NTC also said that no delay in delivery was acceptable because NTC was already advertising the new VoIP service. NTC refused to pay extra for the new work associated with solving the end-user issues. Discussion Questions 1. What did you notice about the way the opportunity for this project came about that was an unusual business practice for Infosys? 2. Describe the contract negotiations. In what way were these negotiations a departure from the way you would have expected negotiations to be conducted? 3. Why do you suppose NTC accepted Infosys’s 20 percent reduction, which still made its proposal more expensive than the other vendor’s? 4. Shouldn’t Infosys have asked for something in return for reducing its price? What might Infosys have asked for? 5. Once NTC got a price reduction, it asked for a two-week time reduction. Infosys agreed to that, too. Who was Infosys negotiating with? What should Infosys have done at this stage of the negotiation?  Page 3 of 3 LEA6185_International Negotiations © 2009 South University 6. Communication during the meetings to develop specifications was difficult. Is there anything that Infosys could have done to facilitate communication, reduce the transaction costs associated with developing the bid, and minimize conflict once the project was launched? Keep in mind that translation in Japan is expensive. 7. When Sachin tried to make the point that NTC should have frozen the requirements when the contract was agreed to, NTC responded that Infosys did what it wanted to do without really knowing what NTC wanted. What might have led to this response? 8. Should Sachin have gone out for drinks with Yoneyama-san and the NTC engineer? Did Sachin need to drink alcohol?  

need a girl friend atlanta GA 30328 :)

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need a girl friend atlanta GA 30328 🙂

Portland based motivation project paper and presentation

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15 pages paper and 15 slides presentations i attached the project description sample project papers and sample presentation plus articles and lecture slides to be used in 

Vicarious Trauma, Burnout, and Counter-Transference

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The assignment: (2–3 pages)
Explain the similarities and differences between vicarious trauma and burnout. Explain the similarities and differences between vicarious trauma and counter-transference. Explain two implications vicarious trauma might have on the counseling process. Be specific. Explain one insight you had or conclusion you drew for each comparison. Be specific.

1000 words essay about social psychology

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the book referred to is social psychology by Myers and twinge ch3, please read instructions and follow the rubric exactly the order will be checked for originality and for following instructions and will be cancelled if it wasn’t up to bar thanks

Discussion 1: Qualitative Research: Making It Real

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As you make your way through the readings and resources for this week’s Discussion, you begin to realize that social and political forces as well as scientific curiosity shaped the development of modern qualitative research. These readings also make it clear that qualitative research is not a single, homogenous endeavor. Rather, qualitative researchers: 

· come from a variety of disciplines, 

· engage their objects of study from multiple perspectives,

· present their results in numerous formats,

· extend scientific knowledge beyond the confines of the experiment or survey,

· engage the audience to be self-reflective, and 

· potentially illuminate opportunities for social change.

This week’s course of study provides you with a contextual understanding of qualitative research, which will form the foundation for understanding the methods and rationale. These will also help you begin a thoughtful process for considering the choice of qualitative research as your methodology for your doctoral research.

For this Discussion, you will explore the foundations and history of qualitative research methods. You also will consider the unique characteristics that distinguish qualitative research from other forms of inquiry.

To prepare for this Discussion:

· Review the Learning Resources related to qualitative research and consider the reasons researchers choose qualitative research methods for exploring a phenomenon of interest.

· Use the Course Guide and Assignment Help in the Learning Resources to help you search for other books, encyclopedias, or articles that introduce and describe qualitative research. 

By Day 3

Consider the statement: 

Qualitative researchers study people in their natural settings, attempting to make sense of phenomena in terms of the meanings people bring to them. 

Using the Learning Resources and other academic sources you found, expand on this simple statement. In 3–4 paragraphs, explain several dimensions of this paradigm that make qualitative research interesting and unique. Be sure to use the terminology you are learning (including but not limited to “phenomena”, “constructivist,” and “naturalistic”), and provide historical context.

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.

· Chapter 1, “Qualitative Research: An Opening Orientation” (pp. 1–31)

Erickson, F. (2011). Chapter 3: A history of qualitative inquiry in social and educational research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 43–58). Thousand Oaks, CA: Sage Publications.

Denzin, N. K., & Lincoln, Y.S. (2013). Chapter 1: Introduction: The discipline and practice of qualitative research. In The landscape of qualitative research (4th ed., pp. 1–44). Thousand Oaks, CA: Sage Publications. Retrieved from http://www.sagepub.com/sites/default/files/upm-binaries/17670_Chapter1.pdf

Yob, I., & Brewer, P. (n.d.). Working toward the common good: An online university’s perspectives  on social change, 1-25.

Discussion 2: What Would You Like to Explore?

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In this Scholar of Change video, Benjamin Isaac, Walden Doctor of Education student and 2014 Scholar of Change, is creating an animated show to inspire children with special needs. As you observe, take notes using the Video Field Notes Guide. 

Once you have watched this week’s Scholar of Change video, you have the opportunity to reflect on how that student merged their academic studies with their passion for making a difference. In this Discussion, you have an opportunity to start that journey, to consider a topic you would like to explore. 

For this Discussion, you will explore topics in your discipline of interest to you that you want to research using a qualitative approach.

To prepare for this Discussion:

· Review the Learning Resources related to qualitative research.

· Consider a topic in your discipline that is of interest to you. This could come from a prior course or something from your work or personal setting for which you have a passion.

By Day 4

Based on your initial understanding of qualitative research, post a description of the topic you chose in terms of how it could be conceptualized as a qualitative study. Include:

1. What is the phenomenon of interest? 

2. What experiences or contextual issues might influence how this phenomenon could be studied? 

3. In what setting(s) could a topic like this be explored? 

4. What connection do you have to this topic, and why do you think it is important to explore this as a qualitative study?

5. What possibilities could the results of this research have for social change?

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

psychology Module 4 # 2

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  Make an initial post (100 word minimum)  to EACH of the four discussion topics within the first two weeks of the beginning of the course.

2.  Students are required to make at least three reflective posts (100 word minimum) to the comments of other students.   

Students must begin by first stating “I believe your main (basic)point was”.  You may then proceed to discuss your viewpoint and advance or clarify you contribution to the discussion topic.

3.  For a post to be considered significant it must be a minumum of 100 words.

 

It was very sad to know that foster kids are taking five or more medications at a time. We all know that medications, beside their positive results, have side effects too. Giving these kids high dose of psychotropic drugs badly affect their mental health. In my opinion, It is hard for these children to adjust in a new environment without their parents, so it is obvious that they would be up sad. It does not mean that they are mentally ill. These children should be treated with love, care, and sympathy instead of forcing them to take psychotropic drugs. I think doctors should be restricted to prescribe powerful psychotropic drugs to children, specially to those who do not have any psychological problems.  

I was very mad on the doctor who put Gabriel Myers on strong mind-altering drugs, which made him to commit suicide. How could the doctor prescribe that powerful drug to that seven years old kid after only five minutes visit? I my opinion, there should be a law that ensure that foster kids are only prescribed psychotropic medications when absolutely necessary. Also, they should be offered non-drug treatment. I agree with the second opinion by other doctor before starting the medication, it would decrease the risk of being hurt by the medications.  

Psychology Module 4 # 3

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  Make an initial post (100 word minimum)  to EACH of the four discussion topics within the first two weeks of the beginning of the course.

2.  Students are required to make at least three reflective posts (100 word minimum) to the comments of other students.   

Students must begin by first stating “I believe your main (basic)point was”.  You may then proceed to discuss your viewpoint and advance or clarify you contribution to the discussion topic.

3.  For a post to be considered significant it must be a minumum of 100 words.

 

I got mad at the part of the video that said that 26,000 foster children are on psychotropic drugs, including infants.  Infants don’t have any psychological problems at that age, if they ever will.  There is absolutely no reason to be giving infants these powerful drugs.  There’s no reason for any of the children to get these medications prescribed to them.  I agree that they should have a second opinion from a doctor that knows what they are doing.  Most, if not all, of these kids have no mental illness.  For example that one boy said that he got diagnosed with bipolar disorder and ADHD.  He knew he didn’t have these disorders. 

Another thing is that they should not be forced to take these medications.  I am personally diagnosed with depression and anxiety.  No one can force me to go to a psychiatrist and be prescribed medicine.  No one can make me take the prescriptions every day.  The kids have opinions too, no matter how young they are. 

One of the drugs they mentioned was Symbyax, also called Fluoxetine and Olanzapine.  The side effects of this drug include vision changes and swelling in your hands or feet, among other things.  They are giving kids this drug that hurts their vision and makes their hands/feet swell.  This is not the correct way to treat a child.  Any child not just foster kids.  Especially since most of these drugs would not even be prescribed to adults.