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  • [Solved] Psychology Homework question

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  • [Solved] Psychology Homework question

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  • [Solved] Psychology Homework question

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  • [Solved] psychology

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    Describe bloom's taxonomy in education – a year ago **files (1)** – ## blooms-taxonomy-revised.pdf **## blooms-taxonomy-revised.pdf** Center for Innovation in Teaching & Learning 2014 BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES Objectives state what we want our students to learn and be able to do. A …

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    Describe bloom's taxonomy in education

    – a year ago

    **files (1)**

    – ## blooms-taxonomy-revised.pdf

    **## blooms-taxonomy-revised.pdf**

    Center for Innovation in Teaching & Learning

    2014

    BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

    Objectives state what we want our students to learn and be able to do. A statement of an objective contains a noun (type of

    knowledge) and a verb (type of cognitive process using the knowledge).

    General form of a learning objective: Students will be able to verb noun phrase.

    Examples: Students will be able to design an experiment to test a hypothesis.

    Students will be able to distinguish among confederal, federal, and unitary systems of government.

    Students will be able to differentiate between rational and irrational numbers.

    The Knowledge Dimension

    Factual Conceptual Procedural Metacognitive

    D
    E

    F
    IN

    E
    D

    The basic elements

    students must know to

    be acquainted with a

    discipline or solve

    problems in it

    The interrelationship

    among the basic elements

    within a larger structure

    that enables them to

    function together

    How to do something,

    methods of inquiry, and

    criteria for using skills,

    algorithms, techniques, and

    methods

    Knowledge of cognition in general

    as well as awareness and knowledge

    of one’s own cognition

    S
    U

    B
    T

    Y
    P

    E
    S

    Terminology

    Symbols

    Specific details

    Specific elements

    Classification

    Categories

    Principles

    Generalizations

    Theories

    Models

    Skills

    Algorithms

    Techniques

    Methods

    Criteria for judgment

    Strategies for learning

    Knowledge about cognitive tasks

    Self-knowledge

    E
    X

    A
    M

    P
    L

    E
    Works by an artist

    Historical events

    Components of a cell

    Periods of geologic time

    Models of government

    Theory of evolution

    Skills to paint a watercolor

    Skills to analyze an injury

    Methods of literary

    criticism

    Use of mnemonic strategies

    Use of organizing techniques

    Knowing one’s understanding of

    and motivation for a task

    Taken from Anderson and Krathwohl; A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of

    Educational Objectives, New York: Longman, 2001,

    Center for Innovation in Teaching & Learning

    2014

    The general form for writing a learning objective: Students will be able to verb noun phrase.

    An example of a learning objective: Students will be able to write a learning objective that is clear and specific.

    The Cognitive Dimension

    Remember Understand Apply Analyze Evaluate Create

    Retrieve relevant

    knowledge from

    long-term memory

    Construct meaning by

    connecting “new” to

    “prior” knowledge

    Use a procedure to

    perform exercises

    or solve problems

    Break material into its

    constituent parts and

    relate parts to whole

    Make judgments

    based on criteria

    or standards

    Put elements

    together to form

    a coherent whole

    V
    E

    R
    B

    S

    Remember

    Recognize

    Identify

    Recall

    Retrieve

    Understand Interpret

    Clarify Paraphrase

    Illustrate Classify

    Categorize Summarize

    Generalize Infer

    Conclude Explain

    Predict Compare

    Contrast Map

    Apply

    Execute

    Carry out

    Use

    Implement

    Differentiate Analyze

    Discriminate Focus

    Distinguish Select

    Organize Outline

    Integrate

    Structure

    Attribute

    Deconstruct

    Evaluate

    Check

    Coordinate

    Detect

    Monitor

    Test

    Critique

    Judge

    Create

    Generate

    Hypothesize

    Plan

    Design

    Produce

    Construct

    Q
    U

    E
    S

    T
    IO

    N
    S

    What happened

    after ..

    How many ..

    What is ..

    Who did ..

    Where did .. occur?

    How would you explain ..

    Who do you think ..

    Why did ..

    How would you graph ..

    Which .. corresponds to ..

    What are examples of ..

    How could you group ..

    How would you

    solve ..

    How would you

    do ..

    What would you

    say to ..

    How would you

    work a case of ..

    What was the turning

    point?

    How is. .. similar to ..

    Why did .. occur

    What is needed to ..

    What were some of the

    motives for ..

    Is there a better

    solution to ..

    What do you

    think about ..

    and why?

    Do you think .. is

    a good thing

    and why?

    What are possible

    solutions to ..

    How would you

    design an ..

    What would

    happen if ..

    How many ways

    can you ..

    A
    C

    T
    IV

    IT
    IE

    S

    Make a list

    showing ..

    Make a time line

    Make a chart

    showing ..

    Write a summary of ..

    Prepare a flow chart of ..

    Write an explanation of ..

    Make a taxonomy of ..

    Draw a map/model of ..

    Draw a graph of ..

    Write possible outcomes of

    Retell an event

    Solve a problem

    Write a response

    to a case study

    Perform a lab

    experiment

    Write a biography

    Make a map showing

    interrelationships

    Write an analysis of ..

    Write an essay

    examining bias in ..

    Construct a chart to

    organize related data

    Conduct a debate

    (or a mock trial)

    Write a critique

    Prepare a case

    Write an opinion

    piece

    Design an

    experiment

    Create a new

    product

    Plan a marketing

    campaign

    Create art

    Design a building

    **## blooms-taxonomy-revised.pdf**

    Center for Innovation in Teaching & Learning

    2014

    BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

    Objectives state what we want our students to learn and be able to do. A statement of an objective contains a noun (type of

    knowledge) and a verb (type of cognitive process using the knowledge).

    General form of a learning objective: Students will be able to verb noun phrase.

    Examples: Students will be able to design an experiment to test a hypothesis.

    Students will be able to distinguish among confederal, federal, and unitary systems of government.

    Students will be able to differentiate between rational and irrational numbers.

    The Knowledge Dimension

    Factual Conceptual Procedural Metacognitive

    D
    E

    F
    IN

    E
    D

    The basic elements

    students must know to

    be acquainted with a

    discipline or solve

    problems in it

    The interrelationship

    among the basic elements

    within a larger structure

    that enables them to

    function together

    How to do something,

    methods of inquiry, and

    criteria for using skills,

    algorithms, techniques, and

    methods

    Knowledge of cognition in general

    as well as awareness and knowledge

    of one’s own cognition

    S
    U

    B
    T

    Y
    P

    E
    S

    Terminology

    Symbols

    Specific details

    Specific elements

    Classification

    Categories

    Principles

    Generalizations

    Theories

    Models

    Skills

    Algorithms

    Techniques

    Methods

    Criteria for judgment

    Strategies for learning

    Knowledge about cognitive tasks

    Self-knowledge

    E
    X

    A
    M

    P
    L

    E
    Works by an artist

    Historical events

    Components of a cell

    Periods of geologic time

    Models of government

    Theory of evolution

    Skills to paint a watercolor

    Skills to analyze an injury

    Methods of literary

    criticism

    Use of mnemonic strategies

    Use of organizing techniques

    Knowing one’s understanding of

    and motivation for a task

    Taken from Anderson and Krathwohl; A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of

    Educational Objectives, New York: Longman, 2001,

    Center for Innovation in Teaching & Learning

    2014

    The general form for writing a learning objective: Students will be able to verb noun phrase.

    An example of a learning objective: Students will be able to write a learning objective that is clear and specific.

    The Cognitive Dimension

    Remember Understand Apply Analyze Evaluate Create

    Retrieve relevant

    knowledge from

    long-term memory

    Construct meaning by

    connecting “new” to

    “prior” knowledge

    Use a procedure to

    perform exercises

    or solve problems

    Break material into its

    constituent parts and

    relate parts to whole

    Make judgments

    based on criteria

    or standards

    Put elements

    together to form

    a coherent whole

    V
    E

    R
    B

    S

    Remember

    Recognize

    Identify

    Recall

    Retrieve

    Understand Interpret

    Clarify Paraphrase

    Illustrate Classify

    Categorize Summarize

    Generalize Infer

    Conclude Explain

    Predict Compare

    Contrast Map

    Apply

    Execute

    Carry out

    Use

    Implement

    Differentiate Analyze

    Discriminate Focus

    Distinguish Select

    Organize Outline

    Integrate

    Structure

    Attribute

    Deconstruct

    Evaluate

    Check

    Coordinate

    Detect

    Monitor

    Test

    Critique

    Judge

    Create

    Generate

    Hypothesize

    Plan

    Design

    Produce

    Construct

    Q
    U

    E
    S

    T
    IO

    N
    S

    What happened

    after ..

    How many ..

    What is ..

    Who did ..

    Where did .. occur?

    How would you explain ..

    Who do you think ..

    Why did ..

    How would you graph ..

    Which .. corresponds to ..

    What are examples of ..

    How could you group ..

    How would you

    solve ..

    How would you

    do ..

    What would you

    say to ..

    How would you

    work a case of ..

    What was the turning

    point?

    How is. .. similar to ..

    Why did .. occur

    What is needed to ..

    What were some of the

    motives for ..

    Is there a better

    solution to ..

    What do you

    think about ..

    and why?

    Do you think .. is

    a good thing

    and why?

    What are possible

    solutions to ..

    How would you

    design an ..

    What would

    happen if ..

    How many ways

    can you ..

    A
    C

    T
    IV

    IT
    IE

    S

    Make a list

    showing ..

    Make a time line

    Make a chart

    showing ..

    Write a summary of ..

    Prepare a flow chart of ..

    Write an explanation of ..

    Make a taxonomy of ..

    Draw a map/model of ..

    Draw a graph of ..

    Write possible outcomes of

    Retell an event

    Solve a problem

    Write a response

    to a case study

    Perform a lab

    experiment

    Write a biography

    Make a map showing

    interrelationships

    Write an analysis of ..

    Write an essay

    examining bias in ..

    Construct a chart to

    organize related data

    Conduct a debate

    (or a mock trial)

    Write a critique

    Prepare a case

    Write an opinion

    piece

    Design an

    experiment

    Create a new

    product

    Plan a marketing

    campaign

    Create art

    Design a building

  • [Solved] Can this be down in 3 hours? 2pages

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (2)** – ## E-Journal14.pdf – ## wk8assE-Journal.docx **## E-Journal14.pdf** SWK5025 E-JOURNAL WEEK 8 Date: Total hours completed this week: Agency/Site name: MSW site supervisor: Course: Summary of experiences this week including client/project assignments completed this week: L…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    – a year ago

    **files (2)**

    – ## E-Journal14.pdf

    – ## wk8assE-Journal.docx

    **## E-Journal14.pdf**

    SWK5025 E-JOURNAL

    WEEK 8

    Date:

    Total hours completed this week:

    Agency/Site name:

    MSW site supervisor:

    Course:

    Summary of experiences this week including client/project assignments completed this week:

    Learning goals and competencies from your learning contract addressed this week:

    Share the date and length of this week's supervision:

    How have course discussions and materials been integrated in your practicum experience this week

    (provide two specific examples):

    Identify Social Work Skills/Theory used this week (provide two specific examples):

    Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was

    experienced this week:

    How did you employ self-awareness, self-care and/or professionalism this week? (Provide a specific

    example):

    Future plans for your continued learning at your placement (provide specific examples):

    **## wk8assE-Journal.docx**

    | | | |
    | — | — | — |
    | **Week 8 Assignment 2: E-Journal** |
    | **Criteria** | **Ratings** | **Pts** |
    | Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
    | Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
    | Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
    | Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
    | Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
    | Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
    | Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week. | / 4 pts |
    | Total Points: 0 |

    **## wk8assE-Journal.docx**

    | | | |
    | — | — | — |
    | **Week 8 Assignment 2: E-Journal** |
    | **Criteria** | **Ratings** | **Pts** |
    | Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
    | Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
    | Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
    | Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
    | Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
    | Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
    | Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week. | / 4 pts |
    | Total Points: 0 |

    **## E-Journal14.pdf**

    SWK5025 E-JOURNAL

    WEEK 8

    Date:

    Total hours completed this week:

    Agency/Site name:

    MSW site supervisor:

    Course:

    Summary of experiences this week including client/project assignments completed this week:

    Learning goals and competencies from your learning contract addressed this week:

    Share the date and length of this week's supervision:

    How have course discussions and materials been integrated in your practicum experience this week

    (provide two specific examples):

    Identify Social Work Skills/Theory used this week (provide two specific examples):

    Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was

    experienced this week:

    How did you employ self-awareness, self-care and/or professionalism this week? (Provide a specific

    example):

    Future plans for your continued learning at your placement (provide specific examples):

    **## wk8assE-Journal.docx**

    | | | |
    | — | — | — |
    | **Week 8 Assignment 2: E-Journal** |
    | **Criteria** | **Ratings** | **Pts** |
    | Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
    | Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
    | Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
    | Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
    | Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
    | Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
    | Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week. | / 4 pts |
    | Total Points: 0 |

    **## E-Journal14.pdf**

    SWK5025 E-JOURNAL

    WEEK 8

    Date:

    Total hours completed this week:

    Agency/Site name:

    MSW site supervisor:

    Course:

    Summary of experiences this week including client/project assignments completed this week:

    Learning goals and competencies from your learning contract addressed this week:

    Share the date and length of this week's supervision:

    How have course discussions and materials been integrated in your practicum experience this week

    (provide two specific examples):

    Identify Social Work Skills/Theory used this week (provide two specific examples):

    Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was

    experienced this week:

    How did you employ self-awareness, self-care and/or professionalism this week? (Provide a specific

    example):

    Future plans for your continued learning at your placement (provide specific examples):

    **## wk8assE-Journal.docx**

    | | | |
    | — | — | — |
    | **Week 8 Assignment 2: E-Journal** |
    | **Criteria** | **Ratings** | **Pts** |
    | Summarize experiences this week including client or project assignments completed. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Summarizes, in detail, experiences this week including client or project assignments completed including specific examples and their implications.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Summarizes experiences this week including client or project assignments completed.<br>**1.82 to >0 pts**<br>**BASIC**<br>Summarizes some experiences this week, that may include client or project assignments completed but lacks detail and clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not summarize experiences this week. | / 2.6 pts |
    | Discuss how course discussions and materials are integrated into the practicum experience this week, including two specific examples. (C4.GP.A) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes how course discussions and materials are integrated into the practicum experience this week, supported by two or more specific and well-analyzed examples.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, including two specific examples.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses how course discussions and materials are integrated into the practicum experience this week, but lacks specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss how course discussions and materials are integrated into the practicum experience this week. | / 2.6 pts |
    | Discuss Social Work Skills or Theory used this week in the practicum experience, including two specific examples. | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes Social Work Skills or Theory used this week in the practicum experience, supported by two or more specific and well-analyzed examples<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, including two specific examples.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses Social Work Skills or Theory used this week in the practicum experience, but without the support of specific examples.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss Social Work Skills or Theory used this week in the practicum experience. | / 2.8 pts |
    | Discuss one application of the NASW Code of Ethics (values, ethical dilemmas, the ethical use of technology, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics. (C1.GP.A) | **2.8 to >2.38 pts**<br>**DISTINGUISHED**<br>Analyzes one or more applications of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week providing details and clearly connects the experience at the placement to the NASW Code of Ethics.<br>**2.38 to >1.96 pts**<br>**PROFICIENT**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week clearly connecting the experience at the placement to the NASW Code of Ethics.<br>**1.96 to >0 pts**<br>**BASIC**<br>Discusses one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week, but lacks detail or a clear connection to the NASW Code of Ethics.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss one application of the NASW Code of Ethics (values, ethical dilemmas, etc.) that was experienced this week. | / 2.8 pts |
    | Discuss the use of self-awareness, self-care, or professionalism this week. (C3.GP.B) | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Analyzes the use of self-awareness, self-care, or professionalism this week providing a specific example and addressing all three aspects in-depth.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Discusses the use of self-awareness, self-care, or professionalism this week.<br>**1.82 to >0 pts**<br>**BASIC**<br>Discusses, superficially, the use of self-awareness, self-care, or professionalism this week, but lacks any detail or clarity.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not discuss the use of self-awareness, self-care, or professionalism this week. | / 2.6 pts |
    | Outline future plans for continued learning at the placement. | **2.6 to >2.21 pts**<br>**DISTINGUISHED**<br>Describes future plans for continued learning at the placement, including details, specific examples, and a commitment to growth and development.<br>**2.21 to >1.82 pts**<br>**PROFICIENT**<br>Outlines future plans for continued learning at the placement.<br>**1.82 to >0 pts**<br>**BASIC**<br>Identifies a few prospective strategies for learning at the placement.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify future plans for continued learning at the placement. | / 2.6 pts |
    | Identify learning goals and competencies from the learning contract addressed this week. | **4 to >3.4 pts**<br>**DISTINGUISHED**<br>Identifies learning goals and competencies from the learning contract addressed this week and includes detailed examples of the experiences.<br>**3.4 to >2.8 pts**<br>**PROFICIENT**<br>Identifies learning goals and competencies from the learning contract addressed this week but lacks examples of the experiences.<br>**2.8 to >0 pts**<br>**BASIC**<br>Identifies learning goals or competencies from the learning contract addressed this week but does not include both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not identify learning goals and competencies from the learning contract addressed this week. | / 4 pts |
    | Total Points: 0 |

  • [Solved] Can this be done in 10 hours?

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (2)** – ## cf_process_recording_template1.docx – wk8_5025.docx **## cf_process_recording_template1.docx** ![](https://www.sweetstudy.com/questions/can-this-be-done-in-10-hours)**Remove or Replace: Header Is Not Doc Title** ![](https://www.sweetstudy.com/questions/can-this…

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    – a year ago

    **files (2)**

    – ## cf_process_recording_template1.docx

    – wk8_5025.docx

    **## cf_process_recording_template1.docx**

    ![](https://www.sweetstudy.com/questions/can-this-be-done-in-10-hours)**Remove or Replace: Header Is Not Doc Title**

    ![](https://www.sweetstudy.com/questions/can-this-be-done-in-10-hours)

    ## Process Recording

    #### Overview

    The process recording documents a verbatim exchange between you and the client or client system. The process recording can be conducted with an individual, family, group, members of an organization, or a community group. The purpose is to allow you the opportunity to engage in social work behaviors by demonstrating social knowledge, values, and skills, identifying personal feelings and reactions, employing social work theories and conceptual frameworks (for example, strengths-based perspective, and cultural competence), and integrating the 9 CSWE competencies.

    A process recording is required in both the foundation practicum (SWK5025, SWK5026) and advanced practicum (SWK5526, SWK5527, SWK5528).

    ##### Instructions:

    Fill out the form during and after your meeting.

    #### Process Recording Template

    Learner Name:

    Date of Interview:

    Client or Client System Name (assign a pseudonym):

    Location of Interview: (in the office, in the community, et cetera.):

    Goal and/or Purpose of Contact (client assessment, community advocacy, et cetera.):

    | | | | | | |
    | — | — | — | — | — | — |
    | | **Verbatim Exchange**<br>(What did the learner say? What did the client or client system say?) | **Learner Feelings/Reactions**<br>(How did you react? How did it make you feel?) | **Identify Skills/Theory Used**<br>(What social work skills and theories did you apply?) | **Competencies Used**<br>(What core competencies did you apply?) | **Site Supervisor Comments**<br>(After the learner completes the interview with the client or client system, the site supervisor will review and offer comments here.) |
    | _Examples_ | _Learner: So, Mary, you discussed your religious beliefs and family briefly. Tell me more about your beliefs._<br>_Mary: My faith is very important and it guides my whole life._ | _I leaned forward to show interest in Mary’s comments._ | _I applied a strengths-based perspective and employed eye contact with the client._ | _I applied Core Competency #2 (Engage in diversity and difference in practice) by inquiring about how faith influences Mary’s well-being_. | |
    | | | | | | |
    | | | | | | |

    Summarize your impressions of the interview or meeting with the client or client system.

    Identify lessons learned by completing this process recording.

    List questions to ask the site supervisor to improve your social work knowledge and skills.

    1

    1

    ## image1.emf

    **wk8_5025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk8-5025-docx)

    **wk8_5025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk8-5025-docx)

    **## cf_process_recording_template1.docx**

    ![](https://www.sweetstudy.com/questions/can-this-be-done-in-10-hours)**Remove or Replace: Header Is Not Doc Title**

    ![](https://www.sweetstudy.com/questions/can-this-be-done-in-10-hours)

    ## Process Recording

    #### Overview

    The process recording documents a verbatim exchange between you and the client or client system. The process recording can be conducted with an individual, family, group, members of an organization, or a community group. The purpose is to allow you the opportunity to engage in social work behaviors by demonstrating social knowledge, values, and skills, identifying personal feelings and reactions, employing social work theories and conceptual frameworks (for example, strengths-based perspective, and cultural competence), and integrating the 9 CSWE competencies.

    A process recording is required in both the foundation practicum (SWK5025, SWK5026) and advanced practicum (SWK5526, SWK5527, SWK5528).

    ##### Instructions:

    Fill out the form during and after your meeting.

    #### Process Recording Template

    Learner Name:

    Date of Interview:

    Client or Client System Name (assign a pseudonym):

    Location of Interview: (in the office, in the community, et cetera.):

    Goal and/or Purpose of Contact (client assessment, community advocacy, et cetera.):

    | | | | | | |
    | — | — | — | — | — | — |
    | | **Verbatim Exchange**<br>(What did the learner say? What did the client or client system say?) | **Learner Feelings/Reactions**<br>(How did you react? How did it make you feel?) | **Identify Skills/Theory Used**<br>(What social work skills and theories did you apply?) | **Competencies Used**<br>(What core competencies did you apply?) | **Site Supervisor Comments**<br>(After the learner completes the interview with the client or client system, the site supervisor will review and offer comments here.) |
    | _Examples_ | _Learner: So, Mary, you discussed your religious beliefs and family briefly. Tell me more about your beliefs._<br>_Mary: My faith is very important and it guides my whole life._ | _I leaned forward to show interest in Mary’s comments._ | _I applied a strengths-based perspective and employed eye contact with the client._ | _I applied Core Competency #2 (Engage in diversity and difference in practice) by inquiring about how faith influences Mary’s well-being_. | |
    | | | | | | |
    | | | | | | |

    Summarize your impressions of the interview or meeting with the client or client system.

    Identify lessons learned by completing this process recording.

    List questions to ask the site supervisor to improve your social work knowledge and skills.

    1

    1

    ## image1.emf

    **wk8_5025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk8-5025-docx)

    **## cf_process_recording_template1.docx**

    ![](https://www.sweetstudy.com/questions/can-this-be-done-in-10-hours)**Remove or Replace: Header Is Not Doc Title**

    ![](https://www.sweetstudy.com/questions/can-this-be-done-in-10-hours)

    ## Process Recording

    #### Overview

    The process recording documents a verbatim exchange between you and the client or client system. The process recording can be conducted with an individual, family, group, members of an organization, or a community group. The purpose is to allow you the opportunity to engage in social work behaviors by demonstrating social knowledge, values, and skills, identifying personal feelings and reactions, employing social work theories and conceptual frameworks (for example, strengths-based perspective, and cultural competence), and integrating the 9 CSWE competencies.

    A process recording is required in both the foundation practicum (SWK5025, SWK5026) and advanced practicum (SWK5526, SWK5527, SWK5528).

    ##### Instructions:

    Fill out the form during and after your meeting.

    #### Process Recording Template

    Learner Name:

    Date of Interview:

    Client or Client System Name (assign a pseudonym):

    Location of Interview: (in the office, in the community, et cetera.):

    Goal and/or Purpose of Contact (client assessment, community advocacy, et cetera.):

    | | | | | | |
    | — | — | — | — | — | — |
    | | **Verbatim Exchange**<br>(What did the learner say? What did the client or client system say?) | **Learner Feelings/Reactions**<br>(How did you react? How did it make you feel?) | **Identify Skills/Theory Used**<br>(What social work skills and theories did you apply?) | **Competencies Used**<br>(What core competencies did you apply?) | **Site Supervisor Comments**<br>(After the learner completes the interview with the client or client system, the site supervisor will review and offer comments here.) |
    | _Examples_ | _Learner: So, Mary, you discussed your religious beliefs and family briefly. Tell me more about your beliefs._<br>_Mary: My faith is very important and it guides my whole life._ | _I leaned forward to show interest in Mary’s comments._ | _I applied a strengths-based perspective and employed eye contact with the client._ | _I applied Core Competency #2 (Engage in diversity and difference in practice) by inquiring about how faith influences Mary’s well-being_. | |
    | | | | | | |
    | | | | | | |

    Summarize your impressions of the interview or meeting with the client or client system.

    Identify lessons learned by completing this process recording.

    List questions to ask the site supervisor to improve your social work knowledge and skills.

    1

    1

    ## image1.emf

    **wk8_5025.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk8-5025-docx)

  • [Solved] TAOA

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    ## **Annotated Outline** – a year ago

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    ## **Annotated Outline**

    – a year ago

  • [Solved] psych module 1

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    – a year ago **files (1)** – ## psychmodule1researchmediation.docx **## psychmodule1researchmediation.docx** **Main Post (due Saturday, May 31, by 11:59 PM):** Research meditation in your **assigned country**(see country list under "List of Countries and Student Assignments" in the "Module 2" folder…

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    – a year ago

    **files (1)**

    – ## psychmodule1researchmediation.docx

    **## psychmodule1researchmediation.docx**

    **Main Post (due Saturday, May 31, by 11:59 PM):**

    Research meditation in your
    **assigned country**(see country list under "List of Countries and Student Assignments" in the "Module 2" folder) and answer the following questions based on the information found.

    1. Is meditation a common practice in your assigned country?

        a. If so, discuss how it affects peoples’ daily lives and interactions (i.e., is it tied to religion, self-care, work-based programs/incentives, etc.).

        b. If not, find a similar practice found in that country (i.e., “quiet hours,” reflection, designated rest days, etc.). Describe this practice.

    2. Refer to the textbook section on meditation starting on p. 221- what would you say the overall purpose or goal is for the type(s) of meditation you found in your country?
    _(Note: the textbook and e-book pages do not line up. While in the e-book, the actual page numbers will be indicated on the right hand on the screen within the text of the chapters)_

    **Response Post (due Sunday, June 1, by 11:59 PM):**

    For your response post, reply to a classmate's initial post whose research on their assigned country was similar to your research,
    **OR** select a classmate whose research on their assigned country was different from your research, and answer the following questions

    If you selected a similar country, reply to that classmate and answer the following questions:

    1. What similarities do you notice between the two countries? Describe them.

    2. Why do you think these two specific countries are similar in this way?

    3.
    _Note – do *not* just simply state that these countries are similar cultures. Explain what about these two cultures might explain these similarities_

    4. Relaxation exercise – Try relaxing for at least 15 minutes.

    5.
    _You may follow these guidelines on_ [_Progressive Relaxation_](https://www.uofmhealth.org/health-library/uz2225) _(opens in a new window). You can also use this 4-minute video if you find it easier to start with:_ [_Calm Challenge_](https://www.youtube.com/watch?v=0_tb6T2ks_w) _(opens in a new window)._

    6. Discuss your experience. How did you feel during and after the relaxation time? What was easy with the process? What did you struggle with? Was this experience helpful?

    ***OR***

    If you selected a different country, reply to that classmate and answer the following questions:

    1. What differences do you notice between the two countries? Describe them.

    2. Why do you think these two specific countries are different in this way?

    3.
    _Note – do *not* just simply state that these countries are different cultures. Explain what about these two different cultures might explain these differences_

    4. Relaxation exercise – Try relaxing for at least 15 minutes.

    5.
    _You may follow these guidelines on_ [_Progressive Relaxation_](https://www.uofmhealth.org/health-library/uz2225) _(opens in a new window). You can also use this 4-minute video if you find it easier to start with:_ [_Calm Challenge_](https://www.youtube.com/watch?v=0_tb6T2ks_w) _(opens in a new window)._

    6. Discuss your experience. How did you feel during and after the relaxation time? What was easy with the process? What did you struggle with? Was this experience helpful?

    **## psychmodule1researchmediation.docx**

    **Main Post (due Saturday, May 31, by 11:59 PM):**

    Research meditation in your
    **assigned country**(see country list under "List of Countries and Student Assignments" in the "Module 2" folder) and answer the following questions based on the information found.

    1. Is meditation a common practice in your assigned country?

        a. If so, discuss how it affects peoples’ daily lives and interactions (i.e., is it tied to religion, self-care, work-based programs/incentives, etc.).

        b. If not, find a similar practice found in that country (i.e., “quiet hours,” reflection, designated rest days, etc.). Describe this practice.

    2. Refer to the textbook section on meditation starting on p. 221- what would you say the overall purpose or goal is for the type(s) of meditation you found in your country?
    _(Note: the textbook and e-book pages do not line up. While in the e-book, the actual page numbers will be indicated on the right hand on the screen within the text of the chapters)_

    **Response Post (due Sunday, June 1, by 11:59 PM):**

    For your response post, reply to a classmate's initial post whose research on their assigned country was similar to your research,
    **OR** select a classmate whose research on their assigned country was different from your research, and answer the following questions

    If you selected a similar country, reply to that classmate and answer the following questions:

    1. What similarities do you notice between the two countries? Describe them.

    2. Why do you think these two specific countries are similar in this way?

    3.
    _Note – do *not* just simply state that these countries are similar cultures. Explain what about these two cultures might explain these similarities_

    4. Relaxation exercise – Try relaxing for at least 15 minutes.

    5.
    _You may follow these guidelines on_ [_Progressive Relaxation_](https://www.uofmhealth.org/health-library/uz2225) _(opens in a new window). You can also use this 4-minute video if you find it easier to start with:_ [_Calm Challenge_](https://www.youtube.com/watch?v=0_tb6T2ks_w) _(opens in a new window)._

    6. Discuss your experience. How did you feel during and after the relaxation time? What was easy with the process? What did you struggle with? Was this experience helpful?

    ***OR***

    If you selected a different country, reply to that classmate and answer the following questions:

    1. What differences do you notice between the two countries? Describe them.

    2. Why do you think these two specific countries are different in this way?

    3.
    _Note – do *not* just simply state that these countries are different cultures. Explain what about these two different cultures might explain these differences_

    4. Relaxation exercise – Try relaxing for at least 15 minutes.

    5.
    _You may follow these guidelines on_ [_Progressive Relaxation_](https://www.uofmhealth.org/health-library/uz2225) _(opens in a new window). You can also use this 4-minute video if you find it easier to start with:_ [_Calm Challenge_](https://www.youtube.com/watch?v=0_tb6T2ks_w) _(opens in a new window)._

    6. Discuss your experience. How did you feel during and after the relaxation time? What was easy with the process? What did you struggle with? Was this experience helpful?