A common debate in ethics is universalism versus relativism of ethics and moral codes.  A frequently asked question is “Does a universal moral code exist regardless of an individual’s culture?” As organizations are becoming increasingly global,  and understanding of universalism versus relativism of culture ethics is important.

Compare and contrast universalism and relativism.

Evaluate how universalism and relativism affect global social corporate responsibility.

Your response must be a minimum of 300 words.

Please use at least one scholarly or credible source in your discussion.

Narrative and solution-focused therapy are postmodern theories of working with couples and families. In terms of practitioner relationships, both forms of therapy can be viewed as more collaborative than other theories discussed thus far in the course. They emphasize a more equal distribution of power between helping professional and client. They also promote movement away from a traditional metaphor of couple/family relations toward conceptualizing couple/family relationships as networks of co-constructed meanings.

For this Assignment, view two of the media resources in this week’s resources (at least one narrative and one solution-focused video). Identify the couple’s or family’s issue(s) and begin to think about short- and long-term goals you might include in treatment plans for them. As you consider techniques or interventions to accomplish these goals, think about how you would measure progress in re-authoring or storytelling.

The Assignment (2–3 pages)

Based on the theory demonstrated in the narrative video:

• Define the problem.
• Formulate a theory-based treatment plan including short- and long-term goals for the couple’s or family’s issues.
• Describe two theory-based interventions you would use and justify your selection.

Based on the theory demonstrated in the solution-focused video:

• Define the problem.
• Formulate a theory-based treatment plan including short- and long-term goals for the couple’s or family’s issues.
• Describe two theory-based interventions you would use and justify your selection.
• Explain one anticipated outcome of each.

https://waldenu.kanopy.com/product/id-hear-laughter-finding-solutions-family-

https://waldenu.kanopy.com/product/irreconcilable-differences

https://waldenu.kanopy.com/product/narrative-therapy-children-stephen-madigan

Review the Culture and Health Literacy page on the Centers for Disease Control and Prevention (CDC) website. Its at the bottom of this post.

Discuss your thoughts with the class about the content addressed on the website and answer the following question in 175 to 265 words:

• How could you use information to communicate cross-culturally as a health care administrator?

Read and respond to at least two of your classmates’ discussion posts in 100-150 words. Be constructive and professional with your thoughts, feedback, or suggestions.

Culture & Health Literacy

Tools for Cross-Cultural Communication and Language Access Can Help Organizations Address Health Literacy and Improve Communication Effectiveness

Effective communication recognizes and bridges cultural differences.

The ideas people have about health, the languages they use, the health literacy skills they have, and the contexts in which they communicate about health reflect their cultures. Organizations can increase communication effectiveness when they recognize and bridge cultural differences that may contribute to miscommunication.

Culture Allows and Can Get in the Way of Communication

Culture can be defined by group membership, such as racial, ethnic, linguistic or geographical groups, or as a collection of beliefs, values, customs, ways of thinking, communicating, and behaving specific to a group.

As part of a cultural group, people learn communication rules, such as who communicates with whom, when and where something may be communicated, and what to communicate about. Members of a cultural group also learn one or more languages that facilitate communication within the group.

Sometimes, though, language can get in the way of successful communication. When people and organizations try to use their in-group languages, or jargon, in other contexts and with people outside the group, communication often fails and creates misunderstanding and barriers to making meaning in a situation.

Doctors, nurses, dentists, epidemiologists, and other public health and healthcare workers belong to professional cultures with their own languages that often aren’t the everyday language of most people. When these professionals want to share information, their jargon may have an even greater effect when limited literacy and cultural differences are part of the communication exchange with patients, caregivers, and other healthcare workers. Review the Find Training section of this website for courses in culture and communication.

Translation and Interpretation Are Necessary but Not Complete Solutions

Translated materials and interpreter services can help bridge language differences, but translations and interpreter services may not be fully accurate or complete. Not all languages have words for something that exists in other languages and cultures, and not all words and ideas can be easily translated into or explained in another language.

Or, people may have weak literacy and numeracy skills in their native language, and translated materials are too complex or technical for them. The interpreter may not be fully attuned to the need for everyday language, making it difficult for the client to fully comprehend the information.

The context for communication, such as the physical location or people’s shared or different experiences, may also affect the meaning of translated and interpreted words. The intended meaning may be lost, causing confusion even when everyone involved in the communication exchange believes they understand what is being said.

Organizations Can Support Cross-Cultural Communication and Language Access

The National Institute on Minority Health and Health Disparities (NIMHD)  launched a resource for people who work with health disparity populations with limited English proficiency: the Language Access Portalexternal icon (LAP). The LAP contains information, in multiple languages, for six disease areas where major health disparities have been identified in non-English speaking populations. The portal supports NIH’s comprehensive Language Access Plan by providing access to reliable cross-cultural and linguistically appropriate health information from NIH and other federal agencies.

The National Culturally and Linguistically Appropriate Services (CLAS) Standardsexternal icon can help organizations address the cultural and language differences between the people who provide information and services and the people they serve. The principal standard is to provide effective, equitable, understandable and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy and other communication needs.

Organizations can use the Guide to Providing Effective Communication and Language Assistance Servicesexternal icon to help communication between those who provide and receive care in a health care facility.

Federal agencies, and potentially organizations that receive federal funds, must create and follow plans to meet the needs of people with Limited English Proficiencyexternal icon. On November 3, 2015 the U.S. Census Bureau released a set of new tablesexternal icon reporting at least 350 languages that U.S. residents speak in their homes. These tables show the number of speakers of each language and the number who speak English less than “very well” — which is a common measure of English proficiency.

The best way to make sure of translation and interpreter quality is to select and match certified translators and interpreters with the primary audience. The American Translators Associationexternal icon has information on the certification process. A good match between translator or interpreter and primary audience happens when the translator or interpreter uses information about the language preferences, communication expectations, and health literacy skills of the audience to create appropriate messages and materials.

Health professionals and educators can use the Primer for teaching cultural competency. The Primer: Cultural Competency and Health Literacyexternal icon guide provides teaching tools to improve cross-cultural communications skills, deliver culturally and linguistically appropriate healthcare services to diverse populations, and develop programs and policies to improve health outcomes and reduce health disparities.

The CDC webinar, Cultural Competence in Preparedness Planning, can help your organization enhance its commitment to cultural competence during emergencies and reduce the disparities among people of different cultural backgrounds that can sometimes arise during disasters. Our Emergency Partners Information Connection and Office of Minority Health and Health Equity came together for this webinar to discuss:

• Why responding organizations should demonstrate cultural competence during emergencies
• What can happen if a responding organization is culturally incompetent
• Where you can find resources to help build your organization’s understanding of cultural competence

Resources for Translated Materials

• CDC.gov in Spanish
• Easy to Understand Medicine Instructions in 6 Languagesexternal icon
• HealthReachexternal icon – HealthReach from the National Library of Medicine is a resource of quality multilingual, multicultural public health information for those working with or providing care to individuals with limited English proficiency.

 
6 hours agoBrittany Thorpe RE: Week 10 DiscussionCOLLAPSE

Hello Professor and Fellow Classmates,

1.  Reflecting on your first video in the course, what changes did you make for Assignment 3 to improve your Executive Presence?

• Compared to Assignment 3, I felt more comfortable in presenting a video presentation, and I feel that alone helped me to feel more relaxed and confident which in my opinion helped improve my executive presence. I also feel that rehearsing and timing myself helped to convey my knowledge on the subject I discussed within my presentation.

2.  What have you learned this term about how you communicate in the workplace?

• This course has helped me to see that I communicate with a lot of emotion in the workplace however, at times the emotions I give off aren’t always received properly. This has caused me to think in detail about what I’m communicatin,g and the tone in which I’m communicating my thoughts.

3.  In what ways have you improved your communication skills during this term?

–  To answer this question I went over the comments Professor Paulson left on each of my assignments and compared them to the last, and in doing so I could see my growth without the course. From week to week in the beginning of the course, I noticed that Professor Paulson enjoyed my post however, he would remind to rely my message clearly so that my entire audience would understand my point of view. Now I am able to do this, and I am able to do so by questioning my thoughts and using a strength that I already have; looking at the subject matter from all angles. This course has helped me to develop that skill even more and help to improve my communication.

4.  What will you do going forward, to continue to improve your Communication Skills and Executive Presence?

• When I conclude any course I reflect on the quarter as a whole, and this quarter was rough. The coursework wasn’t difficult to understand however, I found myself not being able to put my all into weekly discussion boards, and assignments the way I would have liked to. This quarter has been an emotional roller coaster with COVID-19, e-learning with my son, working from home, maintaining the household, and now the recent events of the country I have become overwhelmed. I always thought of myself as one that is organized and can handle pretty much anything you threw my way, but the last 10 weeks have tested all of my previous notions of myself. I give that brief summary of current feeling in coming to the end of the quarter to help you understand that in going forward I have no choice to continue to resort back to this courses content and reading materials. Again, not because I didn’t understand the coursework, but because I plan to continually improve on my communication skills and my executive presence with the knowledge I have gained within this course, and from the knowledge I have yet to find within the course material.  

References:

• Paulson, E. 2020. JWI 505: Business Communications and Executive Presence Discussion Question and Assignment 1 – 2 Feedback
• JWI 505. 2020. Week 10 Lecture Notes: Executive Presence and Presentation Skills

Read and Review Chapter 12. 

“From a strategic perspective, it is imperative that employers provide the types of benefits that motivate workers and encourage them to stay with a company.”  Research indicates the importance for HR professionals to identify and implement competitive benefits that are desirable to employee.

Research Employee Benefits and explain/identify:

– How companies utilize benefits as a competitive advantage?  

– Trends in retirement plans and also compare the advantages and/or disadvantages of a defined benefit versus defined contribution plans.

– Growth and trend of financial, family-oriented, and time-off benefits and outline their importance to employees.

– Importance of managing the cost of health benefits and identify how organizations are mitigating the rising cost(s)?

Paper Requirements:

• Write a 3-4 page double-spaced, 12 font, and APA formatted paper that addresses the items above.
• Do not use first person. This paper isn’t your opinion. Your paper is guided by your research. 
• The 3-4 pages does not include the title page or reference page.
• Include a title page properly formatted in APA. 
• You Do NOT need to include an abstract
• Make sure to include an Introduction to your paper. Your introduction needs to include a strong preview sentence.
• Create headings in the body of the paper (between the Introduction and Conclusion) that are named based on the content in that section of the paper. For example, your headings could be the trends you identified. Please review the APA Heading Format Guidelines (Links to an external site.)Links to an external site. (Links to an external site.) in order to develop a good understanding of how to format the headings in your paper.
• Include a Reference page. You must include a minimum of 5 references (textbook and 4 scholarly peer-reviewed journal articles from Welder Library E-Resources). 

Please refer to the rubric for the grading requirements.    

Your submission will go through turnitin. Turnitin evaluates the originality score of your paper. Your turnitin score should be 25% or less. 

Rubric

I need 6 slides PPT. See the instructions given below. No Plagiarism. Speaker notes are also there. Everything is given below.  

Prior to beginning work on this assignment, read Chapter 4, Chapter 5, Chapter 6, Chapter 18, and Chapter 19 from your textbook; the Week 2 Weekly Lecture; Making PowerPoint Slides: Avoiding the Pitfalls of Bad Slides PowerPoint presentation; the article The Challenge of Exceptional Communication; and the web page Self Assessment: Learn About Your Personality and Strengths (Links to an external site.).

In preparation for the Final Paper as well as having real-world applicability, this week’s assignment is a PowerPoint presentation that will provide you an opportunity to create a career skills inventory and associated gap analysis. Using the article The Challenge of Exceptional Communication as a guide, the goal for this assignment is to professionally present your current skills and identifiable gaps in existing skills to promote yourself as an ideal candidate for the career of your choice. The information derived from this assignment should accurately reflect your existing skills.

In your presentation,

Describe the skills you possess that make you an ideal candidate for your chosen career.

Identify any gaps in your existing skill set that an employer may require.

Explain how you plan on honing these gaps in your existing skill set.

Explain how you would effectively and persuasively communicate this gap in a manner that would still qualify you for your career choice.

The Making PowerPoint Slides: Avoiding the Pitfalls of Bad Slides PowerPoint is a good resource to use for tips and guidelines for creating an effective PowerPoint presentation.

The Skills Inventory and Gap Analysis presentation

Must be five to six slides in length (not including title and references slides), formatted according to APA style as outlined in the Ashford Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) resource, and include substantial speaker notes (no less than 100 words per slide).

Must include a separate title slide with the following:

Title of presentation

Student’s name

Course name and number

Instructor’s name

Date submitted

Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.

Must use at least two scholarly or credible sources in addition to the course text.

The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.

Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)

Must include a separate references slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment

Discussion #1

What do you see as the most important provision in the Wagner or National Labor Relations Act? Support your view with at least one reference from the class materials.

Discussion #2

Review the NLRB Unfair Labor Practice (ULP) process. What is the value of this process? How does it compare to processes in non-union environments?

References

1.  https://www.nlrb.gov/about-nlrb/who-we-are/our-history/1935-passage-of-the-wagner-act 

2.   https://learn.umgc.edu/d2l/le/content/510257/Home 

3.  https://www.nlrb.gov/resources/nlrb-process/unfair-labor-practice-process-chart 

NOTE……..Pls stick to the references

Stereotype Threats

For this assignment, you will write a paper of 5–6 pages (excluding the cover page and references list) that compiles the content from your first two assignments and includes a final section that addresses the topic of stereotype threat.

You will be expected to complete the following:

• Compile knowledge of your own racial, ethnic, and cultural identity: 
  • Summarize your own race, ethnicity, cultural influences, traditions, beliefs, and values.
  • Align description of your racial, ethnic, and cultural identity with the racial and cultural identity theory and support this discussion with two scholarly references.
  • Compare and contrast your findings from taking various cultural competency assessment scales and tools. Refer to the scales and tools and summarize your current level of cultural competence.
• Compile knowledge of your selected disenfranchised racial, ethnic, religious, or cultural group: 
  • Summarize your understanding of microaggressions faced by the disenfranchised racial, ethnic, religious, or cultural group.
  • Align your description of microaggression encountered by the disenfranchised racial, ethnic, religious, or cultural group with at least two scholarly references.
  • Summarize three strategies or therapeutic interventions to counter the identified microaggressions and support discussion with two scholarly references.
• Identify the type of stereotype threat your own racial, ethnic, or cultural group might face. Support discussion with at least one scholarly reference. 
  • Compare and contrast the stereotype threat of the two groups referred to above.
  • Given your racial, ethnic, or cultural identity, develop a culturally competent response to stereotype threat for your chosen disenfranchised racial, ethnic, religious, or cultural group. Consider issues of countertransference, cultural sensitivity, imbalance of power between client and worker, and so on. 
    • Note assumptions may your client make about you.
    • Identify a culturally competent response.
    • Support your discussion of cultural competence with at least two scholarly references.

Assignment Requirements

• Include a cover page, page numbers, and a running head.
• It is acceptable to write in the first person for this assignment.
• Cite at least 10 sources.
• Use current APA style and formatting, particularly for citations and references.

Resources

• Stereotype Threats Scoring Guide.
• Capella Writing Center.
• APA Style and Format.
• Capella University Library.

Human Services Skills and Attributes

Identify 2–3 roles within human services that interest you after you have earned your degree. Based on your self-assessment from Unit 5, what are the skills and attributes you have that align with those roles?

Choose your controversial topic and submit to your faculty member for approval. (Prostitution) 

It is important that you answer all questions are you will lose major points that would effect your grade. Please follow all directions as indicated in the text.

Within your community or online locate sex education materials on this topic that may be a resource for someone looking to learn about the topic.

Complete a 1 page evaluation of the materials in terms of adequacy of information presented. Include at least two reasons why you choose this topic.

What age group would most benefit from the material? What alternatives might you propose?

Paper should be in APA format, if using in-text citation please reference as well.