Category: Annotated Bibliography

Ron, The Director At The Annenberg Theater

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Ron, the director at the Annenberg Theater, is planning his pricing strategy for a musical to be held in a 400-seat theater. He sets the full price at $120 and estimates demand at this price to be normally distributed with mean 300 and standard deviation of 100. Ron also decides to offer student-only advance sale tickets discounted 75% off the full price. Demand for the discounted student-only tickets is usually abundant and occurs well before full price ticket sales. a. Suppose Ron sets a 300-seat booking limit for the student-only tickets. What is the number of full-price tickets that Ron expects to sell? b. Compute the Expected Total Revenue for Ron considering the arrangement in part a. c. Based on a review of the show in another city, Ron updates his demand forecast for full-price tickets to be normal with mean of 200 and standard deviation of 50, but he does not change the ticket prices. What is the optimal protection level for full-price seats?

 

The Landlord

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This is the fourth in a series of four discussions that will lead you through formulating a community intervention step by step. Read the scenario and then answer the questions by replying to the thread. Be mindful to integrate course material and reading throughout your answer. Netting et al. (2023) chapters can help with this activity: 2, 10, 11, & 12.

Part 4: The Landlord

When they discuss the concept of oppression and the target population, Yolanda asks, with some distaste in her voice, “I wonder who owns those buildings?” They realize they need to discover who owns the deplorable buildings. After all, someone should begin to advocate for residents’ needs and see if basic repairs can be done. Tamara quickly googles the city tax office and finds that the owner is a prominent minister of a large suburban church.

After Harry, Yolanda, Derrick, and Tamara have acquired and analyzed this tax information, they approach the agency’s most experienced community organizer, who slowly shakes his head while telling the new workers the agency’s history with the landlord. He says that the minister was approached by agency staff a couple of years ago about making repairs. The minister said that he was “doing God’s will” by providing housing for “God’s unfortunates.” The community organizer relayed that the discussion was polite and that it was suggested to the minister, in a non-threatening way, that it would be a good idea to make basic repairs because the city might otherwise condemn the building. The minister explained that he really did not want to put any more money into the apartments because that would be a bad investment, and rather than wasting more money, he would close them down. But he feels that closing down the apartments would be a terrible loss for the people living there and for the community.

Critical Thinking Questions

1. What is your reaction to this information? What race or ethnic dimensions should be considered? What are the possible human rights violations?

2. Name one approach to community change that the social workers should consider employing. Also, name two tactics that would align with the approach you identified.

3. Next steps: What might you do now that you have this background information? (Detail a specific and comprehensive plan based on course readings and discussions).

4.Outline a detailed recruitment plan for a community meeting, including the best place, best time, and additional details.

5. Develop at least two slogans to be used at an event equating the issues experienced by the barrio residents with human rights violations.

5. Identify at least one (1) outcome evaluation measure that could be appropriate to use to evaluate the usefulness of the community meeting.

Personality disorder

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• Briefly describe the personality disorder you selected, including the DSM-5-TR diagnostic criteria.
• Explain a therapeutic approach and a modality you might use to treat a client presenting with this disorder. Explain why you selected the approach and modality, justifying their appropriateness.
• Next, briefly explain what a therapeutic relationship is in psychiatry. Explain how you would share your diagnosis of this disorder with the client in order to avoid damaging the therapeutic relationship. Compare the differences in how you would share your diagnosis with an individual, a family, and in a group session.

Managing IT Resources

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Technology is seen as the foundation of companies, from inventory tracking and the checkout process to online shopping and electronic funds transfers. Technology evolves and has new releases and upgraded products.

Respond to the following in a minimum of 175 words:

What are some of the best practices for managing IT resources to help your company gain or maintain a competitive advantage over other businesses in the same market?

 

Managing human resources for a small business.

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Imagine that you manage human resources for a small business. You have recently prepared a report on the market rate of pay for salespeople, and the company’s owner says the market rate is too high. The company cannot afford this level of pay, and, furthermore, paying that much would cause salespeople to earn more than most of the company’s managers.

Why is this a problem? Should managers automatically be at the top of the pay scale?
Suggest three possible measures the company might take to help resolve this conflict.

Group, organization, or social setting of gaining power and influence

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Part 1: During the semester, select a group, organization, or social setting and develop a goal of gaining power and influence. After selecting the group, set a measurable objective to accomplish by gaining power and influence (i.e., what will it look like if you succeed?). Next, use as many skills and tactics from the class as you can (including at least one that you rarely use and are uncomfortable with) to achieve your objective. In your paper, describe your objective as well as your thoughts and feelings prior to, during, and after your attempt to use these tactics to gain power and influence. Describe whether you were successful or not (either way is fine, so long as you learned from the experience). Summarize what you learned from your experience.

Part 2: Future Planning. Using both (1) your above experience and (2) the ideas and concepts from the class, write out a strategic plan for yourself as to how you will use the material to build your own path to power for your purpose. Some guiding thoughts: Examples could include what you will do specifically as part of your job finding process? What are you going to do as you enter your new organization? Are their places you want to build influence to change the status quo? In other words, how do you plan to put the ideas and concepts to work for you in your own life? Which ideas or concepts are you deliberately choosing NOT to put into practice, and why?

The organization that I selected is my major’s student association. I am the Vice President of the “student and alumni relation” in my student association. My major is “Social Entrepreneurship”.

 

Africa activism

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Article link: https://annenberg.usc.edu/news/research-and-impact/why-black-activist-media-should-be-archived-and-studied-west-coast

For this final Padlet (to replace 5 pt. Discussion Board) find an article that focuses on what people your age have been doing over last 5-7 years in terms of activism and trying to better their lives, economic development in Africa, or having a larger voice in world affairs.

Culturally Diverse World Presentation

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One purpose of social studies instruction, in a democratic and inclusive society, is to connect our society with a common mindset – one society working together for the betterment of all people. Instruction must allow students to see current themes in society and how they relate to themselves and others. When students are exposed to culturally relevant content and a democratic worldview, along with a chance to collaborate and interact with cross-curricular content with the arts, the effectiveness of social studies instruction is maximized.

Your professional learning community (PLC) has determined they want to build foundational knowledge on promoting students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Choose grade level standards, one social studies and one arts standard. Create a 12-15 slide digital presentation for your colleagues to help them become more informed on culturally relevant social studies instruction in the inclusive classroom.

Include the following elements:

Explanation of culturally relevant instruction including current, grade level societal themes for social studies instruction.
Challenges and benefits of culturally relevant instruction at the chosen grade level.
At least one learning objective that includes cross-curricular concepts of the chosen social studies and arts standards.
Three strategies that can be used to teach the chosen standards and how those strategies incorporate student collaboration, cultural relevance, and a democratic worldview.
Explain how each strategy can be adapted for students in an inclusive classroom in a way that demonstrates compassion and care for the individual student.
Title slide, reference slide, and presenter’s notes.

 

Explore the importance of early social relationships.

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1) Comment on the quality of the attachment relationship between Angela and Adam and between Sarah and Angela. Do you think that Adam is at risk for
developmental problems? Discuss. How would you describe the attachment style of Angela and Adam as the children in this scenario.
2) Using the model of intergenerational transmission of attachment presented in this chapter, discuss the transmission sequence as it applies to this care.