7ms3 | Operations Management homework help

 Review the case study Alaska Airlines: Navigating Change and then complete the following: (a) State what actually occurred in the case regarding Kotter steps 5 and 6 of empowering employees for broad-based action and generating short-term wins, and (b) address each of the critical elements for Section II parts E and F in your change effort analysis. Make sure to include your recommendations for implementing Kotter steps 5 and 6. 
 
E. Enable Action by Removing Barriers

Identify the forces, barriers, and hindrances to the organizational change effort, and describe each.
How can resistance be recognized? How will you eliminate resistance or mitigate its impact on the implementation of the change plan?
Describe actions that will enable and empower employees to help drive the change effort.

 
F. Generate Short-Term Wins

Determine how you will generate short-term wins. How will you reward these wins?
What can be gained from short-term wins? Support your response.

Submission, APA, 3 papes 

Impact of Ageism and Adultism Response

Respond to at least two colleagues with a comparison of how adultism and ageism affects the Logan and Parker families. In your comparison, draw specifically on your colleagues’ analysis with any further details that support or critique your colleagues’ posts. Also, be sure to provide specific examples related to both the Logan and Parker families.COLLEAGUE 1: Jacqueline Adultism is the assumption that young people are not as good, or worthy of their perspectives being respected, as adults are.  This is supported by laws, attitudes, and customs in society today (Adams et al, p.553, 2018).  These acts and customs vary based on gender, culture, class, religion, etc. This is not to be confused with adults disciplining or giving guidance to their children, it is when the acts lead to mistreatment and disrespect. Adultism leads to adults completely discrediting the thoughts and feelings of young people. In the Logan case both of Eboni’s parents exhibit adultism pertaining to her revealing to them that she is pregnant. ;Darlene, Eboni’s mom, called her an offensive name after finding out that Eboni was pregnant (Plummer, Markis, & Brocksen, p.9, 2014). Classism influenced Eboni’s mother’s reaction as well because she was a teen mother and has had to struggle economically as a result. Religion played a part in Eboni’s father’s use of adultism. He attempted to use his religious beliefs to guild her into keeping the baby. In addition, he broke her trust and confidentiality by telling the priest that she was pregnant.As a side note: I really wish the case told us her decision to keep or terminate the baby, I was very interested to see what it would be.Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].COLLEAGUE 2: JasmineThe oppression of youth is called adultism. Adultism intersects with other forms of oppression such as racism, classism, and sexism (Adams et. al., 2018). Minority youth such as Black and Latino/a youth are subject to even more oppression as they are often poor and are not granted the same access to medical and psychological treatment as their White counterparts sexism (Adams et. al., 2018). In the Logan case, Eboni Logan is a 16-year-old pregnant teen who is conflicted about her options and decisions on carrying full term, termination of pregnancy, and adoption. Eboni’s grandmother May, made a doctor’s appointment to ensure that she is actually pregnant. Eboni’s mother, Darlene insists that she gets an abortion because she is too young and Eboni’s father Anthony, says she must keep it because abortion is a sin that is murder. When Eboni met with the school social worker, she asked the social worker what should she do about her situation. The social worker stated she cannot tell Eboni what to do, she can only educate her on options.According to Adams et. al., youth are taught to perform in subordinate roles which make them the target while adults play the role of the dominant as the agent. These roles teach youth that the dominant roles are expected to speak and make decisions for them sexism (Adams et. al., 2018). The dominant role takes independence away from the agent when speaking and trusting themselves when making decisions. The amount of power in these roles create inequalities which manifest as subordination and oppression of youth because they are taught to believe the dominant decision is the best decision sexism (Adams et. al., 2018). This is an example of why Eboni thought the social worker could tell her what to do in this situation because she has been conditioned to think her decisions are not valid and worthy. ReferencesAdams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Case study: ethical theory application and evaluation | PHI208 |

Prior to beginning work on this assignment, read the required resources for Week 5, review the Week 5 content in the PHI208: Ethics & Moral ReasoningLinks to an external site. interactive multimedia, and review the Reading PhilosophyLinks to an external site. video from the Week 1. You should also consult the Research Project Management PlanLinks to an external site. resource to help you plan the paper and the Guide to Writing an Ethics Case Study Download Guide to Writing an Ethics Case Studyresource.
Overview
In this final written assignment, Case Study: Ethical Theory Application and Evaluation, you will create your own case study based on

an ethical issue or social problem in your local community (neighborhood, town city, school district, religious community, local politics, water safety, housing issues, etc.),
an ethical issue in your current job, or
an ethical issue in your field of study.

This final written assignment should be an assignment and include the following sections with headings in bold font:
Part 1: Introduction, Case Study, and Ethical Question
In this section, you will create the case study. To complete this section,

Present a brief introduction to the case study.
Discuss background information.
Identify the central moral controversy at stake in the case study.
Articulate an ethical question based on the central moral controversy.

This section should be around 300 words.
Part 2: Philosophy Reading Reflection
In Sections 4 and 5 you will use two ethical theories to analyze your case study. In this section, you will choose a philosophical text associated with one of the ethical theories you will be using in Section 4 or 5. The philosophical text can be the same one you used in the Week 3 written assignment, or you can choose a new text. Copy and paste the text into this section. After applying the metacognitive strategies on reading philosophical texts from Week 1,
Examine the meaning of the text.

Discuss how your understanding of the text evolved after multiple reads.
Explain how the text might apply to the case study.

This section should be around 150 words (excluding the philosophical text).
Part 3: Explanation of First Ethical Theory
In this section, choose either utilitarianism, deontology, or virtue ethics. This will be the primary or first ethical theory you will use to consider the case study. You can choose the same ethical theory you used in the Week 3 written assignment or choose a different ethical theory. To complete this section,

Discuss the historical background of the ethical theory and the philosopher primarily associated with it.
Articulate the core principle(s) of the ethical theory.
Demonstrate how the principle(s) applies to an ethical question different than the ethical question in your case study.

This section should be around 250 words.
Part 4: Application of First Ethical Theory
In this section, you will apply the principle(s) of the ethical theory to the case study. To complete this section,

Clarify the central moral controversy at stake in the ethical question.
Analyze the core principle of the ethical theory.
Explain how someone using the core principles of the ethical theory would answer the ethical question addressed by your case.

This section should be around 350 words.
Part 5: Explanation and Application of Second Ethical Theory
In this section, you will choose a second ethical theory and apply it to the case study. The explanation and application here will be briefer than the first ethical theory. To complete this section,

Discuss the core principle of the ethical theory.
Explain how someone using the core principles of the ethical theory would analyze the case study and answer the ethical question.

This section should be around 150 or 200 words.
Part 6: Evaluation of First Ethical Theory Application
In this section, you will evaluate the results of applying the ethical theory to the case study. The idea here is to assess the success (or failure) of the theory in providing an adequate or actionable solution to the central moral controversy in the case study. To complete this section,

Discuss the answer to the ethical question provided by applying the first ethical theory.
Compare the answer to the ethical question provided by applying the first ethical theory to the second ethical theory’s application.
Explain which ethical theory you think offers the strongest resolution to the ethical issue.
Evaluate the strength of the application by considering one or more of the following questions:

Does applying the theory present an adequate response to the issue, or are there significant aspects of the issue the theory does not address?
Does the application differ from how the issue is currently being addressed?
Does the application present a better approach to how the issue is currently being addressed?
Does applying the theory to the issue raise other problems or concerns?

This section should be between 300 and 350 words.
Part 7: Conclusion
In this section, you will describe what you have accomplished in the paper. To complete this section,

Summarize the analyses and conclusions of applying the first and second ethical theories to your case study.
Evaluate the results of applying the theory

Did it offer an adequate solution to the issue?
What is the greatest strength or weakness of the theory when applied to the issue?

Provide any additional recommendations you think might help address the central moral controversy in the case study.

This section should be around 150 words.
The Case Study: Ethical Theory Application and Evaluation final Assignment 

Must be six to eight double-spaced pages in length (not including title and references pages) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft WordLinks to an external site. resource.
Must include a separate title page with the following in title case:

title of paper in bold font

Space should appear between the title and the rest of the information on the title page.

student’s name
name of institution (The University of Arizona Global Campus)
course name and number
instructor’s name
due date

Must utilize academic voice.

Must include an introduction and conclusion paragraph.

Must use at least four resources: three scholarly resources and one resource which provides information for the case study.

Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site. guide.
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center.

Carefully review the Grading RubricLinks to an external site. for the criteria that will be used to evaluate your assignment.

Sexual Orientation Gender Identity and Gender Expression Response

Respond by Day 5 to a colleague’s post by offering additional insight about how social workers can work toward assuring the best outcomes for adolescents questioning their sexual orientation or gender identity. Please use the Learning Resources to support your answer. Colleague: AnnetteSexual Orientation, Gender Identity, and Gender ExpressionAs an adolescent, you are going through many transitions to include puberty and developing your own identity. During this time, adolescents have mixed emotions about their friends, family, what they want to be, where they want to go, and the list goes on. Adolescents may also go through a period called gender intensification, which is when they feel increasing pressure from their peers or family members to conform to the stereotype painted by our society (Zastrow & Kirst-Ashman, 2019). There are several potential reactions to an adolescent questioning his or her sexual identity. These reactions can be harmful and or positive. These reactions may come from their peers, their parents, their siblings, and other relatives, their teachers, and other services providers. How these individuals react to the adolescent possible questioning of their identity could affect them in so many ways.If a male or female adolescent questions his or her identity and discloses it to a friend who is not open to the perspective of the LBGT community, he/she could lose a friend. Also, the alleged friend could begin rumors or even ostracize the adolescent. Adolescents who question their identity are more prone to scrutiny and bullying among their peers. If an adolescent, who is questioning their identity, parents are strictly religious, and he/she discloses their likes for the same-sex, it could cause a strain on the parent-child relationship. Which could also cause a strain on other familial relationships. These adverse reactions could negatively impact the adolescent’s self-esteem and self-worth. I believe our society is more open to the differences of others; however, because of gender-based stereotypes it does “limit people’s alternatives” (Zastrow & Kirst-Ashman, 2019).As social workers, I believe we must continue to educate our communities. Besides, we must provide individualized counseling for our youth, also providing education for them as well. Showing them empathy, warmth, understanding, and being genuine will help rebuild any loss of self-esteem, self-worth, etc. which could also prevent any self-harming behaviors from occurring due to the pressures to conform from others. Our first goals should be to assess the adolescent and the environments that are affecting them and build a plan from their continuing to assess for any other concerns. We should make sure we build a strong, trusting rapport with the adolescent because that will be crucial to the success of treatment.ReferencesZastrow, C. H., Kirst-Ashman, K. K. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.

Week 4 harvard business case write-up # 1 (eco550 managerial

 Week 4 Harvard Business Case Write-up # 1         
Please Read Harvard Business Case Maruti Suzuki India Limited Sustaining Profitability available at https://hbsp.harvard.edu/import/1052280 
 Links to an external site. and answer the questions below in detail:
1) What are the challenges and opportunities for car manufacturers in the Indian Market? (perform a SWOT analysis)
2) What is a price war? How would you describe the price war in the  passenger car industry in India? (Discuss the kind of market this  company is facing)
3) Why have prices remained sticky for entry-level cars in the Indian market?
4) How are cross elasticity and income elasticity relevant to Maruti’s managerial decisions?
5) What role does inflation play in expanding the market base in a sticky-price model?
6)  Where do economies of scale for Maruti come from?
7) How can Maruti sustain its profitability in the future?
All papers must be between 8 to 10 pages long with proper APA  format.  In addition, students must use between 5 to 8 scholarly  resources to answer the questions above

Business finance accounting week 3 writing assignments | Writing for Managers

 Meets Course Objectives 1, 2, 3, 4, 5, 6Click  here here Alternative Formats  for example memos, emails, and letters. Use these formats (not necessarily the same fonts) when creating your writing assignments.Approximate time to complete writing assignments below: 3-4 hoursThis week, you will be asked to put together a “package” for a position in a company for whom you would like to work. Ideally, this will be the company you researched in Week 2. With that company in mind, you will complete the following:

Cover Letter*: Write a cover letter to accompany your resume contacting the company asking that they consider granting you an interview*
Resume*: Include a modern-looking resume tailored for the position for which you wish to be considered in your targeted company. Do NOT just copy and paste your current resume. Read the relevant material in your book listed below and craft an articulate and well-written resume written specifically for the position*
Request for a Letter of Recommendation. You need to include a letter of recommendation to accompany your resume. Ask a previous instructor for a recommendation. Be sure to apply concepts of reader benefits and building goodwill in this formal request to this instructor.
Follow-Up Email. Finally, construct an email to the company thanking the person with whom you interviewed for the position around which this series of assignments is centered.

                     *These assignments will be revised during later weeks and must be included in the Final e-Portfolio1.  Write a Cover Letter   Write a Solicited Letter. pp. 483-495Write to the company you researched in Week 2. The position is the one that you found that matches your unique blend of talents.Follow the principles and examples provided in the pages mentioned above and check Figure 15-8 p. 484. Take time to assess your interests and qualifications, too, as these are the first step in the employment process.2. Write A Resume  Write a Resume that an Employer Will Notice. See Chapter 15, pp. 466-4781Thinking about the company you chose for the assignment above (the solicitation letter) and what it would be looking for in the position you desire, craft a resume that you would attach to your prospective letter. The resume should

Demonstrate how your qualifications fit the job
Be attractive and grammatically sound
Have a clear and specific career objective listed

You may create a resume that employs any of the examples shown in Chapter 15.  The resume shown in Figure 15.4 p.472 may be used. Pay particular attention to action verbs.” Do NOT just submit any old resume you have used for many years.3. Write a Formal LetterFORMAL LETTER: Request a Letter of Recommendation from Your Instructor. See Unit 3, Module 9, pp. 126-137When submitting your prospective letter and resume from above, imagine you also wish to include a letter of recommendation from the instructor a previous class. Create a formal letter that requests such a recommendation. What information does your instructor need to include? You would want to indicate the company and the position. It would also be good to include accomplishments that you would like included and, in particular, what you have done in that instructor class that makes you a good candidate for the instructor to recommend.
Be sure to address the following information you want your instructor to include:

What makes you a good candidate for the recommendation
What information you would like to see included in the letter
To whom to send the letter
Where to send the letter
When the letter needs to received

 4. Follow-up with an Interviewer.  See Figure 16.3 p. 529Imagine you have completed an interview for the position for which you completed the cover letter, your resume, and the recommendation from your former instructor. Send an email thanking the person you met. Thank your interviewer for their hospitality. Demonstrate that you listened closely. Make yourself stand out by reiterating any points that you want the interviewer to remember about you, your interview, your unique experiences, and your skills. Remind them of points that stood out during the interview and that separated you from everyone else (This may take creativity). Be enthusiastic about the company.Your submission for this assignment should include all elements of the email: Address, Subject Line, Salutation, and Signature Block. Compose this in a document. Do NOT use screen shots.  

Diss 9 web | Electronic Engineering homework help

ABC Incorporated is a small start-up company. The company decided to dedicate a small portion of its marketing budget and a small team of employees to build a presence on the Internet. The purpose of the website will be to offer customers information about the company and to reach new customers through advertisement. The company will consider expanding and offering online purchases at a later time.
Topic:
The team at ABC Incorporated has completed the new website for the company. ABC Incorporated has never had a website before and the team must now decide the best option for publishing the website to the Web. The team calls you for a consultation. You have been asked to work with the development team at ABC Incorporated to address the following:

Since ABC Incorporated is new to the Web, the team needs help finding a hosting company that best meets the company’s needs. Identify a website hosting company and present the hosting company to ABC Incorporated. Write your recommendation to ABC Inc. and discuss why you think this particular hosting company is the best choice for ABC Incorporated.
Examine a hosting company recommended by one of your classmates. Review the hosting company and discuss why the hosting company should or should not be selected. Include your recommended hosting company in your reply for your classmate to consider.
Your classmate will consider your input and decide to either recommend the hosting company originally discussed or change the recommendation to the hosting company you suggested. Explain the reason(s) for the decision.

Read description (response) | Sociology homework help

Respond to all 6 students discussion 100 word minimum
Must Read: 
**Please write response as a direct response to the classmate. Please don’t write the response addressing the student as a third person. Correct way to response…… 
***Example: Hi James I agree with you and so on 
****Example: Please DO NOT say According to Ashley. Because we’re supposed to respond directly to the student.
*****PLEASE RESPOND IN DEPTH
***********Social Emotional***********
Response 1 
Anabel :
Positive reinforcement is when you give something to a person in response to a certain behavior. It can include anything from allowances to special activities to verbal praise. The idea is that giving that thing will increase the likelihood that the behavior will continue (Marcin, 2017). I have had plenty of experience working with students in helping them to modify their behaviors by using positive reinforcement.  In working with students in a socialization program, we used a token reward system to encourage the student to increase positive behaviors.  Whenever they walked to sit quietly at their desk, I would give the student a token that had value.  We would add the tokens at the end of the day and keep a record of their daily accumulation of tokens.  When it was the end of the week, they could redeem their amount by being able to buy what they could afford or save the tokens until they reached the amount, they needed to buy what they really wanted.  It helped them to use math skills but more importantly, they increased delayed gratification.   I increased using verbal praise and reduced giving the token as the student was making significant progress.  Behavioral goals were in place and modified as the goals were met, and new ones were developed and put in place.
For some positive reinforcement might seem like bribery but to me, it is not.  There are more benefits to using positive reinforcement that outweigh the negative ones.  I find that students are often told what they are doing wrong than right.  It is my experience that students respond more effectively when they are being encouraged to do good when you highlight their progress with verbal praise.   According to Marcin (2017), research and studies have shown that when teachers spend more time promoting responsible behaviors the students will reduce irresponsible behaviors.  The implementation of positive reinforcement in the classroom would be for the teacher to give the students stickers for doing an excellent job in completing and turning in the work.  An example of negative reinforcement at school could be when the student has broken a school rule and has recess taken away.   
According to Gresham (2017), a child with a history of social anxiety, social withdrawal, and shyness may never learn appropriate social behaviors because of avoidance of the peer group, thereby creating an absence of opportunities to learn peer-related social skills.  Therefore, understanding internalizing behaviors of students with disorders such as depression, anxiety, and self-injurious behaviors helps to recognize the signs and identify the student that needs support.  Knowing what the symptoms are I can assist the student to receive the necessary support in school or by referring out to a community resource.  The quieter students who do not what to be noticed and are constantly avoiding attention are the ones to look out for. 
Response 2
Ashley:
The intention behind both positive and negative reinforcement is to incentivize a desired behavior from a student. Positive reinforcement is when the behavior is followed by something the student wants as a reward, whereas negative reinforcement involves removing something that is undesired (Larriba-Quest, 2017). One example of positive reinforcement that I see every day at my school is Check-In Check-Out. Students create goals with their teacher and I about what behaviors they would like to improve, and then work to earn points throughout the day in order to achieve their goals. When a goal is met, the student receives a prize of their choice at the end of the day to reward their efforts and hopefully reinforce good behavior over time. An example of negative reinforcement that I also utilize is allowing students who are feeling overwhelmed to take short, structured breaks in my office. By removing them from an overstimulating environment, the student is generally able to reset after engaging with one of the break activities that I offer (usually students choose between making art, journaling, or doing a mindfulness exercise). I have seen incredible improvement from students who have participated in both Check-In Check-Out and from those who regularly take short breaks throughout the day. While some teachers have shared that this system appears to bribing students into engaging in better behavior, I think that both positive and negative reinforcers allow us to harness the brain natural tendency to form associations between two events that occur together often enough until it becomes second nature. One belief I strongly hold to is that every behavior manifests in order to meet some need that the individual is having. I saw this countless times while working in a mental health facility and believe this applies to students as well. When a student is feeling so anxious and overwhelmed that they begin to lash out at their classmates, the best solution is to remove them from the stress and see how their demeanor changes. Usually they are able to regulate their emotions much more easily when moved to a quiet and less stimulating space for even a few minutes. In the case of Check-In Check-Out, I always make sure that I am complimenting and praising the student for their good behavior while rewarding them with a prize. I’ve noticed that many of the students seem to appreciate the recognition for their effort and hard work more than the toy they get at the end of the day. By channeling lots of positive energy and praise their way, they are more inclined to repeat the behaviors that led them to meeting their goal and therefore getting heaps of positive attention.
*******Practicum II**********************************************
Response 3-
Amelia:

When considering school counseling ethical standards and school policies, how would you handle a conflictbetween the two?

The battle between doing what is ethical and following policies can be a blurred line. Being ethical is doing what is best for the student and family, while policies are put in place as guidelines for employees to follow and have something to fall back on when parents and students question outcome. In my internship we were working on 8th grade promotion.  There are policies in place for students to be able to participate in the promotion and activities. They must have a 90% attendance rate, no suspensions and 2.00. The policy states that they must meet all 3. Parents are able to appeal the decisions and admins will make the decision if they will be able to participate. The accommodation can only be made for GPA or attendance not suspensions. The policy states that they can’t participate but ethically if a student has 87% and above a 2.00, they will be able to participate. 
Response 4
Marlene:
What do you think is the most important characteristic of a school counselor? 
Now that I have some hours in and be able to see students come in the counselors office, some regulars, I have noticed they all want someone to listen. Weather is the bully getting to them, a friend who splashed their pants, feeling down, unheard, or just stopping into the say hi, they all want be seen and heard. I feel as a counselor empathy, and active listening go a long way. Some of these student may be missing that at home, class, or socially. This is where the counselor can come in to teach as a tier one issue down to tier 3.
With having a open ear to listen comes the safe space and approachable. Having your office that shows who you are. Having a space that allows them to be comfortable. Building that space meshed with the environment where you are present can be the recipes to the characteristics that make a counselor great. Attention and concern go a long way to help foster student to meet their goals and strive in school. It allows for reflection in conversation and attention to verbal cues in conversations. These are important as it also helps build relationship and the safe space. 
*****Professionalism and Ethics************************************************
Response 5-
Christine:
Congress passed FERPA to protect the privacy of students and their parents (Hlavac & Easterly, 2015). FERPA was established to ensure that students and their parents have access to their children educational records and can challenge the content or dissemination of such data to other parties (Hlavac & Easterly, 2015). Implementing FERPA requires that federally funded institutions adhere to specific processes for releasing and storing educational records to protect a student status and educational information (Hlavac & Easterly, 2015). As a school counselor, I would ensure schools adhere to FERPA by implementing actions for students, staff, and schoolwide. I would ensure students are advised of their rights under FERPA annually (Hlavac & Easterly, 2015). Directory information refers to information in a student education record that is unlikely to be considered harmful or a violation of privacy if disclosed (Hlavac & Easterly, 2015). Therefore, I would determine, define, and share with students what data will be considered directory information before disclosure and give students sufficient time to tell the educational institution if they want to limit access (Hlavac & Easterly, 2015). In addition, I would inform students about the consequences of renouncing their right to see their files or letters of recommendation (Hlavac & Easterly, 2015).  
Faculty staff, including school counselors, must know how to ensure compliance with FERPA. Training or retraining faculty staff will teach us the requirements and prohibitions of FERPA (Hlavac & Easterly, 2015). With proper training, we can notify employers, employment agencies, contract recruiters, resume databases, and other businesses that FERPA protects student records and can only be disclosed with student authorization. Most importantly, we can notify third parties that inappropriate disclosure will result in denying future access to such records (Hlavac & Easterly, 2015). School counselors can also help by obtaining a new consent form if any student information is changed (Hlavac & Easterly, 2015).  
Lastly, school counselors can ensure that specific policies are implemented schoolwide. For example, we can establish a policy to place amended letters of recommendation into students’ files (Hlavac & Easterly, 2015). In addition, with the proper training, the school can review and revise all 3rd-party agreements to ensure they follow FERPA requirements (Hlavac & Easterly, 2015). Consequently, to inappropriate disclosures, school counselors can support the development of rules that outline how an organization will respond to data breaches or unauthorized disclosures and how the breach arose (Hlavac & Easterly, 2015).   
Response 6
Courtney:
School counselors are not typically in charge of education records, but as advocates, it’s essential for counselors to ensure their schools are in compliance with FERPA’s requirements to protect student privacy (Stone, 2013). First and foremost, school counselors must have a solid understanding of FERPA and the information that can/cannot be disclosed to a third party without consent. Revisions to FERPA in 2008 and 2011 demonstrate that FERPA is not stagnant and can be subject to changes and updates, requiring educators to stay current with current FERPA regulations (Hlavac & Easterly, 2015). This can be done by attending trainings (Hlavac & Easterly, 2015) and consulting with other professionals, such as administrators and legal experts, on FERPA requirements. Other ways school counselors can ensure their schools are in compliance with FERPA are as follows: 

Educate students and parents on FERPA regulations and ensure they know their rights 
Get written consent from parents or eligible students before disclosing information, and include the reason for the disclosure, the information to be shared, and the third party that will receive the information. If information is changed, a new consent form should be obtained,
Ensure all parties understand FERPA regulations and the consequences of violation 
Review and update school policies and procedures to ensure FERPA compliance 
Ensure the school has a policy that outlines how they will respond to improper disclosures and violations (Hlavac & Easterly, 2015) 

As school counselors, it is our duty to protect the privacy and confidentiality of our students. By following these practices, we can ensure our schools comply with FERPA regulations and uphold the rights of students and families.  

Criminal sentencing | Criminal homework help

 What are the five goals of contemporary criminal sentencing? Which of these goals do you think ought to be the primary goal of sentencing? How might your choice vary with the type of offense committed? Do you see any advantages to using a combination of sentencing models? 
PS: Must be in APA Style. Plagiarism Free, 2 References at least form  
Criminal Justice Today, 16th Edition
ISBN: 9780135770702 By: Frank Schmalleger 

MGT101 SEU Styles of Management Discussion

ECON101Discussion-1-Choose a product of your own choice and complete the following. [5 Marks]A. Discuss which type of market does that product belong to? and why?B. Discuss the price elasticity of demand for this chosen product to increase total revenue.——————————————————————-9.1 Learning Outcomes:Describe managers’ appropriate use of power and influence.Identify traits and characteristics of successful leaders.Identify behaviors of successful leaders9.2 Action Required:Leadership is a key part of being a successful manager. It involves setting a clear direction and vision for an organization that others will be prepared to follow. Employees will want to follow a good leader and will respond positively to them. A poor leader will fail to win over staff and will have problems communicating with and organizing workers effectively9.3 Test your Knowledge (Question):Discuss why one manager may need to adopt different styles of management in different circumstances.