What factors influence the buying decision?

Main taskYou will create an Industrial Marketing Report for a B2B brand of your choice that doesn’t serve B2C markets. The plan, that must be customer centered and based on an omnichannel approach, must include:1. Introduction (already delivered in T1.1)Select a pure B2B company / brand (one that does not serve the B2C markets) of your choice for building an industrial marketing plan. You need to provide at least the following information:the name of the B2B company/brand/businessProvide a brief description of what the company does / sellsWhat type of companies / industries are the main B2B customers of the selected company?A URL of the company’s website and two social media profiles of this companyIn what country is the company’s headquarters located?Your industrial marketing plan must be built for a particular country, different from the onewhere its headquarters is located. What country do you choose?Brand analysis: write a short SWOT analysis for the chosen brand in the selected country (already delivered in T1.2)Target audience: define two industrial target audiences you are going to build a B2B marketing plan for and describe them in detail.List the participants in the business buying process of your products. What factors influence the buying decision? Discuss the major influences on business buyers.Many companies employ procurement or purchasing experts dedicated to managing the firm’s buying process. How would you target procurement or purchasing manager (buyers) for your products?Objectives: define at least three objectives you want to achieve with this B2B marketing plan and write them in a SMART way.Your submission must meet the following formatting requirements:Submit one file(s) only.Required file format for main submission: PDF.Additional file format for additional deliverables: Not applicable.Additional file requirements: “None”.Other details:• Font size 12• Double-spaced• Number of words: 2000All refencing and citations require Harvard referencing style.

Provide her with a research report on these dangers and recommendations for how to correct this situation, if it is possible.

Note: Last week, you submitted Part 1 of this Assignment. This week, you will complete and submit only Part 2. You will complete and submit Part 3 in Week 5.As you will recall from Week 3, you are playing the role of a junior legal assistant for the legal department of XYZ Corporation. The organization has recently undertaken a number of efforts to increase its presence in the local community and is promoting corporate social responsibility and positive social change initiatives.To support these positive social change initiatives and efforts at ensuring compliance among XYZ Corporation’s employees, Kate Braverman, Chief Counsel of the Legal Department, leads the company-wide Business Law and Compliance Fair to showcase some upcoming policy changes and hold QA sessions for all staff members.Because you have been asked to assist with the QA, this week, you will continue your work of gathering information to present to staff members. This week, you will focus on contracts.Part 2: Contract Research ReportSue is a graphic designer at XYZ Corporation, and she also runs her own business as a photographer. She says:“Sorry, this is more personal, but I hope you can give me some advice. I just entered a contract to photograph the full line of a pottery company, a job that will involve nearly 1,000 photographs. The contract promises excellent pay, with a specific dollar amount stated in the contract, but unfortunately, I neglected to include any payment terms. Can you help investigate this for me?”To prepare for this Assignment:Review the Learning Resources.Review the Contract Research Report scenario involving Sue and her photography business, which will serve as the basis for your Assignment this week.Refer to the Academic Writing Expectations for 2000/3000-Level Courses as you compose your Assignment.By Day 7Submit a Contract Research Report that addresses the following prompt.Kate approves the request and asks you to help Sue. You will need to research the dangers that Sue might face by not spelling out the terms of payment within her contract. Provide her with a research report on these dangers and recommendations for how to correct this situation, if it is possible. (225–300 words, 3–4 paragraphs)Note: Be sure to reference at least two scholarly sources to support your work. Use the Week 4 Assignment Template, provided in this week’s Learning Resources, to complete this Assignment.

Define the terms topic , rhetorical purpose and thesis and give examples of each.

Please answer the questions with information you learned from the chapter. Make sure you elaborate on your answer, illustration that you have understanding of the chapter. You should have a paragraph for each question.1. Define the terms topic , rhetorical purpose and thesis and give examples of each.2. Explain the three major speech sections (introduction, body and conclusion). Justify why the speech should be written” out of order” (body, introduction and conclusion).3. Apply the of canons Cicero to what we know about Martin Luther King Jr’s “I have a Dream ” speech. How did he demonstrate each key step in Cicero’s approach to preparation (The book refers to MLK speech )?

Analyze and compute the payback period, accounting rate of return, and net present value, based on information provided.

Analyze and compute the payback period, accounting rate of return, and net present value, based on information provided in the template.IntroductionNote: Accounting requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence and must be completed in order.Flexible budgets, variance analysis, and standard costs are procedures used to assist managers with the control and monitoring of business activities.InstructionsNote: Accounting requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence and must be completed in order.Use the Making the Right Decision Template [XLSX]to complete this assessment. Based on the data provided in the template, analyze and compute the payback period, accounting rate of return, and net present value.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:Competency 3: Apply time value of money concepts.Compute an accounting rate of return.Calculate the net present value.Competency 4: Analyze financial statements.Compute annual expected net cash flows.Compute a payback period.Competency5: Communicate in a manner that is professional and consistent with expectations for professionals in the field of accounting.Communicate quantitative information accurately and effectively.

discuss the role of the secret service in cyber crime investigations.

Visit the Website of the Secret Service at http://www.secretservice.gov/(Links to an external site.). Under the “Investigations” tab, discuss the role of the secret service in cyber crime investigations. Do you think cyber crime has impacted the authenticity of questioned documents and U.S. Currency (counterfeiting) ?Add References

Examine how Cold War policy by the main players affected the smaller nation.

Week 5 Discussion: The Cold WarRequired ResourcesRead/review the following resources for this activity:Textbook: Chapter 7LessonMinimum of 1 scholarly source (in addition to the textbook)InstructionsSelect one of the following smaller nations:KoreaVietnamCambodiaCubaAnother smaller nation of your choice with instructor approvalFor the initial post, address the following in relation to your selection:Examine how Cold War policy by the main players affected the smaller nation.Examine why democracy was not successful in that nation.Describe the loss of personal liberties that were a result of democracy failing.Has the nation’s political system changed since the Cold War? Explain.Follow-Up Post InstructionsRespond to at least two peers or one peer and the instructor. At least one of your responses should be to a peer who chose an option different from yours. Further the dialogue by providing more information and clarification.Writing RequirementsMinimum of 3 posts (1 initial 2 follow-up)Minimum of 2 sources cited (assigned readings/online lessons and an outside source)APA format for in-text citations and list of referencesanswer1After World War II there was a jockeying for power between countries. Britain and the United States wanted to keep the Soviet Union from taking over more countries and spreading communism. The Soviet Union wanted to strengthen their position as well as protect themselves. At this time nuclear weapons were being developed and both the United States and the Soviet Union were the super powers with this capability. Cuba became involved in this struggle when the the “Soviets began secretly installing missiles in Cuba that could be used to launch nuclear attacks on U.S. cities. This sparked the Cuban missile crisis(Links to an external site.) (1962)”. (Encyclopaedia Britannica, 2021)Before we go further we must look at what was going on at this time in Cuba. Cuba was just taken over Fidel Castro who enforced a more totalitarian type government. This of course was supported by the Soviet Union. The United States would not support this type of regime. President Kennedy was looking to overthrow this government so in looking for help, Castro turned to the Soviets. In return, the Soviets placed missiles there because they were close to the United States and this enabled the Soviet Union to be able to cause serious damage to the US.In answer to how the policies of the main players of the Cold War affected Cuba, the Soviet Union protected them against the United States because they supported this type of government. The US responded by imposing trade restrictions until they reformed their government which did not happen.Cuba was never a democracy. When examining the history of this small country I see many variations of authoritarian rule with various leaders overthrown by another restrictive authoritative leader. The loss of liberties of the people of Cuba were great. Like other governments with totalitarian characters, Castro used force to stop opposing positions from cropping up. They censored the media just like we have seen in other governments of this type. ” Fidel Castro forbade the sale of automobiles in revolutionary Cuba,” (Duiker, 2015) which impaired mobility of both business as well as personal transport. He would imprison people unjustly and keep them under harsh conditions, forcing labor, even preforming experimental medical procedures without consent or even warranting diagnoses. The general population lived in poverty and under strict rule.Today, Cuba is still has a communist type of government. Having said this, there have been two leaders since Castro. In the past number of years, restrictions have eased a small amount. For example, people can have cell phones and cars. The government still censures all forms of media.answer2:Good Morning, Professor and Class-Cold War policy by the main players affected many smaller nations, including Korea. Containment, the major Cold War policy of the U.S. and its allies, consisted of numerous strategies intended to prevent the spread of communism. This Cold War policy was the response to the Soviet Union’s ongoing attempts to increase communist influence in Eastern Europe, China, Korea, and Vietnam. Containment represented a middle-ground stance between détente and rollback (Lumen Learning, 2020). During the Cold War, containment meant implementing strategies to prevent the spread of Communism to new countries while not waging war against those nations already under Communist rule (Lumen Learning, 2020).The U.S., in line with this Cold War policy, endeavored to suppress Soviet influence on the Korea Peninsula by occupying the southern portion of that region. The area occupied by the U.S. became known as South Korea. The northern part became North Korea (Lumen Learning, 2020). At first, the U.S. and the Soviet Union agreed to divide the Korean Peninsula at the 38th parallel into two separate occupation zones. U.S.-Soviet relations soon crumbled, however, and two different governments arose in Korea: a Communist government in North Korea and a non-Communist government in South Korea (Duiker, 2015). In 1949, fighting broke out between North and South Korea near the 38th parallel border. On June 25, 1950, North Korean People’s Army troops, backed by the Soviets and Chinese, crossed the 38th parallel, invading South Korea in an attempted Communist takeover. This invasion was the first military action of the Cold War. The UN, backed mainly by the U.S., came to the aid of South Korea. (History.com, 2020). The fighting ended on July 27, 1953 when an armistice was signed. While no peace treaty was signed, the agreement created the Korean Demilitarized Zone (DMZ), a 2.5 mile-wide fortified buffer which, still today, separates North and South Korea (History.com, 2020).Democracy was not completely successful in the Korean Peninsula. Today, the countries remain divided. North Korea’s political system has not changed; the nation is still ruled by a Communist regime (History.com, 2020). In 1987, however, South Korea successfully transitioned to a democracy. South Korea is a democratic republic with a presidential system of government. The National Assembly has legislative power, decides upon budget bills submitted by the Executive, and consents to the conclusion of treaties and declarations of war (Umeda, 2020).As a result of democracy failing and Communism prevailing in North Korea, there was, and still is today, tremendous lose of personal liberties including basic freedoms, such as life itself (Lumen Learning, 2020). After the Korean War, approximately 100,000 North Koreans were executed in purges. It is estimated that between 1945-1987 over one million North Koreans died in forced labor concentration camps. The 1990’s North Korean famine resulted in 100,000’s of deaths. Today, the North Korean government is still accused of “crimes against humanity” (Lumen Learning, 2020).LESSON:IntroductionAt the end of World War II, Europe lay in ruins. In the West, only two superpowers remained: The United States and the Soviet Union. Their relationship would soon be marked by a Cold War that would last for more than forty years (1947-1991). This would coincide with the ultimate victory of Communism in China, lead to the Korean War (1950-1953), and lead to the Vietnam (or Second Indochina) War (1954-1975).The Cold War: Containment and ConfrontationThe Soviet Union appeared to most Americans as an enigmatic and threatening presence on the world scene. Despite President Franklin D. Roosevelt’s vision of an international world society, the Soviet Union remained “a riddle wrapped in a mystery inside an enigma” (Churchill, 1939). Stalin’s insistence on maintaining a Soviet sphere of influence would dictate American policy for the next forty years. One approach to Soviet expansionism was drawn from the general history of empires. In the past, aggressive empires were contained by diplomatic and political restraints. Over time, these empires declined, both from within and from without. The history of Russia had proven again and again its territorial ambitions. The most logical response by America was to constrain Russia’s expansionist tendencies through a policy of containment.The principal architect of containment was George F. Kennan (1904-2005). Born in Milwaukee, Wisconsin, Kennan made his way to the United States Foreign Service, with early appointments to Germany and the Baltic countries. He became a leading expert on Russian affairs during the 1930s and was a key member of the United States Embassy in Moscow at that time. After the war, he served as deputy head of the United States Mission in Moscow, and at the end of his term in 1946, he sent his now famous Long Telegram, perhaps the best-known cable in American diplomatic history, to James Byrnes, President Harry S. Truman’s Secretary of State. Kennan (1946) argued that Soviet policy was dictated by a “traditional and instinctive Russian sense of insecurity” (p. 4). Stalin used Communist ideology to legitimize his autocratic rule and protect his self-interests. However, Kennan argued that, although Stalin was “impervious to the logic of reason,” he was “highly sensitive to the logic of force” (p. 9). Kennan’s strategy was to contain Soviet power by a system of alliances and foreign aid. He belittled the idea that Stalin was determined to destroy the United States and argued that, when pressured, he [Stalin] would back down. Kennan (1947) stated:…the main element of any United States policy toward the Soviet Union must be a long-term, patient, but firm, and vigilant containment of Russian expansive tendencies… Soviet pressure against the free institutions of the Western world is something that can be contained by the adroit and vigilant application of counterforce at a series of constantly shifting geographical and political points, corresponding to the shifts and maneuvers of Soviet policy, but which cannot be charmed or talked out of existence. (p. 6, 7)Kennan’s ideas became the basis of both the Truman Doctrine (1947) and the Marshall Plan (1947). However, Kennan later lamented that his ideas also became the basis for the arms race and insisted that he never believed that the Soviet Union would (or intended to) invade the United States. Stalin was not Hitler, Kennan argued, and although the Soviet leader often used ideology to justify his actions, he was primarily concerned with maintaining power over his sphere of influence.The Cold War: Anti-CommunismWhile the United States policy of containment ultimately proved too successful, there were moments in American history when this policy was put aside in favor of a more virulent anti-Communism. This was particularly evident during the 1950s. The John Birch Society was founded as a radical anti-communist organization. Financed by wealthy conservatives, the group claimed that communists and communist sympathizers had infiltrated all levels of government. They even accused President Dwight D. Eisenhower and Chief Justice Earl Warren of being part of a communist conspiracy.Among the supporters of the John Birch society was Senator Joseph McCarthy, a junior senator from Wisconsin. McCarthy became nationally famous when he charged that the United States Secretary of State, Dean Acheson, knew the names of more than 200 Communist sympathizers. McCarthy became chairman of the Committee on Government Operations and the subcommittee on investigations. Among those called before the committee were playwright Arthur Miller, musician Leonard Bernstein, and actor Charlie Chaplin. Hundreds of Hollywood writers and actors were blacklisted as Communists or Communist sympathizers.In the fall of 1953, McCarthy investigated the Army Signal Corps but failed to uncover an alleged espionage ring. McCarthy’s treatment of General Ralph W. Zwicker during that investigation caused many supporters to turn against him. That opposition grew with the March 9, 1954 broadcast of Edward R. Murrow’s See it Now, which was an attack on McCarthy and his methods. Both sides of the dispute were aired over national television between April and June of 1954, during what became known as the Army-McCarthy Hearings. McCarthy’s frequent interruptions of the proceedings and his calls of “point of order” made him the object of ridicule, and his approval ratings in public opinion polls continued to see a sharp decline. The hearings petered out to an inconclusive end, but McCarthyism, as it came to be known, would never recover. Joseph McCarthy died of acute hepatitis brought on by excessive drinking in 1957.Watch the following civil defense social guidance film that show school children what to do in case of a nuclear explosion. Many saw this film as propaganda to incite fear of the Soviet Union and communism.Duck and Cover (1:45)Click on the following link to access the transcript:The Cuban Missile CrisisIn his Memoirs, Kennan later regretted that his policies were often associated with the massive build-up of conventional and nuclear weapons that characterized the 1950s. However, confrontation could not be avoided in Cuba. During the administration of President Dwight D. Eisenhower (1952-1960), Fidel Castro, a young Cuban lawyer, led a successful revolution against Cuban dictator Fulgencio Battista. Castro entered Havana in triumph but soon imposed harsh socialist rule. Thousands of Battista supporters were executed, American holdings were confiscated, and many Cubans fled to Florida. President John F. Kennedy (1960-1963) decided to use a CIA plan from the previous administration to secretly invade Cuba. However, the Bay of Pigs invasion was a total failure and set the stage for a more deadly confrontation with both Cuba and the Soviet Union.Watch the following video clip on the events that lead to the Cuban Missile Crisis. Although the U.S. had gathered intelligence on nuclear weapons in Cuba, the information was incomplete and greatly underestimated. As you watch, consider Sergei Khrushchev’s analysis that the Soviet presence in Cuba was a display of power much as the U.S. does with all of its allies.The Cuban Missile Crisis: Inciting Events (9:19)Next, let’s look at how America prepared for war as things began to escalate.The Cuban Missile Crisis: Preparing for War (3:34)This final clip looks at how the shooting down of an American U-2 spy plane brought the U.S. to the brink of war. Do you think Robert McNamara was right in his assessment of the lessons learned?The Cuban Missile Crisis: On the Brink (6:23)Click on the following link to access the transcript for these videos:Self-CheckReferencesKennen, G. F. (1946, February 22). Long telegram. https://digitalarchive.wilsoncenter.org/document/116178.pdfKennen, G. F. (1947, July). The sources of Soviet conduct. https://www.cvce.eu/content/publication/1999/1/1/a0f03730-dde8-4f06-a6ed-d740770dc423/publishable_en.pdfPhizicky, S. (Producer). (2003). Voices from the brink: The Cuban missile crisis [Video]. Filmakers Library. Academic Video Online.Teachers TV/UK Department of Education (Producer). (2005). Cuban missile crisis: Film archive [Video]. Academic Video Online.

What interdependence have you noticed between the firm you selected and its rivals in terms of product differentiation, price leadership, or price competition?

Discussion 6 Topic:Independent trucking is an industry that can be considered perfectly competitive. Draw a graph showing market supply, market demand, and equilibrium price and quantity. Draw a corresponding graph for the individual firm/trucker using the market equilibrium price and marginal cost curve. If you line up the two graphs horizontally, the equilibrium price should be the same on both graphs.Now suppose that GDP increases as U.S. manufacturers produce more output. What impact will this have on the independent trucking industry in the short run, in terms of the market price, output of an individual firm, and market equilibrium quantity? Explain your reasoning. What impact will the increase in manufacturing output have in the long run? Show graphically and explain your reasoning.Submission Format:Each student should submit a main post and reply to a minimum two peers with thoughtful responses.Proofread the content of your posts before making them public; proper grammar and sentence structure are expected. Remember that the discussion tool is public – all enrolled students will be able to view posts and responses.See Rubric for more grading criteria.00Discussion 7: Price Discrimination Available on Sunday, October 6, 2019 11:59 PM EDT until Sunday, November 3, 2019 11:59 PM ESTDiscussion Topic:Draw the graph for a monopoly with demand, marginal revenue, and marginal cost curves. Identify the profit-maximizing output level (Qm) and price (Pm).Suppose the monopolist sells Qm units of output at the regular price and then puts the product on sale at a lower price, Ps. Show the new price and quantity. Identify the consumer surplus of the additional sales. What happens to the firm’s profits? Does price discrimination lead to a more efficient or less efficient outcome? Why or why not?Submission Format:Each student should submit a main post and reply to a minimum two peers with thoughtful responses.Proofread the content of your posts before making them public; proper grammar and sentence structure are expected. Remember that the discussion tool is public – all enrolled students will be able to view posts and responses.See Rubric for more grading criteria.00Discussion 8: OligopolyDiscussion Topic:Name a product that you regularly purchase from a firm that operates in an oligopolistic industry. Explain why the product and firm fit the model of oligopoly. Think about the TV commercials and/or print advertisements that you’ve seen from this industry: What interdependence have you noticed between the firm you selected and its rivals in terms of product differentiation, price leadership, or price competition? Explain your answer.Submission Format:Each student should submit a main post and reply to a minimum two peers with thoughtful responses.Proofread the content of your posts before making them public; proper grammar and sentence structure are expected. Remember that the discussion tool is public – all enrolled students will be able to view posts and responses.See Rubric for more grading criteria.00Discussion 9: Monopolistic Competition Available on Sunday, October 6, 2019 11:59 PM EDT until Sunday, November 3, 2019 11:59 PM ESTDiscussion Topic:Suppose you manage a local grocery store, and you learn that a very popular national grocery chain is about to open a store just a few miles away. Use the model of monopolistic competition to analyze the impact of this new store on the quantity of output your store should produce (Q) and the price your store should charge (P). What will happen to your profits? Please show graphically and explain your reasoning in detail. For example, how and why do profits change? How can that be seen on the graph?What could you do to defend your market share against the new store?Submission Format:Each student should submit a main post and reply to a minimum two peers with thoughtful responses.Proofread the content of your posts before making them public; proper grammar and sentence structure are expected. Remember that the discussion tool is public – all enrolled students will be able to view posts and responses.

What is the difference between gross domestic product (GDP) and gross national product (GNP)?

DATA EXERCISE #1consists of four partsPart 1: Expenditures Approach to Calculating GDP (weight 25% of the assignment grade)Complete the following exerciseVisit the Bureau of Economic Analysis Web site at www.bea.gov Select National, then Interactive Tables: GDP and the National Income and Product Account (NIPA) Historical Tables, click “Begin using the data”, and use Section 1 – Tables 1.1.5 and 1.1.6 to identify the GDP (nominal GDP) and real GDP for the past four quarters.a) Present the information that you received in your project as a table.b) Write a report (1 page double – spaced), which contains the analysis of the results you received.In this report consider, but do not be limited to the following:1. Why was nominal GDP greater than real GDP in each ofthose quarters?2. What were the percentage changes in Nominal GDP and real GDP for the most recent quarter?3. What accounts for the difference?Part 2: Income Approach to Calculating GDP (weight 25% of the assignment grade)Complete the following exercise:Go to http://www.bea.gov/Find the information on GDP in billions of current dollars for the past four quarters (in GDP and the National Income and Product Account (NIPA) Historical Tables –click “Begin using the data”- choose Section 1- domestic product and income- table 1.7.5 – Create the tablethat containsthe following information quarterly:GrossdomesticproductGrossnationalproductNetnationalproductNationalincomePersonalincomeWrite a report in your own words (1 page, double-spaced), which contains the analysis of the results you received. In this report consider, but do not be limited to the following:1. What is the difference between gross domestic product (GDP) and gross national product (GNP)?2. Based on the table, what calculations must you make to determine GNP from GDP?3. What is national income (NI)?4. Which was higher in this year, GNP or NI? By how much?5. What calculations must you make to determine NI from GNP?6. What was the main component of NI?Part 3: GDP in Different Countries (weight 25% of the assignment grade)Complete the following exercise:Go to World Development Indicators database:http://ddp-ext.worldbank.org/ext/ddpreports/ViewSharedReport?CF=REPORT_ID=9147REQUEST_TYPE=VIEWADVANCEDChoose the country in the window on the top of the page.Fill in the table below. Calculate the per capita GDP for the most recent available year for the countries listed in the table with the equation given in the far right column.CountryGDP (in billions of U.S. dollars)Population (in million)Per Capita GDP (in thousands of U.S. dollars)1234 = 2/3United StatesJapanChinaMexicoRussian FederationSwitzerlandSwedenLuxembourgWrite a short report in your own words (1 page, double-spaced), which contains the analysis of the results you have gotten. In this report consider, but do not be limited to the following:1. List the countries by highest per capita GDP to lowest.1. Does the order remain the same for total GDP as for per capita GDP?2. If not, explain why is it different?Part 4: Index of Economic Freedom (weight 25% of the assignment grade)Log onto the Heritage Foundation’s website at http://www.heritage.org/Index/“The 2011 Index of Economic Freedom covers 183 countries across 10 specific freedoms such as trade freedom, business freedom, investment freedom, and property rights. The 2011 Index provides an even clearer picture of economic freedom by using data-driven equations which allows countries to be graded between scores of 0 and 100.”Click on RANKING to find the rank of economic freedom. Lower rank scores indicate a higher level of economic freedom.Click on EXPLORE to find the rank of business, trade, financial freedom, and property rights.1. Find the rank in economic freedom (overall) of the countries listed on the table in part III of the assignment.2. Find the rank in business, trade, financial freedom, and property rights of the countries listed on the table in part III of the assignment.3. Compare the rank in economic freedom (overall) and other indicators with the order of the countries using the per capita GDP in the table in part III of the assignment.Write a report in your own words (1 page, double-spaced), which contains the analysis of the results that you received.

Discuss TWO (2) social work core values that are evident.

CASE- ALEXIALast week, Alexia entered the inpatient treatment program where you are a social worker. She is being treated for alcohol and cocaine (crack) dependence. Alexia is a 32-year-old, divorcedwoman who is employed as an administrative assistant at a local human services program. She lives with her 11-year-old daughter, Christine, in an apartment located near her job. Although she makes a relatively low salary, Alexia has managed to support herself and her daughter without financial support from Christine’s father. Alexia was married briefly to Christine’s father when she was 20, but she left him after he became physically and sexually abusive toward her. He also was an alcoholic. She had almost no contact with him for many years. Her mother, a widow, is a strong support for Alexia and Christine, as are two cousins, Denise and Moira. Alexia reports growing up in a “normal middle-class family” and states that her childhood was “good” despite her father’s occasional drinking binges, which she says were related to him celebrating a special account he had landed (he was in advertising), and her mother’s “occasional bad depressions.” She is the youngest of five children and the only girl. Up until a month ago, Alexia was regularly attending twice-weekly treatment sessions at an outpatient chemical dependency clinic, and she went to AA/NA regularly 3 times a week. She had a sponsor and they kept in touch several times a week-more, if needed. From the beginning of recovery, Alexia has experienced some mild depression. She describes having little pleasure in life and feeling tired and “dragging” all of the time. Alexia reports that her difficulty in standing up for herself with her boss at work is a constant stressor. She persisted with treatment and AA/NA but has seen no major improvement in how she feels.After Alexia had been sober for about 3 months, an older boy sexually assaulted Christine after school. Alexia supported Christine through the prosecution process; the case was tried in juvenile court and the boy returned to school 2 months later.After Alexia celebrated her 6-month sobriety anniversary, she reports that she started having a harder time getting herself up each day. Around this same time, she returned to drinking daily. She says that she then started experiencing bouts of feeling worthless, sad, guilty, hopeless, and very anxious. Her sleep problems increased, she began having nightmares, and she lost her appetite. After a month of this, she started attending AA/NA and treatment less often, instead staying home and watching TV. She started her crack use again one night after her boss got very upset with her not finishing something on time. She went to a local bar after work that day and hooked up with a guy she met there to get crack. In accompanying him to a local dealer’s house to get some crack, she was raped by several men. Alexia did not return home that night (Christine was at a friend’s sleepover party) and did not show up for work the next day. She does not recall where she was the rest of that night. However, later that day she admitted herself to your treatment program.Alexia reports that she began drinking regularly (several times a week) around the age of 13. She recalls having felt depressed around the same time that she began drinking heavily, although she states she has very few clear memories of that time in her life. Alexia’s drinking became progressively worse over the years, although she did not begin to see it as a problem until after she began using crack, at around age 28. She reports feeling depressed over much of her adult life, however her depression got much worse after she began using crack daily.Alexia reports having had a lot of gynaecological problems during her 20s, resulting in a hysterectomy at age 27. When asked if she was ever physically or sexually abused as a child, she says no; however, she confesses (with some difficulty) that when she was 11, she had an affair with her 35-year-old uncle (father’s brother-in-law). Now, one week into treatment, Alexia reports feeling numb and tense. She talks only in women’s treatment groups and then, only when specifically asked a question. She feels hopeless about her ability to put her life together and says that she only sees herself failing again to achieve sobriety. Of her recent rape, she says that she “only got what she deserved” for being in the wrong place with the wrong people at the wrong time. Alexia reflects that she was unable to adequately protect herdaughter from sexual assault, and she speculates that maybe she is an unfit mother and should give up custody of her daughter.While Christine is currently staying with Alexia’s mother, Alexia is concerned that her ex-husband will try to get custody of Christine if he hears that she is in the hospital for alcohol and drug treatment. He has been in recovery himself for two years and began demanding to see Christine again about 2 months ago.Required:A. Provide a brief summary of case. (5 marks)B. Identify the problems, issues, and concerns that arise with Alexia’s situation. (10 marks)C. What are the most pressing issues that Alexia should be encouraged to assess andaddress? (6 marks)D. Identify the positive and strengths within Alexia’s situation. (4 marks)E. Discuss how you can solve the identified issues on the following levels of social practice:(15 marks)• Micro• Mezzo• MarcoF. State TWO (2) agencies that can assist with the issues identified. (2 marks)G. Discuss TWO (2) social work core values that are evident. (4 marks)H. Identify an area where your personal and professional values may collide. (4 marks)

What are the benefits and challenges associated with receiving supports outside of the school day?

Allocate 2 hours in the field to support this field experience.Collaborate with your mentor teacher to identify student and family supports offered within your school and community for individuals with disabilities regarding academic, transitional, and/or vocational skills.Specifically, discuss the following items as you research these supports with your mentor:Who oversees the support: the school or an outside agency? What services do they support?Are the services free, or do families need to pay for these services?How are community resources shared with families? Are supports discussed in the beginning of the school year, at conferences, in IEPs, or elsewhere?Did the mentor teacher create his or her own newsletter/brochure, or utilize the school, district, or community made resources?Discuss the importance of continuing the support for students and families or caregivers outside of the classroom. What are the benefits and challenges associated with receiving supports outside of the school day?Discuss if there are limited resources in certain areas, and if so, how has the mentor teacher or school addressed those identified limitations.Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.Compose a 500-750 word summary based on your discussion with your mentor regarding student, family, school, and community supports available. Reflect on how you will use this information in your future professional practice.APA format is not required, but solid academic writing is expected.

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