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On what basis or bases of jurisdiction can the Turkish courts punish the captain of the French boat?

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Using the cases attached, answer the following questions:

1. In the Wildenhus case, Mr. Wildenhus, a Belgian national, killed Frijens, a Belgian national in a knife fight. The Belgian boat was docked in the harbor in Jersey City, United States, when the knife fight occurred. a. On what basis of jurisdiction can the United States federal court take jurisdiction over this crime?

2. On what bases of jurisdiction can a court in Belgium take jurisdiction over this crime? Explain your answers… how the defendant or perpetrator is connected to the court taking jurisdiction.

Lotus Case:

In the Lotus case (attached), a French boat ran over a Turkish boat in international waters. This is a case of criminal negligence.

1.On what basis of jurisdiction can the courts of France punish the captain of the French boat?

2. On what basis or bases of jurisdiction can the Turkish courts punish the captain of the French boat?

3.how does the theory of positivism in international law arise?

Discuss the obstacles that Dell faces for survival and success due to globalization. Support your answer with discussion and relevant example.

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Instructions:

  • Fill in the pt3 form and make sure to fill all information correctly including your ID, section and tutor.
  • Write all your answers on the same pt3 document.
  • Answer each question separately. Write one essay for each question.
  • Make sure to label your answers with the question number.
  • Do not write the questions in your answer document.
  • Make sure that your answers are within the wordcount.
  • You must upload your answer document to the LMS by the cut-off time.

Plagiarism

According to the Arab Open University By-laws, “The following acts represent cases of cheating and plagiarism:

  • Verbatim copying of printed material and submitting them as part of the Take Home Exam without proper academic acknowledgement and documentation.
  • Verbatim copying of material from the Internet, including tables and graphics.
  • Copying other students’ notes or reports.
  • Using paid or unpaid material prepared for the student by individuals or firms.
  • Utilization of, or proceeding to utilize, contraband materials or devices in examinations.”

 

Penalty on plagiarism

The following is the standard plagiarism penalty applied across branches as per Article 11 of the university by-laws:

  • Awarding of zero for an assignment wherein more than 20% of the content is plagiarized.
  • Documentation of warning in student record.
  • Failure in the course to dismissal from the University.

Dell

In January 2006, Dell, the world’s largest computer maker, announced plans to setup its fourth call center in India. The company already employs over 10,000 people in its Indian call centers, which provided a telephone help desk service to its many thousands of customers around the world. Like many other Western companies, Dell was attracted to India by the abundance of low-cost English-speaking workers, many of whom are well qualified and highly IT literate. Locating call centers in India sounds like a good deal all round. Customers get access 24 hours a day, 7 days a week wherever they are in the world, companies are able to reduce costs, and workers in a developing country get jobs.

However, not everyone is happy. Niels Kjellerup, Publisher and Editor of The Call Centre Managers Forum, an online chat room for call center managers, argues that the rush to outsource customer contact operations to cheaper locations has resulted in the worst of management practices in US and UK call centers being exported as ‘World Class Call Centre Practice’ in countries like India. He says that too often what is seen in India is bad customer service delivered cheaply. He claims that many Indian call centers are run as sweatshops with intelligent people being treated like cattle. Call center managers with little or no previous experience adopt ‘idiotic vendor measures’ such as ‘how many calls’ and ‘how short’, which simply result in the delivery of poor levels of customer service.

Agents are required to work nine and a half hours a day, but typically work anywhere from 12 to 16 hours. Processing 28 calls an hour is mandatory. Another target is to ensure that no customer calls back within seven days. The informant claimed that there are few, if any allowances for time off, even for doctor visits, sick days or handling family emergencies.

Answer the three following questions:

Question 1 (30 marks, maximum 300 words)

When a business expands its operation into other countries, the impact of globalization on human resource development and management is significant.

  1. What role does HRM play for Dell? Support your answer with examples. (15 marks)
  2. Discuss the obstacles that Dell faces for survival and success due to globalization. Support your answer with discussion and relevant example. (15 marks)

Question 2 (35 marks, maximum 300 words)

A traditional view of globalization is that it involves rolling out the same offering across the globe using the same ingredients, brand name and marketing communications. However, organizations have realized that they need to adapt their offerings and communications to local preferences and conditions.

By using B207B course material and other resources such as Dell website, discuss what is the difference between globalization and customization in marketing segmentation and marketing mix in relation to Dell Computers.

Question 3 (35 marks, maximum 300 words)

Globalization increases connections among people around the globe, both narrowing and widening the differences between them in various ways. On the one hand, increases in trade and communication bring closer awareness among consumers and workers of many brands and businesses’ activities, but on the other hand, it has negative effects on the global marketplace.

Required: Discuss the key negative effects of the global marketplace. Support your answers with examples in relation to Dell.

What does this mean for the future viability of the firms? How helpful is this analysis in understanding the company’s stock price performance?  

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BNL Stores

Description

The case requires students to conduct a financial analysis of BNL Stores, a retail business. Case materials include a multi-year balance sheet, an income statement and statement of cash flows data. Students will prepare and interpret selected ratios, and prepare a basic statement of cash flows. The case entails use of financial statement analysis, balance sheets and income statements to provide a complete picture of an organization’s financial health. Data for the case are disguised and are drawn from the published financial statements of a major retailer that went bankrupt. The collapse of companies in similar circumstances influenced the Financial Accounting Standards Board’s moves to require a statement of cash flows and was historically significant.

Detailed case information could be found at Harvard Business School Cases: https://hbsp.harvard.edu/import/699232.

 

Learning objective

The case allows students to calculate a series of financial ratios and perform basic financial statement analysis. It also introduces the statement of cash flows and engages students in preparing simple cash flow statements. These exercises then demonstrate shortcomings in ratio analysis through showing that good financial statement ratios can conceal deteriorating liquidity. The limited warning of bankruptcy in this case is a caution to students in reading and interpreting financial statements. The case is suitable for use at the early stage of an MBA or undergraduate core course in accounting.

Required questions

1) Calculate the following 11 ratios for each year from 2018 to 2020. Do you notice any trends? What insight do these trends provide into the operations of BNL?

Profitability ratios: Gross profit margin, net profit margin, ROE, ROA;

Turnover ratios: Days receivables, inventory turnover, total asset turnover;

Liquidity ratios: current ratio, quick ratio;

Solvency ratios: Debt to equity ratio, debt to capitalization ratio

 

Note: For any ratios involving the average of an asset account, use the ending balance of that account instead of the average balance for simplicity. For example, in the calculation of ROA, the end balance of total assets should be used as the denominator instead of average total assets. That is,

ROA = [Net Income + interest expense * (1-tax rate)]/ ending total assets

Inventory turnover = cost of goods sold / ending inventory

Furthermore, debt to capitalization ratio is defined as follows:

debt to capitalization = long-term liabilities / (long-term liabilities + share capital)

2) Following the format in Exhibit 3, prepare statements of cash flows for BNL for each year from 2018 to 2020.

3) What do the cash flow statements show? What does this mean for the future viability of the firms? How helpful is this analysis in understanding the company’s stock price performance?

 

Format of the case analysis report

The case analysis should respond specifically to the case questions in a clear and concise manner. In general, the report should be no longer than four pages of text (12 font size, 1.5 lines spaced, one-inch margins) plus four pages of appendix including tables and figures if necessary.

The text should describe and explain the key information presented in the statements, as if you are presenting the case to a group of audience who are trying to understand the financial conditions of this company better.

You should submit your case report to the blackboard using the link associated with each case. Only one copy of the report is needed for each group. Please coordinate with your group members so that the same report will not be submitted by more than one member in your group.

Discuss the molecular causes of disease phenotypes, including cell death, and understand how they can be detected.

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BY263 – Assessment Information

There are two assessed components for this 20-credit module:

  • Laboratory Report (30% of total marks awarded)
  • Exam (70% of total marks awarded)

The laboratory report relates to a single, three-hour laboratory class timetabled during semester 2 (typically midway through the module). The report comprises three elements:

  • Results obtained from class
  • Short Answer Questions relating to the laboratory activity
  • Written scientific abstract

Elements (1) and (2) will be completed during the laboratory session. Element (3) will be due for submission via TurnItIn two weeks after the final timetabled laboratory session. The provisional marks (until ratified by an Examination Board) will be released within 20 working days from the submission date and written, electronic feedback will be available via TurnItIn.

The exam is a two-hour paper that takes place during the end of academic year exam period. The exam will comprise MCQs (50% of exam marks) and SAQs (50% of exam marks). Written feedback on exam papers will be available for students to see and discuss during July. The specific date will be broadcast via a Student Central Announcement three weeks prior to the date.

The laboratory report relates to the learning outcome 4, specified in the module descriptor: On successful completion of the module, the student will be able to apply and evaluate molecular biology investigations.

The exam relates to learning outcomes 1-3, specified in the module descriptor: On successful completion of the module, the student will be able to

LO 1 – Demonstrate a critical understanding of the molecular genetic basis of organism phenotypes with an appreciation of the role omics plays in this understanding.

LO2 – Discuss the molecular causes of disease phenotypes, including cell death, and understand how they can be detected.

LO3 – Critically understand the mechanisms of cell cycles and signalling.

General Grading Criteria for Laboratory Report

Specific guidance for what is expected is given in the “Practical Handbook”. A general overview is provided below.

  • Results obtained from class.

These will generally comprise instrument readings (eg, spectrophotometer) and will in themselves not be awarded a mark. They are, however, essential for the completion of the SAQs and the scientific abstract.

  • Short Answer Questions relating to the laboratory activity

SAQs will be found at the end of the laboratory class “Practical Handbook”. Typically, several SAQs will be presented with a range of available marks. For example, some SAQs will be awarded 1 mark, whereas others may carry 10 marks. It is important to recognize that the magnitude of the mark offered is indicative of what is expected in the answer. Typically, 1 mark requires a single sentence making a single point of fact in response to the question. When more marks are available, the answer will typically require a combination of points of fact and supporting justification/working for your answer. The question should indicate this. Generally:

1 mark available: awarded if correct argument given.

2 marks available: full marks awarded if two correct arguments given; half marks if only one correct argument given. And so on.

For more detailed SAQs:

100% of marks awarded: correct argument is strong and clear. Additional details to support definition or concept provided. Clear and unambiguous sentence structure.

75% of marks awarded: Some details of the argument given and generally correct. Some additional details provided that show understanding of concept. Generally acceptable vocabulary used that relates to question. A few spelling/grammatical errors, but do not affect meaning.

50% of marks awarded: Limited or weak argument provided. Limited supporting detail. Grammatical errors that introduce ambiguity into the answer.

<50% marks awarded: Question has not been fully attempted or answer is ambiguous. Few or no supporting details. Limited vocabulary and many grammatical mistakes.

  • Written scientific abstract

This is a 300 word abstract based upon the results of the laboratory practical.

Twenty-five marks are available for this assessment. Broadly:

15-25 marks: A title must be provided and be informative. A general purpose and all relevant methods need to be stated using the correct and appropriate scientific terminology. Important numerical results need to be given with correct units and significant figures. Important descriptive results must also be given within the appropriate context. Conclusions must be given that are based on the results generated. Where statistical analysis has been conducted, this must be briefly described with p-values and error values provided. For full marks to be awarded, the abstract must be well written, contain minimal grammatical error and make the purpose, relevance and methods clear.

5-15 marks: Marks will be lost if the title is somewhat ambiguous or incomplete, contains errors, or is written without appropriate scientific terminology. Marks will be lost if the aims or methods are partially incomplete and unscientific. Similarly if the result section is incomplete, omits important results or incorrect units or significant figures are used. Marks will be lost if the conclusion section is incomplete and fails to identify the relevance of the results to the title/question posed. Marks will be lost if the abstract is poorly written (eg, contains grammatical errors and poor sentence construction).

0-5 marks: A failure will result if: A title is absent, or is neither informative nor appropriate. If the aims and methodology section is absent or not relevant to the experiment. If the results section is absent, incomplete, or not relevant to the experiment. The conclusions section is absent, incomplete, or not relevant to the experiment. Finally, a failure will result if the abstract is poorly written, making the aims and relevance unclear.

The pass mark for both the laboratory write-up and the exam is 30%, with an overall module pass mark of 40%.

Critically discuss whether the company puts any particular emphasis on any particular Principles – or whether the 10 Principles are reported upon equally?

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SCoRE Module MHN222568-19-B

Individual Assignment – Suggested Report Structure (Version 1)

Background:  The individual assignment carries a weighting of 70% of marks for this module, and has a submissio.  The module handbook contains details of marking criteria, and students should use this marking grid to inform the design and writing of their reports.  Submissions are to be made inside Turnitin, with the appropriate cover sheet, and appendices.

The Task:  Students have been allocated a company – normally a corporate member of the United Nations Global Compact initiative, and been asked to critically analyse the company’s reporting on its corporate responsibility and sustainability activities and impact. Students are asked to undertake this critical analysis with reference to Global Reporting Initiative metircs (using WikiRate), the UN Global Compact 10 Principles;  the SDGs, and academic literature on what constitutes good practice in reporting. The task has three phases, each with a deadline:

Phase 1: Deadline Friday February 21st – Completion of WikiRate research on an allocated company, using the company’s latest available sustainability and/or UN Global Compact CoP Report.  In this phase, students will familiarise themselves in general terms with the organisation under study, its main products and/or services, the scale and scope of its operations, its latest sustainability report, and its level of commitment to ‘sustainability’ as self reported using GRI metrics.  The outputs of this phase are:

  • an upload of the company’s latest sustainability report in to the GSBS WikiRate project page;
  • an understanding of metrics for corporate responsibility and sustainability reporting;
  • identification and analysis of the extent of sustainability self-reporting using GRI metrics;
  • a summary spreadsheet of WikiRate GRI metrics for use in the individual report;

Phase 2: Deadline Friday – Verify the accuracy of the WikiRate research carried out by a fellow student, by going in to and checking whether the analysis and reporting done by a fellow student is accurate, or whether something has been overlooked.  Student needs to check answers, and cited page numbers, and check unknowns to see whether they are really unknown!

End of Phase 2: – Post a confirmatory statement (following instructions inside the Discussion Board) inside the discussion thread entitled “Individual assignment – WikiRate Section: Student Confirmation Statements of WikiRate Research Undertaken”.

Phase 3: From March 6th to Submission Deadline

Ensure that you participate in the SCoRE academic writing lecture, run by the LDC, on March 25th.

  • Research materials on the UN Global Compact website – UNGC 10 Principles
  • Read academic papers (GCU Learn) about corporate reporting of CSR (useful for critical evaluation)
  • Review lecture materials for things to look for in sustainability reports

Design and write your report  – raise any emerging questions in your seminar class(es)

Suggested Structure of Report (add as required and use your discretion). To be used in conjunction with the Individual Assignment Marking Grid (see module handbook).

Executive Summary (Not in word count) – brief and succinct – good ½ page – last thing you write!!!

  1. Purpose of the report (brief description); What and how did you do it? Which report did you use?
  2. Tabular summary of the company (Name, HQ, Time in UNGC, No. Employees, Turnover, Products/Services;
  3. Brief overview: to include name of report; year; length of report (no. of pages); no. of sections; any special section summarising GRI metrics and/or reference to the UN Sustainable Development Goals?
  4. Summary conclusion: based on what you have found in your report, do you feel that the company is committed to being a good corporate citizen, following UNGC guidelines – or do you feel the company is greenwashing / blue washing? In either case, explain briefly why.

WORD COUNT STARTS HERE! Point 5 – 350 WORDS

  1. Brief summary and critical evaluation of your primary WikiRate research, using the spreadsheet to inform your analysis and evaluation (No. of metrics reported, which ones (not), etc..); Summarise any differences in the number and/or extent of metrics reported by the company in the previous year (e.g. commenting on whether reported metrics are biased towards environmental, social or are balanced); If you wish, benchmark the no. of metrics reported by your company, with the number reported by another organisation in the same sector….is it a similar number? Different? What does this tell you? May be add a short section where you talk about any differences with the (2nd) company whose data you verified?
  2. Description and critical evaluation of quality and comprehensiveness of reporting against the 10 UNGC Principles (and the SDGs); Does the firm report explicitly against each of the 10 Principles? Does it discuss its contribution to the SDGs? Does it report against the SDG’s? (Read UNGC article from GCU Learn (Lecture 2) to help you to understand the relationship between the 10 Principles and the SDGs. Critically discuss whether the company puts any particular emphasis on any particular Principles – or whether the 10 Principles are reported upon equally? How does this map against what you found when researching GRI metrics inside WikiRate? Guidelines for Word Count Point 6 : 1000
  3. Conclusion: drawing together your critical evaluation of the report overall, and what it tells the reader about the company’s commitment to both the letter and spirit of UN Global Compact Principles. If you were to imagine an “Ideal Report” – how far off such an ideal report is your company’s?  To what degree do you feel that the company is following UN Global Compact Advice on Communication on Progress (CoP) reporting (download and read UNGC Advice on CoP Reporting form the UNGC website)? Please access and read UNGC reporting guidelines (from UNGC website and also article provided in GCULearn on integration of reporting on the 10 Principles and aligning with GRI Metrics) and also read a selection of academic articles about corporate reporting, available in GCULearn (see Week 2 Lecture materials and readings).  Maybe conclude with some well-supported argument as to whether the company you are looking at appears from its reporting to be very clearly committed to the 10 Principles of the UNGC – or whether you feel that there may be aspects of ‘greenwashing’ or ‘bluewashing’ in the report.  Make sure that you back up any statements with reference to specific sections of the report. Ask for seminar tutor for guidance.  Guidelines for Word Count Point 7: 650

Appendices (mandatory, but not included in the 2000 word count)

  1. Spreadsheet summary of WikiRate research, clearly formatted with a clear header;
  2. Scanned copy of cover page of sustainability/annual/CoP report uploaded to WikiRate;
  3. Anything that you could not fit in to main body of report, but you would like assessor to see;
  4. A 200 word reflective piece on what you have learned on this assignment, and how you found doing the assignment.

Did you observe anything during the Jominy Test that confirms the idea that the quenching rate is lower away from the quenched end?

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Jominy End-Quench Test.
In this lab, we will perform a Jominy Test on a sample of 1018 Steel, which contains 0.18 wt % C.
Our first step is to austenitize our sample, meaning that we heat it up to a temperature where the sample transforms from the BCC α-Fe to the FCC γFe, also called austenite. For our sample, we’ll use a temperature of 1700 °F (about 927 °C), holding it at temperaure for 30 minutes. Notice where the sample would be on the Fe-Fe3C phase diagram, shown below, when it is held at 1700 °F.
Shackelford’s Figure 9.19, page 272. The Fe-Fe3C phase diagram.
The sample is quickly removed from the furnace and placed in the Jominy tester (see Figure 10.21), and the water cooling begins. Notice that only one end of the sample is directly cooled by the water flowing in the Jominy test apparatus. This means the highest quench rate occurs at that end and decreases as we move away from the quenched end. You may be able to demonstrate the validity of this last statement by something you may observe during the test.
When the sample reaches room temperature, we may safely remove it for further testing.
Shackelford’s Figure 10.21, page 325. The Jominy End-Quench test.
Measure the Rockwell hardness at various distances from the quenched end, every 1/16 inch up to one-inch, then every 1/8 inch up to twoinches. Present your data in a graph like Figure 10.24 shown below.
Shackelford’s Figure 10.24, page 326. Hardenability for various grades of steel. These grades all contain 0.40 wt % C.
Some questions you may wish to ponder as you write your report.

• Is there a standard size for Jominy samples?

• How does the Jominy apparatus actually work? Note that our apparatus was designed and constructed by one of our students.

• Did you observe anything during the Jominy Test that confirms the idea that the quenching rate is lower away from the quenched end?
• How does your data for 1018 steel compare to the other grades of steel shown in Figure 10.24?

• Can you find for Jominy data for 1018 steel? How does it compare to our data?

• What is ideal hardenability behavior?

• How do the curves we have seen, both in the lab and in our textbook, compare to this ideal?

• What can you conclude about the effect of quenching rate on hardness?
SRT 4/20/2020

Explain the different sources of EU law and with reference to the EU Treaties and the European Union (Withdrawal) Act 2018

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Explain the different sources of EU law and with reference to the EU Treaties and the European Union (Withdrawal) Act 2018 discuss the extent to which the sources of EU law that exist at the end of the transition period will apply in the UK thereafter.

How do you address the problems of flat nipples or pendulous breasts? What are the signs and symptoms of mastitis?

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Describe the 3 common positions.
How can mom tell the baby is getting enough milk over the course of 2 days?
How do you address the problems of flat nipples or pendulous breasts?
What are the signs and symptoms of mastitis?

APA formatting required (abstract not required.)
a. Title Page
b. Reference Page
c. Running Head
d. Page Numbers

What has been your most significant learning experiences in light of these values (whether in the classroom or out of the classroom)?

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GEN400—Visioning a Future of Justice, Compassion, and Service

Final GEN400 Project Guidelines:

The final project of GEN400 asks you to pull together what you have been learning about the Mercy Core Values and the Visioning of a Future that we have been discussing since our earliest weeks together. This project should be from 5-6 pages (minimum of 1,250 words). It must include the citation of at least seven sources. At least two of these sources should be R/Vs that you encountered in this course: one assigned source from Unit One and one assigned R/V from a student presenter in Unit Two. Besides these two sources from our GEN400 readings, you also must include at least four scholarly research materials — either scholarly journals or academic books — related in some way to these readings or the topics referenced in them. The 7th source is “free choice” … it can be another R/V or an interview with an expert in the field or a website from a credible source or another article, book. The final paper also must integrate some aspect of learning gained through the service learning experience. The final version will be submitted to Safe Assign on Blackboard within its assignment link.

To develop your project, it may help to think about three different parts to the final essay. This outline is a guide throughout the research and writing process, modify, as needed. Be sure to use the scoring rubric as your guide.

Proposed Components of Final Project (feel free to modify to fit your research):

PART ONE:     Introductory Reflection Piece:  Reflection on Mercy Core Values

What is your present understanding of the Mercy Core Values of respect, integrity, justice, compassion, and service? How has your understanding of justice, compassion, and service evolved over the course of the semester?  How do you see these Mercy Core Values connected to living a good life?

What has informed your current perspective on these values? Cite readings and academic research, service learning exploration and experiences, relevant academic discourse in and out of the classroom, and personal reflection on these values as important (or not) to you.

PART TWO: Research – Application of Core Values to a Critical Concern  

Name a current critical concern / problem that you feel is worth your continued involvement or consideration.

Why is this critical concern / problem important to you?

Do you feel alone in your perspective?  Do others see the critical concern / problem as important?

If this problem continues unabated, what are some possible consequences?

Explore the complexities and complications of the critical concern / problem.

Define the concern or problem clearly and succinctly.

What are some general assumptions about this problem? What were your presumptions prior to your investigation of the problem?

What information can you gather about the extent of this problem? (Research data, expert analysis, observations, experiences)

How do you interpret this above information? What is not being said/considered that should be said/considered?

Consider Solutions to the Critical Concern or Problem.

What moral principles do you think address this issue? How could an application of the Mercy Core Values address this issue?

What creative idea and response would most effectively address the issue? Explain

Is there a group working on this issue that you could work with on this topic? In what way? What support would you need to start or continue involvement?

What would be the upside and downside consequences of your response? Explain

PART THREE: Concluding Personal Synthesis – Give a personal touch to your reflection and research.

This personal reflection should be the final two pages of your text.  If you would prefer a different format from a written statement, you can articulate your vision via poetry, artwork, and/or through other creative media presentation. It will be presented to an audience of your peers and professors.

Articulate a personal vision based on your integration of the Mercy Core values of respect, integrity, justice, compassion, and service.

How has your experience of GCU’s Mercy Core Values (either past or present) contributed to the person you are today? What has been your most significant learning experiences in light of these values (whether in the classroom or out of the classroom)?

After graduation, how do you plan to be a person of Mercy in both your professional and personal world? What do you see as your commitment towards the ongoing internalization of these values and their expression in your life? Do you plan any personal commitment, advocacy, or continued service based on the importance of these values to your continued personal and / or spiritual development?

What specific intervention strategies have you tried or plan to use to facilitate the desired changes or goal attainment based on the theories you have chosen?

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FINAL PAPER

In this final paper, you are asked to apply all you have learned from the family

systems theories in analyzing a case you have handled or are handling. It aims to help you to integrate the theoretical concepts in an actual case. The analyses and discussion of intervention should be drawn from you learning through the assigned reading, lectures, videos, discussions, etc.

Address each of the following questions in your paper.

You should give background information of the family, the agency setting, and the circumstance under which the family sought help or was referred for service.

1) State clearly and succinctly the presenting problem(s) of this family, that is, what caused  them to come in for help or be referred by others for help.

2) Analyze the case and suggest some intervention strategies using concepts from at least two schools of family therapy you have learned in this course addressing the following aspects:

  1. a) The theoretical formulations of the “causes” of the presenting problem(s) or other

problems you have noted in this family.

  1. b) Describe the relational structure or other important dynamics of the family according to the theoretical orientations.
  1. c) How may the flaws of the family dynamics/unmet needs/self-defeating narratives/negative interactional cycles/limited emotional repertoire/misguided attempted solutions/previous generational legacies, etc. relate to the presenting or other problems?
  2. d) Based on the theoretical orientations, what are the treatment goals you have formulated accordingly, in addition to the reduction or eradication of the presenting problem(s)? Set specific and realistic goals as far as possible.
  3. e) What specific intervention strategies have you tried or plan to use to facilitate the desired changes or goal attainment based on the theories you have chosen?

 

This section is the major bulk of the paper and should constitute at least 5-6 pages.

3) What are some of the strengths of the family that you have observed, which could be mobilized?

4) Address the impact of the ecological contexts or the larger systems on the family. What are some of its resources and limitations for this family?

5) How may diversity issues affect the functioning of the family, if applicable?

6) Do you see issues that warrant advocacy for the family, which otherwise would be a violation of the basic human rights of the client/family and social justice?

7) What are some of the interface issues, including your own background (cultural or otherwise, similar to or different from the family) and counter-transference that you have to face in working with this family? Are there ethical dilemmas you may have to face as well? How have you handled them or plan to do so?

You may give the background information of your case by integrating it into your paper as you address the above questions. Or, you can write the case summary first, then analyze it according to the above guiding questions. The APA style of citation is expected if you cite references.

Do not give detailed explanation of the concepts, the main point is to apply the

concepts in analyzing your case.

You can cite references if it is appropriate and helpful in advancing understanding of the point you are making in relation to the case situation.

 

General Instructions:

  1. Use double line spacing and font size 12 for your paper.
  2. The length of your paper is expected to be 8 pages

Criteria for Evaluating the Paper:

1) The paper addresses each part of the questions and demonstrates understanding of the concepts.

2) The response shows familiarity with materials covered in the readings, lectures, videos and discussions.

3) The paper demonstrates efforts in integrating the learned concepts with case materials.

4) Relevant case materials or evidences are cited in support of your analyses and assessment. However, do not repeat some of background information provided in the case summary.

5) The stated treatment goals and suggested intervention strategies are specific and relevant in facilitating change and are family systems oriented instead of individually oriented.

6) The writing is grammatically correct and organized in a clear and logical fashion.

7) Compliance with the page limit and format.

8) Demonstration of competence according to the grading rubric towards the end of the syllab