Begun in the 1930s as means of providing assistance to farmers who suffered from excess crops, federal surplus relief corporation eventually evolved into the food stamp plan and then the supplemental nutrition assistance program (SNAP). over the years this program, once intended to be a nutritional safety net for low income individuals, has gone through numerous revisions. now, close to a 100 years later, it is being re-examined once again, but with so many using the service, there are deep issues and perspectives to be considered. consequently, use the evaluation format to type a 4 page essay that examines and decides whether this program is still pertinent today and whether it should be continued. be sure to use the toulmin method to arrive at your thesis and to include at least 4 academics sources, in-text citations, and an additional works cited page.

This course looks at the administration of programs for our elderly population and considers the historical care given to our seniors as well as new solutions for those who are living longer. Options are reviewed such as long-term care at home, community based programs, retirement communities, assisted living facilities, continuing care retirement communities and skilled nursing facilities. Students will identify current issues that impact older adults as well as examine trends in long term care.

Core Values: Excellence: Saint Leo University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills, and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision, and goals. Community: Saint Leo University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change, and to serve. Ethical Standards for Human Service Professionals: Go to: http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals to retrieve the comprehensive ethical standards for human service professionals. ***It is a good idea to print the standards as they will be heavily utilized throughout the course***
Council for Standards in Human Service Education Standard 10: The curriculum shall include knowledge and theory of the interaction of human systems including: individual, interpersonal, group, family, organizational, community, and societal. Standard 16: The curriculum shall provide knowledge, theory, and skills in the administrative aspects of the services delivery system.

Identify the pros and cons of managing that community. Discuss the educational, licensure, and/or certification requirements to serve as an administrator of that community. Discuss the federal and/or state regulations that govern the community’s operations. Students will reflect on the two Saint Leo core values for this class and respond to how these values will impact their management processes as it relates to the selected issue. A minimum of 3 peer reviewed scholarly journal articles and/or scholarly books should be used to support the essay. APA documentation is required. The title page, abstract and references are not included in the 2-4-page requirement.

TWO CHEERS FOR SWEATSHOPS
Nicholas D. Kristof and Sheryl WuDunn, New York Times, 9/24-/00
It was breakfast time, and the food stand in the village in northeastern Thailand was crowded. Maesubin Sisoipha, middle-aged
woman cooking the food, was friendly, her portions large and the price right For the equivalent of about 5 cents, she offered a huge
green mango leaf filled with rice, fish paste and fried beetles. It was a hearty breakfast, if one
didn’t mind the odd antenna left sticking in one’s teeth.
One of the half-dozen men and women sitting on a bench eating was a sinewy; bare-chested laborer in his late 30’s named Mongkol Latlakorn. It
was a hot, lazy day, and so we started chatting idly about the food and, eventually, our families. Mongkol mentioned that his 4aughter, Darin, was ] 5,
and his voice softened as he spoke of her. She was beautiful and smart, and her father’s hopes rested on her.
“Is she in school?” we asked.
“Oh, no,” Mongkol said, his eyes sparkling with amusement. “She’s working in a factory in Bangkok She’s making clothing for export to
America.” He explained that she was paid $2 a day for a nine-hojir shift, six days a week.
“It’s dangerous work,” Mongkol added. “Twice the needles went right through her hands. But the managers bandaged up her hands, and both
times she got better again and went back to work.”
“How terrible,” we murmured sympathetically.
Mongkol looked up, puzzled. “It’s good pay,” he said. “I hope she can keep that job. There’s all this talk about factories closing now, and she said
there are rumors that her factory might close. I hope that doesn’t happen. I don’t know what she would do then.”
He was not, of course, indifferent to his daughter’s suffering; he simply had a different perspective from ours – not only when it came to food but
also when it came to what constituted desirable work.
Nothing captures the difference in mind-set between East and West more than attitudes toward sweatshops. Nike and other
American companies have been hammered in the Western press over the last decade for producing shoes, toys and other products in
grim little factories with dismal conditions. Protests against sweatshops and the dark forces of globalization that they seem to represent
have become common at meetings of the World Bank and the World Trade Organization and, this month, at a World Economic Forum
in Australia, livening up the scene for Olympic athletes arriving for the competition. Yet sweatshops that seem brutal from the vantage
point of an American sitting in his living room can appear tantalizing to a Thai laborer getting by on beetles.
Fourteen years ago, we moved to Asia and began reporting there. Like most Westerners, we arrived in the region outraged at sweatshops. In time,
though, we came to accept the view supported by most Asians: that the campaign against sweatshops risks harming the very people it is intended to
help. For beneath their grime, sweatshops are a clear sign of the industrial revolution that is beginning to reshape Asia.
This is not to praise sweatshops. Some managers are brutal in the way they house workers in firetraps, expose children to dangerous chemicals,
deny bathroom breaks, demand sexual favors, force people to work double shifts or dismiss anyone who tries to organize a union. Agitation for improved
safety conditions can be helpful, just as it was in 19th-century Europe. But Asian workers would be aghast at the idea of American consumers
boycotting certain toys or clothing in protest. The simplest way to help the poorest Asians would be to buy more from sweatshops, not less.
ON OUR FIRST EXTENDED TRIP TO CHINA, IN 1987, WE TRAVELED TO
the Pearl River delta in the south of the country. There we visited several factories, including one in the boomtown of Dongguan, where about 100
female workers sat at workbenches stitching together bits of leather to make purses for a Hong Kong company. We chatted with several women as
their fingers flew over their work and asked about their hours.
“1 start at about 6:30, after breakfast, and go until about 7 p.m.,” explained one shy teenage girl. “We break for lunch, and I take half an hour off
then.”
“You do this six days a week?”
“Oh, no. Every day.”
“Seven days a week?”
‘Yes.” She laughed at our surprise. “But then I take a week or two off at Chinese New Year to go back to my village.”
The others we talked to all seemed to regard it as a plus that the factory allowed them to work long hours. Indeed, some had sought out this factory
precisely because it offered them the chance to earn more.
“It’s actually pretty annoying how hard they want to work,” said the factory manager, a Hong Kong man. “It means we have to worry about security
and have a supervisor around. Most constantly”
It sounded pretty dreadful, and it was. We and other journalists wrote about the problems of child labor and oppressive conditions in both China
and South Korea. But, looking back, our worries were excessive. Those sweatshops tended to generate the wealth to solve the problems they created.
If Americans had reacted to the horror stories in the 1980’s by curbing imports of those sweatshop products, then neither southern China nor South
Korea would have registered as much progress as they have today.
The truth is, those grim factories in Dongguan and the rest of southern China contributed to a remarkable explosion of wealth. In the years since
our first conversations there, we’ve returned many times to Dongguan and the surrounding towns and seen the transformation. Wages have risen from
about $50 a month to $250 a month or more today Factory conditions have improved as businesses have scrambled to attract and keep the best
laborers. A private housing market has emerged, and video arcades and computer schools have opened to cater to workers with rising incomes. A hint
of a middle class has appeared – as has China’s closest thing to a Western-style independent newspaper; Southern Weekend.
Partly because of these tens of thousands of sweatshops, China’s j economy has become one of the hottest in the world. Indeed, if China’s iX30
provinces were counted as individual countries, then the 20 fastest growing countries in the world between 1978 and 1995 would all have been
Chinese. When Britain launched the Industrial Revolution in the late 18th century, it took 58 years for per capita output to double. In China, per capita
output has been doubling every 10 years.
r V’j CHEER S FOR 3 WEATSHO D
S Page 2 o f 3
In fact, the most vibrant parts of Asia are nearly all in what might be called the Sweatshop Belt, from China and South Korea to Malaysia, Indonesia
and even Bangladesh and India. Today these sweatshop countries control about one-quarter of the global economy. As the industrial
revolution spreads through China and India, there are good reasons to think that Asia will continue to pick up speed. Some World Bank
forecasts show Asia’s share of global gross domestic product rising to 55 to 60 percent by about 2025- roughly the West’s share at its peak
half a century ago. The sweatshops have helped lay the groundwork for a historic economic realignment that is putting Asia back on its feet.
Countries are rebounding from the economic crisis of 1997-98 and the sweatshops – seen by Westerners as evidence of moribund economies
– actually reflect an industrial revolution that is raising living standards in the East.
OF COURSE, IT MAY SOUND SILLY TO SAY THAT SWEATSHOPS
offer a route to prosperity, when wages in the poorest countries are sometimes less than $1 a day. Still, for an impoverished Indonesian or Bangladeshi
woman with a handful of kids who would otherwise drop out of school and risk dying of mundane diseases like diarrhea, $1 or $2 a day can
be a lifeLtransforming wage.
This was made abundantly clear in Cambodia, when we met a 40-year-old woman named Nhem Yen, who told us why she moved to an
area with particularly lethal malaria. “We needed to eat,” she said. ‘And here there is wood, so we thought we could cut it and sell it.”
But then Nhem Yen’s daughter and son-in-law both died of malaria, leaving her with two grandchildren and five children of her own.
With just one mosquito net, she had to choose which children would sleep protected and which would sleep exposed.
In Cambodia , a large mosquito net costs $5. If there had bee n a sweatshop in the area, howeve r harsh or dangerous, Nhem
Yen would have leapt at the chance to work in it, to earn enough to buy a net big enough to cover all her children.
For all the misery they can engender, sweatshops at least offer a precarious escape from the poverty that is the developing world’s greatest problem.
Over the past 50 years, countries like India resisted foreign exploitation, while countries that started at a similar economic level – like Taiwan and
South Korea – accepted sweatshops as the price of development. Today there can be no doubt about which approach worked better. Taiwan and
South Korea are modern countries with low rates of infant mortality and high levels of education; in contrast, every year 3.1 million Indian children
die before the age of 5, mostly from diseases of poverty like diarrhea.
The effect of American pressure on sweatshops is complicated. While it clearly improves conditions at factories that produce branded merchandise
for companies like Nike, it also raises labor costs across the board. That encourages less well established companies to mechanize and to reduce the
number of employees needed. The upshot is to help people who currently have jobs in Nike plants but to risk jobs for others. The only thing a country
like Cambodia has to offer is terribly cheap wages; if companies are scolded for paying those wages, they will shift their manufacturing to marginally
richer areas like Malaysia or Mexico.
Sweatshop monitors do have a useful role. They can compel factories to improve safety. They can also call attention to the impact of sweatshops on
the environment. The greatest downside of industrialization is not exploitation of workers but toxic air and water. In Asia each year three million
people die from the effects of pollution. The factories springing up throughout the region are far more likely to kill people through the chemicals they
expel than through terrible working conditions.
By focusing on these issues, by working closely with organizations and news media in foreign countries, sweatshops can be improved. But refusing
to buy sweatshop products risks making Americans feel good while harming those we are trying to help. As a Chinese proverb goes, “First comes the
bitterness, then there is sweetness and wealth and honor for 10,000 years.”
Nicholas D. Kristof and Sheryl WuDunn, who received a Pulitzer Prize for their coverage of China, are the authors of “Thunder From the East:
Portrait of a Rising Asia” (Knopf), from which this article is adapted.

Create a detailed concept map that explores a subject that has resonated with you in the First Peoples Health and Practice course . To assist you, you should ask yourself:
1. What has resonated with me the most in this course?
2. What are key concepts within this subject that stood out tome?
3. How did these concepts make me feel and/or how did I react when I heard this?
4. Why did I feel or react this way?
5. Continue to ask yourself ‘why’ to unpack each concept in detail, from your personal, professional and the dominant cultural lens.
Part B
Using the concept map completed in Part A as a guide, write a 2000 word critical reflective essay, applying the Critical Reflection Framework adapted from Walker, Schultz and Sonn
(2014):
1. Define and discuss the subject and its key concepts and then choose one concept to write about.
2. Reflect on how your own culture as well as your professional culture, influences your understanding of the concept.
3. Analyse the viewpoints and assumptions of others and the dominant cultural paradigm relating to the concept.
4. Discuss what you have learnt from this critical reflective process and how this learning influences your perceptions of, and interactions with, Australia’s First Peoples in the health
care setting?
5. Discuss how your future practice may be transformed as part of this process.

read through the following (based on current events) and try to answer the questions following by applying principles that we have discussed in class or are from our course readings. This is a critical thinking exercise where there is not necessarily 1 “correct” answer for each of the questions. Rather, this assignment will be graded on effort and thoughtfulness. That being said, I would like you to integrate each of the following concepts of attachment theory into your answers for questions 1-5 (responsive caregiving, internal working model, attachment system, distress, secure base, sensitive period).
Your responses do not have to be long. Just a couple of sentences about each question should suffice.
In May, 2018, the US government declared a “Zero Tolerance Policy” (for reference: https://www.nytimes.com/2018/05/12/us/immigrants-family-separation.html) regarding immigrants to the US crossing the border without legal status. As a result of this policy, many families were separated, with children as young as infants (and ranging through adolescence) being taken from their caregivers and placed in temporary facilities while caregivers were detained. In many instances, children were transported to facilities in other geographic locations to be cared for. During this process, errors and oversights in record keeping made it difficult for the government to keep track of separated family members, and in many cases, it has taken a prolonged period of time for families to be reunited.

Questions:
1. According to Bowlby’s attachment theory, how could such a family separation affect children in the short run?

2. How might parents be affected by the separation to their child?

3. What could the long-term consequences of this scenario be for children? Why?

4. What factors (if any) may ameliorate the consequences of separation for children?

5. How might age of the child when removed from caregiving impact consequences?

6. At what level(s) of Bronfenbrenner’s bio-ecological model does this policy impose risks to children?

Use the following case study for your organizational analysis: The GM Culture Crisis: What Leaders Must Learn From This Culture Case Study.
After reading the case study, address the following critical elements.
I. Introduction
A. How is the organization described in the case study? What are its key attributes? What are its strengths andweaknesses?
II. Organizational Modeling
A. Describe a current behavioral organizational model used in the case study.
B. Compare the current behavioral organizational model used above to other models used within the industry and also within external related
industries.
C. Explain why there are differences between the organizational model used by the organization in the case study and those used by organizations
in another similar industry. In other words, what are some of the reasons for using these different organizationalmodels?
D. Compare the current impact of culture on current organizational models to the impact culture has had on past organizationalmodels.
E. Explain how the organization is or is not operating within an organizational model unique to itsindustry.
F. Explain if motivational models have shifted in comparison to the organizational modeling trends.

Using the electronic databases provided by the Jerry Falwell Library and other sources, search for journal articles in professional, peer-reviewed accounting, ethics, and business journals that pertain to the two major ethics systems proposed for the accounting profession, which are deontology and utilitarianism. Be sure to use scholarly journal articles or scholarly books to support your discussion and analysis.

After you have researched the ethical systems, write a research paper in current APA format. Be sure to include the following core components in your research paper:
1. Begin the paper with an introduction and a clear thesis statement. Describe both ethics systems in detail using professional literature and the course Reading & Study materials. You must cite at least 5 scholarly sources. Note that the Bible will NOT count as one of your scholarly sources even though you will need to use it to provide your analysis of the Christian worldview of ethics (see below).
2. Evaluate each system with respect to the following:
a. The ethical dimensions of organizational culture in the accounting profession
b. A Christian worldview of ethics
3. Present logical and thorough arguments supported by scholarly sources, course Reading & Study materials, and the AICPA Code of Professional Conduct to defend the ethics system you believe is most appropriate for the accounting profession.
4. Conclude the paper with a summary of your findings.

The research paper must be at least 5 typewritten, double-spaced pages with 1-inch margins and pagination. The font must be 12 point or less. Be sure to include a title page, abstract, and reference page(s) in addition to the body of your paper. The title page, abstract, and reference page(s) do not count as part of the length requirement.
Plagiarism of any kind will result in a grade of zero. Review the Student Expectations for a reminder about how plagiarism is defined.
Your Microsoft Word file must be named as follows: Last Name First Name ILP.doc. For example, John Smith would label his file as Smith John ILP.doc.

This musical autobiography should reflect the work from the first few weeks of the semester. Before writing, remember to “take a step back” from your thoughts and self- conception. Think about things from different angles. Be creative and thoughtful in how you tell this story and how you design your submission. Also remember to proofread for spelling and grammar errors. Some questions you might consider to help begin the project are: What role(s) does music play in your life? How do you access (listen to/learn more about) music? How do you engage with others through music? And how do your non-musical passions and/or goals connect to the music/sound in your life?

Noted scholar, Rula Quawas, in her article “A New Woman’s Journey Into Insanity: Descent and Return in “The Yellow Wallpaper”” refines our understanding of the “private sphere” through her discussion of the 19th century ideal of the “cult of true womanhood and domesticity.” In the stories included in our text, Gilman rejects that ideal and constructs another.
Choose three stories (including “The Yellow Wallpaper”) and identify how Gilman rejects the concept and offers a different ideal for 19th century women.

THEN…focusing only on the story “The Yellow Wallpaper,” expand your discussion to include Gilman’s refutation of Dr. Silas Weir Mitchell’s “rest cure.” In his article “Reading the Rest Cure,” Michael Blackie states “To be sure, Mitchell and his followers deployed his treatment to restore Victorian notions of femininity in women whose nervous disorder signified its loss, or worse, perversion.” Discuss your thoughts on whether those who construct and control societal norms (those in the “public sphere”) should exert the power to influence the lives of those who reject those ideals. Link your discussion to Gilman’s exploration of the same questions in “The Yellow Wallpaper.

Find at least 5 credible sources which can provide background information about the topic for which you have been approved. You’ll type your research notes directly into this document. There are 5 resource boxes on the next 5 pages so that you can easily demonstrate the content from each source. (If you want to add more because you found extra awesome resources, that’s fine. Not required, but great if you’ve got it.) For each reference, you must include:

• An MLA formatted bibliography for the reference which includes the title of the reference, author, the date it was published (and date it was accessed if it is a website), and the exact web address (if the reference is a website).
Note: Resources must be from a credible source (not Wikipedia, blogs, etc…) like the ones on DISCUS which Mr. showed you. Listing “Google” or “NASA” are not the exact web addresses. You should include the full, exact link you would use to go to that website. Include the full url address rather than doing the “Web” with the web being hyperlinked. This way if there is a hyperlink issue/change one can use portions of the url to find it again. You may use the website www.bibme.org or www.easybib.com to format your references correctly if you don’t know how. Then you can copy it into this template.

• Bulleted notes within the templates below for the information you obtained from this reference. Be sure to include things which will help you explain the concept behind your topic. Some may be ones which will help you justify your ultimate hypothesis/prototypes. The notes should not be cut/pasted, but rather rephrased/shortened into your own words. You’ll use this information later within your topic paper as support for your claims. If a quotation is absolutely necessary, it should be shown as such. (include enough information for yourself to properly cite it later)

• At the end of each resource, you will write a 2-3 sentence summary of the key piece (or couple of pieces) of information within that resource which you believe the reader would need to know to understand your topic. (You’ll use these to help you with your background portion of the paper.)

Step 2: Initial Research –
Google the question below. Your goal is to see if there is an answer to the questions on the internet. It may take several links.
QUESTION: Do organic cleaning products clean homes better than regular cleaning products, or are they just healthier to clean with?

QUESTION:
1. Add a sub-letter “c” and label it as “Sources”. Below that, create the sub-numbering system (I, ii. Etc) and provide the actual links to the sites you visited to find the answer. (not Google or the search engine, use the actual link to the actual website). Ensure you are looking at reliable websites (not random blogs). For each question, write two sentences about what it said about each question.

2. Add a sub-letter “d” and indicate if your original question was resolved, partially resolved (might have an answer), or still unresolved (no answer found) with a summary statement or two about what is known.

3. If the original question was either resolved or partially resolved, create a headline below and write at least one follow-up question you still have about the topic which is still NOT resolved according to the sources.

4. Next, add a sub-letter “e” and write a couple sentences explaining how this could be potentially tested to yield quantitative data. If it cannot be tested to yield quantitative data, include the explanation how the question might be further developed to yield quantitative data. If it still cannot form quantitative date, state so.

5. Write why these questions are meaningful to you (write at least three sentences for each question).