For this discussion, answer A and B for your initial response, and then respond to two peers. Read the following essay.A. Murray, D. (2014) The maker’s eye: Revising your own writing. In G.H. Muller (Ed.), The McGraw-Hill Reader: Issues Across the Disciplines pp. 109-113. New York. NY: McGraw-Hill. p. 113, “Writing,” Question 3: Writing an Argument: Murray suggests that revision is actually “fun” (paragraph 24). Do you agree or disagree? Write [a response] defending your position.Be sure to quote and cite Murray when writing your response.Read the article carefully. Answer the question associated with the reading. (150+ words)B. Next, describe your process in revising your paper. Did you begin with higher order (content, sources, organization) or lower order (grammar, word choice) concerns? What was the largest challenge in completing the task? What one thing about research do you believe is still challenging? What one thing did you learn that you are most proud of? (150+ words)PEER REPLIESIn 100-150 words, respond to two peers' main posts. Offer your thoughts on ways your peer approaches the revision process. Identify any considerations or strategies that your peer may not have identified initially.

Respond to the blog posts of three colleagues in one or more of the following ways: Expand on your colleague’s posting. Make a suggestion to your colleague’s post. Response to Charmaine An explanation of how you have addressed termination or how you might address termination in your field education experience Termination is defined as the end of the client-worker relationship (Kirst-Ashman, & Hull Jr., 2006).) and can occur at any given time depending on the circumstances. Ideally, termination of services should be completed by the social worker when the client has met his or her treatment objectives and services are no longer required (NASW, 2019). Termination, in some cases, can also be addressed at the beginning of services. For example, when ChildNet receives a case, the clients are made aware that their case must stay open at a minimum of six (6) months or an intervention such as Parenting classes. Clients are made aware during the intake process that parenting courses are 6-8 weeks long. Another way ChildNet addresses termination is by informing clients at least two weeks in advance that services will be terminated. This affords clients the opportunity to process the termination phase with the clinician. For the cases where termination is done by the social worker and the client is successfully discharged, ChildNet provides clients with information on resources within the community should the client need services in the future. References ChildNet-About ChildNet. (n.d.). Retrieved October 20, 2019, from http://www.childnet.us/ Kirst-Ashman, K. & Hull Jr., G. (2006). Understanding generalist practice (4th ed.). Pacific Grove, CA: Brooks/Cole. National Association of Social Worker. (2018). Code of ethics of the National Association of Social Worker. Washington, DC: NASW Pr Response to Denise An explanation of how I have addressed termination in my field education experience There are a few reasons why therapy ends. A client may terminate at any time for any reason. Ideally, termination occurs once the client and therapist agree that the treatment goals have been met or sufficient progress has been made and/or the client improves and no longer needs clinical services (Birkenmaier & Berg-Weger, 2018).  However, here at Caribbean Community Connection there are some valid reasons as to why the therapist-client relationship may end the treatment before it is completed. Some reasons may include: First, the client may have mental health needs that are beyond the social worker’s area of expertise. For example, the client may require a different level of treatment (inpatient or crisis intervention) than the social worker provides in the practice setting. In this case I will address this by finding other resources that can accommodate the client’s needs once I locate one, I will refer them out (Caribbean Community Connection, n.d). Second, if there is a conflict of interest identified after treatment begins. In this case if I do not feel comfortable in handling the case I discus this matter with my field supervisor or the Director of the agency so that they can intervene. Third, if the client fails to make adequate progress toward treatment goals or fails to comply with treatment recommendations. Also, if the client fails to participate in therapy either by non-compliance, no shows, or cancellations. Here at Caribbean Community Connection there is a  policy set in place for the practice so that cases are routinely closed after a certain amount of time without any contact from a client, for example: How things are address at my agency will be that  “If we do not have contact or communication from the client for a period of 30 days, then the case will be discussed with the director and then closed (Caribbean Community Connection, n.d). However, they may return to therapy in the future if they decide to continue treatment. In addition, here at Caribbean Community Connection, if the patient and family elects to come off of services. In this case often times it is because there has been an issue or a problem. How I address this is by trying to find out what the issue or problem was and if there was some way, we can address it. I do this by having a meeting with the patient and family. If the family continues to want to discharge services, then I move forward and have them to sign a cancellation of services form (Caribbean Community Connection, n.d). References Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed., p. 9). New York, NY: Pearson. Caribbean Community Connection of Orlando, Inc (n.d). Retrieved from http://www.caribecc.org/home/organizational_initiative Response to Stephanie An explanation of how you have addressed termination or how you might address termination in your field education experience:                Termination is the idea of ending a service with a client. Termination is outlined in the code of ethics as to when it is alright to terminate services (NASW, 2019). Those would include when the client does not need the services anymore, under unusual circumstances, and if a client is not paying an overdue bill for the fee-services (NASW, 2019). The code of ethics state that a social worker should not terminate if the client is a threat to their self or others, or if the client still needs services. It, also, explains that social workers who are leaving the job should not do so to pursue a personal relationship with the client, and if leaving the employment should allow the client to know and take measures to ensure the clients well-being (NASW, 2019).                In my own field experience, termination occurs in several ways. Termination occurs when a client has successfully completed their treatment plan and no longer needs services (Cromer, M., 2019). Termination can occur when a client has missed too many sessions and all efforts are exhausted. All efforts are exhausted ensures contacting the client in letter and on the phone, several visits when they receive their MAT treatment, and constant referrals to other resources. If these efforts fail, the client is sent a closing letter and would have to complete another assessment to be opened again (Cromer, M., 2019). Lastly, a client has been terminated due to safety reasons. A client was terminated because the client made a death threat to my supervisor (Cromer, M., 2019). My supervisor had to make a police report and went through all the policy protocol. In my personal experience at the field site, I have seen more termination of individuals successfully completing their treatment plan, or individuals being closed because they fail to come to sessions or work on their treatment plans. Rarely have I seen an individual turned away for their outstanding balance. Usually, the agency works with them to help them pay, or they can still attend classes and not receive a certificate, until they pay. This limits them from completing the course, until they pay (Cromer, M., 2019). Overall, the termination at the agency falls in line with the NASW code of ethics by ensuring the well-being of the clients and the social workers. Reference: Cromer, M., (2019). Prevention Supervisor of Gateway Counseling. NASW (2019). Code of ethics. Retrieved from: https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Module 03 English Composition Credit by AssessmentDeliverable 03 - English CompositionCompetencyImplement critical thinking and research strategies for clear communication of written ideas.InstructionsProduce a complete 2-4 page paper in which you do a comparison and contrast between driverless cars and/or traditionally driven cars. Be sure to define your reason for writing (thesis), and treat both ideas equally as to pros and cons, costs to promote, validity, efficiency to use, probability of success, and manpower requirements, etc. Your paper should contain an introductory paragraph, thesis statement, body paragraphs each supporting a major idea regarding your point for writing, and a concluding paragraph to wrap-up the paper and signal the completion of your support for your reason for writing.Although actual research is not a part of this assignment, provide a brief statement at the beginning of the assignment explaining how you would have gone about finding and providing support for your paper.Grading Rubric 01234CategoryNot SubmittedNo PassCompetenceProficiencyMasteryEvidence of Critical ThinkingNot SubmittedNo evidence of logical reason for writing provided. Paper lacks clear indication of the subject considered. The following are missing: what points to be considered or how the writer will go about finding information relevant to the topic.A thesis is not evident or is not appropriate. Both subjects of the comparison and contrast are not equitably described or analyzed.Some evidence of research methods to be used. Thesis statement is included, but does not clearly illustrate point of the paper. It relates to most of the body paragraphs, but not all. Both subjects of the paper are treated, although not equally.Some evidence of research attempted. Thesis statement is used and directly relates to most of the body paragraphs, but recedes in importance as paper moves along. Both elements of the paper topic are treated, but not completely.Student clearly indicates some tactics involved in research on the topic assigned. Introduction clearly illustrates the purpose of the paper and Thesis indicates a “reason for writing” offered and is used to command the development of the rest of the complete comparison/contrast of two elements.Essay Construction:Body ParagraphsNot SubmittedEither no body paragraphs provided, are incomplete, or do not clearly support or relate to the statement of the main idea. Body paragraphs are not fully developed.Composition of body paragraphs usually appears designed to support thesis as stated; however, some irrelevant (major details) overlooked in the Comparison / Contrast.Body Paragraphs tie to essay topic, support thesis as stated, but do not always include enough detail and examples to be complete paragraphs, or show comparison/contrast.Body paragraphs clearly support main idea of the essay and illustrate good use of details and examples to achieve the purpose of the assignment. Student sticks to the thesis support.Essay Construction:ConclusionNot SubmittedNo concluding paragraph to wrap up the essay is offered, or the statement provided is not appropriate for a conclusion and does not provide closure.Weak concluding paragraph exists, but is not successful as conclusion of an essay. Brief or incomplete conclusion, and fails to completely consider the point of the paper.Concluding paragraph does not quite make clear it is conclusion of the paragraph, or does not wrap up the paper effectively as complete conclusion.Concluding paragraph is relevant to show review of the Major Point and main ideas of the Body as expressed. Clearly signals correct completion of the essay.Sentence Structure and UsageNot SubmittedIncomplete sentences evident throughout the paragraphs, misplaced sentences, and/or sentences that wander off the support for the major points. Sentence errors are included.Most sentences are complete and coherent; however, some omissions and/or incorrect statements of facts and ideas exist in the paper. Some slang or unprofessional tone may be present.Some evidence of varied sentence structures used correctly, but some parts of the paragraph body sentences fail to show complex/simple sentence variety and/or support organization of the Body paragraphs.Varied sentence structure and simple/complex sentences handled correctly. Demonstrates use of the steps of the writing process. Effective use of transitions noted. Sentences in paragraphs belong to show development of the essay.Grammar and MechanicsNot SubmittedMany grammatical and mechanical errors in paragraphs and sentences often result in disconnected thoughts and points for a written paper.Sentences show coherence; however, some do not pertain to the topic sentence of the paragraph, and/or wander off the comparison / contrast of the subjects.Few minor grammatical and mechanical errors evident in paragraphs that do not seem to drastically distract or change the reader’s perception of the paper’s meaning.No grammatical or mechanical errors evident in complete variety of simple and complex sentences that illuminate the idea of the assignment and prove the points as stated.