Kenny and Norton, owners of TEAM FUN!, a sporting goods manufacturer and retailer are kayaking in the LAGOON, their water-gear area. Kenny splashes Norton. “Did you see the paper this morning?” Norton shakes his head no as Kenny continues. “I bet I know why Keith was talking about changing operations at his company and finding out how happy all his employees are. Those guys voted in a union. Honest. Front page of the business section.” (Keith is one of their longtime competitors.) Norton frowns. “Why would they go union? He’s a great guy. Tony found out that they pay better than we do. Say, do we need to worry about a union here?” (Tony is director of human resources for TEAM FUN!.) Kenny reassures him, “No worries here. Besides, they have to let us know ahead of time if they are having a ‘certification vote.’ I think he said two years, or maybe that’s two months, before they organize one. We can go talk to all the employees if you want. Next month’s picnic doesn’t have a topic yet. We’ll ask Tony as soon as he shows up. You’ll never catch me in a union.” “We were in a union before,” says Norton. “Remember that food processing plant in Texas where we shoveled frozen peas into boxcars? We paid dues, filed grease bandages, the whole bit. It was a closed shop.” Kenny: “My fingers got frostbit there. I never paid dues. And, I thought I was bribing that guy not to tell when we came in late. I never had a closet for any of my stuff. That place wasn’t anything like TEAM FUN! Ask Tony what he thinks about a union. Did you ever figure out why they called the complaint procedure a ‘greased bandage?’” Norton snorts, “I’ll fire him if he thinks it’s a good idea.” Kenny smiles. “We can just fire all of them if they think it’s a good idea.” Questions: 1. How accurate is Kenny’s description of the union organizing process? Give details.2. Explain to Norton the union activities he remembers from their Texas job. 3. Is TEAM FUN! likely to organize?4. Should the organization resist or encourage such activities?

ENGLISH 4 : MODULE 01 : LESSON 04 ACTIVITY: SYMBOLS OF KINGS: ESTABLISHING CONTEXTLesson SummaryIn this lesson, you have learned about King James I and some of the influence he had over the arts and playwrights like William Shakespeare. You will demonstrate your understanding of this lesson by answering research questions and creating a shield for your own coat of arms.Step 1: Research heraldic symbols of the Royal Coat of Arms of King James I and answer the Royal Coat of Arms Investigation Questions in complete sentences.Step 2: Emblazon a shield of your own based on your values and lifestyle:Incorporate what you have learned about heraldic colors and symbols to design your shield.Also, give it a modern twist by including symbols that represent your current interests (a golden eagle listening to an iPod, for example).You can use any program you’d like to create your shield, including:design software on your computerweb 2.0 toolsWrite a paragraph of at least five sentences explaining how all of the elements included (shape, color, and symbols) are representative of your life and your values. Your paragraph should include proper grammar, punctuation, and other language conventions. Be prepared to use your paragraph to present your shield to your instructor during your Discussion-Based Assessment.Add your answers to the investigation questions, your shield, and your paragraph to the Symbols of Kings: Establishing Context worksheet.AssignmentYour work for this assignment will be evaluated according to the Symbols of Kings: Establishing Context rubric.Complete the reading for this lesson.Complete the self-checks in the lesson.In the Assessments area, submit your worksheet for 01.04 Symbols of Kings: Establishing Context.

Introduction and AlignmentYou had the opportunity to reflect on your engagement competency and needs for growth in the journal activity. In this discussion activity, you will observe the assessment phase of the social work practice framework by watching a provider-client interaction. Then, you will apply assessment skills and strategies with a hypothetical client.Upon completion of this assignment, you should be able to:Apply social work theories to client engagement, assessment, intervention, and evaluation at the micro practice level. (PO 6, 7, 8, 9)Utilize reflection and self-regulation to manage effectively the intersection of personal and professional values. (PO 1)ResourcesTextbook: Social Work Skills for Beginning Direct PracticeVideo of Your Choice from list or Instructor ApprovalWebsite: NASW Code of EthicsBackground InformationPractice of assessment skills is key to ongoing development as a social worker. Customized assessment skills and strategies are not only effective for clients, but they are also a matter of best practice and ethical practice. Skilled and empathetic assessment reflects social workers’ respect for the dignity and worth of the person. (NASW Code of Ethics, 2008) This may be most evident in a social worker’s continual empathetic pursuit of the client’s perspective on who they are and what they want. Practicing your assessment skills and strategies leads to ongoing social work competency and success.Please choose one of the following films as the basis for your psychosocial assessment, theory-based analysis, and treatment plan. The client chosen must be of a different ethnicity then your own. You may choose a different film then those listed below with prior approval from the instructor. Note: In order to proceed with this assignment, you will have to choose a point in time in the development of the character and his/her story to begin your assessment. Also, you will have to creatively insert yourself in the story as the social worker. The Color PurpleAntwone FisherOrdinary PeopleSaving Private RyanEl NortePrecious The Doe BoyRain ManCrashAs Good As It GetsWhat’s Eating Gilbert GrapeLittle Miss SunshineSilver Linings PlaybookA Beautiful MindGirl, InterruptedThe Perks of Being A WallflowerStill AliceInfinitely Polar BearGood Will Hunting InstructionsIn your textbook, Social Work Skills for Beginning Direct Practice, review Chapter 9 “The Assessment Process,” as well as Appendix C. pages 312-315.Using the form below, complete a psychosocial assessment of the character you have chosen. Use each topic in the psychosocial assessment form below as a paragraph heading in your paper. Identifying InformationReason for ReferralPresenting Problem Physical Functioning (Include Medical)Cognitive Perceptual FunctioningEmotional Functioning Social and Family Functioning Behavioral FunctioningMotivationSpiritual/Religious Affiliation Environmental SystemsCultural FactorsStrengthsBarriers to ServiceWorker's Impressions of the Client Be sure to keep in mind the following areas when assessing the client above:Identifying information: demographics, work, family, prior treatment, home/livingsituationReason for referral/route of referralPresenting problem: history of problem, prior attempts to solve problemPhysical/behavioral observations: physical appearance, grooming, indications oforganic problems, mood, unusual habits.How you relate to each other: communication style of client, nonverbal communication,emotional state of the client, your feelings about client, including empathic connection or lack, feelings evoked transference/countertransference issuesDevelopmental history: childhood, adolescence, adulthood, education, relationships,parenthood or not; divorces/separations; losses.History of trauma: abuse, violence, substance abuse, traumatic losses, etc.Factors of diversity: culture, race, ethnicity, gender, age, class, sexual orientation, religion/spirituality; differential physical or mental abilities. Intergenerational factors.Psychosocial effects of oppression: "violations of clients space, time, energy, mobility, bonding, or identity due to membership in a marginalized population group; alienation from self or others due to institutionalized oppression, stage of identity formation as member of a group; strengths, resources, and sources of personal power in responding to oppression; primary patterns of coping with membership in a marginalized groupAttitudes toward parenting nurturing and development. Joys and problemsSocial networks: family and friends, coworkers, etc.; short-term or long; supportive,draining, conflictualHome environment: conditions, hazards, supports; source of stimulation, peace,conflict, etc.Other relevant informationTo what extent does the problem involve stress due to current developmental tasks(adolescence, parenting, etc.) or current situational stress or trauma?To what extent is problem result of lack of fit between needs and environmental resources?What internal and environmental strengths does client have that can be used to worktoward improvement in the situation and/or functioning?Review the NASW Code of Ethics and consider its application to the assessment phase of the social work practice framework.Review the grading criteria in the rubric below to understand the grading guidelines for this assignment.