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Master’s in Social Work is an educational program that guides students through development of knowledge, values, and skills associated with the social work profession.

The online format enables a great deal of flexibility in order for working professionals to have access to the social work graduate degree and career preparation. Consider, however, whether any challenges might also accompany learning in an online format.

a description of a description of two strategies you plan to practice in order to enhance your online learning in the MSW program. Justify your use of each strategy.  you plan to practice in order to enhance your online learning in the MSW program. Justify your use of each strategy.

Seipel, M. M., Johnson, J. D., & Walton, E. (2011). Desired characteristics for MSW students and social work employees: Cognitive versus personal attributes. Journal of Social Work Education, 47(3), 445–461.

https://academicguides.waldenu.edu/waldeneguide/eguidesupport2#successstrategies

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Analyses

There were no effects of the scenario event on integrity scores, so

integrity (M5 64.9, SD5 9.3) was used as a predictor in the major analyses. Females scored higher than males, F (1, 158)5 10.63, p5 .001, Z2 5 .06 (Ms5 66.5 and 61.1, SDs5 8.2 and 10.6). Ana- lyses were conducted using the SAS GLM procedure; the predictors

in the model were integrity (continuous, centered variable), ethical event (three levels: ethical decision and successful outcome, ethical

decision and unsuccessful outcome, and unethical decision and successful outcome), sex of respondent (effects coded), and all

342 Schlenker, Weigold, & Schlenker

interactions. The same significant overall effects and patterns de- scribed shortly were obtained if integrity was entered as a dichoto- mous variable (median split). None of the reported effects were

qualified by sex. The major dependent measures are presented in Tables 4 and 5,

which show F and p values for effects and GLM estimates of con- dition values, respectively. High and low levels of integrity were

defined as 1 SD above and below the mean (see Cohen, Cohen, West, & Aiken, 2003). Initial analyses also included scenario type (busi-

nessman or actress) and its interactions. The major results were not qualified by scenario type, so it was dropped.

Table 4 Study 2: Integrity by Event Interactions on Evaluations

Dependent Variable

Act Main Effect

Integrity by

Act Interaction

Interaction

Contrast of

Integrity by

Ethical Failure/

Unethical

Success

F p F p F p

Principled 263.83 o.0001 16.52 o.0001 29.05 o.0001 Authentic 80.23 o.0001 3.28 .04 6.40 .01 Beneficent 86.17 o.0001 5.60 .005 6.60 .01 Likable 60.99 o.0001 13.02 o.0001 19.62 o.0001 Effective 32.49 o.0001 5.53 .005 7.29 .008 Intelligent 46.18 o.0001 3.95 .02 3.80 .05 Spiritual 97.31 o.0001 8.83 .0002 4.12 .04 Similar to self 83.53 o.0001 13.70 o.0001 16.40 o.0001 Characters’

retrospective

reactions

59.83 o.0001 4.23 .02 8.29 .005

Ethical evaluations

of the act

374.04 o.0001 10.58 .0001 20.61 .0001

Note: Tests of overall effects have 2 and 150 df except for spiritual (2, 148) and

similar (2, 148); interaction contrasts of integrity by ethical failure/unethical success

have 1 and 150 df except for spiritual (1, 148) and similar (1, 148).

What Makes a Hero? 343

Table 5 Study 2: Integrity by Event Interactions on Evaluations

Dependent Measure and

Integrity Level

Event Means

Ethical Act/

Failure

Unethical Act/

Success

Ethical Act/

Success

Principled

Low integrity 5.54a 2.95 5.93ac

High integrity 6.30b 1.98 6.30bc

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