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Uneven Cash Flow Stream
Use the table below to answer the following:
What are the present values of the following cash flow streams if they are compounded at 5 percent annually?
What are the PVs of the streams at 0 percent compounded annually?
0
1
2
3
4
5
Stream A
$0
$100
$400
$400
$400
$300
Stream B
$0
$300
$400
$400
$400
$100
The concepts of cash-flow instances and cash-flow streams are used to describe the business perspective of a proposal. A cash-flow instance is a specific amount of money flowing into or out of the organization at a specific time as a direct result of some proposal.
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Estimating Returns and Deciding on Refinancing
Overview Complete a 2–4-page, two-part assessment addressing two different hypothetical scenarios. In Part 1, apply a probability analysis in estimating returns for a company. In Part 2, recommend whether or not to refinance a home.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 1: Maximize shareholder wealth.o Estimate the expected return for a company.o Formulate the standard deviation for a company.o Assess how the standard deviation clarifies expectations in terms of a return.• Competency 3: Evaluate capital expenditure investment projects.o Describe the decision-making process for refinancing.o Explain qualitative considerations in the decision-making process.o Devise examples of calculations.
Estimating Returns and Deciding on Refinancing
Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context.
o Chapter 9: Mortgages and Mortgage-Backed Securities.• Gibson, R., Michayluk, D., & Van de Venter, G. (2013). Financial risk tolerance: An analysis of unexplored factors. Financial Services Review, 22(1), 23–50.
• Mansur, I., Odusami, B., & Nasseh, A. (2011). The relationship between money market mutual fund maturity and interest rates. Journal of Financial Service Professionals, 65(4), 58–66.
• Woodford, M. (2010). Financial intermediation and macroeconomic analysis. Journal of Economic Perspectives, 24(4), 21–44.
• Downes, J., & Goodman, J. E. (2014). Dictionary of finance and investment terms (9th ed.).Hauppague, NY: Barron’s.
• Brigham, E. F., & Houston, J. F. (2016). Fundamentals of financial management (14th ed.). Boston, MA: Cengage.
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Estimating Returns and Deciding on Refinancing
Assessment Instructions
This assessment consists of two parts, each of which includes a hypothetical situation for you to respond to.
Part 1. Estimating Returns
Imagine the following scenario:
A company is faced with a 20 percent chance of a poor economy, a 40 percent chance of an average economy, and a 40 percent chance of an above-average economy. The company would expect only a 10 percent return in a poor economy, an 18 percent return in an average economy, and a 30 percent return in an above-average economy. Use the hypothetical situation above to answer these questions to demonstrate the use of probability analysis in estimating returns:
• What would the expected return be for this company?• What would the standard deviation be for this company?• How does the standard deviation help you better understand what to expect in terms of a return?
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Part 2. Deciding on Refinancing
Use at least two resources to support your ideas.
Changing interest rates create opportunities for home owners to gain advantage by refinancing their homes. For this part of the assessment, use the following scenario to consider this issue.Imagine you have a $100,000 mortgage. Your current loan is at 7 percent with 14 years left, negotiated one year ago and involving $2,000 in closing costs. You are considering refinancing at 5.5 percent for 15 years. The closing costs would be $1,500.
Complete a 1–2 page evaluation of the refinancing possibility.
• Would you decide to refinance? Why or why not?• What qualitative considerations would you consider in your decision to refinance or not refinance?Provide examples of calculations you would use to help you make your decision. In addition, use at least two resources to support your ideas.
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Additional Requirements
• Length: Your analyses should total 2–4 double-spaced pages. In addition, include a title page and references page.• Written communication: Written communication should be free of errors that detract from the overall message.• Style and Formatting: Apply APA style and formatting.• Resources: You must use at least two references for each part of the assessment (totaling at least four references).• Font and font size: Times New Roman, 12 point.
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Applying the IRS Code Rules
Complete 6 problems that require you to apply research and knowledge of the rules and laws associated with at-risk or passive activity losses, as well as the individual alternative minimum tax (AMT).
Note: The assessments in this course are presented in sequence and must be completed in order. Do not complete Assessment 6 until you have submitted and received faculty feedback for Assessment 5.
Tax regulations are in a state of constant change. Being able to locate and correctly interpret and apply the information to a problem is a highly valued skill.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the background of the federal income tax system.
Correctly explain the tax effect in a specified scenario for the last year and the current year.
Competency 2: Analyze the basics of individual income tax return preparation.
Correctly calculate the initial basis, allowed losses, and ending at-risk amounts.
Correctly explain how to treat a loss on a federal income tax return.
Correctly calculate what can be deducted on a final income tax return.
Correctly calculate the loss disallowed by at-risk rules and how much of the loss is disallowed by the passive loss rules.
Correctly calculate itemized deductions for AMT purposes and identify the amount of the AMT adjustment.
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Context
There is a separate tax system from the one you have been studying. The goal of this second system is to identify individual and corporate taxpayers who might escape paying taxes by using the Internal Revenue Code’s advanced tax incentives and programs. This alternative minimum tax (AMT) system employs rules based on a taxpayer’s AMT income. As you will learn, little income escapes the IRS.
Over the coming decade, a growing number of taxpayers will become liable for the AMT. Rather than affecting only high-income taxpayers who would otherwise pay no tax, the AMT has extended its reach to many upper-middle-income households. As more taxpayers incur the AMT, there will likely be increased pressure to reduce or eliminate the tax (CBO, 2010).
Questions to Consider
epen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
What are some advantageous rules individual taxpayers can employ to avoid the AMT?
How far in advance should a taxpayer develop a tax strategy?
Is developing a tax strategy something only high-income people should do?
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Resources
Required Resources
The following resources are required to complete the assessment.
Assessment 6 Problems: Applying the IRS Code In a Word document, provide complete answers with explanations to the problems below.
Problem 1
In 2014, Matthew contributes equipment with an adjusted basis of $40,000 and a FMV of $36,000 to Construction Limited Partnership (CLP) in return for a 3% limited partnership interest. Matthew’s share of CLP income and losses for the year were as follows:
Interest $ 1,000
Dividends 600
Capital gains 1,800
Ordinary loss (8,650)
CLP had no liabilities. What are Matthew’s initial basis, allowed losses, and ending at-risk amount?
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Problem 2
During the current year, Ben worked 1,500 hours as a tax consultant and 500 hours as a real estate agent. His one other employee (his wife) worked 350 hours in the real estate business. Ben earned $60,000 as a tax consultant, and together the couple lost $18,000 in the real estate business. How should Ben treat the loss on his federal income tax return?
Problem 3
Chrystal died owning an interest in a passive activity property. The property had an adjusted basis of $270,000, a fair market value of $284,000, and suspended losses of $25,000. What can be deducted on her final income tax return?
Problem 4
Howard has a $76,000 loss from an investment in a partnership in which he does not participate. His basis in the interest is $70,000.
a. How much of the loss is disallowed by the at-risk rules?
b. How much of the loss is disallowed by the passive loss rules?
Problem 5
Roberta gave her daughter a passive activity last year that had an adjusted basis of $37,500. The activity had suspended losses of $17,500 and a fair market value of $60,000. In the current year, her daughter realized income of $9,000 from the passive activity. What is the tax effect on Roberta and her daughter last year and in the current year?
Problems are continued on the next page
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Problem 6
Create a table for the answer to this problem. Include these categories: AMT; Regular Tax: Adjustment.
Charles had the following itemized deductions in 2014:
State income taxes $3,000
Charitable contributions 4,900
Mortgage interest (personal residence) 14,000
Medical expenses [$8,000-(7.5% ×$75,000)] 2,375
Miscellaneous [$3,200-(2%×$75,000)] 1,700
What are Charles’ itemized deductions for AMT purposes?
What is the amount of the AMT adjustment?
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
IRS.gov is the homepage for the federal IRS Web site. Use the tabs at the top of the page to navigate the site. The Interactive Tax Assistant and Tax Trails are tools that walk you through a series of questions to find answers to tax questions.
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Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
The IRS has a channel on YouTube devoted to income tax information in a video format. There are numerous videos available to help you with the course assessments. Videos are available with closed captions and in ASL and multilingual versions. You can search this channel by topic.
Cruz, A., Deschamps, M., Niswander, F., Prendergast, D., Schisler, D., & Trone, J. (2016). Fundamentals of taxation 2016 [with taxation software] (9th ed.). New York, NY: McGraw-Hill.
Chapter 13, “At-Risk/Passive Activity Loss Rules and the Individual Alternative Minimum Tax.”
Assessment Instructions
Note: The assessments in this course are presented in sequence and must be completed in order. Do not complete Assessment 6 until you have submitted and received faculty feedback for Assessment 5.
For this assessment, complete the following:
Download the Assessment 6 Problems document, linked in the Resources under the Required Resources heading.
Using the primary source of IRS.gov and the IRS Interactive Tax Assistant and Tax Trails (linked in the Resources under the Required Resources heading), locate and interpret regulations and publications that relate to each problem.
Record your answers to the problems in a Word document.
Provide an explanation for each answer.
Submit the Word document containing your answers to the problems and the explanations for your answers.
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Inclusions, Exclusions, and AGI Assessment 3
Overview
Apply the rules associated with inclusions and exclusions to an individual’s gross income and apply another set of code rules to determine a taxpayer’s AGI.Note: Completing a tax form requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence and must be completed in order. Incorrect entries in previous assessments will result in incorrect entries in future assessments. Do not complete Assessment 3 until you have submitted and received faculty feedback for Assessment 2.
Understanding the ever-changing rules for including and excluding income in the calculation of a taxpayer’s adjusted gross income (AGI) for income tax purposes is a skill that is developed through practice.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 2: Analyze the basics of individual income tax return preparation.o Analyze official rules and instructions to correctly calculate deductible self-employment taxes.o Interpret official rules and instructions to record correct entries on tax forms.o Apply rules and instructions to correctly compute AGI for the year.
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Context
I don’t know what to do or where to turn in this taxation matter. Somewhere there must be a book that tells all about it, where I could go to straighten it out in my mind. But I don’t know where the book is, and maybe I couldn’t read it if I found it.” — Warren G. Harding, the 29th President of the United States, 1921–1923.
About now, you may be nodding your head in agreement with President Harding’s quote about the complexity of the tax code, with its many inclusions and exclusions. What started out as a simple document, designed to raise capital to make the new nation independent from the British Empire, has evolved over the centuries and decades into a complex maze of rules and regulations.Nowhere is that more pronounced than in the rules for including and excluding income in the calculation of a taxpayer’s adjusted gross income (AGI) for income tax purposes.
Gross income is commonly defined as the amount of a company’s or a person’s income before all reductions, except that which is specifically excluded by the Internal Revenue Code, before taking deductions or taxes into account. Since not all of an individual’s personal income is subject to taxation, one must crack open the voluminous tax codebook to discover exclusions from the tax collector’s grasp.
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Question to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.The primary purpose of the Internal Revenue Service is to raise revenue for the government. However, the U.S. Congress has chosen to exempt certain income from taxation, such as scholarships, gifts, life insurance proceeds, municipal bond interest, and employee fringe benefits.
• Why you believe Congress has provided these exemptions to taxpayers?
• Which of the additional exemptions would you challenge?
• Which of the additional exemptions do you agree with?
Resources
Required Resources
The following resources are required to complete the assessment.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication. RS.gov is the homepage for the federal IRS Web site. Use the tabs at the top of the page to navigate the site. The Interactive Tax Assistant and Tax Trails are tools that walk you through a series of questions to find answers to tax questions
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This section of the Form 1040 encompasses the major components of total income and many types of nontaxable income for the filing taxpayer(s). Major components of this section include interest income, dividend income, unemployment compensation, social security benefits, and other types of income received by the taxpayer(s). Licensed under a Creative Commons Attribution 3.0 License.
FORM 1040: ADJUSTED GROSS INCOME
Filing taxpayers can deduct additional items from total income for purposes of computing AGI. These items are termed “for AGI deductions”, or “above the line” deductions. The line refers to the AGI line on Form 1040. The major items covered in this section of the Form 1040 are student loan interest, health savings accounts, moving expenses, self-employment taxes, early withdrawals from savings, and deductions for alimony paid. Licensed under a Creative Commons Attribution 3.0 License.
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Resources
J. K. Lasser Institute. (2015). Your income tax 2015: For preparing your 2014 tax return.
Hoboken, NJ: Wiley.J. K. Lasser Institute. (2014). Your income tax 2014: For preparing your 2013 tax return.
Hoboken, NJ: Wiley.Drake, A. E. (2015, January 5). Reducing your taxes before the end of the year. Mondaq Business Briefing.Vento, J. J. (2014, March).
Beating the tax man. USA Today, 142(2826), 58–59.
Ashton, M. (2015, March 5). The forgotten tax deductions.
Mondaq Business Briefing.
Halperin, D. I., & Warren, A. C., Jr. (2014). Understanding income tax deferral.
New York University Tax Law Review, 67 Tax L. Rev. 317.
Internet Resources
Access the following resources by clicking the links provided.
Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication. lynda.com. (n.d.). Income tax fundamentals: Accounting tutorials. Retrieved from http://www.lynda.com/Business-Accounting-tutorials/Income-Tax-Fundamentals/188210-2.htmlIRS. (n.d.). IRS videos. https://www.youtube.com/user/irsvideos.The IRS has a channel on YouTube devoted to income tax information in a video format. There are numerous videos available to help you with the course assessments. Videos are available with closed captions and in ASL and multilingual versions.
You can search this channel by topic. Cruz, A., Deschamps, M., Niswander, F., Prendergast, D., Schisler, D., & Trone, J. (2016). Fundamentals of taxation 2016 [with taxation software] (9th ed.). New York, NY: McGraw-Hill.Chapter 3,
“Gross Income: Inclusions and Exclusions.”Chapter 4, “Adjustments for Adjusted Gross Income.”
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Assessment Instructions
Note: The assessments in this course are presented in sequence and must be completed in order. In Assessments 2–5, you will work step-by-step toward completing a 1040 tax return and all the necessary related forms, based on a provided scenario. Do not complete Assessment 3 until you have submitted and received faculty feedback for Assessment 2.
Incorrect entries in Assessment 2 affect the entries in Assessment 3. For this assessment, use information and publications from IRS.gov and the other IRS resources linked in the Resources under the Required Resources heading to determine the adjusted gross income (AGI) for Jacob and Taylor Weaver, based on the provided scenario.
Complete the following:
Read the information in the scenario below.Download the appropriate forms and publications from IRS.gov.Enter information from Assessment 2, Schedules C and SE, into the 1040 form.Apply the rules for adjustments to adjusted gross income.Enter applicable information from the scenario into the 1040 form.Interpret official rules and instructions to record correct entries on the tax form.Calculate the AGI for the Weavers.Submit the tax form.
Scenario
Jacob and Taylor Weaver, ages 45 and 42 respectively, are married and are filing jointly in2016. They have three children, Ashley, age 9; Patrick, age 6; and John, age 18.Social Security numbers are: Jacob, 222-33-4444; Taylor, 555-66-7777; Ashley, 888-99-1234; Patrick, 789-56-4321; John, 123-45-6789. Taylor works part-time as a paralegal.She earned $26,000 in 2016.Taxes withheld: $4,200 withheld.Estimated tax payments: $25,000.$350 paid with their 2015 state tax return.Jacob and Taylor bought their first house in 2016.
Home mortgage interest: $7,246.Property tax: $2,230.Federal income withholding: $2,350.Charities: $4,500.$435 to rent a moving truck.$8,000 to put new siding on the house.$11,600 for child care expenses ($5,800 for each child).It was paid to Lil Tigers Daycare, 1115 S. Garrison St., Muncie, IN 47305 (EIN 98-7654321).Taylor is a part-time student at Ball State University in Muncie.She received a 1098-T indicating tuition and fees for 2016 in the amount of $6,011.Health insurance for the family, through Taylor’s job, cost $6000 for all 12 months of 2016.They paid deductibles and co-payments of $550.
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Myers-Briggs Personality Type
Research your Myers-Briggs Personality Type that was conducted the first day of class.This paper is reflective in nature, but it still requires literature to get developed as it is a scholarly paper. You will need to demonstrate your ability to understand yourself and your behaviors. The paper should be a combination of definition, theory and your own insight about yourself regarding the four preferences the MBTI describes:
1. the way people prefer to gather data
2. the way people prefer to receive energy and stimulation
3. the way people prefer to make decisions
4. the way people prefer to orient themselves
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Examine your own strengths in nursing and non-nursing areas impacting on your work. Examine your areas for improvement within the context of the requirements of your position. Identify your personal style of leadership/management as a reflection of personality and planned actions.
Relate this style to references for support of your analysis. Use of literature is required.
This paper should be 5-7 pages long.
Identify aspects of your leadership style that you wish to strengthen, or manage and document why you feel this would be helpful in your position.
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Evaluation Criteria:
1. Introduction (10%)
2. Discussion (30%): how insightful are you? What did you discover about yourself that you were not aware of?
3. Plan (30%): this is your plan for managing who you are; choosing a job that fits your preferences, style
4. Conclusion (10%)
5. APA style (20%); flow of story, spelling, grammar, punctuation, formatting, appropriate use of references
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Ethics-based Workplace Culture
Evaluate the efforts necessary to develop an ethics-based workplace culture in an organization. In this module, we’ll be looking at the efforts that go into a corporate ethics program and some of the difficulties faced by companies trying to implement such programs. Your readings from Terris’ book will look at some of the steps that Lockheed had to go through in the continued development and implementation of their ethics program. Terris states:Chapter 3 gives a detailed account of the various aspects of Lockheed Martin’s ethics program.
I treat the company’s code of ethics, the role of its corps of ethics officers, the nature of internal ethics investigations, efforts to “sell” ethics to the employee community, and innovative programs like the corporation’s annual “Ethics Film Festival.” I also describe how Lockheed Martin measures its own success in the ethics area, through a biennial survey, and the struggles of the ethics program to maintain credibility within a bottom-line environment. This chapter focuses on the strengths of Lockheed Martin’s ethics program, within the corporation’s own definition of the program’s mission (Terris, 2005. p. 48.)
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Our SLP article this module will also consider the efforts a company needs to put forth in establishing a workable ethics program, but will do so by examining the role of the individual in charge of organizational ethics at a large corporation. And though you may not ever be asked to serve as a Chief Ethics and Compliance Officer, it is good to contemplate the responsibilities of this position.
Unlike the titles CEO, CFO or COO, the Ethics Officer role is frequently not understood. Neither are some of the difficulties individuals face serving in that role. As a student of business ethics it is important to understand how organizational structure and leadership can help to facilitate a successful ethics effort within an organization.
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1. Tell us what characteristics of Loma Linda University are particularly attractive and meaningful to you and why you have chosen to apply for advanced education. (4000 characters max)
2. Discuss how your spiritual origins, development, and experience have influenced and been integrated into your daily life
3. Tell us the desirable qualities that you see in yourself that you believe would aid us in considering your application
4. LLU believes deeply in integrating spiritual values into the educational experience. As a result, religion courses and chapel attendance are part of the curriculum. Tell us why you believe such a faith-based education would be of special benefit to you. (4000 characters max)
5. As a Seventh-day Adventist institution, Loma Linda University has lifestyle expectations which include abstinence from alcohol, tobacco and illicit drugs/substances in all forms while enrolled. If you are accepted to Loma Linda University, are you willing to abide by the lifestyle policies of the University (http://www.llu.edu/central/apply/lifestyle.page) while enrolled?)
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The University of Florida College of Nursing
1. Describe your progression as a clinician including key roles and experiences.
2. Describe all professional and community leadership roles including present or past. List activities/responsibilities for each leadership role.
3. Describe volunteer activities within the past two years and time spent on these activities.
4. Describe all scholarly activities and role in the activity.
5. What are your professional goals? Tell us how a DNP from the University of Florida College of Nursing will help you reach your goals.
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6. Describe how your area of clinical interest aligns with the DNP specialty track and how you made the decision to pursue this specialty.
7. Describe an area of clinical interest you would like to explore further as a clinical project. Why does this area interest you?
8. Describe your personal and professional experience that has best prepared you for doctoral study.*
9. The University of Florida College of Nursing is committed to creating an academically challenging and supportive educational community of students with diverse talents, experiences, and backgrounds. What in your background will uniquely contribute to our community in the College of Nursing?
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Systemic Analysis of the Family
Overview: As a human services practitioner, you have a variety of tools at your disposal to help with analyzing the strengths and needs of the families you work with and the communities in which they reside. In this milestone, you will choose at least two tools, which you practiced with in the Module Two and Three discussion topics, to apply to and analyze the needs and strengths of the Riverez family, which is the family you will be focusing on for the submission of your final care plan in Module Seven.
Prompt: Choose at least two of the tools you explored in the Modules Two and Three discussion assignments and apply them to analyze the needs of the Riverez family and the community in which they reside.
Specifically, the following critical elements must be addressed:
II. Systemic Analysis of the Family
A. Select one or more systemic family analysis instrument(s) (i.e., sociograms, culturagrams, ecomaps, genograms, etc.) for determining what is appropriate in the case scenario. Provide justification as to which assessment instrument(s) would best flesh out the issues that exist in this scenario. Use the selected instrument(s) and apply it to the case scenario.
1. What information did you derive from the assessment?
2. How do you think your selected assessment will help to frame your approach to working with the family? What interventions or resources could be beneficial to this family based on your assessment?
III. Systemic Analysis of the Community
A. Select one or more systemic community analysis instrument(s) (i.e., sociograms, culturagrams, ecomaps, genograms, etc.) for determining what is appropriate in the case scenario. Provide justification as to which assessment instrument(s) would best flesh out the systemic cultural, social, economic, and educational issues and strengths that exist in this scenario? Use the selected instrument(s) and apply it to the case.
1. What information did you derive from the assessment?
2. How will your selected assessment help to frame your approach to working within the community? What interventions or resources could be beneficial for this community based on your assessment?
Systemic Analysis of the Family
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