This document provides information about the 11th edition of the textbook "Business Data Networks and Security" including:
- Details about the publisher, authors, production team, and copyright information.
- Acknowledgements that third party content is included with permission.
- Notes that Microsoft and other third parties make no claims about the suitability of the information and disclaim warranties.
- Recognition of trademarks used in the textbook.
‘ICHAPTER TWOChapter Objectives• To define stakeholdLesleyWhitesidefv
This document discusses stakeholders and their importance for businesses. It defines stakeholders as groups that a business is responsible to, such as customers, employees, suppliers, communities and governments. Primary stakeholders like employees and customers are essential to a business's survival, while secondary stakeholders like special interest groups are not directly involved in transactions. The document examines how businesses should consider both primary and secondary stakeholder needs to build effective relationships and ensure social responsibility. It also provides examples of common stakeholder issues and how businesses can measure their impacts in these areas.
– 272 –
C H A P T E R T E N
k Introduction
k Albert Ellis’s Rational Emotive
Behavior Therapy
k Key Concepts
View of Human Nature
View of Emotional Disturbance
A-B-C Framework
k The Therapeutic Process
Therapeutic Goals
Therapist ’s Function and Role
Client ’s Experience in Therapy
Relationship Between Therapist and Client
k Application: Therapeutic
Techniques and Procedures
The Practice of Rational Emotive Behavior
Therapy
Applications of REBT to Client Populations
REBT as a Brief Therapy
Application to Group Counseling
k Aaron Beck ’s Cognitive Therapy
Introduction
Basic Principles of Cognitive Therapy
The Client–Therapist Relationship
Applications of Cognitive Therapy
k Donald Meichenbaum’s Cognitive
Behavior Modifi cation
Introduction
How Behavior Changes
Coping Skills Programs
The Constructivist Approach to Cognitive
Behavior Therapy
k Cognitive Behavior Therapy
From a Multicultural Perspective
Strengths From a Diversit y Perspective
Shortcomings From a Diversit y Perspective
k Cognitive Behavior Therapy
Applied to the Case of Stan
k Summary and Evaluation
Contributions of the Cognitive Behavioral
Approaches
Limitations and Criticisms of the Cognitive
Behavioral Approaches
k Where to Go From Here
Recommended Supplementary Readings
References and Suggested Readings
Cognitive Behavior Therapy
– 273 –
A L B E R T E L L I S
ALBERT ELLIS (1913–2007)
was born in Pittsburgh but
escaped to the wilds of New
York at the age of 4 and lived
there (except for a year in New
Jersey) for the rest of his life. He
was hospitalized nine times as
a child, mainly with nephritis,
and developed renal glycosuria
at the age of 19 and diabetes at the age of 40. By rigor-
ously taking care of his health and stubbornly refusing
to make himself miserable about it, he lived an unusually
robust and energetic life, until his death at age 93.
Realizing that he could counsel people skillfully and
that he greatly enjoyed doing so, Ellis decided to become
a psychologist. Believing psychoanalysis to be the
deepest form of psychotherapy, Ellis was analyzed and
supervised by a training analyst. He then practiced psy-
choanalytically oriented psychotherapy, but eventually
he became disillusioned with the slow progress of his cli-
ents. He observed that they improved more quickly once
they changed their ways of thinking about themselves
and their problems. Early in 1955 he developed rational
emotive behavior therapy (REBT). Ellis has rightly been
called the “grandfather of cognitive behavior therapy.”
Until his illness during the last two years of his life, he
generally worked 16 hours a day, seeing many clients for
individual therapy, making time each day for professional
writing, and giving numerous talks and workshops in
many parts of the world.
To some extent Ellis developed his approach as a
method of dealing with his own problems during his
youth. At one point in his life, for example, he had exag-
ge ...
‘Jm So when was the first time you realised you were using everydLesleyWhitesidefv
‘Jm: So when was the first time you realised you were using everyday
P: First tiem I used every day, I’d met a girl, she was ten years older than me, I was twenty, she was thirty
Jm: so that’s eight years ago was it?
P: yeah yeah, met her, what happened, she had had a previous two year heroin addiction, and up to that period I had tried it but I’d never smoked it everyday, but she had obviously, and for six weeks, after meeting her we were smoking it everyday, and I’d said to her I don’t understand how people get addicted to this stuff, people must be weak, I mean I don’t understand how they’re getting addicted to this stuff, and after six weeks, what happened is I woke up and realised I’d lost all this weight, I hadn’t been to the toilet for six weeks, and also, I really really needed to go to the toilet, and I didn’t know what the feeling of clucking was, if you see what I mean, what the sensations and that felt like, and you know I can remember that very first day vividly, /just feeling that pain and the want for heroin like, erm it’s hard to explain what it feels like, erm it’s like a rushing on your mind, you can’t stop thinking about it, I want it, I want it, I want it, so obviously we had to go and score then, but that was when I had my first real feeling of it washing over me, it was actually making me feel better than normal, before previously I was getting a good buzz off it, it was giving me a good buzz like, but fromthat point on it would wash over me where I just used to feel normal again, as in, whereas before, so then my tolerance built up, then my use went up even more, I was smoking like sixty pounds worth a day, and I was committing crimes to like supply that,’
Jm: So you said there was this one day you’d woken up with a habit, had you already realised you’d been using everyday by this point?
P: yeah, yeah,
Jm: can you remember the first time you realised you were using heroin every day?
P: yeah
Jm: can you remember where you were at this time?
P: lying in bed
Jm: and do you remember exactly what you thought when you realised this?
P: I thought I gotta go and buy heroin, I gotta go and get some heroin
Jm: you said there were other times you were using every day
P: I was using every day, and I thought it was addictive, I thought it wasn’t physically addictive, I thought must have been a mentally addictive drug, and then all of a sudden I had the physical withdrawals, I realised that I was physically addicted to it,
Jm: so you woke up and felt you needed to go and get some, did you have any other thoughts about it? Like fuck I need to sort myself out?
P: yeah, basically
Jm: and when you woke up with that runny nose, was it first of all what’s wrong with me, or was it I know exactly what I need?
P: I knew what was wrong straight away. I just knew, I dunno how, I just knew it would make me feel better, I just knew it would like, I dunno why, it just did, it’s strange
Jm: About this time did you have any conversations w ...
•2To begin with a definition Self-esteem is the dispLesleyWhitesidefv
•2
“To begin with a definition: Self-esteem is the disposition to experience oneself as
being competent to cope with the basic challenges of life and of being worthy of
happiness.” (“What Self-Esteem Is and Is Not” by Dr. Nathaniel Branden, 1997,
article adapted from The Art of Living Consciously, Simon & Schuster, 1997).
•3
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•4
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•5
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•6
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
“One does not need to be a trained psychologist to know that some people with low
self-esteem strive to compensate for their deficit by boasting, arrogance, and
conceited behavior.” (“What Self-Esteem ...
•2Notes for the professorMuch of the content on theseLesleyWhitesidefv
•2
Notes for the professor:
Much of the content on these slides are based on Robbins & Judge (2012)
(“Essentials of Organizational Behavior” textbook, edition 11, chapter 2: attitudes
and job satisfaction)
•3
Attitudes are evaluative statements and these statements can be favorable or
unfavorable. Individuals’ attitudes at work such as their satisfaction with their jobs
or their commitment to the organization are important because factors like job
satisfaction and organizational commitment can relate to one’s performance at
work.
According to the single component definition, attitudes constitute of only “affect”
or, in other words, of feelings we have about objects, people, or events. This single
component view simplifies things for us as it only refers to “affect” or feelings. We
tend to have complex views about the world but at the same time we want to predict
behavior. We can predict behavior by looking at one’s attitudes through identifying
one’s affect about objects, people, or events.
According to the tri-component view, which represents a more complicated view of
attitudes, attitudes consist of affect, behavior, and cognition. These are the ABC’s of
attitudes. According to this view or definition, affect includes how you feel,
behavior includes how you behave (how you behave is considered as part of your
attitude), and cognition includes your thoughts, your rationalizations. According to
the tri-component view of attitudes, one’s attitudes include one’s affect, behaviors,
and cognitions about objects, people, or events. For example, you may hate your job
(negative affect), but you may show up at work (behavior) not to get fired. You
might also have these cognitions that say “I should be happy to get this job…”. As you see in
this example, the components (affect, cognition, and behavior) may not be consistent.
An example where the components (affect, cognition, and behavior) are consistent is the
following: “I like my job (affect), I show up at work (behavior), and work is good for me
because it keeps my mind sharp and allows me to learn new skills, travel, make friends, be a
part of a social community, pay for my bills, pay for the things I want to do in my life, and
keeps me active and in the work force. Also, I should be very happy and grateful to have this
job because so many of my friends have been looking for a great job for a long time now.” In
another example, you may like smoking (affect), you may smoke a pack a day (behavior), and
you may have a cognition that says “smoking is good for me because I don’t get overweight”
or “it increases brain activity” (cognition). In both of these examples, the components (affect,
cognition, behavior) are consistent and, therefore, individuals do not experience dissonance.
However, to the extent that these components are not consistent, individuals experience
dissonance, in others words, an aversive mental state (which will be discussed in later s ...
This document provides information about the 11th edition of the textbook "Business Data Networks and Security" including:
- Details about the publisher, authors, production team, and copyright information.
- Acknowledgements that third party content is included with permission.
- Notes that Microsoft and other third parties make no claims about the suitability of the information and disclaim warranties.
- Recognition of trademarks used in the textbook.
‘ICHAPTER TWOChapter Objectives• To define stakeholdLesleyWhitesidefv
This document discusses stakeholders and their importance for businesses. It defines stakeholders as groups that a business is responsible to, such as customers, employees, suppliers, communities and governments. Primary stakeholders like employees and customers are essential to a business's survival, while secondary stakeholders like special interest groups are not directly involved in transactions. The document examines how businesses should consider both primary and secondary stakeholder needs to build effective relationships and ensure social responsibility. It also provides examples of common stakeholder issues and how businesses can measure their impacts in these areas.
– 272 –
C H A P T E R T E N
k Introduction
k Albert Ellis’s Rational Emotive
Behavior Therapy
k Key Concepts
View of Human Nature
View of Emotional Disturbance
A-B-C Framework
k The Therapeutic Process
Therapeutic Goals
Therapist ’s Function and Role
Client ’s Experience in Therapy
Relationship Between Therapist and Client
k Application: Therapeutic
Techniques and Procedures
The Practice of Rational Emotive Behavior
Therapy
Applications of REBT to Client Populations
REBT as a Brief Therapy
Application to Group Counseling
k Aaron Beck ’s Cognitive Therapy
Introduction
Basic Principles of Cognitive Therapy
The Client–Therapist Relationship
Applications of Cognitive Therapy
k Donald Meichenbaum’s Cognitive
Behavior Modifi cation
Introduction
How Behavior Changes
Coping Skills Programs
The Constructivist Approach to Cognitive
Behavior Therapy
k Cognitive Behavior Therapy
From a Multicultural Perspective
Strengths From a Diversit y Perspective
Shortcomings From a Diversit y Perspective
k Cognitive Behavior Therapy
Applied to the Case of Stan
k Summary and Evaluation
Contributions of the Cognitive Behavioral
Approaches
Limitations and Criticisms of the Cognitive
Behavioral Approaches
k Where to Go From Here
Recommended Supplementary Readings
References and Suggested Readings
Cognitive Behavior Therapy
– 273 –
A L B E R T E L L I S
ALBERT ELLIS (1913–2007)
was born in Pittsburgh but
escaped to the wilds of New
York at the age of 4 and lived
there (except for a year in New
Jersey) for the rest of his life. He
was hospitalized nine times as
a child, mainly with nephritis,
and developed renal glycosuria
at the age of 19 and diabetes at the age of 40. By rigor-
ously taking care of his health and stubbornly refusing
to make himself miserable about it, he lived an unusually
robust and energetic life, until his death at age 93.
Realizing that he could counsel people skillfully and
that he greatly enjoyed doing so, Ellis decided to become
a psychologist. Believing psychoanalysis to be the
deepest form of psychotherapy, Ellis was analyzed and
supervised by a training analyst. He then practiced psy-
choanalytically oriented psychotherapy, but eventually
he became disillusioned with the slow progress of his cli-
ents. He observed that they improved more quickly once
they changed their ways of thinking about themselves
and their problems. Early in 1955 he developed rational
emotive behavior therapy (REBT). Ellis has rightly been
called the “grandfather of cognitive behavior therapy.”
Until his illness during the last two years of his life, he
generally worked 16 hours a day, seeing many clients for
individual therapy, making time each day for professional
writing, and giving numerous talks and workshops in
many parts of the world.
To some extent Ellis developed his approach as a
method of dealing with his own problems during his
youth. At one point in his life, for example, he had exag-
ge ...
‘Jm So when was the first time you realised you were using everydLesleyWhitesidefv
‘Jm: So when was the first time you realised you were using everyday
P: First tiem I used every day, I’d met a girl, she was ten years older than me, I was twenty, she was thirty
Jm: so that’s eight years ago was it?
P: yeah yeah, met her, what happened, she had had a previous two year heroin addiction, and up to that period I had tried it but I’d never smoked it everyday, but she had obviously, and for six weeks, after meeting her we were smoking it everyday, and I’d said to her I don’t understand how people get addicted to this stuff, people must be weak, I mean I don’t understand how they’re getting addicted to this stuff, and after six weeks, what happened is I woke up and realised I’d lost all this weight, I hadn’t been to the toilet for six weeks, and also, I really really needed to go to the toilet, and I didn’t know what the feeling of clucking was, if you see what I mean, what the sensations and that felt like, and you know I can remember that very first day vividly, /just feeling that pain and the want for heroin like, erm it’s hard to explain what it feels like, erm it’s like a rushing on your mind, you can’t stop thinking about it, I want it, I want it, I want it, so obviously we had to go and score then, but that was when I had my first real feeling of it washing over me, it was actually making me feel better than normal, before previously I was getting a good buzz off it, it was giving me a good buzz like, but fromthat point on it would wash over me where I just used to feel normal again, as in, whereas before, so then my tolerance built up, then my use went up even more, I was smoking like sixty pounds worth a day, and I was committing crimes to like supply that,’
Jm: So you said there was this one day you’d woken up with a habit, had you already realised you’d been using everyday by this point?
P: yeah, yeah,
Jm: can you remember the first time you realised you were using heroin every day?
P: yeah
Jm: can you remember where you were at this time?
P: lying in bed
Jm: and do you remember exactly what you thought when you realised this?
P: I thought I gotta go and buy heroin, I gotta go and get some heroin
Jm: you said there were other times you were using every day
P: I was using every day, and I thought it was addictive, I thought it wasn’t physically addictive, I thought must have been a mentally addictive drug, and then all of a sudden I had the physical withdrawals, I realised that I was physically addicted to it,
Jm: so you woke up and felt you needed to go and get some, did you have any other thoughts about it? Like fuck I need to sort myself out?
P: yeah, basically
Jm: and when you woke up with that runny nose, was it first of all what’s wrong with me, or was it I know exactly what I need?
P: I knew what was wrong straight away. I just knew, I dunno how, I just knew it would make me feel better, I just knew it would like, I dunno why, it just did, it’s strange
Jm: About this time did you have any conversations w ...
•2To begin with a definition Self-esteem is the dispLesleyWhitesidefv
•2
“To begin with a definition: Self-esteem is the disposition to experience oneself as
being competent to cope with the basic challenges of life and of being worthy of
happiness.” (“What Self-Esteem Is and Is Not” by Dr. Nathaniel Branden, 1997,
article adapted from The Art of Living Consciously, Simon & Schuster, 1997).
•3
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•4
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•5
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
•6
“Self-esteem is an experience. It is a particular way of experiencing the self. It is a
good deal more than a mere feeling — this must be stressed. It involves emotional,
evaluative, and cognitive components. It also entails certain action dispositions: to
move toward life rather than away from it; to move toward consciousness rather
than away from it; to treat facts with respect rather than denial; to operate self-
responsibly rather than the opposite.” (“What Self-Esteem Is and Is Not” by Dr.
Nathaniel Branden, 1997, article adapted from The Art of Living Consciously,
Simon & Schuster, 1997).
“One does not need to be a trained psychologist to know that some people with low
self-esteem strive to compensate for their deficit by boasting, arrogance, and
conceited behavior.” (“What Self-Esteem ...
•2Notes for the professorMuch of the content on theseLesleyWhitesidefv
•2
Notes for the professor:
Much of the content on these slides are based on Robbins & Judge (2012)
(“Essentials of Organizational Behavior” textbook, edition 11, chapter 2: attitudes
and job satisfaction)
•3
Attitudes are evaluative statements and these statements can be favorable or
unfavorable. Individuals’ attitudes at work such as their satisfaction with their jobs
or their commitment to the organization are important because factors like job
satisfaction and organizational commitment can relate to one’s performance at
work.
According to the single component definition, attitudes constitute of only “affect”
or, in other words, of feelings we have about objects, people, or events. This single
component view simplifies things for us as it only refers to “affect” or feelings. We
tend to have complex views about the world but at the same time we want to predict
behavior. We can predict behavior by looking at one’s attitudes through identifying
one’s affect about objects, people, or events.
According to the tri-component view, which represents a more complicated view of
attitudes, attitudes consist of affect, behavior, and cognition. These are the ABC’s of
attitudes. According to this view or definition, affect includes how you feel,
behavior includes how you behave (how you behave is considered as part of your
attitude), and cognition includes your thoughts, your rationalizations. According to
the tri-component view of attitudes, one’s attitudes include one’s affect, behaviors,
and cognitions about objects, people, or events. For example, you may hate your job
(negative affect), but you may show up at work (behavior) not to get fired. You
might also have these cognitions that say “I should be happy to get this job…”. As you see in
this example, the components (affect, cognition, and behavior) may not be consistent.
An example where the components (affect, cognition, and behavior) are consistent is the
following: “I like my job (affect), I show up at work (behavior), and work is good for me
because it keeps my mind sharp and allows me to learn new skills, travel, make friends, be a
part of a social community, pay for my bills, pay for the things I want to do in my life, and
keeps me active and in the work force. Also, I should be very happy and grateful to have this
job because so many of my friends have been looking for a great job for a long time now.” In
another example, you may like smoking (affect), you may smoke a pack a day (behavior), and
you may have a cognition that says “smoking is good for me because I don’t get overweight”
or “it increases brain activity” (cognition). In both of these examples, the components (affect,
cognition, behavior) are consistent and, therefore, individuals do not experience dissonance.
However, to the extent that these components are not consistent, individuals experience
dissonance, in others words, an aversive mental state (which will be discussed in later s ...
· You must respond to at least two of your peers by extending, refLesleyWhitesidefv
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.
Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed
Culturally Competent
Vixony Vixamar
St. Thomas University
Prof. Kathleen Price
NUR 417
October 28, 2021
Culturally Competent
The COVID-19 has affected over 45 million in the United States and has led to over seven hundred and forty thousand deaths across the United States. The pandemic has increasingly affected all individuals and has led to various economic as well as social changes. However, there have been some health disparities identified with people of color being among the most affected individuals (Reyes, 2020). Nurses are at the frontline of providing health care services to individuals that have been infected by the virus. Therefore, as a nurse, I have come across various COVID-19 cases where the patient needed to be observed or there was a need to manage the condition.
One case was that of a middle-aged pregnant woman that had contracted the virus. The symptoms started as headaches and feeling tired. She stated that she initially assumed these symptoms as normal pregnancy symptoms as she had earlier on in the week engaged in some intensive exercises as she went shopping with some family members. However, one evening she had some challenges breathing and her family members rushed her to the hospital. She had to be put on oxygen as she needed support breathing. She was given a PCR test that turned out to be negative. However, the fact that she needed to be on oxygen necessitated another test which also read negative. At this point, it was crucial that a chest scan be done to help with the diagnosis. Upon the scan, the physician diagnosed the patient with COVID-19. Her condition quickly deteriorated and she had to be put in intensive care. It was especially challenging caring for her given that she was seven months pregnant at the time. At one point, the family had contemplated terminating the pregnancy to increase her chances of surviving given that fetal movements had subsided for a while. However, after a few weeks in the intensive care unit, she made a full recovery and was able to deliver her baby full-term. She remained on oxygen and under observation until ...
· You have choices. You should answer three of the four available LesleyWhitesidefv
· You have choices. You should answer three of the four available short answer questions and one of the two essay questions. Please label each response (e.g., Short Answer 3) to indicate what question you are responding to. Please also sort your short answer responses in numerical order (so 1,2,4 if those are the three questions you answer – even if you prepared them in 4,1,2 order).
PART ONE: Answer three of the following four short answer questions. Be sure to label your answers with the question number and arrange them in question order number. A target range for responses to these questions is approximately 250 words.
Short Answer 1
History depends on the choice to narrate certain facts and omit others. All histories are incomplete, which makes the act of writing history both powerful and creative. Why does the distinction between “what happened” and “what is said to have happened” matter?
Short Answer 2
What is the “Great Man Myth” and how does that lens shape what histories get told? What histories get omitted when we focus on the Great Man Myth? Incorporate examples from at least one media technology to help support your answer.
Short Answer 3
In “The Case of the Telegraph,” James Carey argued, “The simplest and most important point about the telegraph is that it marked the decisive separation of ‘transportation’ and ‘communication.’” Describe two ideologies that were ushered in by the telegraph and how they changed society. Your answer should consider both the dominant history and also an alternative or counter history for each development.
Short Answer 4
While mainstream history celebrates photography as the first visual medium for objectivity and evidence, counter histories claim that it actually muddied the distinction between objective and subjective knowledge. Explain how photography blurred the distinction between objectivity and subjectivity and how that transmitted and influenced cultural and social ideologies. Provide specific examples to support your argument.
PART TWO: Answer one of the following two essay questions. Be sure to label your answers with the question number and arrange them in question order number.
Your answers should engage these questions at the conceptual level and use specific examples from the media histories we have covered this semester to support your arguments. A target range for this essay response is probably in the 1,200-2,000 word range.
Essay 1
In the first part of the Media Histories course, we have repeatedly turned to Benedict Anderson’s argument about imagined communities:
I propose the following definition of the nation: it is an imagined political community – and imagined as both inherently limited and sovereign.
It is imagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communication…
Communities are to be distinguished not by their ...
· You may choose one or more chapters from E.G. Whites, The MinistLesleyWhitesidefv
This document outlines a research study that uses data mining techniques to analyze student behavior data from an online course. Specifically, it uses cluster analysis to group students based on similarity of behavior patterns in the learning management system. It also uses decision tree analysis to classify students and identify attributes that influence exam performance. The goal is to gain insights into how recorded student activities in the online platform relate to successful course completion. The study analyzes log file data capturing student interactions from one course during one semester at a university in Croatia. Results from both cluster analysis and decision tree modeling are presented.
· · Prepare a 2-page interprofessional staff update on HIPAA andLesleyWhitesidefv
The document provides guidance for creating a 2-page staff update on appropriate social media use and HIPAA compliance in healthcare. It describes a situation where a nurse posted a photo of a patient on Facebook, which was a violation of the organization's social media policy. As a result, the organization formed a task force to educate staff on these topics through interprofessional updates. The document outlines required content and competencies to be demonstrated in the staff update, such as defining protected health information, privacy/security, and the importance of interdisciplinary collaboration to safeguard patient data. Staff are asked to select a topic and create a 2-page update within APA guidelines.
· · Introduction· What is hyperpituitarism and hypopituitariLesleyWhitesidefv
·
· Introduction
· What is hyperpituitarism and hypopituitarism?
· Signs and symptoms
· Include all necessary physiology and/or pathophysiology in your explanation.
· How do you treat the disorder?
· Which population is at risk of developing this disorder and why
· Use appropriate master’s level terminology.
· Reference a minimum of three sources; you may cite your etext as a source. Use APA format to style your visual aids and cite your sources.
explain the processes or concepts in your using references to support your explanations.
...
· · Write a 3 page paper in which you analyze why regulatory ageLesleyWhitesidefv
·
· Write a 3 page paper in which you analyze why regulatory agencies began monitoring quality in health care, explain how regulatory agencies have impacted quality of care, and provide an evaluation of quality.
Introduction
Early attempts at quality efforts were limited to the resources, knowledge, and environment in which health care services and treatment were rendered. As medical education and research advanced so did the knowledge of and focus on quality improvement efforts. Basic functions including handwashing and sterile environments were two of the many simple advancements resulting in dramatic improvements in outcomes and overall quality.
Regulatory agencies have directly impacted health care organizations' focus on, and attention to, quality improvement. Founded in 1951, The Joint Commission offers accreditation to various health care organizations who demonstrate compliance with established regulatory standards. Combined with various government agencies, initiatives have been implemented that require health care organizations to report on quality measures, thereby making their quality performance transparent throughout the industry.
As a leader in the health care industry, understanding historical perspectives of quality, regulatory oversight, and medical malpractice will allow you to effectively lead your organization to meet or exceed its strategic goals related to improved outcomes, increased reimbursements, and reduced cost.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 2: Explain the development of health regulation and the evolution of medical malpractice.
1. Explain the evolution of medical malpractice.
1. Analyze the development of health regulation and regulatory agencies.
1. Analyze how regulatory agencies have impacted the quality of care.
1. Evaluate ways in which quality has improved or not improved since the 1800s.
. Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
2. Produce writing that conveys understanding of the topic, its context, and its relevance.
2. Use academic writing conventions such as APA formatting and citation style, or others as required.
2. Produce writing that includes minimal grammar, usage, and mechanical errors, including spelling.
Instructions
For this assessment, you will write a 3 page paper in which you:
. Explain the evolution of medical malpractice.
. Analyze why regulatory agencies began monitoring quality in health care.
. Explain how organizations like the Agency for Healthcare Research and Quality (AHRQ), the Joint Commission, and other regulatory agencies have impacted quality of care.
. Explain what is meant by "deemed status."
. Describe how current attempts at quality compare to efforts on quality in the 1800s.
. Evaluate ways in whic ...
· Write a response as directed to each of the three case studies aLesleyWhitesidefv
This document discusses three case studies related to public health ethics and provides background information on relevant ethical principles and frameworks. The case studies involve: 1) a community health initiative on teenage pregnancy, 2) a proposal to strengthen laws against homelessness, and 3) the use of "sin taxes" to influence health behaviors. Background information is presented on ethical theories like egalitarianism, libertarianism, and theories of justice. Principles of public health ethics and frameworks for analyzing issues of social and economic justice are also defined.
· Write a brief (one paragraph) summary for each reading.· · RLesleyWhitesidefv
This document summarizes a lesson taught by a fourth grade teacher on simple machines. The teacher introduced different simple machines to the students and then assigned groups of students performance assessment tasks to design and build simple machines to solve everyday problems. The groups were assessed on both the process and the product using rubrics. Overall, the performance assessments allowed students to demonstrate their understanding of simple machines and how they make work easier through hands-on modeling and presentation of their designs.
· Write a 2-page single spaced (12 font Times New Roman) book repoLesleyWhitesidefv
· Write a 2-page single spaced (12 font Times New Roman) book report on the key highlights. Mentioned five major topics that you liked and how you plan to use them to develop yourself and your career.
BOOK SUMMARY: (key highlights)
Techniques in Handling People :
-Don’t criticize, condemn or complain.
-Give honest and sincere appreciation.
-Arouse in the other person an eager want.
Six ways to Make People Like You :
-Become genuinely interested in other people.
-Smile.
-Remember that a person’s name is to that person the sweetest and most important sound in any language.
-Be a good listener. Encourage others to talk about themselves.
-Talk in terms of the other person’s interests.
-Make the other person feel important – and do it sincerely.
Win People to Your Way of Thinking:
-The only way to get the best of an argument is to avoid it.
-Show respect for the other person’s opinions. Never say, “You’re wrong.”
-If you are wrong, admit it quickly and emphatically.
-Begin in a friendly way.
-Get the other person saying “yes, yes” immediately.
-Let the other person do a great deal of the talking.
-Let the other person feel that the idea is his or hers.
-Try honestly to see things from the other person’s point of view.
-Be sympathetic with the other person’s ideas and desires.
-Appeal to the nobler motives.
-Dramatize your ideas.
-Throw down a challenge.
Be a Leader: How to Change People Without Giving Offense or Arousing Resentment:
-Begin with praise and honest appreciation.
-Call attention to people’s mistakes indirectly.
-Talk about your own mistakes before criticizing the other person.
-Ask questions instead of giving direct orders.
-Let the other person save face.
-Praise the slightest improvement and praise every improvement. Be “hearty in your approbation and lavish in your praise.”
-Give the other person a fine reputation to live up to.
-Use encouragement. Make the fault seem easy to correct.
-Make the other person happy about doing the thing you suggest.
Criticism
“Criticism is futile because it puts a person on the defensive and usually makes him strive to justify himself. Criticism is dangerous, because it wounds a person’s precious pride, hurts his sense of importance, and arouses resentment. …. Any fool can criticize, condemn and complain—and most fools do. But it takes character and self-control to be understanding and forgiving.”
People are Emotional
“When dealing with people, let us remember we are not dealing with creatures of logic. We are dealing with creatures of emotion, creatures bristling with prejudices and motivated by pride and vanity.”
The Key to Influencing Others
“The only way on earth to influence other people is to talk about what they want and show them how to get it.”
The Secret of Success
“If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from that person’s angle as well as from your own.”
FMM 325
Milestone Three
Megan Georg ...
· Weight 11 of course gradeInstructionsData Instrument and DLesleyWhitesidefv
· Weight: 11% of course grade
Instructions
Data Instrument and Data Collection Tool
For this assignment, you will complete another portion of the research paper, which will be included in your final paper in Unit VII. In part one of this assignment, you will describe your data instrument. In part two, you will provide the data collection tool that will be used in your research study (remember this is a hypothetical research study that you will not conduct).
For part one, Data Instrument, provide the following:
· What type of research will be conducted (qualitative, quantitative)?
· Is this a questionnaire with open-ended or close-ended questions or an interview?
· Will there be a questionnaire, face-to-face interviews, or the use of the telephone or mail?
· Will there be an interview (one-on-one or group)?
· Who is the study population?
For part two, Data Collection Tool, provide the following:
· Give a short introduction on your research; provide the purpose of your study and why you chose to conduct it.
· Explain how long participation will take.
· Explain how you will avoid sampling bias.
· Provide a minimum of ten (10) questions for your questionnaire.
Submit a two to three-page paper (page count does not include title and references pages). Please adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.
Resources
10/5/2021 Assignment Print View
https://ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&singleQuestionNo=2.&postSubmissionView=13252714224874008,13252714225034381&wid=13252717358425567&role=student&pid=34975829_51290… 1/4
Problem-Solving Application Case—
Incentives Gone Wrong, then Wrong
Again, and Wrong Again
The Wells Fargo scandal demonstrates how a company’s choice and implementation of performance management incentives can have
disastrous side effects. This activity is important because it illustrates why managers must never implement an incentive scheme without
considering as much as possible any and all effects that it may have on employees’ behavior.
The goal of this activity is for you to understand the link between the details of Wells Fargo’s incentive scheme and the employee behaviors that
resulted from it.
Read about how performance incentives led to scandal at Wells Fargo. Then, using the three-step problem-solving approach, answer the
questions that follow.
Money is an important tool for both attracting and motivating talent. If you owned a company or were its CEO, you would likely agree and
choose performance management practices to deliver such outcomes. It also is possible you’d use incentives to help align your employees’
interests, behaviors, and performance with those of the company. After all, countless companies have used incentives very successfully, but not
all. The incentives used by Wells Fargo had disastrous consequences for employees, customers, and the company itself.
The Scenario and Behaviors
A client enters a ...
· Week 3 Crime Analysis BurglaryRobbery· ReadCozens, P. M.LesleyWhitesidefv
· Week 3: Crime Analysis: Burglary/Robbery
· Read:
Cozens, P. M., Saville, G., & Hillier, D. (2005). Crime prevention through environmental design (CPTED): A review and modern bibliography. Property Management, 23(5), 328-356. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/213402232?accountid=8289
Famega, C. N., Frank, J., & Mazerolle, L. (2005). Managing police patrol time: The role of supervisor directives. Justice Quarterly : JQ, 22(4), 540-559. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/228177475?accountid=8289
Zhang, C., Gholami, S., Kar, D., Sinha, A., Jain, M., Goyal, R., & Tambe, M. (2016). Keeping pace with criminals: An extended study of designing patrol allocation against adaptive opportunistic criminals. Games, 7(3), 15. doi:http://dx.doi.org.ezproxy1.apus.edu/10.3390/g7030015
Lesson Introduction
After reading this week’s materials, you will be able to define the role of police patrol and its importance as applied to law enforcement intelligence.
Lesson Objectives
● Outline and discuss early police and patrol procedures
● Evaluate modern patrol allocations
Course Objectives that apply to this lesson:
CO: (3) Demonstrate an understanding of the history of police patrol procedures from the days of early policing to modern day policing allocations.
Patrol
There are many ways to determine the best way to allocate patrol resources in a community. Some of them are covered in our studies but that is not the whole story. Keep in mind that it is more likely to be a combination of models as well as a sensitivity to specific to regional and demographic considerations.
It is important to take many variables into consideration when determining how best to utilize patrols. At the same time, we must remember to expect the unexpected and be as prepared as possible to respond. No two situations, weeks, months, or years will ever be exactly the same. This is part of what makes a career in criminal justice such a challenge and also so rewarding.
In the early 1900’s and before the work of August Vollmer, there was not much information concerning police allocation. Vollmer created a list of police functions such as crime prevention, criminal investigation, traffic control, and patrol. In the early deployment allocation models, the police were distributed based on calls for service and officer workloads. Although what appeared to be effective at the time, more research began to see potential issues with this model such as police saturation may cause a higher number of arrests. Other departments in this time frame distributed patrol units evenly without taking into account other factors such as crimes, population, distance, or number of personnel.
Preventative Patrol
As police operations moved forward, other methods of deployment emerged. In the 1960’s, law enforcement professional started to shift focus on preventative patrol methods. As discussed in previous lessons, t ...
· What does the Goodale and Humphrey (1998) article mean by the fLesleyWhitesidefv
The document discusses a 1998 article by Goodale and Humphrey that proposed vision has two separate but interacting functions - perception and action control. It argues that separate visual systems have evolved for perception (the ventral stream) and action control (the dorsal stream), which differs from Ungerleider and Mishkin's 1982 theory that proposed one unified visual system. The document provides evidence from studies of "rewired" frogs to support the existence of separate visuomotor modules for different behaviors. It suggests this duplex approach means reconstructive and purposive views of vision are complementary rather than mutually exclusive.
· You must respond to at least two of your peers by extendinLesleyWhitesidefv
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval
· Responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed.
Worldview & Decision-Making
Sejal Patel
St. Thomas University
NUR 421: Nursing Practice in Multicultural Society
Professor Kathleen Price
November 02, 2021
Worldview & Decision-Making
The sudden neurological injury that is not likely to recover puts the person in denial if the person is somewhat conscious. It is hard to accept for even family that sudden change in care given stage. Those patients have physical problems like paralysis of facial muscles or losing sensation in the face, altered sense of smell or taste, loss of vision, swallowing difficulties, dizziness, ringing in the ear, and hearing loss. They also have altered consciousness, intellectual problems, cognitive problems, Executive functioning problems, communication problems, behavioral changes, emotional changes, sensory problems, and degenerative issues.
The majority of persons who have suffered substantial brain damage will need rehabilitation. They may have to relearn basic abilities like walking and to talk. The objective is to increase their ability to carry out everyday tasks. Rehabilitation includes a group of people who master different specialties to help patients maintain living activity. An occupational therapist, who supports the person learning, relearn or improving skills to perform everyday activities—a physical therapist who helps with mobility and relearning movement patterns, balance, and walking. The social worker or case manager facilitates access to service agencies, assists with care decisions and planning, and facilitates communication among various professionals, care providers, and family members. A rehabilitation nurse assists with discharge planning from a hospital or rehabilitation center by providing continuous rehabilitation care and services. Speech and language therapist supports the person to improve communication skills and use assistive communication devices if necessary. A recreational therapist helps the patient with Time management and leisure activities. We can also use music therapy and aroma therapy to relax patients who face incurable health conditions.
Advance directives are an essential part of hea ...
· Student paper86Student paperOf all the things I do well, whLesleyWhitesidefv
· Student paper86%
Student paper
Of all the things I do well, which two do I do best and why?
Original source
Of all the things you do well, which two do you do best and why
· 1Student paper71%
Student paper
In my field of work, I find myself functioning efficiently without much effort; first and foremost, I find myself to be extremely versatile when it comes to fixing difficulties that may emerge in the workplace.
Original source
In my line of work, I consider myself functioning efficiently with next to no effort first and foremost, I consider myself being extremely resourceful when it comes to fixing difficulties that may emerge in the office
· 4Student paper73%
Student paper
Second, I always prioritize work quality above quantity.
Original source
Second, I always prioritize overall productivity above quantity
· 4Student paper78%
Student paper
To produce great work, I like to do a manageable quantity of labor with the utmost accuracy. My boss has always complimented me on a work well done at both my current and prior jobs.
Original source
To produce great work, I like to do a reasonable amount of work with the utmost accuracy My boss has always complimented me on a sense of accomplishment at both my current and prior jobs
· 3Student paper92%
Student paper
Which activities do I seem to pick up quickly and why?
Original source
Which activities do you seem to pick up quickly, and why
· 1Student paper70%
Student paper
I've always thought of myself as a risk-taker because, at work, I'm not overly fussy about the things I do;
Original source
Activities I pick up quickly I've always thought of myself as a risk-taker because, at employment, I'm not very exacting of the things I do
· 1Student paper82%
Student paper
Problems are usually presented to me as difficulties that I must overcome. I gain a high sense of self-satisfaction and a desire to tackle more complicated problems because of solving. I am also a proactive person, and I am always looking for answers to challenges that may occur in the future.
Original source
Problems are usually presented to me as challenges that I must overcome I gain a high sense of self-satisfaction and a desire to tackle more complicated problems as a result of solving them I am also a deep thinker by personality, and I am always looking for answers to challenges that may happen in the event
· 5User paper88%
Student paper
I've worked on several projects that required a variety of techniques to meet the goals.
Original source
I've worked on several ventures that required a variety of techniques to meet the goals
· 1Student paper81%
Student paper
Another element that I find myself picking at is that I am a rational person, which means that I, like many others, see the world from a different viewpoint.
Original source
Another element that I see myself picking is that I am a deep thinker, which means that I, like many others, view the world from a distinct viewpoint
· 4Student paper71%
Student paper
Some difficulties, es ...
· Self-Assessment· InterpretationValues and Moral Survey of StLesleyWhitesidefv
· Self-Assessment
· Interpretation
Values and Moral Survey of Students
SCORING AND INTERPRETATION: If trying to rank in order these fifteen values and morals was difficult and you felt that it was somewhat arbitrary; it was. Without the proper context, exact meaning of each, and the problem of one concept being like others, everyone gets frustrated with this exercise. To be sure, this exercise does not tell you what your real morals or values are. Rather, it is a crude representation of what they might be. At the end of the simulation, compare what you ranked as important to what your decisions were. The following are vague descriptions of the fifteen values and morals:
ASSISTANCE: The act of helping or assisting someone or the help supplied.
CANDOR: Freedom from prejudice or malice.
CHARACTER: Someone with moral excellence.
CHARITY: Generosity and helpfulness, especially toward the needy or suffering.
COMPASSION: Sympathetic consciousness of others' distress with a desire to alleviate it.
ENVIRONMENT: Concern about the world's resources (land, water, air).
EXACTING IN TRUTH: Rigid or severe in demands or requirements.
FAIRNESS: Free from bias or injustice; evenhandedness.
HONESTY: Sincerity, frankness, freedom from deceit or fraud.
INTEGRITY: Firm adherence to a code of values; incorruptibility.
PERSEVERANCE: To do or achieve something despite difficulties, failure, or opposition.
SACRIFICE: Surrender of something for the sake of something else.
SERIOUSNESS: Thoughtful in appearance or manner; requiring much thought or work relating to a matter of importance.
TOLERANCE: Sympathy or indulgence for beliefs or practices differing from or conflicting with one's own.
TRUTHFULNESS: Corresponding with reality.
ASSISTANCE Results = 2
Think about a recent action you took with regard to an ethical situation. Was your behavior influenced by your values in the order you have reflected them here?
ASSISTANCE Analytics
What Would You Do? Problem 1
SCORING AND INTERPRETATION: There are no right or wrong answers to these questions, but your answers reveal your moral philosophy.
Moral Philosophy Results = 31
Moral Philosophy Analytics
Ethical Decision-Making Framework Model
Assessment
Summary
Alternatives
Analysis
Application
Action
Notes
Ethical Assessment #1
Ethical Assessment #2
Ethical Assessment #3
Week One Summary
Week Two Summary
Week Three Summary
Week Four Summary
Week Five Summary
Week Six Summary
Week Seven Summary
Week Eight Summary
Instructions: Below (on page 2) is a sample of the template data to assist you in your creative thinking for week one! On the weekly ethics portfolio, you are welcome to submit it along with the week one assignment, however it is not required. It is a note taking template. I highly encourage everyone to submit it each week, as this helps to keep you on track, but again, it is not required. You will use the template note-taking document to ...
· Résumé or CV on file· CUR516 - Week 8 Signature AssLesleyWhitesidefv
· Résumé or CV on file
· CUR/516: - Week 8: Signature Assignment: Instructional Plan & Presentation
· Feedback for student
· 3/24/20, 9:23 PM
· Nasser, you have some instructional components within your training plan. Unfortunately, the plan lacks detail and specific materials you would use to implement this plan. You could strengthen your plan by including the specific communication plan, assessment tools, and evaluation rubrics that you would use with the students. You mentioned generalities of instruction, but you did not include the specifics of how instruction would be implemented. What does "Pragmatic practices on basic principles of engineering statics" mean? How is this taught? What does this look like? Your assessment should be presented. For example, you noted that "Theoretical studies to be evaluate through continuous assessment exams (CAT) which should be administered twice in a semester.." You should include the specific exam with your plan. These items could be created and included, to strengthen your overall training presentation
Your Score
187.5/ 250· Part I
18% of total grade
33.75· Part II
18% of total grade
33.75· Part III
18% of total grade
33.75· Part IV
18% of total grade
33.75· Presentation
18% of total grade
33.75· Quality of Written Communication
5% of total grade
9.38· Use of APA Format and Style
5% of total grade
9.38
· CUR/528: Wk 4 - Signature Assignment: Planning a Needs Assessment
· Feedback for student
· 7/25/20, 12:00 PM
· Thank you for your timely and very detailed submission, Nasser. Apart from the occasional misstep in mechanic,s and they didn't interfere with the readability or flow of the project, it was cogent and well considered. Nicely done! Please see the college-designed rubric for specific
Your Score
234/ 240· Needs Assessment Preparation
30% of total grade
72· Methodology
30% of total grade
72· Instrument
30% of total grade
72· Quality of Written Communication
5% of total grade
9· Use of APA Format/Style
5% of total grade
9
· CUR/532: Wk 6 – Signature Assignment: Facilitator Training Program
Your Score
200/ 200· Part I: Vital Information in the Facilitator Training
20% of total grade
40· Part II: Facilitator Skills and Instructional Materials
20% of total grade
40· Part III: Technology Tools
20% of total grade
40· Part IV: Issues and Classroom Management
20% of total grade
40· Quality of written communication
10% of total grade
20· Use of APA format/style
10% of total grade
20
· AET/560: Wk 6 - Signature Assignment: Change Process Communications Plan
Your Score
118.5/ 120· Communication Plan
30% of total grade
36· Content of Initial Communication
30% of total grade
36· Presentation
30% of total grade
36· Quality of Written Communication
5% of total grade
6· Use of APA Format/Style
5% of total grade
4.5
· AET/562: - Wk 6 Signature Assignment: - Digital Presentation· Web Page Organization and Design
30% of total grade· Web Page Navigation and Functionality
30% of total grade· P ...
· Military Equipment for Local Law EnforcementCompetencies AddreLesleyWhitesidefv
· Military Equipment for Local Law Enforcement
Competencies Addressed in This Assignment
· Competency 3: Articulate how terrorism impacts policy and operations of law enforcement in America.
· Competency 5: Communicate effectively in a variety of formats.
Overview
During your past briefings to Chief Glen Edwards, several in the command staff have mentioned the need in the department for more equipment. Your readings and investigation into the response to terrorism have led you to understand that the federal government has programs where local police agencies can obtain equipment. The chief understands that there are benefits and problems with any choice, so he has asked you to create a presentation for the command staff. He wants it to address the benefits they should expect, as well as the problems this equipment can bring with it.
Instructions
Create a PowerPoint presentation for the command staff that includes the following components:
· Specify three types of military equipment or arms that are available through the federal government for local law enforcement.
· Contrast two positive and negative results associated with types of military equipment or arms that are available through the federal government for local law enforcement.
· Describe negative images caused by types of military equipment or arms that are available through the federal government for local law enforcement.
· Explain why the public may have concerns about the negative images this military equipment or arms may cause (for example, in the perception of the militarization of the police).
Requirements
· Length: Include an introduction slide, 8–10 information slides, and a references slide.
· References: Include 3–4 scholarly references in APA format.
You are required to submit your assignment to Turnitin. Once you review your results and make any needed changes, submit your paper for grading.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Resources
· Military Equipment for Local Law Enforcement Scoring Guide.
· Community of Excellence.
· Criminal Justice Undergraduate Research Guide.
· APA Style and Format.
· The Writing Center.
· RefWorks.
· Smarthinking.
· Turnitin.
· Submit an Assignment.
· Writing Feedback Tool.
11/7/2016 In Detroit’s 2-Speed Recovery, Downtown Roars and Neighborhoods Sputter - The New York Times
http://www.nytimes.com/2016/08/13/us/detroit-recovery.html 1/5
http://nyti.ms/2b3438W
U.S.
In Detroit’s 2-Speed Recovery, Downtown
Roars and Neighborhoods Sputter
By PETER APPLEBOME AUG. 12, 2016
DETROIT — Donald J. Trump alighted here Monday. He saw an urban dystopia of
poverty, crime and blight, “the living, breathing example of my opponent’s failed
economic agenda.” Hillary Clinton arrived Thursday. Speaking in suburban Warren,
she saw an upbeat comeback story of grit and innovation. “I just wish my opponent
in this ele ...
· Respond by extending, refutingcorrecting, or adding additional LesleyWhitesidefv
· Respond by extending, refuting/correcting, or adding additional nuance to their posts. Cited in current APA style with support from 2 academic sources.
· All replies must be constructive and use literature where possible.
Dwayne Mitchell
St Thomas University
NUR 512
Dr. Teran,Doris
Primary Care Nurse practitioner (NP) Role vs. APN Roles
Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the role to a healthcare provider and a consumer?
The advanced practice registered nurse (APRN) has different roles and responsibilities that nurses can undertake depending on the nature of their training. An APRN can also be referred to as a nurse practitioner (NP). There are other designated roles other than the NP such as the clinical nurse specialist (CNS), the certified nurse-midwives (CNM), and certified registered nurse anesthetists (CRNA) (Everett et al., 2016). These roles have similarities and differences and many cases of overlapping responsibilities and in some cases, the need for collaboration to achieve the desired patient outcomes. The primary care NP is a specific role within the purview of NPs in which the provider is a general practitioner without any specialty training (Butler et al., 2017). The NP has roles such as completing patient assessments including conducting a physical examination. The primary care NP can also undertake diagnostic approaches such as ordering lab works and imaging procedures and providing appropriate interpretation. The NP can provide treatment and monitoring of the patient and also provide health education and other primary prevention measures.
One similarity of the role of primary NP to other APRN roles is that they have the scope to conduct independent patient assessments. All roles of the APRN have the scope of taking the patient's history, conducting a proper physical exam, and ensuring an appropriate differential diagnosis (Phillips, 2016). The APRN has completed competencies in the assessment of the patient and he/she can use these competencies to determine and fulfill patient needs. Another similarity of the role of the primary care NP to other APRNs is the role of providing patient education, mentoring, and advocating for the needs of the patient (Hanks et al., 2018). Each APRN has a responsibility to empower the patient by providing health education about their condition or the treatment process to support their autonomy. The patient is the primary decision-maker in the clinical area and providing them with education supports their ability to make proper healthcare decisions.
The role of the primary care NP is different from the role of certified registered nurse anesthetists (CRNA) in the sense of anesthesia and pain management. The CRNA is a specialist in pre, intra and post-operative pain and anesthesia management and this is a role that the NP does not have scope for (Butler et al., 2017). Th ...
· You must respond to at least two of your peers by extending, refLesleyWhitesidefv
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.
Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed
Culturally Competent
Vixony Vixamar
St. Thomas University
Prof. Kathleen Price
NUR 417
October 28, 2021
Culturally Competent
The COVID-19 has affected over 45 million in the United States and has led to over seven hundred and forty thousand deaths across the United States. The pandemic has increasingly affected all individuals and has led to various economic as well as social changes. However, there have been some health disparities identified with people of color being among the most affected individuals (Reyes, 2020). Nurses are at the frontline of providing health care services to individuals that have been infected by the virus. Therefore, as a nurse, I have come across various COVID-19 cases where the patient needed to be observed or there was a need to manage the condition.
One case was that of a middle-aged pregnant woman that had contracted the virus. The symptoms started as headaches and feeling tired. She stated that she initially assumed these symptoms as normal pregnancy symptoms as she had earlier on in the week engaged in some intensive exercises as she went shopping with some family members. However, one evening she had some challenges breathing and her family members rushed her to the hospital. She had to be put on oxygen as she needed support breathing. She was given a PCR test that turned out to be negative. However, the fact that she needed to be on oxygen necessitated another test which also read negative. At this point, it was crucial that a chest scan be done to help with the diagnosis. Upon the scan, the physician diagnosed the patient with COVID-19. Her condition quickly deteriorated and she had to be put in intensive care. It was especially challenging caring for her given that she was seven months pregnant at the time. At one point, the family had contemplated terminating the pregnancy to increase her chances of surviving given that fetal movements had subsided for a while. However, after a few weeks in the intensive care unit, she made a full recovery and was able to deliver her baby full-term. She remained on oxygen and under observation until ...
· You have choices. You should answer three of the four available LesleyWhitesidefv
· You have choices. You should answer three of the four available short answer questions and one of the two essay questions. Please label each response (e.g., Short Answer 3) to indicate what question you are responding to. Please also sort your short answer responses in numerical order (so 1,2,4 if those are the three questions you answer – even if you prepared them in 4,1,2 order).
PART ONE: Answer three of the following four short answer questions. Be sure to label your answers with the question number and arrange them in question order number. A target range for responses to these questions is approximately 250 words.
Short Answer 1
History depends on the choice to narrate certain facts and omit others. All histories are incomplete, which makes the act of writing history both powerful and creative. Why does the distinction between “what happened” and “what is said to have happened” matter?
Short Answer 2
What is the “Great Man Myth” and how does that lens shape what histories get told? What histories get omitted when we focus on the Great Man Myth? Incorporate examples from at least one media technology to help support your answer.
Short Answer 3
In “The Case of the Telegraph,” James Carey argued, “The simplest and most important point about the telegraph is that it marked the decisive separation of ‘transportation’ and ‘communication.’” Describe two ideologies that were ushered in by the telegraph and how they changed society. Your answer should consider both the dominant history and also an alternative or counter history for each development.
Short Answer 4
While mainstream history celebrates photography as the first visual medium for objectivity and evidence, counter histories claim that it actually muddied the distinction between objective and subjective knowledge. Explain how photography blurred the distinction between objectivity and subjectivity and how that transmitted and influenced cultural and social ideologies. Provide specific examples to support your argument.
PART TWO: Answer one of the following two essay questions. Be sure to label your answers with the question number and arrange them in question order number.
Your answers should engage these questions at the conceptual level and use specific examples from the media histories we have covered this semester to support your arguments. A target range for this essay response is probably in the 1,200-2,000 word range.
Essay 1
In the first part of the Media Histories course, we have repeatedly turned to Benedict Anderson’s argument about imagined communities:
I propose the following definition of the nation: it is an imagined political community – and imagined as both inherently limited and sovereign.
It is imagined because the members of even the smallest nation will never know most of their fellow-members, meet them, or even hear of them, yet in the minds of each lives the image of their communication…
Communities are to be distinguished not by their ...
· You may choose one or more chapters from E.G. Whites, The MinistLesleyWhitesidefv
This document outlines a research study that uses data mining techniques to analyze student behavior data from an online course. Specifically, it uses cluster analysis to group students based on similarity of behavior patterns in the learning management system. It also uses decision tree analysis to classify students and identify attributes that influence exam performance. The goal is to gain insights into how recorded student activities in the online platform relate to successful course completion. The study analyzes log file data capturing student interactions from one course during one semester at a university in Croatia. Results from both cluster analysis and decision tree modeling are presented.
· · Prepare a 2-page interprofessional staff update on HIPAA andLesleyWhitesidefv
The document provides guidance for creating a 2-page staff update on appropriate social media use and HIPAA compliance in healthcare. It describes a situation where a nurse posted a photo of a patient on Facebook, which was a violation of the organization's social media policy. As a result, the organization formed a task force to educate staff on these topics through interprofessional updates. The document outlines required content and competencies to be demonstrated in the staff update, such as defining protected health information, privacy/security, and the importance of interdisciplinary collaboration to safeguard patient data. Staff are asked to select a topic and create a 2-page update within APA guidelines.
· · Introduction· What is hyperpituitarism and hypopituitariLesleyWhitesidefv
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· Introduction
· What is hyperpituitarism and hypopituitarism?
· Signs and symptoms
· Include all necessary physiology and/or pathophysiology in your explanation.
· How do you treat the disorder?
· Which population is at risk of developing this disorder and why
· Use appropriate master’s level terminology.
· Reference a minimum of three sources; you may cite your etext as a source. Use APA format to style your visual aids and cite your sources.
explain the processes or concepts in your using references to support your explanations.
...
· · Write a 3 page paper in which you analyze why regulatory ageLesleyWhitesidefv
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· Write a 3 page paper in which you analyze why regulatory agencies began monitoring quality in health care, explain how regulatory agencies have impacted quality of care, and provide an evaluation of quality.
Introduction
Early attempts at quality efforts were limited to the resources, knowledge, and environment in which health care services and treatment were rendered. As medical education and research advanced so did the knowledge of and focus on quality improvement efforts. Basic functions including handwashing and sterile environments were two of the many simple advancements resulting in dramatic improvements in outcomes and overall quality.
Regulatory agencies have directly impacted health care organizations' focus on, and attention to, quality improvement. Founded in 1951, The Joint Commission offers accreditation to various health care organizations who demonstrate compliance with established regulatory standards. Combined with various government agencies, initiatives have been implemented that require health care organizations to report on quality measures, thereby making their quality performance transparent throughout the industry.
As a leader in the health care industry, understanding historical perspectives of quality, regulatory oversight, and medical malpractice will allow you to effectively lead your organization to meet or exceed its strategic goals related to improved outcomes, increased reimbursements, and reduced cost.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
· Competency 2: Explain the development of health regulation and the evolution of medical malpractice.
1. Explain the evolution of medical malpractice.
1. Analyze the development of health regulation and regulatory agencies.
1. Analyze how regulatory agencies have impacted the quality of care.
1. Evaluate ways in which quality has improved or not improved since the 1800s.
. Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others.
2. Produce writing that conveys understanding of the topic, its context, and its relevance.
2. Use academic writing conventions such as APA formatting and citation style, or others as required.
2. Produce writing that includes minimal grammar, usage, and mechanical errors, including spelling.
Instructions
For this assessment, you will write a 3 page paper in which you:
. Explain the evolution of medical malpractice.
. Analyze why regulatory agencies began monitoring quality in health care.
. Explain how organizations like the Agency for Healthcare Research and Quality (AHRQ), the Joint Commission, and other regulatory agencies have impacted quality of care.
. Explain what is meant by "deemed status."
. Describe how current attempts at quality compare to efforts on quality in the 1800s.
. Evaluate ways in whic ...
· Write a response as directed to each of the three case studies aLesleyWhitesidefv
This document discusses three case studies related to public health ethics and provides background information on relevant ethical principles and frameworks. The case studies involve: 1) a community health initiative on teenage pregnancy, 2) a proposal to strengthen laws against homelessness, and 3) the use of "sin taxes" to influence health behaviors. Background information is presented on ethical theories like egalitarianism, libertarianism, and theories of justice. Principles of public health ethics and frameworks for analyzing issues of social and economic justice are also defined.
· Write a brief (one paragraph) summary for each reading.· · RLesleyWhitesidefv
This document summarizes a lesson taught by a fourth grade teacher on simple machines. The teacher introduced different simple machines to the students and then assigned groups of students performance assessment tasks to design and build simple machines to solve everyday problems. The groups were assessed on both the process and the product using rubrics. Overall, the performance assessments allowed students to demonstrate their understanding of simple machines and how they make work easier through hands-on modeling and presentation of their designs.
· Write a 2-page single spaced (12 font Times New Roman) book repoLesleyWhitesidefv
· Write a 2-page single spaced (12 font Times New Roman) book report on the key highlights. Mentioned five major topics that you liked and how you plan to use them to develop yourself and your career.
BOOK SUMMARY: (key highlights)
Techniques in Handling People :
-Don’t criticize, condemn or complain.
-Give honest and sincere appreciation.
-Arouse in the other person an eager want.
Six ways to Make People Like You :
-Become genuinely interested in other people.
-Smile.
-Remember that a person’s name is to that person the sweetest and most important sound in any language.
-Be a good listener. Encourage others to talk about themselves.
-Talk in terms of the other person’s interests.
-Make the other person feel important – and do it sincerely.
Win People to Your Way of Thinking:
-The only way to get the best of an argument is to avoid it.
-Show respect for the other person’s opinions. Never say, “You’re wrong.”
-If you are wrong, admit it quickly and emphatically.
-Begin in a friendly way.
-Get the other person saying “yes, yes” immediately.
-Let the other person do a great deal of the talking.
-Let the other person feel that the idea is his or hers.
-Try honestly to see things from the other person’s point of view.
-Be sympathetic with the other person’s ideas and desires.
-Appeal to the nobler motives.
-Dramatize your ideas.
-Throw down a challenge.
Be a Leader: How to Change People Without Giving Offense or Arousing Resentment:
-Begin with praise and honest appreciation.
-Call attention to people’s mistakes indirectly.
-Talk about your own mistakes before criticizing the other person.
-Ask questions instead of giving direct orders.
-Let the other person save face.
-Praise the slightest improvement and praise every improvement. Be “hearty in your approbation and lavish in your praise.”
-Give the other person a fine reputation to live up to.
-Use encouragement. Make the fault seem easy to correct.
-Make the other person happy about doing the thing you suggest.
Criticism
“Criticism is futile because it puts a person on the defensive and usually makes him strive to justify himself. Criticism is dangerous, because it wounds a person’s precious pride, hurts his sense of importance, and arouses resentment. …. Any fool can criticize, condemn and complain—and most fools do. But it takes character and self-control to be understanding and forgiving.”
People are Emotional
“When dealing with people, let us remember we are not dealing with creatures of logic. We are dealing with creatures of emotion, creatures bristling with prejudices and motivated by pride and vanity.”
The Key to Influencing Others
“The only way on earth to influence other people is to talk about what they want and show them how to get it.”
The Secret of Success
“If there is any one secret of success, it lies in the ability to get the other person’s point of view and see things from that person’s angle as well as from your own.”
FMM 325
Milestone Three
Megan Georg ...
· Weight 11 of course gradeInstructionsData Instrument and DLesleyWhitesidefv
· Weight: 11% of course grade
Instructions
Data Instrument and Data Collection Tool
For this assignment, you will complete another portion of the research paper, which will be included in your final paper in Unit VII. In part one of this assignment, you will describe your data instrument. In part two, you will provide the data collection tool that will be used in your research study (remember this is a hypothetical research study that you will not conduct).
For part one, Data Instrument, provide the following:
· What type of research will be conducted (qualitative, quantitative)?
· Is this a questionnaire with open-ended or close-ended questions or an interview?
· Will there be a questionnaire, face-to-face interviews, or the use of the telephone or mail?
· Will there be an interview (one-on-one or group)?
· Who is the study population?
For part two, Data Collection Tool, provide the following:
· Give a short introduction on your research; provide the purpose of your study and why you chose to conduct it.
· Explain how long participation will take.
· Explain how you will avoid sampling bias.
· Provide a minimum of ten (10) questions for your questionnaire.
Submit a two to three-page paper (page count does not include title and references pages). Please adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.
Resources
10/5/2021 Assignment Print View
https://ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&singleQuestionNo=2.&postSubmissionView=13252714224874008,13252714225034381&wid=13252717358425567&role=student&pid=34975829_51290… 1/4
Problem-Solving Application Case—
Incentives Gone Wrong, then Wrong
Again, and Wrong Again
The Wells Fargo scandal demonstrates how a company’s choice and implementation of performance management incentives can have
disastrous side effects. This activity is important because it illustrates why managers must never implement an incentive scheme without
considering as much as possible any and all effects that it may have on employees’ behavior.
The goal of this activity is for you to understand the link between the details of Wells Fargo’s incentive scheme and the employee behaviors that
resulted from it.
Read about how performance incentives led to scandal at Wells Fargo. Then, using the three-step problem-solving approach, answer the
questions that follow.
Money is an important tool for both attracting and motivating talent. If you owned a company or were its CEO, you would likely agree and
choose performance management practices to deliver such outcomes. It also is possible you’d use incentives to help align your employees’
interests, behaviors, and performance with those of the company. After all, countless companies have used incentives very successfully, but not
all. The incentives used by Wells Fargo had disastrous consequences for employees, customers, and the company itself.
The Scenario and Behaviors
A client enters a ...
· Week 3 Crime Analysis BurglaryRobbery· ReadCozens, P. M.LesleyWhitesidefv
· Week 3: Crime Analysis: Burglary/Robbery
· Read:
Cozens, P. M., Saville, G., & Hillier, D. (2005). Crime prevention through environmental design (CPTED): A review and modern bibliography. Property Management, 23(5), 328-356. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/213402232?accountid=8289
Famega, C. N., Frank, J., & Mazerolle, L. (2005). Managing police patrol time: The role of supervisor directives. Justice Quarterly : JQ, 22(4), 540-559. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/228177475?accountid=8289
Zhang, C., Gholami, S., Kar, D., Sinha, A., Jain, M., Goyal, R., & Tambe, M. (2016). Keeping pace with criminals: An extended study of designing patrol allocation against adaptive opportunistic criminals. Games, 7(3), 15. doi:http://dx.doi.org.ezproxy1.apus.edu/10.3390/g7030015
Lesson Introduction
After reading this week’s materials, you will be able to define the role of police patrol and its importance as applied to law enforcement intelligence.
Lesson Objectives
● Outline and discuss early police and patrol procedures
● Evaluate modern patrol allocations
Course Objectives that apply to this lesson:
CO: (3) Demonstrate an understanding of the history of police patrol procedures from the days of early policing to modern day policing allocations.
Patrol
There are many ways to determine the best way to allocate patrol resources in a community. Some of them are covered in our studies but that is not the whole story. Keep in mind that it is more likely to be a combination of models as well as a sensitivity to specific to regional and demographic considerations.
It is important to take many variables into consideration when determining how best to utilize patrols. At the same time, we must remember to expect the unexpected and be as prepared as possible to respond. No two situations, weeks, months, or years will ever be exactly the same. This is part of what makes a career in criminal justice such a challenge and also so rewarding.
In the early 1900’s and before the work of August Vollmer, there was not much information concerning police allocation. Vollmer created a list of police functions such as crime prevention, criminal investigation, traffic control, and patrol. In the early deployment allocation models, the police were distributed based on calls for service and officer workloads. Although what appeared to be effective at the time, more research began to see potential issues with this model such as police saturation may cause a higher number of arrests. Other departments in this time frame distributed patrol units evenly without taking into account other factors such as crimes, population, distance, or number of personnel.
Preventative Patrol
As police operations moved forward, other methods of deployment emerged. In the 1960’s, law enforcement professional started to shift focus on preventative patrol methods. As discussed in previous lessons, t ...
· What does the Goodale and Humphrey (1998) article mean by the fLesleyWhitesidefv
The document discusses a 1998 article by Goodale and Humphrey that proposed vision has two separate but interacting functions - perception and action control. It argues that separate visual systems have evolved for perception (the ventral stream) and action control (the dorsal stream), which differs from Ungerleider and Mishkin's 1982 theory that proposed one unified visual system. The document provides evidence from studies of "rewired" frogs to support the existence of separate visuomotor modules for different behaviors. It suggests this duplex approach means reconstructive and purposive views of vision are complementary rather than mutually exclusive.
· You must respond to at least two of your peers by extendinLesleyWhitesidefv
· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.
· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval
· Responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed.
Worldview & Decision-Making
Sejal Patel
St. Thomas University
NUR 421: Nursing Practice in Multicultural Society
Professor Kathleen Price
November 02, 2021
Worldview & Decision-Making
The sudden neurological injury that is not likely to recover puts the person in denial if the person is somewhat conscious. It is hard to accept for even family that sudden change in care given stage. Those patients have physical problems like paralysis of facial muscles or losing sensation in the face, altered sense of smell or taste, loss of vision, swallowing difficulties, dizziness, ringing in the ear, and hearing loss. They also have altered consciousness, intellectual problems, cognitive problems, Executive functioning problems, communication problems, behavioral changes, emotional changes, sensory problems, and degenerative issues.
The majority of persons who have suffered substantial brain damage will need rehabilitation. They may have to relearn basic abilities like walking and to talk. The objective is to increase their ability to carry out everyday tasks. Rehabilitation includes a group of people who master different specialties to help patients maintain living activity. An occupational therapist, who supports the person learning, relearn or improving skills to perform everyday activities—a physical therapist who helps with mobility and relearning movement patterns, balance, and walking. The social worker or case manager facilitates access to service agencies, assists with care decisions and planning, and facilitates communication among various professionals, care providers, and family members. A rehabilitation nurse assists with discharge planning from a hospital or rehabilitation center by providing continuous rehabilitation care and services. Speech and language therapist supports the person to improve communication skills and use assistive communication devices if necessary. A recreational therapist helps the patient with Time management and leisure activities. We can also use music therapy and aroma therapy to relax patients who face incurable health conditions.
Advance directives are an essential part of hea ...
· Student paper86Student paperOf all the things I do well, whLesleyWhitesidefv
· Student paper86%
Student paper
Of all the things I do well, which two do I do best and why?
Original source
Of all the things you do well, which two do you do best and why
· 1Student paper71%
Student paper
In my field of work, I find myself functioning efficiently without much effort; first and foremost, I find myself to be extremely versatile when it comes to fixing difficulties that may emerge in the workplace.
Original source
In my line of work, I consider myself functioning efficiently with next to no effort first and foremost, I consider myself being extremely resourceful when it comes to fixing difficulties that may emerge in the office
· 4Student paper73%
Student paper
Second, I always prioritize work quality above quantity.
Original source
Second, I always prioritize overall productivity above quantity
· 4Student paper78%
Student paper
To produce great work, I like to do a manageable quantity of labor with the utmost accuracy. My boss has always complimented me on a work well done at both my current and prior jobs.
Original source
To produce great work, I like to do a reasonable amount of work with the utmost accuracy My boss has always complimented me on a sense of accomplishment at both my current and prior jobs
· 3Student paper92%
Student paper
Which activities do I seem to pick up quickly and why?
Original source
Which activities do you seem to pick up quickly, and why
· 1Student paper70%
Student paper
I've always thought of myself as a risk-taker because, at work, I'm not overly fussy about the things I do;
Original source
Activities I pick up quickly I've always thought of myself as a risk-taker because, at employment, I'm not very exacting of the things I do
· 1Student paper82%
Student paper
Problems are usually presented to me as difficulties that I must overcome. I gain a high sense of self-satisfaction and a desire to tackle more complicated problems because of solving. I am also a proactive person, and I am always looking for answers to challenges that may occur in the future.
Original source
Problems are usually presented to me as challenges that I must overcome I gain a high sense of self-satisfaction and a desire to tackle more complicated problems as a result of solving them I am also a deep thinker by personality, and I am always looking for answers to challenges that may happen in the event
· 5User paper88%
Student paper
I've worked on several projects that required a variety of techniques to meet the goals.
Original source
I've worked on several ventures that required a variety of techniques to meet the goals
· 1Student paper81%
Student paper
Another element that I find myself picking at is that I am a rational person, which means that I, like many others, see the world from a different viewpoint.
Original source
Another element that I see myself picking is that I am a deep thinker, which means that I, like many others, view the world from a distinct viewpoint
· 4Student paper71%
Student paper
Some difficulties, es ...
· Self-Assessment· InterpretationValues and Moral Survey of StLesleyWhitesidefv
· Self-Assessment
· Interpretation
Values and Moral Survey of Students
SCORING AND INTERPRETATION: If trying to rank in order these fifteen values and morals was difficult and you felt that it was somewhat arbitrary; it was. Without the proper context, exact meaning of each, and the problem of one concept being like others, everyone gets frustrated with this exercise. To be sure, this exercise does not tell you what your real morals or values are. Rather, it is a crude representation of what they might be. At the end of the simulation, compare what you ranked as important to what your decisions were. The following are vague descriptions of the fifteen values and morals:
ASSISTANCE: The act of helping or assisting someone or the help supplied.
CANDOR: Freedom from prejudice or malice.
CHARACTER: Someone with moral excellence.
CHARITY: Generosity and helpfulness, especially toward the needy or suffering.
COMPASSION: Sympathetic consciousness of others' distress with a desire to alleviate it.
ENVIRONMENT: Concern about the world's resources (land, water, air).
EXACTING IN TRUTH: Rigid or severe in demands or requirements.
FAIRNESS: Free from bias or injustice; evenhandedness.
HONESTY: Sincerity, frankness, freedom from deceit or fraud.
INTEGRITY: Firm adherence to a code of values; incorruptibility.
PERSEVERANCE: To do or achieve something despite difficulties, failure, or opposition.
SACRIFICE: Surrender of something for the sake of something else.
SERIOUSNESS: Thoughtful in appearance or manner; requiring much thought or work relating to a matter of importance.
TOLERANCE: Sympathy or indulgence for beliefs or practices differing from or conflicting with one's own.
TRUTHFULNESS: Corresponding with reality.
ASSISTANCE Results = 2
Think about a recent action you took with regard to an ethical situation. Was your behavior influenced by your values in the order you have reflected them here?
ASSISTANCE Analytics
What Would You Do? Problem 1
SCORING AND INTERPRETATION: There are no right or wrong answers to these questions, but your answers reveal your moral philosophy.
Moral Philosophy Results = 31
Moral Philosophy Analytics
Ethical Decision-Making Framework Model
Assessment
Summary
Alternatives
Analysis
Application
Action
Notes
Ethical Assessment #1
Ethical Assessment #2
Ethical Assessment #3
Week One Summary
Week Two Summary
Week Three Summary
Week Four Summary
Week Five Summary
Week Six Summary
Week Seven Summary
Week Eight Summary
Instructions: Below (on page 2) is a sample of the template data to assist you in your creative thinking for week one! On the weekly ethics portfolio, you are welcome to submit it along with the week one assignment, however it is not required. It is a note taking template. I highly encourage everyone to submit it each week, as this helps to keep you on track, but again, it is not required. You will use the template note-taking document to ...
· Résumé or CV on file· CUR516 - Week 8 Signature AssLesleyWhitesidefv
· Résumé or CV on file
· CUR/516: - Week 8: Signature Assignment: Instructional Plan & Presentation
· Feedback for student
· 3/24/20, 9:23 PM
· Nasser, you have some instructional components within your training plan. Unfortunately, the plan lacks detail and specific materials you would use to implement this plan. You could strengthen your plan by including the specific communication plan, assessment tools, and evaluation rubrics that you would use with the students. You mentioned generalities of instruction, but you did not include the specifics of how instruction would be implemented. What does "Pragmatic practices on basic principles of engineering statics" mean? How is this taught? What does this look like? Your assessment should be presented. For example, you noted that "Theoretical studies to be evaluate through continuous assessment exams (CAT) which should be administered twice in a semester.." You should include the specific exam with your plan. These items could be created and included, to strengthen your overall training presentation
Your Score
187.5/ 250· Part I
18% of total grade
33.75· Part II
18% of total grade
33.75· Part III
18% of total grade
33.75· Part IV
18% of total grade
33.75· Presentation
18% of total grade
33.75· Quality of Written Communication
5% of total grade
9.38· Use of APA Format and Style
5% of total grade
9.38
· CUR/528: Wk 4 - Signature Assignment: Planning a Needs Assessment
· Feedback for student
· 7/25/20, 12:00 PM
· Thank you for your timely and very detailed submission, Nasser. Apart from the occasional misstep in mechanic,s and they didn't interfere with the readability or flow of the project, it was cogent and well considered. Nicely done! Please see the college-designed rubric for specific
Your Score
234/ 240· Needs Assessment Preparation
30% of total grade
72· Methodology
30% of total grade
72· Instrument
30% of total grade
72· Quality of Written Communication
5% of total grade
9· Use of APA Format/Style
5% of total grade
9
· CUR/532: Wk 6 – Signature Assignment: Facilitator Training Program
Your Score
200/ 200· Part I: Vital Information in the Facilitator Training
20% of total grade
40· Part II: Facilitator Skills and Instructional Materials
20% of total grade
40· Part III: Technology Tools
20% of total grade
40· Part IV: Issues and Classroom Management
20% of total grade
40· Quality of written communication
10% of total grade
20· Use of APA format/style
10% of total grade
20
· AET/560: Wk 6 - Signature Assignment: Change Process Communications Plan
Your Score
118.5/ 120· Communication Plan
30% of total grade
36· Content of Initial Communication
30% of total grade
36· Presentation
30% of total grade
36· Quality of Written Communication
5% of total grade
6· Use of APA Format/Style
5% of total grade
4.5
· AET/562: - Wk 6 Signature Assignment: - Digital Presentation· Web Page Organization and Design
30% of total grade· Web Page Navigation and Functionality
30% of total grade· P ...
· Military Equipment for Local Law EnforcementCompetencies AddreLesleyWhitesidefv
· Military Equipment for Local Law Enforcement
Competencies Addressed in This Assignment
· Competency 3: Articulate how terrorism impacts policy and operations of law enforcement in America.
· Competency 5: Communicate effectively in a variety of formats.
Overview
During your past briefings to Chief Glen Edwards, several in the command staff have mentioned the need in the department for more equipment. Your readings and investigation into the response to terrorism have led you to understand that the federal government has programs where local police agencies can obtain equipment. The chief understands that there are benefits and problems with any choice, so he has asked you to create a presentation for the command staff. He wants it to address the benefits they should expect, as well as the problems this equipment can bring with it.
Instructions
Create a PowerPoint presentation for the command staff that includes the following components:
· Specify three types of military equipment or arms that are available through the federal government for local law enforcement.
· Contrast two positive and negative results associated with types of military equipment or arms that are available through the federal government for local law enforcement.
· Describe negative images caused by types of military equipment or arms that are available through the federal government for local law enforcement.
· Explain why the public may have concerns about the negative images this military equipment or arms may cause (for example, in the perception of the militarization of the police).
Requirements
· Length: Include an introduction slide, 8–10 information slides, and a references slide.
· References: Include 3–4 scholarly references in APA format.
You are required to submit your assignment to Turnitin. Once you review your results and make any needed changes, submit your paper for grading.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Resources
· Military Equipment for Local Law Enforcement Scoring Guide.
· Community of Excellence.
· Criminal Justice Undergraduate Research Guide.
· APA Style and Format.
· The Writing Center.
· RefWorks.
· Smarthinking.
· Turnitin.
· Submit an Assignment.
· Writing Feedback Tool.
11/7/2016 In Detroit’s 2-Speed Recovery, Downtown Roars and Neighborhoods Sputter - The New York Times
http://www.nytimes.com/2016/08/13/us/detroit-recovery.html 1/5
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U.S.
In Detroit’s 2-Speed Recovery, Downtown
Roars and Neighborhoods Sputter
By PETER APPLEBOME AUG. 12, 2016
DETROIT — Donald J. Trump alighted here Monday. He saw an urban dystopia of
poverty, crime and blight, “the living, breathing example of my opponent’s failed
economic agenda.” Hillary Clinton arrived Thursday. Speaking in suburban Warren,
she saw an upbeat comeback story of grit and innovation. “I just wish my opponent
in this ele ...
· Respond by extending, refutingcorrecting, or adding additional LesleyWhitesidefv
· Respond by extending, refuting/correcting, or adding additional nuance to their posts. Cited in current APA style with support from 2 academic sources.
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Dwayne Mitchell
St Thomas University
NUR 512
Dr. Teran,Doris
Primary Care Nurse practitioner (NP) Role vs. APN Roles
Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the role to a healthcare provider and a consumer?
The advanced practice registered nurse (APRN) has different roles and responsibilities that nurses can undertake depending on the nature of their training. An APRN can also be referred to as a nurse practitioner (NP). There are other designated roles other than the NP such as the clinical nurse specialist (CNS), the certified nurse-midwives (CNM), and certified registered nurse anesthetists (CRNA) (Everett et al., 2016). These roles have similarities and differences and many cases of overlapping responsibilities and in some cases, the need for collaboration to achieve the desired patient outcomes. The primary care NP is a specific role within the purview of NPs in which the provider is a general practitioner without any specialty training (Butler et al., 2017). The NP has roles such as completing patient assessments including conducting a physical examination. The primary care NP can also undertake diagnostic approaches such as ordering lab works and imaging procedures and providing appropriate interpretation. The NP can provide treatment and monitoring of the patient and also provide health education and other primary prevention measures.
One similarity of the role of primary NP to other APRN roles is that they have the scope to conduct independent patient assessments. All roles of the APRN have the scope of taking the patient's history, conducting a proper physical exam, and ensuring an appropriate differential diagnosis (Phillips, 2016). The APRN has completed competencies in the assessment of the patient and he/she can use these competencies to determine and fulfill patient needs. Another similarity of the role of the primary care NP to other APRNs is the role of providing patient education, mentoring, and advocating for the needs of the patient (Hanks et al., 2018). Each APRN has a responsibility to empower the patient by providing health education about their condition or the treatment process to support their autonomy. The patient is the primary decision-maker in the clinical area and providing them with education supports their ability to make proper healthcare decisions.
The role of the primary care NP is different from the role of certified registered nurse anesthetists (CRNA) in the sense of anesthesia and pain management. The CRNA is a specialist in pre, intra and post-operative pain and anesthesia management and this is a role that the NP does not have scope for (Butler et al., 2017). Th ...
· Most important thing you’ll learn during personal finance &
®SAMPLE REPORTCase Description Mr. J – Interpretive R
1. ®
SAMPLE REPORT
Case Description: Mr. J – Interpretive Report
Mr. J is a 44-year-old divorced man assessed at intake for
services at a community mental health center following
a brief stay at a crisis stabilization unit. Mr. J was taken to the
stabilization unit by law enforcement personnel after
a serious suicide attempt involving vehicular carbon monoxide
poisoning. He had been involved in very contentious
divorce- and child custody-related proceedings for two years
prior to this attempt. In addition to having a conflictual
relationship with his ex-wife, Mr. J was estranged from his two
teenage children, and he had minimal sources of social
support. His only prior contact with a mental health
professional involved a child custody evaluation conducted two
years prior to the current assessment. Mr. J’s ex-wife was
granted full custody minus planned bi-weekly visitations
with Mr. J.
The worker who conducted Mr. J’s intake interview described
him as depressed, despondent, tearful, and withdrawn.
He was characterized as speaking in a monotone and giving
laconic responses to questions he was asked. He was
fully oriented and showed no signs of thought disturbance. No
significant history of acting out behavior was elicited.
Mr. J acknowledged continuing suicidal ideation but denied
current intent. He was diagnosed with a Major Depressive
Disorder, Severe with Melancholic Features and accepted for
treatment in an intensive outpatient program.
4. This report contains copyrighted material and trade secrets.
Qualified licensees may excerpt portions of this output report,
limited to the
minimum text necessary to accurately describe their significant
core conclusions, for incorporation into a written evaluation of
the examinee, in
accordance with their profession's citation standards, if any. No
adaptations, translations, modifications, or special versions may
be made of
this report without prior written permission from the University
of Minnesota Press.
[ 1.0 / RE1 / QG1 ]
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MMPI-3 Validity Scales
20
100
90
80
70
60
50
8. L
K
Uncommon Virtues
Adjustment Validity
RBS
2
38
The highest and lowest T scores possible on each scale are
indicated by a "---"; MMPI-3 T scores are non-gendered.
CRIN
2
39
100100 91 93 89 100 100 97 96 93
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MMPI-3 Higher-Order (H-O) and Restructured Clinical (RC)
Scales
20. SA
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MMPI-3 Externalizing and Interpersonal Scales
20
100
90
80
70
60
50
40
30
SFI SHYSAVACTIMPSUBJCP AGG DSFCYN DOM
Raw Score:
T Score:
Response %:
ACT
24. ---
---
---
---
---
---
---
---
---
The highest and lowest T scores possible on each scale are
indicated by a "---"; MMPI-3 T scores are non-gendered.
FML
6
69
80 100 100 100 100 100 100 100 89 57 78 100
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28. MMPI-3 T SCORES (BY DOMAIN)
PROTOCOL VALIDITY
SUBSTANTIVE SCALES
*The test taker provided scorable responses to less than 90% of
the items scored on this scale. See the relevant profile page for
the specific
percentage.
Scale scores shown in bold font are interpreted in the report.
Note. This information is provided to facilitate interpretation
following the recommended structure for MMPI-3 interpretation
in Chapter 5 of the
MMPI-3 Manual for Administration, Scoring, and
Interpretation, which provides details in the text and an outline
in Table 5-1.
Content Non-Responsiveness 13 39 39 54 T
CNS CRIN VRIN TRIN
Over-Reporting 66* 50 47 51 58
F Fp Fs FBS RBS
Under-Reporting 36 38
L K
Somatic/Cognitive Dysfunction 46 59 38 44 46
RC1 MLS NUC EAT COG
Emotional Dysfunction 80 80 72 86 78 77
EID RCd SUI HLP SFD NFC
30. SYNOPSIS
Scores on the MMPI-3 Validity Scales raise concerns about the
possible impact of unscorable responses on the
validity of this protocol. With that caution noted, scores on the
Substantive Scales indicate emotional, behavioral,
and interpersonal dysfunction. Emotional-internalizing findings
include suicidal ideation, demoralization, lack of
positive emotions, helplessness and hopelessness, self-doubt,
perceived inefficacy, negative emotionality, stress,
and worry. Behavioral-externalizing problems relate to lack of
energy and engagement. Interpersonal difficulties
include lack of self-esteem and social anxiety.
PROTOCOL VALIDITY
Content Non-Responsiveness
Unscorable Responses
The test taker answered less than 90% of the items on the
following scales. The resulting scores may therefore
be artificially lowered. In particular, the absence of elevation
on these scales is not interpretable1. A list of all items
for which the test taker provided unscorable responses appears
under the heading "Item-Level Information."
Infrequent Responses (F): 89%
Compulsivity (CMP): 88%
Family Problems (FML): 80%
Dominance (DOM): 89%
31. Disaffiliativeness (DSF): 57%
Social Avoidance (SAV): 78%
Introversion/Low Positive Emotionality (INTR): 86%
Inconsistent Responding
The test taker responded to the items in a consistent manner,
indicating that he responded relevantly.
Over-Reporting
The test taker may have over-reported general psychological
dysfunction. The extent of possible over-reporting
cannot be precisely determined because of 4 unscorable
responses on the 35-item Infrequent Responses (F)
scale. The following table shows what the T scores for F would
be if the unscorable items had been answered in
the keyed direction.
This interpretive report is intended for use by a professional
qualified to interpret the MMPI-3.
The information it contains should be considered in the context
of the test taker's background, the
circumstances of the assessment, and other available
information.
The report includes extensive annotation, which appears as
superscripts following each statement in the
narrative, keyed to Endnotes with accompanying Research
References, which appear in the final two
sections of the report. Additional information about the
annotation features is provided in the headnotes to
these sections and in the MMPI-3 User's Guide for the Score
and Clinical Interpretive Reports.
32. MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J
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See Chapter 5 of the MMPI-3 Manual for Administration,
Scoring, and Interpretation for guidance on interpreting
elevated scores on F.
Under-Reporting
There are no indications of under-reporting in this protocol.
SUBSTANTIVE SCALE INTERPRETATION
Clinical symptoms, personality characteristics, and behavioral
tendencies of the test taker are described in this
section and organized according to an empirically guided
framework. (Please see Chapter 5 of the MMPI-3
Manual for Administration, Scoring, and Interpretation for
details.) Statements containing the word "reports" are
based on the item content of MMPI-3 scales, whereas statements
that include the word "likely" are based on
empirical correlates of scale scores. Specific sources for each
statement can be viewed with the annotation
features of this report.
The following interpretation needs to be considered in light of
cautions noted about the possible impact
of unscorable responses on the validity of this protocol.
33. Somatic/Cognitive Dysfunction
There are no indications of somatic or cognitive dysfunction in
this protocol.
Emotional Dysfunction
The test taker reports a history of suicidal/death ideation and/or
past suicide attempts2. He likely is at risk for
self-harm3, is preoccupied with suicide and death4, and is at
risk for current suicidal ideation and attempts5.
His responses indicate considerable emotional distress that is
likely to be perceived as a crisis6. More
specifically, he reports experiencing significant demoralization,
feeling overwhelmed, and being extremely
unhappy, sad, and dissatisfied with his life7. He very likely
complains about significant depression8 and
experiences sadness and despair9. In particular, he reports
having lost hope and believing he cannot change and
overcome his problems and is incapable of reaching his life
goals10. He very likely feels hopeless, overwhelmed,
and that life is a strain11, believes he cannot be helped11 and
gets a raw deal from life12, and lacks motivation for
change13. He also reports lacking confidence, feeling
worthless, and believing he is a burden to others14. He very
likely experiences self-doubt, feels insecure and inferior, and is
self-disparaging and intropunitive15. In addition, he
reports being very indecisive and inefficacious, believing he is
incapable of making decisions and dealing
effectively with crisis situations, and even having difficulties
dealing with small, inconsequential matters16. He very
likely experiences subjective incompetence and shame17 and
34. lacks perseverance and self-reliance18.
The test taker reports a lack of positive emotional experiences
and a lack of interest19. He likely is pessimistic20
and presents with anhedonia21.
He reports experiencing an elevated level of negative
emotionality22 and indeed likely experiences various
negative emotions23. More specifically, he reports an above
average level of stress24. He likely complains about
Scale: F
T score based on scorable responses: 66
Cutoff for over-reporting concern: 75
If answered in the keyed direction The T score would be
1 69
2 72
3 75
4 78
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stress25 and feels incapable of controlling his anxiety level25.
He also reports excessive worry, including worries
about misfortune and finances, as well as preoccupation with
disappointments26. He indeed likely worries
excessively27 and ruminates28.
35. Thought Dysfunction
There are no indications of disordered thinking in this protocol.
Behavioral Dysfunction
There are no indications of maladaptive externalizing behavior
in this protocol. The test taker reports a low
energy level29 and indeed likely has a low energy level30 and
is disengaged from his normal activities30.
Interpersonal Functioning Scales
The test taker describes himself as lacking in positive
qualities31.
He reports being shy, easily embarrassed, and uncomfortable
around others32. He is likely to be socially
introverted33 and inhibited34, anxious and nervous in social
situations35, and viewed by others as socially awkward36.
DIAGNOSTIC CONSIDERATIONS
This section provides recommendations for psychodiagnostic
assessment based on the test taker's MMPI-3
results. It is recommended that he be evaluated for the
following, bearing in mind possible threats to protocol
validity noted earlier in this report:
Emotional-Internalizing Disorders
36. - Major depression and other anhedonia-related disorders37
- Features of personality disorders involving negative
emotionality such as Dependent38
- Generalized anxiety disorder25
- Disorders involving excessive worry39
Interpersonal Disorders
- Social anxiety disorder (social phobia)40
TREATMENT CONSIDERATIONS
This section provides inferential treatment-related
recommendations based on the test taker's MMPI-3 scores.
The following recommendations need to be considered in light
of cautions noted earlier about possible
threats to protocol validity.
Areas for Further Evaluation
- Risk for suicide should be assessed immediately41.
- Need for antidepressant medication42.
Psychotherapy Process Issues
37. - Serious emotional difficulties may motivate him for
treatment43.
- Indecisiveness may interfere with establishing treatme nt goals
and progress in treatment44.
MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J
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Possible Targets for Treatment
- Demoralization as an initial target45
- Loss of hope and feelings of despair as early targets for
intervention46
- Low self-esteem and other manifestations of self-doubt47
- Anhedonia48
- Developing stress management skills49
38. - Excessive worry and rumination39
- Anxiety in social situations40
ITEM-LEVEL INFORMATION
Unscorable Responses
Following is a list of items to which the test taker did not
provide scorable responses. Unanswered or double
answered (both True and False) items are unscorable. The
scale(s) on which the items appear are in parentheses
following the item content.
Item number and content omitted. (VRIN, SAV, INTR)
Item number and content omitted. (CMP)
Item number and content omitted. (TRIN, F, DSF)
Item number and content omitted. (TRIN, F, FML)
Item number and content omitted. (VRIN, DSF)
Item number and content omitted. (FBS)
Item number and content omitted. (DOM, AGGR)
Item number and content omitted. (EID, RC2, SAV, INTR)
Item number and content omitted. (RBS, L)
Item number and content omitted. (F, FML)
Item number and content omitted. (VRIN, DSF)
Item number and content omitted. (VRIN, EID, ANP, NEGE)
Item number and content omitted. (F, RC6)
Critical Responses
Seven MMPI-3 scales—Suicidal/Death Ideation (SUI),
39. Helplessness/Hopelessness (HLP), Anxiety-Related
Experiences (ARX), Ideas of Persecution (RC6), Aberrant
Experiences (RC8), Substance Abuse (SUB), and
Aggression (AGG)—have been designated by the test authors as
having critical item content that may require
immediate attention and follow-up. Items answered by the
individual in the keyed direction (True or False) on a
critical scale are listed below if his T score on that scale is 65
or higher. However, any item answered in the keyed
direction on SUI is listed. The percentage of the MMPI-3
normative sample that answered each item in the keyed
direction is provided in parentheses following the item content.
Suicidal/Death Ideation (SUI, T Score = 72)
Item number and content omitted. (True, 22.2%)
Item number and content omitted. (True, 8.1%)
Item number and content omitted. (True, 2.5%)
Item number and content omitted. (True, 10.9%)
Item number and content omitted. (True, 8.7%)
Item number and content omitted. (True, 12.3%)
Item number and content omitted. (True, 4.6%)
Item number and content omitted. (True, 45.4%)
MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J
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Helplessness/Hopelessness (HLP, T Score = 86)
40. Item number and content omitted. (False, 22.0%)
Item number and content omitted. (True, 8.4%)
User-Designated Item-Level Information
The following item-level information is based on the report
user's selection of additional scales, and/or of lower
cutoffs for the critical scales from the previous section. Items
answered by the test taker in the keyed direction
(True or False) on a selected scale are listed below if his T
score on that scale is at the user-designated cutoff
score or higher. The percentage of the MMPI-3 normative
sample that answered each item in the keyed direction
is provided in parentheses following the item content.
Demoralization (RCd, T Score = 80)
Item number and content omitted. (True, 11.3%)
Item number and content omitted. (True, 44.5%)
Item number and content omitted. (True, 14.9%)
Item number and content omitted. (True, 29.4%)
Item number and content omitted. (True, 41.0%)
Item number and content omitted. (False, 15.7%)
Item number and content omitted. (True, 35.3%)
Item number and content omitted. (True, 23.9%)
Item number and content omitted. (True, 21.9%)
Item number and content omitted. (True, 21.5%)
Item number and content omitted. (True, 58.0%)
Item number and content omitted. (True, 27.8%)
41. Item number and content omitted. (False, 46.0%)
Item number and content omitted. (True, 28.7%)
Item number and content omitted. (True, 25.7%)
Item number and content omitted. (True, 32.0%)
Item number and content omitted. (True, 22.0%)
Low Positive Emotions (RC2, T Score = 75)
Item number and content omitted. (False, 17.9%)
Item number and content omitted. (False, 27.2%)
Item number and content omitted. (False, 41.2%)
Item number and content omitted. (False, 29.7%)
Item number and content omitted. (True, 13.2%)
Item number and content omitted. (False, 7.3%)
Item number and content omitted. (False, 9.1%)
Item number and content omitted. (False, 22.0%)
Item number and content omitted. (False, 33.5%)
Item number and content omitted. (False, 27.0%)
Self-Doubt (SFD, T Score = 78)
Item number and content omitted. (True, 11.3%)
Item number and content omitted. (True, 29.4%)
Item number and content omitted. (True, 41.0%)
Item number and content omitted. (True, 11.8%)
Item number and content omitted. (True, 28.7%)
Item number and content omitted. (True, 14.6%)
Item number and content omitted. (True, 32.0%)
MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J
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42. SA
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Inefficacy (NFC, T Score = 77)
Item number and content omitted. (True, 37.7%)
Item number and content omitted. (True, 45.2%)
Item number and content omitted. (True, 42.3%)
Item number and content omitted. (True, 35.3%)
Item number and content omitted. (True, 23.9%)
Item number and content omitted. (True, 25.2%)
Item number and content omitted. (True, 29.0%)
Item number and content omitted. (True, 20.9%)
Item number and content omitted. (True, 40.2%)
Stress (STR, T Score = 68)
Item number and content omitted. (False, 31.7%)
Item number and content omitted. (False, 26.7%)
Item number and content omitted. (True, 30.9%)
Item number and content omitted. (True, 31.6%)
Item number and content omitted. (False, 58.8%)
Worry (WRY, T Score = 65)
43. Item number and content omitted. (True, 42.5%)
Item number and content omitted. (True, 26.3%)
Item number and content omitted. (True, 40.6%)
Item number and content omitted. (True, 54.0%)
Item number and content omitted. (True, 57.8%)
Item number and content omitted. (True, 50.9%)
Shyness (SHY, T Score = 69)
Item number and content omitted. (True, 27.8%)
Item number and content omitted. (True, 29.1%)
Item number and content omitted. (True, 38.0%)
Item number and content omitted. (True, 38.6%)
Item number and content omitted. (True, 52.2%)
Item number and content omitted. (False, 32.3%)
Negative Emotionality/Neuroticism (NEGE, T Score = 68)
Item number and content omitted. (True, 31.2%)
Item number and content omitted. (False, 26.7%)
Item number and content omitted. (True, 16.9%)
Item number and content omitted. (True, 26.3%)
Item number and content omitted. (True, 38.4%)
Item number and content omitted. (True, 40.6%)
Item number and content omitted. (True, 46.0%)
Item number and content omitted. (True, 26.0%)
Item number and content omitted. (True, 35.8%)
Item number and content omitted. (True, 59.1%)
Item number and content omitted. (True, 54.0%)
Item number and content omitted. (True, 50.9%)
MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J
44. 08/01/2020, Page 13
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ENDNOTES
This section lists for each statement in the report the MMPI-3
score(s) that triggered it. In addition, each
statement is identified as a Test Response, if based on item
content, a Correlate, if based on empirical correlates,
or an Inference, if based on the report authors' judgment. (This
information can also be accessed on-screen by
placing the cursor on a given statement.) For correlate-based
statements, research references (Ref. No.) are
provided, keyed to the consecutively numbered reference list
following the endnotes.
1 Correlate: Response % < 90, Ref. 12
2 Test Response: SUI=72
3 Correlate: SUI=72, Ref. 7, 26, 31
4 Correlate: SUI=72, Ref. 4, 7, 20, 21, 30, 31, 32, 42, 45
5 Correlate: SUI=72, Ref. 4, 7, 20, 21, 31, 42, 43, 45
6 Correlate: EID=80, Ref. 7, 25, 33, 45
7 Test Response: RCd=80
8 Correlate: RCd=80, Ref. 1, 5, 7, 8, 9, 10, 13, 14, 16, 17, 18,
23, 24, 29, 30, 34, 36, 37, 38, 40, 41, 44, 45, 46,
47, 49, 50; RC2=75, Ref. 1, 5, 7, 8, 9, 10, 16, 17, 18, 23, 24, 34,
36, 37, 38, 40, 41, 45, 46, 47, 49, 50
9 Correlate: RCd=80, Ref. 7
10 Test Response: HLP=86
11 Correlate: HLP=86, Ref. 45
46. MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J
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46 Inference: HLP=86
47 Inference: SFD=78
48 Inference: RC2=75
49 Inference: STR=68
MMPI®-3 Interpretive Report: Clinical Settings ID: Mr. J
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RESEARCH REFERENCE LIST
The following studies are sources for empirical correl ates
identified in the Endnotes section of this report.
47. 1. Anderson, J. L., Sellbom, M., Ayearst, L., Quilty, L. C.,
Chmielewski, M., & Bagby, R. M. (2015).
Associations between DSM-5 Section III personality traits and
the Minnesota Multiphasic Personality
Inventory 2-Restructured Form (MMPI-2-RF) scales in a
psychiatric patient sample. Psychological
Assessment, 27(3), 801–815.
https://doi.org/10.1037/pas0000096
2. Anderson, J. L., Sellbom, M., Pymont, C., Smid, W., De
Saeger, H., & Kamphuis, J. H. (2015).
Measurement of DSM-5 Section II personality disorder
constructs using the MMPI-2-RF in clinical and
forensic samples. Psychological Assessment, 27(3), 786–800.
https://doi.org/10.1037/pas0000103
3. Anderson, J. L., Wood, M. E., Tarescavage, A. M., Burchett,
D., & Glassmire, D. M. (2018). The role of
dimensional personality psychopathology in a forensic inpatient
psychiatric setting. Journal of Personality
Disorders, 32(4), 447–464.
https://doi.org/10.1521/pedi_2017_31_301
4. Anestis, J. C., Finn, J. A., Gottfried, E. D., Hames, J. L.,
Bodell, L. P., Hagan, C. R., Arnau, R. C., Anestis,
M. D., Arbisi, P. A., & Joiner, T. E. (2018). Burdonesomeness,
belongingness, and capability: Assessing the
interpersonal-psychological theory of suicide with MMPI-2-RF
scales. Assessment, 25(4), 415–431.
https://doi.org/10.1177/1073191116652227
48. 5. Arbisi, P. A., Sellbom, M., & Ben-Porath, Y. S. (2008).
Empirical correlates of the MMPI-2 Restructured
Clinical (RC) Scales in psychiatric inpatients. Journal of
Personality Assessment, 90(2), 122–128.
https://doi.org/10.1080/00223890701845146
6. Ayearst, L. E., Sellbom, M., Trobst, K. K., & Bagby, R. M.
(2013). Evaluating the interpersonal content of
the MMPI-2-RF Interpersonal Scales. Journal of Personality
Assessment, 95(2), 187–196.
https://doi.org/10.1080/00223891.2012.730085
7. Ben-Porath, Y. S., & Tellegen, A. (2020). The Minnesota
Multiphasic Personality Inventory-3 (MMPI-3):
Technical manual. University of Minnesota Press.
8. Binford, A., & Liljequist, L. (2008). Behavioral correlates of
selected MMPI-2 Clinical, Content, and
Restructured Clinical scales. Journal of Personality Assessment,
90(6), 608–614.
https://doi.org/10.1080/00223890802388657
9. Block, A. R., Ben-Porath, Y. S., & Marek, R. J. (2013).
Psychological risk factors for poor outcome of spine
surgery and spinal cord stimulator implant: A review of the
literature and their assessment with the
MMPI-2-RF. The Clinical Neuropsychologist, 27(1), 81–107.
https://doi.org/10.1080/13854046.2012.721007
10. Burchett, D. L., & Ben-Porath, Y. S. (2010). The impact of
over-reporting on MMPI-2-RF substantive
scale score validity. Assessment, 17(4), 497–516.
https://doi.org/10.1177/1073191110378972
11. Crighton, A. H., Tarescavage, A. M., Gervais, R. O., &
49. Ben-Porath, Y. S. (2017). The generalizability of
over-reporting across self-report measures: An investigation
with the Minnesota Multiphasic Personality
Inventory-2-Restructured Form and the Personality Assessment
Inventory in a civil disability sample.
Assessment, 24(5), 555–574.
https://doi.org/10.1177/1073191115621791
12. Dragon, W. R., Ben-Porath, Y. S., & Handel, R. W. (2012).
Examining the impact of unscorable item
responses on the validity and interpretability of MMPI-2/MMPI-
2-RF Restructured Clinical (RC) Scale scores.
Assessment, 19(1), 101–113.
https://doi.org/10.1177/1073191111415362
13. Erbes, C. R., Polusny, M. A., Arbisi, P. A., & Koffel, E.
(2012). PTSD symptoms in a cohort of National
Guard Soldiers deployed to Iraq: Evidence for nonspecific and
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Going with the flow through; Technology companies should
adopt incentive used in energy industry.
Date: Jan. 23, 2021
From: The Toronto Star (Toronto, Ontario)
Publisher: CNW Group Ltd. - Toronto Star Newspapers
Document Type: Article
Length: 901 words
Full Text:
61. Byline: Don Tapscott Contributor Don Tapscott C.M., is co-
author of 16 books on the digital age, most recently, "Supply
Chain
Revolution: How Blockchain Technology Is Transforming the
Global Flow of Assets." He is co-founder of the Blockchain
Research
Insti
So far, the pandemic has had devastating effects on Canada's
technology entrepreneurs .
Spending on technology has declined. Venture capital was never
strong in Canada and is now more cautious than ever.
Small companies have received good support from the
government through the Canada Emergency Wage Subsidy, the
Canada
Emergency Business Account and the newly improved Canada
Emergency Rent Subsidy, and countless companies have been
saved. Nonetheless, every Canadian city has empty offices
where technology entrepreneurs are on the hook for rent.
As the pandemic wanes, companies that have survived have an
opportunity to storm back, but raising money will still be a
challenge.
It's time to adopt a popular financing incentive used in the
resources sector known as a flow-through share. By applying
this tool to
the technology sector, Canada could generate close to $1 billion
in new technology R&D.
The flow-through share is a special type of common share that
allows eligible companies to "flow through" certain expenses to
the
holders of such a share. Investors may claim these expenses as a
tax deduction, rather than the company's deducting them from
62. profits.
The use of flow-through shares fuelled investment in Canada's
mining, oil and gas, and renewable energy sectors over the past
half-
century. As the Prospectors and Developers Association of
Canada put it, "Flow-through shares have helped make Canadian
mining
firms world leaders."
Vijay Jog of the University of Calgary's School of Public Policy
identified in one survey at least 1,783 companies that raised
funds
through flow-through shares issued between January 2008 and
June 2014.
These companies completed financing valued at a total of $4
billion, of which flow-through shares contributed $2.5 billion -
a
substantial amount by any measure.
This instrument has given countless entrepreneurs access to
capital for high-risk projects, while offsetting some of the risk
to their
investors. Imagine the huge benefits that flow-through shares
could bring to Canada's AI, blockchain and fintech firms.
Even before the pandemic, Canada ranked dead last among
OECD countries in creating billion-dollar companies. Prior to
the
pandemic, the U.S. venture-capital market was valued at $60
billion (U.S.), whereas Canada attracts only $3 billion
(Canadian) of this
type of funding, less than half of what we might expect based
on the size of the two economies.
63. Up to now, investment in startup technology companies has
come largely from wealthy angel investors, venture capital
pools and
private equity funds. Extending flow-through shares to the tech
sector would not only give entrepreneurs access to a vast pool
of
funds, but also enable ordinary investors to share in the rewards
(and, yes, the risks) of an exciting investment opportunity.
The idea has been resisted by governments, citing loss of tax
revenue and the potential for abuse, and they are right to be
skeptical.
It's one thing to account for an oilfield drill. But how can
government be sure investments in software and programmers
are valid
ones? Further, memories remain fresh of the early 2000s when
companies were lining up to convert themselves into income
trusts.
Ottawa decided to shutter the income trust scheme and finance
officials are understandably reluctant to go down a similar path
again.
However, the solution to these problems may lie in new
technologies themselves. For example, blockchain offers a
means to avoid
these unintended consequences. Put simply, a blockchain is
software that functions as a ledger distributed across nodes of a
communications network. What differentiates it from traditional
registries, shared databases, and accounting software is its
immutability: no one can modify, reverse, or erase those
transactions without approval from a majority of nodes.
Blockchain provides
a transparent yet encrypted solution to the challenges of
64. validating and safeguarding investments in technology.
The Finance Department could set up a blockchain ledger and
require companies to record, if not conduct, all flow -through
share
transactions there, including how they spent the money
received.
Anyone - shareholders, regulators, stock exchanges, the Canada
Revenue Agency - could vet and audit the use of funds in real
time.
Can you imagine a more trustworthy system?
In addition to guaranteeing the efficacy of the program and
limiting abuse, such a plan would demonstrate the Canadian
government's willingness to use new technology. It's a win-win:
flow-through shares would sustain research and development
(and
R&D jobs) in the technology sector through these difficult
times, and Canada would pioneer a new funding platform
leveraging
blockchain's capabilities and fuelling innovation.
At the Blockchain Research Institute, we estimate this could
bring more than $800 million annually in new investment into
Canadian
technology and that any short term losses in tax revenue would
be quickly recovered by the taxes paid by growing successful
technology companies.
Don Tapscott C.M., is co-author of 16 books on the digital age,
most recently, "Supply Chain Revolution: How Blockchain
Technology
Is Transforming the Global Flow of Assets." He is co-founder of
the Blockchain Research Institute, an adjunct professor at
INSEAD,
65. chancellor emeritus of Trent University.
CAPTION(S):
A pumpjack works at a well head near Cremona, Alta. The use
of flow-through shares fuelled investment in Canada's mining,
oil and
gas, and renewable energy sectors over the past half-century.
Technology companies should follow suit, Don Tapscott writes.
Jeff
McIntoshTHE CANADIAN PRESS file photo
Copyright: COPYRIGHT 2021 CNW Group Ltd. - Toronto Star
Newspapers. Torstar Syndication Services, a division of
Toronto Star
Newspapers Ltd.
http://www.thestar.com.centennial.idm.oclc.org/
Source Citation (MLA 9th Edition)
"Going with the flow through; Technology companies should
adopt incentive used in energy industry." Toronto Star [Toronto,
Ontario], 23 Jan. 2021, p. B5. Gale OneFile: News,
link.gale.com/apps/doc/A649370446/STND?u=ko_acd_cec&sid
=summon&xid=519afd8a. Accessed 8 Oct. 2021.
Gale Document Number: GALE|A649370446
http://www.thestar.com.centennial.idm.oclc.org/
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66. any
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Bitcoin's ungreen existence gives governments perfect cover
to clamp down on cryptocurrency; OPINION.
Author: Eric Reguly
Date: May 1, 2021
From: Globe & Mail (Toronto, Canada)
Publisher: CNW Group Ltd. - Globe & Mail
Document Type: Article
Length: 886 words
Full Text:
Byline: ERIC REGULY, Staff
Lead
67. At UN climate summits over the past decade, the bogeymen -
the perennial winners of the Fossil of the Day awards handed
out by
environmental groups - were Canada and other grubby, oil-
intensive economies.
At the Glasgow climate change conference this coming
November, a new bogeyman will play a starring role: bitcoin.
Texte/Text
Governments and central bankers, who generally oppose
electronic "currencies" (a flattering and inaccurate description)
would be
delighted to see bitcoin trashed at the event. That's because
slapping a carbon tax on bitcoin or outright banning it would be
easier if
the measures were done on environmental grounds - perfect
cover for governments to save their own currencies from
competition.
Bitcoin is the biggie in the universe of electronic cash and is no
longer a marginal cryptocurrency.
According to CoinMarketCap.com, it had a market value on
Friday of US$1-trillion after a 15-percent rise in the past week
and a
75per-cent rise since the start of the year.
As bitcoin gains in value and popularity, so too has the
environmental scrutiny over the computerdriven "mining"
process to create
the coins and record them on the decentralized blockchain
network.
In short, bitcoin is a fat-bellied energy pig.
68. Bitcoins only exist in the ether, but the mining process is very
much an industrial activity with real-world implications. The
Cambridge
Bitcoin Energy Consumption Index, published by the University
of Cambridge's Centre for Alternative Finance, says the bitcoin
network consumes 132 terawatt hours of electricity a year,
equivalent to 0.6 per cent of world consumption.
That's more than the consumption of either Argentina or
Ukraine. If bitcoin were a country, it would be the 28th biggest
electricity
consumer.
The Digiconomist site reports that a single bitcoin transaction
uses the same amount of energy as the typical U.S. household
consumes in a month, with carbon output roughly a million
times greater than a single Visa transaction.
According to a recent New Yorker magazine article, bitcoin's
energy appetite is so voracious that the electricity output of
several
fossil-fuel power plants is being devoted to bitcoin mining.
One is Greenidge Generation in upstate New York, an old coal
burner recently converted to natural gas. The Greenidge website
says
the plant, in operation since last year, includes a "state-of-theart
data centre for blockchain mining." The firm's owners plan to
expand
the capacity of the plant fivefold in coming years.
Greenridge's gas consumption - and greenhouse gas emissions -
will rise accordingly.
And that's the point. Bitcoin's relentlessly rising value - a single
bitcoin is now worth more than US$54,000, up from about
69. US$250 in
2015 - the crypto industry is financially motivated to mine more
of the coins, hence more energy consumption. Renewable power
expansion might not be able to keep up with bitcoin mining
demand, and even if it could, moral questions would arise: What
is the
point of devoting ever-increasing amounts of renewable energy
to a socially useless product when that same energy could go to
recharging electric car batteries or making clean fuels, such as
hydrogen?
As it is, bitcoin mining can already be classified as an
ecological disaster in the making. Most bitcoins are mined
where electricity is
cheapest, which also happens to be where fossil fuels are
prevalent. No surprise that the majority of bitcoin mining is in
China, where
coal is the dominant fuel. Another mining centre is Iran, where
more than 90 per cent of electricity production comes from
burning
fossil fuels, according to the International Energy Agency (the
United States' bitcoin output is just 7 per cent of the total).
All of which brings us to governments and central bankers.
Neither group likes cryptos.
They don't know how to regulate cryptos, which means the
currencies subvert traditional monetary and fiscal policy. They
suspect
cryptos are being used for money laundering and other nefarious
activities. They don't even consider any crypto a "currency" at
all.
70. Real currencies are as much a political construct as an economic
one. Governments use their sanctioned fiat currencies to pay
their
employees and suppliers.
Citizens use them to pay their taxes. You can't do any of this
with bitcoins, even if you can use them to buy an exceedingly
small
array of products, including Teslas.
Most governments have netzero carbon emission goals by 2050,
the result of commitments they made at the 2015 Paris climate
summit that will be reinforced this fall at the Glasgow summit.
Those goals are incompatible with ever-rising bitcoin
production.
Governments have a great opportunity to rein in bitcoin on
environmental concerns alone.
There is a precedent, sort of. In 1933, U.S. president Franklin
Roosevelt issued Executive Order 6102, forbidding "the
hoarding of
gold coin, gold bullion and gold certificates" (at the time, the
U.S.
dollar was backed by gold).
Today, governments could effectively do the same by making it
illegal for businesses or consumers to accept bitcoin for
transactions,
or tax the capital gains on bitcoin investments.
They could hit bitcoin with a carbon tax at the mining or
transaction level, though that could set a dangerous precedent.
Bitcoin
mining is too dirty in a world where climate change is a clear
and present danger. It's also a potential existential threat to fiat
72. INCLUDING WITHOUT LIMITATION, ANY WARRANTIES
FOR AVAILABILITY,
ACCURACY, TIMELINESS, COMPLETENESS, NON-
INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A
PARTICULAR
PURPOSE. Your use of the machine generated PDF is subject to
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How we can upskill a work force to face the climate-change
crisis; OPINION
Author: Claude Guay
Date: Jan. 13, 2021
From: Globe & Mail (Toronto, Canada)
Publisher: CNW Group Ltd. - Globe & Mail
Document Type: Column
Length: 761 words
Full Text:
Byline: CLAUDE GUAY
Lead
LEADERSHIP LAB President of IBM Canada. He is the
leadership lab columnist for January, 2021.
Job roles and career paths have evolved steadily over the past
century. Occupations we could never have imagined 50 or even
15
years ago are now commonplace. Bloggers, podcast producers,
mobile app developers, data scientists, scrum practitioners and
73. cloud architects are all 21st-century professions that are
consequences of invention. Given the speed with which these
roles
emerged, finding people with the proficiencies needed to fill
them is sometimes challenging.
Texte/Text
Both upskilling and reskilling have been part of the workplace
lexicon for years, as organizations recognized that success is
underpinned by employees - and potential employees - with
optimal competencies and expertise. The progression of skill
development has not always been smooth. The pervasiveness of
technology and automation, changing demographics and even
the
global response to climate change has widened the skills gap
more than ever, but has also created unprecedented opportunity
for a
transformed workplace of the future.
An IBM Institute for Business Value study released in fall 2019
reported that, over the next three years, as many as 120 million
workers in the world's 12 largest economies could need to be
retrained or reskilled as a result of artificial intelligence and
intelligent
automation. However, only 41 per cent of CEOs surveyed
indicated they have the people, skills and resources required to
execute
their business strategies. Mix in a global pandemic and the issue
becomes even more pressing.
COVID-19 has caused widespread job loss, increased
dependence on technology and unparalleled disruption of the
workplace. An
October, 2020, report from the World Economic Forum
predicted that 85 million jobs will be displaced by 2025 and 54
74. per cent of all
employees will require significant reskilling and upskilli ng by
2022. On the flip side, more than 97 million new roles could
emerge in
the next four years as global business and industry recalibrate in
response to what becomes the new normal.
If these numbers are accurate, significant commitment to and
investment in upskilling and reskilling in key in-demand areas,
such as
data science and AI, must be prioritized. We need to plan to
accommodate for jobs that do not yet exist. That is how rapidly
things
are moving.
AN EVOLVING ECONOMY DEMANDS AN EVOLVED
WORK FORCE In its Throne Speech last fall, the Government
of Canada
expressed its commitment to helping Canadians gain access to
training as the country moves through its postpandemic
recovery,
pledging to make the "largest investment in Canadian history in
training for workers." The government also tabled legislation
that
would set binding climate targets to get Canada to net-zero
carbon emissions by 2050. These two acts are inextricably
linked as the
success of one relies on that of the other. An economy built on
more sustainable practices cannot be achieved without a work
force to
support it.
There is a breadth of skills needed to fill the gap, and they can
be broadly categorized as follows.
Knowledge-based skills: Broader expertise is in demand more
75. than ever, especially in a greener economy. Government and
organizations need employees who can understand, analyze and
implement climate policies, who provide financing and
budgeting
direction, who have geographical, ecological and agricultural
expertise, and whose numerous other skills can be categorized
as
knowledge-based.
Technical skills: Science, technology, engineering and math (or
STEM) expertise is critical for the development of advanced
innovation such as AI and quantum computing, but also in areas
such as data science, engineering, manufacturing and research.
Technological innovation is a key driver in the battle to
overcome climate change . And with its rapid advancement,
incessant
technical skill development is needed.
Soft skills: These should be considered foundational as they are
what we use to develop all other skills. In my opinion, the
criticality
of soft skills is often underestimated. Intangible abilities in
areas such as critical thinking, consensus building, leadership,
motivation,
effective communication and social currency are the lubricant
that enables the successful execution of other skills.
Development of certain skills should not be undertaken in
isolation and to the exclusion of others. As the future of work
evolves
through a greener economy, we must encourage upskilling and
reskilling in a manner that will enable a more resilient and agile
work
76. force.
This column is part of Globe Careers' Leadership Lab series,
where executives and experts share their views and advice about
the
world of work. Find all Leadership Lab stories at
tgam.ca/leadershiplab.
Correction
Revision type: Modification
Revision date: Thursday, January 14, 2021
[c] 2021 The Globe and Mail. All rights reserved.
Copyright: COPYRIGHT 2021 CNW Group Ltd. - Globe &
Mail. Globe & Mail
https://www.newswire.ca/
Source Citation (MLA 9th Edition)
Guay, Claude. "How we can upskill a work force to face the
climate-change crisis; OPINION." Globe & Mail [Toronto,
Canada], 13
Jan. 2021, p. B10. Gale OneFile: CPI.Q,
link.gale.com/apps/doc/A648301033/CPI?u=ko_acd_cec&sid=su
mmon&xid=ae530b48.
Accessed 8 Oct. 2021.
Gale Document Number: GALE|A648301033
https://www.newswire.ca/
BUSN 732 Writing Assignment 1 (Weight 15%)
Fall 2021 Due Date: Week 5, October 8
77. This assignment gives you an opportunity to practice
paraphrasing, summarizing, and documenting sources.
Use APA 7th Edition for this assignment.
Submission Requirements:
· Upload an electronic copy to the Assessment Tab on
eCentennial before the deadline; the file will automatically be
scanned by Turnitin. A 10%-per-day late penalty will apply.
· Include a title page that includes your name, course code &
section, the date, and your instructor’s name (correctly
formatted APA 7ed.).
Part 1: Paraphrasing (48)
1. To complete Part 1, first read the following three articles:
a) “Bitcoin ungreen existence gives governments perfect cover
to clamp down on cryptocurrency” by Eric Reguly.
Click on this link to access the article.
Bitcoin's ungreen existence gives governments perfect cover to
clamp down on cryptocurrency
b) “Going with the flow through; Technology companies should
adopt incentive used in energy industry" by Don Tapscott.
Click on this link to access the article.
Going with the flow through; Technology companies should
adopt incentive used in energy industry
c) “How we can upskill a work force to face the climate-change
crisis” by Claude Guay.
78. Click on this link to access the article.
How we can upskill a work force to face the climate-change
2. Choose two (2) compound or complex sentences from each
article and paraphrase them, including a signal phrase and a
correct APA style in-text citation. You will have a total of 6
paraphrases (2 paraphrases x 3 articles). Include both the
original sentence and your paraphrase.
Example:
Original sentence: “Smaller, niche retailers are also expanding
their ability to offer richer and more personalised experiences
tailored to shoppers in their local market.”
Paraphrase: Thomson (2017) states that independent retailers
are enhancing their stores to provide local shoppers an
experience that reflects their needs and tastes (para. 4).
Note: Students who submit paraphrased sentences that are not
compound or complex sentences will receive a grade of zero on
those submissions
Part 2: Summarizing the Point (9 marks)
For each of the three articles, write a one or two sentence
summary.
Example: This is a single sentence summary of an article “Food
Waste Sustainability" which originally appeared in the
Wanganui Chronicle on March 17, 2020.
79. Stewart, G. (2020, Mar 17). Food waste food waste
sustainability. Wanganui
Chronicle.https://ra.ocls.ca/ra/login.aspx?inst=centennial&url=h
ttps://proquest.com/newspapers/food-waste-
sustainability/docview/2379497154/se-2?accountid=39331
In the article “Food Waste Sustainability," Stewart (2020)
explains that almost 30% of food produced in the world is
wasted. He suggests that individuals and organizations can do
much to reduce the amount of wastage.
Part 3: References Page (12 marks)
To complete Part 3, create a References list for the three
articles read for this assignment. The References list should be
on a separate page than Part 1. Ensure that you use correct
spacing, formatting, and capitalization.
Resources: Refer to Centennial College Libraries for
information on APA 7th Edition
https://libraryguides.centennialcollege.ca/apastyleguide
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