In a 4-page paper- written in APA format using appropriate spelling-gr.docx
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In a 4-page paper, written in APA format using appropriate spelling/grammar, address the items below. 1.View the movie you selected and find 4 concepts that you have learned about either from the following list or that you have found within the readings and lessons each week. The list below is not exhaustive but can help you to pick some concepts from the different topics we have discussed in the course. You can pick any concept with a definition from the course material or textbook to apply to your movie. Culture Dominant Culture High or Low Context Culture High or Low Power Distance Individualism/Collectivism Ethnocentricity Perception Perception checking Attending Selective attention Stimulus temperament The Self Self-concept Self-image Self-Esteem Self-Awareness Listening Comprehensive Listening Evaluative Listening Empathic Listening Appreciative Listening Interrupting Daydreaming Verbal Messages Denotation Connotation Polarization Static Evaluation Nonverbal Messages Paralanguage Eye Contact 4 Zones of space Emotional Messages Apology Relationships Initiation Experimenting Intensifying Bonding Autonomy/Connection Closedness/Openness Conflict Avoidance Accommodation Competition Compromise Collaboration 2.Identify at least 4 scenes from the movie that feature different elements of communication. For instance, if the characters in the movie started a relationship and clearly showed the initiating stage of relationships , you could choose that element to define and describe how it was portrayed in the scene. For each scene : Properly cite the definition of the communication element that is featured. Describe the character interactions and how they portray the communication element. Demonstrate your understanding of the communication element by analyzing how the character’s interactions portray the communication element. Be sure to include your own insight and thoughts. 3.Include quotes from at least 3 credible resources into your analysis. Be sure to include APA formatted in-text citations and References for your resources. .
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2. Similarity
Does the writer try to get the reader to identify with him or her? This can be done through language
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Deductive reasoning, and
Inductive reasoning
Deductive Reasoning
Deductive reasoning generally start with one or more premises, and then comes to a conclusion from them. Premises can be facts, claims, evidence, or a previously proven conclusion. The key is that in a deductive argument, if the writer’s premises are true, then the conclusion must be true.
1. Education determines one’s class base.
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3. Therefore, education will determine one’s employment.
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Inductive reasoning is similar in that it consists of premises, which lead to a conclusion. The difference is that the conclusion is not guaranteed to be true — we can only state it with some degree of confidence.
For example, consider the following inductive argument:
5. All Six Minutes articles you have read in the past were insightful. (premise)
6. This is a Six Minutes article. (premise)
Therefore, this article is insightful. (conclusion)
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Make it Understandable: Does the writer make the argument understandable? What tools does he or she use to do this?
Make it Logical: Does the arguments make sense? Or does the writer require the reader to make an extreme leap of faith? How easy is it for the writer to make a connection to the argument?
Make it Real: Does the writer make the argument real? Is the argument concrete or abstract?
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Does the writer use short words and phrases over long and convoluted counterparts?
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Learning Journal
The purpose of your learning journal is to encourage you to reflect upon the in class training activities and to extract the key learning points. Your task is to describe your reactions, perceptions, impressions or significant insights gained from participation in or reflection on the class. You may talk about yourself, or the behaviour of other people. You should follow the outline below:
Date:
Topic:
Your Name:
· Briefly, what did you find most interesting in the readings assigned for this class?
· What are three things you learned from this session?
· What, if anything have you changed your mind about as a result of this session?
· One thing you learned in this session that you may be able to use in the future is…
· How did the ideas in discussions or readings enrich your understanding of the subject matter or your own communication style?
· What ideas can you take from this session that you can put into practice immediately?
· What did you like most about the session?
· What did you like least about the session?
· What topics, if any would you like to learn more about? How will you access this learning?
· Other comments, thoughts.
In addition, I will provide a specific learning journal assignment for each week.
After each class, you should complete the entry into your learning journal. The ‘journal’ itself will be a folder in the D2L drop box which will contain all your assessments.
I will read each paper, comment, grade and return your journal to you. The purpose of the grades is to encourage thoughtful analysis and understanding of the course material and to encourage use of reflection and independent thought. Attached to this outline is my marking guide.
Each learning journal entry should be between one and three typed, double-spaced pages in length.
REQUIREMENTS
Excellent
A+. A, A-
Good
B+, B, B-
Satisfactory
C+, C
Minimally Acceptable
D
Not Acceptable
F
Reflections:
Ability to integrate learning into real-world experiences and analyze issues with a critical attitude
Ability to skillfully demonstrate reflection and deep thinking of acquired knowledge and concepts, and integrate them into different issues from wide range of perspectives (e.g. different contexts, cultures, disciplines etc.); creative solutions and critical thinking skills demonstrated in the writing.
Uses and discusses a wide range of resources included with the text and others.
Shows strong ability to relate acquired knowledge to previous experiences; demonstrating attempt to analyze the issues from a number of different perspectives
Includes description of events, and a little further consideration behind the events using a relatively descriptive style of language; no evidence of using multiple perspectives or resources in analyzing the issues
Only includes mere descriptions of theoretical knowledge; no reflection is demonstrated beyond the descriptions
More than three missing entries.
Evidence that all entries were done a ...
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variety of concepts
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2. Explain extemporaneous delivery?
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4. Identify five reference sources for a speech.
5. Identify the elements of vocal delivery.
6. Identify five strategies for the introduction and conclusion.
7. Outline the following body (second main point):
Through marketing, establish an emotional connection. According to Fox News 2016, it is important to create an advertisement that will captivate the viewers and consumers emotions. According to Money Talk co-host, Aaron M. Sanchez, the emotional aspect plays numerous roles in consumer behavior. It is not only about making the consumer purchase the product, it is also about maintaining them. Therefore, it is crucial to create a long lasting emotional affect. In Psychology Today 2013, it states that, “fMRI neuro-imagery shows that when evaluating brands, consumers primarily use emotions (personal feelings and experiences) rather than information (brand attributes, features, and facts)”.
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The real voyage of discovery consists not in seeking
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The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
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If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an acceptable form of lang.
Learning about Language by Observing and ListeningThe real voy.docx
Learning about Language by Observing and Listening
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes. Marcel Proust
The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
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If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an accepta.
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This slide presentation is chock full of Common Core State Standards Writing, Language and Speaking and Listening Standards. It include lesson plans to push understanding further. Story academic vocabulary words include words like foreshadowing, 5 story elements for a great story, images, imagery, and figurative language. This presentation is a fabulous way to introduce story academic vocabulary and takes the lesson further.
Please like us and share on your favorite social media.
Learning JournalThe purpose of your learning journal is to enc.docx
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The purpose of your learning journal is to encourage you to reflect upon the in class training activities and to extract the key learning points. Your task is to describe your reactions, perceptions, impressions or significant insights gained from participation in or reflection on the class. You may talk about yourself, or the behaviour of other people. You should follow the outline below:
Date:
Topic:
Your Name:
· Briefly, what did you find most interesting in the readings assigned for this class?
· What are three things you learned from this session?
· What, if anything have you changed your mind about as a result of this session?
· One thing you learned in this session that you may be able to use in the future is…
· How did the ideas in discussions or readings enrich your understanding of the subject matter or your own communication style?
· What ideas can you take from this session that you can put into practice immediately?
· What did you like most about the session?
· What did you like least about the session?
· What topics, if any would you like to learn more about? How will you access this learning?
· Other comments, thoughts.
In addition, I will provide a specific learning journal assignment for each week.
After each class, you should complete the entry into your learning journal. The ‘journal’ itself will be a folder in the D2L drop box which will contain all your assessments.
I will read each paper, comment, grade and return your journal to you. The purpose of the grades is to encourage thoughtful analysis and understanding of the course material and to encourage use of reflection and independent thought. Attached to this outline is my marking guide.
Each learning journal entry should be between one and three typed, double-spaced pages in length.
REQUIREMENTS
Excellent
A+. A, A-
Good
B+, B, B-
Satisfactory
C+, C
Minimally Acceptable
D
Not Acceptable
F
Reflections:
Ability to integrate learning into real-world experiences and analyze issues with a critical attitude
Ability to skillfully demonstrate reflection and deep thinking of acquired knowledge and concepts, and integrate them into different issues from wide range of perspectives (e.g. different contexts, cultures, disciplines etc.); creative solutions and critical thinking skills demonstrated in the writing.
Uses and discusses a wide range of resources included with the text and others.
Shows strong ability to relate acquired knowledge to previous experiences; demonstrating attempt to analyze the issues from a number of different perspectives
Includes description of events, and a little further consideration behind the events using a relatively descriptive style of language; no evidence of using multiple perspectives or resources in analyzing the issues
Only includes mere descriptions of theoretical knowledge; no reflection is demonstrated beyond the descriptions
More than three missing entries.
Evidence that all entries were done a ...
Better Relationships at Work - Communication Skills with Enneagram
Better Relationships at Work - Communication Skills with EnneagramCoen Tan Speaker, Trainer on Influential Communications
Complete guide to the 9 Enneagram types, communication styles, strengths and blind spots.Similar to In a 4-page paper- written in APA format using appropriate spelling-gr.docx (20)
Personal experienceReference only 4 yearsUnderstanding Diversit.docx
Personal experienceReference only 4 yearsUnderstanding Diversit.docx
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Com. St. 11 - Study Questions for Final Exam1. Explain the stra.docx
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Learning about Language by Observing and ListeningThe real.docx
Learning about Language by Observing and ListeningThe real voy.docx
Learning about Language by Observing and ListeningThe real voy.docx
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Exploring Words and Phrases Figures of Speech.pptx
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Learning JournalThe purpose of your learning journal is to enc.docx
Better Relationships at Work - Communication Skills with Enneagram
Better Relationships at Work - Communication Skills with Enneagram
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What is the rule of law? What are its implications for police officers? Also, list and explain in detail the four sources of rights discussed in our course text. WHAT DO YOU UNDERSTAND BY “RATIO DECIDENDI OF A CASE?
Your main post must be supported (cite at least one source) using APA (1) in-text citations and (2) list of references. Response
.
Principles of ManagementPrinciples of ManagementPrinciples of Manageme.docx
Principles of ManagementPrinciples of Management
Principles of ManagementPrinciples of Management
[AUTHORS REMOVED AT REQUEST OF ORIGINAL
PUBLISHER]
UNIVERSITY OF MINNESOTA LIBRARIES PUBLISHING EDITION, 2015. THIS EDITION ADAPTED FROM A WORK ORIGINALLY PRODUCED IN 2010 BY A PUBLISHER WHO HAS REQUESTED THAT IT NOT RECEIVE
ATTRIBUTION. MINNEAPOLIS, MN
Principles of Management by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.
Contents
Publisher Information x
Chapter 1: Introduction to Principles of Management
1.1 Introduction to Principles of Management 2 1.2 Case in Point: Doing Good as a Core Business Strategy 5 1.3 Who Are Managers? 8 1.4 Leadership, Entrepreneurship, and Strategy 13 1.5 Planning, Organizing, Leading, and Controlling 20 1.6 Economic, Social, and Environmental Performance 25 1.7 Performance of Individuals and Groups 31 1.8 Your Principles of Management Survivor’s Guide 36
Chapter 2: Personality, Attitudes, and Work Behaviors
2.1 Chapter Introduction 48 2.2 Case in Point: SAS Institute Invests in Employees 50 2.3 Personality and Values 52 2.4 Perception 70 2.5 Work Attitudes 78 2.6 The Interactionist Perspective: The Role of Fit 84 2.7 Work Behaviors 87 2.8 Developing Your Positive Attitude Skills 100
Chapter 3: History, Globalization, and Values-Based Leadership
3.1 History, Globalization, and Values-Based Leadership 104 3.2 Case in Point: Hanna Andersson Corporation Changes for Good 106 3.3 Ancient History: Management Through the 1990s 109 3.4 Contemporary Principles of Management 116 3.5 Global Trends 122
3.6 Globalization and Principles of Management 130 3.7 Developing Your Values-Based Leadership Skills 136
Chapter 4: Developing Mission, Vision, and Values
4.1 Developing Mission, Vision, and Values 143 4.2 Case in Point: Xerox Motivates Employees for Success 145 4.3 The Roles of Mission, Vision, and Values 148 4.4 Mission and Vision in the P-O-L-C Framework 153 4.5 Creativity and Passion 160 4.6 Stakeholders 169 4.7 Crafting Mission and Vision Statements 175 4.8 Developing Your Personal Mission and Vision 182
Chapter 5: Strategizing
5.1 Strategizing 191 5.2 Case in Point: Unnamed Publisher Transforms Textbook Industry 193 5.3 Strategic Management in the P-O-L-C Framework 196 5.4 How Do Strategies Emerge? 204 5.5 Strategy as Trade-Offs, Discipline, and Focus 209 5.6 Developing Strategy Through Internal Analysis 219 5.7 Developing Strategy Through External Analysis 231 5.8 Formulating Organizational and Personal Strategy With the Strategy Diamond 242
Chapter 6: Goals and Objectives
6.1 Goals and Objectives 251 6.2 Case in Point: Nucor Aligns Company Goals With Employee Goals 253 6.3 The Nature of Goals and Objectives 255 6.4 From Management by Objectives to the Balanced Scorecard 260 6.5 Characteristics of Effective Goals and Objectives 269 6.6 Using Goals and Objectives in Employee Performance Evaluation 275 6.7 Int.
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The OJ Simpson murder trial introduced jurors, and those following the broadcast of the trial, to DNA evidence. At the time, the concept was confusing and difficult for jurors to understand.
This
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Explain why the “CSI effect†is helpful to the parties in a criminal case. Distinguish the harmful results of the CSI effect.
This response requires 75-100 words.
.
MEMORANDUM DATE- TO- Tundra Medical System Surgeon and Anesthesi.docx
MEMORANDUM DATE: TO: Tundra Medical System Surgeon and Anesthesia Champions FROM: Name, Director of Strategic Initiatives SUBJECT: Improving the Surgical Quality Journey with an ERAS Program Surgeons, anesthesiologists, and health care systems strive for excellence in surgical care. This is a time when the Surgical Quality Journey needs to collaborate and implement the most current evidence-based surgical quality initiatives. There is overwhelming literature to support that the use of an Enhanced Recovery After Surgery (ERAS) program significantly improves outcomes, reducing morbidity and decreasing costs. This memo requests that Tundra Medical System Surgeon and Anesthesia Champions support the use of the ERAS program to improve the surgical care and recovery care of patients. Current Surgical Care Model Observation of the process for surgical preparedness in the offices of 15 surgeons of varying specialties was completed for 6 months. In short, it was observed that patients receive limited examination and discussion with surgeons preoperatively. There was no program that addressed patient education, optimization, and assessment for surgical readiness. Patients were not provided with information of what to expect before, during, and after surgery regarding their pain management, mobility expectations, nutritional requirements to optimize healing and other measures they could engage in to prevent complications. Anesthesia care in the medical center was similarly observed. Like the surgeons, the time spent preparing a patient for anesthesia and review of what to expect before, during and after procedure was very limited. Outdated processes such as patient fasting for six to eight hours prior to procedure and heavy intra-operative use of intravenous fluids to maintain perfusion was noted. Pain management included early and often use of narcotics and opioids to manage surgical pain. Changes in care are driven by objective matrix that are measured over time and represent quality of care outcomes. In review of these matrix, data such as length of stay, surgical site infections, length of time for return of bowel function, narcotic and opioid pain medication usage, and overall patient satisfaction have had little movement in the last 3 years. Enhanced Recovery After Surgery (ERAS) Model Enhanced Recovery After Surgery is not a new idea. Melnyk, Megan, et alia found that ERAS has been around since the 1990s and was developed to change the way patients physiologically respond to the stressors of surgical procedures (Melnyk, Megan, et al. 343). It has since been
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MAN 4504 Operational Decision MakingInsert DateInsert NameFlorida Stat.docx
MAN 4504 Operational Decision Making
Insert Date
Insert Name
Florida State College at Jacksonville
Value Stream Mapping and Analysis:
1
Current State Value Stream Map
Title:
:
Customer
Insert LT
Insert PT
Insert LT
Insert PT
Insert LT
Insert PT
Insert LT
Insert PT
Insert LT
Insert PT
Insert LT
Insert PT
* Total LT and PT are calculated by summing the LT and PT values for all processes.
2
Value Stream Current State Overview
Overview of the Process
Describe the process here
Challenges
List and briefly describe the challenges here
List and briefly describe the challenges here
List and briefly describe the challenges here
Bottlenecks
List and briefly describe the bottlenecks here
List and briefly describe the bottlenecks here
List and briefly describe the bottlenecks here
References
Martin, K. & Osterling, M. (2014). Value Stream Mapping.
3
image3.png
2 wks
3 wks
Generate
Quote
SQO
Customer
Contact Customer
Conduct POC
Conduct Sales Mtg / Demo
Sales / Technical
Review Special Bid
Deliver
Quote
Execute Proposal
Finalize Procurement
PT = 5 days
LT = 2 wks
PT = 3 hrs
LT = 1 wk
PT = 2 wks
LT = 3 wks
Total PT = 138 Hrs (3.4 wks)
Total LT = 605 Hrs (15.1 wks)
5 days
2 wks
Current State Value Stream Mapping for Sales Conversion
PT = 3.5 hrs
LT = 4 wks
2 hrs
2 wks
3.5 hrs
4 wks
1
2
3
4
5
6a
7
8
9
PT = 2 hrs
LT = 2 wks
Sales
Technical
Pricers
Review Standard Bid
PT = 20 min
LT = 1 hr
6b
Pricers
Sales
PT = 3 hrs
LT = 3 hrs
Sales
Sales
PT = 2 hrs
LT = 2 hrs
PT = 4 hrs
LT = 3 wks
Sales
25
10
2
2
10
5
1
1
2
5
7
12
7
10
7
7
7
2 hrs
2 hrs
3 hrs
1 wk
3 hrs
3 hrs
4 hrs
3 wks
Current State Metrics for Sales Conversion
Overview of the Process
The Sales Conversion Process begins with contact with the customer and includes the activities to understand their requirements, present a solution (both in concept and to prove out), provide pricing proposals through to procuring the software and executing a PO. The Sales Process has not been traditionally included when mapping operations within an organization; thus, there are no defined metrics for the steps of the process. The PT and LT times shown are anecdotal and should be more formally assessed by “going to the gemba.â€
Challenges
As a workforce, Sales reps are likely one of the hardest groups to map as many Sales Reps would argue that what they do is more art than science. Typically, Sales Reps have not been required to account for their time to any detail. This makes the Sales Process challenging in that there have not been any true time studies to use a foundation. The Sales Process needs to be studied at the process level, not at an individual customer level.
There are categories of waste within the areas of waiting, extra processing, correction, etc. Much of the process is manual, and likely to continue to be manual, which means you are relying on human action which is prone to error, distraction, etc. This is further support to study in detail.
Variability is a third challenge. The variability across reps (per.
GUEST EDITORIALSocial Work and Implementation of theAffordable Care Ac.docx
GUEST EDITORIAL
Social Work and Implementation of the Affordable Care Act
Christina M. Andrews, Julie S. Darnell, Timothy D. McBride, and Sarah Gehlert
The Affordable Care Act (ACA) (full title: The Patient Protection and Affordable Care Act) (P.L. 111-148) will generate
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Four central qualities of the social work profes- sion make it uniquely suited to advance a number of the objectives and goals of the ACA. First, social work situates individuals in the social contexts in which they live. Social workers understand that individuals are part of social networks, neighbor- hoods, and communities that influence their health choices and participation in health care. Under- standing these social relationships provides us with
insight into health behaviors and health outcomes that is necessary to achieve population health goals.
Social workers likewise understand the relation- ship between health, education, employment, and other systems that form the nexus from which resources can be drawn to protect, maintain, and restore health. Social workers are familiar with the complex and overlapping systems that must be negotiated to ensure that the social, psychological, and economic needs of individuals and groups are addressed in a way that underscores optimal health. For instance, social workers know how to ensure that patients have what they need from multiple systems upon discharge, that discharge instructions are understood, and that resources are in place to ensure that those instructions can be followed. This knowledge is essential for avoiding unneces- sary readmissions—events subject to financial penalties under the ACA.
In a related sense, social work is guided by an evidence base that is informed by rigorous research within communities and collective wisdom gleaned from over a century of social work p.
Grand Canyon UniversityDNP-830A- Data AnalysisOctober 6- 202210 Strate.docx
Grand Canyon University
DNP-830A: Data Analysis
October 6, 2022
10 Strategic Points Document for a Quality Improvement Project
Ten Strategic Points
© 2020. Grand Canyon University. All Rights Reserved.
7
image1.jpeg
CONHCP: Doctor Of Nursing Practice Final PICOT-D Approval
The department has conducted a review of your PICOT-D question in an effort to support the development of your project. Please note that this review is a FINALAPPROVAL of the PICOT-D and will require permission by the DNP Program Lead for any changes to this statement beyond the date of this approved review. We highly discourage changes as they may prevent you from progressing.
PICOT-D Question: In the adolescent population with mental health problems in healthcare settings, how does PHQ-9 tool impact in-patient referrals to the mental health department for over 9 weeks?
In the adolescent population with mental health issues: To what degree would the implementation of the PHQ-9 depression screening tool increase the rate of referrals, as compared to current practices, among adolescents aged 14-18 in a period of 8 weeks?
P-Adolescents aged 14-18 years.
I- Implementation of the PHQ-9 depression screening
C- Compared to current practice.
O- Increase the rate of referrals.
T- Time frame to conduct project is eight weeks.
Does the implementation of the Patient Health Questionnaire (PHQ-9) tool impact the depression screenings and referrals when compared to current practice among adolescents in an urban high school in Texas over eight weeks?
Are you an APRN? (mandatory question) I am an APRN having earned a graduate-level degree All projects must have a minimum of 3 original research studies to support the intervention. (One of the three original research articles to support your intervention need to come from the US or Canada). The other research studies can come from the UK, Denmark, India, New Zealand, or Australia (preferred) or from any of the 131 countries listed in the International Compilation of Human Research Standards 2020.
*** In DNP-955A You will be required to have a total of 15 research articles to support the intervention (3 from PICOT, plus other original research)
Original Research Articles (Use permalinks and attach a pdf copy of each of the quantitative original research articles):
Alvarez, C. (2022). Enhancing Depression Screening for the Adolescent Population in the Pediatric Emergency Department by Utilizing the Patient Health Questionnaire: A Quality Improvement Project. Retrieved from: https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1020&context=dnp_projects
Costantini, L., Pasquarella, C., Odone, A., Colucci, M. E., Costanza, A., Serafini, G., ... & Amerio, A. (2021). Screening for depression in primary care with Patient Health Questionnaire-9 (PHQ-9): A systematic review. Journal of affective disorders , 279 , 473-483.: retrieved from:
Nandakumar, A. L., Vande Voort, J. L., Nakonezny, P. A., Orth, S. S., Romanowicz, M., Sonmez, A. .
Discusision Post-- please answer each question with the header in bold.docx
Discusision Post-- please answer each question with the header in bold font for this discussion post
Make the topic related to Mental Health and Homeless population
.
For the first replyYou will respond to another classmate with a substa.docx
For the first reply
You will respond to another classmate with a substantive comment to move the science discussion forward in minimum 100, maximum 150 words in an area you are interested in after reading the main discussion.
Again, you should provide student original writing, paraphrasing from credible sources, cite your source for this post in text in parentheses, and provide full end ref information in APA 7th Edition format.
For the second reply:
You will respond to another classmate with a substantive comment to move the science discussion forward in minimum 100, maximum 150 words in an area you are interested in after reading the main discussion.
Again, you should provide students with original writing, paraphrasing from credible sources, cite your source for this post in text, in parentheses, and provide full end ref information in APA 7th Edition format.
Discussion One
Salmonella enteridis
Salmonella enteriditis is a gram negative, flagellated rod-shapped, genus, optionally anaerobic bacteria, appertaning to the enterobacteriaceae family. Mesuring about 2 to 5 µm long by 0.5 to 1.5 µm wide and motile by peritrichous flagella. Salmonella infection commonly known as salmonellosis. Both humans and animals can be affected by this infectious bacterial disease. Salmonella is known as  one of the most common causes of foodborne illness in human, called gastroenteritis. According to the center for disease control(CDC, 2022) food that is being contaminated with salmonella looks, smells and tastes as normal, With that being said, it is almost impossible to confirm that food has salmonella just by looking at it. The salmonella bacteria can be found in a  large variety of food such as eggs, chicken, pork, beef, milk, fruits, vegetables, and even in some processed food. Not only salmonella spread to people through raw or poorly- cooked food, unwashed veggies, unpasteirized milk; the bacteria can also  be spread through animals, including domesticated pets, and contaminated water (CDC,2022). Salmonellosis usually characterized by acute onset of diarrhea, abdominal pain, fever, nausea including sometimes vomiting.Typically  these symptoms occur withing 8 to 72 hours after being exposed. Salmonella infections  often mistaken to stomach flu. Most people get back to normal  within 4 to 7 days without treatment, however , people with severe diarrhea that cause dehydration  may need to be hospitalized or placed under antibiotics treatment. Salmonellosis are  spread from the intestin to the bloodstream and to other parts of the body, which may cause death if left untreated. Infants, young children, older adults and people with weak immune system including malnutrion, Sickle cell disease, cancer and HIV are more likely have severe illness from salmonella infection. Approximately 1 million cases of illness, with about 400 death  are reported each year in the United States due to salmonella infection (Cowan, M. & Smith H. 2021 p664.
Copyright 2018 by Elsevier Inc- All rights reserved- Pagana- Mosbys M.docx
Copyright © 2018 by Elsevier Inc. All rights reserved.
Pagana: Mosby’s Manual of Diagnostic and Laboratory Tests, 6th Edition
Iron-Deficiency Anemia
Case Study
A 72-year-old man developed chest pain whenever he was physically active. The pain ceased on
stopping his activity. He has no history of heart or lung disease. His physical examination was
normal except for notable pallor.
Studies Result
Electrocardiogram (EKG), p. 485 Ischemia noted in anterior leads
Chest x-ray study, p. 956 No active disease
Complete blood count (CBC), p.
156
Red blood cell (RBC) count, p.
396
2.1 million/mm (normal: 4.7–6.1 million/mm)
RBC indices, p. 399
Mean corpuscular volume
(MCV)
72 mm 3 (normal: 80–95 mm
3 )
Mean corpuscular hemoglobin
(MCH)
22 pg (normal: 27–31 pg)
Mean corpuscular hemoglobin
concentration (MCHC)
21 pg (normal: 27–31 pg)
Red blood cell distribution width
(RDW)
9% (normal: 11%–14.5%)
Hemoglobin (Hgb), p. 251 5.4 g/dL (normal: 14–18 g/dL)
Hematocrit (Hct), p. 248 18% (normal: 42%–52%)
White blood cell (WBC) count, p.
466
7800/mm 3 (normal: 4,500–10,000/mcL)
WBC differential count, p. 466 Normal differential
Platelet count (thrombocyte
count), p. 362
Within normal limits (WNL) (normal: 150,000–
400,000/mm 3 )
Half-life of RBC 26–30 days (normal)
Liver/spleen ratio, p. 750 1:1 (normal)
Spleen/pericardium ratio <2:1 (normal)
Reticulocyte count, p. 407 3.0% (normal: 0.5%–2.0%)
Haptoglobin, p. 245 122 mg/dL (normal: 100–150 mg/dL)
Blood typing, p. 114 O+
Iron level studies, p. 287
Iron 42 (normal: 65–175 mcg/dL)
Total iron-binding capacity
(TIBC)
500 (normal: 250–420 mcg/dL)
Transferrin (siderophilin) 200 mg/dL (normal: 215–365 mg/dL)
Transferrin saturation 15% (normal: 20%–50%)
Case Studies
Copyright © 2018 by Elsevier Inc. All rights reserved.
2
Ferritin, p. 211 8 ng/mL (normal: 12–300 ng/mL)
Vitamin B12, p. 460 140 pg/mL (normal: 100–700 pg/mL)
Folic acid, p. 218 12 mg/mL (normal: 5–20 mg/mL or 14–34 mmol/L)
Diagnostic Analysis
The patient was found to be significantly anemic. His angina was related to his anemia. His
normal RBC survival studies and normal haptoglobin eliminated the possibility of hemolysis..
His RBCs were small and hypochromic. His iron studies were compatible with iron deficiency.
His marrow was inadequate for the degree of anemia because his iron level was reduced.
On transfusion of O-positive blood, his angina disappeared. While receiving his third unit of
packed RBCs, he developed an elevated temperature to 38.5°C, muscle aches, and back pain.
The transfusion was stopped, and the following studies were performed:
Studies Results
Hgb, p. 251 7.6 g/dL
Hct, p. 248 24%
Direct Coombs test, p. 157 Positive; agglutination (normal: negative)
Platelet count, p. 362 85,000/mm 3
Platelet antibody, p. 360 Positive (normal: negative)
Haptoglobin, p. 245 78 mg/dL
Diagnostic Analysis
The patient was experiencing a blood transfusion incompatibility reaction. His direct Coombs
test and haptoglobin studies indicated some hemolysis because of.
Criteria Ratings PointsTopic-domainsandconcepts35 to -31 ptsAdvancedCl.docx
Criteria Ratings Points
Topic, domains and concepts
35 to >31 pts
Advanced
Clearly addresses the topic assigned, stays on topic, evaluates all domains, comprehensive in content, uses terms and concepts from reading, demonstrates clarity of expression. Statements are supported by at least 1 scholarly source published within the past five years, correctly cited throughout the narrative.
31 to >28 pts
Proficient
Addresses the topic assigned, stays on topic, evaluates most domains, discusses content, uses terms and concepts from reading, and demonstrates clarity of expression. Statements are supported by at least 1 scholarly source published within the past five years, cited at least once in the narrative.
28 to >0 pts
Developing
Does a poor to fair job of addressing the topic assigned, stays on topic, evaluates some domains, discusses content, does not use terms and concepts from reading, does not demonstrate clarity of expression. Statements are not supported by at least 1 scholarly source published within the past five years and cited in the narrative.
0 pts
Not Present
Failing. Student shows evidence of refusal or inability to provide the required content.
35 pts
Work Habits
30 to >27 pts
Advanced
Superior work in all areas. Student consistently exceeds minimal expectations in all areas regarding content analysis, synthesis, and evaluation of topics, participation, timeliness, and writing style.
27 to >24 pts
Proficient
Good work in most areas. Student demonstrates minor deficiencies in some areas regarding content, analysis, writing style, and/or participation.
24 to >0 pts
Developing
Poor to fair work in most areas. Student exhibits need for improvement in most areas regarding content, analysis, writing style, and/or participation.
0 pts
Not Present
Failing. Student shows evidence of refusal or inability to meet minimum standards of work.
30 pts
Personal application
5 to >4 pts
Advanced
The student provides thorough applications as a result of his/her professional life.
4 to >3 pts
Proficient
The student provides good applications as a result of his/her professional life.
3 to >0 pts
Developing
The student provides poor to fair applications as a result of his/her professional life.
0 pts
Not Present
The student provides zero applications as a result of his/her professional life.
5 pts
Case Study Grading Rubric | BUSI643_B01_202320
Criteria Ratings Points
APA Formatting
10 to >9 pts
Advanced
APA format followed, organizes content under APA headings, no large filler quotes, clearly does not plagiarize, clearly finds supportive reasons in reading and applies them in the case study. APA-formatted reference list and in-text citations are included.
9 to >7 pts
Proficient
APA format followed most of the time, headings contained some errors, has no large filler quotes, does not plagiarize, finds supportive reasons in reading and applies them in the case study. Reference list and in-text citations contain 2 – 5 errors.
7 to >0 pts
Developing
APA f.
Respond to this post! Metropolitan Ministries is a nonprofit organizat.docx
Respond to this post!
Metropolitan Ministries is a nonprofit organization that covers six different counties including and surrounding the greater Tampa Bay area. They pride themselves on offering a variety of services for at-risk and homeless families in underserved and impoverished communities. The stakeholders of this organization should be paying attention to any political, social, and economic trends in Florida and throughout the United States. Changes in politics and in the economy can have a huge impact on the organization and that why it is essential that they are acting proactively to situations like this, instead of reactively. Monitoring social trends is crucial because social innovation and social enterprise can help to attract public and private funders throughout the US and the world (Smith & Phillips, 2016). Additionally, it is important that they are keeping track of changes within the community and its ever-changing diversity. Metropolitan Ministries has another project within its organization called the NeighborHope Project which focuses on transforming high-need communities. This project consists of a community council of individuals who share resources, information, and opportunities for improving and enhancing the communities. This is incredibly important because it helps the organization to address immediate needs and provide future opportunities for economic mobility.
.
Ch- 2 Discussion Questions1- Explain why IT is both a business pressur.docx
Ch. 2 Discussion Questions
1. Explain why IT is both a business pressure and an enabler of response activities that counter business pressures.
2. What does a flat world mean to you in your choice of a major? In your choice of a career? Will you have to be a “lifelong learner”? Why or why not?
3. What might the impact of a flat world be on your standard of living?
4. Is IT a strategic weapon or a survival tool? Discuss.
5. Why might it be difficult to justify a strategic information system?
6. Describe the five forces in Porters competitive forces model and explain how increased access to high-speed internet has affected each one.
7. Describe Porters value chain model. What is the relationship between the competitive forces model and the value chain model?
8. Describe how IT can be used to support different value chains for different companies.
9. Discuss the idea that an information system by itself can rarely provide a sustainable competitive advantage.
APA CITATION
NO PLAYGIARSM
Book:
●
Management Information Systems, Rainer, Prince, Watson, 3rd Edition
.
Chapter 4Evaluating the Competition in RetailingDunne-Lusch-Carver- Re.docx
Chapter 4
Evaluating the Competition in Retailing
Dunne/Lusch/Carver, Retailing, 8th Edition. © 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Learning Objectives
Explain the various models of retail competition
Distinguish between various types of retail competition
Describe the four theories used to explain the evolution of retail competition
Describe the changes that could effect retail competition
Dunne/Lusch/Carver, Retailing, 8th Edition. © 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
2
Models of Retail Competition
The competitive marketplace
Market structure
The demand side of retailing
Nonprice decisions
Competitive actions
Suppliers as partners and competitors
L O 1
Dunne/Lusch/Carver, Retailing, 8th Edition. © 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Competitive Marketplace
Helps identify primary and secondary competitors
Retailers compete for target customers on five major fronts:
The price for the benefits offered
Service level
Product selection
Location or access
Customer experience
L O 1
Dunne/Lusch/Carver, Retailing, 8th Edition. © 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Market Structure (1 of 5)
Pure competition
Occurs when a market has:
Homogenous products
Many buyers and sellers, having perfect knowledge of the market
Ease of entry for both buyers and sellers
Each retailer:
Faces a horizontal demand curve
Must sell its products at the going ‘‘market’’ or equilibrium price
It is rare in retailing
L O 1
Dunne/Lusch/Carver, Retailing, 8th Edition. © 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Market Structure (2 of 5)
Pure monopoly: Occurs when there is only one seller for a product or service
Law of diminishing returns or declining marginal utility
As the retailer seeks to sell more units, it must lower the selling price
L O 1
Dunne/Lusch/Carver, Retailing, 8th Edition. © 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Market Structure (3 of 5)
Monopolistic competition
Products offered are different, yet viewed as substitutable for each other
Sellers recognize that they compete with sellers of these different products
Retailers attempt to differentiate themselves with the products or services they offer
L O 1
Dunne/Lusch/Carver, Retailing, 8th Edition. © 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Market Structure (4 of 5)
Oligopolistic.
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