Module 4 - HomePathogenicity and Immunology; Host resistance and.docx
•Download as DOCX, PDF•
0 likes•5 views
Module 4 - Home Pathogenicity and Immunology; Host resistance and the immune response Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: · Case · Explain the components of the human immune system. · Discuss a disease state of the immune system. · SLP · Explain and discuss host resistance and its importance in controlling pathogens. · Discussion · Discuss vaccines and the immune system. Module Overview In Module 3 we examined chemical control of microbes. We have our own biologic methods of controlling microbes that inhabit or attempt to invade our bodies. The concepts of immunity and the immune response will help you to understand how the human body fights infection and the components of the immune system that target specific pathogens. First let's examine disease transmission and epidemiology. In our modern society and advanced medical skill in the U.S., we don't often think about outbreaks of disease. When you click on this link, notice the regions that have experienced outbreaks and how recently these outbreaks occurred. As humans, we have several sophisticated systems that are constantly at work to protect us from disease. A pathogen's ability to cause disease depends on virulence factors that enable it to penetrate host tissues, and evade our defenses. It is particularly fascinating that some pathogens can actually render our defenses useless and even turn them against us! Hospitals and the workplace are often incubators for disease. Read this article about Infectious Diseases in the Workplace to learn about some shocking diseases that are spread more and more easily throughout our country as travel becomes easier, our marketplace becomes more global, and employees are exposed to new threats. Proceed to your Case and SLP assignments to review these concepts, explore some current disease epidemics in the U.S., and learn more about our immune system. Privacy Policy | Contact Module 4 - Home PATHOGENICITY AND IM MUNOLOGY; HOST RESISTANCE AND THE I MMUNE RESPONSE Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: · Case o Explain the components of the human immune system. o Discuss a disease state of the immune system. · SLP o Explain and discuss host resistance and its importance in controlling pathogens. · Discussion o Discuss vaccines and the immune system. Module Overview In Module 3 we examined chemical control of microbes. We have our own biologic methods of controlling microbes that inhabit or attempt to invade our bodies. The concepts of immunity and the immune response will help you to understand how the human body f ights infection and the components of the immune system that target specific pathogens. First let's examine disease transmission and epidemiology . In our modern society and advanced medical skill in the U.S., w ...
Report
Share
Report
Share
Recommended
Immune Disorders in Pediatrics and GeriatricsYou began exploring t.docx
Immune Disorders in Pediatrics and Geriatrics
You began exploring the pathophysiology and treatment for immune disorders, such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. You continue this exploration as you consider these disorders in specific patient groups: pediatrics and geriatrics. As an advanced practice nurse, you must understand the differences in the pathophysiology of these patients, as well as how the drugs used to treat immune disorders might impact the body systems of pediatric and geriatric patients. These two patient groups process and respond to drugs differently than the average adult in their absorption, distribution, metabolism, and excretion of drugs. For this reason, special consideration must be taken when treating immune disorders in pediatric and geriatric patients.
To prepare:
Review this week's media presentation on antimicrobials.
Select one of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE)
Think about the pathophysiology of your selected disorder. Compare pathophysiological changes in pediatric and geriatric patients.
Consider the types of drugs that are used to treat symptoms associated with your selected disorder. Reflect on how the drugs might impact various body systems in pediatric and geriatric patients, as well as measures you might take to help reduce any negative effects.
Reflect on how you might educate a pediatric patient on the disorder you selected and how you might educate a geriatric patient on the same disorder. Consider how you would promote medication adherence, as well.
To complete:
Write a 3- to 4-page paper that addresses the following:
1. Explain the pathophysiology of the disorder you selected. Then, compare pathophysiological changes in pediatric and geriatric patients.
2. Describe the types of drugs that are used to treat symptoms associated with the disorder you selected. Explain how these drugs might impact various body systems in pediatric and geriatric patients, as well as measures you might take to help reduce any negative effects.
3. Explain how you might educate a pediatric patient on the disorder you selected and how you might educate a geriatric patient on the same disorder. Include your rationale for each approach, as well as how you would promote medication adherence.
4. Summary with conclusion
Reminder:
*Put headings on every section.
*Please utilize my resources below at least three references on the list and you can add more at least 3 or more from your own resources (Citation/references must be 5 years old between 2011 and 2016)…
RESOURCES:
Readings
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
Chapter 5, “Innate Immunity: Inflammation and Wound Healing”
This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations.
Maladaptive Responses to Immune DisordersMaladaptive responses to .docx
Maladaptive Responses to Immune Disorders
Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance-abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause.
Consider immune disorders, such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?
To prepare:
Review Chapter 5 and Chapter 7 in the Huether and McCance text, as well as the Yi, et al, article in the Learning Resources. Reflect on the concept of maladaptive responses to disorders.
Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, and/or systemic lupus E (SLE).
Think about the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then, compare the resulting maladaptive and physiological responses of the two disorders.
Consider the types of drugs that would be prescribed to patients to treat symptoms associated with these disorders and why.
Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Consider how your selected factor might impact the disorder. Then, reflect on how your selected factor might impact the effects of prescribed drugs, as well as any measures you might take to help reduce any negative side effects.
Questions to be addressed in my paper:
A
brief description of the pathophysiology of the immune disorders you selected.
Explain how the maladaptive and physiological responses of the two disorders differ.
Then, describe the types of drugs that would be prescribed to patients to treat symptoms associated with these immune disorders and why.
Explain how the factor you selected might impact the pathophysiology of each disorder as well as the effects of prescribed drugs.
E
xplain any measures you might take to help reduce any negative side effects.
Summary with Conclusion
REMINDERS:
1)
2-3 pages (addressing the 5 questions above excluding the title page and reference page).
2)
Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
3)
Make headings for each question.
RESOURCES:
Readings
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
Chapter 5, “Innate Immunity: Inflammation and Wound Healing”
This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations of th.
Select one of the body systems from the University of Phoenix Mate.docx
Select one of the body systems from the University of Phoenix Material: Weekly Vocabulary Exercise: Body Systems. (My idea is to talk about HPV)
Create a brochure, using the Brochure Builder, you could present to high school students to encourage better health-seeking behaviors.
Describe why this body system is vital to a healthy life, as well as why you should take care of it.
Answer the following questions in your brochure:
1. What is the function of this major body system?
1. What role does it play in overall health?
1. What major organs comprise this body system?
1. What diseases can affect organs in this body system? What are the effects of these diseases?
Include the following in your brochure:
1. Appropriate pictures, diagrams, and graphics that illustrate your explanations
1. Appropriately cited references
VACCINATION DECISIONS 1
VACCINATION DECISIONS 6
Vaccination Decisions
.
Vaccination Decisions
Introduction
The article ‘Risk Perception And Communication in Vaccination Decisions: A Fuzzy-Trace Approach’ addresses a process model used in making vaccination decisions in the recent time; the era of Web 2.0. The author, Reyna explores the fuzzy-trace theory that characterizes vaccination decisions in terms of retrieval of values, application of the values to representations (in context), dual mental representations (gist and verbatim), and background knowledge. Extracting essential gist or meaning of the vaccination messages is interrupted by lack of knowledge. According to the author, the majority of the population has a tendency to adopt the “feeling okay” status quo option as a prevention decision. Additionally, psychological evidence from other relevant prevention decisions including cancer screening shows that a large percentage of the population will present their decision options as being simple, categorical gist. This provides a choice of taking up preventive behaviors and a feeling-okay option. This paper critiques the various sections of Reyna’s article including the theory of approach to vaccinations and the intervention program towards the issue.
The Fuzzy-Trace Theory
According to Reyna, theories in science should have sound empirical evidence and accommodate the relevant evidence including the evidence that is generated from the laboratories. The fuzzy-trace Theory retains the admirable and useful features of the Schema Theory (Reyna, 2012). Specifically, the fuzzy-trace theory makes predictions concerning decision making, judgment, and memory and predicts on their development in the various phases of life (from childhood to old age). For research purposes, fuzzy-trace theory integrates studies on gestalt theory, social judgment, neurobiology, memory and cognition, psycholinguistics and emotion. In obtaini.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docx
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Recommended
Immune Disorders in Pediatrics and GeriatricsYou began exploring t.docx
Immune Disorders in Pediatrics and Geriatrics
You began exploring the pathophysiology and treatment for immune disorders, such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. You continue this exploration as you consider these disorders in specific patient groups: pediatrics and geriatrics. As an advanced practice nurse, you must understand the differences in the pathophysiology of these patients, as well as how the drugs used to treat immune disorders might impact the body systems of pediatric and geriatric patients. These two patient groups process and respond to drugs differently than the average adult in their absorption, distribution, metabolism, and excretion of drugs. For this reason, special consideration must be taken when treating immune disorders in pediatric and geriatric patients.
To prepare:
Review this week's media presentation on antimicrobials.
Select one of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE)
Think about the pathophysiology of your selected disorder. Compare pathophysiological changes in pediatric and geriatric patients.
Consider the types of drugs that are used to treat symptoms associated with your selected disorder. Reflect on how the drugs might impact various body systems in pediatric and geriatric patients, as well as measures you might take to help reduce any negative effects.
Reflect on how you might educate a pediatric patient on the disorder you selected and how you might educate a geriatric patient on the same disorder. Consider how you would promote medication adherence, as well.
To complete:
Write a 3- to 4-page paper that addresses the following:
1. Explain the pathophysiology of the disorder you selected. Then, compare pathophysiological changes in pediatric and geriatric patients.
2. Describe the types of drugs that are used to treat symptoms associated with the disorder you selected. Explain how these drugs might impact various body systems in pediatric and geriatric patients, as well as measures you might take to help reduce any negative effects.
3. Explain how you might educate a pediatric patient on the disorder you selected and how you might educate a geriatric patient on the same disorder. Include your rationale for each approach, as well as how you would promote medication adherence.
4. Summary with conclusion
Reminder:
*Put headings on every section.
*Please utilize my resources below at least three references on the list and you can add more at least 3 or more from your own resources (Citation/references must be 5 years old between 2011 and 2016)…
RESOURCES:
Readings
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
Chapter 5, “Innate Immunity: Inflammation and Wound Healing”
This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations.
Maladaptive Responses to Immune DisordersMaladaptive responses to .docx
Maladaptive Responses to Immune Disorders
Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance-abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause.
Consider immune disorders, such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?
To prepare:
Review Chapter 5 and Chapter 7 in the Huether and McCance text, as well as the Yi, et al, article in the Learning Resources. Reflect on the concept of maladaptive responses to disorders.
Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, and/or systemic lupus E (SLE).
Think about the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then, compare the resulting maladaptive and physiological responses of the two disorders.
Consider the types of drugs that would be prescribed to patients to treat symptoms associated with these disorders and why.
Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Consider how your selected factor might impact the disorder. Then, reflect on how your selected factor might impact the effects of prescribed drugs, as well as any measures you might take to help reduce any negative side effects.
Questions to be addressed in my paper:
A
brief description of the pathophysiology of the immune disorders you selected.
Explain how the maladaptive and physiological responses of the two disorders differ.
Then, describe the types of drugs that would be prescribed to patients to treat symptoms associated with these immune disorders and why.
Explain how the factor you selected might impact the pathophysiology of each disorder as well as the effects of prescribed drugs.
E
xplain any measures you might take to help reduce any negative side effects.
Summary with Conclusion
REMINDERS:
1)
2-3 pages (addressing the 5 questions above excluding the title page and reference page).
2)
Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
3)
Make headings for each question.
RESOURCES:
Readings
Huether, S. E., & McCance, K. L. (2012).
Understanding pathophysiology
(Laureate custom ed.). St. Louis, MO: Mosby.
Chapter 5, “Innate Immunity: Inflammation and Wound Healing”
This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations of th.
Select one of the body systems from the University of Phoenix Mate.docx
Select one of the body systems from the University of Phoenix Material: Weekly Vocabulary Exercise: Body Systems. (My idea is to talk about HPV)
Create a brochure, using the Brochure Builder, you could present to high school students to encourage better health-seeking behaviors.
Describe why this body system is vital to a healthy life, as well as why you should take care of it.
Answer the following questions in your brochure:
1. What is the function of this major body system?
1. What role does it play in overall health?
1. What major organs comprise this body system?
1. What diseases can affect organs in this body system? What are the effects of these diseases?
Include the following in your brochure:
1. Appropriate pictures, diagrams, and graphics that illustrate your explanations
1. Appropriately cited references
VACCINATION DECISIONS 1
VACCINATION DECISIONS 6
Vaccination Decisions
.
Vaccination Decisions
Introduction
The article ‘Risk Perception And Communication in Vaccination Decisions: A Fuzzy-Trace Approach’ addresses a process model used in making vaccination decisions in the recent time; the era of Web 2.0. The author, Reyna explores the fuzzy-trace theory that characterizes vaccination decisions in terms of retrieval of values, application of the values to representations (in context), dual mental representations (gist and verbatim), and background knowledge. Extracting essential gist or meaning of the vaccination messages is interrupted by lack of knowledge. According to the author, the majority of the population has a tendency to adopt the “feeling okay” status quo option as a prevention decision. Additionally, psychological evidence from other relevant prevention decisions including cancer screening shows that a large percentage of the population will present their decision options as being simple, categorical gist. This provides a choice of taking up preventive behaviors and a feeling-okay option. This paper critiques the various sections of Reyna’s article including the theory of approach to vaccinations and the intervention program towards the issue.
The Fuzzy-Trace Theory
According to Reyna, theories in science should have sound empirical evidence and accommodate the relevant evidence including the evidence that is generated from the laboratories. The fuzzy-trace Theory retains the admirable and useful features of the Schema Theory (Reyna, 2012). Specifically, the fuzzy-trace theory makes predictions concerning decision making, judgment, and memory and predicts on their development in the various phases of life (from childhood to old age). For research purposes, fuzzy-trace theory integrates studies on gestalt theory, social judgment, neurobiology, memory and cognition, psycholinguistics and emotion. In obtaini.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docx
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Workshop 4Reginald Finger, MD, MPH Jiajoyce Conway, DNP, CRN.docx
Workshop 4
Reginald Finger, MD, MPH
Jiajoyce Conway, DNP, CRNP
Avoiding Epidemiologic Traps
1
Ecologic Fallacy
The ecologic fallacy, simply stated, is the error made when one makes incorrect inferences about an individual or small group’s probability of having a certain characteristic, based on the probability of that characteristic in the population from which that individual or small group comes.
Let’s look at an example:
Ecologic Fallacy
Let’s say that we know that in a University with lower and upper campuses, that because upper campus houses graduate and honors programs, that the average GPA of students on upper campus is higher.
Does it follow that in a particular introductory psychology class offered to students from across the campus, if the professor tabulates the GPA of students enrolling in that class, that the ones from upper campus will have a higher GPA than those from lower campus?
3
Ecologic Fallacy
Not necessarily!
The mistake the psychology professor would make with such an assumption would be to substitute risk at the population level for risk at the individual level. The population-level difference in GPA, in this case, is attributable to the influence of students who probably are not going to take introductory psychology.
Confounding
Consider the following: 7 of 110 women, and 17 of 100 men, are positive for a new viral antibody “N” on when screened with a blood test. The odds ratio is 3.01, easily significant with a chi-square test.
However … look what happens when the data are analyzed by who has or has not ever lived outside the U.S.:
5
Confounding
Among those having lived outside the U.S., 15/50 men and 3/10 women (both 30%) have the N antibody. Among those never having lived outside the U.S., 2/50 men and 4/100 women have N antibody (both 4%).
The odds ratio in each group is 1.00 – there is actually no relationship at all between gender and having the N antibody. It only appeared so because of a statistical fluke.
Confounding
This is an example of what is known as confounding. The relationship between gender and the N antibody is confounded by whether the person has lived outside the U.S. Confounding occurs when the relationship between “A” and “C” is distorted (in either direction) by “B”, which is associated with “A”, and, independent of its relationship with A, is associated with “C”.
7
Bias
Confounding is an illustration of what is known as “bias” – that is, a situation where an unrelated factor obscures the true outcome.
Bias can come from a number of sources: four of the most common are recall bias, nonresponse bias, selection bias, and publication bias.
8
Selection Bias
If, for instance, hospital workers are surveyed for their opinions about the medical care system and their responses considered representative of the population at large, the result will be inaccurate as the result of selection bias. Hospital workers are likel.
Construct a comprehensive profile of the microorganism.Name of M.docx
Construct a comprehensive profile of the microorganism.
Name of Microorganism: ___________Rhinovirus_______________________
1. Description of the Microorganism
a) Write a paragraph describing your organism. Please be sure to include the type of organism (bacterial, viral, fungal, protozoa, helminth, etc), morphology (shape, arrangement , colony morphology if applicable), description of structure (gram result, type of nucleic acid or virion structure, spore type, etc if applicable) and also the type of microscope and/or stain you would use to view the organism. Please use proper scientific terminology and good grammar and sentence structure throughout this project.
2. Virulence Factors
a) Include a paragraph on the virulence factors the pathogen has and how they affect the host. Please enhance this with detailed explanations of the virulence factors and how they affect the host as you gain a better understanding of them throughout the semester.
3. Immunity
a) Which defenses protect us from infection by this bacterium?
b) Does this pathogen induce a specific type of immune response (example: delayed-type hypersensitivity)? If so, which one(s)?
4. Pathology (Infectious Disease Information)
a. What condition(s) or infectious disease(s) does it cause?
b. Which tissues or organs are affected, and how are they affected (for example, chronic TB is characterized by lung tubercles)? Record your answers in the table below.
c. Describe the complications that can result if the infection is left untreated.
d. Are these acute, chronic, or latent infections?
e. What organ system(s) does it infect?
f. Is it an opportunistic pathogen? If so, where is it normally found in the body?
5. Epidemiology
a. Draw and label a diagram on how this organism is transmitted. Make sure you include the reservoirs of infection, any vectors if involved in transmission, the type of transmission, and portals of entry and exit.
6. Presentations
Provide a written, detailed description of a hypothetical patient. Be imaginative and create a hypothetical situation that would correspond with your microorganism. This is expected to be at least 8-10 sentences in length and is expected to be comprehensive and detailed. You are expected to include descriptions of:
a. Signs and symptoms, using correct terminology
b. Patient history, including any situation that could explain how the infection was acquired (for example, if a food-borne intoxication is involved, when and how it could have been ingested?)
c. Any condition that could have predisposed the patient to infection (diabetes; immunosuppressive therapy; burns, etc.). Note: Avoid the term “persons who are immune compromised," for 2 reasons: It is a vague condition that has a variety of etiologies, and it is assumed that all persons who are “immune compromised” are at risk for all infectious diseases.
d. Any data-specific indicators that would be important in a clinical setting, for example, urea or sugar levels in the blood o.
Unit 7 Heredity, Structure and Function - DiscussionMut.docx
Unit 7: Heredity, Structure and Function - Discussion
Mutations are changes that occur within the genes of an organism. Sometimes these mutations impact a single gene, while other mutations impact the number or structure of entire chromosomes. Because many mutations change just one tiny piece of information in one single piece of DNA, they usually do not cause any problems. For example, imagine if someone sent you a long e-mail and accidentally misspelled the word "friend" as "freind." You would still understand the e-mail and would probably still even catch the original meaning - this is a good analogy for what happens with a point mutation, where just one part of a gene is changed.
However, sometimes a single mistake can make a big difference. Imagine if, while composing a long e-mail, you accidentally select and delete an entire paragraph, or perhaps auto-correct changes a critical word. You can imagine (and perhaps have even experienced) how such a mistake might cause great confusion and miscommunication.
Many genetic disorders are caused by changes to a single gene in the form of a point mutation or due to a chromosomal abnormality like a chromosome disorder. Sometimes these mutations are passed from one generation to the next, just like other harmless traits like eye color and blood type. These mutations may cause specific disorders, or they may predispose a person to a common disease like cancer or heart disease.
Learn about some basic patterns of inheritance by opening the chapter resources then selecting "Animations and Demonstrations." Use the interactive labeled "Inheritance of Individual Traits."
Unit 7 Discussion
Watch the following videos to learn more about genetics and the implications of our genetic knowledge:
Our Molecular Selves:
http://www.youtube.com/watch?v=_EK3g6px7Ik&lr=1&uid=Up6Pd9fx8_UX7S38Ih_JqA
Video transcript: http://www.genome.gov/25520211
Ethical, Legal, and Social Implications of Genetic Knowledge:
http://www.youtube.com/watch?v=Apjebtal8bQ&lr=1&uid=Up6Pd9fx8_UX7S38Ih_JqA
Video transcript: http://www.genome.gov/25019880
During the week, select only ONE option (either Option I or Option II) and discuss the following with your classmates. Be sure to use the provided course materials and feel free to share additional information you find through your own research.
Discussion Topic Option I:
· Describe a physical trait you possess that you could potentially pass on to your own children. Using what you learned from the Inheritance of Individual Traits animation, consider the following. Let’s pretend you have 4 children, and 2 of the 4 children also possess your characteristic. Meanwhile the other biological parent of your children does not possess the trait.
· Do you think this trait could be dominant or recessive?
· Based upon your response, describe why it would or would not be possible for this trait to “skip” a generation.
· Patterns of inheritance within organisms like pea plants, fruit flies, mic ...
ENC 1101 Definition-Concept Essay The purpose of this essay .docx
ENC 1101 Definition-Concept Essay
The purpose of this essay is to give you the opportunity to develop a viewpoint on a word and its representation within a particular context or situation. First, you will closely observe different representations of the word and consider several viewpoints and perspectives. After considering those various perspectives, you will develop and articulate your own unique interpretation and definition of a word, and then support your definition with explanation, description, and research.
Characteristics of the Definition Essay
A successful essay
provides an engaging introduction of the example to prepare the context for the word itself with respect to your audience
narrows the definition of the word by providing a specific thesis at the end of your introduction
makes use of description and examples through close observation in supporting paragraphs to support the thesis
includes specific details and evidence from secondary sources
creates an objective stance by the use of third-person voice
integrates quotations from secondary sources
conforms to MLA guidelines for source documentation and format.
Topic: Please define one of the below terms:
Beauty
Courage
Femininity
Friendship
Greed
Happiness
Leadership
Love
Masculinity
Patriotic
Smart
Successful
As you define your selected term, consider the following questions:
What is an appropriate definition of the term?
What are characteristics society often associates with the term?
Is there a characteristic you think should not be associated with the term?
How does the media (e.g., television, movies, news, social media, etc.) often portray the “term”?
Are there positive connotations of the term?
Are there any negative connotations of the term?
Is the term defined differently in other cultures?
Should society rethink the use of the term?
Is the term overused?
Are there instances in which another term should be used to articulate a point?
As you write your essay, do not try to answer all of the questions in your essay. I suggest that you consider these questions as you define your term (concept).
Length of Paper: at least 3 pages
Important Reminders
Do not write a personal narrative about yourself or someone you know. The focus of this essay should be on the term, concepts, and characteristics.
Reference and cite at least three secondary sources in your essay. One of your sources should come from the TCC database. You may reference and cite a dictionary, but you should count a dictionary as a fourth source. Also, do not cite Wikipedia as a source.
Do not write in second person (e.g., you, your, yourself, or imperative sentence).
MAKE SURE YOUR PAPER HAS A TITLE. YOUR TITLE IS NOT THE REWORDING OF THE PROMPT. YOUR TITLE SHOULD REFLECT YOUR THESIS, OR THE PREMISE OF YOUR ESSAY!!!!!!!
Submission:
Please do not email your final papers!
Please remember to attach all rough drafts with your submissions.
Please remember to save an electronic version of t ...
Case Study Ebola virusHow to create a case studyThe case .docx
Case Study: Ebola virus
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your chance to show that you understand the key teaching points about a microbe and to communicate these points to in a written format. Have at least 3-4 key referenced points in each of the five areas. The chart below suggests the type of information requested for the pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be sure to include two discussion questions (and provide complete answers) that you can incorporate into your case study (place them at the end of your write-up). These questions should help connect your case to other material in the course. For example, what other microbes have an A-B toxin? What other viruses are transmitted by fecal-oral spread? Pertinent references can be listed at the bottom of your outline in a small font. Use Council of Science Editors (CSE) Style format for all references. Your textbook may be listed as “Microbiology: A Human Perspective Eugene W. Nester et.al. McGraw-Hill Publisher 7th edition/ 2012”.
Typical Case
What does a typical case look like? Use the standard format for a patient presentation with chief complaint (CC), history of present illness (HPI), key physical exam details (PE), lab findings, signature signs, and any other important findings.
Description of the infectious agent
If it is a bacterium, how is it classified? If it is a virus, what kind of nucleic acid does it have? Does it target specific cellular types (tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it only be grown in a specific type of media? How is it distinguished from other members of the species? Does the pathogen have a significant history with humans or animals?
Epidemiology
What do you feel are the most important points about the epidemiology of the disease? Incidence? Portal of entry? Source? Is it a normal microbiota component in the human body? Does it only occur in certain populations or certain geographical areas? Is there a vector involved? What and who is the vector? Is it zoonotic? Does it appear seasonally? Are there currently any outbreaks of this pathogen? What is its ecological niche? Is there a reservoir? Are there currently any outbreaks or epidemics of disease from this pathogen?
Pathogenesis
What is the range of diseases caused by the agent? What organs are affected? What symptoms might the patient have? What is the disease course? Will the patient recover? Are there any long-term sequelae of infection? Latency?
Prophylaxis/Treatment
Is there an antitoxin? Specific antibiotics or a class of antibiotics that are used? Is there a vaccine available? Is treatment curative? Does infection make you immune? Is this immunity life-long? Is there drug resistance? Are there novel treatments?
Discussion Questions With Responses
Two (2) discussion questions with respons ...
Microbiota, vitamin D receptor VDR and autoimmuity
The big question is what is behind sickness during our life ?. How the pathogens can prevail and what happen to our immune system and microbiota. How the pathogens in a clever way shut down the innate immunity causing persistent chronic illness, chronic inflammation, maladaptive autoimmunity and other chronic diseases. What is the rule of vitamin D and its receptor VDR . What about the current debate regarding the best choice for managing vitamin D deficient function. Hope we can find the answer in this presentation.
Title of assignment module 2 assignment immune system disorder
Title of assignment module 2 assignment immune system disorder
Rules for my assignments1. Make separate paperassignment for the.docx
Rules for my assignments:
1. Make separate paper/assignment for the two discussions… Have separate reference list…
2. Kindly follow APA format (American Psychology Association 6
th
edition) for the citation and references! References should be between the period of 2011 and 2016…
3. Please utilize the references I posted below…
Discussion 1: Maladaptive Responses to Immune Disorders
Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause.
Consider immune disorders such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?
To prepare:
·
Review Chapter 5 and Chapter 7 in the Huether and McCance text. Reflect on the concept of maladaptive responses to disorders.
·
Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE).
·
Identify the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then compare the resulting maladaptive and physiological responses of the two disorders.
·
Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor might impact your selected immune disorders.
Complete the following for my 1
st
Assignment:
1.
Brief description of the pathophysiology of your selected immune disorders.
2.
Explain how the maladaptive and physiological responses of the two disorders differ.
3.
Explain how the factor you selected might impact the pathophysiology of each disorder.
Discussion 2: Arthritis
While arthritis impacts nearly 50 million adults in the United States, it is not a disease that is limited to adulthood. Consider the case of Ashley Russell. At the age of 14 months, Ashley was diagnosed with juvenile rheumatoid arthritis. As a baby, her parents noticed that her knee was always swollen and that she often wanted to be carried instead of walking on her own (Cyr, 2012). After seeking medical care, Ashley’s underlying disorder was discovered. Arthritis in children is not uncommon. According to the CDC (2011), an estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition. Due to the prevalence of the disorder in both children and adults, you must understand the pathophysiology and symptoms of arthritis in order to properly diagnose and prescribe treatment.
To prepare:
·
Review Chapter 37 in the Huether and McCance text and Chapter 24 in the McPhee and Hammer text. Identify the pathophysiology of osteoarthritis and rheumatoid a.
Auto Immune Disorders and Its Homoeopathic Approach
Each and Every human being living on this earth possesses a power to protect self from the external harmful environmental agents. This power is called Immunity. It is the ability of the body to resist the entry of different types of foreign bodies like bacteria, viruses, toxic substances etc. Initially the word Immunity was used to indicate a state of insusceptibility or complete resistance to infection. But in the light of modern concept immunity depends on various factors like host resistance, dosage and virulence of organism. The primary function of the Immune system is to protect an individual The Host against invasion of infectious agents. Normally the immune system is able to distinguish friend from foe ignoring the body's own components and attacking foreign invaders. But in certain conditions this weapon turns against the self and causing severe illness and even death also such disorders are called as Auto Immune Disorders. In Autoimmune Diseases the Immune system reacts against self antigens and destroys host tissues. Antibodies against self antigens are termed as auto antibodies. Prof. (Dr.) Jatin Dhagat | Prof. (Dr.) Dhwanika Dhagat "Auto Immune Disorders and Its Homoeopathic Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59811.pdf Paper Url:https://www.ijtsrd.com/medicine/other/59811/auto-immune-disorders-and-its-homoeopathic-approach/prof-dr-jatin-dhagat
Betty Neuman.docx
Betty Neuman theory, Concept, Assumption, Strength and Weaknesses, Nursing interventions, Theory Application
CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional .docx
CASE 6B – CHESTER & WAYNE
Chester & Wayne is a regional food distribution company. Mr. Chester, CEO, has asked your
assistance in preparing cash-flow information for the last three months of this year. Selected
accounts from an interim balance sheet dated September 30, have the following balances:
Cash $142,100 Accounts payable $354,155
Marketable securities 200,000 Other payables 53,200
Accounts receivable $1,012,500
Inventories 150,388
Mr. Wayne, CFO, provides you with the following information based on experience and
management policy. All sales are credit sales and are billed the last day of the month of sale.
Customers paying within 10 days of the billing date may take a 2 percent cash discount. Forty
percent of the sales is paid within the discount period in the month following billing. An
additional 25 percent pays in the same month but does not receive the cash discount. Thirty
percent is collected in the second month after billing; the remainder is uncollectible. Additional
cash of $24,000 is expected in October from renting unused warehouse space.
Sixty percent of all purchases, selling and administrative expenses, and advertising expenses is
paid in the month incurred. The remainder is paid in the following month. Ending inventory is
set at 25 percent of the next month's budgeted cost of goods sold. The company's gross profit
averages 30 percent of sales for the month. Selling and administrative expenses follow the
formula of 5 percent of the current month's sales plus $75,000, which includes depreciation of
$5,000. Advertising expenses are budgeted at 3 percent of sales.
Actual and budgeted sales information is as follows:
Actual: Budgeted:
August $750,000 October $826,800
September 787,500 November 868,200
December 911,600
January 930,000
The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000
will be paid in December.
The company would like to maintain a minimum cash balance at the end of each month of
$120,000. Any excess amounts go first to repayment of short-term borrowings and then to
investment in marketable securities. When cash is needed to reach the minimum balance, the
company policy is to sell marketable securities before borrowing.
The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000
will be paid in December.
The company would like to maintain a minimum cash balance at the end of each month of
$120,000. Any excess amounts go first to repayment of short-term borrowings and then to
investment in marketable securities. When cash is needed to reach the minimum balance, the
company policy is to sell marketable securities before borrowing.
Questions (use of spreadsheet software is recommended):
1. Prepare a cash budget for each month of the fourth quarter and for the quarter in total.
Prepare supporting schedules as needed. (Round all budge.
CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervos.docx
"CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervosa 1. Repeated binge-eating episodes. 2. Repeated performance of ill-advised compensatory behaviors (e.g., forced vomiting) to prevent weight gain. 3. Symptoms take place at least weekly for a period of 3 months. 4. Inappropriate influence of weight and shape on appraisal of oneself. (Based on APA, 2013.) Rita was a 26-year-old manager of a local Italian restaurant and lived in the same city as her parents. Her childhood was not a happy one. Her parents divorced when she was about 5 years of age. She and her three older brothers remained with their mother, who often seemed overwhelmed with her situation and unable to run the household effectively. Rita would often refer to her childhood as utterly chaotic, as if no one were in charge. Within a 12-month period, 1 percent to 1.5 percent of individuals will meet the diagnostic criteria for bulimia nervosa; at least 90 percent of cases occur in females (APA, 2013). She nevertheless muddled through. When her brothers were finally all off to college or beyond, Rita entered high school, and the household seemed more manageable. Ultimately, she developed a close relationship with her mother, indeed too close, Rita suspected. Her mother seemed like her closest friend, at times the entire focus of her social life. They were both women alone, so to speak, and relied heavily on one another for comfort and support, preventing Rita from developing serious friendships. The two often went shopping together. Rita would give her mother an update on the most recent fashion trends, and her mother would talk to Rita about “how important it is to look good and be put together in this day and age.” Rita didn’t mind the advice, but sometimes she did wonder if her mother kept saying that as a way of telling her that she didn’t think she looked good. Rita later attended a local public college, majoring in business. However, she quit after 3 years to take a job at the restaurant. She had begun working in the restaurant part-time while a sophomore and after 2 years was offered the position of daytime manager. It was a well-paying job, and since her interest was business anyway, Rita figured it made sense to seize an attractive business opportunity. Her mother was not very supportive of her decision to leave college, but Rita reassured her that she intended to go back and finish up after she had worked for a while and saved some money. Just before leaving college, Rita began a serious relationship with a man whom she met at school. Their interest in each other grew, and they eventually got engaged. Everything seemed to be going well when out of the blue, her fiancé’s mental state began to deteriorate. Ultimately he manifested a pattern of schizophrenia and had to be hospitalized. As his impairment extended from days to months and then to more than a year, Rita finally had to end the engagement; she had to pick up the pieces and go on without him. She felt .
Case 9 Bulimia Nervosa in Gorenstein and Comer (2014)Rita was a.docx
Case 9: Bulimia Nervosa in Gorenstein and Comer (2014)
Rita was a 26-year-old manager of a local Italian restaurant and lived in the same city as her parents. Her childhood was not a happy one. Her parents divorced when she was about 5 years of age. She and her three older brothers remained with their mother, who often seemed overwhelmed with her situation and unable to run the household effectively. Rita would often refer to her childhood as utterly chaotic, as if no one were in charge. Within a 12-month period, 1 percent to 1.5 percent of individuals will meet the diagnostic criteria for bulimia nervosa; at least 90 percent of cases occur in females (APA, 2013). She nevertheless muddled through. When her brothers were finally all off to college or beyond, Rita entered high school, and the household seemed more manageable. Ultimately, she developed a close relationship with her mother, indeed too close, Rita suspected. Her mother seemed like her closest friend, at times the entire focus of her social life. They were both women alone, so to speak, and relied heavily on one another for comfort and support, preventing Rita from developing serious friendships. The two often went shopping together. Rita would give her mother an update on the most recent fashion trends, and her mother would talk to Rita about “how important it is to look good and be put together in this day and age.” Rita didn’t mind the advice, but sometimes she did wonder if her mother kept saying that as a way of telling her that she didn’t think she looked good. Rita later attended a local public college, majoring in business. However, she quit after 3 years to take a job at the restaurant. She had begun working in the restaurant part-time while a sophomore and after 2 years was offered the position of daytime manager. It was a well-paying job, and since her interest was business anyway, Rita figured it made sense to seize an attractive business opportunity. Her mother was not very supportive of her decision to leave college, but Rita reassured her that she intended to go back and finish up after she had worked for a while and saved some money. Just before leaving college, Rita began a serious relationship with a man whom she met at school. Their interest in each other grew, and they eventually got engaged. Everything seemed to be going well when out of the blue, her fiancé’s mental state began to deteriorate. Ultimately he manifested a pattern of schizophrenia and had to be hospitalized. As his impairment extended from days to months and then to more than a year, Rita finally had to end the engagement; she had to pick up the pieces and go on without him. She felt as if he had died. A period of psychotherapy helped ease her grief and her adjustment following this tragedy, and eventually she was able to move on with her life and to resume dating again. However, serious relationships eluded her. Rita knew that she was a moody person—she judged people harshly and displayed irrita.
Case 8.1 Pros and Cons of Balkan Intervention59Must the a.docx
Case 8.1 Pros and Cons of Balkan Intervention59
“Must the agony of Bosnia-Herzegovina be regarded, with whatever regrets, as somebody else’s trouble?
We don’t think so, but the arguments on behalf of that view deserve an answer. Among them are the
following:
The Balkan conflict is a civil war and unlikely to spread beyond the borders of the former
Yugoslavia. Wrong. Belgrade has missiles trained on Vienna. Tito’s Yugoslavia claimed, by way of
Macedonia, that northern Greece as far south as Thessaloniki belonged under its sovereignty. Those
claims may return. ‘Civil’ war pitting non-Slavic Albanians against Serbs could spread to Albania,
Turkey, Bulgaria, and Greece.
The United States has no strategic interest in the Balkans. Wrong. No peace, no peace dividend.
Unless the West can impose the view that ethnic purity can no longer be the basis for national
sovereignty, then endless national wars will replace the Cold War. This threat has appeared in
genocidal form in Bosnia. If it cannot be contained here, it will erupt elsewhere, and the Clinton
administration’s domestic agenda will be an early casualty.
If the West intervenes on behalf of the Bosnians, the Russians will do so on behalf of the Serbs, and
the Cold War will be reborn. Wrong. The Russians have more to fear from ‘ethnic cleansing’ than
any people on Earth. Nothing would reassure them better than a new, post-Cold War Western
policy of massive, early response against the persecution of national minorities, including the
Russian minorities found in every post-Soviet republic. The Russian right may favor the Serbs, but
Russian self-interest lies elsewhere.
The Serbs also have their grievances. Wrong. They do, but their way of responding to these
grievances, according to the State Department’s annual human rights report, issued this past week,
‘dwarfs anything seen in Europe since Nazi times.’ Via the Genocide Convention, armed
intervention is legal as well as justified.
The UN peace plan is the only alternative. Wrong. Incredibly, the plan proposes the reorganization
of Bosnia-Herzegovina followed by a cease-fire. A better first step would be a UN declaration that
any nation or ethnic group proceeding to statehood on the principle of ethnic purity is an outlaw
state and will be treated as such. As now drafted, the UN peace plan, with a map of provinces that
not one party to the conflict accepts, is really a plan for continued ‘ethnic cleansing.’”
Case 8.2 Images, Arguments, and the Second Persian Gulf Crisis, 1990–
1991
The analysis of policy arguments can be employed to investigate the ways that policymakers represent or
structure problems (Chapter 3). We can thereby identify the images, or problem representations, that
shape processes of making and justifying decisions. For example, during times of crisis, the images which
United States policymakers have of another country affect deliberations about the use of peacekeeping
and negotiation, the imposition of economic sanctions, o.
CASE 5Business Performance Evaluation Approaches for Thoughtf.docx
CASE 5
Business Performance Evaluation: Approaches for Thoughtful Forecasting
Every day, fortunes are won and lost on the backs of business performance assessments and forecasts. Because of the uncertainty surrounding business performance, the man-ager should appreciate that forecasting is not the same as fortune-telling; unanticipated events have a way of making certain that specific forecasts are never exactly correct. This note purports, however, that thoughtful forecasts greatly aid managers in under-standing the implications of various outcomes (including the most probable outcome) and identify the key bets associated with a forecast. Such forecasts provide the manager with an appreciation of the odds of business success. This note examines principles in the art and science of thoughtful financial fore-casting for the business manager. In particular, it reviews the importance of (1) under-standing the financial relationships of a business enterprise, (2) grounding business forecasts in the reality of the industry and macroenvironment, (3) modeling a forecast that embeds the implications of business strategy, and (4) recognizing the potential for cognitive bias in the forecasting process. The note closes with a detailed example of financial forecasting based on the example of the Swiss food and nutrition com-pany Nestle.
Understanding the Financial Relationships of the Business Enterprise
Financial statements provide information on the financial activities of an enterprise. Much like the performance statistics from an athletic contest, financial statements provide an array of identifying data on various historical strengths and weaknesses
This technical note was prepared by Professor Michael J. Schill. Special thanks go to Vladimir Kolcin for data-collection assistance and to Lee Ann Long-Tyler and Ray Nedzel for technical assistance. Copyright © 2015 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send an e-mail to [email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation.
Part TwoFinancial Analysis and Forecasting
across a broad spectrum of business activities. The income statement (also known as the profit-and-loss statement) measures flows of costs, revenue, and profits over a defined period of time, such as a year. The balance sheet provides a snapshot of business invest-ment and financing at a particular point in time, such as the end of a year. Both state-ments combine to provide a rich picture of a business’s financial performance. The analysis of financial statements is one important way of understanding the mechanics of the systems that make up business operations. Interpreting Financial Ratios Financial ratios provide a useful way to id.
Case 6-2 Not Getting Face Time at Facebook—and Getting the Last La.docx
Case 6-2 Not Getting Face Time at Facebook—and Getting the Last Laugh!
In August 2009, Facebook turned down job applicant Brian Acton, an experienced engineer who had previously worked at Yahoo and Apple. More than 4 years later, Facebook paid him $3 billion to acquire his 20% stake of WhatsApp, a start-up he had cofounded immediately after Facebook rejected his job application.(1) WhatsApp Messenger is a proprietary, cross-platform, instant-messaging subscription service for smartphones and selected feature phones that use the Internet for communication. In addition to text messaging, users can send each other images, video, and audio media messages, as well as their location using integrated mapping features.(2) How could Facebook, a highly successful firm, have made such a drastic mistake?
Back in 2009, Brian Acton was a software engineer who was out of work for what seemed like a very long time. He believed he had what it took to make a difference in the industry, but his career did not work out as planned. Even though he spent years at Apple and Yahoo, he got rejected many times by Twitter and Facebook.(3) Acton described the details of the interview process that he failed to do well in as follows:
First of all, interviewing a person for a job that requires technical skills is difficult for both the interviewer and the interviewee. Facebook is a highly desirable firm to work for and requires the best skills and talents from all of their potential employees. It is therefore not surprising that the selection process rivals, if not tops, any company in the industry. The process starts with an email or a phone call from a recruiter in response to an online application or [to] a recommendation from a friend who may work for Facebook. Sometimes, in the initial chat online, timed software coding challenges are set to find the best performers. If this chat goes well, an applicant will go on to the next level—an initial in-person interview or phone screening.(4)
In this next hurdle, the applicant will have a 45-minute chat with a fellow engineer/potential coworker, [with] whom he or she shares the same area of expertise. They will tell you about their job and what their role is in Facebook; then they ask about the applicant’s résumé, motivation, and interests. Additionally, the applicant will be tested about his or her technical skills, coding exercises, and programming abilities.(5)
If successful, the applicant will be invited for back-to-back interviews. This part of the process is very grueling and stressful since all the interviews take place throughout a single day. The candidate will also be asked to manually write a program on a whiteboard to make sure that the applicant is knowledgeable about program writing. The goal in this final step is to see how one approaches a problem and comes up with a solution [that] is simple enough to solve in 10–30 minutes and can be easily explained.(6)
As a potential coworker, the applicant will be te.
Case 6.4 The Case of the Poorly Performing SalespersonEd Markham.docx
Case 6.4 The Case of the Poorly Performing Salesperson
Ed Markham, the African American sales manager at WCTV, is considering how to handle a problem with one of his salespersons, Jane Folsom, who is White. Ed was promoted to sales manager three months ago after working at WCTV for 2 years. He earned his promotion by exceeding sales goals every month after his first on the job. He developed a research report using secondary data like MRI and the Lifestyle Market Analyst to analyze the market. His former boss praised the report, gave a copy to all salespersons, and included a summary of it in the rate card. When his former boss left for a new job in a larger market, he recommended Ed as his replacement.
Jane has been a salesperson at WCTV for 2 years. For most of that time, she has exceeded sales quotas about as much as Ed had. For the past 3 months, she has not met sales quotas. After his second month as sales manager, Ed talked to Jane about her performance. She attributed her below-average performance to the closing of a major advertiser, Anthony’s Fashions. This local clothing store closed because several major retailers, including JC Penney and Dillard’s, had opened at the local mall.
Ed listened to Jane’s explanation and then suggested ways to obtain new clients. He asked Jane whether she had set personal sales goals, set up a prospect file of new and inactive advertisers as well as existing businesses that were potential clients, come up with research and data on the market to use in presentations and reports to clients, come up with new ideas or opportunities to advertise for clients, or asked her clients about their needs and goals (Shaver, 1995). Jane said no, she simply telephoned or visited her clients regularly to see if they wanted to run ads.
Ed also asked Jane why several of her clients had not paid their bills. He explained that a salesperson must check out a client’s ability to pay before running a schedule. Jane replied that she was not aware of that fact and that no one had ever trained her to sell. She had sold time for a radio station before, but that was all the training she had. Ed’s predecessor had just hired her and cut her loose.
Ed gave Jane a memo after their first meeting a month ago asking her to focus on sales training for the next month. First, she should read Shaver’s (1995) Making the Sale! How to Sell Media With Marketing. He gave her a copy, told her to read it, and asked her to contact him if she had any questions. After reading the book, he told her that she should establish written personal sales goals, begin to develop a prospect file (with two new and two inactive clients), and develop three ideas for new advertising opportunities for existing clients. In the memo, Ed told Jane that he would not hold her to sales performance standards that month. He wanted Jane to focus on doing the background work he assigned to help her improve her future sales performance.
At the meeting a month later, Ed discovered.
Case 5.6Kelo v City of New London545 U.S. 469 (2005)Ye.docx
Case 5.6
Kelo v City of New London
545 U.S. 469 (2005)
Yes, Actually, They Can Take That Away From You
Facts
In 1978, the city of New London, Connecticut, undertook a redevelopment plan for purposes of creating a redeveloped area in and around the existing park at Fort Trumbull. The plan sought to develop the related ambience a state park should have, including the absence of pink cottages and other architecturally eclectic homes. Part of the redevelopment plan was the city’s deal with Pfizer Corporation for the location of its research facility in the area. The preface to the city’s development plan included the following statement of goals and purpose:
To create a development that would complement the facility that Pfizer was planning to build, create jobs, increase tax and other revenues, encourage public access to and use of the city’s waterfront, and eventually “build momentum” for the revitalization of the rest of the city, including its downtown area.
The affected property owners, including Susette Kelo, live in homes and cottages (15 total) located in and around other existing structures that would be permitted to stay in the area designated for the proposed new structures (under the city’s economic development plan) that would be placed there primarily by private land developers and corporations. The city was assisted by a private, nonprofit corporation, the New London Development Corporation (NLDC), in the development of the economic plan and piloting it through the various governmental processes, including that of city council approval. The central focus of the plan was getting Pfizer to the Fort Trumbull area (where the homeowners and their properties were located) with the hope of a resulting economic boost that such a major corporate employer can bring to an area.
Kelo and the other landowners whose homes would be razed to make room for Pfizer and the accompanying and resulting economic development plan filed suit challenging New London’s legal authority to take their homes. The trial court issued an injunction preventing New London from taking certain of the properties but allowing others to be taken. The appellate court found for New London on all the claims, and the landowners (petitioners) appealed.
Judicial Opinion
STEVENS, Justice Two polar propositions are perfectly clear. On the one hand, it has long been accepted that the sovereign may not take the property of A for the sole purpose of transferring it to another private party B, even though A is paid just compensation. On the other hand, it is equally clear that a State may transfer property from one private party to another if future “use by the public” is the purpose of the taking; the condemnation of land for a railroad with common-carrier duties is a familiar example. Neither of these propositions, however, determines the disposition of this case.
The disposition of this case therefore turns on the question whether the City’s development plan serves a “public purpos.
CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF.docx
CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF THE UNITED STATES, 379 U.S. 203 (1964).
[After receiving union proposals for contract revisions for the benefit of the maintenance workers at the company’s Emeryville, California, plant, the company advised the union that negotiations for a new contract would be pointless because it had definitely decided to contract out the work performed by the employees covered by the agreement upon the expiration of the agreement. The company planned to replace these employees with an independent contractor’s employees and expected that substantial savings would be effected by this contracting-out of the work. The Board ordered the company to reinstate the maintenance operation with the union employees, reinstate the employees with back pay, and fulfill its statutory bargaining obligation. The court of appeals granted the Board’s enforcement petition, and the Supreme Court agreed to hear the case.]
WARREN, C. J.... I. Section 8(a)(5) of the National Labor Relations Act provides that it shall be an unfair labor practice for an employer “to refuse to bargain collectively with the representatives of his employees.” Collective bar- gaining is defined in Section 8(d)
as the performance of the mutual obligation of the employer and the representative of the employees to meet at reasonable times and confer in good faith with respect to wages, hours, and other terms and conditions of employment.
“Read together, these provisions establish the obligation of the employer and the representative of its employees to bargain with each other in good faith with respect to ‘wages, hours, and other terms and conditions of employment....’ The duty is limited to those subjects, and within that area neither is legally obligated to yield. Labor Board v. American Ins. Co., 343 U.S. 395. As to other matters, however, each party is free to bargain or not to bargain....” Labor Board v. Wooster Div. of Borg-Warner Corp., 356 U.S. 342, 349. Because of the limited grant of certiorari, we are concerned here only with whether the subject upon which the employer allegedly refused to bargain— contracting out of plant maintenance work previously performed by employees in the bargaining unit, which the employees were capable of continuing to perform—is covered by the phrase “terms and conditions of employment” within the meaning of Section 8(d).
The subject matter of the present dispute is well within the literal meaning of the phrase “terms and conditions of employment.”
As the Court of Appeals pointed out, it is not necessary that it be likely or probable that the union will yield or supply a feasible solution but rather that the union be afforded an opportunity to meet management’s legitimate complaints that its maintenance was unduly costly.
We are thus not expanding the scope of mandatory bargaining to hold, as we do now, that the type of “contracting out” involved in this case—the replacement of employees in the exi.
Case 4 The McDonald’s China Food Supplier Scandal1. What we.docx
Case 4:
The McDonald’s China Food Supplier Scandal
1. What were the root causes for Husi’s misbehavior?
2. What are the major challenges faced by the multinationals such as McDonald’s in supply chain management in China?
3. Should McDonald’s be held responsible for the scandal? How could McDonald’s avoid similar situations from happening again?
4. Should OSI be held responsible for the scandal? What should OSI do to prevent similar situations from happening again?
.
More Related Content
Similar to Module 4 - HomePathogenicity and Immunology; Host resistance and.docx
Workshop 4Reginald Finger, MD, MPH Jiajoyce Conway, DNP, CRN.docx
Workshop 4
Reginald Finger, MD, MPH
Jiajoyce Conway, DNP, CRNP
Avoiding Epidemiologic Traps
1
Ecologic Fallacy
The ecologic fallacy, simply stated, is the error made when one makes incorrect inferences about an individual or small group’s probability of having a certain characteristic, based on the probability of that characteristic in the population from which that individual or small group comes.
Let’s look at an example:
Ecologic Fallacy
Let’s say that we know that in a University with lower and upper campuses, that because upper campus houses graduate and honors programs, that the average GPA of students on upper campus is higher.
Does it follow that in a particular introductory psychology class offered to students from across the campus, if the professor tabulates the GPA of students enrolling in that class, that the ones from upper campus will have a higher GPA than those from lower campus?
3
Ecologic Fallacy
Not necessarily!
The mistake the psychology professor would make with such an assumption would be to substitute risk at the population level for risk at the individual level. The population-level difference in GPA, in this case, is attributable to the influence of students who probably are not going to take introductory psychology.
Confounding
Consider the following: 7 of 110 women, and 17 of 100 men, are positive for a new viral antibody “N” on when screened with a blood test. The odds ratio is 3.01, easily significant with a chi-square test.
However … look what happens when the data are analyzed by who has or has not ever lived outside the U.S.:
5
Confounding
Among those having lived outside the U.S., 15/50 men and 3/10 women (both 30%) have the N antibody. Among those never having lived outside the U.S., 2/50 men and 4/100 women have N antibody (both 4%).
The odds ratio in each group is 1.00 – there is actually no relationship at all between gender and having the N antibody. It only appeared so because of a statistical fluke.
Confounding
This is an example of what is known as confounding. The relationship between gender and the N antibody is confounded by whether the person has lived outside the U.S. Confounding occurs when the relationship between “A” and “C” is distorted (in either direction) by “B”, which is associated with “A”, and, independent of its relationship with A, is associated with “C”.
7
Bias
Confounding is an illustration of what is known as “bias” – that is, a situation where an unrelated factor obscures the true outcome.
Bias can come from a number of sources: four of the most common are recall bias, nonresponse bias, selection bias, and publication bias.
8
Selection Bias
If, for instance, hospital workers are surveyed for their opinions about the medical care system and their responses considered representative of the population at large, the result will be inaccurate as the result of selection bias. Hospital workers are likel.
Construct a comprehensive profile of the microorganism.Name of M.docx
Construct a comprehensive profile of the microorganism.
Name of Microorganism: ___________Rhinovirus_______________________
1. Description of the Microorganism
a) Write a paragraph describing your organism. Please be sure to include the type of organism (bacterial, viral, fungal, protozoa, helminth, etc), morphology (shape, arrangement , colony morphology if applicable), description of structure (gram result, type of nucleic acid or virion structure, spore type, etc if applicable) and also the type of microscope and/or stain you would use to view the organism. Please use proper scientific terminology and good grammar and sentence structure throughout this project.
2. Virulence Factors
a) Include a paragraph on the virulence factors the pathogen has and how they affect the host. Please enhance this with detailed explanations of the virulence factors and how they affect the host as you gain a better understanding of them throughout the semester.
3. Immunity
a) Which defenses protect us from infection by this bacterium?
b) Does this pathogen induce a specific type of immune response (example: delayed-type hypersensitivity)? If so, which one(s)?
4. Pathology (Infectious Disease Information)
a. What condition(s) or infectious disease(s) does it cause?
b. Which tissues or organs are affected, and how are they affected (for example, chronic TB is characterized by lung tubercles)? Record your answers in the table below.
c. Describe the complications that can result if the infection is left untreated.
d. Are these acute, chronic, or latent infections?
e. What organ system(s) does it infect?
f. Is it an opportunistic pathogen? If so, where is it normally found in the body?
5. Epidemiology
a. Draw and label a diagram on how this organism is transmitted. Make sure you include the reservoirs of infection, any vectors if involved in transmission, the type of transmission, and portals of entry and exit.
6. Presentations
Provide a written, detailed description of a hypothetical patient. Be imaginative and create a hypothetical situation that would correspond with your microorganism. This is expected to be at least 8-10 sentences in length and is expected to be comprehensive and detailed. You are expected to include descriptions of:
a. Signs and symptoms, using correct terminology
b. Patient history, including any situation that could explain how the infection was acquired (for example, if a food-borne intoxication is involved, when and how it could have been ingested?)
c. Any condition that could have predisposed the patient to infection (diabetes; immunosuppressive therapy; burns, etc.). Note: Avoid the term “persons who are immune compromised," for 2 reasons: It is a vague condition that has a variety of etiologies, and it is assumed that all persons who are “immune compromised” are at risk for all infectious diseases.
d. Any data-specific indicators that would be important in a clinical setting, for example, urea or sugar levels in the blood o.
Unit 7 Heredity, Structure and Function - DiscussionMut.docx
Unit 7: Heredity, Structure and Function - Discussion
Mutations are changes that occur within the genes of an organism. Sometimes these mutations impact a single gene, while other mutations impact the number or structure of entire chromosomes. Because many mutations change just one tiny piece of information in one single piece of DNA, they usually do not cause any problems. For example, imagine if someone sent you a long e-mail and accidentally misspelled the word "friend" as "freind." You would still understand the e-mail and would probably still even catch the original meaning - this is a good analogy for what happens with a point mutation, where just one part of a gene is changed.
However, sometimes a single mistake can make a big difference. Imagine if, while composing a long e-mail, you accidentally select and delete an entire paragraph, or perhaps auto-correct changes a critical word. You can imagine (and perhaps have even experienced) how such a mistake might cause great confusion and miscommunication.
Many genetic disorders are caused by changes to a single gene in the form of a point mutation or due to a chromosomal abnormality like a chromosome disorder. Sometimes these mutations are passed from one generation to the next, just like other harmless traits like eye color and blood type. These mutations may cause specific disorders, or they may predispose a person to a common disease like cancer or heart disease.
Learn about some basic patterns of inheritance by opening the chapter resources then selecting "Animations and Demonstrations." Use the interactive labeled "Inheritance of Individual Traits."
Unit 7 Discussion
Watch the following videos to learn more about genetics and the implications of our genetic knowledge:
Our Molecular Selves:
http://www.youtube.com/watch?v=_EK3g6px7Ik&lr=1&uid=Up6Pd9fx8_UX7S38Ih_JqA
Video transcript: http://www.genome.gov/25520211
Ethical, Legal, and Social Implications of Genetic Knowledge:
http://www.youtube.com/watch?v=Apjebtal8bQ&lr=1&uid=Up6Pd9fx8_UX7S38Ih_JqA
Video transcript: http://www.genome.gov/25019880
During the week, select only ONE option (either Option I or Option II) and discuss the following with your classmates. Be sure to use the provided course materials and feel free to share additional information you find through your own research.
Discussion Topic Option I:
· Describe a physical trait you possess that you could potentially pass on to your own children. Using what you learned from the Inheritance of Individual Traits animation, consider the following. Let’s pretend you have 4 children, and 2 of the 4 children also possess your characteristic. Meanwhile the other biological parent of your children does not possess the trait.
· Do you think this trait could be dominant or recessive?
· Based upon your response, describe why it would or would not be possible for this trait to “skip” a generation.
· Patterns of inheritance within organisms like pea plants, fruit flies, mic ...
ENC 1101 Definition-Concept Essay The purpose of this essay .docx
ENC 1101 Definition-Concept Essay
The purpose of this essay is to give you the opportunity to develop a viewpoint on a word and its representation within a particular context or situation. First, you will closely observe different representations of the word and consider several viewpoints and perspectives. After considering those various perspectives, you will develop and articulate your own unique interpretation and definition of a word, and then support your definition with explanation, description, and research.
Characteristics of the Definition Essay
A successful essay
provides an engaging introduction of the example to prepare the context for the word itself with respect to your audience
narrows the definition of the word by providing a specific thesis at the end of your introduction
makes use of description and examples through close observation in supporting paragraphs to support the thesis
includes specific details and evidence from secondary sources
creates an objective stance by the use of third-person voice
integrates quotations from secondary sources
conforms to MLA guidelines for source documentation and format.
Topic: Please define one of the below terms:
Beauty
Courage
Femininity
Friendship
Greed
Happiness
Leadership
Love
Masculinity
Patriotic
Smart
Successful
As you define your selected term, consider the following questions:
What is an appropriate definition of the term?
What are characteristics society often associates with the term?
Is there a characteristic you think should not be associated with the term?
How does the media (e.g., television, movies, news, social media, etc.) often portray the “term”?
Are there positive connotations of the term?
Are there any negative connotations of the term?
Is the term defined differently in other cultures?
Should society rethink the use of the term?
Is the term overused?
Are there instances in which another term should be used to articulate a point?
As you write your essay, do not try to answer all of the questions in your essay. I suggest that you consider these questions as you define your term (concept).
Length of Paper: at least 3 pages
Important Reminders
Do not write a personal narrative about yourself or someone you know. The focus of this essay should be on the term, concepts, and characteristics.
Reference and cite at least three secondary sources in your essay. One of your sources should come from the TCC database. You may reference and cite a dictionary, but you should count a dictionary as a fourth source. Also, do not cite Wikipedia as a source.
Do not write in second person (e.g., you, your, yourself, or imperative sentence).
MAKE SURE YOUR PAPER HAS A TITLE. YOUR TITLE IS NOT THE REWORDING OF THE PROMPT. YOUR TITLE SHOULD REFLECT YOUR THESIS, OR THE PREMISE OF YOUR ESSAY!!!!!!!
Submission:
Please do not email your final papers!
Please remember to attach all rough drafts with your submissions.
Please remember to save an electronic version of t ...
Case Study Ebola virusHow to create a case studyThe case .docx
Case Study: Ebola virus
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your chance to show that you understand the key teaching points about a microbe and to communicate these points to in a written format. Have at least 3-4 key referenced points in each of the five areas. The chart below suggests the type of information requested for the pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be sure to include two discussion questions (and provide complete answers) that you can incorporate into your case study (place them at the end of your write-up). These questions should help connect your case to other material in the course. For example, what other microbes have an A-B toxin? What other viruses are transmitted by fecal-oral spread? Pertinent references can be listed at the bottom of your outline in a small font. Use Council of Science Editors (CSE) Style format for all references. Your textbook may be listed as “Microbiology: A Human Perspective Eugene W. Nester et.al. McGraw-Hill Publisher 7th edition/ 2012”.
Typical Case
What does a typical case look like? Use the standard format for a patient presentation with chief complaint (CC), history of present illness (HPI), key physical exam details (PE), lab findings, signature signs, and any other important findings.
Description of the infectious agent
If it is a bacterium, how is it classified? If it is a virus, what kind of nucleic acid does it have? Does it target specific cellular types (tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it only be grown in a specific type of media? How is it distinguished from other members of the species? Does the pathogen have a significant history with humans or animals?
Epidemiology
What do you feel are the most important points about the epidemiology of the disease? Incidence? Portal of entry? Source? Is it a normal microbiota component in the human body? Does it only occur in certain populations or certain geographical areas? Is there a vector involved? What and who is the vector? Is it zoonotic? Does it appear seasonally? Are there currently any outbreaks of this pathogen? What is its ecological niche? Is there a reservoir? Are there currently any outbreaks or epidemics of disease from this pathogen?
Pathogenesis
What is the range of diseases caused by the agent? What organs are affected? What symptoms might the patient have? What is the disease course? Will the patient recover? Are there any long-term sequelae of infection? Latency?
Prophylaxis/Treatment
Is there an antitoxin? Specific antibiotics or a class of antibiotics that are used? Is there a vaccine available? Is treatment curative? Does infection make you immune? Is this immunity life-long? Is there drug resistance? Are there novel treatments?
Discussion Questions With Responses
Two (2) discussion questions with respons ...
Microbiota, vitamin D receptor VDR and autoimmuity
The big question is what is behind sickness during our life ?. How the pathogens can prevail and what happen to our immune system and microbiota. How the pathogens in a clever way shut down the innate immunity causing persistent chronic illness, chronic inflammation, maladaptive autoimmunity and other chronic diseases. What is the rule of vitamin D and its receptor VDR . What about the current debate regarding the best choice for managing vitamin D deficient function. Hope we can find the answer in this presentation.
Title of assignment module 2 assignment immune system disorder
Title of assignment module 2 assignment immune system disorder
Rules for my assignments1. Make separate paperassignment for the.docx
Rules for my assignments:
1. Make separate paper/assignment for the two discussions… Have separate reference list…
2. Kindly follow APA format (American Psychology Association 6
th
edition) for the citation and references! References should be between the period of 2011 and 2016…
3. Please utilize the references I posted below…
Discussion 1: Maladaptive Responses to Immune Disorders
Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause.
Consider immune disorders such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?
To prepare:
·
Review Chapter 5 and Chapter 7 in the Huether and McCance text. Reflect on the concept of maladaptive responses to disorders.
·
Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE).
·
Identify the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then compare the resulting maladaptive and physiological responses of the two disorders.
·
Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor might impact your selected immune disorders.
Complete the following for my 1
st
Assignment:
1.
Brief description of the pathophysiology of your selected immune disorders.
2.
Explain how the maladaptive and physiological responses of the two disorders differ.
3.
Explain how the factor you selected might impact the pathophysiology of each disorder.
Discussion 2: Arthritis
While arthritis impacts nearly 50 million adults in the United States, it is not a disease that is limited to adulthood. Consider the case of Ashley Russell. At the age of 14 months, Ashley was diagnosed with juvenile rheumatoid arthritis. As a baby, her parents noticed that her knee was always swollen and that she often wanted to be carried instead of walking on her own (Cyr, 2012). After seeking medical care, Ashley’s underlying disorder was discovered. Arthritis in children is not uncommon. According to the CDC (2011), an estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition. Due to the prevalence of the disorder in both children and adults, you must understand the pathophysiology and symptoms of arthritis in order to properly diagnose and prescribe treatment.
To prepare:
·
Review Chapter 37 in the Huether and McCance text and Chapter 24 in the McPhee and Hammer text. Identify the pathophysiology of osteoarthritis and rheumatoid a.
Auto Immune Disorders and Its Homoeopathic Approach
Each and Every human being living on this earth possesses a power to protect self from the external harmful environmental agents. This power is called Immunity. It is the ability of the body to resist the entry of different types of foreign bodies like bacteria, viruses, toxic substances etc. Initially the word Immunity was used to indicate a state of insusceptibility or complete resistance to infection. But in the light of modern concept immunity depends on various factors like host resistance, dosage and virulence of organism. The primary function of the Immune system is to protect an individual The Host against invasion of infectious agents. Normally the immune system is able to distinguish friend from foe ignoring the body's own components and attacking foreign invaders. But in certain conditions this weapon turns against the self and causing severe illness and even death also such disorders are called as Auto Immune Disorders. In Autoimmune Diseases the Immune system reacts against self antigens and destroys host tissues. Antibodies against self antigens are termed as auto antibodies. Prof. (Dr.) Jatin Dhagat | Prof. (Dr.) Dhwanika Dhagat "Auto Immune Disorders and Its Homoeopathic Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59811.pdf Paper Url:https://www.ijtsrd.com/medicine/other/59811/auto-immune-disorders-and-its-homoeopathic-approach/prof-dr-jatin-dhagat
Betty Neuman.docx
Betty Neuman theory, Concept, Assumption, Strength and Weaknesses, Nursing interventions, Theory Application
Similar to Module 4 - HomePathogenicity and Immunology; Host resistance and.docx (12)
Workshop 4Reginald Finger, MD, MPH Jiajoyce Conway, DNP, CRN.docx
Workshop 4Reginald Finger, MD, MPH Jiajoyce Conway, DNP, CRN.docx
Construct a comprehensive profile of the microorganism.Name of M.docx
Construct a comprehensive profile of the microorganism.Name of M.docx
Unit 7 Heredity, Structure and Function - DiscussionMut.docx
Unit 7 Heredity, Structure and Function - DiscussionMut.docx
ENC 1101 Definition-Concept Essay The purpose of this essay .docx
ENC 1101 Definition-Concept Essay The purpose of this essay .docx
Case Study Ebola virusHow to create a case studyThe case .docx
Case Study Ebola virusHow to create a case studyThe case .docx
Microbiota, vitamin D receptor VDR and autoimmuity
Microbiota, vitamin D receptor VDR and autoimmuity
Title of assignment module 2 assignment immune system disorder
Title of assignment module 2 assignment immune system disorder
Rules for my assignments1. Make separate paperassignment for the.docx
Rules for my assignments1. Make separate paperassignment for the.docx
Auto Immune Disorders and Its Homoeopathic Approach
Auto Immune Disorders and Its Homoeopathic Approach
More from annandleola
CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional .docx
CASE 6B – CHESTER & WAYNE
Chester & Wayne is a regional food distribution company. Mr. Chester, CEO, has asked your
assistance in preparing cash-flow information for the last three months of this year. Selected
accounts from an interim balance sheet dated September 30, have the following balances:
Cash $142,100 Accounts payable $354,155
Marketable securities 200,000 Other payables 53,200
Accounts receivable $1,012,500
Inventories 150,388
Mr. Wayne, CFO, provides you with the following information based on experience and
management policy. All sales are credit sales and are billed the last day of the month of sale.
Customers paying within 10 days of the billing date may take a 2 percent cash discount. Forty
percent of the sales is paid within the discount period in the month following billing. An
additional 25 percent pays in the same month but does not receive the cash discount. Thirty
percent is collected in the second month after billing; the remainder is uncollectible. Additional
cash of $24,000 is expected in October from renting unused warehouse space.
Sixty percent of all purchases, selling and administrative expenses, and advertising expenses is
paid in the month incurred. The remainder is paid in the following month. Ending inventory is
set at 25 percent of the next month's budgeted cost of goods sold. The company's gross profit
averages 30 percent of sales for the month. Selling and administrative expenses follow the
formula of 5 percent of the current month's sales plus $75,000, which includes depreciation of
$5,000. Advertising expenses are budgeted at 3 percent of sales.
Actual and budgeted sales information is as follows:
Actual: Budgeted:
August $750,000 October $826,800
September 787,500 November 868,200
December 911,600
January 930,000
The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000
will be paid in December.
The company would like to maintain a minimum cash balance at the end of each month of
$120,000. Any excess amounts go first to repayment of short-term borrowings and then to
investment in marketable securities. When cash is needed to reach the minimum balance, the
company policy is to sell marketable securities before borrowing.
The company will acquire equipment costing $250,000 cash in November. Dividends of $45,000
will be paid in December.
The company would like to maintain a minimum cash balance at the end of each month of
$120,000. Any excess amounts go first to repayment of short-term borrowings and then to
investment in marketable securities. When cash is needed to reach the minimum balance, the
company policy is to sell marketable securities before borrowing.
Questions (use of spreadsheet software is recommended):
1. Prepare a cash budget for each month of the fourth quarter and for the quarter in total.
Prepare supporting schedules as needed. (Round all budge.
CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervos.docx
"CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervosa 1. Repeated binge-eating episodes. 2. Repeated performance of ill-advised compensatory behaviors (e.g., forced vomiting) to prevent weight gain. 3. Symptoms take place at least weekly for a period of 3 months. 4. Inappropriate influence of weight and shape on appraisal of oneself. (Based on APA, 2013.) Rita was a 26-year-old manager of a local Italian restaurant and lived in the same city as her parents. Her childhood was not a happy one. Her parents divorced when she was about 5 years of age. She and her three older brothers remained with their mother, who often seemed overwhelmed with her situation and unable to run the household effectively. Rita would often refer to her childhood as utterly chaotic, as if no one were in charge. Within a 12-month period, 1 percent to 1.5 percent of individuals will meet the diagnostic criteria for bulimia nervosa; at least 90 percent of cases occur in females (APA, 2013). She nevertheless muddled through. When her brothers were finally all off to college or beyond, Rita entered high school, and the household seemed more manageable. Ultimately, she developed a close relationship with her mother, indeed too close, Rita suspected. Her mother seemed like her closest friend, at times the entire focus of her social life. They were both women alone, so to speak, and relied heavily on one another for comfort and support, preventing Rita from developing serious friendships. The two often went shopping together. Rita would give her mother an update on the most recent fashion trends, and her mother would talk to Rita about “how important it is to look good and be put together in this day and age.” Rita didn’t mind the advice, but sometimes she did wonder if her mother kept saying that as a way of telling her that she didn’t think she looked good. Rita later attended a local public college, majoring in business. However, she quit after 3 years to take a job at the restaurant. She had begun working in the restaurant part-time while a sophomore and after 2 years was offered the position of daytime manager. It was a well-paying job, and since her interest was business anyway, Rita figured it made sense to seize an attractive business opportunity. Her mother was not very supportive of her decision to leave college, but Rita reassured her that she intended to go back and finish up after she had worked for a while and saved some money. Just before leaving college, Rita began a serious relationship with a man whom she met at school. Their interest in each other grew, and they eventually got engaged. Everything seemed to be going well when out of the blue, her fiancé’s mental state began to deteriorate. Ultimately he manifested a pattern of schizophrenia and had to be hospitalized. As his impairment extended from days to months and then to more than a year, Rita finally had to end the engagement; she had to pick up the pieces and go on without him. She felt .
Case 9 Bulimia Nervosa in Gorenstein and Comer (2014)Rita was a.docx
Case 9: Bulimia Nervosa in Gorenstein and Comer (2014)
Rita was a 26-year-old manager of a local Italian restaurant and lived in the same city as her parents. Her childhood was not a happy one. Her parents divorced when she was about 5 years of age. She and her three older brothers remained with their mother, who often seemed overwhelmed with her situation and unable to run the household effectively. Rita would often refer to her childhood as utterly chaotic, as if no one were in charge. Within a 12-month period, 1 percent to 1.5 percent of individuals will meet the diagnostic criteria for bulimia nervosa; at least 90 percent of cases occur in females (APA, 2013). She nevertheless muddled through. When her brothers were finally all off to college or beyond, Rita entered high school, and the household seemed more manageable. Ultimately, she developed a close relationship with her mother, indeed too close, Rita suspected. Her mother seemed like her closest friend, at times the entire focus of her social life. They were both women alone, so to speak, and relied heavily on one another for comfort and support, preventing Rita from developing serious friendships. The two often went shopping together. Rita would give her mother an update on the most recent fashion trends, and her mother would talk to Rita about “how important it is to look good and be put together in this day and age.” Rita didn’t mind the advice, but sometimes she did wonder if her mother kept saying that as a way of telling her that she didn’t think she looked good. Rita later attended a local public college, majoring in business. However, she quit after 3 years to take a job at the restaurant. She had begun working in the restaurant part-time while a sophomore and after 2 years was offered the position of daytime manager. It was a well-paying job, and since her interest was business anyway, Rita figured it made sense to seize an attractive business opportunity. Her mother was not very supportive of her decision to leave college, but Rita reassured her that she intended to go back and finish up after she had worked for a while and saved some money. Just before leaving college, Rita began a serious relationship with a man whom she met at school. Their interest in each other grew, and they eventually got engaged. Everything seemed to be going well when out of the blue, her fiancé’s mental state began to deteriorate. Ultimately he manifested a pattern of schizophrenia and had to be hospitalized. As his impairment extended from days to months and then to more than a year, Rita finally had to end the engagement; she had to pick up the pieces and go on without him. She felt as if he had died. A period of psychotherapy helped ease her grief and her adjustment following this tragedy, and eventually she was able to move on with her life and to resume dating again. However, serious relationships eluded her. Rita knew that she was a moody person—she judged people harshly and displayed irrita.
Case 8.1 Pros and Cons of Balkan Intervention59Must the a.docx
Case 8.1 Pros and Cons of Balkan Intervention59
“Must the agony of Bosnia-Herzegovina be regarded, with whatever regrets, as somebody else’s trouble?
We don’t think so, but the arguments on behalf of that view deserve an answer. Among them are the
following:
The Balkan conflict is a civil war and unlikely to spread beyond the borders of the former
Yugoslavia. Wrong. Belgrade has missiles trained on Vienna. Tito’s Yugoslavia claimed, by way of
Macedonia, that northern Greece as far south as Thessaloniki belonged under its sovereignty. Those
claims may return. ‘Civil’ war pitting non-Slavic Albanians against Serbs could spread to Albania,
Turkey, Bulgaria, and Greece.
The United States has no strategic interest in the Balkans. Wrong. No peace, no peace dividend.
Unless the West can impose the view that ethnic purity can no longer be the basis for national
sovereignty, then endless national wars will replace the Cold War. This threat has appeared in
genocidal form in Bosnia. If it cannot be contained here, it will erupt elsewhere, and the Clinton
administration’s domestic agenda will be an early casualty.
If the West intervenes on behalf of the Bosnians, the Russians will do so on behalf of the Serbs, and
the Cold War will be reborn. Wrong. The Russians have more to fear from ‘ethnic cleansing’ than
any people on Earth. Nothing would reassure them better than a new, post-Cold War Western
policy of massive, early response against the persecution of national minorities, including the
Russian minorities found in every post-Soviet republic. The Russian right may favor the Serbs, but
Russian self-interest lies elsewhere.
The Serbs also have their grievances. Wrong. They do, but their way of responding to these
grievances, according to the State Department’s annual human rights report, issued this past week,
‘dwarfs anything seen in Europe since Nazi times.’ Via the Genocide Convention, armed
intervention is legal as well as justified.
The UN peace plan is the only alternative. Wrong. Incredibly, the plan proposes the reorganization
of Bosnia-Herzegovina followed by a cease-fire. A better first step would be a UN declaration that
any nation or ethnic group proceeding to statehood on the principle of ethnic purity is an outlaw
state and will be treated as such. As now drafted, the UN peace plan, with a map of provinces that
not one party to the conflict accepts, is really a plan for continued ‘ethnic cleansing.’”
Case 8.2 Images, Arguments, and the Second Persian Gulf Crisis, 1990–
1991
The analysis of policy arguments can be employed to investigate the ways that policymakers represent or
structure problems (Chapter 3). We can thereby identify the images, or problem representations, that
shape processes of making and justifying decisions. For example, during times of crisis, the images which
United States policymakers have of another country affect deliberations about the use of peacekeeping
and negotiation, the imposition of economic sanctions, o.
CASE 5Business Performance Evaluation Approaches for Thoughtf.docx
CASE 5
Business Performance Evaluation: Approaches for Thoughtful Forecasting
Every day, fortunes are won and lost on the backs of business performance assessments and forecasts. Because of the uncertainty surrounding business performance, the man-ager should appreciate that forecasting is not the same as fortune-telling; unanticipated events have a way of making certain that specific forecasts are never exactly correct. This note purports, however, that thoughtful forecasts greatly aid managers in under-standing the implications of various outcomes (including the most probable outcome) and identify the key bets associated with a forecast. Such forecasts provide the manager with an appreciation of the odds of business success. This note examines principles in the art and science of thoughtful financial fore-casting for the business manager. In particular, it reviews the importance of (1) under-standing the financial relationships of a business enterprise, (2) grounding business forecasts in the reality of the industry and macroenvironment, (3) modeling a forecast that embeds the implications of business strategy, and (4) recognizing the potential for cognitive bias in the forecasting process. The note closes with a detailed example of financial forecasting based on the example of the Swiss food and nutrition com-pany Nestle.
Understanding the Financial Relationships of the Business Enterprise
Financial statements provide information on the financial activities of an enterprise. Much like the performance statistics from an athletic contest, financial statements provide an array of identifying data on various historical strengths and weaknesses
This technical note was prepared by Professor Michael J. Schill. Special thanks go to Vladimir Kolcin for data-collection assistance and to Lee Ann Long-Tyler and Ray Nedzel for technical assistance. Copyright © 2015 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send an e-mail to [email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation.
Part TwoFinancial Analysis and Forecasting
across a broad spectrum of business activities. The income statement (also known as the profit-and-loss statement) measures flows of costs, revenue, and profits over a defined period of time, such as a year. The balance sheet provides a snapshot of business invest-ment and financing at a particular point in time, such as the end of a year. Both state-ments combine to provide a rich picture of a business’s financial performance. The analysis of financial statements is one important way of understanding the mechanics of the systems that make up business operations. Interpreting Financial Ratios Financial ratios provide a useful way to id.
Case 6-2 Not Getting Face Time at Facebook—and Getting the Last La.docx
Case 6-2 Not Getting Face Time at Facebook—and Getting the Last Laugh!
In August 2009, Facebook turned down job applicant Brian Acton, an experienced engineer who had previously worked at Yahoo and Apple. More than 4 years later, Facebook paid him $3 billion to acquire his 20% stake of WhatsApp, a start-up he had cofounded immediately after Facebook rejected his job application.(1) WhatsApp Messenger is a proprietary, cross-platform, instant-messaging subscription service for smartphones and selected feature phones that use the Internet for communication. In addition to text messaging, users can send each other images, video, and audio media messages, as well as their location using integrated mapping features.(2) How could Facebook, a highly successful firm, have made such a drastic mistake?
Back in 2009, Brian Acton was a software engineer who was out of work for what seemed like a very long time. He believed he had what it took to make a difference in the industry, but his career did not work out as planned. Even though he spent years at Apple and Yahoo, he got rejected many times by Twitter and Facebook.(3) Acton described the details of the interview process that he failed to do well in as follows:
First of all, interviewing a person for a job that requires technical skills is difficult for both the interviewer and the interviewee. Facebook is a highly desirable firm to work for and requires the best skills and talents from all of their potential employees. It is therefore not surprising that the selection process rivals, if not tops, any company in the industry. The process starts with an email or a phone call from a recruiter in response to an online application or [to] a recommendation from a friend who may work for Facebook. Sometimes, in the initial chat online, timed software coding challenges are set to find the best performers. If this chat goes well, an applicant will go on to the next level—an initial in-person interview or phone screening.(4)
In this next hurdle, the applicant will have a 45-minute chat with a fellow engineer/potential coworker, [with] whom he or she shares the same area of expertise. They will tell you about their job and what their role is in Facebook; then they ask about the applicant’s résumé, motivation, and interests. Additionally, the applicant will be tested about his or her technical skills, coding exercises, and programming abilities.(5)
If successful, the applicant will be invited for back-to-back interviews. This part of the process is very grueling and stressful since all the interviews take place throughout a single day. The candidate will also be asked to manually write a program on a whiteboard to make sure that the applicant is knowledgeable about program writing. The goal in this final step is to see how one approaches a problem and comes up with a solution [that] is simple enough to solve in 10–30 minutes and can be easily explained.(6)
As a potential coworker, the applicant will be te.
Case 6.4 The Case of the Poorly Performing SalespersonEd Markham.docx
Case 6.4 The Case of the Poorly Performing Salesperson
Ed Markham, the African American sales manager at WCTV, is considering how to handle a problem with one of his salespersons, Jane Folsom, who is White. Ed was promoted to sales manager three months ago after working at WCTV for 2 years. He earned his promotion by exceeding sales goals every month after his first on the job. He developed a research report using secondary data like MRI and the Lifestyle Market Analyst to analyze the market. His former boss praised the report, gave a copy to all salespersons, and included a summary of it in the rate card. When his former boss left for a new job in a larger market, he recommended Ed as his replacement.
Jane has been a salesperson at WCTV for 2 years. For most of that time, she has exceeded sales quotas about as much as Ed had. For the past 3 months, she has not met sales quotas. After his second month as sales manager, Ed talked to Jane about her performance. She attributed her below-average performance to the closing of a major advertiser, Anthony’s Fashions. This local clothing store closed because several major retailers, including JC Penney and Dillard’s, had opened at the local mall.
Ed listened to Jane’s explanation and then suggested ways to obtain new clients. He asked Jane whether she had set personal sales goals, set up a prospect file of new and inactive advertisers as well as existing businesses that were potential clients, come up with research and data on the market to use in presentations and reports to clients, come up with new ideas or opportunities to advertise for clients, or asked her clients about their needs and goals (Shaver, 1995). Jane said no, she simply telephoned or visited her clients regularly to see if they wanted to run ads.
Ed also asked Jane why several of her clients had not paid their bills. He explained that a salesperson must check out a client’s ability to pay before running a schedule. Jane replied that she was not aware of that fact and that no one had ever trained her to sell. She had sold time for a radio station before, but that was all the training she had. Ed’s predecessor had just hired her and cut her loose.
Ed gave Jane a memo after their first meeting a month ago asking her to focus on sales training for the next month. First, she should read Shaver’s (1995) Making the Sale! How to Sell Media With Marketing. He gave her a copy, told her to read it, and asked her to contact him if she had any questions. After reading the book, he told her that she should establish written personal sales goals, begin to develop a prospect file (with two new and two inactive clients), and develop three ideas for new advertising opportunities for existing clients. In the memo, Ed told Jane that he would not hold her to sales performance standards that month. He wanted Jane to focus on doing the background work he assigned to help her improve her future sales performance.
At the meeting a month later, Ed discovered.
Case 5.6Kelo v City of New London545 U.S. 469 (2005)Ye.docx
Case 5.6
Kelo v City of New London
545 U.S. 469 (2005)
Yes, Actually, They Can Take That Away From You
Facts
In 1978, the city of New London, Connecticut, undertook a redevelopment plan for purposes of creating a redeveloped area in and around the existing park at Fort Trumbull. The plan sought to develop the related ambience a state park should have, including the absence of pink cottages and other architecturally eclectic homes. Part of the redevelopment plan was the city’s deal with Pfizer Corporation for the location of its research facility in the area. The preface to the city’s development plan included the following statement of goals and purpose:
To create a development that would complement the facility that Pfizer was planning to build, create jobs, increase tax and other revenues, encourage public access to and use of the city’s waterfront, and eventually “build momentum” for the revitalization of the rest of the city, including its downtown area.
The affected property owners, including Susette Kelo, live in homes and cottages (15 total) located in and around other existing structures that would be permitted to stay in the area designated for the proposed new structures (under the city’s economic development plan) that would be placed there primarily by private land developers and corporations. The city was assisted by a private, nonprofit corporation, the New London Development Corporation (NLDC), in the development of the economic plan and piloting it through the various governmental processes, including that of city council approval. The central focus of the plan was getting Pfizer to the Fort Trumbull area (where the homeowners and their properties were located) with the hope of a resulting economic boost that such a major corporate employer can bring to an area.
Kelo and the other landowners whose homes would be razed to make room for Pfizer and the accompanying and resulting economic development plan filed suit challenging New London’s legal authority to take their homes. The trial court issued an injunction preventing New London from taking certain of the properties but allowing others to be taken. The appellate court found for New London on all the claims, and the landowners (petitioners) appealed.
Judicial Opinion
STEVENS, Justice Two polar propositions are perfectly clear. On the one hand, it has long been accepted that the sovereign may not take the property of A for the sole purpose of transferring it to another private party B, even though A is paid just compensation. On the other hand, it is equally clear that a State may transfer property from one private party to another if future “use by the public” is the purpose of the taking; the condemnation of land for a railroad with common-carrier duties is a familiar example. Neither of these propositions, however, determines the disposition of this case.
The disposition of this case therefore turns on the question whether the City’s development plan serves a “public purpos.
CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF.docx
CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF THE UNITED STATES, 379 U.S. 203 (1964).
[After receiving union proposals for contract revisions for the benefit of the maintenance workers at the company’s Emeryville, California, plant, the company advised the union that negotiations for a new contract would be pointless because it had definitely decided to contract out the work performed by the employees covered by the agreement upon the expiration of the agreement. The company planned to replace these employees with an independent contractor’s employees and expected that substantial savings would be effected by this contracting-out of the work. The Board ordered the company to reinstate the maintenance operation with the union employees, reinstate the employees with back pay, and fulfill its statutory bargaining obligation. The court of appeals granted the Board’s enforcement petition, and the Supreme Court agreed to hear the case.]
WARREN, C. J.... I. Section 8(a)(5) of the National Labor Relations Act provides that it shall be an unfair labor practice for an employer “to refuse to bargain collectively with the representatives of his employees.” Collective bar- gaining is defined in Section 8(d)
as the performance of the mutual obligation of the employer and the representative of the employees to meet at reasonable times and confer in good faith with respect to wages, hours, and other terms and conditions of employment.
“Read together, these provisions establish the obligation of the employer and the representative of its employees to bargain with each other in good faith with respect to ‘wages, hours, and other terms and conditions of employment....’ The duty is limited to those subjects, and within that area neither is legally obligated to yield. Labor Board v. American Ins. Co., 343 U.S. 395. As to other matters, however, each party is free to bargain or not to bargain....” Labor Board v. Wooster Div. of Borg-Warner Corp., 356 U.S. 342, 349. Because of the limited grant of certiorari, we are concerned here only with whether the subject upon which the employer allegedly refused to bargain— contracting out of plant maintenance work previously performed by employees in the bargaining unit, which the employees were capable of continuing to perform—is covered by the phrase “terms and conditions of employment” within the meaning of Section 8(d).
The subject matter of the present dispute is well within the literal meaning of the phrase “terms and conditions of employment.”
As the Court of Appeals pointed out, it is not necessary that it be likely or probable that the union will yield or supply a feasible solution but rather that the union be afforded an opportunity to meet management’s legitimate complaints that its maintenance was unduly costly.
We are thus not expanding the scope of mandatory bargaining to hold, as we do now, that the type of “contracting out” involved in this case—the replacement of employees in the exi.
Case 4 The McDonald’s China Food Supplier Scandal1. What we.docx
Case 4:
The McDonald’s China Food Supplier Scandal
1. What were the root causes for Husi’s misbehavior?
2. What are the major challenges faced by the multinationals such as McDonald’s in supply chain management in China?
3. Should McDonald’s be held responsible for the scandal? How could McDonald’s avoid similar situations from happening again?
4. Should OSI be held responsible for the scandal? What should OSI do to prevent similar situations from happening again?
.
Case 3 Neesha Wilson Phoenix Rising Risks, Protective Factors, and.docx
Case 3 Neesha Wilson Phoenix Rising Risks, Protective Factors, and Psychological Well-Being
Neesha Wilson, a 10-year-old African American girl, was referred for assessment to the school psychologist as a result of a child study team meeting held at the school in May. Presenting problems included poor school progress and escalating behavioral concerns. It was the school’s impression that Neesha might qualify for special education assistance as a child with an emotional disorder. Currently, Neesha has an older brother, Tyrone, who is attending an alternate school program for children and youth with severe emotional disturbance.
Developmental History/Family Background
The school social worker completed Neesha’s initial work-up just prior to the end of the academic term; intake information is summarized as follows:
Neesha lives with her 15-year-old brother, Tyrone, and her mother in a two-bedroom apartment. The social worker described the apartment as tiny but very well kept. Neesha has her own bedroom, and Tyrone sleeps on the couch, which folds out into a bed. The social worker noted that it was difficult to book an appointment with Mrs. Wilson, who was reportedly working two jobs: cleaning offices and working as a hairstylist. Mrs. Wilson graduated from hairstylist classes last year. Although her career as a hairstylist has a lot of potential, she is only beginning to develop clientele. She also works part time cleaning offices. Despite the lack of financial resources, the children were clean, well dressed, and did not miss any meals. The children were on the free-lunch program at the schools. According to Mrs. Wilson, Neesha’s early history was unremarkable and motor and language milestones developed on schedule.
An immediate concern of the social worker’s centered on who cared for the children when their mother, Tanya, had to work evenings cleaning offices. Tanya stated that it was not a problem for her because she would either send the children to her sister’s apartment a few blocks away, or have a cousin who lived in the building check in on the kids. Also, Tyrone was 15, so he was capable of watching his sister, although she preferred to have an adult nearby, given Tyrone’s behavior problems.
Neesha’s mother described her as an easy baby and said that she never really had any problems with her. She added that it was Tyrone who was giving her all the problems, not Neesha. The family had struggled since her husband, Walt, left the family about 3 years ago, when Neesha was in Grade 1. In the past two years, Walt has had virtually no contact with the children. He moved in with his girlfriend and their one-year-old baby and recently moved to another state. Neesha was very upset with the marriage breakdown and misses her father very much. Neesha visited with her dad and his new family, initially, but was very disappointed that the visits were neither consistent nor more frequent. Neesha did not like Walt’s girlfriend and felt that her father wa.
Case 48 Sun Microsystems Done by Nour Abdulaziz Maryam .docx
Case 48: Sun Microsystems
Done by: Nour Abdulaziz
Maryam Barifah
Shrouq Al-Jaadi
Balqees Mekhalfi
Yara El-Feki
Introduction
•In 2009, Oracle was planning to acquire Sun Microsystems.
•This acquisition would allow Oracle;
•to further diversify their brand, customers and acquire various new platforms that would be added to their portfolio such as MySQL, Solaris and Java.
•Oracle originally placed an offer of $9.50 per share price which is considerably higher than Sun Microsystem’s price that is $6.69.
•This will cut the production costs and make the company more efficient throughout all the value chain.
•Oracle aimed to capitalize on Sun Microsystem’s decline by getting particular assets or the whole company at the deflated price.
Is Sun Microsystems a good strategic fit for Oracle? Should Oracle acquire Sun Microsystems?
- as it will allow them to achieve their vision of becoming the Apple of the software industry.
- it will allow the company to deliver high-quality customer products by combining both hardware and software components, hence reducing the consumer setup process.
Continue
It will provide Oracle with the needed expansion.
-This acquisition fits Oracle’s overall strategy which is to improve through acquiring and effectively integrating other companies
Worth of Sun Microsystems and Valuation Approaches
To know how much Sun Microsystems worth, we must find the Stand Alone Value of the company.
The Stand Alone value represents the present value of Sun Microsystem individually before factoring the synergy that would be created when Oracle acquires Sun.
Another method is the value of Sun Microsystem with synergies, which after being acquired by Oracle, must be found. This is done to see whether or not the acquisition was a proper strategic decision or not
Another method of valuing the Sun Microsystem is through the comparative company analysis (CCA). That is done through the thorough assessment of rival and peer businesses of similar size and industry.
Finally, the acquisition price, which is the price that is paid to the target when it is first acquired, is also used as a separate method of valuation. The value of the acquisition price ranges between the values of the stand-alone and the synergies.
USING THE DCF
To be able to find the values of both, the Stand Alone and the synergies, we have decided the best way to do so is by calculating the discounted cash flow (DCF) by using the multiples and the perpetuity growth methods and finding the average of both.
DCF Using Multiples MethodDCF Using Perpetuity Growth MethodIt does not consider long-term growth rate or the economics of business.This method seems inaccurate as the company assumes a certain growth rate will remains the same 2014 onwards (forever) which is unrealistic.It is considered a challenging method to use as it is very difficult to identify truly comparable companies.
USING THE WACC
The weig.
CASE 42 Myasthenia Gravis The immune response turns agai.docx
CASE 42 Myasthenia Gravis
The immune response turns against the host.
The specific adaptive immune response can, in rare instances, be mounted
against self antigens and cause autoimmune disease. Injury to body tissues
can result from antibodies directed against cell-surface or extracellular-matrix
molecules, from antibodies bound to circulating molecules that deposit as
immune complexes, or from clones of T cells that react with self antigens. A
special class of autoimmune disease is caused by autoantibodies against cell
surface receptors (Fig. 42.1). Graves' disease and myasthenia gravis are two
well-studied examples . Graves' disease is caused by autoantibodies against
the receptor on thyroid cells for thyroid-stimulating hormone (TSH), secreted
by the pituitary gland. In this disease, autoantibody binds to the TSH recep
tor; like TSH, it stimulates the thyroid gland to produce thyroid hormones.
In myasthenia gravis, the opposite effect is observed: antibodies against the
acetylcholine receptor at the neuromuscular junction impede the binding of
acetylcholine and stimulate internalization of the receptor, thereby block
ing the t ransmission of nerve impulses by acetylcholine (Fig. 42.2). In addi
tion, the presence of autoantibodies at the neuromuscular junction initiates
complement-mediated lysis ofthe muscle endplate and damages the muscle
membrane.
Myasthenia gravis means severe (gravis) muscle (my) weakness (asthenia).
This disease was first identified as an autoimmune disease when an immun
ologist immunized rabbits with purified acetylcholine receptors to obtain
antibodies against this receptor. He noticed that the rabbits developed floppy
ears, like the droopy eyelids (ptosis) that are the most characteristic symptom
of myasthenia gravis in humans. Subsequently, patients with this disease
were found to have antibodies against the acetycholine receptor. In addition,
pregnant women with myasthenia gravis transfer the disease to their newborn
infants. As IgG is the only maternal serum protein that crosses the placenta
fro m mother to fetus, neonatal myasthenia gravis is clear evidence that
myasthenia gravis is caused by an anti-IgG antibody. More recently, patients
with myasthenia gravis have been identified who have autoantibodies against
muscle-specific kinase (MUSK) rather than the acetylcholine receptor.
MUSK is a tyrosine kinase receptor involved in clustering acetylcholine
receptors; therefore, these autoantibodies also inhibit signaling through the
neuromuscular junction.
Topics bearing on
this case:
Humoral autoimmunity
Transfer of maternal
antibodies
Mechanisms for
breaking tolerance
This case was prepared by RaifGeha , MD, in collaboration with Janet Chou, MD.
~ Case 42: Myasthenia Gravis
Fig. 42.1 Autoimmune diseases caused
by antibody against surface or matrix
antigens. These are known as type II
autoimmune diseases. Damage by
IgE-mediated responses (type I) does no.
Case 4 JetBlue Delighting Customers Through Happy JettingIn the.docx
Case 4 JetBlue: Delighting Customers Through Happy Jetting
In the early years, JetBlue was a thriving young airline with a strong reputation for outstanding service. In fact, the low-fare airline referred to itself as a customer service company that just happened to fly planes. But on a Valentine’s Day, JetBlue was hit by the perfect storm, literally, of events that led to an operational meltdown. One of the most severe storms of the decade covered JetBlue’s main hub at New York’s John F. Kennedy International Airport with a thick layer of snow and ice. JetBlue did not have the infrastructure to deal with such a crisis. The severity of the storm, coupled with a series of poor management decisions, left JetBlue passengers stranded in planes on the runway for up to 11 hours. Worse still, the ripple effect of the storm created major JetBlue flight disruptions for six more days. Understandably, customers were livid. JetBlue’s efforts to clean up the mess following the six-day Valentine’s Day nightmare cost over $30 million in overtime, flight refunds, vouchers for future travel, and other expenses. But the blow to the company’s previously stellar customer-service reputation stung far more than the financial fallout. JetBlue became the butt of jokes by late night talk show hosts. Some industry observers even predicted that this would be the end
of JetBlue. But just three years later, the company is not only still flying, it is growing, profitable, and hotter than ever. During a serious economic downturn competing airlines were cut routes, retiring aircraft, laying off employees, and lost money. JetBlue added planes, expanded into new cities, hired thousands of new employees, and turning profits.
Truly Customer Focused What’s the secret to JetBlue’s success? Quite simply, it’s an obsession with making sure that every customer experience lives up to the company slogan, “Happy Jetting.” Lots of companies say they focus on customers. But at JetBlue, customer well-being is ingrained in the culture. From the beginning, JetBlue set out to provide features that would delight customers. For example, most air travelers expect to be squashed when flying coach. But JetBlue has configured its seats with three more inches of legroom than the average airline seat. That may not sound like much. But those three inches allow six-foot three-inch Arianne Cohen, author of The Tall Book: A Celebration of Life from on High, to stretch out and even cross her legs. If that’s not enough, for as little as $10 per flight, travelers can reserve one of JetBlue’s “Even More Legroom” seats, which offer even more space and a flatter recline position. Add the fact that every JetBlue seat is well padded and covered in leather, and you already have an air travel experience that rivals first-class accommodations (something JetBlue doesn’t offer). Food and beverage is another perk that JetBlue customers enjoy. The airline doesn’t serve meals, but it offers the best selection of free.
Case 4-2 Hardee TransportationThe Assignment Answer the four .docx
Case 4-2 Hardee Transportation
The Assignment: Answer the four (4) questions at the end of Case 4-2
Resources: Course Textbook, Appendix 4B, Table 4B-1, Attached worksheet (Word or Excel format)
Acceptable Length:
Show your work for solution to questions 1 and 2
. Well-written responses to question 3 and 4.
Formatting Requirements:
Enter your name and date
Provide well-structured solutions/answers- incomplete answers will receive partial credit
Show your work
2. Answer case questions,
using the attached word template or excel document
. Complete assignment and submit as an attachment using the assignment link when finished.
.
Case 3-8 Accountant takes on Halliburton and Wins!1. Descri.docx
Case 3-8 Accountant takes on Halliburton and Wins!
1. Describe the inadequacies in the corporate governance system at Halliburton.
2. Consider the role of KPMG in the case with respect to the accounting and auditing issues. How did the firms’ actions relate to the ethical and professional expectations for CPAs by the accounting profession?
3. The Halliburton case took place before the Dodd-Frank Financial Reform Act was adopted by Congress. Assume Dodd-Frank had been in effect and Menendez decided to inform the SEC under Dodd-Frank rather than SOX because it had been more than 180 days since the accounting violation had occurred. Given the facts of the case would Menendez have qualified for whistleblower protection? Explain.
4. Some critics claim that while Menendez’s actions may have been courageous, he harmed others along the way. His family was in limbo for many years and had to deal with the agony of being labeled a whistleblower and disloyal to Halliburton. The company’s overall revenue did not change; a small amount was merely shifted to an earlier period. Halliburton didn't steal any money, they didn't cheat the IRS, they didn't cheat their customers or their employees. In fact, they lessened their cash flows by paying out taxes earlier than they should have under the rules. How do you respond to these criticisms?
.
CASE 3.2 A Shift for Lieutenant Colonel AdamsEAM 751 Chapter.docx
CASE 3.2 A Shift for Lieutenant Colonel Adams
EAM 751 Chapter 3
Working with a partner complete CASE 3.2
Answer the 3 questions at the end of the chapter and submit.
Marketing Management
Fifteenth Edition
Chapter 16
Developing
Pricing Strategies
and Programs
Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Learning Objectives
16.1 How do consumers process and
evaluate prices?
16.2 How should a company set prices
initially for products or services?
16.3 How should a company adapt prices
to meet varying circumstances and
opportunities?
16.4 When and how should a company
initiate a price change?
16.5 How should a company respond to a
competitor’s price change?
Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Setting the Price
Table 16.2 Steps in Setting a Pricing Policy
1. Selecting the Pricing Objective
2. Determining Demand
3. Estimating Costs
4. Analyzing Competitors’ Costs, Prices, and Offers
5. Selecting a Pricing Method
6. Selecting the Final Price
Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Step 1: Selecting the Pricing Objective
• Survival
• Maximum current profit
• Other objectives
• Maximum market share
• Product-quality leadership
• Maximum market skimming
Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Step 2: Determining Demand
• Price sensitivity
• Estimating demand curves
– Surveys, price experiments,
& statistical analysis
• Price elasticity of demand
Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Figure 16.1 Inelastic And Elastic
Demand
Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Price Sensitivity
Table 16.3 Factors That Reduce Price Sensitivity
• The product is more distinctive.
• Buyers are less aware of substitutes.
• Buyers cannot easily compare the quality of substitutes.
• The expenditure is a smaller part of the buyer’s total income.
• The expenditure is small compared to the total cost of the end product.
• Part of the cost is borne by another party.
• The product is used in conjunction with assets previously bought.
• The product is assumed to have more quality, prestige, or exclusiveness.
• Buyers cannot store the product.
Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Step 3: Estimating Costs (1 of 3)
• Types of costs and levels of
production
– Fixed vs. variable costs
– Total costs
– Average cost
Figure 16.2 Cost per Unit at Different
Levels of Production per Period
Copyright © 2016, 2012, 2009 Pearson Education, Inc. All Rights Reserved
Step 3: Estimating Costs (2 of 3)
• Accumulated production
– Experience/learning curve
Figure 16.3 Cost per Unit as a Function of Accumulated Production: The
Experience Curve
Copyright © 2016, 2012, 2009 Pearson Educati.
Case 3 Ford’s Pinto Fires The Retrospective View of Ford’s Fiel.docx
Case 3
Ford’s Pinto Fires: The Retrospective View of Ford’s Field Recall Coordinator
Brief Overview of the Ford Pinto Fires
Determined to compete with fuel- efficient Volkswagen and Japanese imports, the Ford Motor Company introduced the subcompact Pinto in the 1971 model year. Lee Iacocca, Ford’s president at the time, insisted that the Pinto weigh no more than 2,000 pounds and cost no more than $2,000. Even with these restrictions, the Pinto met federal safety standards, although some people have argued that strict adherence to the restrictions led Ford engineers to compromise safety. Some 2 million units were sold during the 10- year life of the Pinto.
The Pinto’s major design flaw— a fuel tank prone to rupturing with moderate speed rear- end collisions— surfaced not too long after the Pinto’s entrance to the market. In April 1974, the Center for Auto Safety petitioned the National Highway Traffic Safety Administration (NHTSA) to recall Ford Pintos due to the fuel tank design defect. The Center for Auto Safety’s petition was based on reports from attorneys of three deaths and four serious injuries in moderate- speed rear- end collisions involving Pintos. The NHTSA did not act on this petition until 1977. As a result of tests performed for the NHTSA, as well as the extraordinary amount of publicity generated by the problem, Ford agreed, on June 9, 1978, to recall 1.5 million 1971– 1976 Ford Pintos and 30,000 1975– 1976 Mercury Bobcat sedan and hatchback models for modifications to the fuel tank. Recall notices were mailed to the affected Pinto and Bobcat owners in September 1978. Repair parts were to be delivered to all dealers by September 15, 1978.
Unfortunately, the recall was initiated too late for six people. Between June 9 and September 15, 1978, six people died in Pinto fires after a rear impact. Three of these people were teenage girls killed in Indiana in August 1978 when their 1973 Pinto burst into flames after being rear- ended by a van. The fiery deaths of the Indiana teenagers led to criminal prosecution of the Ford Motor Company on charges of reckless homicide, marking the first time that an American corporation
was prosecuted on criminal charges. In the trial, which commenced on January 15, 1980, “Indiana state prosecutors alleged that Ford knew Pinto gasoline tanks were prone to catch fire during rear- end collisions but failed to warn the public or fix the problem out of concern for profits.” On March 13, 1980, a jury found Ford innocent of the charges. Production of the Pinto was discontinued in the fall of 1980.
Enter Ford’s Field Recall Coordinator
Dennis A. Gioia, currently a professor in the Department of Management and Organization at Pennsylvania State University, was the field recall coordinator at Ford Motor Company as the Pinto fuel tank defect began unfolding. Gioia’s responsibilities included the operational coordination of all the current recall
92 Business Ethics
campaigns, tracking incoming information.
Case 3Competition in the Craft Brewing Industry in 2017John D. Var.docx
Case 3Competition in the Craft Brewing Industry in 2017
John D. Varlaro
Johnson & Wales University
John E. Gamble
Texas A&M University–Corpus Christi
Locally produced or regional craft beers caused a seismic shift in the U.S. beer industry during the early 2010s with the gains of the small, regional newcomers coming at the expense of such well-known brands as Budweiser, Miller, Coors, and Bud Light. Craft breweries, which by definition sold fewer than 6 million barrels (bbls) per year, expanded rapidly with the deregulation of intrastate alcohol distribution and retail laws and a change in consumer preferences toward unique and high-quality beers. The growing popularity of craft beers allowed the total beer industry in the United States to increase by 6.7 percent annually between 2011 and 2016 to reach $39.5 billion. The production of U.S. craft breweries more than doubled from 11.5 million bbls per year to about 24.6 million bbls per year during that time. In addition, production by microbreweries and brewpubs accounted for 90 percent of craft brewer growth in 2016.1
The industry had begun to show signs of a slowdown going into 2017, with Boston Beer Company, the second largest craft brewery in the United States and known for its Samuel Adams brand, experiencing a 4 percent sales decline in 2016 that erased two years of of growth. The annual revenues of Anheuser-Busch InBev SA, whose portfolio included global brands Budweiser, Corona, and Stella Artois and numerous international and local brands, remained relatively consistent from 2014 to 2016. However, the sales volume of Anheuser-Busch’s flagship brands and its newly acquired and international brands such as Corona, Goose Island, Shock Top, Beck’s, and St. Pauli Girl allowed it to control 45.8 percent of the U.S. market for beer in 2016.2
Industry competition was increasing as grain price fluctuations affected cost structures and growing consolidation within the beer industry—led most notably by AB InBev’s acquisition of several craft breweries, Grupo Modelo, and its pending $104 billion acquisition of SABMiller—created a battle for market share. While the market for specialty beer was expected to gradually plateau by 2020, it appeared that the slowing growth had arrived by 2017. Nevertheless, craft breweries and microbreweries were expected to expand in number and in terms of market share as consumers sought out new pale ales, stouts, wheat beers, pilsners, and lagers with regional or local flairs.The Beer Market
The total economic impact of the beer market was estimated to be 2.0 percent of the total U.S. GDP in 2016 when variables such as jobs within beer production, sales, and distribution were included.3Exhibit 1 presents annual beer production statistics for the United States between 2006 and 2016.
Year
Barrels Produced (in millions)*
2006
198
2007
200
2008
200
2009
197
2010
195
2011
193
2012
196
2013
192
2014
193
2015
191
2016
189
*Rounded to the nearest million. .
CASE 3.2 Ethics, Schmethics-Enrons Code of EthicsIn Jul.docx
CASE 3.2 "Ethics, Schmethics"-Enron's Code of Ethics
In July 2000, Enron Corporation published an internal code of ethics docu-
ment that ran 64 pages in length (see the Appendix 1).Page 12 of the document
proudly announced the company's position on business ethics:
Employees of Enron Corp., its subsidiaries, and its affiliated companies
(collectively the "Company") are charged with conducting their business
affairs in accordance with the highest ethical standards. An employee
shall not conduct himself or herself in a manner which directly or indi-
rectly would be detrimental to the best interests of the Company or in
a manner which would bring to the employee financial gain separately
derived as a direct consequence of his or her employment with the Com-
pany. Moral as well as legal obligations will be fulfilled openly, promptly,
and in a manner which will reflect pride on the Company's name.
Products and services of the Company will be of the highest quality and
as represented. Advertising and promotion will be truthful, not exagger-
ated or misleading.
Agreements, whether contractual or verbal, will be honored. No bribes,
bonuses, kickbacks, lavish entertainment, or gifts will be given or received
. in exchange for special position, price or privilege . . . Relations with
the Company's many publics-customers, stockholders, governments,
employees, suppliers, press, and bankers-will be conducted in honesty,
candor, and fairness." .- ~ ~ ~ -
Subsequent investigations into the inner workings of Enron Corp. revealed that
the only time this code of ethics received formal attention (other than, presum-
ably,when it was created and formally accepted) was when the board of directors
voted to waive key provisions of the code in order to allow the off-balance-sheet
partnerships that Chief Financial Officer Andy Fastow ultimately used to hide
over half a billion dollars of debt from analysts and investors.
A more realistic picture of the apparent flexibility of Enron's ethical culture
can be found in the extreme conflict of interest represented in its relationship
with Arthur Andersen. Andersen provided both consulting and auditing ser-
vices for fees running into millions of dollars-money that became so critical to
Andersen's continued growth that its employees were encouraged to sign off on
off-balance-sheet transactions-transactions that were not shown on Enron's
publicly-reported balance sheet-that stretched the limits of generally accepted
accounting principles (GAAP) to their furthest edges. In addition, Enron hired
former Andersen employees to manage the affairs of their former colleagues,
which further strengthened the conflict of interest in a relationship that was
supposed, at the very least, to be at arm's length, and, at best, above reproach.
1. What is the purpose of a code of ethics?
2. Do you think the employees of Enron Corp. were told about the vote to put
aside key elements of the code of ethics? If not, why not? If they had .
More from annandleola (20)
CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional .docx
CASE 6B – CHESTER & WAYNE Chester & Wayne is a regional .docx
CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervos.docx
CASE 9 Bulimia Nervosa Table 9-1 Dx Checklist Bulimia Nervos.docx
Case 9 Bulimia Nervosa in Gorenstein and Comer (2014)Rita was a.docx
Case 9 Bulimia Nervosa in Gorenstein and Comer (2014)Rita was a.docx
Case 8.1 Pros and Cons of Balkan Intervention59Must the a.docx
Case 8.1 Pros and Cons of Balkan Intervention59Must the a.docx
CASE 5Business Performance Evaluation Approaches for Thoughtf.docx
CASE 5Business Performance Evaluation Approaches for Thoughtf.docx
Case 6-2 Not Getting Face Time at Facebook—and Getting the Last La.docx
Case 6-2 Not Getting Face Time at Facebook—and Getting the Last La.docx
Case 6.4 The Case of the Poorly Performing SalespersonEd Markham.docx
Case 6.4 The Case of the Poorly Performing SalespersonEd Markham.docx
Case 5.6Kelo v City of New London545 U.S. 469 (2005)Ye.docx
Case 5.6Kelo v City of New London545 U.S. 469 (2005)Ye.docx
CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF.docx
CASE 5.10 FIBREBOARD PAPER PRODUCTS CORP. V. NLRB SUPREME COURT OF.docx
Case 4 The McDonald’s China Food Supplier Scandal1. What we.docx
Case 4 The McDonald’s China Food Supplier Scandal1. What we.docx
Case 3 Neesha Wilson Phoenix Rising Risks, Protective Factors, and.docx
Case 3 Neesha Wilson Phoenix Rising Risks, Protective Factors, and.docx
Case 48 Sun Microsystems Done by Nour Abdulaziz Maryam .docx
Case 48 Sun Microsystems Done by Nour Abdulaziz Maryam .docx
CASE 42 Myasthenia Gravis The immune response turns agai.docx
CASE 42 Myasthenia Gravis The immune response turns agai.docx
Case 4 JetBlue Delighting Customers Through Happy JettingIn the.docx
Case 4 JetBlue Delighting Customers Through Happy JettingIn the.docx
Case 4-2 Hardee TransportationThe Assignment Answer the four .docx
Case 4-2 Hardee TransportationThe Assignment Answer the four .docx
Case 3-8 Accountant takes on Halliburton and Wins!1. Descri.docx
Case 3-8 Accountant takes on Halliburton and Wins!1. Descri.docx
CASE 3.2 A Shift for Lieutenant Colonel AdamsEAM 751 Chapter.docx
CASE 3.2 A Shift for Lieutenant Colonel AdamsEAM 751 Chapter.docx
Case 3 Ford’s Pinto Fires The Retrospective View of Ford’s Fiel.docx
Case 3 Ford’s Pinto Fires The Retrospective View of Ford’s Fiel.docx
Case 3Competition in the Craft Brewing Industry in 2017John D. Var.docx
Case 3Competition in the Craft Brewing Industry in 2017John D. Var.docx
CASE 3.2 Ethics, Schmethics-Enrons Code of EthicsIn Jul.docx
CASE 3.2 Ethics, Schmethics-Enrons Code of EthicsIn Jul.docx
Recently uploaded
The approach at University of Liverpool.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Best Digital Marketing Institute In NOIDA
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...Nguyen Thanh Tu Collection
https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiCACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaRecently uploaded (20)
Multithreading_in_C++ - std::thread, race condition
Multithreading_in_C++ - std::thread, race condition
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Module 4 - HomePathogenicity and Immunology; Host resistance and.docx
- 1. Module 4 - Home Pathogenicity and Immunology; Host resistance and the immune response Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: · Case · Explain the components of the human immune system. · Discuss a disease state of the immune system. · SLP · Explain and discuss host resistance and its importance in controlling pathogens. · Discussion · Discuss vaccines and the immune system. Module Overview In Module 3 we examined chemical control of microbes. We have our own biologic methods of controlling microbes that inhabit or attempt to invade our bodies. The concepts of immunity and the immune response will help you to understand how the human body fights infection and the components of the immune system that target specific pathogens. First let's examine disease transmission and epidemiology. In our modern society and advanced medical skill in the U.S., we don't often think about outbreaks of disease. When you click on this link, notice the regions that have experienced outbreaks and how recently these outbreaks occurred. As humans, we have several sophisticated systems that are constantly at work to protect us from disease. A pathogen's ability to cause disease depends on virulence factors that enable it to penetrate host tissues, and evade our defenses. It is particularly fascinating that some pathogens can actually render our defenses useless and even turn them against us! Hospitals and the workplace are often incubators for disease. Read this article about Infectious Diseases in the Workplace to
- 2. learn about some shocking diseases that are spread more and more easily throughout our country as travel becomes easier, our marketplace becomes more global, and employees are exposed to new threats. Proceed to your Case and SLP assignments to review these concepts, explore some current disease epidemics in the U.S., and learn more about our immune system. Privacy Policy | Contact Module 4 - Home PATHOGENICITY AND IM MUNOLOGY; HOST RESISTANCE AND THE I MMUNE RESPONSE Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: · Case o Explain the components of the human immune system. o
- 3. Discuss a disease state of the immune system. · SLP o Explain and discuss host resistance and its importance in controlling pathogens. · Discussion o Discuss vaccines and the immune system. Module Overview In Module 3 we examined chemical control of microbes. We have our own biologic methods of controlling microbes that inhabit or attempt to invade our bodies. The concepts of immunity and the immune response will help you to understand how the human body f ights infection and the components of the immune system that target specific pathogens.
- 4. First let's examine disease transmission and epidemiology . In our modern society and advanced medical skill in the U.S., we don't often think about outbreaks of disease . When you click on this link, noti ce the regions that have experienced outbreaks and how recently these outbreaks occurred. As humans, we have several sophisticated systems that are constantly at work to protect us from disease. A pathogen's ability to cause disease depends on virulence f actors that enable it to penetrate host tissues , and evade our defenses .
- 5. It is particularly fascinating that some pathogens can actually render our defenses useless and even turn them against us! Module 4 - Home PATHOGENICITY AND IMMUNOLOGY; HOST RESISTANCE AND THE IMMUNE RESPONSE Modular Learning Outcomes Upon successful completion of this module, the student will be able to satisfy the following outcomes: o Explain the components of the human immune system. o Discuss a disease state of the immune system. o Explain and discuss host resistance and its importance in controlling pathogens. o Discuss vaccines and the immune system. Module Overview In Module 3 we examined chemical control of microbes. We have our own biologic methods of controlling microbes that inhabit or attempt to invade our bodies. The concepts of immunity and the immune response will help you to understand how the human body fights infection and the components of the immune system that target specific pathogens.
- 6. First let's examine disease transmission and epidemiology. In our modern society and advanced medical skill in the U.S., we don't often think about outbreaks of disease. When you click on this link, notice the regions that have experienced outbreaks and how recently these outbreaks occurred. As humans, we have several sophisticated systems that are constantly at work to protect us from disease. A pathogen's ability to cause disease depends on virulence factors that enable it to penetrate host tissues, and evade our defenses. It is particularly fascinating that some pathogens can actually render our defenses useless and even turn them against us! 4 Pages APA sOURCES:4 Case Assignment In this Case Assignment, you will focus on the materials that you viewed on the Home page. After reading the text and viewing each of the links provided there, address the following questions: What are three methods of disease transmission mentioned in the epidemiology animation on the Home page? Provide some examples. What are the most common vectors mentioned in the video on transmission of disease? Which pathogens were mentioned in the Virulence Factors animations? List all of the pathogens mentioned and then choose two to discuss. In your discussion include: How do they hide from host defenses? How do they invade or penetrate the host? Research how they reproduce, and ID them using at least three
- 7. phenotypic descriptions (you can refer to the dichotomous key from the previous module for phenotypic descriptions). Note whether the pathogen you chose was reported as a risk to the workplace in the Infectious Diseases in the Workplace article you read on the Home page. Note the total cases and related mortality reported by the CDC stats in the linked report. Organize these using headings for each topic and write your answers in paragraph form. Assignment Expectations Please include a cover sheet for your Case Assignment. Use headings to separate each section's questions, and answer each question using complete sentences. Use your own words and build on the ideas of others. Quoted material should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and also listed at the end of the assignment in the References section (preferably in APA format). References: List the references used to address the pathogens you selected for this assignment. The references should be listed at the end of the assignment in a References section and should be cited throughout (preferably in APA format). Organization: Subheadings should be used to organize your paper according to question. The following items will be assessed: Assignment-Driven Criteria - Did you address each requirement? Critical Thinking - How well did you synthesize and evaluate the topics addressed? Scholarly Writing - Is everything explained in complete sentences? Quality of References and Assignment Organization - Did you organize your paper with headings?
- 8. Citing Sources - Did you list your references and cite information where necessary?