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Points: 100 Assignment 2: Use Cases Criteria UnacceptableBelow 60% F Meets Minimum Expectations60-69% D Fair70-79% C Proficient80-89% B Exemplary90-100% A 1. Describe (in a one to two (1-2) page narrative) a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Weight:15% Did not submit or incompletely described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Insufficiently described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Partially described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Satisfactorily described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Thoroughly described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. 2. Illustrate the use case, using Visio or a similar product. Weight: 15% Did not submit or incompletely illustrated the use case, using Visio or a similar product. Insufficiently illustrated the use case, using Visio or a similar product. Partially illustrated the use case, using Visio or a similar product. Satisfactorily illustrated the use case, using Visio or a similar product. Thoroughly illustrated the use case, using Visio or a similar product. 3. Describe (in a one to two (1-2) page narrative) a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Weight: 20% Did not submit or incompletely described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Insufficiently described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Partially described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Satisfactorily described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Thoroughly described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. 4. Describe (in a one to two (1-2) page narrative) a use case dependency for making an account transfer. Illustrate this use case with Visio or a similar product. Weight: 20% Did not submit or incompletely described a use case dependency for making an account transfer. Incompletely illustrated this use case with Visio or a similar product. Insufficiently described a use case dependency for making an account transfer. Insufficiently illustrated this use case with Visio or a similar product. Partially described a use case depen.
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The document outlines various techniques for stand-alone risk analysis, including sensitivity analysis, scenario analysis, break-even analysis, simulation analysis, and decision tree analysis. It provides examples and procedures for conducting each type of analysis. Sensitivty analysis and scenario analysis are discussed in detail through examples. Simulation analysis covers defining probability distributions, dealing with correlations, and issues in application. Decision tree analysis is introduced as a tool for sequential decision making under risk.
© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
1) Professional
2) Supervisory
3) Skilled workers
4) Unskilled workers
Not mutually exclusive
1)Professional staff
Professionals - Individuals who have extensive formal education in a field and have acquired the knowledge and skills to make independent judgments and to function in that field with minimum supervision.
Entry Level - A beginning position in a profession.
ex: an entry-level dietitian
© 2006 Thomson-Wadsworth
Basic skills in Food Service Systems, General Nutrition. Able to work as a generalist dietitian.
© 2006 Thomson-Wadsworth
*
Professional staff
Specialization - The process of acquiring in-depth knowledge and skills in a narrow area of a profession.
Managers well honed in mgt skills will have some “practice skills” lost.
Generally, professionals are assumed to prefer participative management.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
A management style that encourages participation or consensus management; may be very effective when dealing with professional staff.Autocratic management style may create discontent among professional employees.
2) Supervisory personnel
Supervisors - Individuals with authority to oversee and direct the work of subordinates as well as having responsibility for their own work.
Often a supervisor is a frontline manager.
The level of authority of each supervisor should be sufficient to allow for the fulfillment of the assigned task.
Should be allowed to perform a new task several times before being given full responsibility and supported during transitional period.
On-the job training is essential for supervisor.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
3) Skilled Workers
Individuals who have special training or skills to perform a specific job.
ex: cooks, secretaries, exterminators
Usually do not need micromanagement.
Micromanagement - The act of providing intensive supervision to subordinates by constantly checking and verifying their progress.
Learns skills through on-the-job training or participating in technical skill training in a formalized setting.
Adept at “how to” of the task but no knowledge base to address “why” of the job
Does not require a degree nor credentialing.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
4) Unskilled Workers
Employees who bring no marketable skills to the job and are trained in the workplace to perform the required tasks.
ex: receptionists, cashiers, foodservice workers
Not always appropriate to use participative management (view their role as being followers, not leaders).
Can contribute to the management process by providing information and ideas without participating in the DM process.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
DM process – Data Mining
*
1)Full-time
Full-Time Employee - An individual who is designated to work a certain number of hours a week that is considered “full time” by the employer (typically 4.
§ 6.01 IntroductionBackground checks are an important component .docx
§ 6.01 Introduction
Background checks are an important component of an effective compliance program under the United States Sentencing Guidelines Manual, § 8B2.1(b)(3) (2011). If the personnel involved in promulgating the compliance program are known as people of integrity then the compliance program will be perceived as the result of a sincere effort to create a culture of ethics within the corporation.
Since the integrity of the senior management, compliance officer, and the compliance office personnel is critical to the effectiveness of the compliance program, enhanced background checks need to be conducted on all personnel who are involved in the conduct and dissemination of the compliance program.
__________
Timing:
These background checks should be conducted at the time of employment, promotion, salary increase or change of position to a compliance related function.
__________
Typically, conducting background checks on certain prospective employees can be an important part of the employee selection process for any company.
__________
Timing:
Background checks may also be advisable for employees considered for promotion or transfer into managerial or sensitive positions, or those positions which involve unsupervised employee contact with customers.
__________
__________
Strategic Point:
This practice should be reinforced throughout the company in hiring all employees since every employee is involved in promoting and participating in the compliance program.
__________
§ 6.02 Steps Involved in the Background Check Process
__________Trap:Strategic Point:
While seemingly straightforward, the steps required to conduct a legal background check are full of traps for the unwary. As a matter of federal law (and the law of many states), the process involves the following steps:
· 1.Obtain written consent for a background check from the applicant or employee;
· 2.Obtain and analyze the results of the background check;
· 3.Provide a copy of the background check to the applicant (if the results are relevant to the selection process) along with a written statement of rights and request a response;
· 4.Provide the applicant with an opportunity to respond with written comments to the background check results;
· 5.Consider the applicant’s written comments and the background check results in making a final determination as to whether the applicant will be hired, promoted, or transferred, and;
· 6.Provide the applicant with written notice (if the background check results are relevant to the selection process) of the fact that the background check results played a part in the selection process and that the applicant was not selected as a result.
__________
__________Warning:
These steps are more than just a set of best practices, they are designed to help an employer fully comply with the requirements of the Fair Credit Reporting Act. Failing to follow one or more of these steps when using background checks for employment decisions can leave a c.
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given in part “a” of this DQ2.
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statement and balance sheet of a major corporation.
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● Perform a vertical financial analysis incorporating
i. Debt ratio
ii. Debt to equity ratio
iii. Return on assets
iv. Return on equity
v. Current ratio
vi. Quick ratio
vii. Inventory turnover
viii. Days in inventory
ix. Accounts receivable turnover
x. Accounts receivable cycle in days
xi. Accounts payable turnover
xii. Accounts payable cycle in days
xiii. Earnings per share (EPS)
xiv. Price to earnings ratio (P/E)
xv. Cash conversion cycle (CCC), and
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xvii. Explain Dupont identity, apply it to your selected company, interpret the
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3)
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Express in the simplest radical form:
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Simplify and express with positive exponents only:
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Solve the equation x2 – 6x = 3 by completing the square.
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Levels of Achievement:
Unacceptable Below 70% F 0 (0%) - 33.57 (10.49%)
Did not submit or incompletely analyzed each company’s history, product / services, major customers, major suppliers, and leadership; did not submit or incompletely provided a synopsis of each company.
Fair 70-79% C 33.6 (10.5%) - 38.37 (11.99%)
Partially analyzed each company’s history, product / services, major customers, major suppliers, and leadership; partially provided a synopsis of each company.
Proficient 80-89% B 38.4 (12%) - 43.17 (13.49%)
Satisfactorily analyzed each company’s history, product / services, major customers, major suppliers, and leadership; satisfactorily provided a synopsis of each company.
Exemplary 90-100% A 43.2 (13.5%) - 48 (15%)
Thoroughly analyzed each company’s history, product / services, major customers, major suppliers, and leadership; thoroughly provided a synopsis of each company.
ACC557-A2-2
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DII Labs: Use Excel's MIRR function
DII Labs: The difference in cash flows between Project "A" and Project "B".
DII Labs: Net Present Value of "A" discounted at a WACC of 12%
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DII Labs: Net Present Value of "A" discounted at a WACC of 18%
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Key Ratios - DefinitionsKEY FINANCIAL STATEMENT RATIOSrev. 3-19-2010rev. Feb 2010Liquidity ratiosExample:A "2.0 to 1" ratio means that there isIf current liabilities are rising fasterCurrent RatioCurrent Assets2.0 to 1$2.00 of current assets for every $1than the current assets from whichCurrent Liabilitiesin current liabilities, which suggeststhey must be paid, company couldthat short-term creditors can bebecome insolvent (unable to payreasonably sure of being paid.its debts) and eventually bankrupt.Quick RatioQuick Assets *0.9 to 1Indicates extent to which claims ofIf Current Ratio is OK, but Quick Ratio"Acid Test"Current Liabilitiesshort-term creditors are covered byis low or declining, the cause may"quick" assets*.be excessive nonliquid inventory.* Quick assets include Cash, Marketable Securities, and Accounts Receivable (excludes Inventory)Asset Management RatiosNumber of times per yearIf the turnover ratio is decreasingAccts ReceivableSales (credit only)6.0 timesreceivables were generatedor avg number of days to collect isTurnoverAccounts receivableand then paid ("turned over")increasing or is substantially greaterthan credit terms (e.g., "30 days, net"),Avg Number of365 (days in year)60.8 daysNumber of days customers arethen credit and collection policies mayDays to CollectA/R turnover ratiotaking to payneed to be strengthened.Number of times merchandiseInventoryCost of Goods Sold*4.0 timesitems are sold and restockedTurnoverInventory*("turned over") per year.If the turnover ratio is decreasingor number of days in Inventory is* Some publications use "Sales" as the numerator, and/or average inventory as denominatorincreasing , inventory may becomingoutdated and possibly overstatedAvg Number of365 (days in year)91.3 daysNumber of days inventory remainsDays in InventoryInv. turnover ratiounsoldDebt (Leverage) (Long-term Solvency) RatiosDebt toTotal Liabilities0.50The portion of the total financingDebt to Assets and Debt to EquityAssetsTotal Assetssupplied by creditors as opposed toare alternative benchmarks thatthe owner-stockholders.measure long-term solvency. Higherratios (high leverage) mean greaterDebt toTotal Liabilities1.5The financing supplied by creditorsrisk that cash flows from operationsEquityTotal Equityas compared to financing suppliedwill be insufficient to cover interestby the owner-stockholders.and principal payments.Times interestEBIT*3.2Measures the extent to which operatingLow ratio = low margin of safety,EarnedInterest expenseincome can decline before firm isand can make it difficult to borrow.unable to meet interest payments* EBIT means "Earnings before Interest and Taxes"Profitability Ratios (not applicable if net loss)Net ProfitNet Income5.1%Net income as a percentage of sales.Low percentage = low safetyMargin (%)Sales (net)If trend is down, product costs and/ormargin: higher risk that a decline inoperating expenses are rising fastersales will erase profits and resultthan sales.in a net loss.Gross Profi ...
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© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
1) Professional
2) Supervisory
3) Skilled workers
4) Unskilled workers
Not mutually exclusive
1)Professional staff
Professionals - Individuals who have extensive formal education in a field and have acquired the knowledge and skills to make independent judgments and to function in that field with minimum supervision.
Entry Level - A beginning position in a profession.
ex: an entry-level dietitian
© 2006 Thomson-Wadsworth
Basic skills in Food Service Systems, General Nutrition. Able to work as a generalist dietitian.
© 2006 Thomson-Wadsworth
*
Professional staff
Specialization - The process of acquiring in-depth knowledge and skills in a narrow area of a profession.
Managers well honed in mgt skills will have some “practice skills” lost.
Generally, professionals are assumed to prefer participative management.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
A management style that encourages participation or consensus management; may be very effective when dealing with professional staff.Autocratic management style may create discontent among professional employees.
2) Supervisory personnel
Supervisors - Individuals with authority to oversee and direct the work of subordinates as well as having responsibility for their own work.
Often a supervisor is a frontline manager.
The level of authority of each supervisor should be sufficient to allow for the fulfillment of the assigned task.
Should be allowed to perform a new task several times before being given full responsibility and supported during transitional period.
On-the job training is essential for supervisor.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
3) Skilled Workers
Individuals who have special training or skills to perform a specific job.
ex: cooks, secretaries, exterminators
Usually do not need micromanagement.
Micromanagement - The act of providing intensive supervision to subordinates by constantly checking and verifying their progress.
Learns skills through on-the-job training or participating in technical skill training in a formalized setting.
Adept at “how to” of the task but no knowledge base to address “why” of the job
Does not require a degree nor credentialing.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
4) Unskilled Workers
Employees who bring no marketable skills to the job and are trained in the workplace to perform the required tasks.
ex: receptionists, cashiers, foodservice workers
Not always appropriate to use participative management (view their role as being followers, not leaders).
Can contribute to the management process by providing information and ideas without participating in the DM process.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
DM process – Data Mining
*
1)Full-time
Full-Time Employee - An individual who is designated to work a certain number of hours a week that is considered “full time” by the employer (typically 4.
§ 6.01 IntroductionBackground checks are an important component .docx
§ 6.01 Introduction
Background checks are an important component of an effective compliance program under the United States Sentencing Guidelines Manual, § 8B2.1(b)(3) (2011). If the personnel involved in promulgating the compliance program are known as people of integrity then the compliance program will be perceived as the result of a sincere effort to create a culture of ethics within the corporation.
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__________
Timing:
These background checks should be conducted at the time of employment, promotion, salary increase or change of position to a compliance related function.
__________
Typically, conducting background checks on certain prospective employees can be an important part of the employee selection process for any company.
__________
Timing:
Background checks may also be advisable for employees considered for promotion or transfer into managerial or sensitive positions, or those positions which involve unsupervised employee contact with customers.
__________
__________
Strategic Point:
This practice should be reinforced throughout the company in hiring all employees since every employee is involved in promoting and participating in the compliance program.
__________
§ 6.02 Steps Involved in the Background Check Process
__________Trap:Strategic Point:
While seemingly straightforward, the steps required to conduct a legal background check are full of traps for the unwary. As a matter of federal law (and the law of many states), the process involves the following steps:
· 1.Obtain written consent for a background check from the applicant or employee;
· 2.Obtain and analyze the results of the background check;
· 3.Provide a copy of the background check to the applicant (if the results are relevant to the selection process) along with a written statement of rights and request a response;
· 4.Provide the applicant with an opportunity to respond with written comments to the background check results;
· 5.Consider the applicant’s written comments and the background check results in making a final determination as to whether the applicant will be hired, promoted, or transferred, and;
· 6.Provide the applicant with written notice (if the background check results are relevant to the selection process) of the fact that the background check results played a part in the selection process and that the applicant was not selected as a result.
__________
__________Warning:
These steps are more than just a set of best practices, they are designed to help an employer fully comply with the requirements of the Fair Credit Reporting Act. Failing to follow one or more of these steps when using background checks for employment decisions can leave a c.
© Dr. Curtis Odom. All Rights Reserved. [.docx
©
Dr.
Curtis
Odom.
All
Rights
Reserved.
[email protected]
ORGB3201
Final
Exam
Cast
Study
Questions
–
MediSys
Corporation
I. Your
Role:
You
are
a
new
Organizational
Behavior
Consultant
who
has
been
hired
by
this
client
to
improve
in
house
relationships
and
productivity.
II. In
answering
the
questions
below,
you
will
show
how
skilled
you
are
in
observing,
analyzing
and
suggesting
workplace
improvements.
Focus
not
only
on
the
what
for
each
question,
but
also
on
the
why
for
each
aspect
of
your
diagnosis,
and
on
the
how
for
each
step
of
your
action
plan.
Good
Luck!
III. Diagnosis:
1. How
well
is
the
IntensCare
team
performing?
2. How
much
teamwork
do
you
think
there
was
prior
to
the
formal
introduction
of
teams?
3. What
forces
are
affecting
the
IntensCare
team's
behavior,
culture,
and
outcome?
4. What
is
at
stake
here
for
the
company?
5. How
would
you
assess
the
situation
at
MediSys
in
terms
of
meeting
its
initial
goals
for
teams?
6. How
would
you
assess
the
situation
at
MediSys
in
terms
of
achieving
its
competitive
goals?
7. Are
people
doing
all
they
can
to
work
together?
Why
or
why
not?
8. How
do
team
members
from
different
functions
coordinate
their
efforts?
IV. Action
Planning:
9. If
you
were
Merz,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
10. If
you
were
OBrien,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
11. If
you
were
Fogel,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
12. If
you
were
Mukerjee,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
yo.
© 2013 The McGraw-Hill Companies, Inc. All rights reserved. .docx
© 2013 The McGraw-Hill Companies, Inc. All rights reserved.
Chapter
Twelve
12-2
Learning
Objec5ves
LO.1 Compare and contrast the rational model of
decision making, Simon’s normative model,
and the garbage can model.
LO.2 Discuss eight decision-making biases.
LO.3 Discuss the thrust of evidence-based decision
making and its implementation principles.
LO.4 Explain the model of decision-making styles.
LO.5 Explain the model of intuition and the ethical
decision tree.
12-3
Learning
Objec5ves
(cont.)
LO.6 Summarize the pros and cons of involving
groups in the decision-making process.
LO.7 Contrast brainstorming, the nominal group
technique, the Delphi technique, and
computer-aided decision making.
LO.8 Describe the stages of the creative process.
LO.9 Discuss the practical recommendations for
increasing creativity.
12-4
Models
of
Decision
Making
! Decision making
9 iden5fying
and
choosing
alterna5ve
solu5ons
that
lead
to
a
desired
state
of
affairs
12-5
Models
of
Decision
Making
! The Rational Model
9 proposes that managers use a rational four-
step approach to decision making.
12-6
The
Ra5onal
Model
! Identify the Problem or Opportunity
9 Problem – exists when the actual situation and
the desired situation differ
9 Opportunity - represents a situation in which
there are possibilities to do things that lead to
results that exceed goals and expectations
! Generate Alternative
Solution
s
9 For routine decisions alternatives are readily
available through decision rules
12-7
Ra5onal
Model
! Evaluate Alternatives and Select a
.
© 2013 Laureate Education, Inc. 1 Adolescence” Program .docx
© 2013 Laureate Education, Inc. 1
“Adolescence”
Program Transcript
Instructions:
Post by Day 3 the identity of your adolescent client. Summarize the
developmental crises he or she is facing. Then, explain at least two risk-taking
behaviors in which the adolescent is involved and at least one protective factor
that might be influencing his or her level of functioning. Finally, explain the impact
of these behaviors on the adolescent and his or her family. Justify your response
with references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 5 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Offer and
support at least two counseling strategies he or she might use to establish a
trusting relationship with his or her adolescent client. Support your response with
authentic observations/experiences and the current literature.
Select a colleague who was assigned the same client as you. Expand on his or
her posting by describing how you might integrate the parents/caretakers into the
adolescent’s treatment plan while also maintaining a trusting relationship with the
adolescent.
Select a colleague who was assigned the same or different client family from
you. Offer and support at least two strategies he or she might use to encourage
healthy risk-taking behaviors with their adolescent client.
[Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
© 2013 Laureate Education, Inc. 2
Jeannette has brought Gabby (now 16) in to see you.
You meet with mother and daughter together, but Gabby does not speak.
Jeannette is angry and yelling at Gabby, despite your requests for her to please
calm down, take a deep breath, and speak more calmly.
Jeannette tells you that her daughter is a “slut.” She has found out that Gabby
has been having sex, which “goes against everything [they] taught her.”
Jeannette adds that Gabby now cannot get married in their church because she
is “damaged goods.” She states that she is horrified by her daughter’s behavior
and ashamed of her.
When you speak with Gabby alone, Gabby begins to cry, telling you that she
loves her boyfriend very much and doesn’t believe that having sex with him is
wrong. She tells you that the only thing that makes her sad is that her parents
“hate” her now, and she’s afraid that she’s “disappointed God.”
Gabby does admit to having lost her virginity at 14 under circumst.
© 2013 Laureate Education, Inc. 1 Young Adulthood” Prog.docx
© 2013 Laureate Education, Inc. 1
“Young Adulthood”
Program Transcript
Instructions:
Post by Day 4 a description of the client’s developmental level. Explain how you
might develop rapport with the client and promote engagement in the counseling
process. Briefly describe the counseling approach you might use with this client,
based on the theoretical model you have selected. Justify your response with
references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 7 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Validate his or
her perspective or propose an alternative perspective to at least one aspect of
his or her posting (developmental level, rapport and engagement, or treatment).
Support your response with specific references to the client family presented in
the case study and to the current literature.
Select a colleague who was assigned the same client as you. Contrast your
posts. Support your response by explaining how you might combine strengths
from each of your posts to provide a better analysis of or treatment for the client.
[Week 8: Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
Gabby is now 19 years old and has come to see you. She is still living in her
parents’ home, which she says is “generally ok as long as [she does] what they
tell [her] to.”
Although she graduated from high school with fairly good grades, Gabby did not
go to college. She said that she wasn’t sure at the time what she wanted to do,
and her father told her “not to waste [his] money.”
© 2013 Laureate Education, Inc. 2
Since then, Gabby has had a series of low-paying jobs, from which she is usually
fired for missing too much work. She says that if she found a job she liked, she’d
probably take it more seriously, but so far that hasn’t happened.
Gabby also shares that she is getting a lot of pressure from her parents to “find a
husband and settle down,” although Gabby thinks she is too young for this.
Gabby is feeling anxious and lost and is looking to you for guidance.
[Reeves Family]
General Background:
The Reeves family consists of Lucas, John, Justin, and Emme. Lucas’ wife,
Anne, left him and the children shortly after Emme was born.
The family is Caucasian and of mixed European ethnic descent.
Their faith is Protestant, although Lucas notes that they do not attend church
regularly.
Lucas also sh.
© 2013 Laureate Education, Inc. 1 NURS 6441 Indivi.docx
© 2013 Laureate Education, Inc. 1
NURS 6441
Individual Project Overview
Project Overview and Timeline
The Individual Project Assignments in this course are designed to provide you with a
practical understanding of project management activities in a health care organization.
In each of these three Assignments you have the option of interviewing an individual
who has managed real-life projects about selected aspects related to project
management, or you may choose to write a scholarly paper in which you draw insights
from published articles describing organizations’ experiences in health care information
technology projects. Either of these experiences will help you develop a first-hand
understanding of project management challenges and strategies within one or more
organizations.
The Individual Project Assignments are woven throughout the course and aligned with
course content. For each experience, the completion of a written Assignment aligned to
one of the following experiences is required:
Interview: Interview an individual with project management experience in an
organization of your choosing about one or more designated topics.
OR
Scholarly Paper: Examine a minimum of three organizations that have published
descriptions about a health care information technology project.
Tips and Guidelines
Interview
As you conduct an interview, note your observations, thoughts, and insights regarding
the individual’s roles and functions and how they are carried out. For each individual
interview, address the questions provided in the Topics and Questions section (in Week
2, Week 5, and Week 7) of this document. Keep in mind, though, that responses to the
questions represent the minimum amount of information required in the paper. You are
encouraged to explore the questions fully with thought-provoking follow-up questions.
Your paper should include the individual’s responses to your questions, and—after
some reflection—your analysis of the interviewee’s responses. Write the first draft of
your paper immediately following the interview so all of the information is fresh in your
mind. As you write, reflect upon the topics covered in this course, and synthesize your
knowledge of those topics with what you discussed during the interview.
© 2013 Laureate Education, Inc. 2
Try to match your Assignment setting to your professional goals. Consider interviewing
someone in your own organization or in an organization where you might want to work
as a nurse informaticist after you graduate.
If you are unable to complete the Individual Project Assignments with a project manager
in a health care organization, search for an individual who has managed a project,
preferably a technology project, in another type of setting. If you are unable to find an
interviewee, you must complete the scholarly paper option.
Scholarly Paper
To prepare for this Assignment option, you will need to find articles or ot.
© 2013 Laureate Education, Inc. 1 NURS 6441 Work .docx
© 2013 Laureate Education, Inc. 1
NURS 6441
Work Breakdown Structure (WBS) Formats
Imagine that you are a project manager tasked with the implementation of a hospital’s
new electronic health record (EHR) system. The system components are broken down
into four major deliverables and a series of granular deliverables that correspond to
each major one. For the Week 6 Discussion, explore the three work breakdown
structure formats below to see how the EHR implementation can be represented
through a WBS.
Tabular WBS:
Level 1 Level 2 Level 3 Start
Date
End
Date
Owner
1
Electronic
Health
Record
(EHR)
1.1 Patient
Information
Management
(PIM)
Module
1.1.1 Admission,
Discharge, and
Transfer Module
6/28/14 8/30/15 PIM
Team
1.1.2 Registration
Module
1.1.3 Master
Patient Index
1.1.4 Patient
Scheduling Module
1.2 Clinical
Information
System
(CIS)
1.2.1 Clinical Alert
System
2/22/15 9/22/15 CIS Team
1.2.2 Clinical Rules
Engine
1.2.3 Consult
Tracking Module
1.2.4 Order
Management
System
1.2.5 Results
Reporting System
1.2.6 Computerized
Provider Order
Entry Module
1.2.7 Patient
Intake/Output
Module
1.3
Laboratory
Module
1.3.1 Anatomic
Pathology
Reporting Module
8/31/14 10/29/14 Lab Team
1.3.2 Microbiology
Reporting Module
1.3.3 Chemistry
Reporting Module
1.4 1.4.1 Adverse 10/30/14 11/6/14 Pharmacy
© 2013 Laureate Education, Inc. 2
Level 1 Level 2 Level 3 Start
Date
End
Date
Owner
Pharmacy
Module
Reaction Tracking
System
Team
1.4.2 Electronic
Medication
Administration
Record
1.4.3 Bar Code
Medication
Administration
1.4.4 Pharmacy
Inpatient/Outpatient
Information System
Hierarchal WBS:
Level WBS Code Element Name
1 1 Electronic Health Record
2 1.1 Patient Information Management Module
3 1.1.1 Admission, Discharge, and Transfer Module
3 1.1.2 Registration Module
3 1.1.3 Master Patient Index
3 1.1.4 Patient Scheduling Module
2 1.2 Clinical Information System
3 1.2.1 Clinical Alert System
3 1.2.2 Clinical Rules Engine
3 1.2.3 Consult Tracking Module
3 1.2.4 Order Management System
3 1.2.5 Results Reporting System
3 1.2.6 Computerized Provider Order Entry Module
3 1.2.7 Patient Intake/Output Module
2 1.3 Laboratory Module
3 1.3.1 Anatomic Pathology Reporting Module
3 1.3.2 Microbiology Reporting Module
3 1.3.3 Chemistry Reporting Module
2 1.4 Pharmacy Module
2 1.4.1 Adverse Reaction Tracking System
2 1.4.2 Electronic Medication Administration Record
2 1.4.3 Bar Code Medication Administration
2 1.4.4 Pharmacy Inpatient/Outpatient Information System
© 2013 Laureate Education, Inc. 3
1. Electronic Health
Record
1.1 Patient
Information
Management
Module
1.1.1 Admission,
Discharge, and
Transfer Module
1.1.2 Registration
Module
1.1.3 Master Patient
Index
1.1.4 Patient
Scheduling Module
1.2 Clinical
Information System
1.2.1 Clini.
© 2013 Laureate Education, Inc. 1 Comprehensive Write-u.docx
© 2013 Laureate Education, Inc. 1
Comprehensive Write-up Guide
Week 2 Assignment: Comprehensive Patient Assessment
When completing practicum requirements in clinical settings, you and your Preceptor
might complete several patient assessments in the course of a day or even just a few
hours. This schedule does not always allow for a thorough discussion or reflection on
every patient you have seen. As a future advanced practice nurse, it is important that
you take the time to reflect on a comprehensive patient assessment that includes
everything from patient medical history to evaluations and follow-up care. For this
Assignment, you begin to plan and write a comprehensive assessment paper that
focuses on one female patient from your current practicum setting.
To complete:
Write an 8- to 10-page comprehensive paper that addresses the following:
1. General patient information
a. Age
b. Race/ethnicity
c. Partner status
2. Current health status
a. Chief concern/complaint and history of present illness (include a complete
symptom analysis of chief complaint(s) utilizing OLDCART for a sick/problem
focused visit)
b. Last menstrual period or year of menopause
c. DES exposure (if born between 1948 and 1971)
d. Sexual activity status
e. Barrier prevention
f. Sexual preference
g. Satisfaction with sexual relations
3. Contraception method (if any)
4. Patient history
a. Past medical history
• Major medical events (including pediatric events)
• Psychological and mental health
• Surgeries and/or hospitalizations if pertinent
• Medications, including prescriptions, over-the-counter medications, home
and herbal remedies, calcium, and vitamin supplements
• Allergies, including drug, food, and environment
© 2013 Laureate Education, Inc. 2
• Health maintenance/screenings, including results of patient’s last Pap and
mammogram as appropriate, as well as previous vaccinations (HPV,
MMR, hepatitis B, last dT, and pneumovax/influenza as appropriate)
b. Family medical history
c. Gynecologic history
• Nullipara vs. multipara
• History of sexually transmitted infections and sexually transmitted
diseases
• Menarche and menstrual patterns
• Menopause or peri-menopausal symptoms (if applicable)
d. Obstetric history
• Gravida and parity status (TPAL)
• Pregnancy history, including history of preterm or low birth weight, other
pregnancy complications, history of sexually transmitted diseases, and
any pertinent negatives
e. Personal social history (as appropriate to the current problem)
• Cultural background
• Education and economic condition
• Abuse history including assault and forced sex (past and current)
• Occupational health patterns
• Environment
• Current health habits and/or risk factors
• Substance use (must include for every patient)
• Tobacco including frequency and longevity
• Alcohol including results of CAGE unless patient has never used
• Recre.
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.Mc.docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Friendship, Intimacy, and
Singlehood
Chapter 9
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-2
Friendship, Love, and
Commitment
Friendship is the foundation for love and
commitment
Love reflects the positive factors that draw
people together
Commitment reflects the stable factors that
help maintain relationships for better or worse
These three things are in all relationships to
some degree. It is the degree that defines
relationships
All Closely linked
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-3
Fabric of Friendship
Enjoyment
Acceptance
Trust
Respect
Mutual Assistance
Confiding
Understanding
Spontaneity
Degrees of each… Davis and Todd, 1985
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-4
Love versus Friendship
Fascination
Exclusiveness
Sexual desire
Depth of caring
Potential for enjoyment
Potential for conflict, distress, criticism
Love Has Greater
Than Friendship
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-5
Sternberg’s Love Triangle
Argues three dimensions found in love
Presence or absence of these
dimensions determine type of love
Dimensions:
Commitment—cognitive aspect
Passion—motivational aspect
Intimacy—emotional aspect
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-6
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-7
The Love Triangle:
Commitment
A person’s attachment to another
Process develops over time
Represents desire to be faithful
Can be expressed by moving to a more
advanced stage of a relationship
This part of love is present in long-term
relationships and is responsible for
people staying together through difficulty
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-8
The Love Triangle:
Intimacy
The bonding and emotional closeness or
connectedness
Involves:
sharing feelings
self disclosure
emotional support
Increases as the closeness grows
Gains greater depth as a relationship matures
Is defined differently throughout:
Illness example
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-9
The Love Triangle:
Passion
Develops quickly
Romantic feelings, desires, and arousal
Often involves touching, kissing, and being
affectionate
Passion is wonderful but it can fade quickly
Passion does not give people the sticking
power for raising children
Passion does not get you through illness,
death, or other crises
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-10
Sternberg’s Eight Types of Love
Non-love
Nothing there: “Meh.”
Liking
Intimacy only
Infatuation
Passion only
Empty love
Commitment only
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-11
Sternberg’s Eight Ty.
© 2011 The McGraw-Hill Companies, Inc. All rights reserved..docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
Police in America
Chapter Seven
Patrol: The Backbone of Policing
The Central Role of PatrolMajority of police officers assigned to patrolGatekeepers of the CJ System and therefore most important decision makersExperience on patrol formative part of police officer’s careerLeast desirable assignment
The Functions of Patrol
To deter crime
To enhance feelings of public safety
To make officers available for service
The Organization and Delivery of PatrolFactors affecting the delivery of patrol services
Number of sworn officers
Police-population ratio
Assignment to Patrol
Distribution of Patrol Officers
One versus two officer cars
Work styles of officers“Hot Spots”
An area that receives a disproportionate number of calls for police service/ has a high crime rate Types of Patrol:
- Foot patrolAutomobile patrol
- One officer versus two officer cars Staffing Patrol Beats
- On any given night, no officer is available for many patrol beats
- Police patrol is very expensive
Styles of PatrolIndividual Styles
Officer-initiated activity
Includes stopping, questioning, frisking suspicious citizens, stopping vehicles, writing traffic tickets, etc.
Amount varies between departmentsSupervisor Styles
Also affect an officer’s level of activity
Organizational Styles
James Q. Wilson identified three distinct organizational styles.
The watchman style emphasizes peace-keeping without aggressive law enforcement and few controls over rank-and-file officers.
The legalistic style emphasizes aggressive crime-fighting an attempts to control officer behavior through a rule-bound, “by the book” administrative approach.
The service style emphasizes responsiveness to community expectations and is generally found in suburban police departments where there is relatively little crime.
Patrol SupervisionThe Role of Sergeant: Patrol supervision is usually accomplished by the sergeant on duty. The principle of span of control holds that a supervisor can effectively manage only a limited number of people. The recommended span of control is one sergeant for about every eight officers.
The Communications Center
The Nerve Center of Policing
911 Communications center
Citizen-dominated
Reactive
Incident-based
911 Systems
Processing Calls for Service
Operator-Citizen Interactions
911 Systems
Introduced by AT&T Company in 1968
911 systems contributed to increase in calls for service
To handle this increase, departments assign priorities to incoming calls based on seriousness of problem
Police able to more efficiently manage delayed responses to non-emergency calls
Processing Calls for ServiceCommunication center operators
Obtain information from caller and makes decision about appropriate response
Exercise tremendous discretion
Only ½ of all calls to 911 result in a dispatch
Operators ask questions of callers
Operators assess situation
Operators decide how many and which officers to dispat.
© 2010 by The Johns Hopkins University PressConflicting Va.docx
This document summarizes and responds to critiques of the author's original paper on conflicting values and disparate epistemologies in psychiatry. The author agrees with some of the critiques but also clarifies and expands on his original arguments. He argues that psychiatrists must adopt patients' languages and frame problems in a way that respects patients' values, in order to avoid inadvertently harming patients. However, psychiatrists do not need to abandon their own frameworks, but should recognize other possible frameworks and engage in open communication with patients to negotiate care plans in a non-coercive way. Involuntary hospitalization can cause harm and psychiatry's assumptions may need reform, but psychiatry also plays an important role
© 2009 • Journal of Sport Administration & Supervision • Vol. .docx
© 2009 • Journal of Sport Administration & Supervision • Vol. 1, No. 1, April 200952
Examining the Effectiveness of Athlete Celebrity
endorser characteristics and Product Brand
type: the endorser Sexpertise continuum
Christina S. Simmers, Datha Damron-Martinez, & Diana L. Haytko
ABStrAct
This research furthers the theoretical perspectives that athlete endorsers are brands unto
themselves, and that athlete-endorser effectiveness is determined by congruent pairings of the
athlete-endorser brand and the product brand by introducing the Endorser Sexpertise Continuum.
This model categorizes athlete celebrity endorsers on the Endorser Sexpertise Continuum with
anchor points referred to as “acquirable expertise” and “likeability.” As in successful brand
alliances, this model suggests the types of products/brands the athlete celebrities would be most
successful in endorsing, depending on their positioning on the continuum.
Simmers, C. S., Damron-Martinez, D., & Haytko, D. L. (2009). Examining the effectiveness of athlete celebrity endorser
characteristics and product brand type: The Endorser Sexpertise Continuum. Journal of Sport Administration & Supervision 1(1),
52-64. doi:10.3883/v1i1_simmers; published online April, 2009.
introduction
Forbes reported that the 10 richest male and
female athletes made a combined $600 million
in salary, prize money and endorsements,
including men’s professional golfer Tiger
Woods who alone earned nearly $100 million
in sponsorships in 2008 (Badenhausen, 2008;
Thomaselli, 2008). Interestingly, many top
athlete endorsers make considerably more
money as endorsers than as athletes in their
chosen sport. For example from June 2007 to
June 2008, female professional golfer Michelle
Wie earned $12 million in endorsement money
but only $39,000 in prize money. Similarly,
former professional basketball player Michael
Jordan made $45 million in endorsements,
despite not having participated in his sport
for many years (Badenhausen, 2008). Some
athletes endorse a multitude of products (e.g.,
National Football League quarterback Peyton
Manning, Woods, and female racecar driver
Danica Patrick), while others limit themselves
keyWordS:
Sport marketing, brand
management, celebrity
endorser, sponsorship, product
endorsement, celebrity
athlete, athlete spokesperson,
source credibility, source
attractiveness
Dr. Christina S. Simmers is
an assistant professor of marketing
at Missouri State University in
Springfield, Missouri. She holds
an MBA from Nicholls State
University and a PhD in marketing
from Louisiana State University.
Her research interests include
advertising issues, consumer
information processing, consumer
behavior and brand alliances.
Dr. Datha Damron-Martinez
is an assistant professor of
marketing at Truman State
University in Kirksville, Missouri.
She holds an MBA, an MA in
Economics, and a PhD in Business
Administration/Marketing from
New Mexico State .
© 2009 John Wiley and Sons AustraliaDistribution (place).docx
© 2009 John Wiley and Sons Australia
Distribution (place)
Week 8
Part 2
\assap dawgs
*
© 2009 John Wiley and Sons Australia
Vertical Marketing System
(VMS)
A channel of distribution in which there is formal cooperation among members at the manufacturing, wholesaling, and retailing levels
A marketing channel in which all stages occur under a single management structure.
e.g.15 independently owned restaurants enter into an agreement with a produce wholesaler, the total costs go down for everyone thanks to bulk ordering and shipping
© 2009 John Wiley and Sons Australia
Vertical Marketing System
(VMS) Firestone manufactures tires and owns the service centers that sell the tires to customers.
Australia Post owns post boxes situated on street corners, post offices that sell envelopes, stamps, boxes and other goods as well as accept mail, a fleet of delivery vans and bikes, storage and sorting facilities and so on.
© 2009 John Wiley and Sons Australia
VMS - FranchisingFranchises are also a type of VMS in which individual retail outlets are contractually obliged to cooperate closely with the franchisor.
Franchising is a type of business where the right to sell products or rights to use the main elements of a business model are licensed by one party to another.
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchiser:
licenses the right to use its business model or to sell its products
provides services such as advertising, business know-how and supplier networks
stipulates standards and rules by which the franchise business must operate
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchiser:
sometimes promises exclusive rights to a particular geographic area
e.g. 7-11 video
http://franchise.7eleven.com.au/benefits.html
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchisee:
pays the franchiser a fee and/or percentage of sales receipts (e.g. 7-11, $400K-$1m(Inititial) + 50% Gross Sale)
supplies labour and capital
operates the business in accordance with the conditions of the franchise agreement.
© 2009 John Wiley and Sons Australia
VMS - Franchising
Franchising offers franchisers a way to expand relatively rapidly, keep some control of the distribution of their products, and to share risk;
It offers franchisees a way to start a business without needing to formulate an idea, systems or raise a profile and, statistically, gives them a much higher rate of business success (50 per cent compared to 10 per cent for new independent businesses)
© 2009 John Wiley and Sons Australia
VMS - Franchising
In Australia, retail franchises operate in the following ways:
a producer licenses distributors to sell its products to retailers: Coca-Cola licenses bottlers to make up its drinks then sell the finished beverage to retail stores.
© 2009 John Wiley and Sons Australia
VMS - Franchising
In Australia, retail franchis.
© 2003 Applied Scholastics International. All Rights Reser.docx
© 2003 Applied Scholastics International. All Rights Reserved.
Grateful acknowledgement is made to L. Ron Hubbard
Library for permission to reproduce selections from
the copyrighted works of L. Ron Hubbard.
Applied Scholastics provides education services and materials
based on the works of L. Ron Hubbard. Applied Scholastics
and the Applied Scholastics logo and the Effective Education
Publishing Symbol are trademarks and service marks owned
by Association for Better Living and Education International
and are used with its permission.
Printed in the United States of America.
1
It has been discovered that there are three definite barriers
which can block a person’s ability to study and thus his ability to
be educated. These barriers actually produce physical and
mental reactions.
If one knows and understands what these barriers are and
how to handle them, his ability to study and learn will be greatly
increased.
INTRODUCTION
2
Education in the absence of the mass in which the technology
will be involved is very hard on the student.
In this context “mass” refers to the actual physical objects of
a subject; the things of life; as opposed to significance.1
Absence of mass actually makes a student feel squashed,
THE FIRST BARRIER:
ABSENCE OF MASS
1. significance: any thought, decision, concept, idea, purpose or meaning connected with
something, as opposed to its mass.
sort of spinny,
3
makes him feel bent,
4
sort of dead,
bored,
2. physiological: having to do with living things and the ways their parts and organs work.
5
exasperated.
If he is studying how to do something with the mass absent,
this will be the result.
Photographs help and motion pictures would do pretty
good, as they are a sort of promise or hope of the mass, but the
printed page and the spoken word are not a substitute for a
tractor if he’s studying about tractors.
You have to understand this data in its purity—and that is
that educating a person in a mass that they don’t have and which
isn’t available produces physiological2 reactions.
6
It’s just a fact.
You’re trying to teach this fellow all about tractors and
you’re not giving him any tractors. Well, he’s going to wind up
with a face that feels squashed, with headaches and with his
stomach feeling funny. He’s going to feel dizzy from time to
time and very often his eyes are going to hurt.
You could therefore expect the greatest incidence of suicide
or illness in that field of education most devoted to studying
absent masses.
7
This one of studying the something without its mass ever
being around produces the most distinctly recognizable
reactions.
If a child felt sick in the field of study and it were traced back
to this one, the positive remedy would be to supply the mass—
the object or a reasonable substitute—and it would clear it up.
8
There is another series of physiological reactions that exist
which is based on the fact of too steep a study gradient.
By “gradient” we .
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. .docx
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. 29–50. � 29
PURE RAW
Performance, Pedagogy, and
(Re)presentation
Marina Abramovic; interviewed by
Chris Thompson and Katarina Weslien
M
arina Abramovic ; has been pushing the limits of performance for over
three decades. From 1965–70 she studied at the Academy of Fine Arts in
Belgrade, and soon after that at the Academy of Fine Arts in Zagreb,
where she later taught. In 1970 she began working with sound environments, film,
video, and performance. Five years later she met the artist Ulay (Uwe Laysiepen) in
Amsterdam, with whom she worked until 1988. Together they devised perfor-
mances that centered on the limits of human endurance, consciousness, and
perception. Working independently since then, she has exhibited, performed, and
taught internationally, establishing a body of work whose combination of extremity
and intimacy is singular in the history of performance. In 1996 she completed two
important theatre pieces, Biography and Delusional, and the following year her
controversial performance Balkan Baroque won the International Venice Biennale
Award. She received the Niedersächsicher Kunstpreis as well as the New York Dance
and Performance Award for her recent performance/exhibition The House with the
Ocean View at the Sean Kelly Gallery. For her November 2005 exhibition at the
Guggenheim Museum in New York, Marina Abramovic ;: Seven Easy Pieces, she will
re-perform seminal works by Vito Acconci, Joseph Beuys, VALIE EXPORT, Bruce
Nauman, Gina Pane, as well as her own Lips of Thomas, and premiere a new
performance. This interview is based on three conversations with the artist, the first
of which took place in October, 2004 (Amsterdam), and the other two in April,
2005 (New York), around the time of her participation in the “(Re)presenting
Performance” symposium at the Guggenheim Museum.1
�
THE IDEA OF THE COLLECTIVE
THOMPSON: In reading the transcripts from the catalogue for the 1990 “Art
Meets Science and Spirituality in a Changing Economy conference,”2 I was struck
by your notion that that there could be some blend of Buddhism and communism.
Is this an idea you have continued to develop over the past decade?
30 � PAJ 82
ABRAMOVIC:: It’s really not developed or thought about; I come from communist
country, so communism is something that was very close to me. I know the idealism
of communism in the beginning, and I know the failure of communism in the end,
and I know all the problems, and why it could not succeed. It was a very interesting
concept in Burma; at one point, it was a communist government and a very strong
Buddhist country, so in the government there were Buddhist monks. Again it didn’t
work. So all these concepts don’t work because the mentality and the consciousness
of people are not raised to the level that could make it work. The solution is really
that we have to have a completely different relation to the materialistic world, and
not to be attached to.
© 2002, The Ripple Effect 1 permission granted to use for.docx
© 2002, The Ripple Effect 1 permission granted to use for educational purposes,
for more information, visit www.the-ripple-effect.org provided credit is given.
Religious Views & Domestic Violence
Christine Hagion Rzepka
Founder & Director, The Ripple Effect
By conservative estimates, a million
Christian women in America are abused by
their husbands (Ingram, 1985), but this is
grossly underestimated (Pagelow &
Johnson, 1988). A survey done in 1993 by
the North American Council for Muslim
Women found that domestic violence
occurred in 10% of the Muslim population
(Alkhateeb, 1999). However, this study
assessed only physical abuse: if verbal and
psychological abuse were added, this
percentage would be greatly increased. One
study in Denver found that 4% of the
victims of domestic violence served in that
community were Jewish (Walker, 1997).
Clearly, the religious community is not
immune from the existence of domestic
violence—and, in some cases, may actually
encourage it through teachings and
traditional beliefs about the roles of men and
women.
While the society struggles to accept
the reality of violence in the family, many
within the religious community, as well as
members of the “clergy… refuse to believe
that abuse exists within their congregations”
(Bussert, 1986, p. 2). This denial further
compounds the sense of isolation and shame
that many victims of domestic violence
endure. Pagelow & Johnson (1988) write:
“Silence within the religious community has
served to keep the lid on the simmering pain
that not only immobilizes victims but
encourages the behavior of the perpetrators”
(p. 9).
Davidson (1978) claims that male-
oriented church doctrines and teachings “about
a woman’s place, duty and nature have added
to the problem (p. 207). This is true not only
of the Judaic and Christian traditions, but of
virtually all religions. According to Gardner
(1977): “All religions preach subordination of
women not just to God, but to men, as an
article of faith…. Moreover, Judeo/Christian
theological writings are explicitly
misogynous.”
ministers are often
the ‘counselors of choice’
for many victims
Christianity & Domestic Violence
In one study on wife abuse, several
wives were abused by their husbands, who
were ministers (Pagelow, 1984). Another
study of 350 battered women found that
28% had sought counsel from the clergy
(Pagelow, 1981b, pp. 277-300). In this
study, the top responses the women received
were a) a reminder of their wifely duty and
instructions to forgive and forget, b) referral
to another resource to limit church
involvement, and c) impractical advice
based on religious doctrine that was not only
insensitive to their needs, but at times,
dangerous. Some were reminded of their
vows “for better or worse,” and were
exhorted pray more. “One, scolded by her
minister for ‘betraying’ her husband by
revealing what had occurred in the privacy
of t.
© 2005 Society for the Study of Addiction doi10.1111j.1360-.docx
© 2005 Society for the Study of Addiction doi:10.1111/j.1360-0443.2005.01171.x
Addiction,
100
, 1040 – 1050
Blackwell Science, Ltd
Oxford, UK
ADDAddiction
0965-2140© 2005 Society for the Study of Addiction
100
Original Article
Commentary
Commentary
Commentaries
WHEN POPULARITY OUTSTRIPS THE
EVIDENCE: COMMENT ON WEST (2005)
Robert West (2005) has taken the bold step of asserting
that the Transtheoretical Model (TTM) is so flawed that it
should be discarded. Whether one agrees with West’s
conclusion or not, his editorial should stimulate long-
overdue debate about the TTM.
A sharp divide of opinion about the TTM has surfaced
in recent years. On one side the model enjoys substantial
popularity in the form of a voluminous research litera-
ture and a large following among clinicians. On the other
side there is discontent among many scholars (e.g. Sutton
2001) who have closely scrutinized the scientific rigor of
the model. There can be no questioning the popular suc-
cess of the TTM: it is established fact. But the scientific
merit of the model can be questioned, and West has fur-
thered the debate with his provocative editorial. Consis-
tent with West, this commentary will focus on smoking
as the model addiction because smoking has been the pri-
mary focus of the TTM.
The TTM became popular because it brought atten-
tion to the intuitive notion that some smokers are more
ready to quit than others. For this, the originators of the
TTM deserve credit, though as West and others (e.g.
Bandura 1998) have pointed out, the observation that
some smokers are riper for change than others is a con-
firmation of the obvious. As a scientific model, however,
the TTM got off to an inauspicious start. The lynchpin of
the TTM is, of course, the stages of change. Thus it would
seem essential to take great care in formulating how the
stages were to be conceptualized and measured. However,
there has never been a peer-reviewed account of the
developmental research that led to the creation of the
stages of change algorithm. In fact, it is not clear that any
systematic developmental research took place at all, and
the consequences of this omission plague the model to the
present time. Instead, the authors of the TTM essentially
decreed that readiness to quit smoking should be mea-
sured using the stages of change. For the most part, the
addictions research community then adopted the stages
of change, with few questions asked.
There would be little consequence to the omission of
developmental data on the stages of change if the stages
had subsequently been proved to be valid and effective.
However, as West (2005) and others (e.g. Etter & Sutton
2002) point out, this is not the case. The stage of change
algorithm is a magpie collection of questionnaire items
that do not cohere particularly well. Two of the question-
naire items rely on arbitrary timeframes and binary yes-
no response options. One need not be an expert.
¡A Presentar en Español!Prepare To prepare for this activit.docx
¡A Presentar en Español!
Prepare: To prepare for this activity, review the vocabulary and grammar explanations from Capítulo 4. Continue to practice conjugating verbs in the present tense, to ask and answer questions, and to familiarize yourself with the vocabulary by completing several of the assigned practice activities in MySpanishLab.
Reflect: What makes your city unique? What kinds of things do you and your friends enjoy doing on the weekends? Can you convey what you think will happen in the future? When was the last time that you wrote a postcard? What picture would make a perfect postcard for your city or town?
Write: Choose one of the following activities to use for your initial response.
· Activity #1: In Capítulo 4 of your primary text, explore activity 4-20 Qué Será, Será… (p. 148). Use the ir + a + infinitive construction to predict the future for yourself, your friends, your family, famous people, and so forth.
Write five predictions of what will occur in the future for five different subjects (e.g., your children, the president of the United States, you, etc.). Consult page 148 for a model.
· Activity #2: In Capítulo 4 of your primary text, explore activity 4-38 Una Tarjeta Postal (A Postcard) (p. 159). Write a postcard highlighting different things in your city or town. See if you can convince your classmates to visit!
Use the following questions to organize your ideas. Write at least five complete sentences. Consult the model on page 159 of your primary text if needed.
· ¿Qué lugares hay en tu pueblo o ciudad?
· ¿Por qué son importantes o interesantes?
· Normalmente, ¿qué haces allí?
· ¿Adónde vas los fines de semana?
· ¿Qué te gusta de tu pueblo o de tu ciudad?
· Activity #3: In Capítulo 4 of your primary text, explore activity 4-22 En Tu Opinión (p. 150). Complete the following sentences about volunteer work. Be sure to follow up with additional details to give the reader a clear description of your opinion. Refer to the model on page 150.
· Yo (no) soy un/a consejero/a perfecto/a porque…
· Dos trabajos voluntarios que me gustan son …
· Hay muchas residencias de ancianos en los Estados Unidos porque…
· Yo apoyo al candidato __________ porque . . .
· Cuando repartes comidas, puedes . . .
Respond to Peers: Read through your classmates’ posts. Choose two different posts, and ask one question to each classmate, in Spanish, to elicit more information (Due by Day 5). Also, respond to one of the questions posed by your classmates in response to your initial post (Due by Day 5).
Note: You will have a minimum of four posts, in Spanish, in this forum:
· Your initial post (Due by Day 3)
· A question posed to classmate 1 (Due by Day 5)
· A question posed to classmate 2 (Due by Day 5)
· An answer to a question posed by a classmate in response to your initial post (Due by Day 7)
Tips for success:
· Post your initial response by Day 3. If you post late, you may not have a question from a classmate to respond to in order to fu.
You are the Human Resource Director for a 500-.docx
You are the Human Resource Director for a 500-bed hospital. You have learned that the American Professionals Union is attempting to unionize your 1,000 registered nurses. The CEO has asked you to draft a plan—either supporting the nurses in their efforts OR attempting to remain union-free. Draft solid arguments—either pro or con—for presentation and recommendation to the CEO.
Your paper should be a well-organized paper of six to eight pages in length (in addition to a title page identifying your name and the course number), clearly articulated, and to the point. Your paper must reflect APA style and contain at least three references other than the textbook, which may include Internet sources, professional journal articles,
Carrell, M. R., & Heavrin, C. (2010).
Labor relations and collective bargaining: Cases, practice, and law
(9th ed.). Upper Saddle River, NJ: Prentice Hall.
.
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BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Points 100Assignment 2 Use CasesCriteriaUnacceptableBelo.docx
- 1. Points: 100 Assignment 2: Use Cases Criteria UnacceptableBelow 60% F Meets Minimum Expectations60-69% D Fair70-79% C Proficient80-89% B Exemplary90-100% A 1. Describe (in a one to two (1-2) page narrative) a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Weight:15% Did not submit or incompletely described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Insufficiently described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Partially described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Satisfactorily described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Thoroughly described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. 2. Illustrate the use case, using Visio or a similar product. Weight: 15% Did not submit or incompletely illustrated the use case, using
- 2. Visio or a similar product. Insufficiently illustrated the use case, using Visio or a similar product. Partially illustrated the use case, using Visio or a similar product. Satisfactorily illustrated the use case, using Visio or a similar product. Thoroughly illustrated the use case, using Visio or a similar product. 3. Describe (in a one to two (1-2) page narrative) a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Weight: 20% Did not submit or incompletely described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Insufficiently described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Partially described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Satisfactorily described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Thoroughly described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. 4. Describe (in a one to two (1-2) page narrative) a use case dependency for making an account transfer. Illustrate this use case with Visio or a similar product. Weight: 20% Did not submit or incompletely described a use case dependency for making an account transfer. Incompletely illustrated this use case with Visio or a similar product. Insufficiently described a use case dependency for making an
- 3. account transfer. Insufficiently illustrated this use case with Visio or a similar product. Partially described a use case dependency for making an account transfer. Partially illustrated this use case with Visio or a similar product. Satisfactorily described a use case dependency for making an account transfer. Satisfactorily illustrated this use case with Visio or a similar product. Thoroughly described a use case dependency for making an account transfer. Thoroughly illustrated this use case with Visio or a similar product. · 5. Identify and explain at least one (1) ethical issue that the use case exposes in connection with the development or use of the ATM system. Weight: 15% Did not submit or incompletely identified and explained at least one (1) ethical issue that the use case exposes in connection with the development or use of the ATM system. Insufficiently identified and explained at least one (1) ethical issue that the use case exposes in connection with the development or use of the ATM system. Partially identified and explained at least one (1) ethical issue that the use case exposes in connection with the development or use of the ATM system. Satisfactorily identified and explained at least one (1) ethical issue that the use case exposes in connection with the development or use of the ATM system. Thoroughly identified and explained at least one (1) ethical issue that the use case exposes in connection with the development or use of the ATM system. · 6. Clarity and writing mechanics. Weight: 10% More than 8 errors present 7-8 errors present 5-6 errors present 3-4 errors present 0-2 errors present
- 4. · 7. Research and cite at least three (3) authoritative academic sources. Weight: 5% No references provided Does not meet the required number of references; all references poor quality choices. Does not meet the required number of references; some references poor quality choices. Meets number of required references; all references high quality choices. Exceeds number of required references; all references high quality choices. Points: 100 Assignment 2: Use Cases Criteria Unacceptable Below 60% F Meets Minimum Expectations 60 - 69% D
- 5. Fair 70 - 79% C Proficient 80 - 89% B Exemplary 90 - 100% A 1. Describe (in a one to two (1 - 2) page narrative) a use case, complete with typical and alternate courses, that documents the
- 6. event of a bank customer withdrawing money from an ATM. Weight:15% Did not submit or incompletely described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Insufficiently described a use case, complete with typical and alternate courses, that documents the event of a bank
- 7. customer withdrawing money from an ATM. Partially described a use case, complete with typical and alternate courses, that documents the eve nt of a bank customer withdrawin g money from an ATM. Satisfactorily described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Thoroughly described a use case,
- 8. complete with typical and alternate courses, that documents the event of a bank customer withdrawin g money from an ATM. 2. Illustrate the use case, using Visio or a similar product. Weight: 15% Did not submit or incompletely illustrated the use case, using Visio or a similar product. Insufficiently illustrated the use case, using Visio
- 9. or a similar product. Partially illustrated the use case, using Visio or a similar product. Satisfactorily illustrated the use case, using Visio or a similar product. Thoroughly illust rated the use case, using Visio or a similar product. 3. Describe (in a one to two (1 - 2) page narrative) a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar
- 10. product. Weight: 20% Did not submit or incomple tely described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Insufficiently described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar pro duct. Partially
- 11. described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Satisfactorily described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Thoroughly described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. 4. Describe (in a one to two (1
- 12. - 2) Did not submit or Insufficiently desc ribed a Partially described a Satisfactorily described a use case Thoroughly described a Points: 100 Assignment 2: Use Cases Criteria Unacceptable Below 60% F Meets Minimum Expectations 60-69% D Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. Describe (in a one to two (1-2) page narrative) a
- 13. use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Weight:15% Did not submit or incompletely described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Insufficiently described a use case, complete with typical and alternate courses, that documents the event of a bank
- 14. customer withdrawing money from an ATM. Partially described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawin g money from an ATM. Satisfactorily described a use case, complete with typical and alternate courses, that documents the event of a bank customer withdrawing money from an ATM. Thoroughly described a use case, complete with typical and alternate
- 15. courses, that documents the event of a bank customer withdrawin g money from an ATM. 2. Illustrate the use case, using Visio or a similar product. Weight: 15% Did not submit or incompletely illustrated the use case, using Visio or a similar product. Insufficiently illustrated the use case, using Visio or a similar product. Partially illustrated the use case, using Visio or a similar product. Satisfactorily illustrated the use
- 16. case, using Visio or a similar product. Thoroughly illustrated the use case, using Visio or a similar product. 3. Describe (in a one to two (1-2) page narrative) a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Weight: 20% Did not submit or incompletely described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Insufficiently described a
- 17. use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Partially described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Satisfactorily described a use case dependency for making an account deposit. Illustrate this use case with Visio or a similar product. Thoroughly described a use case dependency for making an account deposit.
- 18. Illustrate this use case with Visio or a similar product. 4. Describe (in a one to two (1-2) Did not submit or Insufficiently described a Partially described a Satisfactorily described a use case Thoroughly described a